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*Zero Pass Rates Tigger Probe Into Grade 7 Results*

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The government is investigating Grade 7 results to establish the challenges that could have caused some schools to register a zero percent pass rate.

Information, Publicity and Broadcasting Services Minister Monica Mutsvangwa Senators on Thursday that the ministry of  Primary and Secondary Education was keen to get to the root of challenges faced by schools.

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Minister Mutsvangwa said while there had been Covid-19-induced disturbances in schools, the relevant ministry was keen to know if there were other challenges and their impact. She said:

> With regards to the Grade Seven results, I have been talking to Honourable Mathema who said there is a study being conducted to establish challenges that were faced by these schools which obtained zero percent (pass rate).

> The Ministry of ICT is doing everything within their purview to make sure that the whole country has network and children are able to access e-learning and not just to sit at home.

> That is why you are seeing money being channelled towards devolution so that everyone is involved in the development of this country. E-learning is very important to us as a country. A lot is being done by the Government to make sure that everyone is glued on e-learning.

Stakeholders including Dr. Takavafira Zhou, the president of the Progressive Teachers’ Union of Zimbabwe (PTUZ) had previously warned the government that the adoption of the new curriculum was premature considering the digital gap between the rural and urban schools, the haves and have nots.

Teachers’ unions were also against the idea of reopening schools last year citing the government’s failure to put adequate mechanisms to protect both learners and teachers from COVID-19.

Teachers were also against the idea of reopening schools when the issue of poor salaries had not been addressed first.

When the issues were not sufficiently addressed, teachers went on go-slow mode and learners spent the good part of the year without teachers.

More: The Herald

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