1. MINISTRY OF PRIMARY AND SECONDARY EDUCATION ZIMBABW

2. CSTL SHARING MEETING 2014 BASIC EDUCATION ASSISTANCE MODULE (BEAM)
ZIMBABWE
presented by
HANNAH MAISIRI
Southern Sun O.R Tambo -Johannesburg
South Africa

4. SADC CARE AND SUPPORT FOR TEACHING AND LEARNING SHARING MEETING: 17 – /11/14 CSTL CATEGORY: 11 SOCIAL AND WELFARE SERVICES: IN SCHOOL AND THROUGH SCHOOL
TOPIC: Basic Education Assistance Module (BEAM)

5. A DESCRIPTION OF THE PROGRAMME OR POLICY:
Community based government strategic safety net for disadvantaged children
Launched in 2000 to ensure access, retention and completion
Coverage:
levies, tuition, examination fees
Primary and Secondary
Special schools
Rural and Urban schools

6. MOPSE processes the applications
CONT’
MOPSLSW administrates the fund
MOPSE processes the applications
Between 1990 and 1997 national net enrolments declined from 98% to 93% for primary and 63% for secondary
1990 Zimbabwe had one of the highest school enrolment rates in sub Saharan Africa

7. RATIONALE
Poverty report(1998) showed a strong correlation between enrolment rates and poverty in Zimbabwe.
National enrolment rates for girls were below those of boys for both primary and secondary level.
Result: Introduction of the Basic Education Assistance Module as a social safety net to cushion the children from disadvantaged background from the effects of economic challenges.

8. (CONT’) Guiding principles
Aggressive public awareness
Community based selection targeting the most needy children and allowing community participation
Hard budget constraints: $15 million for primary and $15 million for secondary
Full support with fees and levies to eligible children

9. Accountability, Transparency and Openness
asistance to beneficiary to depend on school attendance rather than merit or academic performance
At least 50% to be girls to bring about equity
Inclusivity-Children living with disability in special institutions and those with special needs in the mainstream

10. Children who have never been to, or have dropped out of school
(CONT’) ELIGIBILITY
Children who have never been to, or have dropped out of school
School record of child’s failure to pay fees and levies due to poverty
The level of income and health status of the breadwinner
Orphanhood status of potential beneficiaries

11. PROJECT MANAGEMENT UNIT (PMU)
BEAM DELIVERY STRUCTURE:
NATIONAL LEVEL
PROJECT MANAGEMENT UNIT (PMU)
NATIONAL LEVE L PROJECT MANAGEMENT UNIT (PMU)
DISTRICT LEVEL BEAM DISTRICT COMMITTEE
DISTRICT LEVEL
BEAM DISTRICT COMMITTEE
COMMUNITY LEVEL BEAM SCHOOL COMMITTEE
COMMUNITY LEVEL
BEAM SCHOOL COMMUNITY S C
GRASSROOTS LEVEL CHILD WELFARE SECTION/VILLAGE FORUM
GRASSROOTS LEVEL
CHILD WELFARE SECTION / VILLAGE FORUM

12. ownership
Officers from MOPSLSW and MOPSE at National, Provincial, District, School and Community levels take ownership of the process and the implementation of the BEAM programme

13. ACHIEVEMENTS: BENEFICIARIES Year Category primary Male Female Total
2012
2013
2014

14. Category Secondary
Male
Female
Total
2012
53 152
52 994
2013
47 954
44 695
92 649
2014
73 622
67 131

15. Increased access, retention and completion
Over learners benefit annually
Full community involvement through the Community Selection Committees and acceptance and ownership of the programme.
Teachers and learners are motivated
More public and private partnership (ppps) support
Government AIDS levy contributing $1 million towards examination fees.

16. CHALLENGES Demand outstripping supply Sustainability
Double dipping and governance
Trained personnel

17. OPPORTUNITIES/EMERGING ISSUES
Funding: secondary by Government and primary by partners
MOPSE Moratorium freezing fees increases
Promotion of school projects like nutrition, beekeeping, banana growing, to generate income to support at local level and build community resilience to unforeseen risks and shocks following the government blue print, Zimbabwe Agenda for Sustainable Socio -Economic Transformation (ZIM ASSET)

18. key lessons learnt
Government alone cannot meet required demand to sustain the programme hence the need to engage other stakeholders.
More innovative funding mechanisms through community based empowerment programmes that will reduce dependence on the fiscus
A specific fund targeting children living with disabilities is one of the issues to be pursued

19. Education is more effective when supported by other interventions like guidance and counseling, school feeding, school health, water and sanitation facilities from other Ministries
Staff development and MER to be intensified