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Bulawayo’s KG6 Centre perfects inclusive learning

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BY NYASHA MUTIZWA

Laura Mukwauri (17) types at lightning speed on her laptop.

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Not with her fingers, but with a pen held in between her teeth, stabilized with her tongue.

The A-Level student has limited use of her hands due to cerebral palsy, a condition that affects the joints in her limbs.

In pecking motion, she types away the finishing touches to her book, Once Upon A Life.

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The piece was written while the business administration student was simultaneously writing her ordinary level examinations and passing with flying colours.

“It’s a book about my life as a person with cerebral palsy.

“It is my journey to learning and accepting that my dreams are valid,” says the teenager as her eyes sparkle with optimism.

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Laura is a student at King George VI Centre (KG6) in the city of Bulawayo.

As a child with special education needs (SEN), Laura would ordinarily learn at an institution specifically catering to children with learning or physical disabilities.

However, she was schooled under the strategy of inclusive education meaning she learned and developed at the same pace as her able-bodied peers.

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It is under this principle that the aspiring author has learnt the most important lesson of her life: her advancement and her aspirations, just like any other child, have no limits.

Inclusive education refers to a model wherein SEN students such as Laura learn with general education needs students.

It is built on the notion that it is more effective for them to have said mixed experience to be more successful in social interactions leading to further success in life.

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Schools with inclusive classrooms do not believe in the separation of students, however, special assistance can be provided for learners who require it.

KG6 is one of few institutions in Zimbabwe practicing the inclusive education learning strategy.

The Unicef-supported school used to be categorised as a special school.

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However, it has progressively adopted the inclusive strategy, now enrolling 70 percent of students with physically disabilities while 30 percent are non-disabled.

This way of learning allows Laura and the over 85,500 children with disabilities across the country, to learn the same curriculum and at the same pace as their able-bodied counterparts – all abilities, one education.

Headmistress, Persevere Hadebe, believes that the integration creates more accommodating members of society.

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She says, “Laura has cerebral palsy, but she communicates with her peer who cannot hear.

“The student with no known disability, pushes her friend in the wheelchair through the playground at breaktime.

“They all learn that a disability does not mean inability in the classroom.

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“They see this with Laura for example, one of our star pupils despite her condition.

“The children learn to treat each other equally.”

According to the 2013 Living Conditions among Persons with Disability Survey (LCPDS), it was estimated that more than 75 percent of children of school-going age with disabilities were out of school in 2012.

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This was mainly due to factors such as illness or financial constraints.

For others, it was fear of abuse, discrimination and cultural beliefs that insist that disability is a curse – as was the case with Laura.

“Upon learning of Laura’s diagnosis, her mother abandoned the family believing that her daughter was bewitched.

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“ She left the father to fend for Laura and her three siblings.

“It is this type of thinking and discrimination that inclusive education seeks to rectify at community level,” the headmistress concludes.

Matters of acceptance and inclusion have been taken up at a national scale. Under the principle of ‘Nothing about us, without us’, the Primary and Secondary Education ministry in partnership with Unicef worked with organisations representing Persons with Disabilities (PWDs) to draft the National Disability Policy.

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Launched in June 2021, the document seeks to address the marginalisation and discrimination of PWDs from the industries right down to the classroom.

Though a wonderful concept, inclusive classrooms do not come without their challenges.

They require multi-skilled, adaptable, and flexible educators.

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In the same lesson, the teacher must be able to assist the child with a physical disability, effectively communicate with the learner with Down’s Syndrome while teaching in sign language to the deaf student.

“It is not easy creating activities that include all students. It is also challenging to teach compassion to children and equally to parents,” said Lomaswati Mavhangira, Laura’s teacher and the KG6 centre administrator.

“A lack of adaptive equipment for the blind or adaptable language for the deaf, makes it difficult for teachers to lead.

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“Sometimes we do not have teacher aides for those with severe disabilities.

“Additionally, we need to create lesson plans that enable each student to follow the curriculum and ultimately have a united classroom.”

To counter these challenges, Unicef and the Primary and Secondary Education ministry released the Inclusive Education Handbook in 2019. Developed through support from the Global Partnership for Education (GPE) and the Education Development Fund (EDF), the handbook provides practical guidance on inclusive education for teachers.

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To date, over 39,000 copies have been distributed to over 9,500 schools in Zimbabwe.

In addition, the government has designed a rollout plan for inclusive education trainings for all teachers in Zimbabwe.

However, the programme has been delayed by the Covid-19 induced lockdowns and subsequent school closures.

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The government of Zimbabwe in partnership with Unicef, hopes to make inclusive and quality education a reality for more children with disabilities.

It already is for Laura, who hopes to publish* Once Upon A Life *after completing her final examinations at the end of 2021.

“You can buy my first copy!” she says with an infectious smile. – Unicef

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In the community

MPs raise alarm over illegal gold mining threatening Inyathi hospital

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BY NOKUTHABA DLAMINI 

The Parliamentary Portfolio Committee on Health and Child Care has raised serious concern over illegal gold mining activities taking place directly beneath Inyathi District Hospital in Bubi District, Matabeleland North — warning that the facility’s infrastructure could collapse if the practice continues unchecked.

The revelation came during the committee’s ongoing verification visits to rural health centres across Zimbabwe, aimed at assessing the state of medical infrastructure, equipment, and essential drug availability. The visits, led by Hon. Daniel Molokele, are being conducted on behalf of the committee chairperson, Hon. Dr. Thokozani Khupe.

Speaking to VicFallsLive, Molokele said the team was shocked to discover that artisanal miners (amakorokoza) had extended their illegal mining tunnels under the hospital grounds.

“One of the things that we found at Inyathi District Hospital is that amakorokoza are now doing their gold mining right under the hospital,” said Molokele. “They used to do it outside, but now they have gone beneath the facility. There is a real risk that the infrastructure might collapse because of the underground pressure. This is lawlessness that the government urgently needs to address.”

Molokele added that the situation reflects broader governance and enforcement challenges in mining communities, where unregulated artisanal mining continues to threaten both public safety and environmental health.

“Most of the cases that patients come with are physical wounds — largely injuries from violent clashes among the amakorokoza,” he said. “There’s a lot of violence happening there, and it is putting a heavy burden on an already under-resourced hospital.”

The committee, which began its tour on Monday in Inyathi before proceeding to Avoca in Insiza District (Matabeleland South), Gundura in Masvingo, and Mutiusinazita in Buhera (Manicaland), is compiling findings that will inform parliamentary recommendations.

“We will produce a report that will have clear recommendations,” Molokele said. “The National Assembly will debate it, and the Minister of Health will use it to engage the Minister of Finance, especially in the upcoming budget process. We are hoping for a renewed focus on rural healthcare centres, which have been neglected and underfunded for many years.”

Molokele said the verification exercise — though limited by time and financial constraints — seeks to highlight conditions in at least one rural health facility per province.

The committee’s findings come at a time when Zimbabwe’s rural health infrastructure is under severe strain, with many facilities struggling with drug shortages, outdated equipment, and deteriorating buildings. The situation in Inyathi now adds a new dimension of danger — where illegal mining is not only threatening livelihoods but also public infrastructure meant to save lives.

 

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In the community

Painted Dog Conservation and Uncommon bring free coding school to Gwai Valley Primary

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BY NOKUTHABA DLAMINI 

Painted Dog Conservation (PDC), in partnership with technology-driven organisation Uncommon, is set to establish a free coding school at Gwai Valley Primary in Lupane District, marking a new chapter in community empowerment and education.

Speaking during an interview with VicFallsLive, PDC operations director, David Kuvawoga said the initiative stems from the organisation’s long-term work with local schools through its children’s bush camps.

“In our quest to find solutions to the poaching crisis, and building on the work we’ve done with schools over the years, we identified Gwai Primary as a good location to start a coding school,” he explained. “We partnered with Uncommon, which already runs facilities in Harare and Victoria Falls, to bring this opportunity closer to rural communities.”

The school will be housed in container units equipped with computers and other necessary technology. According to PDC, the project will be led by youths from the Gwai community who underwent year-long training in Victoria Falls and are now prepared to teach children — and adults — the fundamentals of coding.

“This is not just for schoolchildren,” the operations director said. “Anyone in the community with the passion to learn can join. What matters is the interest and commitment, not formal qualifications.”

Importantly, the programme will be free of charge. Both organisations confirmed that tuition, equipment, and running costs are fully covered through fundraising efforts.

“No one is going to pay a cent,” he said. “Just like our bush camps, which host over a thousand children every year without charge, this coding school is fully funded. All the community needs to do is embrace it.”

PDC has previously supported communities through projects such as boreholes and gardens, but this marks its first major investment in technology. The director said the initiative has the potential to address unemployment, improve education, and give local youth world-class digital skills.

“Coding is a highly sought-after skill across the world,” he noted. “If young people here can learn it, they can secure jobs or even create employment for others. This is a brick in the foundation of uplifting Lupane, Hwange, and beyond.”

The coding school is expected to open in December at Gwai Valley Primary.

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In the community

Lupane police officer sentenced for tampering with mbanje evidence

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BY WANDILE TSHUMA 

A 21-year-old constabulary officer in Lupane has been convicted after admitting he tampered with evidence in a drug possession case, effectively helping a suspect conceal part of the stash.

The officer, Nqobile Mutale, was on duty at Lupane Terminus Base on the 18th of September when he arrested Thulani Sibanda, who had been implicated in unlawful possession of dagga/imbanje. Instead of handing over the full exhibit, Mutale struck a deal with Sibanda and hid part of the recovered drugs behind the police base.

Detectives later uncovered the hidden dagga, with Mutale leading them to the site during investigations.

Standing before the Lupane Magistrates’ Court, Mutale pleaded guilty to obstructing the course of justice. He was handed a 24-month sentence, with nine months suspended. The balance of 15 months was also suspended, provided he completes 525 hours of community service.

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