2020 Global Education Monitoring Report launched nationally in Zimbabwe

Zimbabwe’s Ministry of Primary and Secondary Education (MoPSE) in partnership with the UNESCO Regional Office for Southern Africa (ROSA) officially launched the 2020 Global Education Monitoring Report (GMER) on 22 April 2021 in Harare.

The GEM Report, formerly known as the Education for All Global Monitoring Report is an editorially independent, authoritative and evidence-based annual report published by UNESCO. Its mandate is to monitor progress towards the education targets in the Sustainable Development Goals (SDGs) framework. The 2020 Report was published under the theme, “Inclusion and Education: All mean all”.

Speaking during the national launch, UNESCO Regional Director for Southern Africa, Prof. Hubert Gijzen said the 2020 GMER recognized the determination of the principle of ‘leaving no one behind’ in education.

He said there is need to widen understanding of inclusive education to include all learners, regardless of identity, background or ability. Education systems should accommodate all learners with their diversity.

To ensure inclusivity the Regional Director all also called for targeted funding for those left behind. Governments, through their Ministries of Education need to put in place legal provisions, instruments and funding to address barriers to inclusion in education. Targeted funding fosters inclusive learning environments for all learners. He also called for meaningful consultation with communities and parents to ensure inclusivity in education.

In a speech read on her behalf, MoPSE Permanent Secretary, Mrs Tumingsang Thabela said Zimbabwe as a country has a moral obligation to ensure that every child has a right to inclusive and equitable quality education.

She said inclusivity in education is measurable and visible when sign language is pervasive in all schools; resources for Braille feature in school libraries, documents and resource centers; infrastructure is accessible for people living with physical challenges and this includes ramps and rails; there is access to communication technologies; all teachers are able to use alternative modes of teaching to cater for learners with different intellectual capabilities and most important when; and the school environment is non-discriminatory.

The national launch was attended by senior officials from MoPSE, learners and teachers from Emerald School, representatives of Disabled People’s Organizations and UN officials with the majority connecting virtually.



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