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A)What are the reasons why the government of Zimbabwe plays a big role in education?

Reasons why the Government of Zimbabwe plays a big role in education

Introduction
Education is the wealth of knowledge acquired by an individual through studying a particular subject matter. Before Zimbabwe
got its independence, education was free and compulsory to whites and non for the blacks. After independence, the
Zimbabwean government started addressing imbalances in the education sector. Since independence the education sector
has been receiving above 20% of total spending by the government. In Zimbabwe both the private and the public sector play
a role in providing education. The public sector aims to achieve equity and efficiency by providing cheap education and building
schools in all parts of the country. Education provided by the private sector is targeted for high income earners. The
government therefore intervenes in the provision of education because of the following reason below.

Equity motives
To make education affordable to everyone. To force parents who might neglect their childrens education to send their
children to school.
Subsidizing education will make low-skilled workers scarce hence rising theirs wages and at the same time increasing the
supply of highly skilled/educated workers hence reducing their wages.
Crime reduction
There are fewer crimes in an educated nation. Lochner and Morreti (2004) find that schooling significantly reduces the
probability of arrest in the U.S. Therefore government rising education attainment for example by means of reducing the
number of early school dropouts may avoid crime and anti-social behavior among young people.
Physical and mental health effects
(Grossman and Kaestner, 1997) showed that persons with higher levels of educational attainment tend to have a better
health than those with lower levels since educated persons have money to spend on health care and the likelihood of having
employer-provided benefits such as medical aid.
Technological progress
An increase in the number or stock of skilled workers will induce new technological developments.
Government budget effect

An educated nation will not always look for assistance from the government there the government can direct its budget
towards issues like infrastructure development than spending much on welfare benefits. According to (Wolfe and Hoveman,
2002), there is some tentative evidence that a more educated workforce is associated with lower dependence and hence
lower public expenditures on welfare benefits.
Employment stability
Employment stability is one of the governments most important macro-economic objectives and through an educated
workforce the government can achieve this objective. Studies by Mincer (1993) finds that educated workers have greater
upward mobility in income and greater employment stability.
Fiscal return on education
The government can collect higher income taxes due to enhanced earnings.
Better citizenship-Static human capital externality
Also known as social cohesion or public participation. An individuals human capital raises the productivity of other factors of
production like physical capital and human capital of others through human interaction.
Capital market constraints
Students may not be able to borrow money from private banks with future human capital as collateral. Talented students
may decide not to enroll in higher education because they cannot find sufficient possibilities to finance their education.
Therefore provisions of loans/grants will be a solution.
Enhance productivity
Productivity is a measure of efficiency; it is the ratio of output to input in the production process. High levels of education will
make one a productive worker. Productivity of workers results in increase in output, wages and profits thereby increasing the
standards of living. High wages and profits will provide more revenue to the government through taxation. In Zimbabwe there
are many government technical colleges ( Magamba training centre, Kushinga Phikelela , etc which impact skills on people so
that they can be productive.
Ensuring equity
In a privately financed education model, high income families will provide more education than a poor family. Since more
education will result in more income, the poor will remain the poor since they will be less educated. So the Zimbabwean
government intervene in the sector providing cheap education which is affordable by the majority.
Improving quality of services
In an effort to improve the quality of services, the Zimbabwean government has built many teachers colleges where teachers
are groomed. It also set rules and regulations which ensure quality education is provided, for example the ban of
inexperienced temporary teachers. The government also tries to improve quality of education in the rural areas; it recently
donated computers to rural based schools. The government also provide stationary for use in schools so that better grades
are attained.
Supporting the vulnerable
Families are not able to borrow to finance education. Poor families lack collateral security to borrow from banks, therefore
they face challenges in financing education for their children. The Zimbabwean government in a bid to correct market failure
introduced the BEAM scheme and grants for university students, so that all students have access to education.

Paying greater attention to the education of children with

Paying greater attention to the education of children with

special needs with particular focus on the practice of

special needs with particular focus on the practice of

inclusiveness and teacher education

inclusiveness and teacher education

This is done to insure that there is no discrimination to those children with disabilities. The government ensures that they learn
together with others without disabilities and that teachers are also trained to handle such children.

Increasing access to information and communication

Increasing access to information and communication

technology at all levels of the education system

technology at all levels of the education system

.
The government of Zimbabwe embarked on vigorous introduction of computer education in schools. This programme is being
led by President Robert Mugabe who has so far donated more than 500 computers in all provinces.

Providing Programmes for adults so as to create opportunities

Providing Programmes for adults so as to create opportunities

for life-long and continuing education

for life-long and continuing education

;
The government gives opportunity to those who have been previously denied education due to various reasons by setting
programs that caters for them such as Adult literacy schools.

b) Give a brief but informative analysis of the structure of the Zimbabwean education sector. How is the provision of
educational programmes financed?

Informative analysis of Zimbabwean education sector and structure

The Zimbabwean education sector falls under a competitive environment where there are many private providers and the
government competing with each other to provide education for all Zimbabwean citizens.
There are no barriers to entries to the education market. This is because each person is free to start his/her own school
provided that he has registered with the ministry of education, sports and culture. Each school tries to offer its unique and
different educational services compared to its competitors. This is done with the idea of trying to attract more customers to
it. For example, some schools teach music at school, swimming, free Wi-Fi services and many more services. They are also
engaged in price competition, where each school charges different and usually cheaper tuition fee compared to its
competitors. This is done in order to attract more customers.
These schools are engaged into research and development. Each and every time, some schools often undertakes researches
to investigate the needs and wants of the global changing environment so as to better equip their customers with the relevant
skills that suits the current technological environment. Hence this has led to the introduction of computer systems in schools
so that customers are trained in both practical and theoretical skills suitable to the external environment.
Some schools advertise their services to the people. They make use of the given current technology to make their service
known to the people. For example, they make the use of national television (ZBC), radio stations, Bill Boards, Internet
services to make them known by the people. Closer to peoples homes and in towns, posters are also used as a quick and
cheaper form of advertising by many new and small colleges to make them known by the people.
The educational sector does not achieve allocative efficiency. This is because these schools are profit maximizers; hence
they have a tendency of charging a price higher than their marginal cost of production. However because of the presents of
the government sector, although allocative efficiency cannot be achieved, it ensures that equity is achieved. This is because
the government offers very cheap fees to primary and secondary education especially for rural poor people. Rural primary
education costs $5 per term whilst secondary education is charged an average of $20 per term. Grade 7 national exams used

to be offered for free although it is charged for only $3 which takes a period of three years to be paid. A child will start paying
a dollar for a grade 7 examination fee starting from grade 5 until grade 7. This ensures equity.

The Structure of Zimbabwes Education System

Introduction

The Structure of Zimbabwes Education System

3.0 Introduction

Zimbabwe has two Ministries of Education. These are: The

Zimbabwe has two Ministries of Education. These are: The

Ministry of Education, Sport and Culture and the Ministry of

Ministry of Education, Sport and Culture and the Ministry of

Higher and Tertiary Education. Ministry of Education, Sport

Higher and Tertiary Education. Ministry of Education, Sport

and Culture caters for Early Childhood Education and Care,

and Culture caters for Early Childhood Education and Care,

Primary and Secondary Education. The Ministry of Higher and

Primary and Secondary Education. The Ministry of Higher and

Tertiary Education is responsible for university, technical and

Tertiary Education is responsible for university, technical and

teacher education

teacher education

.
Basic Education
These are necessary education requirements that every Zimbabwean is supposed to have.
Zimbabwes basic education system comprises:

Zimbabwes basic education system comprises:

Early Childhood Education and Care (ECEC) system;

Early Childhood Education and Care (ECEC) system;

Primary School Education cycle comprising 6 12 year olds;

Primary School Education cycle comprising 6 12 year olds;

Secondary education up to O level;

Secondary education up to O level;

Life long and continuing education.

Life long and continuing education.

# Early Childhood Education and Care

# Early Childhood Education and Care

Early Childhood Education and Care ( ECEC ) is a three-year

Early Childhood Education and Care (

cycle for 36 year olds. The

cycle for 36 year olds. The

) is a three-year

Ministry of Education, Sports and Culture has a new policy which incorporates ECEC into the primary education cycle. It had
to be part of primary education. The Ministry of higher and tertiary education has already started training ECEC teachers.
#
Primary Education

Primary Education

Primary education is a 7-year cycle and the official entry age is

Primary education is a 7-year cycle and the official entry age is

6 years. This Programme

6 years. This Programme

is part
of the compulsory education and automatic promotion from

of

compulsory education and automatic promotion from

one level to the other

one level to the other

up to grade 7. There is a national examination, at the end of the cycle.

#
Secondary Education

Secondary Education

Secondary education in Zimbabwe comprises a four-year

Secondary education in Zimbabwe comprises a four-year

General Certificate of Education, (Ordinary Level). The official

General Certificate of Education, (Ordinary Level). The official

entry age is 13 years. There is automatic progression from

entry age is 13 years. There is automatic progression from

Form 1 to Form 4. Zimbabwe is

Form 1 to Form 4. Zimbabwe is

still following
the British system of education. Students sit for the General

the British system of education. Students sit for the General

Certificate of Education Ordinary Level at the end of four years

Certificate of Education Ordinary Level at the end of four years

of secondary education. This examination is equivalent to the

of secondary education. This examination is equivalent to the

Cambridge University General Certificate at ordinary level from

Cambridge University General Certificate at ordinary level from

which it emanated. After the O Level, students who succeed

which it emanated. After the O Level, students who succeed

can proceed to do a 2-year General Certificate of Education

can proceed to do a 2-year General Certificate of Education

Advanced Level cycle. This is a restricted cycle since

Advanced Level cycle. This is a restricted cycle since

progression is on merit and the number of places is also

progression is on merit and the number of places is also

limited. General Certificate of Education (Advanced Level)

limited. General Certificate of Education (Advanced Level)

examination is the entry requirement into university.

examination is the entry requirement into university.

Tertiary Education

Tertiary Education

Tertiary Education in Zimbabwe comprises a multiplicity of

Tertiary Education in Zimbabwe comprises a multiplicity of

Programmes offered in different types of institutions that

Programmes offered in different types of institutions that

include technical and vocational training colleges, teacher

include technical and vocational training colleges, teacher

colleges and universities. The duration of these Programmes

colleges and universities. The duration of these Programmes

varies from Programme to Programme and course to course.

varies from Programme to Programme and course to course.

# Technical and Vocational Education and Training (TVET)

# Technical and Vocational Education and Training (TVET)

In Technical and Vocational Education and Training ( TVET)

In Technical and Vocational Education and Training ( TVET)

the duration of the Programmes varies from short to long term

the duration of the Programmes varies from short to long term

courses. On completion of a Programme, students are

courses. On completion of a Programme, students are

awarded either certificates or diplomas with the Higher

awarded either certificates or diplomas with the Higher

National Diploma being the highest qualification awarded by

National Diploma being the highest qualification awarded by

the Polytechnics.

the Polytechnics.

# Teacher Education

# Teacher Education

Teacher education colleges produce qualified teachers for

Teacher education colleges produce qualified teachers for

primary, secondary, technical high schools and vocational

primary, secondary, technical high schools and vocational

training Centres . The pre-service teacher education

training Centers . The pre-service teacher education

Programme is open to those who have successfully completed

Programme is open to those who have successfully completed

either their O levels or A levels. Entry into primary school

either their O levels or A levels. Entry into primary school

teacher education colleges is O level and the duration of the

teacher education colleges is O level and the duration of the

course is three years. For secondary school teacher education

course is three years. For secondary school teacher education

the entry requirement is A level and the duration is generally

the entry requirement is A level and the duration is generally

two years. On completion the trainees are awarded the

two years. On completion the trainees are awarded the

Diploma in Education.

Diploma in Education.

University Education

University Education

In Zimbabwe, entry into University is the preserve of those

In Zimbabwe, entry into University is the preserve of those

who would have successfully completed their A levels. The

who would have successfully completed their A levels. The

duration of the under graduate degree Programmes is usually

duration of the under graduate degree Programmes is usually

three years, although there are some Programmes that may

three years, although there are some Programmes that

last longer. The Universities also offer postgraduate degrees

last longer. The Universities also offer postgraduate degrees

at masters and doctoral level. A recent development has been

at masters and doctoral level. A recent development has been

the introduction of distance and open learning at University

the introduction of distance and open learning at University

level. This is through the Zimbabwe Open University

level. This is through the Zimbabwe Open University

.
Lifelong
and Continuing Education

and Continuing Education

Running parallel to the formal education system, in Zimbabwe,

Running parallel to the formal education system, in Zimbabwe,

is the complementary lifelong and continuing education

is the complementary life long and continuing education

system. It aims at according access to and participation in

system. It aims at according access to and participation in

education to the previously denied and disadvantaged

education to the previously denied and disadvantaged

members of the society. Adult Literacy classes and Distance

members of the society. Adult Literacy classes and Distance

Education are used to reach these learners.

Education are used to reach these learners.

# The Adult Literacy Programme

# The Adult Literacy Programme

Adult Literacy Classes teach basic numeracy, writing and

Adult Literacy Classes teach basic numeracy, writing and

reading skills.

reading skills.

Post/Functional Literacy classes impart life-long skills through

Post/Functional Literacy classes impart life-long skills through

income-generating projects

income-generating projects

such as fashion and designing, film and drammer among many others.
#
Distance Education

Distance Education

The Programme caters mainly for secondary and tertiary

The Programme caters mainly for secondary and tertiary

education. It provides access to and participation in education,

education. It provides access to and participation in education,

for all those who aspire to improve their educational

for all those who aspire to improve their educational

qualifications, and might have:

qualifications, and might have:

Failed to progress to secondary education for one reason or

Failed to progress to secondary education for one reason or

another; and

another; and

Dropped out of school due to a variety of reasons.

Dropped out of school due to a variety of reasons.

Distance Education is largely effected through Programmes

Distance Education is largely effected through Programmes

that include:

that include:

Part-time Evening Continuing Education Classes

Part-time Evening Continuing Education Classes

Study Groups

Study Groups

School on the air

School on the air

Correspondence Colleges

Correspondence Colleges

Independent/Private Colleges

Independent/Private Colleges

Finance of educational programmes

Provision and Financing of Education in Zimbabwe

Introduction

Provision and Financing of Education in Zimbabwe

4.1 Introduction

The providers of education in Zimbabwe are: Government,

The providers of education in Zimbabwe are: Government,

Local Authorities, Church Organizations and Trustees/Board of

Local Authorities, Church Organizations and Trustees/Board of

Governors.

Governors.

Church Organizations
Prior to 1980 the provision of education for the majority

4.2 Church Organizations

12 Prior to 1980 the provision of education for the majority

black people was largely in the hands of church organisations.

black people was largely in the hands of church organisations.

Church organisations have made and continue to make

Church organisations have made and continue to make

immense contribution to the establishment, growth and

immense contribution to the establishment, growth and

development of Education in Zimbabwe. They actually

development of Education in Zimbabwe. They actually

pioneered the provision of education for the African people.

pioneered the provision of education for the African people.

The different church organisations established schools at their

The different church organisations established schools at their

Respective mission stations and in their areas of influence. In

Respective mission stations and in their areas of influence. In

these schools the learners received tuition in basic education,

these schools the learners received tuition in basic education,

teacher education and industrial skills training. Furthermore, as

teacher education and industrial skills training. Furthermore, as

at 2003, church organisations have three established

at 2003, church organisations have three established

teachers colleges and four universities. Church organisations

teachers colleges and four universities. Church organisations

and other responsible authorities contribute to the growth and

and other responsible authorities contribute to the growth and

development of education through the provision of

development of education through the provision of

infrastructural facilities, while donors are providing funds for the

infrastructural facilities, while donors are providing funds for the

provision of tutorial facilities, human resource development and

provision of tutorial facilities, human resource development and

teachers accommodation.

teachers accommodation.

Central Government

4.3 Central Government

Government bears the greatest financial burden in the field of

Government bears the greatest financial burden in the field of

education. Furthermore, education has been and is still

education. Furthermore, education has been and is still

receiving the largest single share of the national budget since

receiving the largest single share of the national budget since

Independence in 1980. In 2002 the educational vote allocation

Independence in 1980. In 2002 the educational vote allocation

for both education ministries accounts for about 26.6 percent

for both education ministries accounts for about 26.6 percent

of the national budget. This heavy investment in education is

of the national budget. This heavy investment in education is

set to increase, considering new educational Programmes

set to increase, considering new educational Programmes

such as the vocationalisation of the curriculum, increased

such as the vocationalisation of the curriculum, increased

emphasis on Science and Mathematics, and the establishment

emphasis on Science and Mathematics, and the establishment

of more A level schools.

of more A level schools.

Government direct funding of education goes towards staff

Government direct funding of education goes towards staff

salaries, capital development such as the Public Sector

salaries, capital development such as the Public Sector

Investment Programme and Building Grants-in-Aid, as well as

Investment Programme and Building Grants-in-Aid, as well as

for learner support services like the Basic Education

for learner support services like the Basic Education

Assistance Module (BEAM), the Equalisation Grant for

Assistance Module (BEAM), the Equalisation Grant for

government schools, Per Capita Grants, and A level

government schools, Per Capita Grants, and A level

scholarships. Staff salaries accounted for at least 93 percent

scholarships. Staff salaries accounted for at least 93 percent

of the total education budget in 2002.

of the total education budget in 2002.

In order to alleviate the plight of those families and children

In order to alleviate the plight of those families and children

who were finding it difficult or impossible to meet the cost of

who were finding it difficult or impossible to meet the cost of

education, Government introduced BEAM as a social safety

education, Government introduced BEAM as a social safety

net. The Programme, which is a successor to the Social

net. The Programme, which is a successor to the Social

Dimensions Fund (SDF), pays school and examination fees for

Dimensions Fund (SDF), pays school and examination fees for

children from disadvantaged family backgrounds right from

children from disadvantaged family backgrounds right from

Grade One to A Level.

Grade One to A Level.

Government provides the necessary policy framework and

Government provides the necessary policy framework and

guidelines for the provision of education. Government is

guidelines for the provision of education. Government is

responsible for bearing the greater financial burden for

responsible for bearing the greater financial burden for

education provision in terms of staff salaries and allowances. It

education provision in terms of staff salaries and allowances. It

also provides tuition, Per Capita grants and building grants-in-

also provides tuition, Per Capita grants and building grants-in-

aid for both primary and secondary schools. Grants-in-aid are

aid for both primary and secondary schools. Grants-in-aid are

for infrastructural development of primary and secondary

for infrastructural development of primary and secondary

schools. In addition, Government directly owns and manages

schools. In addition, Government directly owns and manages

5.8% of primary schools and 12.8% of the secondary schools

5.8% of primary schools and 12.8% of the secondary schools

across the country. Currently, Government owns and runs ten

across the country. Currently, Government owns and runs ten

(10) of the thirteen teachers colleges, seven (7) Polytechnic

(10) of the thirteen teachers colleges, seven (7) Polytechnic

colleges, two (2) vocational training colleges and seven (7) of

colleges, two (2) vocational training colleges and seven (7) of

the eleven universities in the country

the eleven universities in the country

Local Authorities :

13

The majority of the schools in the country are owned and run

The provision of the schools in the country are owned and run

by the local authorities through the Ministry of Local

by the local authorities through the Ministry of Local

Government, National Housing and Public Works. This Ministry

Government, National Housing and Public Works. This Ministry

does so through rural districts and urban council authorities. In

does so through rural districts and urban council authorities. In

the case of Rural District Councils, parents and communities

the case of Rural District Councils, parents and communities

have made a particularly significant contribution to the

have made a particularly significant contribution to the

provision and development of education. Parental and

provision and development of education. Parental and

community involvement in education provision is largely in the

community involvement in education provision is largely in the

form of school fees, building and development levies. They

form of school fees, building and development levies. They

also provide labour in the construction of school facilities.

also provide labour in the construction of school facilities.

Parents also contribute by way of providing books, stationery,

Parents also contribute by way of providing books, stationery,

uniforms and other learning facilities.

uniforms and other learning facilities.

Other Providers and Financiers of Education and Training

Other Providers and Financiers of Education and Training

The Education Act (1987) as amended in 1991 allows anybody

The Education Act (1987) as amended in 1991 allows anybody

in Zimbabwe to start a school provided it is registered with the

in Zimbabwe to start a school provided it is registered with the

Ministry of Education Sport and Culture. Individuals, private

Ministry of Education Sport and Culture. Individuals, private

companies, Committees/Trustees and Non-Governmental

companies, Committees/Trustees and Non-Governmental

Organisations own 10.2% of primary schools and 5.5% of

Organisations own 10.2% of primary schools and 5.5% of

secondary schools.

secondary schools.

The Manpower Development Act (1994) provides for the

The Manpower Development Act (1994) provides for the

registration of tertiary colleges. Currently there are more than

registration of tertiary colleges. Currently there are more than

300 registered private colleges and several financial

300 registered private colleges and several financial

institutions. Organisations and international agencies offer

institutions. Organisations and international agencies offer

scholarships and assistance towards institutional development

scholarships and assistance towards institutional development

and the provision of learning materials. At tertiary level, the

and the provision of learning materials. At tertiary level, the

private sector contributes to technical training through the

private sector contributes to technical training through the

Zimbabwe Manpower Development Fund

levy. This is a 1% levy of the wage bill of different companies.

levy. This is a 1% levy of the wage bill of different companies.

There are also several companies, organisations and

There are also several companies, organisations and

cooperating partners that offer scholarships, and contribute to

cooperating partners that offer scholarships, and contribute to

the provision of learning materials and Institutional

the provision of learning materials and Institutional

development

development

C) What are the outcomes in terms of service delivery, coverage rates, adequacy and quality of benefits and services?

Gross enrolment rate

Source: EMIS 2012

Extracted from: MOESEC education Medium Term Plan (2013).

The 12 year trend for Gross enrolment Rate for primary education is shown in the table above. The Data for 2007, 2008,
2010 and 2011 was not available. The graph above shows that on average, Gross enrolment rate for boys was generally
higher for the past 12 years. This clearly shows that there is still gender inequality in terms of the number of boys and girls
who enrols in primary schools. Gross Enrolment rates for boys ranged from 115% to around 117.9% between 2000 to around
2009 whilst Gross Enrolment Rates for girls was significantly lower ranging from 110% to 112%. However, there has been an
improvement in the gender discrimination issues in primary enrolments between boys and girls as evidenced by sharp
increases in the enrolment rate of girls which has increased to 140%. This shows the success of gender policies initiated by
the government.

Percentage of Drop outs

Source: EMIS 2012

Extracted from: MOESEC education Medium Term Plan (2013).
The table above shows the number of school drop outs from primary level up to advanced level for the past 12 years from
2000. The number of school drop outs was much higher on female students as compared to their male counterparts. The
survey shows that on average, about 168 in every 1000 pupils successfully progresses from Form 1 to Upper 6. Dropout is
very high at the end of Form 4, with only 19% of pupils transitioning to Lower 6 .Furthermore, evidence suggests that 41% of
students dropped out of school because of high school fees and 29% of dropouts were as a result of moving or relocating to
other places .Furthermore, research has also shown that about 9% of dropouts were because of marriage issues and 6%
owing to pregnancy . This shows that in as much as the government was interested in offering education to all, but, it failed to
handle the cases of drop outs due to problems cited above. However, the government had to introduce payments incentive
such as scholarships, BEAM and other programs to cater for the poor who could not afford education.

Percentage of Repeaters

Source: repeaters EMIS 2012

Extracted from: MOESEC education Medium Term Plan (2013).
The table above shows the percentages of repeaters both male and female students from primary level up to advanced level.
The repetition rate is generally low at all levels. This shows that teachers are delivering quality education to students at all
levels as evidenced by the less number of people that are failing and repeating. This shows that student scores are generally
higher in both primary and secondary levels. However, in general, at all levels, it is shown that the percentage of repeaters is
lower in girls and higher in boys.

Percentage of students performing below and above average

primary

secondary

Below grade
Above grade

Below grade
Above grade
maths
76
24

Maths
85
15
English
95
5
English
97
3
Average
85
15
average
92
8
Source: Learning Achievement and Training Study (LAT)
Extracted from : MOESEC education Medium Term Plan (2013).
The above table shows the statics of students performance in two core subjects of mathematics and English at both primary
and secondary level. The evidence shows that students are performing much better in mathematics at both primary and
secondary level as evidenced by low percentage of students attaining low marks. This good outcome shows that teachers
are doing their best to ensure that students understand their mathematics. This also shows the success of teacher training
education as they are producing good results. However, on average, many students in both primary and secondary education
are having difficulties in understanding English. This is evidenced by the percentage of scores which are lower in that subject in
both primary and secondary education. This means that much effort is not put in favour of that subject area.
Transition rates

male
Female
Grade 1 to form 4
78.4
75.4
Form 4 to form 6

17.7
20.2
Source: Learning Achievement and Training Study ( LAT)
Exracted from : MOESEC education Medium Term Plan (2013).
The table above shows the transition rate between girls and boys from grade 7 to form one and from form 4 to form 6. The
table shows that the number of peoples getting into secondary level from primary level is generally higher between boys and
girls, ranging above 75 % in total for the past 12 years. This is as the result of the government effort to ensure that education
is should be provided and everyone should be adequately supplied with it. However, the percentages of boys who are getting
into secondary level are higher than those of female students. The reason for this variation was because of discrimination
against girl child. Many parents did not believe that it is worthwhile to send their children to secondary school. They only
believed that once, a girl child knows how to read and write then they, will be no need to send them to secondary. Primary
education will be enough for them. Thus the reason why the percentage of girls attaining secondary education is generally
low. However, the transition rates of students getting into Advanced level is generally lower compared to the transition rate
of primary to form one level. This is mainly because getting to Advanced level is on merit. It is entered by those with only five
ordinary levels. This means the lower number of students who are getting into Advanced level is as a result of only few people
who have passed with 5 olevels. This shows that many people are not able to attain 5 o levels such that they will be able to
proceed to the Advanced level. This is then an evidence of poor service delivery and quality of education to students.
However, the decrease in transition rates was also influenced by other reasons that might include expensiveness of
education, and others opting for vocational training.
Literacy rate.

Source: ZIMSTATS 2014

The graph above shows that, In Zimbabwe, Harare and Bulawayo provinces are the ones with a large number of people who
are able to read and write. This is evidenced by a large number of literacy rates of 99, 3% and 99% in both Harare and
Bulawayo provinces respectively in 2014.This then clearly shows that the government has been channelling its education
resources in favour of its two capital cities. There is an uneven distribution of educational resources in in the country; the
government is most concentrated in distributing resources and promoting education in its two largest cities of Zimbabwe.
This is evidenced by higher figures of literacy rate in Harare and Bulawayo as compared to the rest of the provinces.
However, In general, all provinces in Zimbabwe have higher levels of literacy rate. This means that the governments
involvement in education is bearing some fruits as evidenced by the high literacy rate in all provinces which is ranging to above
90%

Textbooks
Research shows that textbooks for core subjects are more readily available in secondary schools than primary schools . This
evidenced by a ratio of 1:3 pupils for every core textbook in primary schools but nearly one per pupil in secondary schools.
Provision is worst for Grade 1 and 2 pupils with only 1:54 and 1:41 pupils to subject core textbook respectively . Advanced
level classes usually have more books per student than the other levels.This shows that the government is not adequately
covering education resources evenly to all education ;levels.
Computers, ICT and E-Learning
The research suggests that Bulawayo and Harare are by far the most progressive areas in terms of computerisation, ICT

teacher training, internet connectivity and advancement of e-learning. Bulawayo and Harare have on average 12 and 25
computers per school respectively whilst other provinces range between 1.8 computers per school in Masvingo to 3.2
computers per school in Mashonaland East. Computers are primarily available in upper class primary and secondary schools
with 15.6 and 34.7 computers per school respectively. However computers are almost non-existent in remote rural primary
and secondary schools with one computer to two schools in primary and almost 5 computers per school in secondary level.
This shows that learning resources are not adequately available in most schools in Zimbabwe.
Furthermore, Bulawayo and Harare have e-learning courses in 15.2% and 22.2% of schools respectively. By comparison ,
research shows that other provinces are almost absent of e-learning ranging from Masvingo having 1.6% of schools with elearning courses to Mashonaland East with 3.9% of schools having e-learning . Bulawayo and Harare have 31.5% and 34.4%
of schools with internet connectivity, whilst in other provinces, schools with internet connectivity ranges from 2.8% to 5.7%.
This inadequacy and coverage problem has however resulted in low levels of literacy rates in other provinces, with only
Bulawayo and Harare with high literacy rates ranging from 90% to 90.3% respectively.
The shortages of qualified teachers in science and maths subjects
There has been shortages of qualified maths and science teachers at the secondary level as a result of low enrolments at
teacher training colleges, brain drain during the hyperinflationary period and economic challenges faced by the country. In
Mashonaland Central Province, the majority of rural science teachers are temporary and unqualified . This has resulted in poor
pass rates in those provinces with untrained and unqualified teachers. For example, research shows that, over 80% of the
science teachers in the Mbire and Muzarabani districts are either unqualified or require upgrading of their qualifications . This
shows that quality of education is compromised in those places.
Problems with matching demand and supply of teachers
The 15 teacher-training colleges in Zimbabwe (11 for primary education and four for secondary) are producing at least 5,000
graduates annually. Since 2009 there has been a freeze on public service establishments, including teacher positions. This
limits the number of teachers that can be appointed to substantive posts to meet the demand suggested by the staffing
formulae, which currently identify about 26,000 vacant teaching posts . The freezing of incentives has led to even qualified
teachers leaving the country in search of greener pastures. This has however created acute shortages of qualified teachers
especially in rural schools, which have resulted in higher student teacher ratios. This poor service delivery will result in acute
poor quality education to the students in such areas where they are being taught by unexperienced and unqualified teachers.
Changing of Curriculum
The last curriculum was revised in 1983, and it is broadly agreed that the curriculum needs to be changed and updated to suit
the changes in societal and technological advancements. As stated in Objective 2 of the EMTP: It is critical that the
curriculum be regularly reviewed in an effort to make it meet the attributes of individuals, the needs of the economy and of
society, and of the challenges of the future. To this end, the Ministry will conduct a comprehensive curriculum review, bringing
it up to date, placing a greater emphasis on vocational subjects, including Sport, Arts and Culture related subjects,
introducing Civic Education and focusing on the environment. This process is being done to change and to offer quality
service delivery so that students will be able to meet the changing technological environment.

D) Identify the various concerns about inadequacies of the current Zimbabwean educational system. Evaluate various reform
initiatives in terms of the extent to which they address these concerns.
(i) Inadequacies in the education system:
Limited access to education and low transition rates

The number of school dropouts and proportion of the school-going age that cannot afford education has been ever increasing
especially when it comes to accessing higher or tertiary education. According to the World Bank, in 2013, approximately 70%
of the youths in Zimbabwe had incomplete secondary education and the number has been ever increasing with time. This can
attributed to financial constraints which have made education attainment nearly impossible especially for the low income
groups found in the high density areas and rural areas. Studies have shown that for children of primary school age in
Zimbabwe, the biggest disparity can be seen between the poorest and the richest children and the same is true for youths of
secondary school age (World Bank, 2014).
The term transition rates refers to the number of pupils admitted to the first grade of a higher level of education in a given
year as a percentage of the number of pupils enrolled in the last grade of the lower level of education in the previous year.
There are low transition rates in the Zimbabwean education sector. The transition rate from primary to secondary is 70%
while that of Form 4 to lower sixth is a mere 8% indicating that the system is inadequate.
Limited education expenditure
Education expenditure encompasses the pupil-teacher ratios (PTR) and per pupil expenditure (PPE). The PPE indicates a
country's commitment to education at each school level while PTR is a proxy for learning quality and resource availability
indicator (World Bank, 2014). According to Masuko, public expenditure on education as a percentage of GDP in Zimbabwe is
quite reasonable but the main problem is that the allocation of resources across different functional areas within the sector
suggest that much more attention is given to administrators' salaries than to the salaries and conditions of service of the
teaching staff and to teaching materials (Masuko, 2003). This is manifested by the severe shortages of textbooks and
teaching materials especially in most schools in the high density suburbs to such an extent that the only textbook in a class of
40 children is the one that the teacher is holding.
Gender disparity in education enrolments
Although there has been reforms in the education sector to ensure equality in the attainment of education postindependence, there still exists a huge discrepancy between enrollments of girls and boys across all education levels as well
as higher dropout rates for female students. Nearly 45% of female youth of secondary school age are out of school
compared to 37% of male youth of the same age (World Bank, 2014). Parental and societal attitudes that undervalue
education, especially for girls and domestic poverty and chores have been blamed for high dropout rates but the failure to
complete education by girls cannot be explained by these factors alone. Possible reasons include the failure of the education
policies to address the needs of the girl child and ignorance towards the inequalities that actually exist. This is clearly
evidenced by the common situation among secondary and high schools in which upon the event of a girl getting pregnant while
at school, she is automatically expected to dropout while the male student continues with his studies thus reflecting inequality
or unfairness. In other societies the girl child is not even allowed to proceed to high school after completion of primary school
due to the prevalence of various beliefs within these societies that see the role of a female child as that of a child bearer and
homemaker.
Irrelevant curriculum
The rising youth unemployment rates have raised questions about the relevance of the curriculum especially in technical
colleges. The challenge facing the country in this regard is to ensure the relevance of education and training through the
development of relevant and diversified curricula through the involvement of the relevant stakeholders. Enhancing
entrepreneurship education throughout the education and training system can also ensure relevance .
Brain drain and staff mismanagement
The issue of brain drain has really impacted the education sector in a negative way over the years. Following the economic
downturn of 2008-2009, the sector lost the majority of experienced teachers and staff who fled out of the country to find
greener pastures in other countries such as Mozambique and South Africa where they receive better salaries. This left a huge
dent in the education sector of Zimbabwe and the effects of this crisis still echo today as seen by the low pass rates across
the country.
In addition, the issue of staff discipline in schools is a cause for concern. There have been numerous reports of embezzlement
of school funds and corruption by the senior staff in local schools but these acts have gone unpunished which is detrimental to

the system. The teaching staff also lacks discipline to such an extent that some teachers leave their students unattended in
order to run personal errands. This is a common practice in primary schools where teachers involved in cross border trading
usually leave earlier on Fridays ( or do not attend at all) to go to South Africa thus indicating a highest level of indiscipline.
Reform initiatives and the extent to which they are meeting inadequacies in the education sector
Broadening the curriculum
In order to address the major concern of mismatch between the educational skills and industry requirement, the Ministry of
education embarked on the implementation of the two-pathway education structure in all schools. This is in line with the 1999
Presidential Commission of Inquiry into education which emphasized strengthening the teaching of mathematics and science.
The government has been quite focused on this goal as seen by the offering of grants to build science laboratories, donating
computers to schools and implementing programs that are in line with this reform, that is, the STEM program which is
encouraging enrollment into sciences for A level students.
However, there have been many problems in reforming the curriculum. The major problem is lack of funding to build the
required structures as well as hiring of qualified teachers.
Amendments to the education act
The ministry of education, sports and culture amended the education act in 2006 with the aim of making education more
accessible to the majority of learners. This was done through regulation of school fees and levies in a bid to make sure those
schools are not charging parents exorbitant fees.
Another feature of the amendment act was the emergence of the Disciplinary Procedures Manual which aims at establishing
staff development together with appointment of district supervisors and district education officers. The erection of such
personnel was done with the sole aim of ensuring close external supervision and reducing cases of indiscipline including
absenteeism by teachers. This has been highly successful in addressing the indiscipline problems within public schools as it
has become riskier for teachers to be absent from their classes since spot checks are being regularly done.
Supporting teaching staff
Government has continued to give the largest share of the budget to education , the bulk of which goes to paying the
teachers whose number have increased since 1980 .The government has also provided teachers housing, transport and
other benefits so as to motivate them to work.
Inclusiveness.
The ministry came up with a broad and more comprehensive curriculum that captures the interest of all learners and to make
pursuance of education a worthwhile taking. Adding more to traditional subjects, the curriculum includes physical subject to
cater for those that are not academically gifted. These physical subjects include sport and culture, HIV and AIDS awareness.
Increase in number of institution
The government expanded the education sector at all levels to make it more inclusive. There is an increase in the number of
institutions offering basic, secondary, and tertiary education in all provinces.
Teacher In services training.
In their school based and external in-service courses, teachers are taught how to handle learners with varied backgrounds
including integrated children with disabilities. This is an addition to what teachers learn for their pre- service education.
Inclusive education and gender.
In many developing countries, girls are disadvantaged when it comes to education. In Zimbabwe, parents now understand
that women play a role when it comes to development and there is now no form of discrimination between boys and girls.

Inclusiveness of children with disabilities.

Zimbabwe is currently carrying out a survey to find out the extent to which children with disabilities are excluded from school .
Teachers are trained to handle these children.
The reforms can be summarised below.

Gender disparity

- implement a quota system

Children with disabilities

- a division for School Psychological Services and Special needs Education was established to cater for the provision of
quality education to children with disabilities.
# In addition training staff for special needs education and the setup of structures for learners with disabilities such as the
National Education Audio logical Laboratory which produces hearing aids, and the National Braille Printing Press for
textbooks for the blind
Student teacher ratio

- subsidize teachers training to increase number of teachers in country, also develop facilities for teachers in remote areas to
make it more attractive
Access to resources

- Education Transition fund issues of corruption

Curriculum reform

# Include vocational education not only academic through implementation of the Two-Pathway Education Structure
# Technical and vocational education and commercial/business subject have been introduced to cater for the learners varying
aptitudes interests and abilities
Inadequate access to ict

-implementation of Computer education, e-governance and ICT in schools through the Presidential Computerization
Programme

Decreasing teacher motivation and quality of education

-government pays teachers Housing, Transport and Rural allowances to cushion them against economic hardships
# The Joint Negotiating Council assists in bargaining for improved salaries and conditions of service
# The importance of supervision, monitoring and evaluation of schools, personnel and programmes, government has availed
funds for district-based supervisors to also ensure the quality of education
Coverage

-accessibility to remote areas of the country

# Beam- but no guarantee same beneficiary each year and

# not accessible to less privileges families