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UNICEF Zimbabwe has emphasised the need for collaborative efforts to establish an inclusive educational system that paves the way for a brighter future. In a statement to commemmorate the International Day of Education observed on January 24, 2024, UNICEF Zimbabwe said challenges persist in pre-primary education and reaching out-of-school children. Read the statement:
<blockquote>
<h3>Inclusive education is not only a matter of policy but a moral imperative</h3>
<h3>Dr Tajudeen Oyewale, UNICEF Representative and Nobuhle Nokutenda Sibanda, a 17-years-old learner from Beitbridge</h3>
On 24 January, the world celebrates the International Day of Education, dedicated this year to Learning for lasting peace. The day provides a momentum to review where we stand in Zimbabwe on ensuring access to quality education for every child in the country and to listen to what children say about their right to education.
We commend Zimbabwe for the high net enrollment ratio in primary school, with nine out of ten children of primary school age in school. However, only six children out of ten aged 3 to 5 are enrolled in pre-primary education, and an estimated half a million children of primary and lower secondary school age are out-of-school (MICS). These data remind us to continue to work together under the leadership of the Ministry of Primary and Secondary Education to address the challenges that keep children out of school.
In 2024 – for the first time ever – the African Union will dedicate the year to education. This offers an opportunity for the Government of Zimbabwe to accelerate progress towards achieving the Sustainable Development Goal 4 on quality education for all, which includes turning the high-level commitments made at the Transforming Education Summit (2022) focused on education financing, foundational learning and inclusive learning, into concrete actions.
A few weeks ago, Zimbabwe celebrated World Children’s Day in Beitbridge, where more than a thousand children highlighted the right to education for every child. In a survey conducted by UNICEF throughout Zimbabwe ahead of World Children’s Day, participating children mentioned education as their most important right. Most children said that in addition to being happy with their school, they are willing to be involved in the organisation of their school, turning their school into a Dream School!
Linked to the World Children’s Day celebration, Nobuhle Nokutenda Sibanda, a 17-years-old learner from Beitbridge, wrote the following message on education, which I am happy to share with you.
Education is the cornerstone of progress and development, and we must ensure that every child has equal access to quality education regardless of their abilities, backgrounds, and circumstances.
Inclusive education is not only a matter of policy, but a moral imperative enshrined in the United Nations Convention on the Rights of a Child. Article 24 states that all children, including those with disabilities, have the right to education that is free from discrimination and that meets their needs. This is further emphasised in the African Charter on the Rights and Welfare of the Child, which specifically addresses the right to inclusive education. Article 11 of the Charter states that all children have the right to education, and it is the role of the Government to provide adequate resources and support to inclusive education.
When we talk about inclusive education, we refer to a system that embraces diversity, respects the rights of all children, and provides them with equal opportunities to learn and grow. Inclusive education recognises that every child has unique strengths, challenges and potential, and it strives to create an environment where all children can thrive.
One of the fundamental principles of inclusive education is non-discrimination. Every child has the right to education regardless of physical or intellectual abilities. It is our responsibility to remove barriers that hinder access to schools, such as inaccessible infrastructure, lack of specialised resources and negative attitudes towards disability. Doing so can create an inclusive society where every child feels valued, respected, and empowered to reach its full potential.
In Zimbabwe, we have made significant strides in advancing children’s rights to education. The Government has implemented various policies to promote inclusive education across the country, such as the Education Amendment Act, the Children’s Act, and the Disability Act.
In conclusion, inclusive education is not a luxury but a fundamental human right. Our collective responsibility is to ensure that every child of Zimbabwe, regardless of its ability or background, has equal access to education. By embracing inclusive education, we can build a society that celebrates diversity, fosters empathy, and empowers every child to realise its dreams. By remembering that disability does not mean inability, let us join hands and work together to create an inclusive educational system that will shape a brighter future for our children and our nation.
UNICEF Zimbabwe wishes you a Happy International Day of Education!
</blockquote>
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UNICEF Zimbabwe Calls For Collaborative Efforts To Establish Inclusive Educational System

A research paper conducted by the United Nations Children’s Fund (UNICEF) in collaboration with the government, Muthengo Development Studies (MDS), Zimbabwe Civil Liberties and Drug Network (ZCLDN), and Youth Advocates Zimbabwe (YAZ) has revealed that approximately 60% of school dropouts in Zimbabwe are a result of drug and substance abuse.
The research identified common drugs abused by students, including cannabis, cough syrup, crystal meth, illegal alcohol, pharmaceuticals, crack, cocaine powder, and heroin. The study further highlighted that drug abuse contributes to a cycle of poverty and crime as it leads to students leaving school prematurely. The report read in part:
<blockquote>
 The study revealed disturbing patterns directly attributable to alcohol, drug and substance (ADS) abuse: 70% of gang violence is among school children; 15% of Intimate Partner Violence (IPV) and Gender Based Violence (GBV) cases involve adolescents and young people; and an increase in school dropouts with 60% having dropped out of school after being expelled for ADS abuse...
An increase in public education and awareness campaigns about substance abuse, especially directed at adolescents and young people. The establishment of partnerships between schools, communities, and local authorities to promote healthy behaviours among adolescents and the young people.
</blockquote>
The organizations involved in the research also discovered that 40% of suicide attempts were connected to drug abuse. The study revealed that adolescents and young people from wealthier families tended to consume more expensive substances like cocaine, crack, heroin, and legal alcohol, while those from disadvantaged families used cheaper substances.
The main reasons for substance abuse included parental death, poverty, idleness, and peer pressure, among other factors. The report highlighted that Manicaland province had the highest drug usage, followed by Mashonaland Central, Mashonaland West, and Bulawayo. The organizations emphasized the need for more outreach programs to promote positive behavioural changes among young people.
In Zimbabwe, there is a lack of sufficient rehabilitation facilities for drug abusers. These individuals receive therapy in healthcare institutions but are released back into an environment that contributes to relapse. Clement Nhunzvi, a lecturer and mental health practitioner at the University of Zimbabwe, <a href="https://www.pindula.co.zw/Drug_Abuse_in_Zimbabwe/#cite_note-nhunzvi-3">explains in his 2014 publication</a> that they return to a setting characterised by poverty, unemployment, and frustration, which leads them back to drug abuse. Hospital records indicate that a significant number of readmissions were due to substance-induced disorders, with less than 3% of individuals achieving long-term recovery and follow-up. The psychiatric rehabilitation team faces challenges in both clinical practice and an unsupportive community environment for their clients’ recovery.
<h3><a href="https://www.pindula.co.zw/">More Pindula News</a></h3>

UNICEF Says About 60% Of School Dropouts In Zimbabwe Are A Result Of Drug Abuse

The World Health Organisation (WHO) Zimbabwe and UNICEF Zimbabwe Friday dismissed reports which suggested that the country had <a href="https://zero.pindula.co.zw/watch-unicef-official-speaks-on-relations-with-zimbabwe-govt/">ejected them from its COVID-19 programmes.</a>
In separate interviews with The Herald, the two United Nations’ country representatives Dr. Alex Gasasira (WHO) and Mrs. Laylee Moshiri (UNICEF) said their relationship with the government was very professional. Said Dr. Gasasira:
<blockquote>We have not received any communication from any part of Government asking us to stop the services we are providing, so we continue to provide these services.
Our relationship with the Government of Zimbabwe is a very professional relationship. As you may recall at different stages of this response, even before Covid-19 in all areas of health, Government has really closely followed the guidance that WHO has been providing to member States.</blockquote>
Mrs. Moshiri also said there was no communication from the government which suggested that their relationship had been terminated. She said:
<blockquote>.We have not received any communication to terminate any relationship whatsoever. We have not received any communication from the ministry asking us not to be involved in the Covid-19 vaccination efforts. We continue to work closely with the ministry and various pillars as well as other ministries in the Covid-19 response.
We have a close working relationship with a number of ministries which deal directly and indirectly with the children and the Ministry of Health and Child Care is one of our key ministries which we work very directly with on a daily basis on a number of areas, including the Covid-19 response.
I think there is a good (Covid-19) response and we continue to support it so that it caters for the existing circumstances.</blockquote>
Local publications had published suggesting that the two UN arms had been ejected from Zimbabwe’s COVID-19 programmes, a move that had shocked many.
Some observers had argued that the alleged move was probably because the country was flouting WHO regulations on COVID-19 vaccines which Zimbabwe started rolling out last week.
More: <a href="https://www.herald.co.zw/who-unicef-dismiss-anti-govt-report/" rel="noopener" target="_blank">The Herald</a>

WHO, Unicef Deny Ejection From Zimbabwe's COVID-19 Programmes

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