Annual Report 1998
Ministry of Education, Sport and Culture Non Formal Education Section

Context:
The following is the annual report for the government division in Zimbabwe responsible for 'Adult Literacy and Mass Education' and 'Adult and Distance Education'.

Source:
Ministry of Education, Sport and Culture Non-formal Education Section, Zimbabwe

Copyright:
Reproduced with permission.

Ministry of Education, Sport and Culture Non-Formal Education Section
1998 Annual Report

1  INTRODUCTION

          The Non-Formal Education Section comprises two sub-sections both headed
          by a Deputy Director.  These are:-
                       a) Adult Literacy and Mass Education.
                       b) Adult and Distance Education.  

The Adult Literacy and Mass Education Sub-Section is committed to the provision and promotion of literacy, post basic/functional literacy and primary education (ZABEC) to adults through schools and other suitable centres and facilities nation-wide in order to improve the quality of life of the individuals in the first place and of the nation as a whole.

The Adult and Distance Education Sub-Section is committed to the provision and promotion of affordable, accessible and continuing quality education to out-of-school children, youths and adults through a combination of appropriate non-formal and formal education approaches and facilities to enable them to contribute fully to their own and the nation's overall development.

Both sub-sections formulate policies on Adult Literacy, Mass Education, Continuing and Distance Education to create facilities and opportunities for learning outside the formal system, and to co-ordinate and monitor the activities, personnel and organisations involved in the programmes under their charge.

2.     ADULT LITERACY AND MASS EDUCATION SECTION  
  
2.1     BASIC LITERACY 
     
2.1.1  SUMMARY

          This part of the report gives an overview of the registration of centres in the regions and the activities taking place.

2.1.2  OBJECTIVE

          a)  The programme aims at enabling literacy learners acquire the three Rs - reading, writing and numeracy - and 
               for them to be self - reliant.
          b)  It also focuses on a participatory approach with the aim of empowering learners to utilise their acquired basic 
               literacy skills in real life situations.

2.1.3  ENROLMENT

          Below is a table of enrolments in basic literacy in 1998.

          The enrolment continues to be constant because of the economic woes of the country.

2.1.4  ACHIEVEMENTS

          a) Most learners have attained the basic literacy skills in the three Rs.
          b) They also revolved their activities around the self-reliant projects which address 
              the needs of their lives.
          c) International Literacy Day was observed on 8 September.

2.1.5  PROBLEMS

          a)  Lack of funding for production and printing of literacy materials
          b)  Lack of funds for monitoring and evaluation.
          c)  The current restructuring exercise has impacted negatively on the functioning of 
               the basic adult literacy programme at all levels.

2.1.6  POSSIBLE SOLUTIONS      

         a)  Sourcing funds from donors.
         b)  Government to increase its grant.
         c)  Replace District literacy coordinators where there is a vacancy so that they remain two (2) in each district.

2.1.7  CONCLUSION 

          This programme is so important that it should remain coordinated from Head Office down to the grassroots level.

2.1.8  RECOMMENDATIONS      

          a)  There is need for more funds and logistical support for monitoring, training of personnel and evaluation.
          b)  Non-viable centres should be de-registered.
          c)  All tutors of viable registered centres should be considered for remuneration.
          d)  The International Literacy Day should always be observed by all Regions.

3.     REGENERATED FREIREN LITERACY THROUGH EMPOWERING 
          COMMUNITY TECHNIQUES - (REFLECT)

 3.1    SUMMARY

3.1.1  REFLECT   is a new approach for teaching literacy introduced in the country 
          in 1996.  It has been pilot-tested in seven (7) districts and subsequently 
          evaluated in November, 1997.

3.2.0  OBJECTIVE

          The main purpose of the programme is to empower participants with knowledge, skills and attitudes through use    
          of participatory rural appraisal tools such as graphics, that is, maps, calendars, diagrams.

3.3.0  ACHIEVEMENTS

          The programme being participatory in nature, is very popular among the learners who are being tested on in the 
          seven (7) districts.  The participants are deeply involved in the projects.

3.4     PROBLEM

          Lacks funding.

3.5     POSSIBLE SOLUTION        

3.5.1  More funds should be sourced from donors.
3.5.2  Government should give financial and human resource support.

3.6     CONCLUSION

          REFLECT, if given an opportunity, is a very viable approach which enables people to solve their own problems 
          through active participation.

3.7     RECOMMENDATIONS        

3.7.1  REFLECT is a developmental empowering participatory approach which can only be sustained and utilised by  
          support from government and nongovernmental organisations.

4.0     POST/FUNCTIONAL LITERACY

4.1     SUMMARY

          The post literacy programme which, in the main, comprises the Zimbabwe Adult Basic Education Course 
          (ZABEC) and functional literacy attracts among participants.   The functional literacy is a practical,  
          project-oriented programme which also continues to attract many participants.

4.2     OBJECTIVES

4.2.1  Post functional literacy aims at enabling the post basic literacy graduates to 
          effectively participate in income generating development projects using 
          the 3 Rs so as to improve the quality of their lives.

4.3     ENROLMENT

4.4     ACHIEVEMENTS

4.4.1  Most postlfunctional literacy participants throughout the country are engaged in various projects including:-

• Agriculture - Poultry, market gardening.

• Wood technology.

• Metalwork - wire-making.

• Home Economics -crocheting, Uniform making
  

4.5     PROBLEMS        

4.5.1  There is lack of funding for the projects mentioned in 4.4 above.
4.5.2  Recent removal of functional literacy officers from the regional offices will have a negative impact on the 
          monitoring and evaluating of the projects.

4.6     POSSIBLE SOLUTIONS            

4.6.1  Functional literacy officers should be re-installed, at least one per region should remain.
4.6.2  Functional literacy officers need to be oriented in the REFLECT approach which is very feasible in projects 
          teaching.

4.7     CONCLUSION         

          Post and Functional Literacy Activities are the mainstay and ultimate target of the entire adult literacy programme  
          and as such need the government's and NG0s financial and moral support for their sustenance.

4.8     RECOMMENDATIONS      

4.8.1  There is need to reinstate the functional literacy officers in the regions who play a pivotal role in facilitating and 
          motivating literacy learners in project oriented activities.
4.8.2  There is need to induct the functional literacy officers (FLOS) in REFLECT approach which looks very usable in 
          project-oriented activities of the functional nature.

5.0     THE ZIMBABWE ADULT BASIC EDUCATION COURSE (ZABEC)

5.1     SUMMARY

         ZABEC, a primary school equivalent course for adults, is done in three years after which adult learners can
          write  the Grade Seven public examination.

5.2     OBJECTIVES  

          The ZABEC programme provides an opportunity to those adult learners who wish to pursue the academic path 
          and obtain Grade Seven certificates in order to excel in other fields such as secondary, tertiary education or 
          promotions at work places.

5.3     ENROLMENTS   

          The general enrolment of the ZABEC learners as a whole continued to be progressive in all the nine regions. (See 
          the ZABEC enrolment table shown below.

          For Harare Region, most learners opt to join the more popular Part-Time Continuing Education Classes.

5.4     ACHIEVEMENTS        

5.4.1  The programme has continued to attract many adult learners (men and women) who would have completed their 
          basic literacy and want to advance with academic induction.
5.4.2  From the field visits and regional reports, the ZABEC Ill learners wrote the 1998 Grade Seven public 
          examination and their pass rate was quite good.

5.5     PROBLEMS

5.5.1  ZABEC books are in scarce supply due to lack of replenishment and lack of funding for printing.
5.5.2  ZABEC teachers lack induction in handling adult learners.

5.6     POSSIBLE SOLUTIONS  

          There is need to source funds to print the ZABEC manuscripts already available.

5.7     CONCLUSION  

          The ZABEC programme is a very important component of the Adult Basic Education Programme which should 
          be maintained specifically for the adult learner.   The materials are written with a slant for adult learners which  
          motivates them.

5.8     RECOMMENDATION

          It is recommended that:

5.8.1  There be more ZABEC learning materials for the learners.
5.8.2  The government sources funds for printing the available ZABEC reading material manuscripts.
5.8.3  Teachers who take ZABEC classes should be regularly inducted in andragogics.

B1.0   ADULT AND DISTANCE EDUCATION SUB-SECTION

2.0     INDEPENDENT AND CORRESPONDENCE COLLEGES

2.1     SUMMARY

          This segment of the report is on correspondence and independent colleges registered with the Ministry and will   
          deal with the total number of colleges, their achievements, shortcomings and problems encountered.

2.2     OBJECTIVES

2.2.1  The major function of correspondence colleges is to prepare instructional materials for and to provide tuition   
          via the print media to distance learners engaged, mainly, in secondary school education.
2.2.2  Independent colleges offer face-to-face tuition in secondary school level subjects to students outside the formal 
          school system.

2.3     ENROLMENT

2.3.1  There are seven registered correspondence colleges though one of these has suspended its operations pending 
          normalising of its registration with an overseas parent body.  Two of the colleges also offer tuition to students 
          wishing to complete the primary school course.
2.3.2  Although no current statistical information is available from all the colleges it is estimated that they cater for well 
          over 25 000 students.

2.4     ACHIEVEMENTS 
      
2.4.1  Despite the difficulties experienced in eliciting accurate statistical information from college authorities, it can be 
          assumed that students registered with them are benefiting as the institutions continue to be economically viable.
2.4.2  One of the colleges, in association with a South African University, is offering tuition in degree courses.

2.4.3  A start has been made by one of the colleges to offer tuition and training in fields other than academic 
          secondary school subjects.

2.5     PROBLEMS

2.5.1  A college claiming to offer courses/diplomas that are internationally recognised was asked to refund fees to 
          students registered for these courses.
2.5.2  Communication between the Ministry and the Correspondence Colleges Committee has, during the course of 
           the year, been unsatisfactory.

2.6     POSSIBLE SOLUTIONS AND POSSIBLE RECOMMENDATIONS

2.6.1  A method has to be worked out to ensure that instructional materials prepared by colleges are of acceptable 
          quality and up to date.
2.6.2  Funds have to be sourced to enable Ministry officials and college authorities to hold workshops on general 
          administration and quality control.

2.7     CONCLUSION

          With the rate of transition from primary to secondary school for both girls and boys getting lower and the
          drop-out rate increasing, distance education institutions are poised to play a greater role in the provision of 
          education.

2.8     INDEPENDENT COLLEGES        

2.8.1  There are eighty-eight (88) registered colleges in the country.
2.8.2  Distribution is as follows:-                     

2.8.3  The estimated total enrolment at these colleges is 15 000 students and the number of teachers/tutors 
          employed is about 520.
2.8.4  Nine new colleges were registered in 1998.

2.9     ACHIEVEMENTS       

2.9.1  All the colleges, except two the status of which was unclear, had paid the requisite fees by March 31.
2.9.2  At long last there are now colleges in Mashonaland Central and Mashonaland West Regions
2.9.3  The Independent Colleges Committee met regularly.
2.9.4  There is now closer co-operation between the Ministry and that of Higher Education and Technology.  This 
           augurs well for the future as we can act more effectively on unregistered institutions.
2.9.5  A new format of the certificate of accreditation was brought into use.

2.10    PROBLEM

2.10.1 Except in the case of The Midlands Region the flow of statistical returns is still erratic.
2.10.2 Head Office staff did not undertake any visits to Regions because of financial constraints.
2.10.3 Unregistered colleges still continue to sprout though at lesser frequency.

2.11    POSSIBLE SOLUTIONS AND RECOMMENDATIONS       

2.11.1 The Ministry and the Independent Colleges Committee should work together to source funds for 
           workshops/seminar
2.11.2 Every effort should be made to enable Head Office personnel to visit Regions to improve the monitoring of 
           operations at colleges.

2.12    CONCLUSION

           The fact that the number of colleges continues to increase (1 997:79; 1998:88) demonstrates that these     
           institutions are playing an important role in education and training.  They deserve the support of the Ministry of 
           Education, Sport and Culture.

3.0      PART-TIME CONTINUING EDUCATION CLASSES PROGRAMME

3.1      SUMMARY

           The report gives an overview of the 1998 activities pertaining to PTCEC programme and the Vacation School.
           In the main, the report looks at issues coordinated in the region and from Head Office.  There is a slight 
           deviation from the norm since there were no funds available to make visits and hold workshops.   The report       
           reflects the general background information and interpretation, achievements, problems, conclusion and 
           recommendations.

3.2     OBJECTIVES       

3.2.1. The PTCEC programme aims at providing affordable and accessible continuing primary and secondary education 
          mainly for the out-of-school youths or school drop-outs and students who wish to supplement their '0' and 'A'  
          level passes.

3.3    The table below shows the distribution of centres by Region and the total enrolment.

3.3.1  The enrolment has greatly increased from last year's figure of 21 088 to 24 14
3.3.2  Enrolment figures are regulated by population concentration in each region with Harare Region having almost half 
          of the total enrolment.
3.3.3  Women and girls constitute more than half of the enrolment.
3.3.4  Rural regions have low enrolment mainly because of the nature of operations and population which is scattered.
3.3.5  A surprising phenomenon has been observed with regional Offices establishing new centres as they wish.

3.4     VACATION SCHOOL PROGRAMME

3.4.1  Not so many vacation school courses were conducted throughout the country compared to last year
3.4.2  Harare, Manicaland and Matabeleland North had the highest number of centres which mounted the course
3.4.3  Although in the past rural schools had problems of viability, Manicaland Regional rural centres managed to 
          conduct vacation courses simply because of better planning.
3.4.4  There has been evidently a lot of publicity for the programme by individual centres.

3.5     ACHIEVEMENTS        

3.5.1  Considerable amount of success was recorded in the regions in the area of increasing enrolment following 
          advertising by individual centres.
3.5.2  Most PTCEC centres have qualified staff; the improved remuneration package offered has managed to attract 
          them.
3.5.3  Generally, good pass rates were recorded by many centres throughout the country.

3.6     PROBLEMS           

3.6.1  Lack of funds and adequate transport hampers the effective supervision of centres for PTCEC and Vacation 
          School programme by both Head Office and Regional Office personnel.
3.6.2  Some supervisors discourage students from enrolling in Science practical subjects because of lack of financial 
          support.
3.6.3  Lack of funds to mount workshops for in-servicing personnel in the regions has been cited as a major problem.
3.6.4  In some centres the vacation school was unpopular due to the tuition fees charged.
3.6.5  Some teachers have expressed dissatisfaction over what they feel is a very wide gap between the remuneration  
          for supervisors and for the teachers.

3.7     CONCLUSION       

3.7.1  There is need to continue to seek funds for mounting workshops.
3.7.2  The fact that there is a high demand for more centres clearly demonstrates that the PTCEC programme is 
          fulfilling a real need.  It should, therefore, be fully supported by the Ministry with more economic and manpower 
          resources.

3.8     RECOMMENDATIONS       

3.8.1  Annual training programmes for personnel working in the programme should be conducted in each region
3.8.2  There is need to consider the provision of Science kits to Non-Formal students so as to enable them to take 
          science subjects.
3.8.3  There is need to revise the circular on vacation school courses with the view of reducing the gap between 
          teachers and supervisors rates on one hand and lowering the fees paid by students per subject on the other

4.0     STUDY GROUPS           

4.1     SUMMARY          

4.1.1  The report focuses on the activities which took place in 1998.

4.2     OBJECTIVES          

4.2.1  The main objective of the study group system is to:-

• facilitate the acquisition of formal academic qualification at secondary school level by the out-of school  
  population at an affordable cost.                         

• develop a life-long learning culture among both young and adult students.

4.2.2  ENROLMENT

The table below shows the distribution by Region of study group centres, the number of students enrolled and the number of mentors who supervise the centres.

COMMENTS

• The enrolment has slightly decreased from last year's figure of 20575 to 20 438 because some centres have become unviable.

• The programme enrols more male students and most of them are of school going age.

• Harare Region registers almost half the enrolment because of its high population concentration.

4.3     ACHIEVEMENTS

4.3.1  A total of 123 application for appointment forms for aided mentors were processed during the year.
4.3.2  The 'Operation Study Group Clean Up'  has resulted in many non-existent or non-viable centres folding up.
4.3.3  There has been a great improvement in the standard of record-keeping in most of the centres.
4.3.4  The acceptance of mentors into teachers' training colleges on the strength of their qualifications and experience in 
          the teaching field was greatly welcomed by mentors.
4.3.5  Good pass rates were recorded in some study group centres.   Some students have secured places at the local 
          Universities.
4.3.6  One of the study groups in Harare Region has opened a library for its students.  It is furnished with very 
          expensive and valuable books.

4.4     PROBLEMS

4.4.1  Mentors do not receive their allowances timeously and these allowances have not been revised for a long time, 
          dampening the morale of mentors.
4.4.2  Study group students experience difficulties in registering for public examinations where they pay more at 
          private colleges.  Due to ZIMSEC regulations, headmasters or examination centres are reluctant to register 
          candidates who do not poses a metal I.D. card or passport.  Both items are very difficult to acquire over a short 
          period considering that the majority of study group students are still young.
4.4.3  Since mentors are only paid for actual attendance of students in a given month, irregularity in attendance affects 
          their salary.  High mobility, particularly in uniformed forces departments, contributes to irregular attendance.
4.4.4  Some Correspondence Colleges' study materials do not often conform to the demands of current syllabi and 
          therefore need to be changed.
4.4.5  Lack of regular training workshops for Responsible Authorities and mentors is hampering the smooth operation 
          of study groups.
4.4.6  The Accounts Section at Head Office has alleged that there is only six million dollars for mentors salaries next 
          year.  It means that only about two hundred and forty mentors can be engaged.

4.5     CONCLUSION

The Study Group system continues to play an important role in complementing work done in formal schools.  Some mentors face many problems and experience a great deal of trauma when they go for months without salaries.  However, it can be said despite hard conditions prevailing the programme was sustainable and viable.

4.6     RECOMMENDATIONS

4.6.1  Decentralisation can expedite the appointment and payment of mentors' salaries.
4.6.2  Zimbabwe Examination Council should register more centres for non-formal students.  The problem could be 
          greatly alleviated if all primary schools that host study groups are registered as examination centres.
4.6.3  It is the responsibility of Responsible Authorities to discuss the issues of unsuitable study material with the 
          relevant correspondence college in conjunction with Ministry of Education officials.
4.6.4  The Ministry should have a policy where consistency in the payment of mentors' salaries is adhered to.  Salaries 
          should be consistent to "one month in arrears" as stated in the C.E.O. Circular.  There is need to convince the 
          decision makers to make drastic changes and help these mentors in future.
4.6.5  There is an urgent need to source more funds since the budget cannot sustain mentors' salaries.  Alternatively, 
          the operations could be downsized by half, but this will be tantamount to disaster.

5.0     CORRESPONDENCE

5.1     SUMMARY

          The report is going to focus on the activities of the Government Primary Correspondence School, highlighting the 
          achievements, problems and possible solutions.  The report includes recommendations on strategies to be used in 
          the future.

5.2     OBJECTIVES

          The school's main objective is to offer tuition by distance education and open learning methods at primary level 
          - Grade One to Four.  The target group are the disadvantaged (by distance, health problems and other reasons) 
          pupils who are unable to attend formal schools.

5.3     ENROLMENT   

          The table below shows enrolment by Grade and Sex during each Term.  

          COMMENTS

• There has been an upward swing in enrolment from 229 in Term One to 283 in Term Three.  The reason for this increase is not apparent.

• There continues to be domination of white pupils in the school.  Of the 283 pupils 192 are White, 86 Black, 3 Coloured and 2 Asians.  With the expansion programme, the school is undergoing, the ratio is expected to change.

5.4     ACHIEVEMENTS    

5.4.1  Four school functions were held during the year, namely, January Supervisors' Seminar, Sports Day, 
          Consultative Days and Open Day.  The turn out at these functions was very encouraging.
5.4.2  The Director of Finance at Head Office, the Deputy Director - Schools and Non-formal   education   section   
          and  the Correspondence School administrative team held a meeting on 3 August, 1998 at the school.  The
          following issues were discussed:-

• The investment accounts held by the Correspondence school (CABS and BEVERLEY).  The school was given the green light to use the money but following the instructions stipulated in the Financial Handbook for schools.

• Collecting and retaining of tuition fees as from January 1999.  The discussion was held on the use and procedure of control of the fees.

• Postage of bags:-  A Franking machine would be the answer to the problem of sticking stamps on bags.

5.4.3  One teacher attended a training workshop in Botswana on the use and integration of media in open and distance 
          learning.  The workshop was effective in that the teacher acquired knowledge and skills for use by other 
          teachers.
5.4.4  Four teachers conducted demonstration lessons and evaluation on the use of   Correspondence School materials 
          by parents and supervisors at a centre.
5.4.5  The school acquired a Franking Machine through Government Printers. This will greatly assist in expediting the 
          postage system of the school.  
4.5.6  The writing of Grade 5 materials went on very well during the course of the year.  This will see the enrolment of 
          the first Grade 5 class next year, 1999
5.4.7  A tighter security measure has been put in place to safeguard Correspondence School assets.

5.5     PROBLEMS         

5.5.1  The school faced manpower shortage during the year when a teacher went on maternity leave and the office 
          orderly retired.  The SDA assisted the school by providing a temporary teacher and employing the retired 
          Office Orderly.
5.5.2  Lack of transport or travel and subsistence allowances greatly crippled the supervisory activities and materials 
          testing by teachers as they could not visit the groups.

5.6     POSSIBLE SOLUTIONS

5.6.1  The acquisition of a Correspondence School vehicle would go a iong way in alleviating the communication 
          problem.
5.6.2  The employment of more non-teaching staff would enhance the quick production and dispatch of materials to the 
          school's consumers.

5.7     CONCLUSION

          Although there were drawbacks, the school is poised for greater expansion.  It is ready for a change of face and 
          name to "Institute of Distance and Open Learning".

5.8     RECOMMENDATIONS           

5.8.1  The new materials being written need to be of quality, This can only be realised through the acquisition of a 
          vehicle and funds to facilitate visits for testing the new learning/teaching materials.
5.8.2  The employment of more support staff to work in the preparation of materials (in stockrooms) would make the 
          sending off of work to the pupils much easier.

6.0     EX-REFUGEES AND EX-COMBATANTS SCHOLARSHIP PROGRAMME

6.1     SUMMARY 

          This segment of the report will highlight the achievements of the Scholarship Programme which continued to see  
          a sharp increase in the number of applicants seeking financial assistance.

6.2     OBJECTIVES

          The main purpose of the programme is to provide scholarships for further education and skills training to 
          ex-refugees and ex-combatants and to those of their children born during the war of liberation outside the 
          country.

6.3     RECIPIENTS           

          The Government of Zimbabwe made available to the programme one million three hundred thousand dollars (1 
          300 000) and the figures below show how the money was spent in 1998:-  

Number of recipients                    Male      =     327
                                                       Female   =    103
                                                       Total             430

Vote allocation                                              =     $1 300 000.00
Total expenditure end of Dec. 1998             =     $1 295 913.95


Balance as at end of Dec 1998                      =     $        4 086.95

N.B.  Each learner/student receives a maximum of $3 00 per year.  

6.4     ACHIEVEMENTS

6.4.1  The National Scholarship Selection Committee with members drawn from the Ministries of Education, Sport and 
          Culture and that of Public Service, Labour and Social welfare continued to work very efficiently.  There was 
          effective communication between Head Office and the Regional Offices.
6.4.2  The last group of the children born during the war completed Form Four (4) in 1998.  Most of them were 
          accommodated in the Zimbabwe Foundation For Education with Production (ZIMFEP) schools.  Those who will 
          pass their ordinary level examinations very well will proceed to Lower Sixth Form in 1999.
6.4.3  Four hundred application forms were distributed to the Regions for 1999 selection.

6.5     PROBLEMS

6.5.1  Since the withdrawal of SIDA in March 1994, the programme has been experiencing an acute shortage of funds. 6.5.2  The number of applicants is increasing daily.
6.5.3  The Government has no clear policy on the time span for the scholarship programme.

6.7     CONCLUSION  

Over 35 000 recipients have so far benefited from the Scholarship Programme since its inception in 1981.  There is still, however, a sizeable number of ex-combatants and some of their dependants who still need assistance.  The programme still has a purpose to serve.

6.8     RECOMMENDATIONS  

6.8.1  More funds be made available for the continuation of the programme.
6.8.2  The Government should come up with a clear policy on the time span of the programme as well as the role 
          played by the Department of War Veterans Affairs in the Office of the President and Cabinet.

7.0     OTHER

          The Deputy Director, Mr. E.J. Muti, retired from the Public Service with effect from 30 November 1998.  The    
          Division of School s and Non-Formal Education would like to express their profound gratitude and appreciation 
          to Mr Muti for his invaluable contribution to education and his selfless devotion to duty over many years.  We 
          wish him well in his retirement and in any venture he may embark on.

8.0     GENERAL CONCLUSION AND RECOMMENDATIONS  

8.1     As shown in this report, the Non-Formal education Section is tasked with the responsibility of managing some key 
          programmes which promote the acquisition of literacy and education by a wide spectrum of the population.  With 
          the limited financial and human resources at their disposal the staff in the Section have done the best they can to 
          fulfill the Sections Mission.
8.2     Universal adult literacy and education has not yet been achieved in Zimbabwe and it is hoped the Government 
          will recognise that the Section is effectively addressing the problems of education provision.  It could accomplish    
          much more if there was a more positive national commitment to non-formal education in the form of meaningful   
          funding.
8.3     The impact of the current nationalisation exercise in the Ministry on non- formal education is yet to be assessed.  It 
          would, however, be a disservice to the educationally disadvantaged sectors in the country if programmes were 
          scaled down because of depleted human and financial resources.

[Report compiled by E. Chitofu, Education services Centre]