MINISTRY OF PRIMARY AND SECONDARY EDUCATION
2024 ED 46 USER MANUAL FOR SCHOOLS
Section A. Registration Status
Registered School
Authorized Satellite School
Unregistered School
Section B: School Address and Head Details
B1(8) Geographical Positioning System
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A school/college registered by the Ministry of Primary and Secondary Education and
should be having a registration certificate, ED 10(A). It can either be registered as a
Government school, Aided School, Private or Trust School. Independent Colleges are
registered as (Non-Formal Institutions) and are given a Registration Certificate. Private
ECD Centres are also registered and given a registration certificate.
A school that is granted authority to operate before registration while construction is in
progress at the designated site, under a registered mother school by the Ministry of Primary
and Secondary Education. Special consideration is sought by the Responsible Authority
owing to the fact that, for example, pupils are walking long distances to the nearest school.
A satellite school is manned by a Teacher-in-charge. A Head can only be deployed when
the school has been registered. The Head of the Mother School is in charge of the entire
school administration of this satellite school and teachers at the satellite school are paid
through the Mother School.
A school operating without being registered by the Ministry of Primary and Secondary
School. It is also neither a satellite school nor attached to any other school.
Give the Geographical Positioning System in decimals.
See the following example:
Latitude -17 . 8 2 6 9 8 4
Longitude 31 . 2 5 1 1 7 6
Please Note: Latitude is Negative Longitude is Positive
There should be 6 digits after the comma
B3 Responsible Authority Owner of the school /institution who is accountable/in charge /in control of the school
Section C: School Characteristics
C3 Service type  Special School -Is a school which was established to accommodate special
educational needs of pupils with disabilities.
 Mainstream School with Resource unit/Special Needs Education Support Facility
-Is a school with Resource unit/ Special Needs Education Support Facility as an
additional facility established within a mainstream school in order to meet the
needs of pupils with disabilities in mainstream setting. It is different from a special
class.
 Mainstream School without Resource Unit/Special Needs Education Support
Facility – Is a mainstream school without Resource Unit/ Special Needs Education
Support Facility
C5 Type of School(Per Capita Grants)  P1 and S1 are primary and secondary schools respectively considered as elite
day and boarding schools irrespective of their location which are high fee
paying schools and generally serve the high income community. They are
mostly located in low density areas.
 P2 and S2 are primary and secondary schools respectively in the medium
density areas and generally serve the medium income community. They are
mostly located in high density areas.
 P3 and S3 are primary and secondary schools respectively with low fee paying
(charge low fees) and generally serve the low income community. They are
mostly located in rural areas.
C6 Classification of School  Government schools fall under the Responsible Authority Central Government,
City Council, Rural District Council, Town Board and Other Government Line
Ministries.
 Non-Government schools fall under the Responsible Authority of Church/Mission,
Farm, Mine, Private Company, Private individual, Trust and Other.
C8 Clinical Remedial Teaching Programme  Is a supplementary instruction programmme taught by remedial teachers outside of
normal teaching hours for at least 2 days a week in the area of English,
Shona/Ndebele and Maths
 Is approved by School Psychological Services.
Section E: School Enrolment

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Special Needs (With reference to pupils ) particular educational requirements arising from physical or
intellectual disability or behavioural difficulties
Disability The loss or limitation of opportunities to take part in society on an equal level with others
due to social and environmental barriers.
E1 Skills Orientation Skills Orientation: Individualized support for pupils with disability related special needs
E9 Authorized Boarding Capacity Each pupil should occupy a sleeping space of 3.75m2
E13 Number of orphans and vulnerable children A vulnerable pupil is defined as being currently at high risk of harm to their wellbeing due
by grade and sex to lack of adequate care and protection. It includes a child abandoned by parents; abused
by parents or their care givers; living in extreme poverty; with a disability; malnourished
due to extreme poverty; HIV-positive; and those marginalized, stigmatized, or even
discriminated against.
E16 Pupil Enrolment by Special Needs Albinism
 Albinism is an inherited genetic condition that reduces the amount of melanin pigment
formed in the skin, hair and/or eyes. Although people with albinism always have
problems with vision, the degree varies greatly among individuals.
Difficulty in Seeing
Refers to persons who have challenges seeing, even when wearing glasses or contact
lenses.
Seeing is the use of one’s eyes and visual capacity in order to perceive or observe what is
happening around them. Difficulty in seeing then includes problems in:
 seeing things close-up or far away;
 seeing out of one eye; or
 only seeing directly in front but not to the side.
 As a result, questions on difficulty seeing should be asked with the use of seeing aids
if they are usually worn.
Any difficulty with seeing that is considered a problem should be captured.
Difficulty in Hearing.
Refers to persons with challenges in hearing, even when putting on hearing aid.
Hearing means a person using ears and auditory (or hearing) capacity in order to know
what is being said to them or the sounds of activity, including danger. Difficulty in
hearing therefore includes problems:
 hearing in a noisy or quiet environment;
 distinguishing sounds from different sources; and

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  hearing in one or both ears.
 As a result, questions on difficulty hearing should be asked with the use of hearing
aids if they are usually worn.
Any difficulty with hearing that is considered a problem should be captured.

 Difficulty in walking or climbing stairs

Walking refers to the use of the lower limbs (legs) in such a way as to propel one’s self
over the ground to get from one point to another.
The capacity to walk should be without assistance of any device (wheelchair, crutches,
walker, etc.) or human. If such assistance is needed, the person has difficulty walking.
Difficulty in walking or climbing stairs therefore includes:
 Situation where a person needs assistance to walk;
 Challenges resulting from physical impairments in balance and endurance (e.g. short
of breath); and
 Challenges walking up or down stairs.

Walking difficulties may include problems in climbing up or down stairs, walking short
(about 100 yards/meters) or long (about 500 yards/meters) distances as a result of:
 Deformity as in club feet/scarring from burns;
 Weakness/paralysis in arms or legs (spasticity);
 Joints that no longer straighten because muscles have shortened (contractures);
 Missing body parts - may be born that way or due to accidental/surgical
amputations;
 Loss of whole or part of upper limb – amputation; and
 Loss of use of one upper limb – deformity.
 Loss of use of both lower limbs – paraplegia;
 Loss of use of all limbs – quadriplegia;
 Loss of use of upper and lower limb on the same side of body – hemiplegia;
 Deformity of spine; and
A respondent may refer to a difficulty that is of temporary nature, such as a twisted
ankle.
Any difficulty with walking (whether it is on flat land or up or down steps) that is
considered a problem should be captured.

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 Remembering or concentrating
It refers to the use of memory to recall incidents/events or focus on task at hand or think
again about something that has taken place in the past (either the recent past or further
back).
Difficulty in remembering or concentrating therefore means the person cannot bring to
mind something that has taken place in the immediate past or focus on accomplishing a
task, and includes:
 challenges finding one’s way around;
 being unable to concentrate on an activity;
 forgetting one’s whereabouts; and
 problems remembering what someone just said or becoming confused
or frightened about most things.
Difficulty in self-care:
Refers to persons who have challenges taking care of themselves independently,
including washing and dressing.
Washing all over refers to the process of cleaning one’s entire body (usually with soap
and water) in the usual manner for the culture.
 This includes cleaning hair and feet, as well as gathering any necessary
items for bathing, such as soap or shampoo, a sponge, towel or water.
Dressing refers to all aspects of putting clothing or garments on the upper and lower
body, including the feet.
 Included are the acts of gathering clothing from storage areas (i.e. closet,
dressers), securing buttons, tying knots, zipping, etc.
Note: This excludes persons unwilling to perform these activities because of culture or
other concerns

Difficulty in communicating
It refers to persons who have challenges with talking, listening, or understanding speech
such that it contributes to difficulty in making themselves understood by others or
understand others.
It may include the following:
• hearing or speech impairment, or inability of the mind to interpret the sounds;

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 • challenges associated with using the voice to exchange information

Section H: Facilities and Buildings (Primary Form Section H2) Section I2 for Secondary Form
H2 Total Capacity Each pupil should occupy a standard space of
I2 Ordinary Classroom for ECD 2.25m2
Ordinary Classroom for primary 1.6m2
Ordinary Classroom for secondary 1.6m2
Specialist room 3.0m2
Total Capacity per room=Area of the room/Area occupied by each pupil
(NB: The size of a standard classroom is 56 m2)
Section I: Health, Safety and Sanitation (Primary Form Section I.1) Section J2 for Secondary Form
I.1 and J.2 Pit Latrine with Slab (Holes) A pit latrine with a slab is whereby the pit is fully covered by a slab or platform that is
fitted either with a squatting hole or seat.
The platform can be made of any type of material (concrete, logs with earth or mud,
cement, etc.) as long as it adequately covers the pit without exposing the pit content other
than through the squatting hole or seat.
Pit Latrine without Slab/Open pit (Holes) A pit latrine without slab/Open pit uses a hole in the ground for excreta collection and does
not have a squatting slab, platform, or seat.
An open pit is a rudimentary hole in the ground where excreta is collected.
I3 Home Grown School Feeding Programme The Government Strategy for complying with African Union policy decision of 2016 to
enhance learning outcomes, achieve positive nutrition and health outcomes and improve
livelihoods for the smallholder agricultural producers and agro processing value chain and
the implementation of the agriculture syllabus for food self-sufficiency.
I3 Hot balanced school meal A hot balanced school meal contains four nutrients namely: Carbohydrates, Proteins,
Vitamins and Fats.
I3 Iron-Folate Tablets A tablet (red-brown in color) given to pupils aged 10-19 years once a week to prevent iron
deficiency/anemia. The pupil should receive 1 tablet a week for at least 3 months.
Section J: School Finance and Expenditure (Primary Form Section J3) Section K3 for Secondary Form
J3 Fees for the School Calendar Year Give Average fees/levies for Ordinary and Advanced Level.
K3

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