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Improving Quality Education and Children’s Learning Outcomes and Effective Practices in the Eastern and Southern Africa Region : Zimbabwe : Country case study
Monitoring Learning
  • Elizabeth Cassity, Australian Council for Educational Research (ACER)
Publication Date
7-1-2016
Subjects
African students, Monitoring (Assessment), Disadvantaged, Developing countries, Literacy education, Numeracy, Primary education, Student assessment, Comparative analysis, International programs, Case studies
Comments

Report for UNICEF ESARO

This case study is intended to support the main report of this study: Improving Quality Education and Children’s Learning Outcomes and Effective Practices in the Eastern and Southern Africa Region : Main report.

Abstract
This case study of Zimbabwe provides an understanding of the specific practices implemented to measure and improve the literacy and numeracy learning outcomes of Zimbabwean primary school children in the long term. It explores emerging trends from the 2014 Zimbabwe Early Learning Assessment (ZELA) in student learning outcomes and the provision of textbooks and teaching materials procured through the Education Development Fund (EDF). It also reviews the multiyear programme of an intensive capacity-building partnership with the Zimbabwe School Examinations Council (ZIMSEC) and the Australian Council for Educational Research (ACER). The capacity-building programme supports the longterm sustainability of ZELA through system strengthening in assessment, data management and analysis.
Place of Publication
Nairobi Kenya
Publisher
UNICEF Eastern and Southern Africa Regional Office (ESARO)
Geolocate
(-19.015438, 29.154856999999993)
-19.015438
29.154856999999993
Citation Information
Elizabeth Cassity. "Improving Quality Education and Children’s Learning Outcomes and Effective Practices in the Eastern and Southern Africa Region : Zimbabwe : Country case study" (2016)
Available at: http://works.bepress.com/elizabeth-cassity/18/