African students, Monitoring (Assessment), Disadvantaged, Developing countries, Literacy education, Numeracy, Primary education, Student assessment, Comparative analysis, International programs, Case studies
This case study of Zimbabwe provides an understanding of the specific practices implemented to measure and improve the literacy and numeracy learning outcomes of Zimbabwean primary school children in the long term. It explores emerging trends from the 2014 Zimbabwe Early Learning Assessment (ZELA) in student learning outcomes and the provision of textbooks and teaching materials procured through the Education Development Fund (EDF). It also reviews the multiyear programme of an intensive capacity-building partnership with the Zimbabwe School Examinations Council (ZIMSEC) and the Australian Council for Educational Research (ACER). The capacity-building programme supports the longterm sustainability of ZELA through system strengthening in assessment, data management and analysis.
Cassity, E. (2016). Improving Quality Education and Children’s Learning Outcomes and Effective Practices in the Eastern and Southern Africa Region : Zimbabwe : Country case study. UNICEF Eastern and Southern Africa Regional Office (ESARO). https://research.acer.edu.au/monitoring_learning/28
Copyright United Nations Children’s Fund (UNICEF) 2016
Place of Publication
UNICEF Eastern and Southern Africa Regional Office (ESARO)