User:YakhshibaevaMuazzamkhon/sandbox

= Zimbabwe =

Southern Africa's landlocked nation of Zimbabwe. It is a former British colony that was taken from the South African Company and was originally known as Rhodesia administration in 1923. The government unilaterally declared independence in 1965 after drafting a constitution that favored the whites in control, but the British government refused to recognize it because it wanted the Rhodesian government to grant more rights to blacks. After a guerrilla insurrection and UN sanctions brought about independence and free elections in 1980, Robert Mugabe's government was chosen and has remained in office ever since.

The achievement of universal education for all pupils was one of Zimbabwe's Millennium Development Goals; but, as of 2015, the goal had not been realized due to a public health emergency, an economic downturn, and a lack of ability to pay for educational expenses. By offering universal and free education to all pupils by 2030, the nation is now striving toward the Sustainable Development Goal. In 2014, Zimbabwe's adult literacy rate was 88%.

Despite the fact that Zimbabwe recognizes education as a fundamental human right, in 2017 the Zimbabwean Government only did 77.2% of what was feasible given its revenue level to ensure that the right to education was met, clearly labeling the government's capacity to do so as "poor." The Human Rights Measurement Initiative compiles these statistics. The effort calculates Primary and Secondary School Enrollment to further cut down the entitlement to education. Zimbabwe is only enrolling 61.9% of its population in secondary education and 92.4 percent of its population in primary school, compared to what should be achievable given its financial level.

Early education
The Ministry of Primary and Second Education's Early Childhood Development (ECD) system is in charge of preschools. The ECD provides early childhood education to kids between the ages of three and five. Zimbabwe prioritizes and expands early childhood development through providing early childhood education at primary schools, according to the UN and the Southern and Eastern Africa Consortium for Monitoring Educational Quality. These programs might be controlled by the government, organizations, or individuals and are now available mostly in urban areas. In actuality, 60% of elementary schools and 98% of primary schools have trained instructors staffing their ECD facilities for children ages three to four.

Primary Education
The primary school years in Zimbabwe are seven years long and cover Grades 1 through 7. English is taught in urban primary schools. Students in rural primary schools are first instructed in the Shona or Ndebele language before switching to English by the third grade. The normal student-to-teacher ratio ranges from 30 to 50 pupils per instructor; however, this depends on location, the economic situation of the nation, and the annual budget allocated to education. The elementary school curriculum includes Language, Art, Contents, and Math. The minimum intended educational achievement for all pupils is functional literacy and numeracy by the end of primary school, according to the Education Secretary's Policy Circular No. 12 from 1987.

Students take a national test in mathematics, English, agriculture, Shona or Ndebele, and the general paper, which covers social sciences, environmental science, and religious education, at the end of seventh grade. The government of Zimbabwe mandates education for all citizens, but based on the requirements of the secondary school, this examination might help pupils choose which secondary school to enroll in. Private or religious schools frequently have admissions standards, while many rural public schools accept students "en masse" without regard to how well they perform on the test.

Secondary Education
Students can enroll in private boarding schools, public boarding schools, or day schools, all of which need an entry fee for secondary education. The General Certificate of Education, or Ordinary Level, is a four-year program, and the General Certificate of Education Advanced Level, or Advanced Level, is a two-year program. The British educational system served as the inspiration for this framework.

Math, English, science, Shona or Ndebele, geography, and history are among the subjects that students take at school. After four years in Form 4, students take the Ordinary Level Certificate Examination, which requires them to pass a minimum of five courses, including Science, English, Mathematics, History, and a practical topic like woodworking or agriculture. This test, which is graded on a letter scale, can evaluate a student's academic performance, eligibility for "A-Level" institutions, and career situation.

A-Level secondary education is an option for students, as well as teacher preparation, technical, agricultural, polytechnic, and nursing institutes. After completing six years of secondary education, students who decide to enroll in A-Level courses must pass the Advanced Level Certificate Examination given by the Zimbabwe Schools Examination Council. In order to enroll in a university in Zimbabwe, you must pass the "A-Level" exam.

Tertiary Education
The Ministry of Higher and Tertiary Education oversees the university, technical, polytechnic, teacher training, and other vocational training institutions that make up the tertiary sector of education. The University College of Rhodesia and Nyasaland, today known as the University of Zimbabwe, started offered tertiary education in Zimbabwe in 1957. Following Zimbabwe's declaration of independence in 1980, the university's student body increased from 2,240 to 9,017 by 1990. In order to ensure the quality of higher education in Zimbabwe, the National Council for Higher Education was founded in 1990. The number of higher education institutions in the nation has expanded in recent decades as education has become more widely accessible. Eight new universities, for instance, were founded between 1999 and 2005. Zimbabwe Council for Higher Education

Having access to a good education
Despite the initiative taken during independence to swiftly increase educational options, there was still a greater demand than there was supply. In the last ten years, economic turmoil, infrastructure pressure, and teacher shortages have all hampered the quality of education. Only a third of schools, according to UNICEF, are deemed to be in "excellent condition." Schools must also deal with issues like multiple sessions, "hot sitting," and crammed classrooms. "Hot sitting" refers to the practice of having one half of the pupils attend class in the morning and the other half in the afternoon. More pupils can attend school thanks to these strategies, but the quality suffers as a result of the lack of focus and instructional time.

The dearth of qualified teachers in secondary schools has an effect on education quality as well. There are fewer opportunities to meet the demand for qualified secondary school teachers in Zimbabwe because the bulk of teaching colleges there specialize in elementary education training. Rural communities are more affected by teacher shortages than metropolitan ones because of poor working conditions and low pay. Due to the strong demand for labor and disregard for quality, many teachers in rural areas lack training. Less than 1% of the federal education budget is spent on instructional materials, in addition to underpaying instructors.

Funding
The Zimbabwe Education Act, which was passed in 1980, was intended to provide free and universal education to all children in Zimbabwe; nevertheless, over time, tuition fees and other educational expenses have risen. Even though public government schools only charge a little amount for tuition, many families nevertheless pay it. Even if they get education subsidies, families still have other costs to cover, such as building fees, transportation expenses, test fees, uniform prices, and school supplies for their kids. Due to previous government spending on infrastructure for education and recent years of the global economic crisis, education is not entirely free in Zimbabwe. Programs like the Basic Education Assistance Module (BEAM) have been created to stop vulnerable children and orphans from failing to complete their primary education.Although BEAM only covers fewer than half of the target demographic, it pays for tuition and other essential costs. Only 10% of students between the ages of 15 and 24 as of 2014 had not finished primary school, which can be ascribed to the high cost of education.

Zimbabwe’s Examination System
All primary and secondary school exams, including the Grade 7 test, the Zimbabwe Junior Certificate of Education (ZJC), and the Zimbabwe General Certificate of Education Ordinary Level, are administered by the Zimbabwe Schools Examination Council (ZIMSEC) (ZGCE O-Level)

and the ZGCE Advanced Level (A-Level) tests for the Zimbabwe General Certificate of Education.

Teachers that have received ZIMSEC examination marking training mark every exam, with the exception of objective assessments. Teachers must possess at least a teaching diploma and some prior expertise in the subject they plan to grade in order to be trained as markers.

Grade 7 Examination
At the conclusion of primary school is the Grade 7 examination. The typical age of the pupils taking this test is 12.5 years old. The range of ages is 12 to 15. Students take assessments in English, mathematics, Shona or Ndebele, and general papers are the four subjects. There are no exam fees for students to take this test. On a nine-point grading scale from 1 to 9, where 1 is the highest possible grade and 9 is the lowest, candidates receive a separate result for each topic. Accordingly, pupils who perform best will receive four units (one point for each topic), while those who perform worst will receive 36 units (nine points in each subject).

The certification of the pupils' level of academic achievement is the primary goal of the Grade 7 assessment. It is also utilized, particularly by private and mission institutions, to choose pupils for secondary education. Some elite public institutions with competitive admissions also have selection criteria based on Grade 7 test scores. Other schools frequently adopt a "mass admission" policy, especially those in rural areas, regardless of the kids' Grade 7 exam scores. This is due to the government's principle of equal access to education, which states that no student should be denied a spot for whatever reason.

Resources:
Ministry of Education, Sport, Arts & CultureMinistry of Higher and Tertiary Education (MHTE)

Conclusion
As a result of all stages being required, Zimbabwe education is intricate and focused on educating everyone (except pre-school and higher education). Certain knowledge and abilities that may be crucial for their future are needed of students. Overall, the Zimbabwe government is providing excellent possibilities for both citizens and foreigners by hosting renowned, esteemed Zimbabwe colleges.