Type of Review: Annual Review Project Title: Education Development Fund

Type of Review: Annual Review
Project Title: Education Development Fund

Date started: 1st January 2012
Date review undertaken: March 2014
Instructions to help complete this template:

Before commencing the annual review you should have to hand:
 the Business Case or earlier project documentation.
 the Logframe
 the detailed guidance (How to Note)- Reviewing and Scoring Projects
 the most recent annual review (where appropriate) and other related monitoring reports
 key data from ARIES, including the risk rating
 the separate project scoring calculation sheet (pending access to ARIES)
You should assess and rate the individual outputs using the following rating scale and description.
ARIES and the separate project scoring calculation sheet will calculate the overall output score taking
account of the weightings and individual outputs scores:
Description Scale
Outputs substantially exceeded expectation A++
Outputs moderately exceeded expectation A+
Outputs met expectation A
Outputs moderately did not meet expectation B
Outputs substantially did not meet expectation C
Introduction and Context

What support is the UK providing?
DFID is providing £24 million over 4 years (around 44% of the original budget) to the multi-donor
Education Development Fund (EDF), previously known as the Education Transition Fund II (ETF2),
which was launched in October 2011 and is managed by UNICEF. EDF has ambitious targets relating
to three thematic areas (i) School and Systems Governance, including school grants; (ii) quality of
teaching and learning; and (iii) out-of-school young people. All activities are aligned with the Ministry of
Primary and Secondary Education1 (MoPSE) Medium-Term Strategic Plan (EMTP)i and its Associated
Operational Plan (EMTP-OP)ii. The change of government in Zimbabwe in 2013, and emergence of
new policy priorities will necessitate some minor changes to the Output Indicators of the project.
What are the expected results?

EDF aims to improve equitable access to good quality primary and secondary education for all children
in Zimbabwe, by providing the education sector with technical and financial support. This will benefit over
three million primary school pupils and over nine hundred thousand secondary school pupils and is
supporting the recovery of education sector from the near-collapse experienced during the crisis period
of 2008-9.
The Business Case (BC) for Zimbabwe Education Sector Support (2012- 2015) iii made the case for DFID
to combine support for EDF with support for the Girls’ Secondary Education Programme implemented by
CAMFED (Campaign for Female Education). Therefore, the original logframe contains Outcome and
Impact indicators that apply to both projectsiv. As in 2013, this Annual Review (AR) refers exclusively to
EDF and another review of CAMFED will be documented separately. At the beginning of implementation,
1 MoPSE was previously known as the Ministry of Education, Sports, Arts and Culture (MoESAC) and was
renamed by the new government, after the 2013 elections.
1
UNICEF worked in consultation with the EDF steering committee, which includes DFID, to develop a
separate logframe that applied exclusively to EDF (formerly called ETF2)v. The wording of the Outcome
and Impact statements matches the combined logframe but additional indicators were added (see
below). The logframe was further revised in March 2013 vi. This current version was adopted by DFID
during the 2013 Annual Reviewvii. The milestones in this 2013 logframe will be used in this review.
The Impact of the combined intervention will be: Zimbabwe achieves equitable primary education of
good quality for all its children and gender parity in the secondary cycle, with consequent wide-ranging
social and economic benefits. There are 4 Impact indicators – 2 (in italics) are additional to those set in
the original logframe:
1. 25% increase in the Grade 7 Completion Rate2 from 68.2% to 93% (2015 Target 93%, 2013
Milestone 80%)
2. Examination Pass Rates at Grade 7 (i) and Form 4 (ii) improved by 13% (i) and 7% (ii) (2015
Target 50% (G7) 26% (F4), 2013 Milestone 43% (G7) and 23% (F4)
3. Gender Parity Index3 (GPI) of over 95% for enrolment and achievement of primary and
secondary levels (2015 Target >0.95, 2013 Milestone >0.95)
4. Transition Rates4 from primary to secondary increase by 2 percent points per year (2015
Target 82%, 2013 Milestone 78%)
“The Outcome of the combined intervention will be: “Strengthened scope and quality of educational
services enhances student access, retention and achievement, with special attention being paid to the
needs of vulnerable and out-of-school young people and girls”. There are 5 Outcome Indicators – 3 of
which (in italics) are additional to those set in the original DFID logframe:
1. Survival Rate5 to Grade 7 (gender disaggregated), (2015 Target 76%, 2013 Milestone 72%)
2. Form 4 Net Attendance Rate6 (NAR) increases 2% per year (2015 Target 90%, 2013
Milestone 16%)
3. Percentage of 5 year olds enrolled in Early Childhood Development (ECD) classes (2015
Target 55%, 2013 Milestone 45%)
4. The percentage of pupils achieving at or above the grade-appropriate level after completing
Grade 2 in Zimbabwe (2015 Target 60%, 2013 Milestone 50%)
5. Number of Orphans and Vulnerable Children (OVCs) supported with access to education
(2015 Target 100,000, 2013 Milestone 30,000)
What is the context in which UK support is provided?

The educational and institutional context of the intervention remains largely as reported in the 2013
Annual Review. Some positive trends are discernible in the key access indicators tracked by the
logframe, though in some cases this falls short of the milestones set. All data quoted for access
indicator is derived from the 2013 Education Management Information System (EMIS) school census.
In 2013, 41.9% (m: 41.1% f: 42.6%) of 5 year olds were enrolled in ECD classes. This is an increase
from 40.3% (m: 39.2%, f: 41.0%) in 2012, but is significantly short of the 2013 milestone of 45% set in
the logframe. Better progress has been realised in the Grade 7 completion rate which stands at 77.7%
(m: 75%, f: 77.9%). This is a large increase from the 2011 baseline figure of 68.2%, however it is only a
marginal increase over the 2012 figure of 76.4% (m: 75.0% f: 77.9%), and is well short of the 2013
milestone of 80%. These data place the achievement of Millennium Development Goal (MDG) 2 of
Universal Primary Education (UPE) in doubt.
Progress on Access Indicators

Access Indicator Baseline 2012 2013
2 Grade 7 Completion Rate = (Enrol grade 7- repeaters grade 7)/population aged 12
3 GPI: A quotient derived by dividing the number of females by the number of males.
4 Transition Rate: % children enrolled in Primary Grade 7 who subsequently enrols in Secondary Form1.
5 Survival Rate is calculated based on a cohort model which predicts the survival of a learner to a certain grade
assuming that the conditions for repetition and dropout remain the same.
6 NAR: Reliable and comprehensive data on attendance rates has proved difficult to gather, so Net Enrolment
Rates (NER) NER is the enrolment of the official age group of a given level of education expressed as a
percentage of the corresponding population
2
(2011)
% 5 year olds enrolled in ECD classes 35% 40.3% (m: 39.2%, f: 41.0%) 41.9% (m: 41.1% f: 42.6%)
G7 completion rate 68.2% 76.4% (m: 75.0% f: 77.9%) 77.7% (m: 76.7% f: 78.7%)
Transition rates primary to secondary 74% 77.9%, (m 76.4%, f 79.3%) 78.2%, (m 76.8% f; 79.4%)
Form 4 Net Enrolment Rate. 12% 15.4%, (m: 13.7% f: 17.0%) 19.2%, (m: 17.2% f: 21.2%)
3. GPI for (i) Primary (ii) Secondary 0.95 (i) 0.98 (ii) 1.00 (i) 0.98 (ii) 1.01
The Net Enrolment Ratio (NER) stands at 93.71%, (m: 93.43%, f: 93.99) for the primary system as a
whole. The GPI in the primary sector is therefore 1.01, reflecting the existence of gender parity. NERs
in the secondary sector present a more complex and surprising picture. This indicator stands at
53.47%%, (50.42%m, 56.55%). However caution is required in interpreting this data. The figures could,
for example, be explained if there are a high proportion of over-aged boys in the system. The
accompanying data on Completion Rates presents a contrasting picture (see table below). Figures for
the primary cycle again approach parity (Total: 77.44%, m: 76.33%, f: 78.58%). However, at secondary
level completion rates for boys exceed those of girls (Total: 65.68%, m: 63.25, f: 60.80%). Apparently
there are still a significantly higher proportion of boys who complete secondary school (GPI: 0.93).
Completion Rates 2013

Primary Completion Rates Secondary Completion Rates
Province M F Total GPI M F Total GPI
Bulawayo 90.80% 89.40% 90.07% 0.98 70.85% 61.83% 65.82% 0.87
Harare 71.20% 67.71% 69.38% 0.95 51.47% 39.83% 44.92% 0.77
Manicaland 78.82% 80.12% 79.46% 1.02 76.10% 68.39% 72.37% 0.90
Mashonaland
Central 71.05% 71.45% 71.24% 1.01 61.79% 55.25% 58.69% 0.89
Mashonaland East 84.95% 84.96% 84.96% 1.00 78.91% 77.72% 78.35% 0.98
Mashonaland West 77.07% 79.01% 78.02% 1.03 68.91% 59.01% 64.04% 0.86
Masvingo 72.16% 76.97% 74.53% 1.07 74.79% 69.41% 72.14% 0.93
Matabeleland
North 74.37% 83.50% 78.84% 1.12 46.22% 58.27% 51.95% 1.26
Matabeleland
South 81.50% 88.56% 84.92% 1.09 47.47% 60.65% 53.71% 1.28
Midlands 72.74% 78.46% 75.55% 1.08 64.01% 64.81% 64.40% 1.01
Grand Total 76.33% 78.58% 77.44% 1.03 65.68% 60.80% 63.25% 0.93
There is also a significant variation in the pattern of completion rates between provinces. Surprisingly
the lowest completion rates are found in Harare (Total 44.92%, m: 51.47, f 39.83). However this may,
at least in part, be attributed to the practice among some urban parents of sending their children to
complete their secondary schooling in rural schools. The number of boys completing exceeds the
number of girls in all provinces except Matabeleland South, Matabeleland North and Midlands, where
the situation is reversed. The GPI for secondary completion in Matabeleland South stands at 1.28.
Possible explanations for this pattern may include economic factors and in particular higher rates of
cross border migration among boys. It may also reflect the impact of the CAMFED programme, which
is highly active in these provinces and only supports girls’ bursaries. These patterns in enrolment
deserve further investigation in order to inform future programme design and resource allocation.
There are some encouraging trends in learning outcomes at primary level, though the extent to which
this is attributable to the EDF intervention cannot be quantified. There was a marked improvement from
2012 to 2013 in the performance of pupils at the beginning of Grade 3 in both English and Mathematics
on the Zimbabwe Early Learning Assessment (ZELA). In English average marks increased from 49.2%
to 53.6% and in Maths they rose from 45.8% to 62.9%. In both cases, girls out-performed boys by a
significant margin. The Grade 7 examination pass rate (defined by the % of pupils passing at least four
subjects) increased from 45.7% in 2012 to 52.0% in 2013. These increases in performance on ZELA
and the Grade 7 examination both exceed the milestones set in the EDF logframe. Performance on
secondary examinations is however improving less rapidly with a pass rate in 2013 of 20.7% compared
to 19.5% in 2012. This performance lags behind the milestone of 23% set by the EDF logframe. The
gender disaggregation of the 2013 data is not yet available.
3
Progress in Learner Performance
Baselin
Outcome Indicator e (2011) Achieved (2012) Achieved (2013)
% of pupils achieving at or above N/A Eng:49.2% (44.6%m 53.8%f) Eng:53.6%(50.7%m,58.6%f)
the grade- level after Grade 2 Math:45.8% (42.9%m,48.8%f) Math:62.9% (60.5%m,66.7%f)
Examination pass rates at Grade 7 37% 45.7% (M: 42.3%, F: 49.2%) 52.0% (M47.9%; F: 52.6%).
Examination pass rate at Form 4 19% 19.5% (M: 21.4% F: 17.6%) T: 20.7%
Preliminary analysis of the ZELA results for 2013 shows that socio-economic status is a strong
predictor of performance. Urban pupils outperformed rural pupils and pupils in established schools
consistently outperformed those in Satellite Schools 7. Interestingly, there is a strong correlation
between performance and budget per pupil in the range between $50 and $175 per pupil per year.
The ZELA figures illustrate that the equitable funding of education remains the biggest challenge faced
by the education system as a whole. Government spending remains highly skewed towards salary
costs. In 2013, total MoPSE expenditure on primary and secondary education was reported as
$637,600,366 of which $626,497,371 (98.25%) was spent on salaries viii. In this light EDF expenditure
of $26,771,000ix in the same period is a very significant sum. Off-budget support, mainly from EDF and
the Global Partnership for Education (GPE) is currently vital for the functioning of the sector.
Schools are also highly dependent on local sources of income. A complex and inequitable system of
fees and levies paid by parents has evolved to supplement teachers’ salaries, purchase learning
materials and pay utilities and all other recurrent costs. As explored in the 2013 Annual Review, these
fees and levies vary widely according to a community’s ability to pay, and the quality of education
provided by a school is, in turn, directly linked to that.
No new data is yet available on the variation in income and expenditure of schools falling into various
socio-economic categories in 2013. However the DFID 2014 Annual Review of the Basic Education
Assistance Modulex (BEAM) shows an average levy of $15 per child per term nationwide across the
schools supported. This represents a significant portion of income for most households, when the
average per capita income is $955 per year xi. The CAMFED Baseline Study for the Girl’s Education
Challengexii (GEC) in 2013 confirmed that lack of money for fees is by far the most important factor
contributing to student drop-out. Concern at the continued upward pressure on school fees prompted
MoPSE to act in January 2014 to introduce a moratorium on any further increasesxiii.
Satellite schools deserve special attention as an especially disadvantaged category, as was

documented in detail in the recent MoPSE/UNICEF reportxiv. Observations made during DFID
monitoring visits revealed several cases where the fees charged by satellite schools actually exceed
those charged by established rural schools. Most Satellite Schools started recently from scratch and
School Development Committees (SDCs) feel compelled to charge higher levies in an attempt to
address their deficit in infrastructure and resources. Parents in such disadvantaged communities may
therefore be charged comparatively high levies for a relatively poor service. The School Improvement
Grants (SIGs) provided through EDF provide a tool through which issues of equity in school funding
can potentially be addressed.
All available evidence continues to point to the existence of significant numbers of children, who are
out of school. UNICEF currently estimates, based on a comparison of census and EMIS data, that
there may be 786,000 children of school going age (286,000 primary and 497,000 secondary), which is
19% of the total population in the age range 6-18. The highest percentage of children out of school is in
Mashonaland Central. The highest percentages out of secondary school are found in the Matabeleland
North and South.
Out of School Children 2013

Age 6-12 (Primary School Age) Age 13-18 (Secondary School Age)
7 Most Satellite Schools were established in recent years and many serve resettled populations. They are
recognised by MoPSE but not fully registered. Each falls under the supervision of an established ‘mother’ school,
which maintains management of salaries.
4
% % Female % Female
Number Not Not Number % Not
Not Attending Attending Attending Not Attending Not Attending Attending
Bulawayo 7,221 8% 7% 20,131 22% 25%
Manicaland 44,839 13% 12% 61,839 25% 28%
Mashonaland Cent. 33,730 15% 14% 50,844 33% 36%
Mashonaland East 29,119 12% 11% 48,664 26% 29%
Mashonaland West 33,185 12% 12% 56,080 28% 32%
Matabeleland North 17,754 8% 6% 40,461 37% 34%
Matabeleland South 16,911 12% 11% 40,221 38% 35%
Midlands 41,345 13% 12% 63,470 27% 29%
Masvingo 36,619 12% 11% 58,659 27% 29%
Harare 24,910 8% 8% 56,881 22% 28%
Total 285,633 12% 11% 497,250 28% 30%
Recently released 2012 census data defines 20% of all children as orphaned (either single or double).
With DFID funding, BEAM is currently supporting approximately 240,000 OVCs to access primary
education through the payment of school fees and levies. However this support is scheduled to end in
August 2014. Unless a new source of funding for this programme can be found, then the continued
education of many OVCs is in doubt, which may adversely affect the access indicators tracked in the
EDF logframe.
The political context of the intervention has changed significantly during 2013. In March the country
held a referendum which adopted a new Constitutionxv, containing a strengthened bill of rights for
children and giving every citizen the right to ‘a basic state-funded education’. This has created a need
to scrutinize education legislation and the school curriculum for consistency with the Constitution e.g.
with respect to language policy and corporal punishment. It is anticipated that EDF will support these
processes.
In July 2013 Zimbabwe held national harmonised elections, which resulted in the formation of a new
ZANU-PF administration, which replaced the previous inclusive government. While generally peaceful,
the election period delayed implementation of some EDF activities (e.g. training of ECD para-
professionals). Some policy decisions were also delayed while the new administration clarified its
position (e.g. regarding curriculum reform). After a review of the ministerial structures, a new Ministry of
Primary and Secondary Education (MoPSE) was established, replacing the former Ministry of
Education, Sport, Arts and Culture (MoESAC). This ministry is headed by Minister, Dr Lazarus Dokora
and Deputy Minister Prof Paul Mavima. The Education Coordination Group (ECG) subsequently
endorsed the re-naming of the Education Transition Fund (ETF) to Education Development Fund
(EDF) at the Ministry’s requestxvi.
The new Minister laid out new policy priorities in the following six areasxvii:
1. Infant Education – emphasising the enrolment of all children in both ECD A and B classes.
2. Infrastructure – emphasising the importance of reversing the decline in school buildings.
3. ICT – emphasising improvement of school ICT facilities and use of EMIS and ICT in management.
4. Optimisation of teaching skills – including teacher development and improved teacher deployment.
5. Assessment – emphasising the importance of continuous assessment and vocational skills.
6. Harmonising the Education Act with the New Constitution.
These new policy priorities are placed within the broader framework of the Zimbabwe Agenda for
Sustainable Socio-Economic Transformationxviii (ZimAsset) which lays out the new government’s
priorities for its term in office. All of the six new priorities are broadly consistent with current DFID
global priorities for support in educationxix. With the exception of Priority 2 (infrastructure), all priorities
are to some degree already included in the EDF logframe and programme document. Under the new
administration, the main activities of the EDF have been maintained, as have the structures for
management and coordination of the programme through regular meeting of the ECG and the EDF
Steering Committee. However, it has proved necessary to refine some activities to better align with
new priorities. These changes are reflected the logframe amendments proposed in this document.
5
Another significant development since the last Annual Review was Zimbabwe’s successful application
to join the Global Partnership for Education (GPE), which will bring in an additional $23.6 million
between 2013 and 2016. The global UK contribution to this fund of $855 million represents 23.7% of
the total value of $3.594 billion of the fund xx. In Zimbabwe, this funding, like EDF, is to be managed by
UNICEF, and will focus on the following three priorities: (i) Continuous Professional Development
(CPD) for teachers (ii) Teacher supervision and management (iii) Strategic planning for the Education
Sector Support Programme (ESSP) 2020xxi. Year 1 of GPE implementation commenced in January
2014. In anticipation of this, development partners agreed during last year’s EDF Annual Review to
move certain activities relating to CPD from EDF to GPE funding. In this Annual Review it is further
proposed that work on the Teacher Development Information System (TDIS) and Teacher Professional
Standards (TPS) also be moved from EDF to GPE – as already reflected in the GPE Draft
Implementation Planxxii. This will necessitate a further amendment to the logframe.
Section A: Detailed Output Scoring

Output 1: School and System Governance: Enhance the quality of school environments and
support systems though the provision of grants to targeted schools and an improved capacity
of MoESAC to plan for and implement educational needs
Output 1 score and performance description

Overall Output Score A
The logframe in the UNICEF ETF2 Programme Document of March 2013, and adopted in 2013 annual
review contains the following 8 Output indicators. Those in italics were added in 2013.
1.1. Medium term Strategic Education Plan used for budget and planning purposes is approved with
associated MoESAC provincial and district offices having completed Operational Plans
1.2. EMIS hubs in MoESAC including all ICT requirements, at the national and provincial level are
established to allow web-based data collection and analysis
1.3. National EMIS data is available
1.4. At least 7,000 primary and secondary schools receive per capita based quality grants
1.5. At least 8,000 Education Managers are trained in leadership, school management and supervision
(Indicator gender disaggregated)
1.6. An electronic Teacher Development Information System database for MoESAC is created
1.7. The Education Network conducts at least 3,000 school based monitoring visits per year to improve
school supervision capacity
1.8. In partnership with MoHCW conduct national deworming programme for Schisto and soil
transmitted helminths in affected areas.
Each output indicator will be considered and scored separately below.
Output Indicator 1.1: Medium term Strategic Education Plan used for budget and planning
purposes is approved with associated MoPSE provincial and district offices having completed
Operational Plans8
Score and Performance Description:

Sub-score for Output Indicator 1.1: B
The 2013 milestone for this indicator is that ‘All provincial offices develop operational plans’. Based on
information derived from UNICEF reporting and interviews, it was established that this has not been
achieved, though substantial progress has been made in other aspects of planning supported by EDF,
such as planning for GPE. Performance on this indicator is therefore assessed as ‘marginally not
meeting expectation’.
Progress against expected results:

Planning activity in 2013 focused on the completion of EMTP Operational Plan, and on the
8 Information quoted for Indicators 1.1, 1.2 and 1.3 is based on the November 2013 UNICEF EDF biannual report
corroborated by direct interaction with UNICEF and members of the Planning Department.
6
development of plans for GPE implementation – which did entail the intensive participation of Provincial
Education Directors (PED). Five teams, each responsible for a sub-component, were set up, and each of
the teams developed an action plan with an implementation plan for 2014-2016.
Recommendations:
 The milestones for this indicator should be reviewed in consultation with MoPSE and UNICEF in
order to ensure alignment with the actual intentions of the new Ministry.
Output Indicator 1.2. EMIS hubs in MoESAC including all ICT requirements, at the national and
provincial level are established to allow web-based data collection and analysis

The 2013 milestone for this indicator was that a ‘National EMIS hub is established’. This has not been
achieved, though there has been substantial progress in procurement and installation. Performance on
this indicator is therefore assessed as marginally not meeting expectation.

This indicator was added to the EDF logframe during the review that was concluded in March 2013.
Work on developing EMIS capacity at provincial level aims to support improved decentralised decision
making and to complement and reinforce EMIS developments at national level. While a national EMIS
hub has not yet been established, relevant hardware and software has been procured and the
installation of a Local Area Network (LAN) in the Ministry is ongoing. Solar power generators for the four
pilot districts have also been purchased and their installation is in progress. Specifications for the network
infrastructure at all the 15 EMIS hub sites have been produced and were used to develop Terms of
Reference for the installation of the networks. Work is behind schedule but not to the extent that it
jeopardises the ultimate achievement of the target.
Output Indicator 1.3. National EMIS data is available

Sub-score for Output Indicator 1.3: A+
The 2013 Milestone for this indicator was ‘Published 2012 data (and 2011 data)’. The actual
performance was that a draft of the 2013 EMIS report has been produced and that the 2012 EMIS
report has been printed. Substantial progress has also been made on capturing data from previous
years. This performance is assessed as marginally exceeding expectation.

During 2013 EMIS data was collected, captured and cleaned for 2013. The data will inform the
development of the Education Sector Strategic Plan (ESSP) for 2016 to 2020. One key component of
the EMIS 2013 data collection was training of data collectors, capturers and cleaners, to strengthen
MoPSE’s capacity for the generation of EMIS data for the years to come. The annual education census
for 2013 was successfully completed. Data collection instruments were revised and training of trainers
of the respondents completed. Data capture software was updated and data capture was completed. A
full draft report has been completed. The 2013 EMIS data will inform the Sector Analysis that is
scheduled for 2014. Progress has also been made in preparing 2011 data for publication. Statements
made by key MoPSE officers demonstrate the demand for EMIS data for evidence-based planning and
resource allocation. UNICEF is currently advocating for the increased use of geographical mapping in
the presentation of information in EMIS reports. Such work has the potential to stimulate more debate
about the improved targeting of resources.
Recommendations:
 The wording of the milestones for 2014 should be revised in consultation with MoPSE. The current
MoPSE schedule for EMIS report production does not match that stated in the logframe.
Output Indicator 1.4: At least 7,000 primary and secondary schools receive per capita based
quality grants
7
The 2013 Milestone for this indicator was that 100 schools should have received grants, with the pilot
stage complete. The actual number of schools receiving grants was 132, which included 100 schools in
the pilot district of Goromonzi and all 32 Special Schools nationwide. Given the good quality of the work
and the fact that actual delivery has exceeded numerical targets for 2013, this output is assessed as
marginally exceeding expectations.

As the School Improvement Grants (SIG) programme is budgeted to account for about 50% of EDF
expenditure over the 4-year lifespan of the programme, it is worth considering progress in some detail.
The 132 pilot schools in Goromonzi district, that received grants were categorised as follows:
SIG Pilot Schools by Category and Payment Amount

Category P3 P3 Satellite S3 S3 Satellite Special
Number of schools in pilot 68 5 23 4 32
Amount received per school $4,312 $4,366 $10,000 $6,280 $20,000
The total amount disbursed was $1,213,568. Behind this numerical measure of progress lies the
successful accomplishment of complex and challenging work. During 2013, the pilot phase of the
programme has been implemented consistent with the plans laid out in the SIG Design Framework xxiii
which was finalised and agreed by the ECG in January 2013.
During the first half of 2013 all schools in the pilot drafted and finalised School Development Plans
(SDPs) in which they laid out their development priorities and plans for the expenditure of their SIGs.
These plans were finalised in May 2013 and reviewed by District Education Officers (DEO) of
Goromonzi and the respective DEOs responsible for each special school. The final approval of the
plans was however delayed, mainly due to delays in forming the Grant Management Team (GMT) at
Ministry headquarters. All 132 schools opened SIG dedicated bank accounts with the Metropolitan
Bank as per Ministry of Finance directive. The first tranche of payments was made in early July 2013
(covering terms 1 and 2), followed by the second tranche (3rd term payment) in early September 2013.
Most schools rapidly spent and accounted for the money received. The following table lists the
percentage of schools utilising grants for various purposes. Most schools decided to use the funds
provided for learning materials, classroom furniture and maintenance. This finding was verified by
direct observation though DFID monitoring visits to 6 pilot schools, where the immediate impact of
these purchases was also apparent. There is however no evidence that SIGs have yet resulted in any
downward pressure on school fees. Given the backlog of need in most schools, it is probably still too early
to expect this.
Utilisation of SIGs in Pilot Schools

Purpose Teaching & Furniture Maintenance OVCs’ fees School Special needs
learning and levies running provision
materials costs
% of
schools 82% 68% 55% 37% 32% 8%
The use of grants to pay fees for OVCs represents a loophole which is worthy of further discussion.
This usage represents a mechanism by which schools can ‘vire’ money to any school budget line –
including expenditure categories like teacher incentives, and major infrastructure, which are not
allowable under the rules defined in the SIG Design Framwork. DFID proposes that EDF explore the
proposal that the grant is provided on condition that it releases a set number of clearly identified OVCs
from the burden of paying fees – but that this does not alter any of the agreed conditions for spending
and accountability for the whole amount paid over. These OVCs could be those found eligible for
support through BEAM selection process, but for whom funds are currently insufficient.
A baseline survey was undertaken in all 132 schools and Report on the Implementation of the School
Improvement Grants Pilot Project was produced by CfBT xxiv. This study revealed a high level of
8
knowledge, appreciation and ownership on the part of School Development Committees (SDCs) and
other stakeholders at school level, and a good level of understanding of SIG accountability procedures.
One frequent comment, echoed during DFID field work, was that greater flexibility should be allowed in
expenditure in order to allow the use of grants for more substantial school repairs and infrastructure
projects. Some schools also complained that the requirement to exclusively use cheques for payment,
with a limit of $500 per cheque, had compromised their ability to negotiate the best prices from their
favoured supplier. Schools also commented adversely on the requirement to exclusively use
Metropolitan Bank. This matter has since been rectified and schools are now able to use a bank of their
choice in the roll-out phase. However it worth registering a caution at this point as several small local
banks have experienced liquidity problems late in 2013, so it is essential for schools to choose their
bank only after proper investigation of its current status. This might necessitate the exclusion of certain
institutions known to be experiencing problems in order to avoid the risk of SIG funds becoming
‘frozen’. The report also recommended that the scale up to all P3 schools nationwide, be delayed until
the GMT was properly constituted, which is currently the case.
An extensive verification exercise was also undertaken by Ernst & Young in all 132 pilot schools during
September and October 2013. This resulted in a report containing formative feedback to every school.
This exercise found that systems were robust and found no evidence of any misuse of funds.
Schools valued the feedback provided in reports to each individual school by Ernst and Young. The
verification agency has also provided helpful feedback and suggestions to improve value for money.
For example, they propose that collaboration between schools at district level may enable them to
negotiate better prices for commonly purchased items, such as desks and learning materials. Similarly
Special Schools may be able to act collectively to negotiate terms with the suppliers of specialist
equipment. The close attention paid to monitoring and evaluating the SIG programme directly
addressed the recommendation to this effect made in the 2013 Annual Review. UNICEF have also put
in place robust systems centrally with a Paynet software package tracking details of all transactions
and how they were authorised
In preparation for the nationwide roll-out of the grants programme, sensitisation workshops were
conducted for all 7,000 schools targeted for SIG in June and July 2013. The workshop took account of
all lessons learnt from the earlier SDP development trainings in Goromonzi. Over 7,000 schools
subsequently completed the development of SDP at school level, and submitted the SDPs to their
respective district officer (DEOs) for their review in coordination with the Provincial Offices (PEDs) for
approval. These plans cover a five year period.
The pilot may have proved the basic model but the challenges associated with maintaining the integrity
of this model, when going to scale will be great and will involve continuous, intensive and widespread
monitoring and support at all levels of the system. The five allocated MoPSE personnel of the GMT will
play a crucial role in coordinating this effort.
Recommendations:
In the 2013 Annual Review, the following recommendation was made:
 ‘Close attention must be paid to Monitoring and Evaluating of the SIGs pilot in Goromonzi District
and to ensuring that all lessons learnt are effectively captured and incorporated into the national
roll-out. M&E must be well planned and implemented. There is already evidence of progress in this
regard, with the completion of the draft ETF2 M&E Framework document, however finalisation and
implementation of this document must be prioritised.’ The aforegoing description of progress
demonstrates that UNICEF responded positively to this recommendation. The EDF M&E
Framework was finalised in June 2013xxv. MoPSE and UNICEF conducted documented monitoring
visits to every pilot school. Ernst and Young conducted a verification exercise and produced a
report for each individual school. An extensive baseline study was undertaken resulting in the
report by CfBT. A comprehensive evaluation was undertaken of the financial management training
associated (see discussion under 1.5 below). Progress was reviewed by Ministry, donors and
UNICEF at regular ECG meetings.
The following new recommendations are made in this 2014 Annual Review:
 Nationwide roll-out of the SIG program should not commence until a fully staffed GMT is fully
9
operational at MoPSE Headquarters.
 Numerous detailed recommendations are documented in the CFBT SIG pilot report. A formal
meeting should be convened of the EDF steering committee to discuss these and to agree the
wording of any necessary amendments to the SIG Implementation Framework document.
Particular attention should be paid to resolving the issues of what expenditures if any are allowable
under the categories of repair and infrastructure.
 During the scale-up phase, it is important that a significant level of effort be maintained on the
random monitoring of schools, in order to ensure compliance. This sample should consist of not
less than 20% of schools per year.
 Given the potential funding gap in the budget of EDF (see risks section), it may be necessary to
refocus and prioritise the SIG programme to target the limited budget where the need is greatest.
Output Indicator 1.5: At least 8,000 Education Managers are trained in leadership, school
management and supervision (Indicator gender disaggregated)

Sub-score for Output Indicator 1.4: A++
The 2013 milestone for this indicator was 4,000 trained. The actual number trained in 2013 was, 8,383
(6,426 m, 1,735 f). This output indicator is therefore assessed as significantly exceeding expectation.

MoPSE personnel comprising 525 accountants, auditors and managers, and 6,010 school heads were
trained. The content of the training included:
 The regulations on financial management of the Government of Zimbabwe (GoZ)
 The immediate financial management requirements to disburse funds under the SIG Programme
 The financial management procedures to disburse expected GPE funds in 2014.
Training lasted two and a half days. The number trained therefore exceeds the milestone by 63%
(though this also resulted in overspending of $552,017 (27%) on the original budget for the activity of
$2,024,805. Feedback from trainees, received during DFID fieldwork has been consistently positive.
Training ensured that sufficient financial management skills are in place at the different levels for the
correct management of SIGs, public finances and assets. Training was delivered exclusively by
MoPSE employees, hence improving the capacity of the system to deliver such training in the future.
Training took place at the 12 residential training centres of the Ministry of Public Services Labour and
Social Services (MOPSLSS). To assess the extent of improvement in knowledge in financial
management, all school heads go through pre-training assessment and post training test. The post-test
pass rate is 79.2%. Those not meeting this benchmark are expected to re-take the test. UNICEF has
undertaken extensive and rigorous monitoring and evaluation of the training conducted, the results of
which have been used to inform future training implementationxxvi.
Output Indicator 1.6. An electronic Teacher Development Information System (TDIS) database
for MoESAC is created

Sub-score for Output Indicator 1.6: A
The 2013 Milestone for this indicator was ‘data collection and cleaning’. This milestone has been
achieved so performance on this indicator is assessed as meeting expectation.

This activity was added to the EDF programme during the review that was concluded in March 2013.
Information from the TDIS database will be used to optimise teacher deployment and professional
development. Following the development, pilot-testing and finalization of the TDIS data collection
instruments, a national team of data collectors was trained at a joint EMIS-TDIS workshop held in May
2013. Large scale data collection was undertaken at the beginning of November 2013. The completed
forms were sent to the district education offices for verification before being transmitted to head office,
via provincial education offices, for data capture and cleaning. The TDIS software has been developed
and pilot tested.
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Recommendations:
 Following the successful completion of Zimbabwe’s application for funding under the GPE, Ministry
and ECG partners agree that, because of its close relationship to CPD, work on TDIS should also
be moved to GPE funding. It is therefore recommended that that the EDF logframe be amended to
remove this indicator in future years.
Output Indicator 1.7. The Education Network conducts at least 3,000 school based monitoring
visits per year to improve school supervision capacity

The 2013 milestone for this indicator was 3,000 school visits and the actual number recorded was
3,237 including all 132 SIG pilot schools. This milestone has been achieved so performance on this
indicator is assessed as meeting expectation.

This activity was added to the EDF programme during the review that was concluded in March 2013, in
order to enhance the capacity of MoPSE officials to visit and appraise teaching and learning in schools.
During the first half of 2013, the Education Network Partners undertook a “Textbook Survey” to confirm
the distribution of secondary textbooks to all secondary schools in Zimbabwe after the follow-up
distribution (‘mop-up’). The Education Network also played a key role in the SIG Pilot project in
Goromonzi. Network partners also provided data collection and research capacity to support the
MoPSE’s Research Agenda, including the studies on satellite schools, drop-out and repetition. The
substance of monitoring visits made in 2013 has addressed the recommendation made in the 2013
Annual review that ‘Monitoring visits to schools should follow up on the utilisation of resources
provided, such as textbooks, ECD kits and science kits’.
Recommendations
In the 2013 Annual Review the following recommendation was made:
 ‘Monitoring visits to schools should follow up on the utilisation of resources provided, such as
textbooks, ECD kits and science kits. Reasons for non-utilisation of resources should be
understood and mitigated.’ The activity reported here is assessed as directly responding to this
recommendation.
Output Indicator 1.8 In partnership with MoHCC 9 conduct national deworming programme for
Schisto and soil transmitted helminths in affected areas

The 2013 milestone for this indicator was a deworming programme in 28 districts (1 million children).
The actual performance achieved was that 2,302,022 children were reached with albendazole
treatment and 2,024,713 reached with praziquintal treatment. Performance on this indicator is therefore
assessed as significantly exceeding expectation.

This activity was added to the EDF programme during the review that was concluded in March 2013,
after a national study in 2011 revealed high levels of parasite prevalence. The 2013 Mass Drug
Administration (MDA) for bilharzia and intestinal worms was launched by the Minister in Mazowe in
October 2013. He stressed the need for all children 1 to 15 years old to be dewormed. The 2013
programme targeted children aged 1 to 15 (in and out of school). Monitoring teams noted that there
was overwhelmingly positive response in all Provinces from both school children and communities.
Output 1. Impact Weighting (%): 55%
9 After 2013 elections the Ministry of Health and Child Welfare (MoHCW) was renamed Ministry of Health and
Child Care (MoHCC)
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Revised since last Annual Review? Yes
The original DFID Business Case Logframe had Output 1 weighted at 35%. This same output was
weighted at 50% in the original UNICEF Logframe These discrepancies reflected the fact that the DFID
BC Logframe was designed for the combined monitoring and evaluation of both ETF2 and Camfed
projects. During the 2013 Annual Review, It was proposed and agreed by EDF partners that the
weighting should be revised up to 55% in order to reflect an increase in the comparative level of effort
applied to this output, in achieving the overall outcome of the programme.
Risk: Medium
Revised since last Annual Review? No
Output 2: Teaching and Learning: To improve the quality of teaching and learning in
Zimbabwe with improvements measured by a reformed national assessment system
Output 2 score and performance description:
Overall Output Score A
The logframe contained in the UNICEF ETF2 Programme Document of March 2013, and adopted in
2013 Annual Review contains the following 9 Output indicators. Those in italics were added in the 2013
Annual Review.
2.1 At least 7,500 under-qualified teachers are upgraded through O level mathematics and English
bridging courses (by gender)
2.2 At least 10,000 ECD para professional teachers are upgraded through in-service training (by
gender)
2.3 A set of teacher minimum standards linked to national teacher education and certification
programme is developed, tested, and adopted
2.4 Curriculum review process is completed
2.5 A student: textbook set ratio of 1:1 for core texts is maintained in all primary and secondary schools
2.6 All early grade learners are provided with complimentary learning materials
2.7 All secondary schools are provided with relevant cost effective science kits
2.8 All special schools are provided with critical technical equipment for the visual and hearing
impaired, physically and mentally challenged and children with speech and language difficulties
2.9 National early learning assessment is conducted annually
Output Indicator 2.1: At least 7,500 under-qualified teachers are upgraded through O level
mathematics and English bridging courses (by gender)

Sub-score for Output Indicator 2.1: C
The 2013 milestone for this indicator was that 2,500 teachers should have been upgraded. None have
been upgraded. Performance on this indicator is therefore assessed as significantly not meeting
expectation.

In the previous Annual Review, it was reported that a programme has been designed for a wide-spread
training of under-qualified teachers through colleges of education. In 2013 there has been no further
progress in implementing this programme. Apparently these delays are connected with the desire of
the new Ministry to develop a new comprehensive approach to CPD with support from GPE.
Recommendations:
 Ministry and EDF partners must agree an appropriate implementation model for teacher upgrade
and expedite the process. If this does not happen soon then the target of 7,500 teachers upgraded
will become unattainable before the end of 2015. The need for the intervention still remains. At
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various stages since independence, the O-Level requirements for entry into the teaching profession
have varied. This leaves a significant number of serving teachers with qualifications that are below
the current entry requirement.
 Ministry should consider utilising this programme to upgrade the qualifications of serving ECD
paraprofessionals so that they meet the minimum entry requirement for formal teacher training
institutions.
Output Indicator 2.2 At least 10,000 ECD para professional teachers are upgraded through in-
service training (by gender)

The 2013 milestone for this indicator was that 5,000 ECD paraprofessionals should have been trained.
In addition to the 2,465 reported in last year’s annual review, a second cohort of 2,492 (65 m and 2,427
f) began training in December 2013, but are not expected to complete the course until August 2014.
Performance on this indicator is therefore assessed as marginally not meeting expectation.

The training of the first cohort of 2,465 ECD paraprofessionals was concluded during 2013. However,
in July 2013, MoPSE proposed the postponement of training scheduled for August 2013. This may
have been due to its proximity to the election period. It was also felt that more time was required to
reflect on the experience of training the first cohort and to adapt training sessions accordingly. A series
of training review meetings were held with the participation of the responsible staff from MoPSE and
Ministry of Higher and Tertiary Education (MoHTE). It was agreed that in-service training of ECD
paraprofessionals should be the responsibility of MoPSE while the implementation of the training
should be a joint effort by MoPSE and MoHTE. The trainers will come from both ministries. MoHTE will
continue to offer competitive cost for training and accommodation.
MoPSE notified the ECG that parliament has agreed that trained paraprofessionals can be placed on
the bottom scale of civil servants and hence be remunerated by the government. This is a positive
development in terms of sustainability. The issue of accreditation of the ECD paraprofessional needs
further work. In the meantime MoPSE will issue a certificate of attendance to ECD paraprofessionals
completing all the six modules of training. Implementation of the training resumed in December 2013
with the second batch of 2,500 paraprofessionals being trained at the 11 teacher’s colleges. Feedback
from beneficiaries, received directly during DFID fieldwork has been consistently positive regarding the
quality and relevance of training received.
In addition, an evaluation of the ECD B programme is underway, and will inform MoPSE not only on
progress made in the various aspects of implementation, but also on the training needs of ECD teachers
and paraprofessionals.
Recommendations:
The 2013 Annual Review made two recommendations regarding Output 2.2
 ‘A pre-planned, integrated and well-instrumented M&E of the ECD training must be established.
This would enhance the ability to produce a comprehensive and useable set of ‘lessons learnt’. No
formal M&E process has been undertaken. However in August and September, MoPSE held a
series of internal meeting devoted to the review of progress and reflection upon the effectiveness of
training formats, which informed subsequent training events.
 ‘Formal accreditation has not yet been secured for the ECD paraprofessionals' course and this
should be pursued by MoESAC.’ This matter has already been discussed. The recognition of para-
professionals public employees is seen as a positive step.
The following new recommendation is made in the 2014 Annual Review:

 The TDIS should be used to assess the future demand for para-professions in the system, and the
ability of MoPSE to pay their salaries. Targets for the final number to be trained through EDF may
need to be reviewed. The capacity of the system is limited to training 2,500 per year. It is therefore
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difficult to see how the target of 10,000 trained can now be reached by the target date of December
2015.
Output Indicator 2.3. A set of teacher minimum standards linked to national teacher education
and certification programme is developed, tested, and adopted

The 2013 milestone for this indicator was ‘draft reviewed’. A draft of what is now referred to as the
Teacher Professional Standards (TPS) is indeed in place and is awaiting submission to Cabinet for
endorsement. Performance on this indicator is therefore assessed as meeting expectation.

The final draft of the original Teacher Minimum Standards document was presented to a stakeholder
conference on 25th March 2013, which resulted in a final draft for submission to cabinet. Of necessity,
the development of the TPS was a lengthy, broad-based and inclusive process that ensured the
representation of the views of a wide range of stakeholders including MoPSE, MoHTE, Ministry of
Public Services Labour and Social Services, teachers’ organisations, church groups, NGOs and UN
partners. Teacher training and development programmes in the future will be premised on the gaps
observed between standards contained in the TPS document, and the realities revealed by TDIS data.
Recommendations
 With successful conclusion of Zimbabwe’s application to GPE and the given the explicit focus of
this programme of teacher professional development, it is recommended that this indicator be
moved from the EDF logframe to the GPE logframe, for the purposes funding and reporting on
future activities.
2.4 Curriculum review process is completed

The 2013 milestone for this indicator was ‘Finalisation of primary syllabus review and materials
development for core subjects’. Actual progress falls far short of this milestone. The ECD, Primary
Agriculture and Environmental Science syllabuses have been printed. The Mathematics, English and
National Languages syllabi reviews are in an advanced stage. Progress on this indicator therefore
substantially did not meet expectation.

Based on recommendation made in October 2012, syllabuses for four Primary core subjects, namely
English, Mathematics and National Languages (Shona and Ndebele), were reviewed through Subject
Panel workshops held in Masvingo in April and May 2013. The Environmental Science syllabus,
revised in 2012 is ready for printing. The Mathematics syllabus has been finalised and is awaiting
approval. The English and National Languages syllabuses are at the final stages of development.
13,000 copies each of the ECD and Primary Agriculture syllabus were distributed nationwide in
readiness for implementation in schools in January 2014. An ECD Syllabus Interpretation Workshop
was held in Kwekwe from 29 to 31 October 2013 to support dissemination.
Curriculum review is a politically sensitive issue and the process has been under review by the new
Ministry, which has delayed progress. However the new Minister has re-affirmed commitment to the
process and its urgency. A new Minister of Psychomotor Activities (Josaya Hungwe) has been
appointed in the cabinet and it is anticipated that he will oversee work to enhance the place of
vocational and technical skills in the curriculum.
Recommendation:
 Ministry should look to expedite the curriculum review process and/or if necessary review wording
of milestones and target in logframe.
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Output Indicator 2.5. A student: textbook set ratio of 1:1 for core texts is maintained in all
primary and secondary schools

The 2013 milestone for this indicator was ‘1 to 1 ratio’. Actual performance on this indicator is that a 1:1
ratio has been maintained (Primary 1:1.24 and Secondary 1:1.1) Performance on this indicator is
therefore assessed as meeting expectation.
Progress against expected results

This indicator was added to the EDF logframe during the review that was concluded in March 2013. No
further supply of textbooks has been conducted during the year preceding the review. However work
was undertaken in 2013 on a survey of textbook delivery and use in secondary schools, which was
completed in September 2013xxvii. The study documented the successful delivery of textbooks to
secondary schools in six core subjects. The study was based on a 10% random sample of all
secondary schools nationwide. A range of stakeholders was interviewed at each school, and receipt of
books was confirmed. Books were, on the whole in the hands of students and being actively used.
More than half of the students were being allowed to take the books home. It was however
acknowledged that it may take a few years for the full impact of the books to work its way through the
system in improved examination results. In some cases fear of damage of the books was preventing
schools from fully utilising them. Further planning is required to ensure that schools budget for the
replenishment of textbooks in the future, once the five year life span of the current stock has passed.
Output Indicator 2.6. All early grade learners are provided with complimentary learning
materials

The 2013 milestone for this indicator was ‘30% of learners are provided with materials’. No such
materials have been procured or supplied. Performance on this indicator is therefore assessed as
substantially not meeting expectation.

This indicator was added to the EDF logframe during the review that was concluded in March 2013. No
progress has been recorded. A link is anticipated between this activity and CPD delivered under GPE
and UNICEF report that the activity has been awaiting the start of GPE implementation.
Recommendation:
Activity under this indicator must be expedited in concert with GPE implementation.
2.7 All secondary schools are provided with relevant cost effective science kits

The 2013 milestone for this indicator was ‘30% of schools are provided with science kits’. In reality
2,449 science kits have been procured – enough for at least one for every secondary school
nationwide. Distribution is ongoing. Training of 5,000 teachers in the use of the kit has been concluded.
Performance on this indicator is therefore assessed as having marginally exceeded expectation.

The contract for the supply of science kits was signed in June 2013 with Devotra BV of the
Netherlands. A total of 2449 kits were ordered. Each kit comprises of 126 different pieces of equipment
and 46 different chemicals. Technical staff of the MoPSE participated in the process of the reviewing of
as well as the selection of supplier.
1
UNICEF has controlled costs by completing the assembly of kits in country using the UNICEF staff to
consolidate the packaging of 6 separate sub-component kits. This is one of several measures taken to
which have succeeded in keeping the unit cost of the kit down to $3,200. A DFID visit to the UNICEF
warehouse revealed that a sophisticated stock tracking and distribution system is in place, ensuring
that kits will reach their correct target schools. An official launch of the programme took place in March
2013.
In an effort to optimise usage of the kits, the EDF has also included a component of training of science
teachers on the usage, care and maintenance of the supplied kits. These trainings were delivered with
the support of Devotra. A national training of trainers workshop was held in early November 2013 to
ensure that all 10 provinces have at least three key people trained. The provincial teams have then
trained teachers at district level. A daylong session is provided accommodating a maximum of 30
participants. By the end of March 2014 5,000 teachers (two science teachers from each school) and
100 education officials were trained through a total of 174 training sessions at district level. Gender
disaggregation of this figure is not yet available.
The DFID Education Adviser monitored the training which took place in Beitbridge on March 3 rd. The
training was of high quality and the teachers responded very positively, especially to the hands-on
practical activities. However it is clear that one day is not long enough for teachers to achieve mastery
of all the equipment in the kit. Another matter for concern is that at least 30% of those teachers
attending the workshops were not specialised science teachers. This is reflective of the general attrition
of science teachers in Zimbabwe. These non-specialist teachers will need additional support.
Recommendation:
 Implementation of the science kits must be closely monitored. Districts and school clusters must
endeavour to create additional opportunities for teachers of science to meet and be developed
further in the use of the science kits and on the teaching of practical science in general.
Output Indicator 2.8. All special schools are provided with critical technical equipment for the
visual and hearing impaired, physically and mentally challenged and children with speech and
language difficulties
Score and Performance Description

The 2013 milestone for this indicator was ‘30% of schools is provided with equipment’. In reality all 32
special schools and 399 resource units have received equipment. Performance on this indicator is
therefore assessed as having substantially exceeding expectation.

The equipment provided to Special Needs Section of Ministry comprises the following:
 Braille machines for production of readings
 Embosser for production of braille materials
 Audiometers, audiological booths, autoscopes- for testing of children
 Hearing aids, hearing aid analysers and speech trainers
 pressure polymerisers, grinders, hot air tubing and temple shaper for production/repairing of
hearing aids in future
 Laptops for instant production of audiograms and diagnosis of hearing loss;
 Mirrors for speech training;
 Mattresses for use by children in special schools/resources units for resting and playing during
learning
 Carpets for acoustic treatment of learner classrooms
 Braille Cutters for Braille papers trimming papers into the right sizes for book production
 Slates and stylus for writing Braille
 Talking calculators for use as mathematical aids for visually impaired learners
 Walking canes for visually impaired learners mobility and orientation
 Walking frames for learners with mobility challenges
 Wheel chairs for learners with mobility challenges
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 Photocopier and printer for Head Office Special needs office
 Steel cabinets for storing equipment at learner stations
The value of the goods is $700,000. The equipment is being distributed to all 32 special schools; 399
Primary Resource Units and 56 secondary Resource Units. UNICEF is working with MoPSE to ensure
a close match between the equipment provided and the needs and means of the receiving institution.
2.9 National early learning assessment is conducted annually

The 2013 milestone for this indicator was ‘Annual assessment completed’. This has indeed taken
place. Performance on this indicator is therefore assessed as having met expectation.

ZELA aims to provide statistically rigorous and nationally representative analysis of learner
performance in core subjects. It is also intended to provide rigorous measurement of the possible
impact of EDF programme on children’s learning (literacy and numeracy) throughout the duration of the
EDF programme. It is supported by the Australian Council for Educational Research (ACER) working
in collaboration with Zimbabwe School Examination Council (ZimSEC). The ZELA 2013 test was
administered in March 2013 to approximately 20,000 first-term Grade 3 children in 500 randomly
selected schools.
To build technical capacity of the ZimSEC research staff in conducting learning assessment of
international standards, a tailor-made training on data analysis was conducted in early August 2013 to
six ZimSEC evaluators and researchers. 10 high-specification laptops together with SPSS software
were procured and delivered to ZimSEC to ensure effective execution of the training and data analysis.
The same six researchers together with an ACER assessment expert and data analysts undertook the
ZELA 2013 data analysis in October 2013. The report has now been drafted and awaits circulation.
Trends in the data with regard to gender and socioeconomic status have already been presented
above. ZELA shines a light on pupil performance in the early years, when the foundations of later
learning are being laid.
Impact Weighting:25%
Risk: Medium
Revised since last Annual Review? No.
Output 3: Second Chance Education: To develop a ‘second chance’ education programme

that provides opportunities for youth and young people who have missed out to re-enter formal
education or receive relevant skills training
Output 3 score and performance description
Overall Output Score B
There are 3 Output Indicators relating to Second Chance Education in the DFID BC Logframe:
3.1. Costed sub-sector strategies for second-chance education are in place.
3.2. 50,000 young people return to formal schooling (by gender, disability).
3.3. 50,000 children access life skills-based technical education including HIV.
Output Indicator 3.1: Costed sub-sector strategies for second chance education
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Sub-score for Output Target 3.1 : C
The 2013 milestone for this indicator was ‘Sub-sector strategies for girls’ education, children with
disabilities and youth developed’. No subsector strategies have been developed. Performance on this
indicator is therefore assessed as substantially not meeting expectation.

The change of administration has tended to delay policy work, while the new Ministry reviews its
position. One relevant development has been the formation of the Out of School Thematic Working
Group (OOSTWG), which provides a forum that brings together a broad range of key stakeholders,
including representatives from various relevant ministries, implementing partners and other NGOs
(most notably Mavambo Trust), to share information on current and proposed initiatives as well as
establish a structure to provide ongoing support to the MoPSE in developing strategies on second
chance education.
One result that has already emerged from this coordination was the development of a Compressed
Primary School Syllabus into three levels for use in the Accelerated Learning Programme (ALP). This
activity was led by Curriculum Development Unit (CDU) and Secondary and Non Formal Education
departments (SNFE) at MoPSE supported by World Education International (WEI) and UNICEF out of
school and curriculum experts.
Through OOSTWG, UNICEF supported the convening of an Inclusive Development and Disability
Forum at the University of Zimbabwe. This forum brings together organizations working with people
with disabilities, including advocacy groups, schools, universities and children’s homes and provides
on-the-ground information to inform developing strategies to address issues affecting people with
disabilities.
Recommendation:
 Expedite development of subsector policies and if necessary review wording of logframe to match
new Ministry Priorities for the development of sub-sectoral policies.
Output Indicator 3.2: 50,000 young people return to formal schooling (by gender, disability).

Sub-score for Output Target 3.1 : A++
The 2013 milestone for this indicator was ‘10,000’. The actual number achieved was 22,637 children:
(10,149f and 12,488m) enrolled in the ALP. Performance this indicator is therefore assessed to have
substantially exceeded expectation.

This programme component aims to provide out-of-school children, who have dropped out of primary
education, with the opportunity to do re-join the formal sector, regardless of financial circumstances
through provision of free accelerated learning classes. These classes are delivered by serving
teachers, usually at existing primary schools. Classes take place in the afternoon, after mainstream
classes have been completed. Learners are assessed and allocated into one of three levels: Level 1
corresponds to Grades 1 and 2, Level 2 corresponds to Grades 3 and 4 and Level 3 corresponds to
Grades 5, 6 and 7. Serving teachers are incentivised to provide this service with a modest allowance of
$50 per month. Technical support is provided by WEI working in collaboration with a network of smaller
local NGOs.
In May 2013, UNICEF signed the Programme Cooperation Agreements (PCAs) with WEI, after a
rigorous technical assessment. A decision was reached to develop new materials to be used for the
ALP, instead of revising and printing the pre-existing materials used by WEI to pilot the ALP. It was
envisioned that developing these materials and aligning them to the national syllabus would improve
their quality and ensure Ministry ownership of the process.
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Recognizing the impact of poverty as a factor contributing to children dropping out of school, the
technical assistance also resulted in the programme design leveraging investments in the Child
Protection Fund by ensuring that children from households that are receiving cash transfers are
prioritised in the ALP.
After signing the PCA, WEI completed preparations for the national roll out of the ALP to 25 districts in
10 provinces. The implementation of key activities began with an orientation and planning workshop to
outline the key components of the programme and define expectations, roles and responsibilities as
well as reporting requirements for all consortium partners. WEI conducted meetings at provincial and
community levels to facilitate entry into provinces and promote awareness about the ALP. With
technical assistance from UNICEF and input from the Ministry, WEI procured resources to be used for
the programme and completed the development of criteria for selecting students and school sites as
well as monitoring and evaluation tools.
In October, WEI conducted a syllabus compression workshop with subject area specialists and writers
from the CDU in preparation for the development of ALP training materials. The Curriculum Specialist
at UNICEF also contributed to this process. Following this workshop, WEI produced a compressed
ALP syllabus for English, General Paper, Mathematics and languages, including Ndebele and Shona at
primary level. In addition, a draft ALP Teachers Handbook or Guide on Multi-grade teaching was
developed and distributed to teachers. In addition to the handbook, WEI has developed an ALP Master
Training Guide for the Training of Trainers.
A total of 1,450 tutors and 480 supervisors, including inspectors, District education officers and district
literacy coordinators from the Ministry have been trained. Teaching commenced in November 2013
and to date 22,637 children: (12,488 m, 10,149 f) have enrolled. This rapid recruitment demonstrates
the demand for second chance education. However, ultimately the goal of children re-entering the
formal system will depend on the removal of financial barriers in the formal sector which means that re-
entry will require children to be beneficiaries of BEAM or another similar social safety net. As long as
ALP is free and mainstream education is not, it is likely that ALP may, to some extent, compete with
mainstream education rather than complement it. WEI are to be commended for developing a case
management database system which integrates all available information about a given child including
whether they are beneficiaries of ALP, BEAM, Cash Transfers or any other intervention. Currently WEI
estimate the cost per child of participation in ALP as $60 per child per year which is similar but slightly
more than the unit cost of $45 for BEAM.
The lack of a systematic baseline study for both Second Chance Education interventions remains a
concern. UNICEF report that this activity has been delayed for several reasons including: late release
of national census data, staff turnover in MoPSE and delays in the formulation of policy priorities by the
new Ministry. However they also report that these issues have now been resolved and that the
baseline, now referred to by MoPSE as the ‘The Out of School Survey’, will be expedited.
Recommendations
The following recommendation was made in the 2013 Annual Review – applying to both Outputs 3.1
and 3.2:
 ‘It is recommended that pre-planned, integrated and well-instrumented M&E of the various
programmes must be clearly established well in advance of implementation of the planned 2nd
Chance Education Interventions. Monitoring of activities under this output should be intensified, in
order to better understand and remove any barriers to progress.’ In response to this
recommendation results matrices were developed for each of the two 2 nd Chance Education
Programmes and an M&E framework was incorporated into the programme design. Data collection
instruments have been designed and are being implemented for site visits. A MoPSE thematic
working group has been established. However the recommendation that a comprehensive baseline
study be conducted is carried forward below for 2014.
The following new recommendations are made in the 2014 Annual Review
 Throughout this period of intense activity, WEI has operated without a Memorandum of
Understanding with MoPSE. A proposed draft has been under consideration for over a year. This
process should be expedited in order to enhance the legitimacy of WEI in their dealings with
1
schools and district.
 Ministry and partners should accelerate the development and approval of study materials and
teachers’ guides for use in this programme.
 A complete baseline study in target districts should be conducted, as a prerequisite for rigorous
impact evaluation.
Output Indicator 3.3. 50,000 children access life skills-based technical education including HIV.
Score and Performance Description

Sub-Score Output Target 3.4: B
The 2013 milestone for this indicator was ‘10,000’. The actual number achieved was 8,735 students
(5,559 m and 3,176 f). Performance this indicator is therefore assessed to have marginally not met
expectation.

This programme component aims to provide an alternative, skills-based education programmes for out-
of-school children of secondary school age to enable them to become active and valuable members of
Zimbabwe’s economic and social development. Course content also incorporates content life skills with
a special focus on HIV awareness and avoidance. This target group represent particular challenges, as
they are from highly deprived backgrounds and have not been socialised to education, lack
foundational literacy skills and may exhibit behavioural problems. This programme has a strong focus
on agricultural skills for young people includes marketable skills such as farming and basic business
skills modules based on real income generating activities as part of the core curriculum.
The Zimbabwe Farmers Union (ZFU) has made significant progress despite delays in activities
experienced during the elections. Since the signing of their PCA in September 2013, the ZFU has
been building the systems required to roll out the programme on a national scale. The implementation
of the Fit for Life (FfL) Programme began in September, following months of technical assistance by
UNICEF on the modalities for cash transfers, the development of key deliverables and reporting
requirements.
In September, the ZFU convened a planning workshop for key stakeholders to discuss expectations
and key modalities for implementation. Following that planning workshop, UNICEF conducted a
training workshop on the Harmonized Approach to Cash Transfers (HACT) to build the financial
management capacity of the ZFU and its consortium partners10.
A pilot residential programme was delivered at the Cotton Training Centre (CTC) near Kadoma,
delivered by 15 newly trained tutors in May 2013. 243 graduates of this course have begun practical
training in agriculture. Seven young farmers clubs were established in Sanyati district. Agricultural
extension workers are currently providing further support to these farmers groups to help them manage
the income generating projects in goat and chicken rearing.
On a national scale, the ZFU conducted a three day workshop with CDU staff and writers to review and
revise the materials to be used as part of the numeracy and literacy component of the programme in
early October. The consortium partners have pre-existing, ready materials for the technical skills
training in agriculture component. Kushinga Phikelela, Foundations for Farming and the CTC are
finalizing the recruitment of students. Finalisation of these materials should be a priority
One significant issue that emerged during fieldwork was the inconsistency between provinces in their
approach to this programme. After what appeared to be smooth start during the pilot phase in Sanyati
District, Mashonaland West has blocked the use of non-government employees in delivering the
literacy and numeracy bridging course, reportedly acting on the principal that such basic education is
the role of the Ministry. Midlands Province has not imposed such conditions. It is important that
Ministry, Provinces and UNICEF must meet to find a solution to the question of who is best placed to
deliver bridging programme in each province.
10 The ZFU will be implementing the project in partnership with Cotton Training Centre (CTC), Foundations for Farming (FfF) and Kushinga
Phikelela National Farmer Training Centre (KP).
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Exact details of unit cost are not available, but an estimate is possible by dividing the budget of the
project by the projected number of beneficiaries ($3,362 880 / 30,000 = $112). This appears
reasonable if the targeted number can be realised.
This is a complex and pioneering project. The implementing partners are continuously monitoring and
adjusting plans in the face of unfolding experience and a dynamic operating environment. However,
more so than any other aspect of the EDF, the project responds to the emerging focus of the Ministry
on vocationalising the curriculum.
The lack of a systematic baseline study for this intervention by Unicef remains a concern and should be
expedited.
Recommendations
 Ministry, Provinces and UNICEF must meet to find a solution to the question of who is best placed
to deliver bridging programme in each province.
 Ministry and partners should accelerate the development and approval of study materials and
teachers’ guides for use in this programme.
 A complete baseline study in target districts should be conducted, as a prerequisite for rigorous
impact evaluation.
Impact Weighting: 20%
Revised since last Annual Review? Yes

This indicator was originally weighted at 10% in DFID BC Logframe, and 25% in the original UNICEF
Logframe. During the 2013 Annual Review, it was agreed by consensus of the ETF partners that the
Impact Weighting of this Output in the UNICEF Logframe should be 20% to reflect its expected relative
contribution to the EDF Outcome indicators.
Risk: Medium
Section B: Results and Value for Money.

1. Progress and results
1.1 Has the logframe been updated since last review? Yes
As described in the 2013 Annual Review, the following extensive changes to the Logframe were
approved by the EDF Steering Committee and ECG in March 2013. At this point the wording of some
indicators also changed so that they are stated in terms of ‘Targets’, rather than as pure ‘Indicators’ -
only stating that which is to be measured. While this is not normal DFID practice, it was proposed that
this be accepted for the sake of consistency between UNICEF and DFID documentation.
Output 1: School and System Governance
Output Indicator 1.1: Medium term Strategic Education Plan used for budget and planning purposes is
approved with associated MoESAC provincial and district offices having completed Operational Plans.
The wording of Milestones was amended as follows to better reflect the current thinking of MoPSE and
its partners:
Baseline Milestone 1 (2012) Milestone 2 Milestone 3 Target (2015)
(2011) (2013) (2014)
BC Annual Approved medium Approved medium Approved medium New developed
Logframe Investment term plan used for term plan used for term plan used for medium term plan
Plan only 2012 budget 2013 budget 2013 budget for 2016-2020
(2011)
Amended School Approved medium All provincial 30 district offices National, provincial,
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Logframe strategic plan term plan used for offices develop develop and district
2013 developed 2012 budget operational plans operational plans operational plans
preparations are in place
Output Indicator 1.2: EMIS hubs in MoESAC including all ICT requirements, at the national and
provincial level are established to allow web-based data collection and analysis
Work on developing EMIS capacity at provincial level was planned to complement and reinforce EMIS
developments at national level
Baseline Milestone 1 Milestone 2 Milestone 3 (2014) Target (2015)
(2011) (2012) (2013)
Amended Nil Assessment National EMIS All provincial EMIS hubs Fully operational EMIS
Logframe completed hub is and 10 district hubs are hubs at national and
2013 established established provincial level
Output Indicator 1.3. National EMIS data is available

No changes to indicator, though numbering changed to ‘1.3’ to accommodate insertion of new Indicator
at 1.2.
Output Indicator 1.4: At least 7,000 primary and secondary schools receive per capita based quality
grants
The following changes were made to the Milestones and Target. Given that this is the largest single
budget line in ETF2, a more cautious phased approach was advocated, allowing more time for a
thorough pilot to be completed before mass roll-out. The target was increased to reflect the increasing
total number of school reflected in EMIS 2012. Numbering to change in revised Logframe to “1.4” in
order to accommodate insertion of new Indicator at 1.2.
Baseline Milestone 1 (2012) Milestone 2 (2013) Milestone 3 Target
(2011) (2014) (2015)
BC Logframe 0 1000 3000 4500 >6000
Amended Nil Design completed School 100 (Pilot stage complete) 5000 >7000
Logframe Operational Manual Legislative framework reviewed
2013 developed and approved
Output Indicator 1.5. At least 8,000 Education Managers are trained in leadership, school management
and supervision (Indicator gender disaggregated)
The target remains the same but the milestone for 2014 has been reduced to 4,000. Numbering to
change in revised Logframe to “1.5” in order to accommodate insertion of new Indicator at 1.2.

(2011) (2013) (2014)
BC Logframe 0 2,000 (estimate) 4,000 (estimate) 6,000 (estimate) 8,000
(estimate)
Amended Logframe 0 Programme 4,000 4,000 >8,000
2013 designed
Output Indicator 1.6. An electronic Teacher Development Information System database for MoESAC is
created
This new indicator was introduced in response to the lack of good information about the number and
quality of teachers.
Note: Following the successful application of Zimbabwe for funding from the GPE, it is now proposed
that this indicator be again removed from the EDF Logframe and Transferred to the GPE Logframe
Baseline Milestone 1 Milestone 2 (2013) Milestone 3 Target (2015)
(2011) (2012) (2014)
Amended Logframe Nil Programme Data collection and Data analysis TDIS
2013 designed cleaning operational
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Output Indicator 1.7: The Education Network conducts at least 3,000 school based monitoring visits
per year to improve school supervision capacity
This indicator was added in 2013 response to the limited capacity of MoPSE to visit and appraise
teachers in schools, especially the poorer and more remote schools is severely limited due to their
inadequate transport facilities.
Baseline Milestone 1 Milestone 2 Milestone 3 Target (2015)
(2011) (2012) (2013) (2014)
Amended Logframe Nil 3000 school 3,000 school 3,000 school 3,000 school visits
2013 visits visits visits per year
Output Indicator 1.8: In partnership with MoHCW conduct national deworming programme for Schisto
and soil transmitted helminths in affected areas
This indicator was added in 2013. The priority was identified by MoESAC after national study of 2011
revealed high prevalence of these parasites in some areas. It is anticipated that the improved health
and well-being of children will also promote improved learning outcomes.
Baseline Milestone 1 (2012) Milestone 2 (2013) Milestone 3 (2014) Target (2015)
(2011)
Amended Nil deworming deworming deworming deworming
Logframe programme in 28 programme in 28 programme in 28 programme in 28
2013 districts (1 million districts (1 million districts (1 million districts (1 million
children) children) children) children)
Output 2: Teaching and Learning
Output Indicator. 2.1 At least 7,500 under-qualified teachers are upgraded through O level
mathematics and English bridging courses (by gender)
No change was recommended to the numerical targets, but the wording of this indicator was changed
to be more specific, and to match the wording used in the Revised Programme Document.
Output Indicator 2.2 At least 10,000 ECD para professional teachers are upgraded through in-service
training (by gender)
The original indicator 2.2 was worded as follows in the BC: ‘Teachers receiving continuous
professional development (annually, by gender)’. This indicator was removed in 2013 as CPD activities
are now included in the programme funded by GPE. This indicator was replaced by one focusing
specifically on the training of ECD Para-professional.
Baseline Milestone 1 Milestone 2 Milestone 3 Target
(2011) (2012) (2013) (2014) (2015)
Amended Logframe Nil 2,500 5,000 7,500 10,000
2013
Output Indicator 2.3 A set of teacher minimum standards linked to national teacher education and
certification programme is developed, tested, and adopted
This indicator was added in 2013, to support MoPSE plans to develop a set of basic minimum
standards for schools which will inform a better coordinated and longer-term approach to teacher
development, support improved external supervision and support schools’ own internal school
development planning processes.
Note: Following the successful application of Zimbabwe for funding from the GPE, it is now proposed
that this indicator be again removed from the EDF Logframe and Transferred to the GPE Logframe
Baseline Milestone 1 Milestone 2 Milestone 3 Target (2015)
(2011) (2012) (2013) (2014)
Amended Logframe Nil Draft developed Draft reviewed TMS approved TMS
2013 operational
Output Indicator 2.4 Curriculum review process is completed

In 2013, the wording of the Milestones was revised to make expectations more precise for 2013, 14
2
and 15. The numbering of this indicator was changed to “2.4” to accommodate the insertion of
additional indicators (explained above). The wording of this indicator was revised to read: “Curriculum
review process is complete”, to make explicit the expectation that the process be finished by 2015.
Baseline Milestone 1 Milestone 2 (2013) Milestone 3 (2014) Target (2015)
(2011) (2012)
BC Agreement Major areas Pilot of revised curricula National teacher National roll-out
Logframe on scope of for revision preparation for
task identified revised curricula
Amended Agreement Major areas Finalisation of primary National teacher Development of
Logframe on scope of for revision syllabus review and preparation for revised primary texts
2013 task identified materials development revised primary ready for national roll
for core subjects curricula, Pilot of out during 2016
curricula
Output Indicator 2.5: A student: textbook set ratio of 1:1 for core texts is maintained in all primary and
secondary schools
This indicator was added in 2013. UNICEF undertook a major textbook procurement and distribution
activity in 2012 in order to complete the work started under ETF1 and ensure that a 1:1 Pupil: Textbook
ratio was attained. For the remainder of ETF2 it is anticipated that schools will procure textbooks using
their SIGs.
Baseline (2011) Milestone 1 Milestone 2 Milestone 3 Target
(2012) (2013) (2014) (2015)
Amended 1 to 1 ratio (Primary); 20 to 1 1 to 1 ratio 1 to 1 ratio 1 to 1 ratio 1 to 1 ratio
Logframe 2013 ratio (Secondary).
Output Indicator 2.6: All early grade learners are provided with complimentary learning materials
This indicator was added in 2013. Provision of ECD learning materials was identified as a priority by
EDF partners during the course of 2012.
(2011) (2012)
Amended Nil Procurement 30% of learners are 75% of learners are 100% of learners are
Logframe plan agreed provided with provided with provided with
2013 materials materials materials
Output Indicator 2.7 All secondary schools are provided with relevant cost effective science kits
This indicator was added in 2013. Provision of science equipment in secondary schools was identified
as a need by EDF partners during the course of 2012, and declared as a priority in the EMTP.
(2011) (2012)
Planned Nil Procurement plan 30% of learners are 75% of learners are 100% of learners are
agreed provided with materials provided with materials provided with materials
Output Indicator 2.8: All special schools are provided with critical technical equipment for the visual
and hearing impaired, physically and mentally challenged and children with speech and language
difficulties
This indicator was added in 2013. Provision of technical equipment to special schools was identified as
a priority by ETF2 partners during the course of 2012.
(2011) (2012)
Planned Nil Procurement 30% of schools are 75% of schools are 100% of schools are
plan agreed provided with provided with provided with
equipment equipment equipment
Output Indicator 2.9 National early learning assessment is conducted annually

The wording of this indicator was amended to be more specific in describing the expected activity. The
wording of milestones was changed to reflect completion of a planned annual cycle of assessment. In
order to match the revised EDF Logframe, the numbering of this Indicator was changed to “2.9”.
2
Baseline Milestone 1 (2012) Milestone 2 Milestone 3 (2014) Target (2015)
(2011) (2013)
BC None Primary First results Results used Results used
Logframe literacy/numeracy available diagnostically at diagnostically at school
assessment piloted school level and classroom level
Amended Nil Baseline assessment Annual Annual assessment ETF impact evaluation
Logframe completed assessment completed conducted
2013 completed
Output 3 Second Chance Education
Output Indicator 3.1: Costed sub-sector strategies for second-chance education are in place
In 2013, the milestones for this indicator be amended to reflect the slower than anticipated initial
progress and to provide a more detailed and unambiguous description of expectation.
Baseline Milestone 1 Milestone 2 Milestone 3 (2014) Target (2015)
(2011) (2012) (2013)
BC None Needs Pilot activities Pilot activities under National activities under
Logframe assessment designed implementation implementation
completed
Amended Nil Needs Sub-sector Linked to the national Number of out-of-school
Logframe assessment strategies for girls education sector children assessed and
2013 complete and education, children strategy, provincial mapped with corresponding
programme with disabilities level plans developed sub-sector plans developed at
interventions and youth addressing education national, provincial and district
designed developed needs for girls, level to address the needs.
children with
disabilities and youth.
Output Indicator 3.2: 50,000 young people return to formal schooling (by gender, disability).
In 2013 the wording of this indicator changed from ‘Youth returning to formal schooling’ The target and
milestones were revised to a level considered realistic by EDF partners following the design phase
(2011) (2013) (2014)
BC 0 20,000 (estimate) 40,000 (estimate) 60,000 (estimate) 100,000
Logframe (estimate)
Amended 0 Programme 10,000 25,000 50,000
designed
Output Indicator 3.3 50,000 children access life skills based technical education including HIV.
In 2013 it was decided that the second chance education offered to older children, should focus on life-
skills based technical education including farming and business skills and that this should be strongly
linked to adolescent sexual and reproductive health. The wording of the indicator was amended
accordingly. Following the design phase the milestones and targets were revised down to a more
realistic level.
(2011) (2013) (2014)
BC tbd 50,000 (estimate) 100,000 (estimate) 150,000 (estimate) 200,000
Logframe (estimate)
Amended 0 Programme 10,000 25,000 50,000
designed
1.2 Overall Output Score and Description:

The overall output score is A, indicating that EDF met expectations. This rating is composed of:
 A for Output 1: 55% ( previously weighted 35% by DFID and 50% by UNICEF)
 A for Output 2: 25% (previously weighted 25% by DFID and 25% by UNICEF)
 B for Output 3: 20% (previously weighted 10% by DFID and 25% by UNICEF)
Note that the original DFID weightings add up to only 70% because the BC logframe also includes a
fourth Output indicator which relates to Camfed which is weighted at 30%.
1.3 Direct feedback from beneficiaries

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During 2013 several monitoring activities were undertaken by DFID to collect direct feedback from
beneficiaries. Fieldwork concentrated on the following areas: School Improvement Grants, Second
Chance Education, ECD and Science Kit provision.
On 26th March 2013 the DFID Education Adviser conducted a field trip within Harare, in the company
of UNICEF colleagues, in order to monitor the delivery of the ZELA testing and the School
Development Planning Training for Goromonzi Schools.
 The efficient delivery of ZELA was observed in 3 schools: Alfred Beit Primary, Chitsere and Frank
Johnson Primary. The enumerators provided positive feedback on the training that they had
received to administer the tests.
 Teachers at these schools were however unaware of the results of the previous testing, meaning
that no effort had yet been made to feedback results to teachers in order to improve their practice.
 The school visits also provided an opportunity to talk to ECD paraprofessionals and to see the ECD
kits provided through EDF being used in the classroom. The paraprofessional spoke highly of the
training delivered and of the value of ECD kit provided.
 The training of school teams from Goromonzi District on School Development Planning was also
observed at the ZESA Training Centre in Belvedere. A large group were being trained. There were
8 delegates from each of 8 schools making a total number of 64 trainees. The 8 delegates from
each school included 3 parents and 2 learners, in addition to the head teacher, bursar and a
teacher. The section observed concerned banking arrangements. The training was delivered by
District Employees who appeared competent and confident.
On 23rd September 2013 the DFID Education Adviser visited 2 schools in Goromonzi who were
engaged in the SIG pilot in order to monitor progress.
 At this stage all schools in Goromonzi had already received 5 days of training on School
Development Planning and 3 days of training on Financial Management. They had by then already
received their entire annual allocation of funding.
 At both Parirewa Primary School and Visitation High School, the SDC were able to show a
comprehensive SDP and well-crafted SDP. The committees displayed a high degree of
commitment and ownership of these priorities.
 The head teachers confirmed that they had received the SIG payments as expected. This was
verified by inspection of a bank statement. The receipts and payments had also been entered into
the school cash book.
 While the SIG was appreciated and a predictable income stream, the head teacher questioned the
use of a fixed rate for schools irrespective of school enrolment.
 Head Teachers applauded the methods of SDP drafting and the training provided. They said that
the SDP is also valuable in seeking funds from other sources such as their Diocese.
 Both schools had decided to spend the majority of their grants on textbooks for subjects. The Head
Teacher at Visitation complained of complications created by the limit of $500 per check, which had
necessitated the writing of multiple cheques for the same purchase.
On 23rd November the DFID Education Adviser visited the pilot of the ‘Fit for Life’ Second Chance
Education Programme in Sanyati District accompanied by both UNICEF and GIZ.
 The visit confirmed the functionality of Community Management Committees who oversee
recruitment. Trainers underlined the importance of aligning the activities of the programme to the
local farming calendar.
 A training of trainers session was observed at CTC. Participants spoke of being motivated by the
desire to serve their communities and the $180 per month stipend. Trainees expressed anxiety at
coping with a wide range of ability in one class.
 A foundation phase bridging course teaching session was observed at Moline in Sanyati District.
Children were attentive and engaged. Several appeared to be underage – though this may also
2
have been reflective of malnutrition.
 The ZFU trainer commented that several factors drive absenteeism from formal schooling. Schools
are far apart so walking distance to school is an issue. Gold panning is commonplace and children
can earn $5 per day doing this. This income must be weighed up against the uncertain returns of
formal education. The project is responding by being flexible about the timing of courses. Many
young people can only spare 2 days a week for study. This will extend the time needed to complete
the course.
 Parents commented that they viewed the programme positively and that they thought it would
reduce delinquency and give children hope. When asked about their own motivations, most young
people spoke broadly of wanting to make something of their lives or making money.
 A Young Farmers Club (YFC) was observed at Machipisa in Sanyati District. The local councillor,
headman and ZFU representative all spoke positively of the high level of support enjoyed by the
project locally. The confident young chairman of the YFC, Thabani Hove spoke of the positive
change that the project had made in his life, as an orphan. He described how the local community
has supported the project with the construction of structures to keep goats, chickens and a fence
for the vegetable plot.
Further field work was undertaken by the DFID Education Adviser and a UK-based Senior Education
Adviser. . This involved further extensive interaction with Beneficiaries.
 Field work began on Monday 24th February 2014 with a visit to the PED, Mashonaland East. He
commented that the SIG pilot and School Development Planning process had ‘uniformly benefitted
schools’. He had been directly involved in the delivery of financial management training and felt that
it had been effective and that its impact and relevance extends beyond the successful
implementation of SIGs. However, he also said that the process had excessively “top down” and
“driven by the centre”. His preference would have been more inclusion in the design of
beneficiaries. Specifically he commented that there should have been no limit on the use of funds
for infrastructure development. He recommended that DEOs be given more authority to manage
the process.
 Also on 24th February, an interview was held with the DEO of Goromonzi. He commented that there
had been many achievements during the pilot period. Schools were able to buy much needed
textbooks, furniture which made schools more “child-friendly”; reading culture improved; parents
had been cushioned from increasing fees. Enrolment statistics have improved. However he also
commented that the conditions for allowable expenditure should be changed to allow for more than
just ‘minor repairs’ especially at satellite schools. He recommended that a single annual payment
be made rather than 3 termly payments and that the enrolment of schools should be factored in
when calculating the amount to be received.
 Field visits were made on 26th February 2014 to schools Goromonzi who had been involved in the
pilot. The following schools were visited Chiminera Primary School, Chinamora Secondary School,
St Dominic’s Nora Primary School and St. Dominic’s Nora Secondary School. These visits
essentially confirmed the feedback already received from the district and provincial officials.
Schools had spent most of their money on teaching and learning materials. The head teacher of
Chiminera School indicated that the supply of these materials had contributed directly to the
improved pass rate. Again head teachers requested greater flexibility in allowable expenditure and
greater clarity in the rules. For example it was unclear whether repair to classroom floors were
allowed or not.
 Following courtesy calls made to the Provincial Education Director for Matabeleland South and the
DEO of Gwanda District. School visits were made to the following schools in Gwanda District in the
company of the District ECD Coordinator on 4 th March 2014: Modespruit Primary (Satellite),
Bavuma Primary and Bavuma Secondary. These visits confirmed the reach of EDF activities even
to the most remote areas of Zimbabwe. ECD Paraprofessionals at Modespruit and Bavuma
Primary confirmed that they had received training of good quality and that they were actively using
the ECD kits supplied under EDF. Head teachers at all the schools visited were able to show that
they had developed SDPs that had passed vetting procedures at district level, and that they were
ready to receive SIGs. They had all attended both SDP training and Financial Management training
2
and commented positively on its quality. The science teacher at Bavuma secondary confirmed
having been trained in the use of the science kit, though like many teachers undergoing this
training she was not a science specialist.
 On 3rd March, a visit was made to Vhemba School in Beitbridge where training was being delivered
on the use of the science kit to about 30 teachers. The training was of good quality. The Devotra
trainer had extensive experience of the Zimbabwean context and collaborated well with local
trainers. Training emphasised safety procedures (e.g. in the dilution of acids) and devoted as much
time as possible to hands on practical experience. Participants expressed appreciation of these
practical sessions. However given the size of the kit and the fact that in this case a majority of
trainees were not specialist science teachers, it was evident that a single days training was not
adequate. This opinion was shared by local education officials. Given the budgetary constraints of
the EDF programme, the PED and DEO emphasised the importance of districts taking the initiative
to promote further kit-orientation activities at school district and cluster levels.
 A further visit was made by the UK-based DFID Senior Education Adviser), to the Fit for Life
programme at the Cotton Training Centre in Kadoma on 27 th February, where she met with a wide
spectrum of stakeholders including: the CTC Chairperson, the Project Director, ZFU
representatives, ZFU trainers, trainees, parents and members of the community. The Director and
Project Director have confidence in design of the programme and have observed real changes in
individuals. However both were open about some of the significant challenges in implementation.
This was attributed to insufficient time for sensitization of local political actors (Councillors, MPs,),
head teachers, parents and the potential trainees. This led to initial mistrust of the programme and
slow take-up by prospective trainees. The Chairman and Director both commented that FfL was still
at pilot stage as the roll out has come too quickly and that there is a real tension in this programme
between the drive for numbers (results) and the development of a complex model.
 A significant challenge has been attendance of students at the bridging course. Since November
2013, the bridging courses have not been running in Sanyati due to concerns about the model from
the PED. This relates to the PED’s requirement that the bridging course should be undertaken by
qualified teachers. Ministry should facilitate a meeting to agree a resolution to this issue. Interviews
also confirmed that there is a bottleneck relating to the development and approval of materials for
use in the bridging phase of the programme. This also needs to be resolve. Participants seek quick
gains and want to neglect the bridging course and move straight to the technical farming element.
 In Kadoma, most of the groups interviewed reiterated a demand for support for the target group.
Though stakeholders ranging from the Director to parents emphasised the challenges of working
with this group who come from very disadvantaged households. The majority of stakeholders
described this target group as particularly vulnerable in the area with the girls at risk of becoming
involved with prostitution. Both parents and trainees are more attracted to the technical element of
the programme than the bridging course. The following quotes were recorded from beneficiaries.
o “I’m learning a good deal. I know how to administer drugs to my goat and I have now taught
my parents” (Beneficiary aged 18) from FfL pilot programme.
o “I’m an orphan and this course is a starter pack as I move into adulthood” Tavani, Chair of
his Young Farmer’s Club (aged 18)
 A visit was also made by the Education Adviser to the ALP programme at Chinyika Primary School
in Goromonzi District, in the company of the District Literacy and Lifelong-Learning Coordinator
(DLLC) Goromonzi District This school was selected by district authorities so it is difficult to tell how
representative it is of the wider reality. However observations showed that an impressive
programme was being offered. Three teachers had been selected to delivery after school classes
for two hours per day, to out of school children of primary age. Demand was high with 60 children
having already enrolled (38m and 22f). The coordinator displayed enthusiasm as did the other
tutors whose only financial motivation was a stipend of $50 per month. Learners were clearly
enthusiastic for their and expressed pride in the fact that their written work was displayed on the
walls of their classroom. However the tutors indicated that it had been very challenging at the
beginning teaching children who had not previously attended school and were not socialised to
schooling. When interviewed the children seemed to be very much like any other primary children
expressing the frequently held aspiration to be: a nurse, policeman, driver, and farmer. This
2
programme keeps these hopes alive for these highly disadvantaged children. The teachers
commented that they preferred teaching the ALP group to the mainstream children because they
were more rewarding to work with.
1.3 Summary of overall progress

Overall the EDF has continued to make good progress in a complex and dynamic environment, though
performance varies widely between output indicators within the same output category (from A++ to C).
Progress on Output 1 (Schools and System Governance) is assessed as meeting expectation, on

average (A).
1.1 While planning has progressed in preparation for GPE implementation, the expected provincial
education plans have not been drafted (B).
1.2 Progress is behind schedule on the establishment of EMIS hubs (B).
1.3 National EMIS data is available in a timely manner, though the logframe needs to be revised to
reflect a revised timetable for addressing the backlog of previous years (A).
1.4 The pilot of the SIG programme is widely regarded as a success, though there have been delays
in establishing the necessary GMT (A+)
1.5 The number of managers trained has significantly exceeded expectation (A++)
1.6 The establishment of the TDIS is ongoing, but behind schedule (B)
1.7 School Monitoring visits have been undertaken by the Education Network, in accordance with
agreed plans.
1.8 The national deworming programme has reached significantly more children than originally
anticipated (A++)
Progress on Output 2 (Teaching and Learning) is assessed as meeting expectation on average (A).
2.1 No progress has been registered on the upgrade of under-qualified teachers (C)
2.2 The training of ECD para professional is running slightly behind schedule and numerical targets
may need to be revised (B)
2.3 Progress is on schedule in the development of Teacher Professional Standards (A)
2.4 The curriculum review process is significantly behind schedule, though now beginning to pick up
momentum (C)
2.5 Pupil textbook rations have been maintained at the target level of 1:1 maintained (A)
2.6 Early grade learning materials have not been procured or delivered as planned (C)
2.7 The nationwide distribution of science kits and training of science teachers is moving ahead of
schedule (A+)
2.8 The procurement and distribution of technical equipment for Special Schools and resource units
nationwide is moving significantly ahead of schedule (A++)
2.9 The national ZELA learning assessment has been conducted as planned (A).
Progress on Output 3 (Second Chance Education) is assessed as marginally not meeting expectation
(B), on average.
3.1 The expected sub-sector strategies for girls education, children with disabilities and youth
developed, have not been developed (C)
3.2 Enrolment for the ALP programme is significantly exceeding expectation (A++)
3.3 Enrolment on the FfL programme is marginally not meeting expectation. (B)
The EDF and its targets remain relevant to new environment brought about by the change in
administration. However, the amendments to some indicators are required to reflect this new
environment.
1.3 Key challenges

Some of the delays in the implementation of EDF activities were attributable to the 31 st July 2013
harmonised elections. The pre-and post-election period (June to October 2013) was characterised by
the uncertainties associated with a transition from one political dispensation to another, resulting in the
loss of momentum on some planned activities. It took some time before education partners got a clear
message on the direction that the new government was pursuing and this translated into delays, for
example in the curriculum review process. The new policy direction of MoPSE is broadly consistent
2
with existing EDF programming however some adjustments in EDF programming are required in order
to reflect the new MoPSE priorities summarised above.
UNICEF consistently reports that, while there is political will and support of EDF education
programmes, MoPSE experiences serious capacity constraints. In response to this situation, EDF
provides funding to support the engagement of technical experts from outside MoPSE. The technical
experts, many of them with international experience derived from other education systems, have been
able to plug some of the capacity gaps. In addition, they provided MoPSE staff with opportunities to
acquire new knowledge and skills. However, the overwhelming workload MoPSE officers frequently
have has recurrently imposed serious limits on these learning opportunities. In addition, heavy reliance
on technical assistance (while required in the current circumstances in order to achieve targeted
results), compromises ownership and sustainability of programmes. Ownership of the programme is
also compromised by the continued necessity on the part of donors to channel funding through
systems parallel to central government.
The recent unfreezing of appointments at district level has led to a massive turnover in key staff,
including the appointment of 42 new DEOs. A considerable effort will be required in order to ensure
that all of these new personnel are fully briefed about EDF activities, especially the SIG programme.
1.4 Annual Outcome Assessment

The table below summarises current progress against the Outcome Indicators stated in the Logframe
agreed during the 2013 Annual review.
 The 2013 EMIS data reports a considerable increase in the Grade 7 survival rate to 83.9%, which
compares very favourably with last year’s figure of 69.6%. This figure is well on track. However, it is
possible that this figure will decline if BEAM payments cease. No revision of this indicator is
proposed.
 Difficulties have been experienced in gathering the necessary data to report upon Form 4 Net
Attendance Rate. Enrolment rates have been used in place of this data. It is proposed that this
change be made explicit in the next iteration of the logframe.
 The percentage of 5-year olds enrolled in ECD classes is improving slowly, though not at the rate
anticipated in the logframe targets. Improvement in these enrolment rates is an explicit target of the
new administration and no change to the target is proposed.
 The 2013 results of the ZELA assessment show an impressive improvement over the 2012 results
suggesting a healthy trend in teaching and learning in the early years.
 The total number of OVCs supported by both the ALP and FfL programmes combined meets
expectations.
Progress Against EDF Outcome Indicators

Outcome Indicator Baseline Milestone 1 (2012) Milestone 2 (2013) Target
(2011) (2015)
1.Survival rate to grade 7 Plan 68% 70% 72% 76%
(gender disaggregated) Actual 69.6%, 83.9%,
F:69.2% M:69.9% F:85.6% M:82.3%
2. Form 4 Net Attendance Plan 12% 14% 16% 20%
Rate. Actual 15.4%, 19.2%,
M:13.7% F:17.0% M:17.2%, F:21.2%
3. Percentage of 5 year olds Plan 35% 40% 45% 55%
enrolled in ECD classes Actual 40.3%, 41.9%
GPI:1.02 M:41.1% F:42.6%
4. % of pupils achieving at or Plan N/A 45% 50% 60%
above the grade- level after Actual Eng.: 49.2% Eng.: 53.6%
Grade 2 M:44.6% F:53.8% M:50.7% F:58.6%
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Outcome Indicator Baseline Milestone 1 (2012) Milestone 2 (2013) Target
(2011) (2015)
Maths: 45.8% Maths: 62.9%
M:42.9% F:48.8% M:60.5% F:66.7%
5. Number of OVCs Plan Nil Programme design 30,000 100,000
supported with access to completed
education Actual 517,452 Programme
P 403,398 designed: OVCs 31,372
S 114,054 supported TBD.
With the exception of ECD enrolment rates (Outcome Indicator 2), progress against the Output
indicators is on track. This suggests that the assumptions made in the Theory of Change presented in
Business Case are holding. The only proposed change is to make the use of Net Enrolment Ratios
rather than Net Attendance Ratios explicit in the next iteration of the logframe.
2. Costs and timescale
2.1 Is the project on-track against financial forecasts: Yes

The table and chart below compare budgeted and actual expenditure by programme category for 2013.
Budgeted and Actual Expenditure by Programme Category ($ Millions)
Description 2013 Budget 2013 Committed Variance % Variance

1. School and Systems Governance $8,876,826 $10,471,890 -$1,595,064 -18.0%
2. Teaching and Learning $13,509,425 $12,052,044 $1,457,381 10.8%
3. Second Chance Education $5,177,389 $2,029,409 $3,147,980 60.8%
Operational Support Costs $2,207,312 $1,865,519 $341,793 15.5%
UNICEF HQ Recovery 7% $2,083,967 $2,015,007 $68,960 3.3%
Total Expenditure $31,854,919 $28,433,869 $3,421,050 10.7%
 Total actual reported expenditure of $28,433,869 for 2013 compares favourably with the budgeted
expenditure $31,854,919 (10.7% variance).
 For Output 1 – School and Systems Governance, there was an 18% overspend. Actual expenditure
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was $10,471,890 compared to a budget of $8,876,826. As the unit cost of grants delivered was as
budgeted, over-expenditure is largely attributable to training costs for school managers.
 For Output 2 – Teaching and Learning there was a 10.8% underspend. The budget was
$13,509,425, compared to actual expenditure of $12,052,044. However this relatively minor
variance hides relatively large variances in the sub-components. Only 43% of the budgeted amount
$4,900,000 for teacher development was spent and only 21.6% of the budgeted amount of
$1,244,022 for curriculum reform was spent. On the other hand actual expenditure of $9,121,461
on Learning Materials represents a 39.7% overspend on the budget of $6,528,403. These over and
under expenditures are consistent with the outputs scores awarded above. UNICEF is cautioned
not to reallocate funds that will be required later for delayed activities – though there is no material
evidence that this has actually taken place.
 For Output 3 – Second Chance Education –actual expenditure of $2,029,409, represents just
39.2% of the budgeted amount of $5,177,389. This is reflective of the relatively slow rate of
progress in this Output described above in the output scoring.
 Local expenditure of Operational Support Costs of $1,865,519compares favourably with the budget
of $2,207,312.
The continued relatively slow rates of expenditure have led DFID to delay the timing of payments to the
fund as documented in the MOU. The analysis of unit costs presented below suggests that the
assumptions, upon which estimates of future expenditure are based, remain sound.
2.2 Key cost drivers

As stated in the 2013 Annual Review, the DFID Business Case for the Zimbabwe Education Sector
Support (2012-2015), did not explicitly list key cost drivers for EDF. This was reflective of the fact that
the budget for this intervention was still under development at the time. However, some of the value for
money indicators, identified at that time, may also be treated as key cost drivers (see section 5 below).
Available evidence still indicates that costs are within range of international comparators and that
impacts will be significant, indicating that overall VFM is high. The table below illustrates that the four
items below together accounted for 71% of total EDF expenditure. Science kits were procured in a
single batch rather then incrementally, as envisaged in the log frame. DFID has directly inspected the
materials procured and finds that they are relevant and of high quality. UNICEF is commended for
using its own staff to assemble the final kit in country from 6 separate component ‘sub-kits’. This has
helped to keep costs under control.
Cost Drivers in 2013

Expenditure Category % share of 2013 spend
Science Kits 34%
School Improvement grants 27%
Out of School Programme 8%
School Monitoring and Supervision 7%
2.3 Is the project on-track against original timescale: Yes

A detailed description of actual progress against expected outputs and timescales is presented in the
output scoring section. Some activities with significant resource implications e.g. the curriculum review,
are running behind schedule, while others like the procurement of science kits are running ahead of
schedule. These differences currently balance one another out. There are no large anticipated
variances in the unit costs of key cost drivers. It is currently still possible that all anticipated outputs can
be completed within the remaining timeframe of the project, by the end of the 2015 calendar year.
However, if any further delays are experienced in some activities, e.g. the two Second Chance
Education programmes, then it may be necessary to discuss options for the extension of the
programme.
3. Evidence and Evaluation
3.1 Assess any changes in evidence and implications for the project
3
As re-stated in the 2013 Annual Review, the BC for Zimbabwe Education Sector Support (2012-2015)
made the case for DFID to support EDF, not as a stand-alone project, but in concert with other
identified interventions. The theory of change is clear that EDF must not be seen in isolation from other
interventions including BEAM and CAMFED. The broad intervention logic and results chain for EDF
remains valid and the assumptions made in the BC, especially those regarding the continued stability
of the education sector, have been sustained. Likewise the potential barriers that were identified in the
Business Case have not materialised.
During 2013, the evidence base available relating to the education sector in Zimbabwe has continued
to improve. 2013 EMIS data is now available in addition to 2012 data and is already being used to
inform planning. This data is extensively disaggregated by both gender and age. The release of the
2012 census data has also enabled the calculation of Net Enrolment Rates, Completion Rates and
improved estimates of the number of children out of school
The implementation of a further round of the Zimbabwe Early Learning Assessment (ZELA) has
provided additional information about the learning outcomes achieved by learners nationwide at Grade
3 level in the core subjects of Mathematics, English and Shona or Ndebele. Positive trends are
discernable in this data. Detailed item analysis can also inform curriculum development and teacher
professional development programmes.
3.2 Where an evaluation is planned what progress has been made?
The overall strategy for Monitoring and Evaluation (M&E) of EDF activities is laid out in the programme
M&E Framework. This document outlines a wide array of activities, most of which are being
implemented exactly as planned. EMIS, ZELA and other sources are regularly producing all information
required for tracking Impact and Outcome Indicators. The high quality of UNICEF bi-annual reporting
facilitates the monitoring of the various Output Indicators. UNICEF has also collaborated with MoPSE
to produce the wide range of additional reports already referred to in this annual review including: the
SIG baseline study, the textbook survey, and the ZELA report.
However, the EDF M&E Framework also makes provision also makes provision for a Mid-Term
Review. This exercise is described as follows: ‘A Mid-Term Review (MTR) of technical programme
achievements and the effectiveness of the ETF II management arrangements will be undertaken with
details to be developed in the contractor Terms of Reference. The review will assess progress of the
ETF II against the reports received from the Joint Review Mission (JRM) and the logframe as approved
by the ETF SC’.
Given that the mid-point of the EDF has now passed it is registered as a matter of concern that this
activity has not taken place as planned. Given the funding constraints currently being experienced by
key partners including DFID and European Union (EU) such an exercise, especially if it employed
external evaluators would inform the difficult decisions that donors are currently facing. A Mid Term
Review should be expedited that complements and does not duplicate the current Annual Review
process.
4. Risk
4.1 Output Risk Rating: Medium
4.2 Assessment of the risk level

The original BC identified the following 8 risks and assumptions and outlined a planned risk response.
The table below reviews the status of each of these identified risks.
Risks and Assumptions Risk status
1. Political and economic situation The political situation has remained stable during 2013.
does not worsen to civil conflict or The Constitutional Referendum and Harmonised Elections
collapse of service sectors. both passed peacefully. Increasing concerns have recently
3
been raised about the Zimbabwean economy which is not
delivering expected growth rates and has recently slipped
into deflation. If this situation worsens significantly, then
GoZ may possibly struggle to meet its public sector wage
bill obligations. There is also an associated risk of
disruption to the education sector through strike action by
teachers, if a settlement for ongoing wage demands is not
found. While responses to this risk are largely outside the
control of the programme, UNICEF and DFID are
monitoring the situation closely. This risk remains
unchanged.
2. UN security phase does not rise to This has not occurred. The UN system has risk mitigation
level 3 or above strategies to continue support should the security phase
increase. This risk remains unchanged.
3. UNICEF is able to effectively work UNICEF has established good working relations with the
with all partners, including new Ministry. A focus on beneficiaries has allowed
Government, as well as having full UNICEF to establish consensus around project plans
access to implement and monitor its which transcends political divisions, and allow continuity.
programmes. UNICEF is able to There remains a risk that in the future new policy priorities
maintain programme focus on may emerge in the sub-sectors covered by EDF, which
intended strategic outcomes for donors will not wish to support, though interactions with
women and children. the Ministry so far suggest that this is unlikely. It has been
difficult sometimes to negotiate access to the field for
project partners from the Ministry. It is hoped that the
recent agreement of a joint monitoring strategy by the
ECG will improve access. Contracted service providers in
the Second Chance Education Programme (WEI and
ZFU) are experiencing difficulties in concluding MoUs for
service provision with Ministry. In the meantime difficulties
are being experienced in negotiating access to
beneficiaries from local authorities. This risk remains
unchanged.
4. UNICEF’s internal procurement and UNICEF has again successfully undertaken national
contracting systems are able to procurement and contracting operations in 2013 for
effectively expedite and manage example in the procurement of science kits. This risk
large scale programmes. remains unchanged.
5. Overall costs of procurement of The multi-currency system has continued to keep inflation
goods and services do not escalate in check. Indeed the deflation now poses a greater risk to
beyond reasonable levels the economy than inflation. This risk remains unchanged.
6. Collaboration between Despite the change of administration a broad consensus
implementing organizations will be remains among EDF partners on the priorities of the
problem free and devoid of politics. programme. New MoPSE policy priorities such as ECD
and assessment reform are not difficult to reconcile with
existing EDF priorities and the international priorities of
contributing donors. This risk remains unchanged.
7. Government has capacity to UNICEF has continued to report that capacity deficiencies
facilitate policy reform quickly and in some parts of MoPSE have at times slowed progress.
contribute adequate domestic UNICEF has responded with increased levels of technical
financial resources. assistance. Policy and strategic planning support and
technical assistance are assisting in strengthening
government capacity. This risk remains unchanged at
‘Medium’, though given growing concerns regarding
growing pressure on the public salary budget to the
exclusion of non-salary expenditure; this risk is assessed
as increasing.
8. All pillars of the ETF programme The experience of 2013 continues to show that the 3
are indivisible/interdependent and pillars (Outcomes) are being pursued in concert and that
need to be supported in order to synergies are being exploited. This risk remains
3
achieve the overall objectives unchanged.
Prior to the 2013 Annual Review, a new risk emerged as a result of staff turnover in key positions in
UNICEF – most notably the departure of the UNICEF Education Chief.
9. Staff turnover in UNICEF does not A smooth hand over took place in July 2013 between the
disrupt progress in implementation outgoing and incoming UNICEF Education Chiefs. A new
appointment was also made to the position of UNICEF
Country Representative. In both cases these transitions
have been handled well and the new post-holders have
been quick to become effective and to form relationships
with government and partners. The probability of this risk
should now be downgraded to ‘Low’.
In the latter months of 2013 three further new risks have emerged.
10. That Zimbabwean Banks During 2013 Genesis and Trust Banks had their banking
experience liquidity problems which licences revoked, having failed to honour their depositors.
compromise the programme Problems were also been reported by investors in Allied,
activities – most notably the Tetrad and Metropolitan Banks. The last of these three
disbursement and SIGs. was used by all schools to deposit SIGs during the
Goromonzi Pilot. No schools failed to access funds as a
result of this issue, though schools must be provided with
the necessary information to avoid troubled banks during
the roll-out period. This might necessitate the exclusion of
certain institutions known to be experiencing problems in
order to avoid the risk of SIG funds becoming ‘frozen’. The
probability of this risk is medium as would be its impact.
11. Lack of a systematic baseline study The lack of a systematic baseline study for Second
for Second Chance Education and Chance Education and of an MTR will undermine the
of a Mid-Term Review. capacity of EDF to demonstrate results, therefore making
it less attractive to funders. The probability and impact of
this risk is assessed as medium.
12. That a funding gap will prevent the Changes in the overall landscape of donor support for
full implementation of programme education in Zimbabwe are highly likely to necessitate
activities changes to the EDF delivery plans. There is a high
probability that some of the anticipated additional funding,
including a scale up by DFID, will not materialise, which
leaves a funding gap of $ 37,718,723 (£22,722,122) in the
current planned budget. This will necessitate the further
revision of the plan and logframe in order to align the
budget and the current budget envelope.
Summary Matrix of Risk Probability and Impact

IMPACT
Low Med High
P L
R o (5) (2)
O w
B M (8) (3) (4) (1) (7)
A e (6) (9)
B d (10) (11)
3
H
i
(12)
I g
L h
I
4.3 Risk of funds not being used as intended: LOW
As confirmed during the recent DFID audit of January 2014, UNICEF has a comprehensive framework
for project administration and management and solid financial safeguards. There is a low likelihood of
funds not being properly accounted for and used for their intended purposes. There were no
identifiable financial losses or cases of payment schedules that provided funds in advance of need.
4.4 Climate and Environment Risk

The original BC anticipated that EDF would pose ‘no direct risk to the environment and climate change’
and yet it was also noted that ‘there are more potential opportunities on natural resource use and
climate change issues that can be exploited with the intervention’. The environmental risk rating was
stated as ‘low’ and the opportunity rating was stated as ‘medium.
EDF remains part of an overall strategy in the education sector which is proving effective in managing
dropout and maintaining gender equity in education, at least until the completion of 4 years of
secondary education. As stated in the Business Case, evidence is emerging to suggest that educating
women and girls is a cost effective means of reducing environmental degradation through its impacts
on reducing fertility rates, population pressure and poverty xxviii. Recent studies conducted by the World
Bankxxix and the Centre for Global Development xxxhave found that educating girls and women is one of
the best ways to ensure that communities can adapt to extreme weather and climate change.
EDF support for the review of the school curriculum presents an opportunity to ensure that care for the
environment and mitigation of climate change can be properly incorporated. Science, Agriculture and
Geography curriculums present obvious direct opportunities to address the issue explicitly, however
curriculum developers could also infuse environmental concerns as a cross-cutting issue in other
subjects such as Mathematics and Languages. The Fit for Life programme for out-of-school youth
under output 3 are also relevant to this concern; in particular the curriculum for technical and vocational
education in agriculture offers an opportunity to promote the management of natural resources such as
soil and water in a sustainable and environmentally sensitive manner.
5. Value for Money
1.1 Performance on VfM measures

Pursuant to the UK Committee of Public Accounts (PAC) which made a series of detailed
recommendations as to how DFID could improve the results and value for money (VfM) in education.
DFID Zimbabwe set out a number of vfm indicators to improve education delivery, performance and
costs. Progress on VfM measures is outlined below:
Economy
The main measures of economy are; text book unit costs, science kits unit costs, unit cost per child per
year, cost of delivering per capita grant per year, and teacher training costs. The table below gives a
detailed analysis of VFM indicators
Economy Definition Source of Data Baseline Actual Actual
Indicator 2012/13 2013/14
Textbook unit Average costs per UNICEF 1. US$1.00 per 1. $0.86 1. $0.86
cost school textbook expenditure and primary
including delivery ETF monitoring textbook
data 2. US$2.00 per 2. $1.32 2. $1.32
secondary
3
textbook
Total Cost per MOESAC total MOESAC 1. Primary No new No new
pupil expenditure on expenditure data US$76 data data
primary and and EMIS figures
secondary education 2. Secondary
per pupil US$118 per
pupil in 201
Teacher training Average cost per UNICEF No baseline $627 $708
cost ECD teacher for the expenditure and
delivery of training ETF monitoring
data
Teacher training Average cost per UNICEF No baseline Not $230.82
cost -Science kit teacher for the expenditure and applicable
teacher training delivery of training ETF monitoring
data
Science Kit Unit UNICEF No baseline Not $3.532.62
cost expenditure and applicable
ETF monitoring
data
Cost of UNICEF No baseline at $80.50 $102.7
delivering per expenditure and present
Capita grant per ETF monitoring
pupil per year data
The table above shows that unit costs are in line with expectations in the BC and within range of
international comparators, indicating that overall VFM is high. Textbook unit cost at $0.86 compares
favourably with similar education programmes within the region e.g. Ethiopia $1.7, Ghana $3.5 and
Kenya $2.5. Teacher training costs went up due to of increase in bus fares, accommodation and
meals. UNICEF report that the increase in the unit cost of delivering the per capita grant increased in
2013 due to the intensity of training activities required at the beginning of the programme. With this
training element of the programme now complete, it is anticipated that this unit cost will henceforth
decline and that this factor will not adversely affect the achievement of results in the long run.
Efficiency
Efficiency in education refers to how well inputs are converted into outputs. An efficient education
system is one in which children learn and do not drop out early. It is also one where: schools are open
when they should be; students and teachers turn up regularly; time in school is spent on teaching and
learning.
Indicator Baseline (2011) Actual (2012) Actual (2013)
Grade 7 68.2% 76.4% (75.0% m, 77.7% (Male: 76.7% Female:
Completion Rate 77.9% f) 78.7%)
Pupil textbook ratio 1 to 1 ratio (Primary); Primary: 1:1.3 1:1 maintained Primary (1:1.24
20 to 1 ratio (Secondary). Secondary: 1:1.04 and Secondary 1:1.1)
Significant efficiencies in the education system are gained when there is a reduction in the repetition
and dropout rates. This has been the case at primary level with the Grade 7 completion rate increasing
from 76% to 78% and an increase in the number of female children completing grade 7. Improvements
in the quality of education are identified as key to achieving value for money. Textbooks are one of the
key the basic inputs to teaching and learning, availability of textbooks is critical to learning. The
recommendation to review the use of textbooks will enable a more objective assessment of VfM
Effectiveness
An effective education system means children are not just enrolled, but learning while in school. If well
designed and assessed in early grades, data on learning achievement can be used to improve
teaching and learning practices, by informing teacher training, curriculum development and textbook
design. As discussed above examination pass rates are on a positive trajectory.
1.1 Commercial Improvement and Value for Money

UNICEF has a sound procurement system in place, whereby economy and efficiency are achieved
mainly through open competition, in most cases by applying International Competitive Bidding (ICB)
procedures. UNICEF’s global procurement systems are robust, highly competitive and transparent that
3
results in contracting of the best possible suppliers on the market . The use competition at various
stages of procurement to drive costs down minimised fiduciary risk and delivered value for money.
UNICEF’s annual fiduciary review process is comprehensive and includes both periodic post-
procurement review of transactions and prior review of larger procurement activities along with an
assessment of the effectiveness of the procurement processes. The market responded positively to
UNICEF tenders. The textbook and science kit procurement experience is indicative, as a large
number of high quality bids were received.
1.2 Role of project partners

UNICEF has demonstrated their capacity to manage and implement a wide ranging programme in a
complex environment. They continue to enjoy the confidence of the MoPSE and donor partners. The
monitoring of costs is done regularly and transparently at all levels. However, this report registers
concerns regarding the absence of a baseline for the Second Chance Education and of an MTR, and
recommends that this situation be rectified.
1.3 Does the project still represent Value for Money : Yes
As also reported in the previous annual review, the basic assumptions and logic of the theory of
change upon which the original BC was developed and approved remain unchanged. Progress
continues to meet expectation against the majority of logframe indicators. The risks identified in the BC
have been successfully mitigated or have not materialised. Unit costs have been controlled.
1.4 If not, what action will you take?
Not Applicable
6. Conditionality
1.1 Update on specific conditions
NB: The UK’s conditionality only applies to Financial Aid directly given to a partner government
N/A
7. Conclusions and actions

Overall this annual review concludes that EDF has on average met the expectations defined in its
logical framework (Overall Rating ‘A’). However performance has varied both between within each of
the thematic areas defined under the 3 Outputs:
Progress on Output 1 (Schools and System Governance) is assessed as meeting expectation, on

average. Performance on subcomponents is mixed. Performance on the key activities of SIG
implementation and associated management training are evaluated as exceeding expectation.
Progress on implementation of deworming is also evaluated as significantly exceeding expectation.
Progress in production of EMIS data is assessed as meeting expectation. However, progress on
provincial planning, establishment of EMIS hubs and on the establishment of TDIS is behind schedule.
The following recommendations for action are made to improve performance on Output 1:
 (1.1) The milestones for the production of planning outputs should be reviewed in consultation with
MoPSE and UNICEF in order to ensure alignment with the actual intentions of the new Ministry.
 (1.3) Regarding the production of EMIS data, the wording of the milestones should be revised in
consultation with MoPSE. The current MoPSE schedule for report production does not match that
stated in the logframe.
 (1.4) Nationwide roll-out of the SIG program should not commence until the GMT is fully functional
at MoPSE Headquarters.
 (1.4) The Numerous detailed recommendations documented in the CFBT SIG pilot report should be
convened of the EDF Steering Committee to agree the wording of any necessary amendments to
the SIG Implementation Framework document. Particular attention should be paid to resolving the
issues of what expenditures if any are allowable under the categories of repair and infrastructure.
3
 (1.4) During the scale-up phase, it is important that a significant level of effort be maintained on the
randomised monitoring of schools, in order to ensure compliance. This sample should consist of
not less than 20% of schools per year.
 (1.4) Given the emerging probability of a funding gap in the budget of EDF, it may be necessary to
refocus and prioritise the SIG programme to target the limited budget where the need is greatest.
This may necessitate changes in milestones and targets in the logframe.
 (1.6) Following the application for funding under the GPE work on TDIS should also be moved to
GPE funding. It is therefore recommended that that the EDF logframe be amended to remove this
indicator in future years.
Progress on Output 2 (Teaching and Learning) is assessed as meeting expectation on average (A),
though performance on sub-components is again mixed. Progress on procurement of science kits and
of special needs equipment for schools is exceeding expectation. Work on ZELA, Teacher Professional
Standards and textbooks are meeting expectation. However work on the upgrading of under-qualified
teachers, the curriculum review process and the training of ECD paraprofessional is not meeting the
expectations and milestones set in the logframe.
The following recommendations for action are made to improve performance on Output 2.
 (2.1) Ministry and EDF partners must agree an implementation model for teacher upgrade and
expedite the process. If this does not happen soon then the target of 7,500 teachers upgraded will
become unattainable before the end of 2015.
 (2.1) Ministry should consider utilising this upgrade programme to enhance the qualifications of
serving ECD paraprofessionals so that they meet the minimum entry requirement for formal teacher
training institutions.
 (2.2) The TDIS should be used to assess the future demand for ECD para-professions, and the
ability of MoPSE to pay their salaries. Targets for the final number to be trained through EDF may
need to be reviewed.
 (2.3) Given the explicit focus of GPE on teacher professional development, it is recommended that
that work on TPS be moved to GPE and that this indicator is moved from the EDF logframe to the
GPE logframe.
 (2.4) Ministry must expedite the curriculum review process and if necessary review wording of
milestones and target in logframe.
 (2.5) Work on the procurement and distribution of complementary materials for early grade learners
must be expedited.
 (2.7) Implementation of the science kits must be closely monitored. Districts and school clusters
must endeavour to create additional opportunities for teachers of science to meet and be
developed further in the use of the science kits and on the teaching of practical science in general.
Progress on Output 3 (Second Chance Education) is assessed as marginally not meeting expectation,
on average. Again, performance on subcomponents varies widely. Enrolment for the ALP programme
is significantly exceeding expectation, but on the other hand enrolment in the FfL programme is behind
schedule and targets for the development of sub-sector strategies have not been met.
The following recommendations for action are made to improve performance on Output 3.
 (3.1) Work on the development of subsector policies must be expedited and if necessary the
wording of logframe may need to be reviewed to match new Ministry priorities.
 (3.2 & 3.3) The process of agreeing MoUs for both WEI and ZFU should be expedited in order to
enhance their legitimacy in their dealings with schools and local authorities.
 (3.2 & 3.3) Ministry and partners must accelerate the development and approval of study materials
and teachers’ guides for use in the second chance education programme.
 (3.2 & 3.3) A baseline study should be completed in target districts, as a prerequisite for rigorous
impact evaluation.
These recommendations imply that the following changes are needed to the logframe:
Output 1 (School and System Governance)

 The milestones and targets will need to be reviewed and possibly amended in collaboration with
3
MoPSE and UNICEF for:
o 1.1 Education Medium Term Planning
o 1.3 EMIS production
o 1.4 School Improvement Grants
 Indicator 1.6 on TDIS must be moved from the EDF to the GPE logframe
Output 2 (Teaching and Learning)

o 2.2 The number of ECD Paraprofessionals to be trained
 Indicator 2.3 on Teacher Professional standards must be moved from the EDF to the GPE logframe
Output 3 (Second Chance Education)

o The production of subsector policies.
Implementation of the Medium Term Review as envisaged by in the EDF M&E Framework must be
expedited.
8. Review Process
This Annual Review was led by the DFID Zimbabwe Education Advise (Dr Steve Harvey), with the
assistance from a London-based Senior Education Adviser (Dr Sally Gear) and DFID Zimbabwe
Commercial & Value for Money Officer (Mr Ndaba Ndhlovu) who was working on ‘10% cadre time’.
Initial plans for the review were negotiated and agreed during January 2014, principally through
discussions with the MoPSE Director of Education Planning (Mr Peter Muzawazi) and the UNICEF
Education Chief (Dr Peter de Vries).
Field work was conducted as follows:

21st Feb.: Consultative meeting with the Permanent Secretary and senior MoPSE officers.
24th Feb.: interviews with the UNICEF implementation team
25th Feb.: interviews with Mashonaland East PED and Goromonzi DEO
25th Feb.: interview with Head of Education at GIZ
26th Feb.: field visits to the following schools in Goromonzi District - St. Dominic’s Nora Primary and
Secondary, Chiminera Primary and Chinamora Secondary.
27th Feb.: Interview with WEI management team
27th Feb.: Visit to Cotton Training Centre in Kadoma to interview FfL implementation team and
stakeholders
28th Feb.: Field visit to ALP project at Chinyika Primary School in Goromonzi District
3rd Mar.: Observed Science Kit training at Vhemba High School in Beitbridge – also interviewed senior
Matabeleland South education officials
4th Mar.: Field work in Gwanda District – courtesy call on DEO followed by visits to Modespuit Primary,
Bavuma Primary and Bavuma Secondary Schools.
6th Mar.: Interview with EU Head of Social Sectors
7th Mar.: Interview with Save the Children Country Director and Education Adviser
7th Mar.: Interview with Ernst and Young verification team.
Evidence was also derived from a thorough review of relevant programme documents, meeting
minutes, bi-annual reports etc. A Live Scoring Meeting was conducted at MoPSE on 14th March. This
meeting was chaired by the acting PS (R. Sesimayi), co-chaired by the Director of Planning (P.
Muzawazi). Participants involved senior MoPSE officers, the UNICEF team, EU, GIZ and DFID. The
ratings reported in this document reflect those agreed at this meeting.
A first draft of the report was circulated to EDF Steering Committee members and then to the DFID
Zimbabwe’s Basic Services Team Leader, Results Adviser and Deputy Head of Office, before final
sign-off by the Head of Office.
4
List of stakeholders consulted in preparation of the report
NAME DEPT./ORG DESIGNATION
Ms C. Chigwamba MoPSE Permanent Secretary
Mr R. Sesimayi MoPSE Principal Director, SECNFE
Dr E. Marunda MoPSE Principal Director, EdCD,
Ms. K.R.L. Nyanungo MoPSE Principal Director, PELS
Mr P. Muzawazi MoPSE Director Policy Research and Development
Mr Z. Chitiga MoPSE Director FAD, MoPSE
Mr K. Mkwaila MoPSE Chief Accountant Revenue, MoPSE
Mrs B. Wenjere MoPSE Director FAD, MoPSE
Mr M. Mukosa MoPSE HR, MoPSE
Mr. Guri MoPSE Provincial Education Director (PED) Mash. East
Mr. F. Changa MoPSE District Education Officer (DEO) Goromonzi.
Mr. A. Mawoya MoPSE Goromonzi District Accountant
Ms. G. Ngwenyama MoPSE District Literacy and Lifelong Learning
Coordinator
Mrs. T. Thabela MoPSE PED, Matabeleland South
Mr. Mabhena MoPSE Deputy Director Matabeleland South
Mr. Muleya MoPSE DEO, Beitbridge District
Mrs. Nkala MoPSE Science Trainer
Mr. A. Rupanga. MoPSE DEO, Gwanda District
Mr. P. Nziramasanga St Dominic’s Nora Primary School Head Teacher
Mr. N. Pitiri St Dominic’s Nora Primary School Chair SDC
Ms. P. Makarimayi St Dominic’s Nora Primary School ECD Para-professional,
Mr. Jokonya St Dominic’s Nora Secondary
Head Teacher
School
Mr. Masenyama St Dominic’s Nora Secondary
Chair SDC
School
Mrs. Vere St Dominic’s Nora Secondary
Science Teacher
School
Mr Matabvu Chinamora Secondary School Head Teacher
Mr. J. Jamakanga Chinyika Primary School ALP Supervisor
Ms. V. Mazvidza, Ms, I. Chirawu, Ms C. Chinyika Primary School
ALP Facilitators
Motise
Ms A. Ncube Modespruit Primary School Head Teacher
Mr D. Moyo Bavuma Secondary School Head Teacher
Mr. K Moyo Bavuma Primary School Head Teacher
Ms. L. Noko Bavuma Primary School ECD Para-professional
Dr P. de Vries Unicef Chief of Basic Education and Gender Equality
Ms. H. Miyagawa UNICEF Education Specialist
Mr S. Murimba Unicef Education Specialist
Mr D. Muntanga UNICEF Education Officer
Mr P. Kajawu UNICEF Education Specialist
Mr M. Mhangami UNICEF Project Manager
Mr P. Taylor DFID Basic Services Team Leader
Mr J. Pereiro Pinon EU Delegation Head, Social sectors
Ms. F. Pommerehne GIZ Project Manager, Education
Ms. P. Ndhlovu WEI Director
Mr E. Huruba WEI Manager
Ms. A. Bodza WEI Education Coordinator.
Mr J Karikoga Mavambo Trust Technical Officer
Mr M. Nyawa Mavambo Trust ALP Regional Coordinator
Mr D. Kennaird Cotton Training Centre Chairman
Mr A. Mseva Cotton Training Centre Project Director
Ms. R. Mutatimbisi Fit for Life Student
Mr B. Hunter Save the Children Country Director
Mr M. Mukubeta Save the Children Education Specialist
Ms. L. Nyikavaranda Ernst and Young Auditor
Mr D. Smith Devotra Trainer
4
Acronyms
ACER Australian Council for Education Research
AIDS Acquired Immune Deficiency Syndrome
ALP Accelerated Learning Programme
AR Annual Review
BC Business Case
BEAM Basic Education Assistance Module
CAMFED Campaign for Female Education
CDU Curriculum Development Unit
CPD Continuous Professional Development
CTC Cotton Training Centre
DEO District Education Officer
DFID Department for International Development
DLLC District Literacy and Lifelong-Learning Coordinator
ECD Early Childhood Development
ECG Education Coordination Group
EdCD Education Coordination and Development
EDF Education Development Fund
EMIS Education Management Information System
EMTP Education Medium Term Plan
EMTP-OP Education Medium Term Plan – Operational Plan
ESSP Education Sector Support Programme
ETF Education Transition Fund
EU European Union
FfL Fit for Life
GEC Girls’ Education Challenge
GER Gross Enrolment Ratio
GIZ Gesellschaft für Internationale Zusammenarbeit (Organisation for International
Cooperation)
GMT Grants Management Team
GoZ Government of Zimbabwe
GPE Global Partnership for Education
GPI Gender Parity Index
HIV Human Immune Deficiency
HACT Harmonised Approach to Cash Transfers
HR Human Resource
ICB International Competitive Bidding
ICT Information and Communication Technology
JRM Joint Review Mission
KP Kushinga Pikelela
M&E Monitoring and Evaluation
MDG Millennium Development Goal
MoESAC Ministry of Education Sports, Arts and Culture
MoPSE Ministry of Primary and Secondary Education
MoHCC Ministry of Health and Child Care
MoHCW Ministry of Health and Child Welfare
MoHTE Ministry of Higher and Tertiary Education
MoLSS Ministry of Labour and Social Services
MOPSLSS Ministry of Public Services Labour and Social Services
MP Member of Parliament
MTR Mid-Term Review
NER Net Enrolment Ratio
NGO Non-Governmental Organisation
OVCs Orphans and Vulnerable Children
PCA Programme Cooperation Agreement
PED Provincial Education Director
PELS Primary Education and Learner Support
PS Permanent Secretary
4
SCE Second Chance Education
SDC School Development Committee
SDP School Development Plan
SECNFE Secondary and Non-Formal Education
SIG School Improvement Grant
SNFE Secondary and Non-Formal Education
TDIS Teacher Development Information System
TPS Teacher Professional Standards
UNICEF United Nations Children’s’ Fund
VfM Value for Money
WEI World Education International
YFC Young Farmers’ Club
ZELA Zimbabwe Early Learning Assessment
ZFU Zimbabwe Farmers’ Union
ZimAsset Zimbabwe Agenda for Sustainable Socio-Economic Transformation
ZimSEC Zimbabwe School Examinations Council
References
4
i MoESAC (2011), Education Medium Term Plan.
ii MoESAC (2013), Education Medium Term Plan Operational Plan.
iii DFID (2012), Business Case, Zimbabwe Education Sector Support (2012-2015).
iv DFID (2012) Logical Framework, Zimbabwe Education Sector Support (2012-2015)
v UNICEF (2011), ETF II Programme Document (2012 – 2015), (December 2011), UNICEF, Harare.
vi UNICEF, (2013), ETF II Programme Document (2012 – 2015), (Revised March 2013), UNICEF, Harare.
vii DFID, (2013 a). Education Transition Fund 2: Annual Review March 2013, DFID Harare.
viii GoZ, (2013) Budget Estimates for the Year end December 31 2012 Ministry of Finance ‘Blue Book’
ix UNICEF (2013), Education Development Fund Biannual Report (Nov 2013)
x DFID, (2014), BEAM Annual Review 2014.
xi Source: Zimstat
xii Zivetz, L. (2013), Project Reference Number 5101: Zimbabwe Baseline May 2013, CAMFED Zimbabwe
xiii Government Freezes Fees, The Herald, 6th January 2014. http://www.herald.co.zw/govt-freezes-tuition-fees/
xiv MoPSE (2013), Analysis of Existing Data on Satellite Schools, June 2013, MoPSE/EDF.
xv GoZ (2013). Constitution of Zimbabwe (Final Draft January 2013), Parliamentary Monitoring Trust of
Zimbabwe.
xvi Minutes of Education Coordination Group Meeting 30 th October 2013
xvii Minutes of Education Coordination Group Meeting 9 th October 2013
xviii GoZ (2013), Zimbabwe Agenda for Sustainable Socio-Economic Transformation.
xix DFID (2013), Education Position Paper: Improving Learning Expanding Opportunities
xx GPE (2013), Status of Donor Contributions as of 31 December 2013,
http://www.globalpartnership.org/content/ gpe-donor-contributions
xxi UNICEF (2013), Zimbabwe GPE Programme Document: March 2013
xxii MoPSE (2013), GPE Implementation Plan, December 2013 (Draft)
xxiii MoESAC, (2013), School Improvement Grants Design Framework
xxiv CfBT (2013), Documentation Report on the Implementation of the School Improvement Grants Pilot
Project.
xxv MoESAC/UNICEF (2013), ETF II 2012 – 2015 Monitoring and Evaluation Framework: Approved by
MoESAC on 06 March, 2013, Finalised on 18 June, 2013
xxvi UNICEF (2014), National Training of Financial Management for Education: Stock Take and Way Forward,
October 2013.
xxvii MoPSE (2013), A Survey of ETF Textbook Delivery and Use in Secondary Schools: September 2013.
xxviiiAppiah, E. and McMahon, W. (2002) “The social outcomes of Education and feedback on growth in Africa”,
Journal of Development Studies, 38, (4), 27-68
xxix Brian Blankespoor, Susmita Dasgupta, Benoit Laplante, and David Wheeler Adaptation to climate extremes
in developing countries: the role of education. Policy Research Working Paper 5342, The World Bank, 2010.
xxx Brian Blankespoor, Susmita Dasgupta, Benoit Laplante, and David Wheeler. The Economics of Adaptation
to Extreme Weather Events in Developing Countries, Working Paper 199, The Center for Global Development,
2010.

Type of Review: Annual Review Project Title: Education Development Fund

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Type of Review: Annual Review Project Title: Education Development Fund

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Introduction and Context

What are the expected results?

What is the context in which UK support is provided?

Progress on Access Indicators

Completion Rates 2013

Satellite schools deserve special attention as an especially disadvantaged category, as was

Out of School Children 2013

Section A: Detailed Output Scoring

Output 1 score and performance description

Score and Performance Description:

Progress against expected results:

Score and Performance Description:

Progress against expected results:

Output Indicator 1.3. National EMIS data is available

Score and Performance Description:

Progress against expected results:

Progress against expected results:

SIG Pilot Schools by Category and Payment Amount

Utilisation of SIGs in Pilot Schools

Score and Performance Description:

Progress against expected results:

Score and Performance Description:

Progress against expected results:

Score and Performance Description:

Progress against expected results:

Score and Performance Description:

Progress against expected results:

Output 1. Impact Weighting (%): 55%

Revised since last Annual Review? No

Overall Output Score A

Score and Performance Description:

Progress against expected results:

Score and Performance Description:

Progress against expected results:

The following new recommendation is made in the 2014 Annual Review:

Score and Performance Description:

Progress against expected results:

2.4 Curriculum review process is completed

Score and Performance Description:

Progress against expected results:

Score and Performance Description:

Progress against expected results

Score and Performance Description:

Progress against expected results:

Score and Performance Description:

Progress against expected results:

Score and Performance Description

Progress against expected results:

2.9 National early learning assessment is conducted annually

Score and Performance Description:

Progress against expected results:

Revised since last Annual Review? No

Revised since last Annual Review? No.

Output 3: Second Chance Education: To develop a ‘second chance’ education programme

Output 3 score and performance description

Overall Output Score B

Progress against expected results:

Score and Performance Description:

Progress against expected results:

Score and Performance Description