Feasibility Assessment Report

Purpose

This summary report presents the results of a feasibility assessment conducted by Cordaid and the Ministry of Primary and Secondary Education (MoPSE) during the period January and March 2025.

This initiative builds on Cordaid's extensive global experience in designing, implementing, and providing technical assistance for PBF approaches in both the health and education sectors. In particular, Cordaid brings valuable in-country experience from its successful collaboration with the Ministry of Health and Child Care (MoHCC) and the World Bank in introducing Results-Based Financing in Zimbabwe's health sector, providing a strong foundation for adapting and applying similar principles within education.

Methodology

The assessment used a cross-sectional design with data collected through interviews, group discussions and desk reviews, engaging stakeholders across eight schools across four low-performing districts in two provinces.

Geographic Coverage

• North: Mashonaland West (Hurungwe, Kariba)
• South: Matabeleland North (Binga, Lupane)

Tools and Scoring

Feasibility assessment tool with 30 criteria in 7 categories. Anonymous team assessment with individual scores per criterion.

Data Collection Teams

Two field teams (1 per province) composed of MoPSE national, provincial, district officials and Cordaid Global Office and national staff.

Key Findings

All six PBF principles show strong applicability to the local context (92%), and the approach's objectives align closely with existing government education policies (93%). Stakeholders at multiple levels expressed strong interest, including donors who viewed PBF as a viable mechanism to improve the education system in the country.

The selected assessment areas appear conducive for an initial PBF pilot (81%), with potential for subsequent scaling and institutionalisation to ensure sustainability (78%).

Key Challenges

• Constrained domestic and donor financing
• Low teacher motivation in rural schools

The assessment also found minimal perceived concerns regarding transparency, accountability, or data reliability and availability, indicating that certain PBF elements may be less critical but still valuable.

Six PBF Principles

PBF Objectives

1. Increased access and utilisation of education
2. Increased quality of education
3. Increased reliability of data
4. Improved governance through transparency and accountability

Assessment Scores

Scores of the 7 categories in the feasibility assessment tool:

Key Recommendations

If PBF will be implemented in the primary education sector of Zimbabwe, the following recommendations are given for its design:

Context & Scope

• Start with a pilot in marginalised districts Focus on districts with the lowest education outcomes, such as low pass rates in grade 7 or a high number of non-readers
• Ensure geographic equity The scope should reduce geographical inequities among rural vs. urban schools

Indicators & Incentives

• Focus on quality of education While access and inclusion indicators target children left behind (e.g., special needs)
• Include equity bonuses School equity bonuses and staff incentives to balance and motivate teachers working in rural or disadvantaged schools
• Align with existing systems Align PBF indicators with the existing EMIS, supervision tools and school calendar
• Climate-smart indicators Integrate climate-smart indicators in quality checklist

Design & Institutional Setup

• Simple design Ensure a simple design with a clear and direct link between school performance and payment
• Long-term sustainability Consider long-term sustainability and gradual scalability from the start
• Build on existing practices Such as school development plans, E-Inspection and MoPSE data reporting system
• Simplify verification Given the large number of schools and to keep costs low, simplify verification and explore risk-based verification. Civil society organisations could play the verification role

Contact Information