Zimbabwe: Strengthening Digital Learning in Underserved Schools

This program focuses on schools in rural and hard-to-reach areas, where access to digital resources has historically been limited. Its aim is to ensure that learners in underserved communities are included in Zimbabwe’s digital education journey and are not left behind.

Equipping Schools for Digital Learning

Participating schools have already benefited from solar panel installations funded by the UK’s Foreign, Commonwealth and Development Office (FCDO), alongside offline servers hosting Zimbabwe’s Learning Passport—a free digital learning platform. Together, these investments provide a dependable power supply and access to high-quality digital content, even in environments with little or no internet connectivity.

The addition of new ICT devices completes the infrastructure needed to effectively roll out digital learning and fully utilise the Learning Passport within schools.

By building on earlier investments, the program adopts a strategic, systems-based approach to digital education, supporting equitable access and helping disadvantaged learners participate in Zimbabwe’s broader digital transformation.

Supporting Effective Use of Digital Devices

To ensure sustainability and meaningful classroom use, teachers are receiving structured training on how to integrate digital tools into teaching and learning.

Two user manuals have been developed: one focuses on device management, instructional use, and basic maintenance, while the other supports teachers in applying blended learning approaches in the classroom.

Taungana Ndoro, Director of Communications and Advocacy at the Ministry of Primary and Secondary Education, welcomed the initiative, noting that the strategic contribution from UNICEF and Global Partnership for Education (GPE) directly advances Zimbabwe’s vision for a modern, inclusive, and equitable education system. He emphasized that the initiative goes beyond the distribution of devices, representing a significant investment in empowering both learners and educators in underserved communities.

He further highlighted that delivering these devices marks a crucial stage in the government’s efforts to close the digital divide between urban and rural learners. The goal, he said, is to ensure that children across all provinces have the skills and resources needed to succeed in the 21st century, supported by the sustainable integration of technology into the national curriculum.

From Access to Meaningful Learning

Digital learning activities are partially funded by GPE, including a US$19.8 million system transformation grant and an US$8.66 million Multiplier grant, with implementation support from UNICEF from 2023 to 2026.

With the full digital learning package now in place—reliable power, relevant content, appropriate devices, and trained teachers—classrooms can move beyond basic access to meaningful learning experiences.

Teachers can deliver interactive lessons, learners can work at their own pace using tablets, and schools can maintain learning continuity even when internet connectivity is limited.

These government-led efforts, supported by partners such as GPE and UNICEF, are strengthening learning continuity and educational opportunity in Zimbabwe’s most underserved communities.