TeachZimbabwe

no talented disadvantaged child left behind - paftnering for RENEWAL & a1f,ELLEN}E

'The restoration of the education system will require the adoption of cost-
efficient ond effective strotegies by government, communities ond portners.
The ultimate aim is to utilise all these opportunities to re-build schools to
standards that ideoily motch or surpass those of the pre-2000 ero.,'

Minister of Education, Senator David Coltart, May 2010

SPESJT
-, I :..,,'
Zimbabwe's education sector:
. is in decline due primarily to under-resourcing
. has to be urgently reinvigorated to underwrite medium/long term development
. benefits from the existence of a recent 'institutional memory' of best practice &
excellence, significantly housed in a critically under resourced MoESCA

. can attract a significant cadre quality human resources, now otherwise employed,
locally and in neighbouring countries
. can rely on universal political & developmentpartner support for its revival
. is an important component in ensuring the new political dispensation
survives/flourishes
. retains an embedded adverse social bias, under-serving talent in poorer areas

SPESE
'" : ::.:...;Ir

Our Key Objestives include to:

nurture talented but disadvantaged Zimbabweans;

ensure the holistic reconstruction of selected, targeted schools as part of the rapid
recovery process in the education sector;

demonstrate strategies that can realistically be employed by all schools in Zimbabwe

in order to achieve outcomes of quality, equity and relevance in a sustainable way

serve as a focal point for the selected schools' cluster & relevant local communities,
and in particular provinces which feed children and access facilities across education,
sports, arts & culturalpursuits
ii,
qPF+A

2
TEACH Zimbabwe {TZ) is a social enterprise that has a vision that every child should
have cost bffective access to world class, broadly based education & to ensure no
talented, disadvantaged child is left behind, and:
. is primarily a project management platform to dellver in a transparent,
accountable & efficient manner short term & systemic interventions,
alongside the MoE & other education sector actors by aggregating &
allocating resources
. execute primarily via local professionals & entities, & within a framework
democratic accountability reflective of the sovereign will as expressed by
Zimbabwe's institutions
. will account publicly for its resource mobilisation & allocation
. initially, looks to develop a (semi) rural network of Academies of Excellence
. will use a range of approaches including Public Private partnerships &
twinnings
,i
SPESA

-',,,.".- "..'".-"".'........,''-".'\\.
l' SDAs/ParenG/ 1
\o. Local ,...,r
Comqq$iry
Funds
fees, volunteerilq & qovernance
flUlanagement & Assurance
? I

^ AVA schoors
<# Ltarson .i 111r""i"o
MoESAC i
tI seruices

--E"d*t*
Personnel

seruice fees dr '"--"

eEtEaft
'": _at..i
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 transitional vehicle, and the
TZ is a
recapacitation of the MoE is a core TZ priority

DtsEi}A

TEACH Zimbabwe's Trustees are:

- Dr Ruvimbo Chimedza, Chairperson & Coordinator of Technical WorkGroup

agronomist, academic, social sector consultant & listed company director

- Bart Mswaka, Coordinator of Operations WorkGroup

senior business executive & fmr central banker

- Kojo Parris, TZ Founder & Coordinator of Finance WorkGroup

social entrepreneur & fmr investment banker

GETE€lr

4
TEACH Zimbabwe's core prospective employees include:

- Maureen Denton, Trust Secretary

lawyer, fmr senior transactions manager & listed company director

- Letwina Ndanga, Project Manager (Technical)

educationist, publishing business executive & fmr Director at MoESAC

- Grace Makuwatsine, Trust Administrator

office services manager & bookkeeper

. the Funds Management lnfrastructure

. securing TZ's sustainability

. TZ, an Early Recovery Opportunity

r Project Managers

o WorkGroups

. internationalvolunteers
o AdvTech (South Africa)

. support from the Private Sector, Fnds, Embassies & other orgs

. the January Rollout

.i
SPESA

5
Performance measures for TEACH Zimbabwe will include:

- overall student academic & literacy performance improvement

- financial metrics {pls refer to attached budget summary

- low turnover & high morale of Academies' personnel

- participation in local & national awareness programmes, lCT, gender &

population issues

- pastoral care

The Key Next Steps are:

1. fully operationalise immediately, launch Jan 20L1

2. conduct the detailed Needs Assessment

3. formalise Forum of Schools' SDAs & Community Stakeholders

4. establish Scholarship Oversight Board

5. agree & execute Workplans with 3.

6
flnancial value (FVl .. the Classic Trade-Off Curve

*
Mobile cos
private sector
space

a social enterprise provides high

social value add goods & seNi@s
using flnancially & ope€tionally
sustainable models, and
encompasses NPOS, NGOS & CBOS
etc entity models

as our Capability per Dollar increases, the

financial value (FV) classic Trad+off Curue is repleed, &
yesterday'6 zero-sufi constairt gives way to
today's ze mteiling opportuni8es...

New Economy
Curve

5E space
 CONCEPT PAPER
REGARDING TIM ESTABLISHMENT OF
ACADEMIES OF EXCELLENCE IN ZIMBABWE

Background

On 28th October 2009, the Ministry of Education, Sport, Arts and Culture (the "Ministry")
entered into a Memorandum of Understanding ("MoU") with Teach Zimbabwe Trust (TZT).
The MoU resulted from the discussions between stakeholders and the Ministry on how best to
partner to improve and expand the educational system in Zimbabwe, with specific focus on the
establishment of Academies of Excellence. This comes in the wake of the numerous challenges
that the education system faces following the many years of economic decline. Due to the
deepening poverty, many talented pupils from po-or rural and peri-urban areas have failed to
access quality education or any education altogether. The establishment of the Academies is
intended to avert further loss of talented disadvantaged students and is a policy priority for the
Ministry.

Context

The years following Zimbabwe's attainment of political independence in 1980 saw the rapid
expansion and development of the education system. The expansion that took place in
Zimbabwe' s education system between 1980 and 1995 was unparalleled elsewhere in the world.
This 'education miracle' was achieved and sustained through a massive investment by
Government and the international donor community in school infrastructure, teaching and
learning materials, equipment and other resources, accompanied by a massive advocacy for
participation in education by both the young and old. Aggressive teacher training programmes
and attractive salaries ensured the provision and retention of a highly motivated and skilled
teaching and administrative support staff in schools. Meanwhile, communities, local authorities,
trusts and foundations, corporate bodies (mines, companies, farming enterprises) as well as
individuals complemented Government efforts by investing in school infrastructure, learning
materials and equipment. By 1990 Universal Primary Education (UPE) had virtually been
achieved, and the high standards of education earned the country 'flagship' status among the
world's nations in education development.

The challenge

Since the mid 1990s, Zimbabwe has experienced a precipitous economic decline that led to a
rapid deterioration in the delivery of basic services, with education being one of the worst
affected. Resources for the maintenance of school infrastructure were not available. School
infrastructure fell into a state of general dilapidation and there was a critical shortage of teaching
and learning materials and equipment. Meanwhile, as the local cuffency collapsed with the
economy, staff salaries were eroded so severely that many staff failed to turn up for duty, with
some leaving the profession and the country altogether. Without teachers schools could not
operate, and so attendance fell and dropout rates increased sharply. In every respect, the entire
education system inZimbabwe had reached the point of near-collapse.
Opportunities for recovery

The current period presents many opportunities for the rapid restoration of the education sector.
The Global Political Agreement (GPA) signed on 15 September 2008 and the subsequent
formation of the Inclusive Government on 13 February 2009 gave impetus to positive changes in
the country's political and socio-economic landscape. In March 2009, the Short-Term
Emergency and Recovery Programme (STERP) was launched, and this paved the way for the
country's rehabilitation, with the education system taken as one of the key priorities during this
transitional period. More recently, the Medium Tern Plan (MTP) seeks to build upon previous
efforts to ensure a more rapid and sustained recovery of the education sector. STERP Il
published in December 2009 specifically adopts the Academies concept as outlined in this paper.

Among the many opportunities that Zimbabwe can capitalize on are the following:

o Zimbabwe's past experiences that enabled iito achieve flagship status in Africa, with the
educational standards that the country had reached only 15 years ago standing as a
beacon to guide current and future efforts
o the lessons Zimbabwe can draw from the wealth of its own experiences as well as those
of other countries that emerged from crisis
o prioritization of investment in education by Zimbabwean individuals, households and
families, with such commitment often exhibited in the strong tradition of community
support for school development
o existence of school structures which, although now in varying degrees of disrepair,
remain solid and restorable at a modest cost
the stabilization of the economy that saw most teachers who were still in the country
resuming their duties and playing an active role in the restoration of the education system
considerable goodwill from development partners and other stakeholders who have been
forthcoming with substantial amounts of financial, material, technical, and other forms of
assistance to help the Ministry restore the delivery of education services

The restoration of the education system will require the adoption of cost-efficient and effective
strategies by government, communities and partners. The ultimate aim is to utilise all these
opportunities to re-build schools to standards that ideally match or surpass those of the pre-2000
era.

Objectives

The overall goal of the "Academies of Excellence" is to ensure rapid and sustainable recovery
and development of the education system, and thus curtail any further loss of national talent,
especially among disadvantaged students, through concrete, realistic and demonstrable returns on
sufficiently focused investment in the education sector. The specific objectives of the initiative
are:
1. to immediately halt any further loss of the talent that is resident in young, promising
Zimbabweans by immediately identifying talentedr pupils from a variety of disadvantageJ
backgrounds, nurturing such talent, and developing it for the long-term benefit of
Zimbabwe:"

2. to ensure the holistic reconstruction of selected, targeted secondary/high schools and

primary schools as part of the recovery process in the education sector; and

a
J. to demonstrate strategies that can realistically be employed by all schools in Zimbabwe in
order to achieve quality, equity and relevance in a sustainable way.

4. to operate as a focal point for local communities and as a benefit to the cluster of schools
in particular provinces which feed children and access facilities.

Strategy

ln every post-crisis situation, everything becomes a priority but because resources are often
limited, the Ministry has to prioritise. In this regard, the Ministry has outlined three main policy
objectives, namely:

1. Restoration of basic education. This focuses on protecting every child's right to gain access
to and participate in basic education of a good quality, with an emphasis on basic literacy,
numeracy and essential life skills. This is supported by a definite set of attainable goals that
focuses on curricular reforms (more focus on technical and vocational education), the
provision of essential textbooks to every school, and creation of a more conducive learning
environment, particularly one that promotes good hygiene (e.g. the repair of toilets). As
part of the process of decentralization, schools will have greater control over the financial
resources allocated to them by central government.

2. Establishment of Academies of Excellence. These are institutions that will be established

out of existing government schools and, within a framework of immediate recovery
imperatives, as well as long-term development needs of the education sector, create ideal
conditions for the fullest development of talent through an inclusive approach that
specifically caters for pupils from disadvantaged backgrounds. This concept is based on
similar strategies adopted elsewhere such as the Malasyian "smart schools" programme.

Creation of enabling environment for non-government education. This entails the creation
of conditions that will ensure that the vast potential there is among non-government players
to contribute towards the provision and development of education is fully tapped. However,
such contributions will be made within a regulatory framework that ensures adherence to
the core values already articulated by Government.

I 'Talent' includes academically and/or athletically and/or artistically talented children.

The first and third policy objectives are being addressed through other mechanisms being
pursued by the Ministry. The partnership with TZT seeks to address the second objective,
namely, the establishment of Academies of Excellence.

Academies of Excellence

The Ministry has entered into u public private partnership with Teach ZimbabweTrust for the
establishment of Academies of Excellence by rehabilitating existing government secondary and
primary schools. The schools targeted for transformation into Academies of Excellence will
have to meet certain criteria as described more fully below, including extensive academic,
sporting and cultural infrastructure and boarding facilities. In addition, some of the academies
will have centres of excellence to teach particular academic, sporting or artistic disciplines. For
example, an Academy may focus on the teaching of foreign languages or the performing or
visual arts.

Scholarship Fund

A critical component of this initiative is a programme which will identify and channel into each
Academy, academically, athletically and artistically talented but disadvantaged children from the
province in which the Academy has been established. Strict attention will be paid to the
identification of the students in order to build gender equity and assurance of a steady throughput
of girls. Equally important, will be the creation of a scholarship fund to ensure that these
disadvantaged talented students will be able to attend the Academies. Each disadvantaged
student will receive a full scholarship covering school fees (tuition, boarding, levy, examination,
etc), uniforms and equipment (school, athletics, and arts/culture), textbooks, stationery and
materials as well as money to cover other basic expenses. The Minister after consultation with
the Permanent Secretary and Senior Directors, will appoint a board to manage the scholarship
fund.

These Academies of Excellence will support the central policies that have guided the Ministry's
efforts over the last three decades. They will re-enforce the quest for expansion of access,
enhancement of quality and relevance, and gender equity. This they do by offering all pupils -
especially disadvantaged pupils from rural and peri-urban areas who would otherwise find it
difficult to access a good secondary education - conditions that maximize learning opportunities
within a broad curriculum framework that recognises diversity of talent in the academic field, in
technical/vocational subjects, and in the sporting, artistic and cultural disciplines.

Approximately 40o/o of the intake at the Academies will be reserved for talented disadvantaged
children. However, the overarching goal is that every talented disadvantaged child will have
access to quality education by being able to attend an Academy of Excellence. The balance of
places will be filled by talented children whose parents/guardians can afford to pay.
Implementation plan

The implementation of the Academies of Excellence intervention will require the following
actions:

o Selection of government schools to be trans.formed into Academies of Excellence.

Government schools will be selected using the following criteria; Availability of, at a
minimum, the following infrastructure:
i. Boarding facilities
Specialist subject rooms such as science laboratories
Library
Sports facilities to cater for a wide number of sports including
football,hockey, cricket, rugby, netball, basketball, swimming and
tennis
Potential for e-connectivity
Access to water and electricity
School hall including facilities for the pursuit of the arts.

Gender equity - where feasible, I girls school and 1 boys school will be chosen in
each province

Conducting a needs assessment A detailed assessment of type and level of inputs

required for upgrading will be conducted for each selected school, and a timetable and
budget will be prepared.

Upgrading and construction of physical facilities.

Identification of talented but disadvantaged pupils. This involves: the development of

criteria (including the development of objective based admission system) for the
identification of competencies that constitute'talent' in the field of academic subjects, in
technical/vocational subjects, and in sporting, artistic and cultural disciplines; setting up
structures for the identification process; putting in place monitoring mechanisms to
ensure transparency, equity and efficiency in the selection process; actual selection of
pupils.

Putting in ploce school management systems. Given the critical role of good school-
based management processes in school improvement programmes, this process will
involve: setting up structures for the management processes in the Academies (involving
the selection and appointment of school heads with the requisite qualifications and
proven management skills and experience); developing guidelines for management
processes; identifying management support structures, staff and processes; development
of systems and mechanisms for professional development and performance monitoring
and evaluation;
 Identification and oppointment of good Heads and teachers. To ensure effective
teaching and learning, good teachers will be identified and appointed to the Academies
of Excellence; a comprehensive incentive system to ensure the attraction and retention
of good teachers as well as good teaching performance will be put in place; development
of systems and mechanisms for professional development, performance monitoring and
evaluation.

Psycho-social support to pupils. Academies of Excellence inherently result in high

levels of stress and other behavioural problems for both students and administration. To
address this guidance counselors will be identified and appointed; links with mental
health professionals and other specialists who can provide services as required will be
established.

Linkages to local and external institutions. In order for Academies of Excellence to tap
into the global experiences of similar institutions and benefit from the latest trends and
developments in education, they will be twinned to similar institutions in other
countries. This can be done through continuous exchange of experiences, sharing
resources, and participating in carefully designed teacher and student exchange
programmes.

Collaboration with sports and cultural associations. Within the country, Academies of
Excellence will be linked to sporting, artistic and cultural associations so that pupils can
be exposed to expanded opportunities for the development of talent, get mentoring,
training, coaching from experts and other talented individuals, and be aware of the latest
developments and trends in these fields. For example, partnerships will be sought with
sports associations so that they may assist with the rehabilitation of sporting facilities the
provision of competent coaches and the identification and development of athletic talent.

Collaboration with Embassies. Linkages with Embassies will be explored especially for
the development of centers of excellence within the Academies for foreign languages
and the arts.

o Collaborating with old boys/girls and parenfs. In order to ensure that this has
community buy in and back up for the programme close linkages will be developed with
old boys and girls and their associations and parents of children attending the selected
schools. Parental and old boy/girl involvement in the running of schools will be
encouraged in collaboration with the Ministry of Education, Sport, Arts and Culture.

Time frame

The development of the Academies of Excellence will adopt a phased approach that ensures a
balance between the need to effect reforms in targeted schools on the one hand, and the need to
maintain a measure of stability and continuity on the other. The first phase will therefore be
implemented over a six-year period, beginning with a focus on Form One students in the first
year of secondary education, and ensuring their through-flow to the sixth year. The first year of
implementation will be May 2010, to coincide with the beginning of the second school term. The
first phase will last up to December 2016.

In the first year 2010, twenty (20) government secondary schools will be identified for
rehabilitation and conversion into Academies of Excellence, two in each of the ten provinces.
Each year, additional schools will be identified, alternating each year between primary and
secondary schools. Accordingly in 2011, the focus will shift to the identification of 20
government primary schools which meet the criteria mentioned above. This process will
continue until all the schools which meet the criteria have been rehabilitated.

Critical timelines for Year 1

Action Item Due Date

Identification of the 20 schools (see map) Completed
Needs assessment of each tarseted school 30 June 2010
Fundraisine road show July -Aueust 2010
Initiation of tender process and identification August 2010
of contractors for physical upgrading and
exoansion
Commencement of physical upgradins September 2010
Establishment of Scholarshio Fund board August 2010
Selection and placement of students 4"'quarter 2010
Launch of first 20 Academies November 2010

Roles and responsibilities

The key players in this project are the Ministry of Education, Sport, Arts and Culture andTZT,
and their roles will be complementary.

1. Role of TZ Trust

TZT will appoint an implementing partner.TZT and that partner will enter into a contract
outlining the latter's responsibilities and obligations in accordance with the MoU and this
Concept Paper. The implementing partner will have control of and responsibility for the
resources needed to competently and transparently deliver the services. The implementing
partner will have first right of refusal to deliver contracts on behalf of TZT.

TZ Management Services will be primarily responsible for the mobilization of funds and the day
to day management of the project in accordance with the policies and guidelines agreed to
between the Ministry and TZT. It will seek financial and other material support from
international organizations, donor communities, and international and local private sector.
However, TZManagement Services shall not be legally bound to mobilize the required financial
and material resources. TZT will be responsible for the proper accounting of all funds received
and accounting transparency to donors and the Ministry.
TZT and TZ Management Services will work closely with the Ministry to ensure proper
coordination and agreement on project plans. More specifically, in accordance with the MoU,
TZT shall be responsible for the below:

(a) ensure the repair/expansion of the physical infrastructure of schools selected for the
Academies of Excellence programme;
(b) ensure the rollout of a ICT competencies program for ICT teachers at the Academies of
Excellence;
(c) identify disadvantaged talented students in rural and peri-urban areas in consultation with
the Ministry and develop a scholarship programme for the integration of such students
into the Academies of Excellence;
(d) manage & administer incentive schemes for schools & Ministry staff in Academies of
Excellence;
(e) co-ordinate sector players involved in the activities referred to above ;
(0 recruit qualified professional local staff and expatriate staff in the activities referred to
above;
(e) enhance the academic and technical proficiency of students in Academies of Excellence;
and
(h) ensure the professional development of teachers and administrators in Academies of
Excellence.

2. Role of the Ministry

The Ministry will assume overall responsibility for the design of the intervention, ensuring that
the Academies of Excellence are national institutions that promote Ministry's policy goals. Mor.
specifically, the Ministry will:

(a) select schools, pupils, appoint school heads and teachers;

(b) provide management oversight, monitor and evaluate overall performance of the
Academies;and
(c) meet the basic salaries of all staff on the authorized establishment.
(d) monitor the activities of TZT and its partner entities to ensure that the activities are
consistent with the policy goals of the Ministry;
(e) appoint the members of the board which will select talented disadvantaged children who
qualify for the scholarship and place such children in Academies.
(0 coordinate the involvement of educational, sporting, artistic and cultural bodies and
associations in the schools selected.

Accounts

TZT will establish a bank account in which all funds received for the project will be deposited.
Quarterly and annual reports will be prepared by an independent and international chartered and
professional accounting firm. All such reports will be submitted to the Ministry and the relevant
governmental authorities in accordance with the Private Voluntary Organisation Act. The books
of TZT and TZ Management Services will be available for inspection by the Ministry and
Ministry of Finance at times mutually agreed to by the parties.
Indicative Budget

The Ministry will require a minimum of US$2.8 million to rehabilitate each Academy of
Excellence. This includes scholarship for approximately 600 students, teacher incentives,
upgrading and expansion of physical infrastructure, IT programme and all other administrative
costs. A more accurate assessment of the funding requirements of each selected school will be
determined once the schools have been identified and the needs assessment done.

The major cost items making up the budget are the following:

1. Funding for physical rehabilitation of schools and their facilities

2. Funding for scholarship programme - full- scholarship to be provided - tuition, board,
textbooks, clothing, extracurricular expenses, travel
3. Supplemental payments for administrative and teachers salaries
4. Professional development
5. IT systems
6. Libraries
 METUIORAN D U,M OF UNDERSTANDING
r(haieinafier refered tb as'the mOU,l,

BETWEEN

THE GOVERNMENT OF TI.IE REPUBLIC

OF ZIMBABWE
.{hereinafter referred to e* ,cthe
GOZir}

bUTv.:nepREsEIIITED BY THE mNISIRY

oF EDUGATIuNi, sFoRT, ART$ AND

thc*tir*fter nrrinistry:r1
'JSTX,rhe
AND

TE*OTIZIMBABWETRU T

fhereirtafter re,ferred to. as "t. .;{r)

gglg'ER,$rSI,G,gO"qpERATtoN
AND fNTERVENTTON tN fH'E
FIELD OF EDUCATION rU rrrE' bEVLiA;#il; OF
ACAbEMIESIOENTNES CIF E*CEUr-ENCE IN ZIMEABWE
 PREAMBLE

lllltlEREASiGOZ.and TZf (hereinafte.rfriintly

referr.ed lo as,the.p^artie and as .the
,
P.arty" in the singular|, .are ,de$irou$: of entering
into qn {grEement To proinote co_
operation in issues pertaining:lo the developmenl
and improvemenl of education in
Zimbabwerand.retatgd faciliiies and Berujces tearnqrs
tO and allied communifieE;:and

AoKNOI/!&EDGING that lhe' P€rtlesr hs,ect identified lhatthere is ,a

need to qooperate
in order to faciltrtate the developmenl and improvement
of educalion and related
faciritie$ and services to rearners and afiied communifies;
and

AGKNOllfl,EbGlNG, that Tn,and: lts

assCI'siated thtitieo; spFpr8lising in
intervenrions"relatihg to the prsect manag'ment
or social serviees w.hich woutiJ be
benefloial to lhe education sestor in Zmbabw-e;
aacl

DESTROU$ of setting out a broad framework for.the

managemenr services ro be
provided. by IZT as mor.o s:pecffieaily detailed
in Afticte $ Uelow;

AQKNOWLE$,GING thil ihie MOU ehnil Uefine the pgrpose and fun-etiqns of T3,t
,airtd the 60tivities iit:rhalis€nduc.} in Eiababwe.

NOW THERFFO'RE ffre parties agree as fo[ows;-

.

ARTICLE 1

Objectiv6s

The objective of this MOU shatlbe lo:

(a) assisr ihe Ministry in realiziiig the:provislon of r.gtevant

sxil,qualty education
rsuch AssdemF$/Cehtres of Excellen€e-
an
as detined by the indicatgrs chosen
by the Ministrir in an aflicient, effective, accounlabte and
equitabfe manner for
lalented but disadvantaged children;
{!) assist the MiniFlty ln esla:blishin$ Aeademies/Ce.ntres of Excetbnce in
order
to prornote quaiity education;

i{c} a6istln mobiiizing i0sour"cesfron! o$tside of the Minielry,s,.cofiers

W#
 (d) eon$jbute fs tfre improvemeRl,
. 6n.d providb,eapiicify development services
rn
the deVebpment of such Acedemieggentres
ofiExcettenqe;
(e) pr'ovides the bEsis i9r,a worklng retationship
which may be gxpancted to,other
arsas of cosBgration as agreed to belween th€rMini$try
AndTZT-.

ARTICLE E
Scgpe of &lOU
The Scope,of this MOU shall bBlo:

(a) piovide an overview of how TZT sha* deriver management services

and
sysrern;atie interverltionsi with the $upport
and guldanoe or tne.Mihistry and
pri*ale rgeclors, in 6rdsr to de1etO.p
the ACademies/Centres of Expgil.ense
Programme;
fb) ipruvide infonnation an thg yarled ternicbs TZT shpfi
emptoy and hcirrr_T'T
,shall function intemalV
in thie ragard.

ART'CLE3
Area of Operation

The MiniStiv artit''TzT *hall csps$it r,qgardhg

the toeation of the Academies/Genties
of Exceilehce. The ris of the schorirs in which the
{he Academies/cenlres of
EXcell€nee will b$ lqcqted,sfiet sUsfi octnsultafiun
wili !p gpptov,eg by the tVtinister of
Edtrca'iigg sBp.rt, *rts. end ,Gulttlre and qfu6ft
be clearly idtrntitied in the spgeifiq
implgal entatiori agreernent conctuded betwgen
the pgrties.

ARTICLE 4
Legal Status ofTZI

Upon ihis MOU Uecorning,e$ective" TZ,I' shafi proceed

1o registdr its prggence in
4fmbabw"E,aoFofding to the regar rsqui'€mentg of tne private vohntary
CIrganisetion
.Aftt [ChAFtFr'17::0.81 (the PVo Act). Notiyithst€indino.the
onfry intp,fgrce_.of.thl$,MOi.,
in terms of Arlicre 15, thE terms and condilisns
,preiliding the, r.egistrafion
of rhis Mou shall ;; ;;;;
of TIT in; r'irrdu,of the pvo Act,. {t is agreed,
thar r:fr
wiil
propose a lisr to the Ministry through the
office of the Fermanent secretary of the
founding trustee$ or any new trustees in the future it
wisheb t"
"ppr;
;;; ;u';;
approyed by the Minister of Educa'tion, gpp-rt, Artq. qnd
c.u.rture beforo it appq161s

=iJ
 founding irugfees 0r''new tru$rees in furure,
which,@nsent shail nor beuft:easonabg
withheld"

ARTICI.E 5
Funding and Financing

TZT shall be funded and supported by a variety

of sources including the international
Frga0laations, donor chuntries, thE Eirnbah${pqn privote
sectotn, .soOial enterpr.ises,,
and charities and, subJect to budget consrrainrs,
the Zimbabwean,Government.

ARTICLE 6
Auditing and tnspection of Bqdks

An indepEndenl gnd international Chartered ind,professionat

Accounting firm shall
an'.un[yr alrdjt TZ.T ,boofts,.of acgoun-tsr f,nd'eribmit the repo*
frusrgbs "TZT:'agrees te n-leffe.a gop)r,sf the dudited
to {zr Bo"ard of
.the
annual,repor{ avaltaute tq the
GOZ as stipulated in lhe privale Votuntary Organi,$ation
Ail.fehapter t2: Odl

ARTICLE 7
'WorldResidence peimits

'lr1 fie e,v.ent .thal rzr

engages expalriate staff of consultantg to implenrenl
ar.ry
actlvtry u'nder this,Mou' eoz fthi'auglr th* ftiifristry) undertakes
b racili,tare tile
granling of urork Fgrrnits to sucft Foreign staff
and theih dependent farnily ;;O;;
who frrlfl, th$ fpq{ri{emenJs rJf.the lmmigrat,ion Apt q:Ary
Whapler uun,eonsultation:
'w,ih lhe responsibte adthsr$ies-

AR]TCLE 8
Obligatione of TZT

TZf shafl:
(a)''gnstlre'itt"e iepEiir/elpension of the phycical ini,ra$tuct{Jrc
sf sehools selected for
the :AeadEr:llieslCentr,es of EIeEtlglee
Brqgi8rnrnq
$) €n$.sre $e rollonf uf a. lCT,comp6tbneies program for t0t
teachers ,at the
Apad€rniesl$,entres: of EXe€ilanee

.N ry,ffi
',: r
 (c), identify disadvantaged ,ta{eded studen{$ inr rurhl &
Beriiurban areas in
csn8uttdtibn with, the Ministly and develop, d: scfiolarshtp programrhe
.f,er the
integfation of Suqh sttdenis iritc tiie Aoadernib#Centes of ExcettFnce;
(d) manage & adrninister of incentive schemes for schools & Mtnistry staff in
Acdemip lcenfes of'Exeidtence;
(e) ensure the profes.sionat development of leaching staff and Schools,
Development
.A$spcldtiOnS :including: tr?lrr1ng in malrqgenrerit & renlrepreneuiial :gkills in
,Acadenii6s/Centres pf Etcellence;
(f) co-ordinale sector players involved in the activilies refened to above
(g) recruil qualified professional local staff and expatriate staff in the
activities
referred to above;
th) nominate of a duly aulhorised and qualified person to head the operations of
IEACI-I Zir,hbabwe f.Jtanager4enf S gryices;
(i) enhance the academlc and technioal proficiency of students
irt
Academies/Oenfes of EXceilence;
6) ,ensure the pfofgssjonirl' Ueudlopmenl of teaahelS and adr,ninistrators, in
AcademieVCentres of Exce[ence;
ili) undert6kd.ah l other'obJigations ?grpad io F.ptsuanttoiArllcfe 1{d}.
(l)' Ertsl.lre:thaf ,itrs activities: are npt inconsistefit with ttie $pirit and letter af tbis
I.UOU.

ARTIOI*ES
Obligatione of Go4

GOzrndedhkes to;.

(a) ptovide support to TZT and itE idenlified partner enhlies and its staff for
tho
implementation of ils aclivities arising out of this MOU;
tb) ,gqnf T$ and flts. idEntitied pa:rlner ,oftitiee free movemenl and:the rig,ht to

. monil,or afl spei€tions of Academies/e€o$ep df Excellence.in Zimbabwe-

aribing from the application.sf this MOU; ard
(e) MCInitor'the, aetivitje"s of'TEI ehd its identified,partner entitiqs to ensute ltlAl
lhey remain consistient with the spirit and letter of this MOU.

ART'CLE IO
Tax$tioit, Custdms, and'EXcise Duties

(a) TZT shall abide by all lax laws of Zimbabwe

.5

xqfl
 tb) All staff'empruyedi by T4f ,sha[ be'tated in,accordar,rce
with th€, tax jaws of
Zifibabwe
(c) '::$ubiect to, the consehr
df tfie r!fiinister sl Finanse and Eny €,ther r€revanl
authority aod the cdnser$ of the
c0mmissioner iespoh$ibre for oustsms.
TZT phall Ue exeinpt.,from pus.tomq:bnfl excise
duties in resppbt of any
rdeciaf,ed yehicles anct spa.re parts. aquipfnenl, m?tgff,
O,
suppties
fmported bl{ TZf ror use,duriiig the ifiFr€mentariop
of progr€rnrnes.
{d) sub1'ect to the consent of the Ministef of Finance
and any other relevanl
authority lhe GOZ"shail grant TZT internathnal
staff the righl to:
ii lrnp-pr,I pC{$.Onal and hotrqa,froid effeots, and ftrrniture
in ter.rns of
C[itoms and Excise se! fghapter ZJ:O{]
iii. lmport lree of dqies gr tAxe$i on€ (t) rnoton vehisle pei
indiyidudt,
'iterns
These may he re.expbrred but sharr not be disposed .of
olherwise than in accorrlanosWft fhe
cuslorns:and d)icise laws and,
regulatictns in forse in Zimbabwe,

ARNCLE
'1
$ovemia.E Larr

Ttris tvtou shall be govemed and construed in Bccordance w*h the liws of
Zmbabwe.

ARTICLE T2
$e,ttlenr eni,cf DisBlltes

F) Any cieputes in aonffegtioh'i:rrrith,the interpretation or olher maftdrs pertaining

to the implementetion of this MOU shall be resotved
by the parties tnrougtr
amicable negotiatlon and discussion,
(b) ln the erienf thatan amicabfe iettlernent is
hot attdined, lhe dispute,shaU be
pfetred ior aibitration in lenns of the Arbitration
Aof fChap.ter Z. ifl by the
Commercial Arbitretion Centre, Harere.

ARTISI.E
'$
Termination

This Mgu fiidf ,be tenlinafed al any tirn? by mutual agpemenl

be-tween thF
Parties,:or by any p€rg, giving lhe olher written nofice
of no less than si* (6)

6
 .. month$ oJ ,their irit€rltisn lo ierminate the MOU. Any contr€cls or
undertakings concluded qr commenced during the dur.alion of this
MoU
irhall ,be,weund up wiihin sg-gh 6 _Inonth period and ther,e shall be no tiability
cft either par,ty beyotd such pFrjod,

.ARTICLE {4
'Entry, into,'ForGe end Dutetion

ThiS MOU $h'all enter inl,o.forcg pn thp date of lts signa ur€:by bcith parties,
or, if .not
signed simultaneously, on fl.re date.of the tastsignature.

This lld6U $ati pe rin isrce fpi a period of six (6) yearE and,.nNgy be egended if: the
Fartiesa.gr,sB

,ARTIC.UE;lt'
Amenementg

Amgndme""nis. afieralbns or modifications to.this [4OU shail'b.e irr writing and

shail
:gnllr'trliibtqffeqi:0ftq6 theritrjtterl'cons€ntioj:fhg Fa.rties has been obtdiiled.

ARTICLE {6
Good Faith

llrg fgrlie.f.Undsdake Jq ac.t ln goOd faith with resBgct to each oJhef$ ,rights and
o.$t!ga;[ioas' ulidEjr !hie, MSU,and adopt al! rpgson4bie and praeiloable fireagures
to
ens.ure ths refili$atlon of,ihel.obieolivep,.uf thls lM0U.

ART.I6LE T7
Confidentlafity

All inlormation agreed on belween the Farties as being confidential in nature shall be
tr€Ated as su0h, unless a Party gives its; Writtdn csnsent wavering its ctaim to
confidenliality in respecl of that particutar information.

bl
 ARNCLE 18
Entirs ltrteU

Trrie rfiao'u is aF €xplession'sf

the intention of bolh Firties.wlth
respeol to the subjeet
mafter w'hicri sha, :be impterilented
through a $pscifie impremeniation
agreemenr
bdtwcehithe:Fadtes,

ARncrE ls
FprfJrfiIarice,star,ldird.s And, l0onitCripg
,
Fto.ete$g

k) TZT urridertakes ro perform its ,services ro rhe highest srandards of

prsfessbnalbmi ethicat
FqrhpElence, integrrry and;ou*nu,*.
tsoth Parties'shall partlclpate in annuat
raview ryrtgtlngs wher*;-;ropirrents
relation !p projectg are:discr,nsed t '-- 1n
and reVisioni ,uou,
ARNCLE 20
{hvndrstip of iilateriate

Any studiq$, s.of.fty,q.rg of anrf othei ilrateriars

BFpererJ hy Tzr ror
'*' the:Ministry undgr
this.l{CIu-shalf ffievlg ro and remain
ne propertr,otrh* ' '

TZf"may rerain copies of such dpcurnents

and sofiware for pgrposes of knowleogq
sh0'rihg,6n'd.netnrorkingl pr
to be use.d iii its publications and
irpiirrt prO.tiruti.O,l*,*ii
the Ministry 1i.e,.Joint Owrlerahip of popeff.
liite[ectual

ARTICLE 21
Dorniciliunr eitandi ctt Executandi

Afl corr.espondeoce and commtrnication

b$een the Farths in r.espect of this MoU
shatl be senr through thgir respective offices
and dufy authorised ,"0;;;;"r';r*;;
follows:-

Fol the Ministr-y

The Ferrn€'dht $ecretary of the Mihisrry
of Educat6n, sport, Arts a Gufiure
14th Floor, Ambassador Building '
--
Kwame"Nkrumah Avenue
F{arare, Zimbah,ve

ry
 AnS popi'd tp ilie li4inisterof Education, sport,
Arrs and Gutturg at the same,,address
mentiond above.

FoTTZT
Maureen Eenlon
10 Oailands Driv6
El'CIowdalgi lfarare, Zimbeh#6

For' and *rii bFhalf:of {her

Fiir and on beheif'of
' Giw,ernrne nt: of litn babwe Teach Zirmbabtue Tiu*t

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 Kojo Malcolm Parris

Kojo is chairman of A4e Aftico lwww.aae.co.ur<t, and founder of the African Social Entrepreneurs
Network (www.asenetwork.orsl & Social Privatg Equity South Africa (www.sociarprivateentrepreneur.coml. He is
an adviser/director to a number of social enterprises, including Khulisa (www.khurisaservices.co.za),
Operation Hope, Gauteng (www.operationhope.ore), Open Africa (www.ooenafrica.orsl and Hgart
(www.hearterobar.orgt Kojois a former investment banker with NM RofhschrTds, Merchant Bank of
Central Africa & African Banking Corporation Holdings, oversaw investment portfolios al TA
Holdings and Takura Ventures Fund in Zimbabwe, and worked in operational management for
Booker Tate in Papua New Guinea, Australia, Kenya and London, He was the Head of the
Colloquium for Social Ertrepreneurs @ GIBS, chairman of Homeless Talk and mentors young
adults privately through formations such as Youth Alliance for Leadership & Development in Africi
(YALDA), Kojo, who was born in Guyana for whom he is the Honorary Consul to South Africa, won
the Cambridge Commonwealth scholarship where he read for an MA in Engineering
(Manufacturing). He subsequently qualified with DeJofffes in London where he worked also as a
management consultant and completed Part 1 of the CFA.
 Dr. Ruvimbo Mabeza-Chimedza
P. o. Box cY 367, causeway, Harare, zimbabwe: Tel: +263-4-861732; Fax: 263-4-720s70;
E-mail: ruvimbo@mweb.co.zw; Zimbabwe citizen, female.
Academic Qualilications:
o PhD Agricultural Economics, University of Zimbabwe
o MSc. Agricultural Economics, Oxford University
r Postgraduate Diploma in Agricultural Economics, University of Reading.
r M.A. Intemational Development, Clark University, Worcester, Mass. USA
o B.A. International Development, clark University, worcester, Mass. USA
Current Employment: Freelance consultant,
Major areas of competence:
. Teaching and research
o Strong background in community level field experience.
o Socio-economic analysis relating to livelihoods security, wealth creation, gender equality and
institutional capacity development
o Monitoring and evaluation of humanitarian assistance.
o Institutional and policy analysis.
o Designing and implementing field surveys and participatory research projects.
I. Management experience:
o Regional Director for the Initiative for Development and Equity in African Agriculture
o Co-Director for the Network and Centre for Agricultural Marketing in Eastern and Southern
Africa
. Head ofthe Department of Agricultural Economics and Extension, University of Zimbabwe
II. Institutional Development:
o lntegration of gender issues into the Special Programme for African Agricultural Research
(SPAAR) and the Forum for Agricultural Research in Africa (FARA) during a World Bank
review process.
r Developed a model for transforming agricultural service delivery institutions through
capacity building of selected middle level change agents in organisations in seven Southem
African countries
o Jointly developed a strategr for DFID's Livelihood programme in Zimbabwe Highlighting
the link between gender and poverty
o Developed tools to facilitate participatory work by rural communities and service delivery
institutions
III.Liason:
o Policy briefs for Ministers and Permanent Secretaries of Agriculture in the SADC region
through the Food and Natural Resource Policy Analysis Network
o Linking policy makers with rural communities through the Initiative for Development and
Equity in African Agriculture (IDEAA) Programme
IV. International Experience:
o Member of the Extemal Gender Consultative Group advising the President of the World
Bank
r Adjunct Professor in the Department of Applied Economics and Management at Cornell
University, NY, USA
o Member of the Gender Expert Group on Women Science and Technology for the IjN
Secretary General for the World Conference for Women held in Beijing.
 CURRICULUM VITAE FOR BART MSWAKA

Bart Mswaka graduated in Economics from the University of Zimbabwe in

1980. ln 1981 he joined the Reserve Bank of Zimbabwe and worked in various
departments until 1989 when he resigned as the Senior Manager in the
Exchange Control Department. ln 1989 he joined the Bank of Botswana as an
expatriate manager and played a key role-in the liberalization and abolition of
Botswana's foreign exchange controls. Bart was then moved to the Policy and
Analysis unit where he played a key role in bringing Botswana's Banking Act
and regulations to lnternational Standard. He left the Bank of Botswana in
1995 to join Edwards and Company Limited as Manager, dealing and was later
promoted to Executive Director. He left the company in 1999 to join HSBC
Securities (Private) Limited as its Managing Director.

Bart is registered Stockbroker, a member of the ZSE Committee and is the

current Chairperson of the Listing Committee. He is the Vice-Chairman and
immediate past Chairman of the ZSE.

Bart is the outgoing Chairman of the Prince Edward School Development

Committee and Chairman of the Board of Makera Cattle Company (Pvt) Ltd.
He is a Trustee of Fintrust and sits on the board of Cimas Medical Laboratories.
Mr. Mswaka is the Managing Director of ReNaissance Securities (Private)
Limited, a member of the ZSE.

Mr. Mswaka has three children, Kuda, Simba and Tapiwa.

 ---l

Maureen Denton is the CEO of Zimbabwe Agricultural Development Corporation

('ZADC"), which comprises a group of private companies specialising in floriculture and
agricultural production of grains, vegetables and tobacco and management consultant
services.

Prior to joining ZADC in 2009, Maureen was Vice President and Associate General
Counsel for Goldman Sachs & Co. (New York). Maureen has worked as senior legal
counsel for major U.S. corporations including AT&T, Lucent Technologies and Cisco
Systems and has worked on multimillion dollar transactions on behalf of these
companies. She started her legal career at the law firm of Sullivan & Cromwell (New
York), where she worked on lPOs, debt offerings and project financing in Latin America.

She has a Doctor of Law degree from Columbia University School of Law (New York), a
Masters in lnternational Affairs, with a concentration in Economic and Political
DevelopmenUlatin America from Columbia University School of lnternational Affairs
(New York), and a Bachelor of Arts degree and Masters of Arts degree in Spanish and
French language and literature from Queens College, City University of New York.

As coordinator of the Research Committee of Jamaica over the past 15 years, Maureen
works with schools and assists students from innercity and rural communities in
Jamaica, in areas such as capacity building, professional development, development of
school plan, scholarship funds, etc. She also headed the Early Care and Education
working group of the Pipeline Crisis lnitiative established by the law firm of Sullivan &
Cromwell, Goldman Sachs and Harvard University to address the issue of the widening
education gap of black males in American society.
 # 5 Ferguson Avenue
Greendale E-mail: orace@hfa.co,zw
Harare or Orace@westorooertvzim.Com
lVobile #: + 263 913 969 515
Offlce: + 263 4794842
Date of birth: 27i08/75
Sex: Female
lVarital Status: Single

Gurriculum Vitae: Grace Makuwatsine

Professional Gunent: Houses for Afrlca now West Property Go. (Rrt) Ltd
Experlence Executive Assistant to Director & Administrator (1year)
CBfZUa Dahrest Asset Management (Financial lnstltution)
Trainee Money Market Dealer then Trainee Equity Trader (1year)
o assisting in managing and trading the bank's required reserye position.
i assist in managing the daily core funding desk responsibilities
. provide rate information to various departments throughout the company follow and
maintain money market rate information.
. take investment calls, execute transactions, and handle all general customer inquiries
. maintain and improve existing client relationships through accurate and timely
execution of client transactions. Conduct the appropriate follow up communication with
other relationship officers.
. dealing;
o bank reconciliation;
GDiZAa Dahrest Asset Management (Flnanciat tnstituflon)
& Equity Portfolios
Personal Assistant cum Team Administrator Pension Fund
Department (2.5 years)
. drafting presentations and project proposals
. travel arrangement: regional and international
o document typing, editing and formatting
o prep?ro routine correspondence and related assignments
o administration issues and follow ups
. drafting of newsletters, quarterly reports
o coordinating the marketing function with other functional departments
. assisting in Public Relations
o pett! cash reconciliation
African Banking Gorporationl Harare (Financial lnstitution)
Personal Assistant cum Team Administrator to Group Head of lnvestment Banking and
Managing Director ABC Asset Management
(3 years)
o billing administration; drafting fee notes for manager's review
. monthly accounts and expenses; compiling a consolidated schedule of monthly
expenses and accounts in liaison with Finance Department
. research and database maintenance:
o travel arrangements: regional and international
. administration of all management and financial meetings
o document editing and formatting: daily typing including letters, memos, faxes as well as
monthly financial reports and profit estimates after collecting needed data from various
members of staff
. designed presentations for year-end financial reports and budgets as well as board
papers
Education current studies:
Bachelor of Commerce Financial Management UNISA
. Commercial Law lB
o lntroduction to Financial Maths
. Business Management ll
Exams passed:
o Accounting Concepts, Principles & Procedures
. Economics I
. Commercial Law lA
r Quantitative Analysis I
. lntroduction to the Economic & Management Environment lA
e lntroduction to the Economic & Management Environment lB
. Business Management I
. Accounting Reporting
o Economics ll
Other exams passed:
Chartered lnstitute of Secretaries (ClS)
. lntroduction to Accounting
o QuantitativeTechniques
o lnformationTechnology
o BusinessCommunication
. Financial Accounting