Mukudzei Chingwere
Senior Reporter
SCHOOLS are stepping up efforts to identify and support pupils at risk of dropping out, using an Early Warning System (EWS) that flags challenges such as financial constraints, early pregnancy, bullying and persistent absenteeism before learners abandon their education.
Ministry of Primary and Secondary Education spokesperson Mr Taungana Ndoro said the initiative seeks to strengthen learner retention through early identification and timely intervention.
Primary and Secondary Education Deputy Minister Angeline Gata recently monitored implementation of the system at Goko High, Mutema High and Chipangayi High schools.
Mr Ndoro said the exercise reaffirmed the Ministry’s commitment to inclusive and equitable education.
“The initiative is designed to ensure no pupil is left behind by proactively identifying learners at risk of dropping out due to factors such as early pregnancy, financial constraints, long walking distances, bullying, and chronic absenteeism,” he said.
The approach gives schools an opportunity to identify difficulties while affected pupils are still within the education system and coordinate support to help them continue learning.
Repeated absence, for example, can signal a problem requiring attention beyond the classroom. Understanding whether a learner faces transport difficulties, financial pressures or bullying helps schools determine an appropriate response.
Mr Ndoro said Deputy Minister Gata’s tour focused on how schools were implementing the system and translating information into support for vulnerable learners.
“During the monitoring tour of Goko High, Mutema High and Chipangayi High, Hon Gata assessed the implementation of the EWS at school level, emphasising the importance of timely data capture, guidance and counselling, and community engagement in learner retention,” he said.
Timely information is central to the initiative, allowing schools to recognise emerging warning signs and engage learners, parents and relevant support services.
Guidance and counselling provide an opportunity for pupils to explain the challenges affecting their attendance and participation, while community involvement helps schools address circumstances that extend beyond their direct control.
Mr Ndoro said the ministry was leading the initiative through a whole-of-Government approach, with support from Camfed Zimbabwe.
The coordinated approach recognises that keeping a child in school may require assistance beyond teaching, particularly where household circumstances or protection concerns threaten continued attendance.
The monitoring exercise places emphasis on identifying those barriers early and strengthening cooperation around affected learners, supporting the Ministry’s goal of ensuring that vulnerable pupils remain in education.
