Sekai Manyere
Herald reporter
THE Ministry of Primary and Secondary Education (MoPSE) in partnership with the Education Coalition of Zimbabwe (ECOZI) and Sight Savers, has reaffirmed that inclusive education is not charity but a constitutional right as the Government moves to strengthen schooling for learners facing barriers ranging from disability to poverty, pregnancy and lack of documentation.
Education Research Officer (Visual Impairment) Mr Cosmas Machimbidza said the framework takes a comprehensive, rights-based approach aligned with the gender equity, disability and Social Inclusion National Strategy.
“The inclusive education policy draft is grounded in the Constitution of Zimbabwe, which recognises education as a fundamental right. It is meant to guide planning, resource allocation, implementation, monitoring and evaluation, while supporting targeted interventions to close equity gaps,” said Mr Machimbidza.
According to the ministry, the draft policy has already been finalised through consultations in all ten provinces and is now awaiting Cabinet approval.
Mr Machimbidza said the country was forging ahead by pursuing inclusive education through practical steps already under way.
“These include establishing modern inclusive education facilities, procuring assistive devices, paying school fees through the Bill provision and encouraging school development communities to draw up inclusive school development budgets and plans,” he said.
He said acute shortages of disability related materials and assistive devices continue to hinder progress.
Mr Machimbidza said currently there is a shortage of assistive devices and materials, adding that under the BUILDS initiative, UNICEF is supporting efforts to secure them.
He also said that infrastructure is a major constraint, with less than 20 percent of schools having accessible latrines, ramps and pathways, with rural schools hit hardest.
Mr Machimbidza said the Government is pushing school development communities to prepare inclusive school development plans and budgets aimed at improving accessibility.
He said beyond physical and resource barriers, the community’s attitudes remain a serious challenge.
“Stigma and discrimination continue to reduce demand for inclusive education in some areas, while girls with disabilities face double discrimination,” he said.
The Government is conducting outreach programmes designed to change perceptions and boost enrolment and participation.
The ministry also pointed to legal safeguards, citing Statutory Instrument 13 of 2025, which it said prohibits exclusion on grounds of disability, pregnancy, lack of a birth certificate or non-payment of school fees.
The inclusive education policy aims to ensure that every learner, regardless of social status or ability, attends the school closest to home in the same class.
“Inclusive education is understood as a process of identifying, removing barriers and providing learner-centred support within mainstream, non-formal and lifelong learning,” he said.
Mr Machimbidza said the policy is organised around key areas including enrolment, access, retention, attendance, survival and transition, with an emphasis on the quality of education and fairness for the girl and the boy child, as well as learners with special educational needs.
He also highlighted safety and protection, including psychosocial support, curriculum alignment, infrastructure, leadership and governance, learning and teaching materials, nutrition and health, water, sanitation and hygiene and education financing.
Mr Machimbidza said to improve inclusion, the policy proposes strengthening inclusive early childhood development provision, identifying children out of school, and establishing or expanding inclusive education resource centres including satellite centres in hard to reach locations.
The ministry said it will also focus on early identification and assessment of learners, universal design, accessible school environments, appropriate assistive devices, early screening and referral, specialised support services and inclusive learning materials.
He also said teacher training is important alongside the need for resources in accessible formats and learning materials that reflect diverse learners positively, while addressing stigma and discrimination in schools and communities.
Senator Annah Shiri, representing persons with disabilities, said Zimbabwe has enacted the new Persons with Disabilities Act, aligning with the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).
“This legislative move aims to enhance the education and inclusion of children with disabilities across the nation,” she said.
She said the Education Portfolio Committee of Parliament has expressed its commitment to advancing inclusive education.
“We cannot achieve inclusive development while a significant number of children are excluded from education systems because schools are inaccessible and teachers are inadequately trained,” she said.
Senator Shiri said current statistics from UNICEF reveal a stark contrast in educational access.
“Only 10 percent of children with disabilities in Zimbabwe are enrolled in schools, compared to approximately 90 percent of their peers without disabilities. Education is the foundation for independence,” she said.
She noted that inclusive education not only fosters learning but also combats stigma and discrimination.
“As the Government prepares to roll out a new disability policy across provinces, it acknowledges the urgent need for improvement in accessibility and teacher training to support all learners,” she said.
ECOZI director Mr Elvis Chitsungosaid inclusive education is a national commitment to ensure every learner can access quality, equitable and inclusive education, regardless of disability, gender, location, or socio-economic circumstances.
“We understand that policy development must ultimately translate into tangible improvements in the lives of pupils and students. A policy that remains in draft form cannot fully respond to the challenges faced by learners, teachers, schools and communities,” he said.
The coalition welcomed support from Sight Savers, which it thanked for working with ECOZI to make the meeting possible and the Ministry of Primary and Secondary Education for continued engagement.
