This story was published previously on UNICEF’s website.

With mid-term examinations just two weeks away, Taominah Muchadeushe, an 11-year-old student in Chikomba, Zimbabwe, is focused on her studies. Passing grade 6 is an important step toward her dream of becoming a pilot.

“I always see the planes in the sky, and one day I am going to fly them,” she said, taking her seat in the newly constructed classroom at Choukudza Primary School.

Only a few years ago, learning conditions made it difficult to concentrate. Students were taught in crowded makeshift classrooms built from poles and mud, in dilapidated brick structures, or outdoors with little protection from harsh weather.

“The classrooms were cold and dim, making it hard to focus, and I often fell sick,” Taominah recalled.

Today, even as light rain taps against the windows, lessons continue uninterrupted inside the new classroom block built with complementary funding from the School Improvement Grant (SIG) program.

The program is led by the Ministry of Primary and Secondary Education, funded by GPE, and implemented with technical support from UNICEF. Its funding targets Zimbabwe’s most vulnerable schools, particularly in rural and farming areas, to improve infrastructure critical for quality education.

The new classrooms—constructed with brick walls, iron sheet roofing and secure windows and doors—protect Taominah and her classmates from the elements and allow a more stable and comfortable learning environment.

“It doesn’t leak anymore, the walls don’t shake, and livestock like goats and cattle don’t wander in,” she said.

From unsafe structures to safer learning spaces

When teacher Cain Mutupo arrived at Choukudza Primary School in 2020, conditions were difficult.

Established in 2017 to serve newly resettled farming families, the school relied on rudimentary structures that offered little protection. Cold winds passed through gaps in the walls, rain damaged classrooms and books, and lessons were often cut short.

“When rain came, we had no choice but to dismiss students early. We gave up on sticking to timetables or completing the curriculum,” said Mutupo, now acting head.

Teachers felt defeated by the harsh conditions, and some transferred to better-resourced schools.

Community members attempted to pool whatever resources they could, molding bricks; providing sand, stones and water to start building more solid classrooms.

Without much cash, they negotiated payment to local builders in maize and livestock. However, drought reduced harvests and incomes, halting construction.

“During the drought, feeding our families became the priority,” said Julia Muchovu, secretary of the School Development Committee.

A 2021 UNICEF-commissioned study on the impact of the SIG program found that schools using funds to repair or build classrooms experienced fewer safety issues as well as improvements in attendance and learning outcomes.

The study noted an average increase of 23% in grade 7 pass rates, a 15-20% rise in attendance, especially among girls, a 10% drop in absenteeism, and improved morale and retention among teachers.

At Choukudza, pass rates rose from 16% in 2023 to 33% in 2024, narrowing the gap with the national average of 49%.

Renewed confidence among teachers and students

Improved infrastructure has also strengthened teacher retention and morale.

“Now, I come to work with a sense of purpose,” said Caroline Chinyoka, a teacher. “The children are invigorated, and we have buildings where we can store materials and manage lessons properly.”

On a recent morning, children in crisp blue uniforms emerged from dusty bush paths to gather for assembly, before heading into their classrooms where lessons now continue regardless of weather conditions.

For Taominah, the new classroom represents more than shelter. “I can see the blackboard clearly, and our teachers can teach without worrying if the classroom will fall apart,” she said.