Govt reviews non-formal education policy

Mukudzei Chingwere

Herald Reporter

GOVERNMENT has developed a revised national policy for non-formal education to bridge the educational gaps faced by children currently out of school so they can be productive members of society.

The new policy, which includes formal measurement of skills attained, aligns with the nation’s broader aspirations as outlined in the National Development Strategy 1 and recent amendments to the Education Act.

Participants in this review include representatives from the Ministry of Primary and Secondary Education, teachers’ unions, independent colleges, National Association of Primary Heads, National Association of Secondary Heads, pupils and development partners.

Ministry of Primary and Secondary Education spokesperson Mr Taungana Ndoro said the revised policy seeks to ensure that every child and adult enrolled in the programmes will have access to equitable education.

“The revised policy is not just a document. It is a lifeline for those marginalised and overlooked within our education system,” said Mr Ndoro.

“It seeks to be equitable, inclusive, affordable, providing relevant knowledge, skills and competencies for life.”

The Ministry is also partnering with the Higher Education Examination Council (HEXCO) to bolster support for non-formal education initiatives.

This collaboration aims to develop standardised assessments, ensuring quality and consistency across programmes in non-formal education.

By recognising and validating the skills acquired through non-formal channels, Government seeks to provide learners with credentials that enhance their employability.

“We are not only elevating the status of non-formal education but also ensuring that individuals who pursue these pathways receive the recognition they deserve in the job market,” said Mr Ndoro.

“Non-formal education is a beacon of hope. It enables us to cultivate skills and knowledge in ways that respond to the unique challenges faced by our communities, particularly in rural and impoverished areas.”

The new framework not only supports lifelong learning, but also promotes socio-economic stability by equipping individuals with the skills necessary for decent work.