18/11/2025
Jimat Development Consultants has successfully concluded the evaluation of the Teacher Effectiveness and Equitable Access for Children (TEACH) Programme in Zimbabwe, implemented with support from FCDO, and has entered the dissemination phase. The evaluation covered the period 2019–2025 and provided evidence-based insights into the programme’s effectiveness in improving teaching quality, equitable access to education, and learning outcomes for children across the country.
The evaluation applied the internationally recognised OECD-DAC evaluation criteria, assessing Relevance, Coherence, Effectiveness, Efficiency, Impact, and Sustainability. It also critically examined the TEACH Programme’s Theory of Change, evaluating whether the programme’s assumptions remain valid and whether its strategies effectively address systemic barriers to education in Zimbabwe.
Jimat Development Consultants conducted the evaluation as part of a tripartite partnership with Consilient Research and Athena Infornomics, with Athena Infornomics serving as the lead partner. The assignment employed a mixed-methods approach, combining quantitative surveys of 200 students in 40 TEACH-supported schools across 40 districts, including pupils with functional difficulties, with qualitative interviews and focus group discussions at national, provincial, district, and school levels. Secondary data analysis drew on national datasets such as the Zimbabwe Early Learning Assessment (ZELA), Primary and Secondary Examination Results, Education Management Information System (EMIS), and TEACH programme reports, alongside MEL data, case studies, and school inspection reports to triangulate findings.
The evaluation engaged a broad spectrum of stakeholders, including MoPSE officials, FCDO, UNICEF, implementing partners, teachers’ unions, school inspectors, headteachers, teachers, School Development Committees, parents, and learners, ensuring a participatory and inclusive process. The evaluation design prioritised both technical rigour and representativeness, with purposive and snowball sampling at the national level, and structured school and learner sampling to ensure coverage across school types and programme components.
The dissemination phase involves presenting evaluation findings and recommendations to key stakeholders, including government officials, donors, programme implementers, and community representatives. The aim is to share actionable insights on improving teacher effectiveness, equitable access, and learning outcomes, while informing policy, programme planning, and scaling of successful interventions under FCDO-supported education initiatives.