student looking at chalkboard


With 1 textbook for every 15 students, the need is high for donor support to bring Tusitawi to more schools. We can transform lives together through education.

Our Partnership

In September 2018, St. Mary’s Primary School (in Hwange), a school of over 850 students, commemorated the installation of Tusitawi eLearning Platform with a great celebration. This is the first school in Zimbabwe to use Tusitawi and the results have been fantastic. The school has seen with a rise of 13% in national exam passes, better attendance, and more teacher and student engagement through the use of digital equipment and over 30,000 educational resources.

Education in Zimbabwe

“The literacy rate in Zimbabwe is about 91%, according to a 2019 household survey conducted by the national statistics office and UNICEF. That’s far above the average rate of 66% for the sub-Saharan Africa region.

The achievement dates to Zimbabwe’s independence in 1980, when the newly elected government promised free and compulsory primary and secondary education to all children to redress the imbalances of the colonial educational system that excluded black pupils. To achieve this goal of universal education, teachers were immediately in high demand.

Since then, education has become less of a priority. Even in 2015, education still accounted for 22% of the country’s total budget; but by 2021, it was 13%, according to a 2021 UNICEF report. The recommended level is 20%.”
African Arguments

“…Demand for pre-primary education is low. And although more girls than boys complete primary education, far too many girls drop out by Form 4. This is mainly due to poverty, teenage pregnancy, early marriage, school-related GBV, parents’ prioritisation of boys education over that of girls, and insufficient gender-sensitive infrastructure in schools.

Intersectoral barriers to boys and girls accessing education include household poverty, abuse, remoteness, poor infrastructure and socio-cultural norms. Attrition, insufficient teachers and low capacity, and risks of violence and/or emergencies jeopardise both learning quality and continuity.”