May 8, 2025

Competition for schools aligns educational reforms with SDGs, Agenda 2063

Byron Adonis Mutingwende010 mins
Hon Torerayi Moyo, the Minister of Primary and Secondary Education
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The Official Launch of the Schools’ SDGs Competitions by the Ministry of Primary and Secondary Education aligns educational reforms with the Sustainable Development Goals and Agenda 2063 by equipping learners to address global challenges through local action.
“It is my privilege to deliver the keynote address at the Official Launch of the Schools SDGs Competitions. As Minister of Primary and Secondary Education, I bear witness daily to the transformative potential of schooling. Schools are more than sites of instruction; they are incubators of critical thought, empathy, and civic engagement. By aligning our education reforms with the Sustainable Development Goals and Agenda 2063, we are equipping learners to address global challenges through local action,” said Hon Torerayi Moyo, the Minister of Primary and Secondary Education during the launch of the competition on Monday 5 May 2025.
He saluted the dedication of teachers, school administrators, and community stakeholders who worked tirelessly to roll out the revised curriculum. The new syllabus integrates SDG literacy, teaching students about climate change, equality, responsible consumption, and social justice from ECD onwards.
It also emphasizes project-based learning, where pupils propose and implement small-scale initiatives, such as rainwater harvesting systems or peer-led reading clubs. Such hands-on experiences not only reinforce academic concepts but also cultivate problem-solving skills and teamwork.

As it stands, school infrastructure and resources remain unevenly distributed. In some districts, learners traverse long distances along unpaved roads; in others, overcrowded classrooms and insufficient teaching materials hamper effective learning.
Minister Moyo said to address these gaps, the Ministry of Education, in partnership with the Ministry of Finance, Economic Development and Investment Promotion and donors, has allocated grants for the construction of 200 additional classrooms and the provision of 5,000 solar lamps for off-grid learners.
It is also digitizing textbooks and deploying low-cost learning tablets preloaded with curriculum content, enabling remote study and reducing the burden on physical textbooks.
The Minister said teacher professional development is critical. Through Teacher Training Colleges/Institutes, the Ministry launched specialized modules on inclusive pedagogy, gender-responsive teaching, and digital instruction. Over the past year, more than 10,000 primary and secondary teachers have undergone refresher courses, and there are plans to reach full national coverage by December 2025.
In the context of the competition, the Minister encouraged educators to mentor student teams, offering technical guidance and ensuring that student innovations yield tangible, sustainable impact.
The Schools SDGs Competitions embody the very essence of 21st-century education: the synergy of academic rigor, creativity, collaboration, and real-world relevance.

In her remarks on behalf of the Minister, the Deputy Minister of Public Service, Labour and Social Welfare, Honorable Mercy Dinha, said the competition exemplifies national commitment to harnessing youthful creativity in pursuit of sustainable development.

 

“Today, we gather not merely to celebrate an academic contest, but to affirm the critical role that the Sustainable Development Goals (SDGs) and Agenda 2063 play as blueprints for structural transformation in Zimbabwe. These frameworks provide us with clear, data-informed targets towards poverty eradication, decent work, quality education, gender equality, climate resilience and more; that, when aligned with our national policies, offer a pathway to address the root causes of underdevelopment.

 

“As Minister responsible for Public Service, Labour and Social Welfare and the government’s overall coordination of SDG and Agenda 2063 implementation; I recognize that these global agendas are more than lofty aspirations. They serve as practical instruments for reorienting our institutions, laws and budgets towards inclusive growth. For example, SDG 8’s mandate for decent work aligns directly with our reforms in the Public Service Charter and the Labour Act, incentivizing both public agencies and private employers to uphold fair labour practices, expand social protection schemes and create pathways for youth employment. Yet, statutes and policy guidelines alone cannot generate impact unless complemented by grassroots innovation. That is precisely why we have convened today’s competition: to channel the inventive potential of our school-children into real-world solutions,” she said.

 

The Deputy Minister said cooperative farming projects under SDG 2 (Zero Hunger) have succeeded when school clubs partnered with village health workers to teach climate-smart agriculture techniques to families.

 

For example, in Chimanimani; still rebuilding from Cyclone Idai; youth-led resilience initiatives under SDG 13 (Climate Action) have combined infrastructure repairs with community training on early warning systems. These successes show that learners are not passive recipients of education; they are active agents of change. By embedding SDG literacy, environmental stewardship and civic engagement into the curricula, we transform students into innovators equipped to tackle local challenges.

 

Education itself is a strategic multiplier. Quality education (SDG 4) cultivates critical thinking, digital skills and social responsibility, catalysing progress across health, gender equality, decent work and climate resilience. That is why the Ministry of Public Service has supported curriculum reforms integrating sustainable development themes at every grade level, from primary to secondary.

 

“We applaud project-based learning modules in areas such as renewable energy, water management and financial inclusion, and commend our sister Minister of Primary and Secondary Education for partnering with technical colleges to align vocational training with emerging labour-market needs; whether in solar technology maintenance or digital service provision. Through today’s competition, we aim to see proposals that leverage technology for peer learning, platforms that connect unemployed youth to mentors and markets, and designs for low-cost, scalable prototypes that address tangible community needs.

 

“However, innovation cannot flourish in isolation. A whole-of-society approach; where government, private sector, civil society, faith-based organizations, traditional leaders and diaspora communities collaborate; is imperative. The Community Health Worker Programme under SDG 3 (Good Health and Well-Being) demonstrates this beautifully: government, NGOs and churches co-design, train and equip volunteer health agents who deliver vital services in hard-to-reach areas. Under SDG 6 (Clean Water and Sanitation), local councils and women-led water committees have rehabilitated boreholes and instilled hygiene practices that reduce waterborne diseases. These multi-sectoral partnerships scale impact, foster ownership, and ensure that no stakeholder is left behind,” Hon Dinha added.

 

To guide and measure stakeholders’ collective efforts, we rely on robust, evidence-based policymaking. Tools such as the Zimbabwe SDG Indicator Matrix, data from the Zimbabwe National Statistics Agency (ZIMSTAT), and periodic Voluntary Reviews provide granular insights into trends in poverty, education, health and employment; disaggregated by region, gender and age. Such data inform resource allocation, project evaluation and accountability mechanisms across ministries and provinces.

 

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