Bridging the divide: Transforming Zim’s schools

Source: Bridging the divide: Transforming Zim’s schools – herald

Theseus Shambare

Features Writer

THE cracked earth of the path once seemed endless for 12-year-old Tendai Makura.

Each morning, the rising sun would cast long shadows as she and her younger brother began their trek to Easterlea Primary School in Chakari, Sanyati, the dust from their bare feet swirling around their ankles.

The weight of their meagre lunch felt heavier with every kilometre walked.

On rainy days, the leaky roof of their old classroom offered little protection, with the dampness seeping into their books and chilling them to the bone.

In the sweltering heat of summer, concentration became a battle against the oppressive air.

This has been the reality for children in Chakari, a community nestled in the rural Sanyati district, Midlands province.

For years, learners walked tiring journeys, some as far as 17 kilometres each day, just to reach the gates of Easterlea Primary School.

A recent visit to the school painted a different picture.

Now, the journey feels different.

Though the path remains the same, Tendai’s anticipation buoys her steps.

The sight of the newly painted classroom block, standing proud against the horizon, fills her with a sense of possibility.

Stepping inside is like entering a different world — sunlight streams through the large windows, illuminating the colourful charts on the walls.

“Before, we would huddle together in the dark corners when it rained,” Tendai recounts, her fingers tracing the smooth surface of a new desk. “Now, there is so much light, and it is cool. It feels like my mind can finally breathe.”

Her dream of becoming a nurse, once a distant whisper, now feels a little closer.

For 10-year-old Simba Chirenda, the change is equally profound.

He remembers the daily struggle of carrying a heavy container of water from a distant well, the precious liquid sloshing with each uneven step.

Sometimes, the water was not even clean and his mother would get worried.

“My arms used to ache so much before I even got to school,” he said. “Now, we just turn a tap, and clean water flows out like magic.”

The new borehole, its complementary equipment a gleaming silver sentinel against the blue sky, has not only quenched their thirst, but has also given birth to a vibrant green vegetable garden.

Simba beams with pride as he points to the rows of cabbages and tomatoes.

This comes as a boost to the recently introduced school feeding programme countrywide aimed at ensuring all learners have at least two hot meals a day.

“We planted these ourselves! And soon, we will have them for lunch. It feels good to grow our own food,” said Simba.

The dream of becoming a farmer one day feels like his first real lesson.

Mrs Chipo Matibenga, a teacher at Easterlea for over a decade, has witnessed the transformation firsthand.

“Teaching in the old classrooms was a constant challenge. The environment was often distracting and uncomfortable for both learners and myself,” she said, her voice filled with emotion.

“Now, with the new classrooms, there is a sense of dignity and a renewed enthusiasm for learning. The clean water has improved the children’s health and hygiene, and the garden is a wonderful addition to the school feeding programme.

“It is like a weight has been lifted.”

Mrs Matibenga sees a brighter future for her learners, one where their potential is no longer limited by their circumstances.

For too long, the narrative of Zimbabwe’s education has been one of stark contrasts.

Modern infrastructure stood as a symbol of privilege, largely confined to urban schools.

Rural schools like Easterlea Primary, on the other hand, portrayed a different image, one marked by the hardship of long treks and limited resources.

The picture of these young learners diligently carrying their meagre lunches in 2kg plastic containers, formerly used as sugar packaging, is vivid in many people’s minds, a stark reminder of the challenges faced by children seeking knowledge in the countryside.

This remarkable change at Easterlea Primary School is not an isolated incident, but rather a key part of the Government’s broader strategy to uplift rural communities and ensure that Tendai and Simba’s experiences become the norm, and not the exception.

In Zaka, Masvingo province, Chinorumba High School’s innovative school business unit (SBU) has become a powerful driver of positive change.

The school is generating approximately US$2 000 monthly from Government-led integrated projects that involve the production of fish, vegetables, poultry and goats, revolutionising the learning environment.

Acting Masvingo provincial schools’ inspector Mr David Fusirai said the school is recording a remarkable academic improvement, with the latest figures showing an impressive 85 percent pass rate among its learners.

“We have seen a significant increase in our overall pass rate to 85 percent.

“Learners are more motivated, and the hands-on experience gained through the SBU projects is enriching their understanding and contributing to their academic success,” said Mr Fusirai.

This success, he said, underscores the powerful impact of integrating entrepreneurship with academic learning in rural communities.

In July 2023, President Mnangagwa launched a one-hectare SBU at Chinorumba High School equipped with a solar-powered borehole, a drip irrigation system and two fishponds stocked with 2 000 tilapia fingerlings.

One of the school’s most extraordinary achievements lies in its consistent 100 percent pass rate in the Advanced Level national examinations.

In the 2023 exams, the school witnessed an impressive feat, as 22 candidates achieved a score of nine points and above.

Setting a new record, some of these individuals secured an astounding 19 points in their A Level exams — an accomplishment that even urban learners would find enviable.

One of the learners excelled in science subjects, while the other showcased brilliance in the arts.

In Buhera, Nehumambi Primary School has taken agriculture to another level by implementing Heritage-based Education 5.0.

It has become a true reflection of an agricultural hub, which surrounding communities and other schools in the province are learning from.

From the proceeds of its produce, the school has established an information and communication technology (ICT) classroom.

“We have since moved away from relying on donor handouts. We now seek solutions to our problems from within,” said Ms Longina Makambanga, a schoolteacher who oversees agricultural projects.

In Mangwe and Matobo districts of Matabeleland South province, the Government, in partnership with UNICEF and the Food and Agriculture Organisation of the United Nations (FAO), transformed Lingwe and Tjingababili primary schools.

Through the Enhanced Resilience for Vulnerable Households in Zimbabwe project and the Government’s School Improvement Grant (SIG) Water, Sanitation and Hygiene (WASH) programme, the schools have since been recording a rise in attendance and eradicating water-borne diseases.

In an interview recently, Ministry of Primary and Secondary Education spokesperson Mr Taungana Ndoro said the Government’s drive is firmly rooted in the National Development Strategy 1 (NDS1) and Vision 2030, which prioritise equitable access to quality education through robust infrastructure development.

He said: “Our long-term strategy is clear. We are actively working towards constructing 3 000 schools nationwide under NDS1. While specific figures for new school openings in 2025 are still being finalised, we have already made significant strides.

“Nationally, 35 model schools, comprising 19 primaries and 16 secondary institutions, are currently under construction. Importantly, 25 of these are upgrades of existing satellite schools that previously lacked proper infrastructure, mirroring the transformation seen at Easterlea.”

The ministry’s approach, he said, involves strategic public-private partnerships to expedite the construction and maintenance of educational facilities.

Furthermore, significant funds are being allocated to rehabilitate dilapidated schools, ensuring that learning environments are safe and conducive across the country.

Bridging the digital divide is another crucial pillar, with a comprehensive rollout of ICT equipment and internet connectivity targeting marginalised areas to equip learners with essential 21st century skills.

Mr Ndoro emphasised the Government’s commitment to ensuring that education is not just a dream for children in marginalised communities like Chakari.

“Equity is at the heart of our work,” he asserted. “We are prioritising rural areas through initiatives such as developing low-cost boarding facilities and converting day schools to better serve these communities. Our goal is to ensure that every child, regardless of their geographical location, has the same opportunities to access quality education.”

The transformation at Easterlea, therefore, is not an isolated success story, but a microcosm of a larger national vision taking shape.

It represents a tangible step towards a future where the long distances and inadequate facilities that once defined rural education in Zimbabwe become a fading memory, replaced by modern classrooms, clean water and the unwavering promise of opportunity for every child.

Tendai and Simba’s dreams, once fragile hopes, now have a stronger foundation upon which to flourish, mirroring the broader aspirations of a nation investing in its most valuable asset — its children.