Anashe Mpamombe
In Zimbabwe, the digital divide between rural and urban areas is a significant challenge, exacerbated by economic factors, infrastructure gaps, and varying levels of access to technology and the internet. However, the Government, in collaboration with various stakeholders, has taken a number of steps to address this divide and improve digital access for rural schools. The importance of digital technology in education has become even more apparent in recent years, as online learning and digital platforms have become integral to the educational process, especially in the wake of the COVID-19 pandemic.
The Government recognized the importance of Information and Communication Technologies (ICTs) in national development, including in the education sector. In 2019, the government unveiled the National Broadband Plan (NBP) as part of its broader ICT policy framework. The NBP aims to provide affordable and accessible broadband services to all areas of the country, including rural and underserved regions. A key focus of the plan is to expand internet access in schools, hospitals, and other public institutions, ensuring that rural communities are not left behind in the digital age.
The National ICT Policy, developed by the Ministry of ICT, Postal and Courier Services, aligns with the vision of making Zimbabwe a knowledge-based economy by 2030. It emphasizes the need for expanding access to digital technology and infrastructure, with specific goals to increase internet penetration, especially in rural areas. Through initiatives like these, the government aims to increase the use of technology in education, offering e-learning platforms and digital resources to schools across the country.
The Government has also made strides in promoting e-learning in both rural and urban schools. This initiative, introduced under the Ministry of Primary and Secondary Education, aims to integrate ICT into the curriculum and improve access to learning materials. Through the e-Learning program, schools across the country, particularly in urban areas, have received computer labs, digital resources, and internet access. However, rural schools have faced difficulties in implementing the program due to limited infrastructure and access to reliable internet.
To address these disparities, the government, in collaboration with development partners and NGOs, has worked to bring e-learning to rural schools. For instance, several projects have focused on providing solar-powered computer labs in remote areas, offering a sustainable solution to the electricity challenges that many rural schools face. These initiatives provide students in rural schools with the opportunity to engage with digital learning materials, access online resources, and develop essential digital skills.
In addition, the ICT in Education Policy encourages the use of digital tools to enhance teaching and learning. The policy aims to equip teachers with digital literacy skills and encourages the development of localized e-learning content to ensure that rural students have access to relevant and context-specific learning materials.
Electricity remains a significant barrier to digital access in rural areas of Zimbabwe. While many urban schools have reliable access to electricity, rural schools often lack consistent power, making it difficult to implement technology-based learning solutions. To address this issue, the Zimbabwean government launched the Rural Electrification Programme (REP), which has made great strides in the installation of electricity infrastructure to underserved rural areas. This initiative is crucial for enabling e-learning and digital education, as access to electricity is a fundamental requirement for using devices like computers, tablets, and other digital tools.
The Rural Electrification Agency (REA), which oversees the program, works to connect remote schools and communities to the national grid and to implement alternative energy solutions, such as solar power, in areas where grid access is not feasible. The expansion of electricity access through these programs is a key step in bridging the digital divide between rural and urban schools.
Moreso Government has also partnered with international organizations, NGOs, and the private sector to promote digital inclusion in education. UNICEF, for example, has been involved in promoting digital learning solutions in Zimbabwe, working with the government to provide educational technology to rural schools. The World Bank and other international agencies have also supported projects that provide infrastructure and resources for e-learning in rural areas.
In addition to international cooperation, private companies have played a role in addressing the digital divide. Telecommunications companies like Econet Wireless and NetOne have made efforts to improve internet connectivity in rural areas, providing mobile broadband services and affordable internet packages. These companies have also partnered with the Government to support digital education initiatives, offering free or subsidized internet access to students and schools.
For example, Econet has been involved in several initiatives, such as the EcoSchool Program, which aims to provide digital learning resources and connectivity to underserved schools; through such partnerships, private companies help augment the government's efforts to bring technology and digital learning to rural areas.
The COVID-19 pandemic highlighted the digital divide in Zimbabwe, with schools forced to transition to online learning during lockdowns. Urban students, who had better access to the internet and technology, were better positioned to continue their education. In contrast, many rural students struggled due to a lack of devices, internet access, and digital literacy. In response, the Zimbabwean government initiated several measures to support remote learning during the pandemic.
The government, through the Ministry of Primary and Secondary Education, rolled out the ZimEdu Online Platform, which provided online educational content and resources for students across the country. The government also partnered with television and radio stations to broadcast educational programs, ensuring that students in remote areas without internet access could still access learning materials.
However, the digital divide remained a significant challenge. In response, the government, along with development partners, distributed learning materials, including printed textbooks, and provided radio-based learning programs to ensure that rural students had access to education, even without digital devices or reliable internet. The government also worked with mobile network providers, to ensure that data costs for educational content were kept low, making it more affordable for families in rural areas to access learning resources.
Recognizing that access to technology alone is not enough, the government has also focused on improving digital literacy among students, teachers, and communities. Various training programs have been launched to ensure that both teachers and students are equipped with the skills needed to navigate digital platforms and make the most of available resources.
For instance, the Zimbabwean Computer Society (ZCS) has been involved in providing training programs for teachers in rural schools, enabling them to integrate technology into their teaching practices. Additionally, the government has been working with local and international organizations to provide digital literacy training for students, helping them to build essential skills such as internet research and coding for educational purposes.
