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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

Tsholotsho man jailed for threats of violence and assault

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BY NOKUTHABA DLAMINI

A 43-year-old Tsholotsho man, Ezekiel Ndlovu, has been convicted on two counts of threatening violence and one count of assault after a series of violent incidents at a local homestead earlier this month.

According to the National Prosecuting Authority, the offences occurred on the 10th 10 and 15 November, at Soluswe line. During a misunderstanding while socializing, Ndlovu reportedly threatened to kill a male victim using an axe. Five days later, he allegedly returned to the same homestead and again issued threats — this time targeting the owner of the property.

In a separate incident at the same gathering, Ndlovu struck another man on the left leg with an iron bar, causing bodily harm.

He was sentenced to 12 months in jail after being convicted at the Tsholotsho Magistrates’ Court.

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In the community

Drought has brought trucks of shame to Lupane

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BY NOKUTHABA DLAMINI

In rural Lubimbi and Gwayi, Lupane district, the drought has done more than dry up rivers; it is straining communities.

Year after year, the rains fail, fields are left cracked and hunger tightens its grip. Now, girls as young as 14 are being drawn into sex work—sometimes with their parents’ knowledge—just to put food on the table.

At Gwayi growth point, where haulage trucks park overnight along the Victoria Falls–Bulawayo highway, the trade is an open secret.

Harvest of Pain

“We see a lot of trucks coming here to park,” says Coster Ncube, a Gwayi villager. “Parents end up allowing their daughters to roam around at night for sex work because there’s no food at home. The fathers are unemployed and poverty is crushing us.”

Ncube’s voice carries both anger and grief. His 13-year-old niece, who was in Grade 7, recently fell pregnant after being sexually exploited by a married man who has since vanished.

“She’s in hospital now, waiting to give birth,” he told NewsHub on 26 September. “It’s heartbreaking. These are children who should be in school, not out here dying of diseases.”

He adds that the girls often come from as far as Jotsholo, Mabale, Cross Dete, Lupote and Lupane Centre—hundreds of kilometres away—drawn by the trucks and the chance to earn a few dollars through commercial sex.

“They’re between 14 and 21,” he says. “All they want is survival.”

For Selina Mthupha, a 47-year-old widow and small-scale farmer in Lubimbi, climate change has turned her once productive fields into dust.

“We used to have maize and groundnuts stacked in our granaries,” she says. “Now, even the millet dies before it tassels. The borehole water is salty, and the riverbeds are dry.”

She says she struggles to feed her two teenage daughters. “When I hear that girls their age are doing sex work for two dollars, I don’t judge. I cry. Because hunger can make you do things you never thought possible.”

Selina says she once dreamed of sending her children to college. “Now I just dream of rain.”

The desperation in Lupane mirrors findings from national research.

A 2025 study titled “Climate Change and the Feminisation of Poverty in Africa” established that climate change in rural Zimbabwe is deepening food insecurity and forcing women and girls into survival strategies that expose them to exploitation.

The study noted that failed harvests and long dry spells have left women with fewer economic options and greater vulnerability to abuse and transactional sex.

Another report published in 2021, “Challenges Faced by Rural People in Mitigating the Effects of Climate Change in the Mazungunye Community, Masvingo Province”, found that communities were already suffering the direct impacts of climate change: failed crops, loss of livestock, and worsening poverty.

It warned that most rural families lack access to climate-adaptive resources, leaving them trapped in a cycle of vulnerability.

For Ruth Bikwa, director of Hopeville, an organisation which works in child protection in Hwange’s Matabeleland North province, the crisis reflects a dangerous intersection of climate change, poverty, and neglect.

“When harvests fail and there’s nothing to eat, girls start finding other means to survive,” she explains.

“It’s not about choice, it’s about hunger. They trade sex for one or two dollars, just enough to buy mealie-meal or soap. And once they start, they face abuse, disease, and stigma. It becomes a trap.”

Bikwa says when droughts and economic shocks worsen, so does child exploitation. “It follows the poverty line. The harsher the climate, the more vulnerable the children become.”

“We Are Failing Our Children”

At Gwayi Centre, a resident, Shelter Vengesai Mpofu says drought has turned daily life into a survival theatre.

“Our boreholes run dry by midday,” she says. “We used to harvest from our fields, but now there’s nothing. The children see others making money from truck drivers and think that’s their only chance.”

She pauses, then continues: “We are failing our children — not because we want to, but because poverty leaves us helpless.”

At Gwayi Valley Primary School, teacher Mthulisi Ncube (name changed as teachers are not always allowed to speak directly with the press) says climate change is not only wiping out crops but also the classroom.

“We’ve lost many girls from the upper grades,” he says. “Some stop coming because they don’t have uniforms or sanitary pads. Others are lured by quick money. You can tell when hunger follows a child. They stop concentrating, then they disappear.”

He says teachers try to intervene, but most families are too poor to cope. “How do you tell a hungry child to stay in school when there’s no food at home? It’s better though now because the government at times provides hot meals in schools after realising this challenge.”

“It’s Laziness, Not Hunger”

Ward 24 councillor Senzeni Sibanda sees things differently.

“Our children don’t want to go to school or do physical work,” she says. “We have a vocational training centre and detergent-making lessons for just three dollars, but they refuse. They prefer quick money.”

Sibanda says her office has appealed for limits on overnight truck parking but was told the law allows drivers to rest anywhere along the road.

“The trucks bring prostitution, yes, but our youths are also lazy. They don’t want to work.”

Her remarks, however, clash sharply with what parents and activists say: that climate-induced poverty, not laziness, is driving desperation.

Human rights advocates warn that without urgent action — food relief, youth empowerment programs, and climate adaptation projects — the situation will worsen.

“It’s easy to judge,” says Bikwa, “but when the earth no longer gives, people do what they must to survive.”

For many families, this is what climate change looks like—not just cracked soil and empty dams, but lost childhoods and futures fading in the dust.

A 2024 parliamentary meeting revealed a staggering statistic: 4 557 school girls dropped out of school due to pregnancy in 2023 alone.

The majority of these girls (3 942) were from rural schools, and most were in secondary school.

Then, minister of Primary and Secondary Education, Torerai Moyo, said the Education Management Information System (EMIS) tracked these annual figures, and that the government was introducing guidance, counselling in schools, and legal protections via the Education Amendment Act of 2020, allowing pregnant girls to take a two week maternity leave and return.

Recent statistics from the National AIDS Council (NAC) show that Matabeleland North Province has an adult HIV prevalence rate of about 14.4–14.5% among people aged 15 and above, significantly higher than the national average of around 11.7%.

This elevated rate is linked to factors such as increased sex work around mining sites and business centres, migration, spousal separation, and inconsistent condom use. NAC has specifically flagged Bubi District as one of the areas with high risk due to mining and business centre activity, as well as Lupane and Hwange.

SOURCE: Newshub

 

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In the community

Hwange women unite against breast cancer

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BY DANIEL MOLOKELE 

Hwange – Some good news from the coalfields!

Women from across Hwange Central Constituency have taken a united stance against breast cancer, joining hands to raise awareness and educate their communities about one of the deadliest diseases affecting women in Zimbabwe.

Earlier today, scores of women representatives drawn from several wards across the constituency gathered at Makwika Ward 15 for a belated Breast Cancer Awareness Month event.

Breast Cancer Awareness Month is celebrated globally every October, but the Hwange Central event had to be postponed from the third weekend of October due to various factors. Despite the delay, the women turned out in large numbers, showing their commitment to the fight against cancer.

During the awareness session, the participants went through an informative health education programme where they were taught the basic facts about breast cancer in Zimbabwe. The discussions also covered other deadly cancers that continue to challenge the country’s public healthcare system — including cervical, prostate, and lung cancer, among others.

The most important message shared during the event was the need to intensify awareness campaigns at the community level so that people can start recognizing early symptoms and seek medical attention in time.

Zimbabwe continues to struggle in its fight against all forms of cancer because most people delay seeking medical help until it is too late for effective treatment. The women were reminded that early detection and medication remain the best strategy to beat any form of cancer.

At the end of the event, the Hwange women pledged to conduct more breast cancer awareness programmes throughout the coming year. They also committed to encouraging women from other constituencies in Matabeleland North Province to start their own local campaigns in their respective areas.

The event, held in Hwange, marked a strong show of solidarity among women determined to protect each other through knowledge, awareness, and community action — proving that unity is indeed power in the fight against breast cancer. 🎀

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