SCHOOL DEVELOPMENT

COMMITTEES HANDBOOK
Ministry of Primary and
Secondary Education

Development Fund II
for every child

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 SCHOOL DEVELOPMENT
COMMITTEES HANDBOOK
Ministry of Primary and
Secondary Education

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 TABLE OF CONTENTS

FOREWORD.....................................................................................................................vii
PREFACE...........................................................................................................................viii
ACKNOWLEDGEMENTS............................................................................................ix
DEFINITION OF TERMS..................................................................................................................x
ACRONYMS........................................................................................................................xii
HANDBOOK FOR SCHOOL DEVELOPMENT COMMITTEES....................................................xiii
PREAMBLE.......................................................................................................................xiii
OBJECTIVES....................................................................................................................xiv

UNIT 1..............................................................................................................................................1
1.0 ESTABLISHMENT OF SCHOOL DEVELOPMENT COMMITTEES.....................................1
1.1 Introduction............................................................................................................................1
1.2 Objectives..............................................................................................................................1
1.3 Legal Framework..................................................................................................................1
1.3.1 Importance of the Legal Framework.......................................................................2
1.3.2 Tenure of SDC Office Bearers..................................................................................2
1.4 Composition of the School Development Committee...........................................................2
1.4.1 Disqualification from the School Development Committee.....................................2
1.4.2 Managing and Conducting Annual General Meetings.............................................3
1.4.3 Committee Meetings.................................................................................................4
[Link] Preparation of the Committee meetings..................................................................4
[Link] Notice period of Committee Meetings.........................................................................4
[Link] Quorum for a Meeting................................................................................................4
1.5 Hand-over-take over..............................................................................................................5
1.6 Summary...............................................................................................................................5

UNIT 2.............................................................................................................................................7
2.0 ROLES AND RESPONSIBILITIES OF OFFICE BEARERS....................................................7
2.1 Introduction...........................................................................................................................7
2.2 Objective...............................................................................................................................7
2.2.1 Duties and Responsibilities of the Chairperson.......................................................7
2.2.2 Duties and Responsibilities of the Vice-Chairperson...............................................8
2.2.3 Duties and Responsibilities of the Secretary...........................................................8
2.2.4 Duties and Responsibilities of the Treasurer...........................................................8
2.2.5 Duties and Responsibilities of a Committee Member..............................................8
2.2.6 Duties and Responsibilities of the Representative of the Responsible Authority....9
2.2.7 Duties and Responsibilities of the School Head......................................................9
2.2.8 Duties and Responsibilities of the Deputy School Head........................................10
2.2.9 Duties and Responsibilities of the Senior Teacher.................................................10
2.3 Summary..............................................................................................................................10

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UNIT 3 ...............................................................................................................................13
3.0 FUNCTIONS OF THE SCHOOL DEVELOPMENT COMMITTEE..........................................13
3.1 Introduction..........................................................................................................................13
3.2 Objectives............................................................................................................................13
3.3 School Development Committee Constitution......................................................................14
3.4 School Development Planning..............................................................................................14
3.4.1 School Targets in the School Development Plan....................................................14
3.4.2 Purpose of School Development Plan.....................................................................15
3.5 School Development Planning Process................................................................................15
3.5.1 Short-term and long-term School Development Plans............................................15
3.6 Monitoring and Evaluation....................................................................................................16
3.6.1 Importance of Monitoring and Evaluation..............................................................16
3.7 School Development Committee Projects............................................................................16
3.8 School Infrastructure............................................................................................................17
3.8.1 Role of SDCs in School Infrastructure Provision and Maintenance........................17
3.8.2 Requirements for Construction of Infrastructure in Schools.................................18
3.8.3 Construction of School Infrastructure Projects Process Flow.................................18
3.9 Establishment of New Schools: Primary and Secondary........................................................18
3.10 Registration of New Schools................................................................................................20
3.10.1 Type of Forms to Register School..................................................................20
3.10.2 Registering Primary Schools....................................................................................21
3.10.3 Registering Secondary Schools................................................................................21
3.10.4 Primary Schools.......................................................................................................21
3.10.5 Secondary Schools...................................................................................................22
3.11 The Satellite School Phenomenon.......................................................................................22
3.12 Provisional Registration.......................................................................................................22
3.12.1 Primary Schools.......................................................................................................22
3.12.2 Secondary Schools...................................................................................................23
3.13 Specialist Rooms and Sporting Facilities.............................................................................23
3.14 Maintenance of School Infrastructure ..................................................................................23
3.15 Financial and Asset Management.........................................................................................23
3.16 Composition of the SDC Finance Sub-committee...................................................................23
3.16.1 Functions of the SDC Finance Sub-Committee......................................................24
3.17 Committee Meetings............................................................................................................24
3.18 Minutes of Meetings.............................................................................................................25
3.19 Collection of Funds..............................................................................................................25
3.20 Payments.............................................................................................................................25
3.21 Signing Arrangements..........................................................................................................25
3.22 Financial Reporting..............................................................................................................25
3.23 Appointment of Secretary to the Sub-Committee.................................................................25
3.24 Auditing................................................................................................................................25
3.25 Management of Assets.........................................................................................................26
3.26 Procurement........................................................................................................................26
3.27 Resource Mobilisation.........................................................................................................26
3.27.1 Resource Mobilisation Planning............................................................................26
3.27.2 Resource Mobilisation Activities............................................................................26

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 3.28 Conflict Management............................................................................................................27
3.28.1 Causes of conflict....................................................................................................27
3.28.2 Strategies for managing conflict...............................................................................27
3.29 Challenges that may be faced by School Development Committees..................................28
3.30 Summary............ ..................................................................................................................29

UNIT 4 ...............................................................................................................................31
4.0 Learner-Teacher Friendly School..........................................................................................31
4.1 Introduction...........................................................................................................................31
4.2 Objectives.............................................................................................................................32
4.3 Learner Welfare....................................................................................................................32
4.4 Characteristics of a Learner-Friendly School.........................................................................32
4.5 The role of the SDC in promoting Learner-Friendly Schools................................................32
4.5.1 Inclusive Education..................................................................................................32
4.5.2 Quality Teaching and Learning Processes..............................................................32
4.5.3 Health and Safety of Learners.................................................................................32
4.5.4 Gender Sensitivity....................................................................................................33
4.5.5 Family and Community Involvement.......................................................................33
4.5.6 Teacher Welfare.......................................................................................................33
4.5.7 Support Staff Welfare..............................................................................................33
4.5.8 Disaster Risk Management.....................................................................................34

Signage...............................................................................................................................34
Emergency assembly points............................................................................................................34
Key Safety Instructions....................................................................................................................35
School Disaster Management.........................................................................................................35
Risk Reduction and Resilience Education......................................................................................36

4.6 Common Disasters...............................................................................................................36

4.7 Role of the School Development Committee in Disaster Risk Management .......................36
4.8 Summary...............................................................................................................................37
4.9 Conclusion............................................................................................................................37

BIBLIOGRAPHY.................................................................................................................38

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LIST OF TABLES
Table 1: Short term SDP........……..……………………...………………..............……………...……15
Table 2: Long term SDP.……………..……………………...…………..............……………….……..16
Table 3: Role specification….…………………………….…………..............…………………...……28
Table 4: Examples of disasters…………………………….....……..............…………………....……36

LIST OF FIGURES

Figure 1: A school built by a School Development Committee in a rural area............................…17

Figure 2: School Development Committee meeting in progress………..........................................24
Figure 3: Learning in progress at a learner-friendly school………....……...............……..…...……31
Figure 4: A school block destroyed by a cyclone….………………………..............….................…34

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 FOREWORD
It has always been the Government’s thrust to harness local communities’ desire to develop their
schools. Accordingly, this led to the establishment of School Development Committees (SDCs) at
every school in terms of Section 36 of the Education Act Chapter 25: 04 of 2006.

It is my firm belief that SDCs play a critical role in the achievement of goals set out in the Education
Sector Strategic Plan (ESSP) 2016-2020. That can only be realised if its members are conversant
with their duties and responsibilities as office bearers and the functions of the SDC as an entity.
SDCs play a critical role in:

●● c reating conducive, inclusive, learning–teaching environments for learners, teachers, staff and
parents.
●● developing infrastructure.
●● mobilising resources.
●● managing school finances.
●● managing conflict.

This Handbook is welcome as it will enhance the effectiveness and efficiency of [Link] Handbook
also comes in handy to the SDCs as it tackles issues to do with Resource Mobilisation, Inclusivity,
School Health Policy, Disaster Risk Management and the need for Learner-Teacher friendly school
environments.

I therefore commend this Handbook to all SDCs as they execute their duties and responsibilities.
Furthermore, this Handbook will go a long way in facilitating the full implementation of the Competence
Based Curriculum (CBC).

Hon. Ambassador Ndabazekhaya Cain Ginyilitshe Mathema

MINISTER OF PRIMARY AND SECONDARY EDUCATION
 

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PREFACE
The Ministry of Primary and Secondary Education(MoPSE) is mandated to provide quality, inclusive
and holistic education to all Zimbabweans. To achieve this, the Ministry found it necessary to involve
parents to augment government efforts in meeting the costs of education.

This Handbook clarifies the roles of office bearers in the SDCs with a view to improving school
governance and minimising the potential for conflict. It is in this spirit that the Ministry produced this
Handbook for SDCs to enhance efficiency and effectiveness in school governance. The Handbook
provides guidelines on the duties and responsibilities of the SDCs.

Schools charge tuition fees and levies and also get donations to ensure the provision of goods
and services for the teaching-learning processes. However, it is when goods and services are not
properly procured that conflict may arise. This Handbook provides guidelines on standards and
methods of acquiring goods and services in a transparent manner. Thus, the Handbook becomes a
handy tool with which members of the SDC, old and new, should be fully acquainted.

Furthermore,the school community comprises people with diverse views on issues affecting the
school. This Handbook offers suggestions on amicable conflict management. It is hoped that
learner-teacher friendly schools will be efficiently managed to achieve the desired learning outcomes.

It is, therefore, critically important that all schools have functional SDCs as they are an important
factor in school improvement and school effectiveness.

T. Thabela (Mrs)
SECRETARY FOR PRIMARY AND SECONDARY EDUCATION
 

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 ACKNOWLEDGEMENTS
The School Development Committee(SDC) Handbook is a product of collaborative work by many
stakeholders.

Profound gratitude goes to the following: The Minister of Primary and Secondary Education,
Hon. Ambassador Ndabazekhaya Cain Ginyilitshe Mathema; Deputy Minister of Primary and
Secondary Education, Honourable [Link] MP; and the Secretary for Primary and Secondary
Education, Mrs T. Thabela, for their guidance, expert advice and assistance.

Special thanks go to the following for participating in the development of this School Development
Committee Handbook: Mr T. Doba, Mr E. Shumba, Mrs A. Magwada, Mr [Link], Mr P. Musakanya,
Mr A. Chinoona, Mr D. Nkomo, Mrs [Link]-Ndlovu, Mr I. Chishumbah, Mr [Link], Mr H. Mashava,
Mr A. Tabe, Mr E. Mavheneka, Mrs [Link], Mr [Link], Mr. B.T. Mandiya and the
Secretariat.

In addition, the Ministry is grateful to the Consultants, Mr R.G. Sisimayi and Dr L. Madhlangobe, for
guiding the writers in the development of this School Development Committee Handbook.

The Ministry, on behalf of the Government of Zimbabwe, acknowledges with thanks the financial
and technical support from UNICEFand the British Council.

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DEFINATION OF TERMS
Communication: Passing and receiving information

Conflict management: Recognising and dealing with disputes in a rational, balanced and effective
way

Constitution: A legally binding document which stipulates the way the SDCs operate

Feasibility study: An assessment of the practicability of establishing a school/development project

at a proposed site

Fund: An amount of money legally saved, collected or provided for a particular purpose

Inclusivity: Inclusion of all learners and stakeholders in a school system

Learner–teacher friendly school: A school that offers a supportive learning and teaching
environment

Minutes: Written records of the proceedings of a meeting

Needs assessment: A systematic process for determining and addressing needs between current
conditions and desired conditions

Procurement: The process of acquiring goods and services for teaching and learning

Responsible authority: The person, body or organisation responsible for the establishment and
management of the school

Private School: A school registered with the Government and run by independent private entities/
individuals, but does not enjoy Government assistance of any kind

School infrastructure: Facilities such as buildings and playgrounds that facilitate teaching and
learning

Strategy: A plan of action designed to achieve desired outcomes

Disaster: A serious occurrence/happening/event, natural or human made, sudden or progressive,

which disrupts the normal functioning of a society causing material or environmental damage/losses
which exceed the ability of the affected society to cope using its resources.

Risk: The degree of negative change anticipated when hazards occur under conditions of vulnerability

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 Hazard: Process, phenomenon or human activity that may cause loss of life, injury or other health
impacts, property damage, social and economic disruption or environmental degradation.

Disaster Risk Reduction: Provisions aimed at preventing new and reducing existing disaster risks
and managing residual risks all of which contribute to strengthening resilience and therefore to the
achievement of sustainable development

Disaster Risk Management: Application of disaster risk reduction policies and strategies to
prevent new disaster risks, reduce existing disaster risks and manage residual risks, contributing to
the strengthening of resilience and reduction of losses. Disaster risk management actions can be
categorised into prospective disaster risk management, corrective disaster risk management and
compensatory disaster risk management.

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ACROMYMS
AGM Annual General Meeting
CAO Chief Accounting Officer
CBC Competence Based Curriculum
DDF District Development Fund
DRM Disaster Risk Management
EMA Environmental Management Agency
FTLRP Fast Track Land Reform Programme
HOD Head of Department
M&E Monitoring and Evaluation
MLGPWNH Ministry of Local Government, Public Works and National Housing
MOLARR Ministry of Lands and Rural Resettlement (Zimbabwe)
PMD Provincial Medical Director
RDCs Rural District Councils
SDC School Development Committee
SDP School Development Plan
SIDO Schools Infrastructure Development Officer
TIC Teacher-in-Charge

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 HANDBOOK FOR SCHOOL
DEVELOPMENT COMMITTEES

PREAMBLE

The establishment of effective SDCs is one of the most critical factors for successful implementation
of the Competence Based Curriculum. SDCs have a direct impact on the core business of schools
which is mainly teaching and learning. Effective and democratic school governance can be
achieved when the committee members are procedurally and democratically elected and have a
clear understanding of their duties and responsibilities. In addition to this Handbook, members of
the SDCs can derive tremendous benefits from familiarising themselves with the contents of the
relevant Statutory Instruments, the Public Finance Management Act, Treasury Instructions and the
Public Procurement and Disposal of Public Assets Act.

This Handbook gives guidelines on the roles that SDCs play in school governance and school
improvement.

It covers four units, namely:

●● establishment of the SDC

●● roles and responsibilities of SDC office bearers
●● functions of the SDC
●● roles of the SDC in the creation of a conducive learning–teaching environment

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OBJECTIVES
It is important for the SDC to understand its roles and responsibilities in school development and
improvement. This Handbook helps members of the SDC to discharge their duties effectively and
efficiently.

Therefore, the objectives of the SDC Handbook are to:

●● provide information on the establishment of the SDC

●● outline the functions of the SDC
●● guide the SDC members on their roles and responsibilities
●● develop a school development plan based on assessed needs of the school
●● build SDC capacityfor sound resource mobilisation
●● capacitate SDC members to effectively provide, develop and maintain school infrastructure
●● capacitate the SDC members on proper management and allocation of school financial
resources
●● give guidance on welfare and support systems in the school
●● guide SDC members on conflict management in the school set-up
●● expose SDC members to how ICTs are used in School Management and Administration

As the SDCs discharge their duties and responsibilities, they should be conscious of some of the
principles and values that the Ministry of Primary and Secondary Education cherishes. These
include the following:

●● transparency
●● accountability
●● inclusivity
●● equity and fairness
●● gender sensitivity
●● respect: Ubuntu/Unhu/Vumunhu
●● teamwork

It is critical for SDCs to use participatory approaches as they plan and implement school development
projects. Such approaches empower the parents or communities as they can make informed
choices about the sustainable development of their schools. Ultimately, participatory approaches
enhance the chances of successful project implementation.
 

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 UNIT

xv
01 Establishment Of School
Development Committees

1.1 Introduction
Registered government, non-government and satellite schools
should establish a School Development Committee (SDC) whose
members are parents or legal guardians of learners enrolled at
the school. A legal guardian is the person who signs the learner`s
enrolment form. Legal guardians act as the primary caretaker of
the learner and have the legal authority to do so. This Unit gives
guidance on the legal framework of SDCs, the management of
Annual General Meetings (AGM), the election process and the
hand-over and take-over-process.

1.2 Objectives
The objectives of this unit are to:

●● explain the legal framework governing SDC operations

●● describe the composition of SDCs
●● explain how AGMs are conducted
●● guide SDCs on preparing and conducting successful
committee meetings
●● guide SDCs on how to conduct the hand-over-take-over
process

1.3 Legal Framework

The Legal Framework entails working within boundaries
defined by applicable laws and ethical teaching standards. The
applicable law on the establishment of SDCs in Zimbabwe is
currently found inSection 36 (2) of the Education Act Chapter
25:04 which provides that:
“The responsible authority of any registered school shall cause
the School Parents Assembly to establish a School Development
Committee.”

The SDC is a body corporate which is capable of suing and

being sued in its own name. The Chairperson is the one who
is sued in his or her official capacity as the Chairperson of
the SDC. Property procured by the SDC and donated to the
school becomes school property and must be recorded in the

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 school’s asset register. When an SDC is sued 1.4 Composition of the School
at law,such property should not be attached Development Committee
by the Sheriff. It is therefore imperative that all
the property acquired by SDCs be donated or The SDC comprises at least nine members
handed over to the school immediately upon who include:
acquisition. In the case where school property
is to be attached, the School Head should notify ●● F ive parents elected by the parents or
the Ministry’s Head Office of the indexing of legal guardians at an AGM
the school property. An application to have the ●● The School Head and Deputy Head as
order of the execution stayed is made urgently ex-officio members. Ex-officio means that
by the legal division to stop the removal and they are members because of their official
subsequent sale of the property. It is pertinent positions. They are not elected.
for schools to keep an asset register where all ●● A Senior Teacher at the school
school property is entered so as to use this as ●● A representative of the Responsible
proof of ownership. Ownership is transferred to Authority
the school once a donation has been made. It
is important for the asset register to reflect that It is critically important to ensure that the
the asset now belongs to the school. composition of the SDC is gender sensitive.

1.3.1 Importance of the Legal 1.4.1 Disqualification from the

Framework School Development Committee
The objective of the Legal Framework is to A parent or guardian is disqualified as an SDC
guide School Heads, Deputy Heads, Teachers- member because of the following:
in-charge (TICs), Senior Masters/Women,
Heads of Department (HODs), all teachers ●● T he member or their spouse has financial
and the SDCs on the relevant law that governs or business interest that is likely to
the establishment of the SDCs. They should interfere with their impartial discharge of
follow the applicable law and not use repealed their duties.
or outdated statutory instruments, policies and ●● The member has been declared insolvent
circulars. and has not yet been rehabilitated.
●● The member owes the school overdue
levies and fees.
1.3.2 Tenure of SDC Office Bearers ●● The member has a criminal record and
has been imprisoned for more than six
The tenure of office of the SDC office bearers months without an option of a fine.
is as provided for in the relevant statutory ●● The member is quarrelsome and likes
instrument. fighting during and after meetings.

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 ●● T he member isintolerant of other ●● T he outgoing Chairperson should preside
members’ views. over the meeting.
●● The member comes to meetings ●● The Chairperson of the outgoing SDC
intoxicated. must present their report for the past year.
●● The member is absent for three ●● The School Head must present a report
consecutive meetings without any on the school’s activities over the past
reasonable explanation. The SDC may year with emphasis on infrastructure
co-opt another eligible parent to replace development, challenges and projections
the member who has been disqualified. for the future.
●● Disqualification is made by the SDC after ●● The Treasurer of the SDC must present a
a resolution in a meeting. finance report of the past year.
●● The outgoing SDC must be dissolved by
the representative of the Responsible
1.4.2 Managing and Conducting Authority.
Annual General Meetings ●● Elections must be conducted and
presided over by a representative of the
Annual General Meetings are essential. The Responsible Authority by end of February
Chairperson of the outgoing SDC presides over of each new year.
the AGM. Attendance of all SDC members, ●● Parents nominate candidates and
parents and guardians must be emphasized. cast only one vote for each candidate.
This is when progress in the development of Parents nominate a minimum of 6
the school is discussed and futureplans are candidates, but not more than 10
prepared. AGMs are governed by the school’s candidates.
Constitution but follow a different agenda from ●● Each parent can cast up to a maximum of
that of Committee meetings. AGMs are there 5 votes.
to promote improvement on the quality and ●● Each candidate should be nominated by
quantity of work done by the outgoing SDC. not less than two parents.
●● Voting can either be through secret ballot
The following should take place at an AGM: or show of hands.
●● Drawing of lots shall be made where
●● A  ll parents or legal guardians should be two or more candidates have an equal
invited and at least 20% should attend the number of votes.
AGM for a quorum to be realised. If there ●● Soon after the election of the SDC
is no quorum the decisions or resolutions members, the presiding officer shall
of the meeting are not binding. preside over the election of the office
●● Parents or legal guardians should be bearers from the SDC members
given a notice period of at least seven elected by the parents. They include
days before the meeting. This can be the Chairperson, Vice-Chairperson,
done through: - Secretary, Treasurer and a committee
-- informing learners at assembly or in class member from the parents.
-- letters to parents from the school through ●● Elected members should hold office
the learners until they are succeeded by new elected
-- advertising in the newspapers members at the next elections before the
-- electronic media end of February of each year.
-- newsletters

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 ●● T
 he School Head, Deputy Head and circulating the notice of the period and
the Senior Teacher remain members of agenda;
the SDC for as long as they retain their ●● availing the minutes of the previous
positions as Head, Deputy Head and meeting;
Senior Teacher of the school. ●● observing the frequency of committee
meetings, that is, at least twice a term;
●● distributing the minutes of the meeting
1.4.3 Committee Meetings within seven days after the meeting.

The following procedures are to be observed

when carrying out committee meetings:
[Link] Notice Period Of Committee
Meetings
[Link] Preparation Of The A notice should clearly indicate the date, time,
Committee Meetings place and agenda of the meeting. Meetings
should be held at least twice a term and the
It is important to prepare for the meetings in SDC members must attend. They are notified
order for them to be meticulous and successful. through e-mails, letters, social media, school
The Chairperson and the Secretary must work websites and the telephone. Members must
together in preparing for the meetings. For the be given reasonable notice period before the
meetings to be successful, attention should be meeting.
paid to the following:

●● clear purpose of the meeting;

[Link] Quorum for a Meeting
●● preparation of an agenda;
●● securing a date and venue for the A quorum is the minimum number of members
meeting; that should be present at a meeting for that
●● inviting members to attend on time by meeting to legally take place. The Committee

4
needs to clearly state the size of the quorum certificate to officially cede powers and
needed for various meetings. Usually it is 2/3 of responsibilities to the new SDC.
the standing committee. At all meetings, each
SDC member has one vote in determining
an issue under debate including co-option of 1.6 Summary
members into the SDC.
This Unit explainsthe law that governs the
establishment of the SDC, as well asthe legal
framework to guide SDC members as well as
1.5 Hand-over-take over
the parents of learners at a school on how SDCs
At the end of the tenure of office for the outgoing are run. The Unit also emphasises that it is of
SDC members following an AGM, hand-over- vital importance to take committee meetings as
take-over is mandatory. A representative from well as the Annual General Meetings seriously
the Responsible Authority presides over this in order to continuously develop and improve
process. The following should be conducted: the school for the benefit of the learners. Italso
reiterates that it is important to follow correct
●● c hecking and handing over audited books procedures in conducting elections of the SDC
of accounts and all registers of books of members as well as the hand-over-take-over
accounts; process and procedures. Close adherence
●● checking assets and handing over asset always helps with smooth management of both
registers; relationships and school projects.
●● apprising incoming members on on-going  
and completed school projects;
●● the outgoing SDC must surrender all
books, cheques and registers;
●● signing a hand-over-take-over

5
 UNIT

6
02 Roles And Responsibilities Of
Office Bearers

2.1 Introduction
The SDC is a very critical component of school governance.
The role of SDC members and the school administration is to
contribute positively to the school’s improvement. It is the School
Head’s role, as an administrator and SDC member, to facilitate
the induction of the elected members so that they can assist
in the operations, development and growth of the school. Each
of the members should be fully aware of their duties, roles and
responsibilities so that they can build an effective team that
works together in harmony.

2.2 Objective
The objective of this Unit isto assist the SDC members to know
and understand their roles and responsibilities so that they can
work effectively and smoothly as a team.

Below are the duties and responsibilities of SDC members:

2.2.1 Duties and Responsibilities of the

Chairperson
The Chairperson:

●● p resides at SDC meetings and AGM or other meetings of

the committee;
●● invites members of the SDC or parents assembly, in
consultation with the School Head, to meetings, giving
adequate time as prescribed by law and in the event
that the Chairperson fails to do so, the School Head, in
consultation with MoPSE, shall call for the AGM and chair
the meeting;
●● prepares the agenda for SDC meetings and parents’
assembly in consultation with the school administration and
other SDC members;
●● is a member of the Finance Sub-Committee which
prepares budgets and authorises expenditure;
●● ensures that Financial Statements are audited;
●● is a member of every sub-committee except the Evaluation
Committee;

7
 ●● p repares and delivers the SDC annual ●● c arries out any other functions on behalf
report at the AGM; of the SDC as may be assigned by the
●● prepares and presents, in SDC committee;
meetings,reports on infrastructure ●● ensures that all parents fill in the
development, projects and any other attendance register.
developmental aspects in the school,
highlighting challenges and suggesting The Secretary carries on with his/her work until
solutions; the hand-over-take-over is done.
●● ensures that all property acquired is
donated to the school timeously and is
entered into the school`s asset register; 2.2.4 Duties and Responsibilities of
●● is the SDC spokesperson. the Treasurer
The Treasurer, in consultation with the School
2.2.2 Duties and Responsibilities of Head:
the Vice-Chairperson
●● g ives audited financial statement to
The Vice-Chairperson: parents’ assembly at the AGM;
●● monitors receipts of all money received
●● s tands in for the Chairperson if the by the school;
Chairperson is not present, or for any ●● ascertains that all money received has
other reason, if the Chairperson is not been banked within the prescribed time;
able to carry out his/her duties; ●● works with the Accounting Assistant to
●● is a member of the school Finance and ensure that levies and fees are being paid
Procurement sub-committees; timeously;
●● chairs the income generating projects ●● participates in budget preparation;
committee. ●● works with the Accounting Assistant to
maintain proper books of accounts of the
school’s income and expenditure;
2.2.3 Duties and Responsibilities of ●● safeguards school funds from leakages;
the Secretary ●● ensures that the committee operates
within budget timelines and can be co-
The Secretary: opted into the Finance sub-committee
meetings.
●● a ttends to all correspondence dealing
with the affairs of the committee;
●● dispatches notices and invitations 2.2.5 Duties and Responsibilities of
to members as instructed by the
a Committee Member
Chairperson or the School Head;
●● records minutes of the meetings and A Committee Member:
proceedings of the committee and
parent’s assembly; ●● p erforms any SDC duty assigned to him/
●● circulates minutes of previous committee her by the Chairperson or by the
and parent assembly meetings and leads ●● committee;
the process for correction, adoption and ●● acts in any capacity or post in the
passing of the minutes; absence of the incumbent.

8
2.2.6 Duties and Responsibilities 2.2.7 Duties and Responsibilities of
of the Representative of the School Head
theResponsible Authority The School Head:
The Representative of Responsible Authority:
●● is the Chief Accounting Officer (CAO) of
●● r epresents the Responsible Authority in the school and chairs the Finance Sub-
SDC and school assembly meetings. The Committee;
Responsible Authority is the custodian ●● shall call for an AGM giving adequate
and owner of the school. time as prescribed by law in consultation
●● interprets Responsible Authority by-laws with MoPSE and chair the meetingif the
affecting the school; Chairperson fails to call for the AGM at
●● gives direction and expectations of the the expiry of his/her tenure;
Responsible Authority on operations ●● interprets current statutory instruments
of the school to the SDC and school and Ministry guidelines to the SDC;
assembly; ●● facilitates the induction of newly elected
●● acts as a link between the school and the SDC members on their roles, duties and
Responsible Authority; responsibilities;
●● conveys concerns of the school to the ●● facilitates the hand-over-take-over
Responsible Authority and vice versa; process within seven calendar days
●● articulates the school’s interests and is between the outgoing and incoming SDC;
responsible for advocacy at all levels; ●● apprises the SDC chairperson and the
●● presides over the elections of SDC entire committee on school concerns
members. during meetings;

9
 ●● e nsures that the school has a cash 2.2.8 Duties and Responsibilities of
book and all other necessary books of the Deputy School Head
accounts to be kept for the purpose of
recording all income and expenditure; The Deputy School Head:
●● ensures that all recordings and entries
in the books of accounts are done in ●● a
 ssumes the duties and responsibilities
accordance with standard regulations; of the School Head in the absence of the
●● ensures that all fees and levies received School Head;
are receipted timeously and the said ●● is a member of the finance sub-
money is banked within the stipulated committee;
time frame; ●● chairs the Evaluation Committee;
●● ensures that receipts issued, including ●● chairs the Procurement Committee.
cancelled receipts and all paid vouchers,
including cancelled cheques, are entered
in numerical sequence in the cash book; 2.2.9 Duties and Responsibilities of
●● contributes to the agenda of meetings; the Senior Teacher
●● checks all books of accounts on a regular
The Senior Teacher:
basis;
●● holds constant checks on all school
●● a ttends all SDC and parent assembly
assets and buildings;
meetings;
●● presents Head’s report at parent
●● prepares material for use by the SDC;
assembly meetings;
●● prepares the register of attendance for
●● proposes to the committee assets that
the parents’ assembly;
need disposal and advises members
●● distributes parents’ assembly material to
on the procedure to be taken in line
parents attending the meeting.
with current procurement and disposal
regulations;
●● ensures that all books of accounts,
cheque stubs, vouchers and any other 2.3 Summary
financial records relating to the school are The Unitclearly articulatesthe duties, roles
kept under lock and key at the school, and responsibilities of each of the nine SDC
and only disposed of at the explicit members to assist the members to know and
directive of audit or any other regulation understand their operational boundaries. If each
that may be proclaimed; of the members is clear about their areas of
●● ensures that all property donated to the operation, it minimises chances of encroaching
school is immediately recorded in the into one another’s area of operation, thereby
school asset register after authorisation significantly reducing instances of conflict. This
by the Responsible Authority; builds team spirit which creates a motivating
●● approves recommendations of the and conducive environment for members to
Evaluation Committee. contribute meaningfully to the development
●● Day-to-day supervision of workers and and growth of the school.
receipt of grievances of SDC workers
should be done through the School Head.

10
11
 UNIT

12
03 Functions Of The School
Development Committee

3.1 Introduction
The SDCs carry out a variety of critical functions in the
development of the school. These include formulation of the School
Development Plan (SDP), provision of school infrastructure,
resource mobilisation, financial and asset management, creation
of learner-teacher friendly schools, as well as managing conflict
with the ultimate goal of improving learning outcomes. If these
duties and responsibilities are executed efficiently and effectively
the desired outcomes of the Competence Based Curriculum
(CBC) will be [Link] successful implementation of the
CBC calls upon skilful and competent SDCs to plan, manage
funds and assets, provide infrastructure, mobilise resources and
manage conflict. Ultimately this will improve the teaching and
learning environment.

3.2 Objectives
By the end of this Unit SDCs should be able to:

●● u nderstand the importance of developing a constitution to

guide their operations;
●● produce an SDP with clear targets to be achieved within a
specified period;
●● understand their role in the provision and maintenance of
infrastructure in schools including sport fields and Visual
and Performing theatres;
●● follow appropriate procedures for the establishment and
registration of schools;
●● manage school assets and finances;
●● mobilise resources;
●● manage conflict;
●● create learner-teacher friendly schools.
 

13
 3.3 School Development ●● It is imperative for the SDC members
Committee Constitution to abide by the Constitution they have
crafted.
One major function of the SDC is to initiate and
develop a constitution as prescribed by the
Education Act. 3.4 School Development
●● A constitution fills the gaps where the Planning
Education Act (2006) (Chapter 25:04) and
the Statutory Instruments applicable to This sub-unit gives guidance on the development
the SDC are silent. of the SDP. It is critical for every SDC to
●● It deals with such issues as the objectives have an operational School Development
of the SDC; membership; committees Plan (SDP) to guide their operations.A SDP
and their functions; office bearers – their is a document that gives strategic direction to
roles and responsibilities as well as their school improvement. The plan brings together
tenure; meetings; elections; finances and the school priorities, main measures it will take
resource mobilisation. to raise standards, resources required and the
●● It regulates the day-to-day operations of key outcomes,as well as targets it intends to
the committee such as visits to the school achieve.
by SDC members.
●● It captures local circumstances of the
school such as geographical location, 3.4.1 School Targets in the School
socio-economic status and qualifications Development Plan
for one to be a legal guardian.
●● It gives the Committee its individual As the SDC develops the SDP action points,
identity. they should aim to come up with SMART
targets. The targets must be:
 

S
Specific
●● state exactly what needs to be done

M Measurable
●● establish targets or standards to be assessed against agreed timelines

A Achievable
●● targets should be accomplished within the agreed time frame

R Realistic
●● setting goals that can be achieved

T Time-bound
●● decide exactly when to start and finish the project or activity

14
3.4.2 Purpose of School ●● identifying the vision and mission of the
Development Plan school which should be aligned to that of
the Ministry;
The School Development Plan: ●● engaging key stakeholders like parents/
guardians, learners and educational
●● creates an opportunity for self-evaluation; partners;
●● provides an opportunity for all ●● conducting Needs Assessment Survey;
stakeholders to make their in-put; ●● identifying goals and objectives;
●● facilitates the identification of key areas ●● outlining Specific Action Steps which
for development and planning for the should be time-framed.
desired improvements to take place;
●● brings together all aspects of school
planning; 3.5.1 Short-term and long-term
●● strengthens the partnership between
School Development Plans
staff, parents, learners and the SDC;
●● ensures the achievement of targets; There are three types of SDPs, namely; short-
●● gives direction and guidance in planning; term, medium-term and long-term. A short-term
●● ensures the most effective use of the SDP should clearly spell out the activities to be
budget and resources; done, time required to complete the project and
●● ensures effective utilisation of time. the cost of the project, while a long-term plan
specifies the project being done, the steps to
be followed to complete the project and how
3.5 School Development the project will be undertaken.
Planning Process
Tables 1 and 2 below are examples of a short-
The process of coming up with a detailed SDP term and a long-termSDP:
involves:

Table 1: Short term SDP

No. Activities Number of Days Cost

1. Tilling of the staff room 21 $ 5 232,30
2. Fencing the school garden 15 $ 1 200,00
Total $ 6 432,30

15
 Table 2: Long Term Sdp

Priority/ Source
Target Tasks WHO Time Frame Budget
Goals of Funds
[Link] 24-07-21 [Link] SDC 25-02-20
of 2x2 meeting
classroom [Link] D/Head 04-03-20 $ 100 Building Fund
blocks
[Link] D/Head 10-04-20 $ 50 Building Fund
committee
meeting
[Link] SDC 25-04-20 $ 15 000 Special Levy
begins
Total $ 15 150

3.6 Monitoring and Evaluation 3.7 School Development

Monitoring and Evaluation (M&E) is a process
Committee Projects
that helps improve performance and achieve Schools need income-generating projects for
results. Its goal is to improve current and future them to develop and it is the responsibility of
management of outputs, outcomes and impact. the SDC to establish such projects as a way
As such, there is need for M&E by the SDC and of responding to identified needs. It is an
the school administration as they implement attempt to bridge the gap between the funding
their SDP to ensure the achievement of set they receive from government and other
targets. There is need for continuity in project stakeholders. Below are some examples of
implementation every time a new SDC is SDC projects:
established. The projects in the SDP must be
completed first before embarking on new ones. ●● p rocurementof teaching andlearning
materials;
●● construction of toilets;
3.6.1 Importance of Monitoring and ●● tiling classrooms;
Evaluation ●● pavingaround the school premises;
●● painting teachers’ houses;
Monitoring and Evaluationof the implementation
●● creating opportunities using existing and
of the SDP is important because it:
new resources to generate additional
streams that can be added to traditional
●● ensures accountability;
funding to further a school`s objective.
●● enhances performance;
●● improves planning;
Funding of the projects can be from the
●● ensures effective and efficient use of
following sources of revenue:
resources.

16
 ●● Levies from learners; 3.8.1 Role of SDCs in School
●● Proceeds from fund-raising activities; Infrastructure Provision and
●● Old students’ associations; Maintenance
●● Donations;
●● Support from local community leadership; SDCs,as representatives of parents, are central
●● Grants from Government; to the provision of infrastructure in schools as
●● Proceedsfrom income-generating well as its maintenance. School infrastructure
projects; involves immovable or fixed assets such as:
●● Funds from development partners.
●● classrooms
A well-crafted SDP will assist the SDC ●● teacher accommodation
in planning, mobilising resources and ●● specialist rooms
implementing developmental projects in order ●● sporting facilities
to achieve the goals and targets of the school. ●● administration blocks
●● toilets
●● signage and car parks
3.8 School Infrastructure
In undertaking school infrastructure provision
Quality education delivery requires availability and maintenance, the SDC should be guided
of appropriate infrastructure which is well- byrelevant instruments and Ministry policies
maintained. SDCs must be seen to be providing to meet minimum standards. Accordingly, the
and maintaining sound infrastructureto enable
schools to achieve desired outcomes.

FIGURE 1: A school built by a School Development Committee in a rural area

17
 SDC should involve Planning and Infrastructure 3.9 Establishment of New
Development Officers of the MoPSE. The Schools: Primary and
documents to be referred to include:
Secondary
●● Zimbabwe Constitution The need for a school emanates from the parent
●● Education Act community and the Responsible Authority. The
●● Relevant Statutory Instruments Responsible Authorities can be any one of the
●● All relevant Ministry Policy Circulars following:
including those from the Secretary, Chief
Directors and Directors ●● Rural District Councils
●● Town Councils
The afore-mentioned documents should always ●● City Councils
be available in the school. ●● Town Boards
●● Central Government
●● Line Ministries
3.8.2 Requirements for ●● Church Institutions or Church
Construction of Infrastructure in Organizations
Schools ●● Registered Companies
●● Registered Trusts
It is important for the SDC to realise that ●● Mining Concerns
successful teaching and learning depends to a ●● Farm Owners
large extent on the availability of appropriate ●● Individuals
infrastructure in schools. To this end, it isthe ●● Communities
mandate of SDC to provide adequate and
sound infrastructure in the school. After identifying the need, the SDC and or the
To provide infrastructure, the SDC should: Responsible Authority should look for land from
the Local Authority. Once land is available, a pre-
●● follow guidelines on the requirements site visit is conducted by MoPSE, the Physical
for establishment, construction and Planning Department of the MLGPWNH,
registration of schools; the Local Authority and representatives from
●● request Planning Officers to vet building the Responsible Authority. In resettlement
designs and monitor the construction of areas, the MOLARR is also involved. The
infrastructure projects; team engages the local community and its
●● ensure the availability of funds to leadership. A participatory approach is strongly
undertake infrastructural constructions; recommended at this stage.
●● involve the parent community in
infrastructural developments. A new primary school or secondary school can
only be opened provided it has a minimum
enrolment of not less than two classes of forty
3.8.3 Construction of School (40) learners, that is, two stream entry.
Infrastructure Projects Process Flow
A proposed primary school must be situated on
The SDC should follow the correct stages in not less than:
the establishment and construction of a school
as outlined below in relation to the different ●● twelve (12) hectares of land for rural
types and levels of new schools. schools;

18
 ●● three and a half (3.5) hectares of land for -- availability of services to proposed site to
urban schools. include:
i. access roads
A proposed secondary school must be situated ii. availability of safe potable water
on not less than: iii. electricity
iv. telephone facilities
●● twenty-seven(27) hectares of land for v. health facilities
rural schools; vi. shops
●● eight (8) hectares of land for urban ●● State of preparedness;
schools. ●● Conclusion and recommendations.

After the pre-site visit, the Local Authority The Responsible Authority makes an application
invites the following: for the establishment and construction of
the proposed primary/secondary school on
●● M inistry of Primary and Secondary ED 1 forms for primary schools and ED 7 for
Education; secondary schools.
●● Physical Planning Department of the
MLGPWNH; The Responsible Authority completes Part (A)
●● MOLARR for resettlement areas; of the application form and submits it to the
●● The District Development Fund (DDF); District Office for completion of Part (B) before
●● Environmental Management Agency submitting the form to the Provincial Office for
(EMA) and onward transmission to Head Office.
●● Representatives from the Responsible
Authorityfor siting and feasibilitystudy. It is critical for application forms to be submitted
This applies to resettlement and 18 months before the proposed date of opening
communal areas. For urban areas where of the [Link] allows adequate time for the
the site has title deeds, lease agreement school to be constructed and registered before
of 99years or agreement of sale, MoPSE it can operate. The provisions of Policy Circular
conducts the feasibility study. 73 of 1991 must be strictly adhered to.

The feasibility assessment report must include, The Application form must be accompanied by
among others, the following: the following documents:

●● p  roposed school details such as ●● A n Ordinance Survey Map for rural

proposed building structures; schools and not a School Map.
●● composition of visiting team including Ordinance Survey Maps indicate grid
local leadership; references of the proposed [Link]
●● site location; can be obtained from the Department of
●● Land tenure size and topography; Physical Planning, Lands Offices or Rural
●● Catchment area that takes into account: District Councils (RDCs).
-- feeder villages/suburbs for primary schools ●● Survey Maps must clearly indicate the
to include village/suburb name, distance following:
from proposed site.
-- feeder primary schools, their distances from
proposed site and enrolments for secondary
schools.

19
 Primary Schools: When the Secretary for Primary and Secondary
Education grants authority for the establishment
●● L ocation of the Proposed School in and construction of the school, the following
relation to other existing Primary Schools ensue:
in the area;
●● The distances between the Proposed ●● the Schools Inspector Infrastructure
Primary School and the existing Development Officer (SIDO) sites the
neighbouring Primary Schools in the location of buildings on the site as per
[Link] a guide, in rural areas Primary approved site plan layout (Rural Schools);
Schools should ordinarily be 10km apart. ●● construction of the building structures
This depends on population density. will then commence and must be
regularly inspected at different stages
of construction as directed by the Local
Secondary Schools: Authority to ensure compliance with the
●● L ocation of the School in relation to other Local Authority building by-laws;
existing Secondary Schools in the area: ●● MoPSE Schools Inspector Infrastructure
●● the distances from the Proposed Development Officer must also be
Secondary School to existing Secondary invited to make regular inspections at the
Schools in the area must be observed. different levels of construction.
As a guide, secondary schools should
ordinarily be 22km apart depending on
population density. 3.10 Registration of New
●● proof of availability of funds for capital Schools
development in the form of a bank
●● O nce the building structures have been
statement or letter from the bank
completed as specified in Policy Circular
confirming capacity to fund the project
73 of 1991, the SDC can now apply for
(Private Schools);
registration.
●● a detailed School Constitution (Private
●● The registration of all new schools is
Schools);
a legal requirement in Terms of the
●● site Plan indicating the position of site in
Education Act[Chapter 25:04].
relation to other properties in the area;
●● No new school shall be allowed to
●● site layout plan indicating the position of
operate until it has been registered.
all buildings to be erected on site;
●● A new school can only be allowed to
●● building plans of all structures to be
operate after satisfying conditions as
erected on site duly approved by the
specified in Policy Circular 73 of 1991.
Local Authority and Ministry of Primary
and Secondary Education;
●● approval from City Council/Local Authority
3.10.1 Type of Forms to Register
authorizing the use of the acquired land
for purposes of building a formal primary School
school (Private Schools); When the above requirements have been
●● minutes of meeting of parents where satisfied, the school is ready for registration.
they have resolved to establish a
school together with the register of
attendance(Rural Schools).

20
3.10.2 Registering Primary Schools
It is important to ensure that Forms are date-
To register a primary school the following forms stamped and signed by the Provincial Medical
should be completed: Director (P.M.D.) The Environmental Health
Officer’s signature on its own will not
●● E
 .D. 1(A) Application Forms (4 Copies suffice.
each)

These are titled:

3.10.3 Registering Secondary
Application for Registration/Re-Registration
Schools
of Private Primary/Special School
In registering a secondary school, the
i. P  art A: Must be completed by the following documents should be
Responsible Authority completed:
ii. Part B: Must be completed by the District
Schools Inspector ●● E.D. 7(A) Application Forms (4 Copies
iii. Part C: Must be completed by the Provincial each)
Education Director
These are titled:
●● E.D. 30 Forms (4 Copies each) Application for Registration/Re-Registration
of a Secondary/Special School
These are titled:
These forms are completed as in the ED 1
Buildings and Furniture Certificate: Private (A) above.
School
●● E.D. 30 and E.D. 30(A)
i. P  art A: Must be completed by the
Responsible Authority All the sections of the forms are completed
ii. Part B: Must be completed by the District as above. Registration will only be granted
Schools Inspector - Infrustructure and when the following have been satisfactorily
Development completed in compliance with policy circular 73
iii. P art C: Must be completed by the Provincial of 1991.
Education Director

●● E.D. 30(A) Forms (4 Copies each) 3.10.4 Primary Schools

These are titled: To register a primary school the following

minimum requirements should be met:
Application for Inspection: Sanitation and ●● one Administration Block;
Water Supply: Private School ●● minimum of 4 classrooms;
●● minimum of 5 teachers’ houses;
i. Part A: To be completed by the Responsible ●● adequate toilet facilities (depending
Authority. on Enrolment and the number of staff
ii. Part B: To be completed by the Provincial members). Ratios are provided in the
Medical Officer. relevant circulars;
●● a source of clean potable water.

21
 3.10.5 Secondary Schools 3.11 The Satellite School
To register a secondary school the following Phenomenon
minimum requirements should be met: The concept of satellite schools is a
phenomenon that came about mainly as a result
●● one Administration Block; of the Zimbabwe Land Reform Programme.
●● minimum of 4 classrooms; The resettlement programme resulted in the
●● minimum of 5 teachers’ houses; creation of both primary and secondary satellite
●● adequate toilet facilities (depending schools as a stop-gap measure. These schools
on Enrolment and the number of staff operate as semi-autonomous entities under the
members). Ratios are provided in the auspices of established mother schools.
relevant circulars.
●● a source of clean potable water; The constraints in these institutions are that
●● one laboratory; they are not registered, they are not eligible
●● at least two specialist rooms. for substantive School Heads thereby stifling
development and their infrastructure is usually
Application forms should be accompanied by an sub-standard.
inspection report from the planning department The SDC should ensure the establishment of
and the authority to establish and construct the a permanent site for the schools and develop
school. their infrastructure for registration purposes.

These forms are submitted to Head Office for

processing. If the application is successful, 3.12 Provisional Registration
Head Office will generate an ED 10 certificate.
A Registration Certificate indicates the new New schools in resettlement areas and those
Department/Station Codes of the new school. in the marginalised communal lands which fall
Copies of the ED 10 will then be distributed to short of meeting the mandatory requirements
all the relevant authorities. for registration of a school as provided for in
Policy Circular No 73 of 1991, may be granted
Private Schools are required to make provisional registration on condition that the
payments to Head Office Section as detailed Responsible Authority must within a period of
below before the ED 10 certificate is issued: five years comply with the said MoPSE policy
circular and such registration will be granted
●● Establishment fee; when the requirements set below have been
●● Registration fee; satisfactorily completed.
●● Annual guarantee fee in the case of non-
formal institutions.
3.12.1 Primary Schools
The SDC should take note of the following:
To register a primary school the following
minimum requirements should be met:
●● schools shall be open to all races and
no school shall practise racism overtly or
●● minimum of 4 classrooms;
covertly;
●● minimum of 3 teachers’ houses;
●● no school shall operate without the
express written approval of the Secretary
for Primary and Secondary Education.

22
 ●● adequate toilet facilities (depending on ●● routine inspection of infrastructure -
Enrolment and the number of members of termly or annually;
staff/using the ratio of 1:20 for Junior and ●● dealing with urgent repairs - blown off
1:12 for infants); roofs;
●● a source of clean potable water. ●● painting the buildings;
●● visits by specialists to assess damages
such as cracks and testing fire-fighting
3.12.2 Secondary Schools equipment.
Once constructed, school infrastructure must
To register a secondary school the following be maintained.
minimum requirements should be met:

●● minimum of 4 classrooms;
3.15 Financial and Asset
●● minimum of 3 teachers houses;
●● adequate toilet facilities (depending on
Management
Enrolment and the number of members of Financial and asset management is a critical
staff/using the ratio of 1:20); function of the SDC. Accordingly, the SDC, in
●● a source of clean potable water; an effort to provide a friendly learner-teacher
●● one Science laboratory. environment, should uphold principles of
good corporate governance. This includes
recognising and respecting authorities,
3.13 Specialist Rooms and regulations and practices for handling funds.
Sporting Facilities
Funds of the SDC should be administered by
The need for well-equipped specialist rooms like a Sub-Committee of the SDC which should be
laboratories, workshops, libraries and sporting the SDC Finance Sub-Committee.
facilities cannot be over-emphasised. They
are essential ingredients of quality education.
The SDC is therefore required to provide the
3.16 Composition of the SDC
necessary equipment for the different specialist
rooms and sporting facilities.
Finance Sub-committee
The SDC Finance Sub-Committee is made up
of four members, namely:
3.14 Maintenance of School
Infrastructure ●● School Head
●● Deputy Head
One of the cardinal roles of the SDC is to ensure ●● SDC Chairperson
that the constructed infrastructure is kept ●● SDC Vice-Chairperson
in good state through regular maintenance. ●● Representative of the responsible
Maintenance refers to the process of authority where applicable
preserving infrastructure in a good condition or
situation. Maintenance must be done to meet The Chairperson of the Finance Sub-Committee
occupational, health and safety requirements. is the School Head.

The SDC should therefore arrange for:

23
 3.16.1 Functions of the SDC ●● keeping the bank account in credit;
Finance Sub-Committee ●● investing on a short or long-term
basis funds which are not required for
The following are the major functions of the immediate use or funds which are being
SDC Finance Sub-Committee: accumulated for a specific purpose;
●● upholding statutory and ethical principles
●● preparing an annual budget; to ensure that the benefits of all
●● preparing a statement of financial affairs processes of the committee are ultimately
of the SDC for the year which will be enjoyed by the learners.
presented at the AGM;
●● ensuring that proposals made by the SDC
regarding facilities such as classrooms, 3.17 Committee Meetings
teachers’ houses, school furniture, as
well as provision of teaching materials The following are considerations for committee
are implemented in compliance with the meetings:
budget;
●● authorising proposed expenditure for ●● meetings must be held monthly,
which minutes are kept; preferably early in the month to allow for
●● ensuring that no debts are incurred or payment of accounts and checking of the
orders placed in anticipation of funds not cashbook;
yet collected or receipted; ●● no business requiring the authority
●● authorising all payments from the fund of the committee shall be transacted
by signing the relevant supporting unless sanctioned by the committee at a
documents. All members of the committee previous meeting;
should sign the documents. ●● decisions of the Finance Sub-Committee
●● confirming previous payments as must be unanimous;
reflected in the minutes;

FIGURE 2: School Development Committee meeting in progress

24
3.18 Minutes of Meetings 3.22 Financial Reporting
●● The minutes of all meetings of the The Treasurer shall:
committee must always be recorded in a
minute book. ●● prepare a financial report as prescribed
by prevailing statutes;
●● present audited Financial Statements at
3.19 Collection of Funds the AGM.

The following is a list of various methods that

the school may use to collect funds:
3.23 Appointment of Secretary
●● bank transfer;
to the Sub-Committee
●● cash; ●● a secretary, who may either be one of
●● mobile money linked to school account the Sub-Committee members or the
and only for receiving; Accounting Assistant, shall be appointed
●● electronic transfer. by the Sub-Committee;
●● the secretary of the Sub-Committee shall
inform members of all meetings of the
3.20 Payments Sub-Committee and notify them of the
agenda as instructed by the Chairperson;
The following are the procedures to be adhered
●● the secretary shall attend all meetings,
to when making payments:
record minutes of the proceedings and
deal with any correspondence;
●● the School Head or the Deputy School
●● given that the Accounting Assistant may
Head initiates payments;
be appointed as Secretary to the Finance
●● Chairperson or Vice-Chairperson certifies
Committee, he/she may not take part in
payment voucher before payment;
the deliberations of the committee except
●● Chairperson of the Finance Committee
to give advice on financial matters when
(School Head) or Vice-Chairperson of
called upon to do so by the Chairperson.
the Finance Committee (School Deputy
Head) signs cheques;
●● Chairperson or Vice-Chairperson
approves all payments.
3.24 Auditing
●● The SDC shall ensure the auditing
of financial books as required by the
3.21 Signing Arrangements relevant statutes.
●● Special audits can be conducted at any
For all payments made by the SDC, the School
time.
Head or Deputy Head should sign with the SDC
Chairperson or the SDC Vice-Chairperson
countersigning. The representative of the
Responsible Authority may also countersign
where applicable. There should be no signing
of cheques or withdrawal slips in advance.

25
 3.25 Management of Assets 3.27 Resource Mobilisation
●● Assets can be classified as movable or SDCs play a very important role in resource
immovable and values of such assets mobilisation. Resource mobilisation can be
should be ascertained. direct or indirect. It is direct when the learners
●● All assets must be entered into the are directly involved and the school directly
School Asset Register. receives funds, while indirect when it involves
●● The SDC must develop an annual donations as well as contributions from non-
maintenance plan for assets as provided school participants or outside entities.
for by the budget.
●● The school may establish a School
Maintenance Sub-Committee to 3.27.1 Resource Mobilisation
formulate policies and activities aimed at Planning
maintaining school assets.
●● Guidance shall be provided by statutory ●● Cost-benefit analysis shall be carried
instruments regarding procurement and out by the SDC so as to choose the
disposal of assets. best possible project or investment from
possible options.
●● Develop a standard business plan or hire
3.26 Procurement a consultant for such service if expertise
cannot be obtained from within the SDC.
According to Section 18 of the Public
Procurement and Disposal of Public Assets Act
[Chapter 22:23], there should be an Evaluation 3.27.2 Resource Mobilisation
Committee that has to be formed for each Activities
procurement above prescribed thresholds.
Procurement Committees are not prescribed in ●● All resource mobilisation activities shall
the Act. be conducted in consultation with the
School Head.
The Evaluation Committee evaluates ●● The SDC must consider direct resource
quotations and bids to make sure that they mobilisation as one of many but not the
award contracts that represent the best value only source of resources.
for money. Procurement is purely administrative ●● The SDC may initiate and manage
in schools and the role of the SDC is to observe business activities for the ultimate benefit
and monitor that schools are following the of the learner. The following are some
correct procurement procedures according to examples of resource mobilisation
the Act. The following constitute the members activities:
of the Evaluation Committee:
-- tuckshop
-- Deputy School Head -- branding of sportswear and stationery
-- Vice-Chairperson -- variety shows
-- SDC Committee member -- room hire
-- Senior Teacher -- wall adverts
-- Sports Director, relevant HODs/TIC and -- sponsored walks
grounds people if there is need -- civilian/career day

26
 -- agricultural production ●● administrative style that does not allow for
-- providing typing and internet services to the stakeholder participation;
community ●● roles not clearly spelt out especially those
of the Chairperson and the School Head;
Resource mobilisation activities should respect ●● poor communication;
Local Authority by-laws ●● intrusion into someone’s area of
responsibility without his or her consent;
●● dominating meetings;
3.28 Conflict Management ●● differing/divergent perceptions;
●● poor people-soft skills that result in poor
Conflict management is a critical function of relations;
the SDC. The school as a business entity is ●● unfair distribution of resources, including
not spared from conflict as the SDC is made space/office allocation;
up of members with different backgrounds, ●● Gossip/rumours/backbiting.
expectations and expertise.
There can be conflict between or among SDC
members or with the Responsible Authority.
3.28.2 Strategies for managing
Conflict can be dysfunctional or functional. If
conflict
properly managed, conflict can be productive.
However, when conflict is poorly managed it The following strategies can assist in managing
can stifle development. conflict:

Conflict can manifest itself through: ●● Avoid leadership styles that suppress
other people’s views. Let guided
●● vandalism democracy prevail.
●● violence ●● Clarify the role of each member of the
●● disagreements committee to avoid squabbles. The
●● sabotage Chairperson and School Head’s roles
●● arguments should be clearly defined as suggested in
●● rumours or back-biting Table 3 below:
●● poor attendance at meetings
●● factionalism
●● parents’ reluctance to pay fees and levies

3.28.1 Causes of conflict

Conflict can arise from issues such as
mismanagement of resources, indiscipline,
poor school results, blurred roles, selfishness,
inappropriate administrative style or poor
communication.
More specifically, the following are some of the
frequent causes of conflict:

27
 Table 3: Role Specification

SCHOOL HEAD CHAIRPERSON

Ensures enforcement of policy crafted by the Encourages team work
committee

Assists the committee in crafting a SDP Makes sure that meetings run properly
Provides advice and information on labour, Attends meetings called by stakeholders
finance and procurement issues if necessary
Focuses on professional management of the Makes sure that the business of the
school committee is conducted well

Ensures compliance with Ministry policies Ensures support for Ministry policies

●● Effective communication: Research However, it is important to manage it well

indicates that lack of effective to ensure that productive relationships
communication is a major cause of pervade the school environment.
interpersonal conflict. To minimise
conflict, effective communication requires
that each member should be a good 3.29 Challenges that may be
listener, manage language barriers, that faced by School Development
is, use the language that is understood Committees
by all members. Proper communication
channels should be followed, for As School Development Committees discharge
example, who calls a parents meeting, their duties and responsibilities, they are likely
finance sub-committee and SDC to encounter challenges which may include:
meetings.
●● Participatory decision-making: There ●● Lack of capacity to effectively discharge
should be a conducive environment their duties, for example, inadequate
dominated by trust and belongingness. financial management skills.
It engenders feelings of ownership and ●● Conflict between the SDC and
enhances community empowerment. responsible authority; SDC and parents;
●● Thorough induction of members: When among SDC members; parents’
a new SDC is ushered in, it is crucial for representatives and School Head, SDC
the members to be taken through their Chairperson and School Head, and SDC
duties, Ministry expectations, school and teaching staff.
mission statement, philosophy, vision ●● Lack of understanding of roles, duties and
and values. This helps the new members responsibilities by SDC members.
to appreciate how the system works. ●● Lack of information and communication
●● Each member should feel important technology skills. This makes it difficult
regardless of their social or economic for SDC members to appreciate how
status. ICT is used in school administration and
●● Members should be allowed to express management.
their views without fear of victimisation. ●● Lack of commitment to pay fees/levies by
●● Conflict is normal and inevitable in parents/guardians by the due dates.
any organisation including the school.

28
3.30 Summary
This Unit deals with financial and asset management, the critical committees to be formed, resource
mobilisation, conflict management and the challenges that SDCs may face as they discharge their
duties and responsibilities. Their limited ICT skills may make it difficult for them to appreciate how
ICT is deployed in school administration and management.

29
 UNIT

30
04 Learner-Teacher Friendly School

4.1 Introduction
The school constitutes a very influential social environment
in the lives of learners and teachers. A learner-friendly school
guarantees an environment that is physically safe, emotionally
secure and psychologically enabling. Schools should also be
friendly to the teachers and non-teaching staff members. It is
therefore the responsibility of the SDC to create schools which
are friendly to learners, teachers and the non-teaching staff. This
unit covers the following areas:

●● Learner welfare
●● Teacher welfare
●● Support Staff welfare
●● Disaster/Risk Management

Figure 3: Learning In Progress At A Learner-

Friendly School

31
 4.2 Objectives 4.5 The role of the SDC in
The objectives of this unit are to:
promoting learner-friendly
schools
●● identify the characteristics of a child- SDCs are expected to adhere to the provisions
friendly school; of the Ministry of Primary and Secondary
●● state the role of the SDC in the creation Education in promoting learner-friendly schools.
of a school environment that is friendly to They can achieve this through the principles
learners, teachers and non-teaching staff; and practices suggested in the sections that
●● explain the importance of Disaster/ follow.
Risk Management as a way of creating
environments that are safe for both
learners and members of staff. 4.5.1 Inclusive Education
●● Making sure the school does not exclude
4.3 Learner Welfare or discriminate learners based on their
socio-economic backgrounds;
Learner welfare comprises all the work that the ●● Making sure that the school provides
SDC and the school do to support and foster education that is affordable and learners
the well-being of the learners. The SDC and can access professional help;
the school leadership should create a learning ●● Building infrastructure that is user-friendly
environment that facilitates the achievement of and safe to all learners.
the desired learning outcomes.

4.5.2 Quality Teaching and Learning

4.4 Characteristics of a Processes
Learner-Friendly School
●● Provide quality teaching and learning
Learner-friendly schools are characterised by resources.
the promotion of: ●● Enhance teacher capacity, morale and
commitment.
●● inclusivity
●● an all-encompassing curriculum
●● quality teaching and quality learning 4.5.3 Health and Safety of Learners
processes
●● health and safety of learners A healthy and safe learning environment entails
●● excellence the provision of:
●● role-modelling
●● sense of belonging among learners ●● hygienic and safe learning environment;
●● gender sensitivity ●● school feeding and counselling services
●● family and community involvement as guided by the Ministry;
●● effective communication strategies ●● adequate water and sanitation facilities;
●● responsible learners ●● appropriate infrastructure for the learners;
●● well secured school premises and
perimeter.

32
4.5.4 Gender Sensitivity ●● suitable living conditions;
●● teachers’ professional support;
Gender sensitivity embraces the following: ●● sound teacher-community relations;
●● provision of teaching and learning
●● promotion of gender equity in enrolment ; materials such as textbooks, computers
●● elimination of gender stereotyping; and sporting equipment and facilities;
●● guaranteeing learner-friendly facilities, in ●● recognition and celebration of
respect of the curricula, textbooks, and achievement;
teaching learning materials; ●● availability of tele-communication
●● socialising girls and boys in a non-violent systems;
environment; ●● provision of teas and lunches where
●● appropriate dress code for activities; budgets allow.
●● encouraging respect for learners’ rights
and responsibilities, dignity and equality The SDC plays a critical role in promoting
(Unhu/Ubuntu/Vumunhu). teacher welfare.

4.5.5 Family and Community 4.5.7 Support Staff Welfare

Involvement
Support or non-teaching staff is a category
Family and community involvement include: defined as anyone employed by the school
system who does not serve as a classroom
●● promoting community involvement; teacher. This can include administrative staff,
●● encouraging local partnership in librarians, cooks, matrons, security guards,
education; grounds staff and drivers. Their role in creating
●● taking part in community activities for the a learner-friendly environment should not be
sake of learner welfare while ensuring underestimated. The SDC has a role in making
adherence to applicable child and sure that this group of workers is motivated
labour laws and children`s rights and to do their work. Accordingly, the SDC may
responsibilities; provide the following to their non-teaching staff:
●● working with other players/stakeholders
to ensure fulfilment of learners’ rights and ●● suitable living conditions
responsibilities. ●● protective clothing
●● professional support
●● clear job descriptions
4.5.6 Teacher Welfare ●● legally binding contracts for all its workers
●● recognition of outstanding performance
Teacher motivation is a critical factor in school
●● creating a sense of belonging
effectiveness. It is therefore important to
maintain high levels of teacher motivation. The
following are some of the motivational factors
that are key in attracting and retaining teachers:

33
 FIGURE 4: A school block destroyed by a cyclone

4.5.8 Disaster Risk Management Schools should have a safe learning physical
environment and user-friendly facilities.
The integration of Disaster Risk Management Schools should safeguard school communities
(DRM) in the education sector is crucial in from death and injuries due to structural
order to increase awareness of the effects collapse, damages or malfunctions. The
and causes of disasters. Schools that take following guidelines can assist schools in
action to manage risks contribute to a culture creating safe learning physical environments:
of prevention which is critical for sustainable
development.
Disaster Risk Management (DRM) refers to
Signage
activities or programmes aimed at reducing
the likelihood of injuries, damage to property or It is important to clearly indicate:
loss of life and valued possessions whether or
not there is some impending danger. ●● Where and How to find the school
●● The name of the school
●● It can be described as a cyclic process ●● Public entrance and exist for vehicles and
involving four critical activities, namely; pedestrians
Mitigation, Preparedness, Relief ●● School’s map demonstrating hazard
and Normalization. Mitigation and mapping
Preparedness are pro-active while Relief
and Normalization are re-active initiatives.
Pro-active and re-active activities are Emergency assembly points
respectively done before and after the
●● The school community should know
onset of a disaster.
where the following are located:
●● In DRM school leaders should map
●● car parking, playgrounds, administration
out their situation to determine if they
blocks, school hall and other key
are being pro-active or re-active to a
functional areas;
disastrous situation. That way, they will
●● hot-line or Emergency contact numbers in
apply the appropriate course of actions
case of emergency should be displayed
which will be effective in minimising loss
at the school main entrance and exit
of life and property.
points;

34
 ●● warnings and alert massages at School Disaster Management
hazardous points such as electrical
distribution points, chemical storage To mitigate the impact of disasters, schools
points and where there is dangerous should:
machinery should be posted at these
critical points. ●● assess existing capacity on disaster
management at school, sub-national and
national level;
●● develop their own guidelines for disaster
Key safety instructions
management through participatory
The following special places should display Disaster Management activities;
safety instructions: ●● engage their School Development
Committees and other local stakeholders
●● School transportation zone in integrating risk assessment, risk
●● Technical/Vocational practical subject reduction and response preparedness
area into their educational planning;
●● Sports fields ●● identify and train school-based Disaster
●● Laboratories Management focal points to engage
school-based management in ongoing
At these special spaces there should be safety Disaster Management activities which
clothing, safety rules, emergency contact should be linked to community-based
numbers for focal specialists, information on efforts;
how to get help, react, and perform first aid. ●● implement mitigation and response-
Involvement of specialist organisations such preparedness measures at school level
as the fire rescue department (how to prevent which would minimise both large-scale
and respond to fires), ZESA company (how to and small-scale hazards and risks.
prevent and respond to electrical shock), Traffic
Safety Council of Zimbabwe (how to prevent
and respond to road accidents) is encouraged.

35
 Risk Reduction and Resilience 4.6 Common Disasters
Education
Zimbabwe experiences a multiplicity of
Furthermore, schools should enhance the disasters, including cyclones, droughts, floods
learners` knowledge, attitudes and skills on and heavy rains. Droughts affect both rural
disaster risk reduction by: and urban food security, water supplies and
livelihoods. Disasters can be either natural or
●● integrating risk reduction (including man-made.
climate change and climate change A natural disaster is a major adverse event
adaptation) topics or subjects in formal resulting from natural processes like floods,
and non-formal educational curriculum earthquakes and volcanic eruptions while a
and experiential learning; man-made disaster is a catastrophic event
●● developing exemplars and teaching- that is caused by human activity. Table 4 below
learning materials for DRR inclusive shows examples of disasters:
curriculum;
●● training teachers and school staff on
DRR.

Table 4: Examples of disasters

Natural disasters Man-made disasters

Floods Veld fires

Cyclones Electrical faults

Drought Gas leaks and explosions
Lightning Makes sure that meetings run properly
Hailstorms Traffic accidents
Extreme heat Structural failures
Mud slides
Outbreak of diseases

4.7 Role of the School ●● identifying risks;

Development Committee in ●● identifying risk management strategies;
●● implementing the strategies;
Disaster Risk Management
●● monitoring, evaluating and adjusting
Whilst SDCs may not totally control the where necessary.
occurrence of disasters, they can play a critical
role in mitigating the impact of disasters in SDCs can ensure the following to mitigate risk
schools. The SDC can achieve this by following of disasters:
a risk management process which includes:

36
●● using approved plans and designs 4.8 Summary
●● proper siting of buildings
●● constructing structurally sound buildings This Unit emphasises the roles of the SDCs
●● proper maintenance of buildings; in establishing school environments that are
●● regular maintenance and inspection of friendly to the learners, teachers and non-
buildings, for example covering naked teaching staff members. The Unit also gives
electrical wires; details on disaster risk management, including
●● crafting a disaster risk management plan; identifying and analysing risks and deciding
●● providing functional fire extinguishers in what to do about them.
all rooms;
●● erecting a security fence around the
school; 4.9 Conclusion
●● conducting fire drills at least twice a year;
This Handbook covers areas that are of
●● sustainable school feeding programme;
critical importance to the SDC for purposes
●● regular awareness campaigns;
of school development. These areas
●● insurance of all movable and non-
include: Establishment of SDCs; Duties
movable assets;
and Responsibilities of SDC office bearers;
●● installation of lightning conductors on all
Functions of the SDC and Learner/Teacher
buildings;
friendly schools. Hopefully the SDCs will find
●● provision of clean and safe water;
this Handbook a useful and practical tool for
●● procuring a fully stocked First Aid Kit;
ready reference as they execute their duties and
●● maintaining a record of important phone
responsibilities. Knowledge and understanding
numbers of critical government or non-
of the critical areas covered in this Handbook
governmental departments that deal with
will go a long way in assisting SDCs to develop
disasters;
schools with conducive teaching and learning
●● timely disposal of expired toxic chemicals;
environments in which the staff and learners
●● inviting organisations involved in disaster/
can operate effectively and efficiently. Such an
risk management such as the Traffic
environment will enhance the implementation
Safety Council of Zimbabwe;
of the competence-based curriculum.
●● budgeting for Disaster Risk Reduction
and mitigation.

37
 BIBLIOGRAPHY
●● Chivore, B. R. S. : Educational Administration and Management: A Methodological
Handbook for Primary School Heads in Zimbabwe. Harare: Mazongororo (1995)
●● Education Act
●● Malawi Institute of Education: Critical thinking sourcebook for Malawi (2013) Ministry of
Education, Sport, Arts and Culture, Zimbabwe: Handbook on School Administration for Heads
(2013)
●● Ministry of Primary and Secondary Education: Curriculum Framework for Primary and
Secondary Education, 2015-2022
●● Ministry of Primary and Secondary Education: Financial Management for non-finance
managers
●● Ministry of Primary and Secondary Education: Handbook for School Development
Committees (2010)
●● Ministry of Primary and Secondary Education: Report on the Baseline Survey and Training
Needs Assessment on strengthening educational leadership in Primary, Secondary and Non-
formal education institutions in Zimbabwe (2016)
●● Munkumba, B.D.M: Essential Management and Leadership Toolkit (2010) Oyedele, V and
Chikwature, W: The obligation of School Development Committee in Teacher retention in
Buhera District Primary Schools in Manicaland Province in Zimbabwe (2016)
●● Public Procurement and Disposal of Public Assets [Chapter 22:23]
●● UNESCO: EFA Monitoring Report: Teaching and Learning: Achieving quality for all (2014)
UNESCO: Ensuring quality education through quality teachers: Report on the Southern Africa
Regional Conference on teachers, Maputo, Mozambique (2015)
●● UNICEF: Defining quality in Education: A paper presented by UNICEF at a meeting of the
International Working Group on Education, Florence, Italy (2000)
●● Zimbabwe Constitution [Chapter 25:04]

38
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