Online Reporter
Ivan Zhakata-Herald Correspondent
SADC Ministers have pledged urgent action to improve foundational literacy and numeracy across the region.
The ministers said the skills were essential for poverty reduction, gender equality and long-term development.
Speaking at the ongoing SADC High-Level Ministerial Round Table Dialogue in Harare yesterday, the ministers called for stronger teacher training, policy alignment and data-driven education strategies to address persistent learning gaps.
Primary and Secondary Education Minister, Dr Torerayi Moyo, said access to basic reading, writing and maths remained a major challenge in SADC, particularly in underserved areas.
“Millions of children still lack access to these basic skills,” said Minister Moyo.
“This dialogue is not merely a discussion; it is a call to action.”
Zimbabwe has made efforts to improve early-grade learning, referencing the Early Reading Initiative, launched in 2013 with support from the Global Partnership for Education, and the adoption of the THRASS methodology to support English literacy in early learners.
Minister Moyo said there was a need to champion policies that prioritise early-grade learning, invest in teacher training and harness innovation to reach marginalised communities.
Skills Audit and Development Minister Professor Paul Mavima echoed the urgency and said foundational skills were not just educational priorities, but vital instruments for economic transformation.
“Foundational literacy and numeracy are catalysts for poverty reduction,” said Minister Mavima.
“They relate to gender equality and overall regional prosperity.”
He praised innovations across the region, especially the teacher mentorship in Zambia, community-led interventions in Malawi and digital learning in Namibia.
Prof Mavima called for policy harmonisation with the SADC Protocol on Education and Training and advocated for greater investment in teacher development, especially in rural areas.
“We must ensure that the curriculum taught in basic education aligns with how teachers are being trained in higher education institutions,” Prof Mavima said.
He also pushed for data-driven decision-making and called on member States to improve monitoring of learning outcomes and prioritise marginalised learners.
“The true measure of this dialogue’s success will be in the classrooms we transform, the teachers we empower and the children whose futures we uplift.”
SADC Deputy Executive Secretary for Regional Integration, Ms Angele Makombo N’tumba, reiterated the role of foundational skills in long-term regional development.
“These skills are prerequisites for accessing the curriculum at higher levels and are directly linked to economic growth, health, and social participation,” said Ms N’tumba.
She said SADC members must prioritise five strategic priorities such as evidence-based interventions, Government leadership, programme alignment, measuring learning and applying implementation science.
“Without strong foundational learning, the region will struggle to reduce poverty and prepare youth for the changing economy,” Ms N’tumba.
The roundtable was attended by Ministers of Education, senior Government officials and partners from the SADC region, with both in-person and virtual participation. Discussions were held in alignment with UN Sustainable Development Goal 4 and the SADC Regional Indicative Strategic Development Plan.
The ministers concluded the dialogue with a joint commitment to implement national and regional reforms and hold each other accountable through SADC mechanisms.
dyton mupawaenda