Free education for disabled students to be implemented

Zimbabwe’s government has implemented a policy to provide free education for university students and learners at secondary and primary level who live with disabilities.

Most disabled students come from poor families, and a lack of funds prevents them from having access to education, but the new policy is dealing with this challenge.

A new government department has been created to ensure the smooth implementation of the policy amid plans to ensure that it is decentralised so students across the country benefit.

The latest development comes at a time when institutions of higher learning in Zimbabwe hiked fees, placing higher education beyond the reach of many young people. Student unions have since petitioned parliament over the fees hike.

Lovemore Matuke, the deputy minister of public service, labour and social welfare, said those living with disabilities who want to benefit must apply to his ministry and the government will settle their fees. Funds have already been budgeted for this purpose.

“We are saying those living with disabilities can go from grade one to university for free,” he said.

“Disability comes in two ways: there are those that can afford the fees and there are those who are vulnerable. Those who cannot afford to pay can come to our offices and apply and the government can pay. Government is taking care of the fees,” he said.

Legislation a progressive move

Matuke said the Zimbabwe President, Emerson Mnangagwa, has created a department of disabilities with fully fledged staff headed by a director. “Going forward, the government intends to open provincial offices to look into the constituency of people living with disabilities,” he added.

Tafadzwa Gochayi, superintendent of the Jairos Jiri centre, a home for people living with disabilities, said the government’s decision to ensure that those with disabilities have access to education was a progressive move.

He said his centre was in the process of submitting paperwork to the authorities so that those living at the centre benefit from the new initiative.

Gochayi, who is also a skills trainer at the centre, said that, apart from those in centres, many other people living with disabilities live in communities around Zimbabwe.

“I think this is the best decision because what is at hand is the issue of inclusion. In most cases, it’s children from disadvantaged communities who fail to access higher education because of lack of [funds for] fees,” he said.

“If the government ensures that there is free education, what it means is that they can enrol at institutions of higher learning, so this is a good opportunity for people living with disabilities.”

Disabilities a ‘bad omen’

According to the UNESCO Regional Office for Southern Africa based in Harare, persons with disabilities are a key constituency in Zimbabwe and are estimated to make up 7% of the country’s population.

However, they remain invisible in all levels of society and face numerous challenges in accessing education, healthcare, jobs and justice.

UNESCO says the mere act of getting to a facility is challenging, as accessible transportation is also limited.

Culture is another significant driver in the marginalisation of persons with disabilities as, in certain Zimbabwean societies, disability is associated with witchcraft. The birth of a disabled child is seen as a bad omen for the family and this hostile view of disability translates to the low social acceptance and isolation experienced by persons with disabilities.

“Moreover, women and girls with disabilities are particularly vulnerable to discrimination. According to UN Women, one in five women in Zimbabwe live with disabilities but the figure may be much higher.

“Communities play a key role in perpetuating the discrimination and stigma; hence, the fear and shame surrounding disability propel parents to leave their children in solitary [confinement], thereby segregating them from other children and the wider community,” according to the agency.

Deaf students excluded?

Professor Amon Murwira, the minister of higher and tertiary education, innovation, science and technology development, told parliament earlier in May that the government has ensured that people with disabilities access higher and tertiary education.

However, those who are deaf seem to have been, by and large, still excluded.

The MP was responding to a question by a member of the opposition Movement for Democratic Change, Costa Machingauta, who wanted to know how many deaf people have attained degree level education in Zimbabwe since independence and the measures that have been put in place to capacitate the deaf communities to attain university qualifications.

“Universities had an enrolment of 356 students with disabilities, inclusive of those who are visually impaired, physically challenged, hearing impaired and mentally challenged, as well as those with albinism and speech impairment. The ministry is also supporting the development of learning materials for the disabled,” the minister said.

According to him, seven deaf students have, so far, graduated: four from the University of Zimbabwe and three from the Great Zimbabwe University. In addition, 24 students are in the pipeline: 10 at Women’s University, 13 are at the University of Zimbabwe and one at Africa University.

The minister said Midlands State University has appointed specialised lecturers in sign language and is sensitising the community about the learning of sign language.

“The University of Zimbabwe and the Great Zimbabwe University are also providing courses for the deaf. Gwanda and Lupane state universities are currently working on modalities to teach the deaf. Other private universities are also supporting the government’s efforts to ensure the deaf attain university education,” said Murwira.