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Ministry Attributes Decline In ZIMSEC Pass Rate To Covid-19 Lockdown


By Stephen Tsamba
THE Education Ministry has attributed the 6.8% pass rate decline in Zimbabwe Schools Examination Council (ZIMSEC) Ordinary Level results to the devastating effects of the global Covid-19 pandemic.
Spokesperson in the ministry, Taungana Ndoro told NewZimbabwe.com Wednesday the pandemic induced lockdown had seen a significant decline in the Ordinary Level pass rate due to reduced face-to-face teaching.
Schools were forced to introduce on-line teaching, but this was not practical in some schools especially government learning centres due to the unavailability of ICT gadgets, learning material, and high data costs.
“It is the Covid-19 pandemic which has caused the gap because it forced a lockdown which forced schools to close and, therefore, there was limited face-to-face teaching,” he said. ....

Stephen Tsamba , Taungana Ndoro , Education Ministry , Rural Teachers Union Of Zimbabwe , Zimbabwe Schools Examination Council , Spread This , Ordinary Level , Amalgamated Rural Teachers Union , Grade Seven , Advanced Level , கல்வி அமைச்சகம் , கிராமப்புற ஆசிரியர்கள் தொழிற்சங்கம் ஆஃப் ஸிஂபாப்வே , ஸிஂபாப்வே பள்ளிகள் தேர்வு சபை , பரவுதல் இது , ஆர்டிநரீ நிலை , ஒன்றிணைக்கப்பட்டது கிராமப்புற ஆசிரியர்கள் தொழிற்சங்கம் , தரம் ஏழு ,

Govt blamed for GCSE 6,8% pass rate drop


TEACHERS unions yesterday blamed government for the 6,8% drop in the Zimbabwe School Examinations Council (Zimsec) 2020 O-Level pass rate.
The unions attributed poor budgetary allocations to the Primary and Secondary Education ministry, which is below 22% of the national budget as stipulated by the Dakar Convention, poor working conditions for teachers as well as poor education infrastructure as having contributed to the low pass rate.
Progressive Teachers Union of Zimbabwe (PTUZ) president Takavafira Zhou said: “While the effects of COVID-19 cannot be dismissed in total, the major factors of demotivation and incapacitation of teachers, limited investment in quality public education, poor infrastructural development in rural schools, and useless pedagogical methods of television and radio lessons adopted by government in a situation where more than 75% of students in rural areas had no radio and television frequency, must also be amplified,” Zhou said. ....

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