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.
Copyright United Nations Children’s Fund (UNICEF) 2016
Available at: http://works.bepress.com/tim_friedman/31/