By Staff Reporter
UNICEF has handed over more than 3,600 information and communication technology devices to the Ministry of Primary and Secondary Education in a move aimed at strengthening access to quality digital learning in some of Zimbabwe’s most disadvantaged schools.
The handover includes 815 laptops, 708 projectors and 2,112 tablets, which will be distributed to 113 schools across seven districts in Manicaland and Matabeleland South provinces. The initiative is designed to support national efforts to integrate digital technologies into teaching and learning, particularly in underserved and hard to reach communities.
The intervention is part of a broader digital learning programme supported by the Global Partnership for Education and builds on earlier investments that laid the groundwork for technology use in schools. Beneficiary schools had previously received solar power systems funded by the United Kingdom’s Foreign, Commonwealth and Development Office, as well as offline servers hosting the Learning Passport, a free digital learning platform developed by UNICEF.
These earlier investments addressed two of the biggest barriers to digital learning in rural Zimbabwe: unreliable electricity and limited internet connectivity. The addition of ICT devices is expected to complete the digital learning ecosystem, allowing schools to make full use of digital content even in low or no connectivity environments.
UNICEF Zimbabwe Representative Acting In Charge, Fiachra McAsey, said the handover marked a significant step in ensuring equitable access to digital education for all learners.
“This handover marks an important milestone in our collective effort to ensure that every child, regardless of where they live, has access to quality digital learning,” McAsey said.
“By complementing earlier investments in solar power and offline digital platforms with ICT devices, we are enabling schools to move from access to effective use of technology in the classroom. This is about building resilient, inclusive and future ready education systems that leave no learner behind.”
According to UNICEF, the strategic selection of schools was informed by a desire to maximise the impact of existing infrastructure and ensure that learners in disadvantaged communities are not excluded from Zimbabwe’s digital transformation agenda.
Beyond the distribution of devices, the programme places strong emphasis on sustainability and effective use. Structured teacher training will follow, focusing on how digital tools can be integrated into classroom teaching in line with the national curriculum. The training will also promote blended learning approaches that combine traditional teaching methods with digital resources.
To support this process, two user manuals have been developed. One manual provides guidance on device management, instructional use and basic maintenance, while the second focuses on empowering teachers to apply blended learning approaches effectively in the classroom.
The Ministry of Primary and Secondary Education welcomed the support, describing it as a critical investment in the future of Zimbabwe’s education system.
Director of Communications and Advocacy in the ministry, Taungana Ndoro, said the handover aligned with government efforts to modernise education and bridge the digital divide between urban and rural schools.
“The Government of Zimbabwe, through the Ministry of Primary and Secondary Education, warmly welcomes this strategic contribution from UNICEF and the Global Partnership for Education, which directly advances our national vision for a modern, inclusive and equitable education system,” Ndoro said. “This provision of essential ICT tools is not merely an allocation of devices, but a pivotal investment in empowering both our learners and educators in underserved communities.”
Ndoro added that the initiative represented an important phase in the government’s long term plan to equip learners with the skills needed to thrive in a rapidly changing world.
“We are committed to ensuring the sustainable and effective integration of this technology into our curriculum, building upon the foundation of solar power and digital platforms, to foster a generation of future ready Zimbabweans,” he said.
The Global Partnership for Education also underscored the importance of digital learning in strengthening education systems across Africa.
Belay Addise, Regional Manager for East and Southern Africa at GPE, said access to quality digital education was essential in preparing learners for future challenges.
“Access to quality digital education is a critical part of equipping learners with future ready skills,” Addise said. “This handover marks an important moment in transforming Zimbabwe’s education system through the effective use of technology in classrooms. GPE is dedicated to building resilient and inclusive education systems that prepare all learners for the future.”
Zimbabwe has made steady progress in expanding digital learning in recent years, but significant disparities remain between urban and rural schools. Limited infrastructure, electricity shortages and connectivity challenges have continued to affect the adoption of technology in many parts of the country.
Education stakeholders say initiatives that combine infrastructure, devices, content and teacher training are key to closing these gaps. By addressing all these elements, the current programme aims to ensure that digital learning is not only available, but also meaningful and effective for both learners and teachers.
UNICEF said the programme reflects its broader mandate to promote the rights and wellbeing of every child, including access to quality education. Working in partnership with government and development partners, the organisation continues to support efforts to strengthen education systems and reach the most vulnerable children.
