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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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Binga

Lawmaker urges localized climate strategies for Tsholotsho, Hwange

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BY NOKUTHABA DLAMINI

A Shamva South lawmaker has called for a radical shift in climate change mitigation strategies, demanding that the government abandon “one-size-fits-all” projects in favor of solutions that respect the unique geography and culture of districts like Tsholotsho, Hwange, and Binga.

During the debate on the Climate Change Management Bill, Joseph Mapiki argued that national programs often fail because they ignore local realities.

“We should look at our projects in terms of the area,” Mapiki told the National Assembly. “For example, in Tsholotsho and Hwange, where there are game parks, we cannot force them to do horticulture because there is no water. We should encourage them to engage in tourism”.

Mapiki also challenged the government’s staffing policies for climate initiatives, insisting that local language and cultural knowledge are essential for the success of any environmental committee.

“If someone from Mashonaland Central goes and is incorporated in a Committee in Binga, it means that the Committee will not function well because that person will not be conversant with the language,” he argued.

He further emphasized that “First preference should be given to the locals to avoid taking people from other areas… because those other people will not be aware of the language and culture of the people there”.

Beyond staffing and local projects, Mapiki raised concerns about the influence of international donors on Zimbabwe’s environmental policy.

He urged the government to ensure that the majority of climate funding is domestic to avoid “stringent measures and conditions” imposed by foreign entities.

“Our plea Hon. Minister, is that 98% funding for that Bill should be from Zimbabwe,” Mapiki stated.

“Foreign funding is hampering our progress”. His remarks were supported by other MPs who noted that climate change mainstreaming must include the “vulnerable communities” and “local authorities” who are on the frontlines of weather shocks in the province.

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Hwange

Hwange MP challenges government over Nambya teacher deployment

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BY NOKUTHABA DLAMINI

Hwange East legislator Joseph Bonda has called on the government to address what he describes as the marginalisation of the Nambya language in schools, arguing that current teacher deployment policies are undermining early learning in Matabeleland North.
According to the National Assembly’s official record of 7 April 2026, Bonda formally asked the Minister of Public Service, Labour and Social Welfare to explain why trained Nambya-speaking teachers are not being employed in Hwange District while non-speakers are posted to the area.

He said the practice was “depriving children of receiving instruction in their mother tongue at the early education stage”, which he described as critical to both educational outcomes and cultural development.

Under Zimbabwe’s language policy framework, learners are expected to be taught in their mother language in the early grades. Critics say failure to align teacher deployment with local languages weakens that principle in practice.

Despite the concerns raised, the matter remains unresolved in Parliament. The inquiry was deferred on 18 March and, at the latest sitting, the ministry had yet to provide a formal response.

Parents in the district say the issue has direct consequences for children’s performance.

“Our children are disadvantaged from the start,” said Ester Ncube, a parent in Jambezi under Chief Shana. “If a child cannot understand the teacher in Grade One, it affects everything that follows.”

Community leaders argue that the debate goes beyond classroom instruction and touches on identity.

“Language is part of who we are,” said local elder Eliziya Vashe Shoko. “If schools do not teach in Nambya, we are slowly losing our identity. Government must take this seriously.”

Young professionals in the province say the challenge is not a shortage of qualified personnel but gaps in recruitment and deployment.

“There are trained teachers who speak Nambya, Lozvi, Chidombe and other local languages, but they are not being deployed here,” said Lindiwe Sibanda, a recent graduate.

“At the same time, teachers from outside are brought in. It does not make sense. These languages should be prioritised so that communities feel a sense of belonging and respect.”

The language dispute forms part of a wider push for regional equity in Matabeleland North. Bonda has also raised concerns over local employment quotas in the wildlife sector and what he describes as the exclusion of Hwange from national weather forecasts. He argues that these issues reflect a broader mismatch between national policy and local needs.

 

SOURCE: CITE

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Hwange

Hwange MP raises alarm over wildlife jobs bias as locals back call for reform

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BY NOKUTHABA DLAMINI 

Hwange East legislator, Joseph Bonda, has taken the fight for local employment in wildlife conservation to Parliament, questioning why communities living alongside dangerous animals are being sidelined in job opportunities.

In a question directed to the Minister of Environment, Climate and Wildlife, Bonda pressed for clarity on what measures are in place to ensure that residents of Hwange District are prioritised for employment by the Zimbabwe Parks and Wildlife Management Authority. He argued that locals, who bear the brunt of human-wildlife conflict, should be first in line for jobs in the sector.

The matter, however, did not receive an immediate response in the National Assembly and was deferred on 18 March 2026, leaving the concerns unresolved for now. 

Bonda’s intervention has resonated strongly with communities in Hwange, where wildlife is both a resource and a risk.

“We live with these animals every day”

In Mabale, local villager Sibangani Ndlovu said it is unfair that outsiders benefit from jobs linked to wildlife while locals face constant danger.

“We live with these animals every day. Elephants destroy our crops, sometimes people are injured or killed. But when jobs come, they go to people from far away. That is not right,” he said.

“Employment should be compensation too”

Another r, Memory Moyo from Dete, said employment in parks and safari operations should be viewed as part of community compensation.

“If we are expected to conserve wildlife, then we must also benefit. Jobs are one of the biggest benefits. Otherwise, people will start to see animals as a burden, not a resource.”

Youth feel locked out

Young people in the district say lack of access to jobs in the wildlife sector is worsening unemployment.

Talent Ncube, a youth from Hwange, said many qualified locals are overlooked.

“We have people trained in tourism and conservation here, but they are not getting opportunities. It discourages us as young people because we feel excluded from our own resources.”

Growing pressure on government

Bonda’s question adds to mounting pressure on government to align conservation efforts with community benefits, especially in areas like Hwange where human-wildlife conflict is frequent.

With the issue now formally raised in Parliament, residents say they are waiting to see whether authorities will respond with concrete policy changes—or whether, like many rural concerns, it will remain unresolved.

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