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1 COVID-19 Remote Education Measures

2 Introduction

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3 OVID-19 has presented severe challenges worldwide, including Zimbabwe where in March 2020 the country was forced to enact
4 rigorous measures to contain and prevent the virus. According to UNICEF, 9,500 schools were closed, affecting more than 4.6 million
5 children. Whilst some schools were able to offer various forms of remote learning, more than 90 per cent of children, including those
6 with disabilities, had limited access to these. An Amalgamated Rural Teachers Union report indicates that lack of supporting infrastructure and
7 insufficient teacher training compromised delivery of remote learning programmes. Despite phased reopening in September and November
8 2020, some schools were forced to close again when pupils tested positive for COVID-19. As the number of cases increased in January 2021, the
9 government announced a further two-week extension of the lockdown on 15 February, highlighting that schools should remain closed. The
10 Ministry of Primary and Secondary Education instigated various measures to ensure children’s continued right to education, including alternative
11 learning programmes using radio, digital and online facilities and distribution of supplementary reading materials. However, a number of factors
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12 rendered these programmes inaccessible to children with disabilities, thereby violating their right to inclusive education. Those with disabilities
13 are disproportionately affected by emergencies and suffer more due to insufficient attention to accessibility of alleviating measures, thus
14 responses to pandemics like COVID-19 must ensure that all children have equal access to their rights without discrimination on any grounds.

15 Legal framework on inclusive education in Zimbabwe

16 In Zimbabwe, the rights of children with disabilities are well protected by national and international law. Nationally, several clauses in the
17 constitution oblige the state to protect their right to education, provide special facilities for their education and not discriminate against them.
18 The Education Amendment Act also states that schools should provide infrastructure suitable for use by pupils with disabilities. Internationally,
19 Zimbabwe has ratified the International Covenant on Economic, Social and Cultural Rights (article 13), Convention on the Rights of the Child
20 (article 28 and 29), Convention on the Rights of Persons with Disabilities (article 24), African Charter on Human and Peoples’ Rights (article
21 17(1), and the African Charter on the Rights and Welfare of the Child (article 11), all of which provide the right to education without
22 discrimination on grounds of disability. While it is appreciated that the schools closure was meant to protect children against COVID19,
23 restrictions on freedom of movement during emergencies must not impair the essence of a right. Recent statements from international human
24 rights organisations confirm this principle. The Committee on Economic, Social and Cultural Rights stressed that although some of the measures
25 adopted by states to prevent COVID-19 impose severe restrictions on human rights, such measures must be reasonable and proportionate to
26 ensure the protection of human rights. The African Commission on Human and Peoples’ Rights declared that states should therefore take
27 measures to mitigate negative effects of restrictions. The African Committee of Experts on the Rights and Welfare of the Child also urged states
28 to ensure the right to education for every child during the pandemic, which includes responding to the needs of children with 2 disabilities.
29 Moreover, education can play a critical role during emergencies by strengthening children’s resilience. Thus, Zimbabwe has an obligation to
30 ensure that children with disabilities have access to inclusive education even during the pandemic.

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31 How remote learning measures can exclude children with disabilities
32 The Ministry of Primary and Secondary Education introduced alternative learning programmes as part of achieving safe, secure and continuous
33 learning for children. These focused on three critical interventions: radio learning, digital and online delivery, and provision of supplementary
34 reading materials. Whilst the government can be commended for taking these steps, their inclusiveness for children with disabilities is
35 questionable. Prior to COVID-19, children with disabilities were already facing serious difficulties regarding access to education in Zimbabwe.
36 These included limited numbers of special schools, insufficient funds for enrolment in special schools, a shortage of assistive devices, long
37 distances to schools, lack of expertise among teachers and negative attitudes about education of children with disabilities. The pandemic has
38 disadvantaged these children further, as the closure of special schools left their pupils without specialised learning material usually only
39 available at such schools. Moreover, remote learning is inaccessible for many, not least those with disabilities. The alternative learning
40 programmes specifically excluded children with disabilities in the following ways:

41 I. Radio lessons are not beneficial for children with hearing impairments and/or mental impairments. There are no supplementary lessons
42 on television in sign language or with subtitles to cater for children with hearing impairments.
43 II. Some children with disabilities come from poor backgrounds and remote areas. They do not even have electricity or internet access, let
44 alone remote learning tools such as radios, computers, laptops, tablets, smartphones and assistive devices.
45 III. Most gadgets used for online learning do not have the requisite accessibility features for easy usage by children with disabilities. Such
46 devices require technology not readily available in Zimbabwe, which is lagging behind in this sector.
47 IV. Most of the supplementary reading material exclude children with visual impairments as they are unavailable in braille.
48 V. There is no evidence of support for teachers and caregivers assisting children with disabilities during the pandemic. The situation is
49 worse for children with complex learning needs as they require specialist teachers to provide further support, for which parents lack the
50 relevant expertise.

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51 Thus, government measures have violated the right to inclusive education for children with disabilities during the pandemic.

52 Recommendations for improved inclusivity

53 COVID-19 has exacerbated the challenges faced by children with disabilities regarding inclusive education in Zimbabwe. Some non-state actors
54 such as UNICEF have provided some learners with assistive devices and supplementary reading material in braille. However, most children with
55 disabilities remain unable to enjoy their right to education during the pandemic. Yet, COVID-19 might be an opportunity to rethink and relearn
56 how emergency education preparedness can include children with disabilities. Here are some recommendations:

57  More resources should be allocated and targeted towards inclusive education for children with disabilities. This includes provision of
58 more schools for children with special needs, assistive devices and study material in braille. Private actors can also support as they have a
59 role to play in humanitarian crises.
60  Continuous collection and disaggregation of data by disability for emergency responses would safeguard support to all children with
61 disabilities during pandemics.
62  Support should be provided to education systems to guarantee accessibility of remote learning for children with disabilities.
63  Teachers should be trained to teach children with disabilities remotely while parents and caregivers should be suppor ted to help children
64 with disabilities learn remotely.
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