ICTs reprieve for underprivileged students in Matabeleland

Information and communication technologies (ICTs) have become a key part of 21st century learning as technology continues to revolutionise all parts of the human experience.

They have been used to improve access and the quality of value-based education.

ICT tools enhance teaching, and facilitate learning using multimodal courseware and as such, Government has been on a drive to promote the use of ICTs in schools across the country.

To support this cause, UK-based philanthropist, Mr James Mawaka, through his non-profit organisation Lenoir Foundation, is pushing forward the Education Ministry’s agenda to encourage schools to fully adopt ICTs as part of learning by providing internet access to 10 underprivileged rural schools.

Lenoir Foundation seeks to address the digital divide by partnering with communities to build E-labs which are well-furnished internet and digital centres that seek to tackle the issue of “access” especially in remote areas where connectivity is at a premium and internet is costly.

ICTs are changing the academic landscape and equipping students with digital knowledge is a key catalyst to Zimbabwe’s schools attaining global parity in the technological sphere.

Lenoir Foundation is partnering with Parvitech to supply effective digital connectivity, devices, skills, and support to schools.

Parvitech is a registered Zimbabwean company established last year with the aim of supplying and delivering the latest technologies to Africa and beyond. As a new technology business, Parvitech is driving the adoption of the latest technologies in schools by ensuring that every child, no matter where they are, has access to technology thereby enhancing and improving their lives.

Lenoir Foundation’s first successful installation of a Very Small Aperture Terminal (VSAT) was at Mutare’s Munyoro Secondary School located 50km from the city centre in Munyoro Ward where over 800 students are enrolled. At the school, internet equipment was installed at the computer laboratory block.

The school had computer structures but had challenges meeting the cost of termly internet for their learners and teachers increasing their inaccessibility to latest knowledge packs, and even new curriculum content. Students and teachers can now access a wealth of digital resources, including e-books, online courses, and educational videos.

Mr Mawaka said the idea is to expand the initiative to Matabeleland.

“We just completed the first one last month in Mutare but my goal is to focus on schools in Matabeleland. The plan moving forward is completing the first phase of the project which is providing internet access. Phase two is partnering with learning platforms like Akello and in between all this, we’re collecting used laptops and tablets because we are also building our own learning platform that will have the school curriculum and can be accessed by any student with a mobile device.

“We’re looking to complete this project after three years depending on budgets but this can change as we might have backing from an organisation called Dubai Cares. As a foundation, we believe that digital access is essential to improving educational outcomes. We’re committed to ensuring that all students, regardless of their background, have equal access to the digital tools they need to succeed.

We look forward to providing digital access to more schools in Zimbabwe and other under-served areas. Our hope is that we inspire others to get involved in improving educational opportunities for students worldwide,” said Mr Mawaka.

His efforts consolidate those of the Government which declared the Zimbabwe Academic and Research Network (ZARNet) as the National Implementer of the National E-Learning (NEL) Strategy in 2021 to promote utilisation of digital skills in schools.

Access to digital skills has ceased to be a luxury but it has become a necessity in an ever-evolving world. The academic landscape is a great start in marshalling a digital revolution in Zimbabwe.

Targeting schools in Matabeleland makes perfect sense as a significant number of schools performed poorly in public examinations since the advent of the Covid-19 pandemic, which hindered face-to-face lessons and made online learning the new normal.