Presentation by Dr Elisha C. Kujeke

The role of learner study centres/student support systems in enhancing education through NFE at government correspondence school
Presentation by Dr Elisha C. Kujeke

1. THE GOVERNMENT PRIMARY CORRESPONDENCE SCHOOL HARARE : ZIMBABWE   Zimbabwe Correspondence School Private bag 7745 Causeway Harare   Telephone : [phone] Cell : 0772 854 115,0771858661 Website : www.zimcs.org.zw 1

2. THE ROLE OF LEARNER STUDY CENTRES/STUDENT SUPPORT SYSTEMS IN ENHANCING EDUCATION THROUGH nfe AT GOVERNMENT CORREPONDENCE SCHOOL BY DR ELISHA C. KUJEKE (A/PRINCIPAL) 2

3. 1.0 Introduction- Historical Perspectives Education in Pre- Colonial era- Bottleneck Policies segregated blacks using the bottle neck strategy After Grade 7 ,12.5% - F1 , 37.5% F2 and 50% to fend for themselves hence the significance of CACC and RRC Apprenticeship for whites Independence and social demand approach Rapid expansion after 1980 as education contributed towards Socio-economic development Enrolments galloped and school and college graduates increased not proportional to available resources hence “Hot Seating” and Upper Tops Education for all International support from UNICEF, UNESCO SIDA, CIDA, DAPP Formal Where learning has direct contact with learners Non- Formal Education Learner is separated by time and place using distance education mode of delivery Informal education- Learning through interaction and experience Ministry Organogram CDU Teachers Supervisors Materials Developers Parents/Guardians Learners 3

4. HISTORY OF THE SCHOOL The Zimbabwe Government Primary Correspondence School was founded in 1930. The school was originally designed to meet the needs of “European” children living in outlying areas, such as farms, mines, national parks, army posts, construction sites and wherever it was not possible to establish formal school for one reason or another. GUIDING PRINCIPLES Offering primary education to marginalized pupils from remote and disadvantaged areas through facilitators trained to use distance education materials and multi media approaches in Zimbabwe and Extra Territorially . Identity of groups- Ownership – Who owns Learner study centres Financing – Role of Government and other stakeholders Collaboration- Community Learning centres (Zambian Experience) Learner characteristics – Marginalised in one way or another Demographics _ Geographical distribution by race, religion, age, sex etc Learning environment- Infrastructure 4

5. HISTORICAL LOCATIONS OF THE SCHOOL YEAR PLACE 1950  Manica Rd (Now Robert Mugabe Rd) 1951 Land Bank (Jason / 3Rd Street) Old Mutual 1952 Security House—( Rezende St Mt Pleasant Terminus) 1953 South Avenue (Now Mahommed Mussa ) 1954 Central House (2nd Telephone Exchange) 1955 Central Ave / 4th St (With AVS and Mining Now Mukwati Bdg ) 1956 Nettleton School ( Ardbennie ) 1957 David Livingstone School 1990 September- Education Services Centre, Upper East/Brighton Road, Mt Pleasant (Present Location)   5

6.       DISTRIBUTION BY RACE: HISTORICAL STATISTICS OF THE SCHOOL Year B N/BLACKS TOTAL 1980 44 163 207 1981 26 150 176 1983 22 153 174 1991 58 187 245 1992 65 150 215 1993 49 145 195 1994 55 151 207 1995 56 144 200 1996 68 122 190 1997 66 164 229 1998 86 197 283 2000 110 193 303   6

7. DISTRIBUTION BY RACE: CONTD HISTORICAL STATISTICS OF THE SCHOOL Year B N/BLACKS TOTAL 2003 140 215 380 2004 216 150 366 2005 240 145 385 2008 306 103 409 2010 292 120 412 2011 438 146 584 2012 643 194 837 2013  660 204 864 2014  539 243 782 2015 547 192 739 7

8. WHO CAN ENROL ? ( CLIENTELE) Learners of (Primary level) living at least 5 km from the nearest registered primary school. Learners who fail to transit or can not be enrolled as schools are full Learners with itinerant relatives Learners with health problems e.g requiring long periods of hospitalization, suffering from chronic illness Physically challenged learners in one way or another. Learners who cannot attend formal school for one reason or another Out of school learners especially OVC   8

9. 9 Functions of learner support systems Social, demographic and Political factors Place for individual study Library facilities Social interaction F2F with supervisors Policy issues Organising Extra curricular activities Linkages with District and provincial personnel Implementation of the curriculum Regulating and supporting home schooling concept Collecting and distribution of learner materials Needs Identification Recommending action Evaluating study materials Identifying and improving infrastructure

10. MATERIALS DEVELOPMENT (SETS) Participate in curriculum review programmes National ideology basis for curriculum development Content derived from the national Syllabus Learner background dominates writing style Guide learners in in-text feedback mechanisms Supervise Homework to consolidate plus revision on all sets 6, 12 and 18 Pilot tests, feedback and assessment as an ongoing activity Evaluation of programmes 10

11. BROADCASTS AS A DELIVERY MODE . Broadcasts reinforce work done in Sets and to introduce other subjects normally included in the school time-table. Study centres collect Tapes or DVDs Produced by Education Technology Centre formerly AVS. Organise hardware for lessons Completes an evaluation sheet Compiles Birthdays for announcement Can access more information on ( www.zimcs.org.zw )   11

12. SUBJECTS OFFERED THROUGH CORRESPONDENCE MODE . English ·  Mathematics ·  Shona /Ndebele ·  Religious Education ·  Social Studies ·  Environmental Science ·  Physical Education ·  Home Economics ·  Music ·  Art And Craft ·  Aids Education ·  Computer Education   12

13. MEASUREMENT AND EVALUATION The Correspondence School, provides ·   Grade Level Diagnostic Tests · Placement Tests · Reading Level Tests Term 1 Exams (March— A pril) · Term 2 Exams (July—August) · Term 3 Exams (October / November) These are administered by individual supervisors or groups at a Study Centre Provides learner details for Head office examination database They receive Time tables Organise the exam administration Submit exams to Head Office Write assessment reports Distribute Reports generated from Head Office Guides and counsels learners 13

14. SPORTS DAY The school values sports and all extra curricula activities which develop learners. We have regional sports competitions in July every year in Harare and in Manicaland . Supervisors train learners and liaise with nearest clubs or schools Provide equipment for sporting activities Learners in the regions gather at one nearest venue and have a full day family fun. Socialisation as learners meet with their teachers and supervisors, some for the first time.   14

15. OPEN DAY Receive circulars with programmes Communicate programme to all stake holders Design a time table for Term three activities Provide practice to learners on poems and drama Demonstrate Multi-Grade/composite teaching Provide personnel to attend AGM on this day. Organise learners on prize giving day. Provide food and entertainment for the day   15

16. DISTRIBUTION OF CORRESPONDENCE SCHOOL GROUPS AND INDIVIDUALS HARARE, BULAWAYO, MASHONALAND EAST,WEST,CENTRAL, MIDLANDS, MASVINGO, MANICALAND, MATEBELELAND NORTH & SOUTH,BOTSWANA, MALAWI, ZAMBIA, SOUTH AFRICA , MOZAMBIQUE, TANZANIA, RUSSIA, NIGERIA 16

17. COMMUNICATION There is one Direct line to the Principal’s office—263-4-333815 0772854115, 0771858 661, 0779606619, 077960605 All teachers’ offices have extensions for internal communication. All 20 officers have cellphones with lines from 0772 854 115 to 0772 854 131. Principal’s email: eckujeke @ gmail.com or [email protected] [email protected] Skype : chamukujeke 17

18. 18 THANK YOU FOR GOING THROUGH THESE ACADEMIC AND PROFESSIONAL GYMNASTICS