Nhaka Foundation News

Mother Goose Time ECD material landed in Zim

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We are delighted to share that we have just finished unloading a forty foot container loaded with early childhood development learning material all the way from Michigan, USA. Our friendship with the Team at Mother Goose Time dates back to many years ago and they have been consistent in their support towards resourcing rural early childhood development centres with learning and play materials for the young children. This afternoon it was with such a pleasure and deep joy and sense of gratitude for the entire team as we unloaded this container. We are looking forward to sharing this with other ECD actors in the country as we aim to reach over 300 preschool teachers with training and over 18 000 young learners with this material that will support their development. Mother Goose Time for ages 2 1/2 to 5 years is uniquely designed to support parents and teachers in having more time to observe, know, and be with the little children. It gives concrete materials and ideas on how to inspire  children through art, music, logic games and hands-on investigations.

These are solid partnerships that we cherish at Nhaka Foundation as we work hard to ensure that every little child has the best of beginnings at these centres and that they grow up being afforded the opportunity to grow into responsible citizens of their community, country and the global village. Help us celebrate this partnership as we also continue in gratitude for the 10 years we have been working with young children in Zimbabwe.

“Celebrating a decade of leaving a lasting legacy”


AdministratorMother Goose Time ECD material landed in Zim
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Renovating Classrooms to create clean, safe and habitable spaces for young kids

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Nhaka Foundation partners with rural area primary schools and the parents and caregivers to create Early Childhood Development (ECD) Centers through the renovation of dilapidated classrooms. The classroom floors, windows, doors and roofs are repaired or replaced, and a fresh coat of paint is applied inside and out. Each Center has its own unique personality as the exteriors are then finished with hand-painted, age-appropriate drawings by local artists. As a part of the renovations program team Nhaka works with the families and members of the community to plan and build, expand or repair the playgrounds and equipment using readily available and safe materials.Once restored to a like-new condition, the Centers are officially incorporated into the primary school system and sustained by the community through elected Pre-School Management Committees thus ensuring the children will continue to have clean and safe spaces in which to work and play.

Please click this link https://www.newsday.co.zw/2016/11/29/video-ngo-govt-community-collabo-school-makeovers/ to watch a short video of this activity.

AdministratorRenovating Classrooms to create clean, safe and habitable spaces for young kids
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News Flash 09 March 2017

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Exciting morning today as our Executive Director signed a Cooperation Agreement with Embassy of Japan in Zimbabwe. Nhaka Foundation is going to construct classrooms in one of the communities we serve in order to provide access to safe and habitable classes for the young children. The embassy of Japan is going to provide the funding for this project.                      

AdministratorNews Flash 09 March 2017
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Promoting cultural exchanges and learning

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We are really excited to be at the centre of partnerships that promote cultural exchanges, learning and growth. Here with our partners from 2SecondsOrLess working to implement a sustainable school feeding garden. This is part of the Ministry of Primary and Secondary Education’s thrust of ensuring homegrown sustainable feeding solutions. This March we have just been hosting a team from our friends from 2 Seconds Or Less who have partnered with us to establish school nutrition gardens.

These gardens are going to be used to complement the Ministry of Primary and Secondary Education efforts towards implementing a sustainable homegrown feeding solution whereby the government provides the grain to cook our staple food which is known as “sadza” and the communities have to supply the relish or vegetables. Due to various factors the communities have all not been able to supply the vegetables and thus our working with partners so that community gardens are developed leading to endless supply of vegetables to the school.


AdministratorPromoting cultural exchanges and learning
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Retaining kids in school

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A pillar of our Theory of Change is Retention.. We work to ensure that through the feeding program children remain in school for longer. With a nutritious delicious traditional drink, prepared by community volunteers,  school attendance has increased and children are more excited to be in school everyday!



Availability of food is one of the key factors influencing school attendance. Schooling for most children in the rural areas demands more energy and effort as they are required to walk longer distances to the nearest primary school, concentrate more and learn as much as possible from very limited resources. Most households with children going to school are unable to provide children with nutritious meals for breakfast and midmorning. It is therefore more of a natural response that children in these circumstance drop out of school because of inability to participate in the learning process due to low levels of energy, alertness and concentration.

AdministratorRetaining kids in school
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The Status of Education and Early Childhood Development (ECD) in Zimbabwe

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Submitted February 2017 by Patrick Makokoro, ACEI Country Liaison, Zimbabwe

Zimbabwe considers access to high-quality and relevant education for all children to be both a basic right and the foundation that underpins the cultural, social, economic, and democratic growth of our nation. The structure of education is now 2-7-4-2: meaning two years of early childhood development (ECD), 7 years of basic primary education, 4 years of secondary education, and 2 years of senior secondary schooling. Although the literacy rate of Zimbabwe is 92%, a need remains to ensure that new schools are built and equipped—particularly in the new resettlement areas. The education sector also still faces the challenge of a curriculum that does not match the country’s developmental needs.

Zimbabwe has reviewed its curriculum to produce a well-grounded learner, capable of contributing meaningfully to the development of the country while leading a fulfilling and happy life. The curriculum rests on five key pillars: the legal and regulatory framework, teacher capacity development, teacher professional standards, infrastructure development, and research and innovation. Zimbabwean children need an early foundation in literacy and numeracy while also being exposed to the fundamental concepts of science and technology. The use of information and communication technology (ICT) grounded in the literature and culture of our nation will develop citizens who are able to confidently move into the world of work and sustain their lives.

The competency-based curriculum being implemented in 2017 with ECD A, grade 1, Form 1 and Form 5 currently has 102 syllabuses for ECD, Primary, and Secondary classes. The aim of the curriculum is to cherish pupils’ Zimbabwean identity and values, prepare learners for life and work as they acquire practical competencies, literacy, and numeracy skills. The curriculum promotes inclusivity, lifelong learning, equity and fairness, and gender sensitivity. The identified exit profiles are skills, knowledge, national identity, values, and attitudinal dispositions.

ECD was formally integrated into the education system in 2005 through a Permanent Secretary Circular and was annexed to existing primary schools. ECD is now bundled together with grades one and two and the four years are known as infant school, grades 3-7 as junior, and forms 1-6 as secondary school. Apart from the various Permanent Secretary and Directors’ circulars and statutory instruments spanning from 2004 to 2014, there is no comprehensive ECD policy in Zimbabwe. Furthermore, the ECD sector is underfunded due to weak prevailing economic conditions; most funds for education are allocated to salaries, leaving less than 3% for infrastructure and professional development. The ECD sector has about 427,800 learners taught by 4,000 teachers, with 5,800 more qualified teachers required. Only 21.6% of children age 36-59 months are attending an ECD program.

There is a need to build the capacity of existing educational officials to provide grounding in ECD philosophy, approaches, and methods. The ECD sector has inadequate age-appropriate infrastructure and equipment. Very few learning materials resonate with the play and learn approach and the culture of the nation. For children in the 0-8 year range, 27.6% are stunted and 11.3% are underweight, highlighting the need for school feeding programs.

The general outlook for the education sector in the country looks promising. Education sector financing is key to ensuring that all these plans are implemented and that children have access to great quality education service provision in Zimbabwe.

Related Zimbabwean Education Policies

The 2016-2020 Education Sector Strategic Plan (ESSP) will focus on phasing in the new curriculum, continual provision of professional upgrading, supervision, and other support for the teachers. The ESSP will also focus on increasing access to learning through early identification of children with specific learning needs and more well-equipped classrooms for science, technology, engineering, and math (STEM) and ICT; having the right institutional architecture, great leadership, accountable management, efficient and effective resource utilization, and quality service delivery; as well as pursuing first-class data collection, research, and analysis.

The Education Act, revised in 2006, and other statutory instruments will need to be reviewed, revised, and updated to be consistent with the provisions of the new Constitution. The policy framework will be reviewed, developed, or rationalized. The ESSP commits to preparing and implementing policy on the following: school-level financing, ICT for the education sector, school feeding, inclusive education, assessment for the infant years and review and development of the assessment framework for new areas, policy and/regulatory framework for teacher professional standards, infant/early childhood policy, and finalizing and implementing the school health policy.

The Medium Term Strategic Plan 2011 – 2015 raised the professional status of teachers and enhanced the quality of their teaching by setting professional standards and providing a range of professional development opportunities. A robust Education Management Information System (EMIS) was established, which has credible data that provides for informed decision-making in education.


Ministry of Primary and Secondary Education: The curriculum framework for primary and secondary education 2015-2022

Ministry of Primary and Secondary Education Sector Plan 2016-2020

Sundaymail. (2016) Dr. Lazarus Dokora.

UNICEF, Multiple Indicator Cluster Survey (MICS) 2014: http://mics.unicef.org/surveys

For more information:

Zimbabwe Ministry of Education, Sports, Arts and Culture. (2012). Education medium term plan 2011- 2015: Zimbabwe. Download the report here.

Nyamanhindi Richard. Ministry of Education and UNICEF launch real-time monitoring system. https://www.unicef.org/zimbabwe/media_16120.html

Republic of Zimbabwe, Ministry of Primary and Secondary Education. Education sector strategic plan 2016 – 2020: Zimbabwe. Download the report here.

AdministratorThe Status of Education and Early Childhood Development (ECD) in Zimbabwe
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Promoting a “whole” child approach

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At Nhaka Foundation we have been fortunate to partner with the Zimbabwe Association of Occupational Therapists (ZAOT) for our Health Assessment Program and Parenting Meetings this term. We are excited to be working alongside some of the country’s best Occupational Therapists in addressing some of the developmental, physical, psychological, social, and environmental factors that can affect the functioning of pupils in different ways. This approach makes O.T. a vital part of health care for most children and children in the communities we are serving who might otherwise not have access to this type of interventions. Occupational therapists apply their specific knowledge to enable people to engage in activities of daily living that have personal meaning and value to them. They also consult with the person and the family or care givers through evaluation and treatment to promote the client’s capacity to participate in satisfying daily activities. The occupational therapist’s goal is to provide the client with skills for the job of living, those necessary to function in the community or in the client’s chosen environment.

Occupational therapy (OT) focuses on promoting and enabling people with physical, sensory, or cognitive limitations to be as independent as possible in all areas of their lives. O.T. helps children and adults with various needs to boost their cognitive, physical, sensory, motor skills, increase their self-esteem as well as helping them have a sense of accomplishment. Most people think occupational therapy is meant for adults and not for children, after all, children’s occupations are taken for granted.Contrary to this belief, a child’s main job is playing and learning therefore occupational therapists can evaluate children’s skills for playing, school performance, and daily activities then work with the children to design an intervention that promotes participation and engagement in these meaningful occupations.



So on behalf of Team Nhaka Happy World Occupational Therapy day!

AdministratorPromoting a “whole” child approach
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Training Workshops with School Heads, Teachers In Charge (TICs) and ECD Teachers

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Teacher Training Program

Teacher Training Program

The Team at Nhaka Foundation has been busy with conducting Training Workshops with School Heads, Teachers In Charge (TICs) and ECD Teachers These Training Sessions were held on the 1st, 4th ,5th ,  6th and 7th of this month, July 2016, respectively. The Training Workshops were facilitated by Dr Lee Ann Christenson, an Associate Professor in the Early Childhood Development Department, at Townson University, in the United States, together with the Goromonzi District Trainer Mrs Mushawatu.

Our aims for the ECD Teacher Training Workshops are to increase the capacity of Teachers to enable them to meet the developmental needs of their students. To facilitate dialogue between Teachers concerning teaching techniques as well as to aid Teachers to develop their ability to innovate with media. In addition, our aim with the School Heads and TICs Workshops is to conscientize these individuals on the importance of Early Childhood Development (ECD) and to develop their ability spread awareness about the benefits of ECD to parents and caregivers.

AdministratorTraining Workshops with School Heads, Teachers In Charge (TICs) and ECD Teachers
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