The document provides an overview of the educational system of Zimbabwe. It discusses the country's geography, population, government, and economy. It then examines the immediate and secondary environments influencing Zimbabwe's education, including government regulations, political and economic factors, social movements, technology, and culture. It provides details on inputs, processes, organization, programs, testing, and outputs of the educational system. In summary, the document analyzes the key components and influences shaping education in Zimbabwe at multiple levels.

1. Republic of Zimbabwe

2. Great Zimbabwe

3. Background
a. Geography

4. b. People
- Population - 12,382,920 (2008 estimate)
- Linguistic and Ethnic Groups: Shona &
Ndebele
- Official Language: English
- Life Expectancy Rate: 39.7 years

5. d. Economy
- Agriculture, Industry

6. c. Government
- Form: Presidential Republic
- Head of State: Pres. Robert Mugabe
e. Religious Affiliations
- Syncretic, Protestant, Catholic …

7. Educational System of
Zimbabwe

8. Immediate Environment
• School Board
• PTA
• Teacher’s union
▫ Low salary
▫ “deprofessionalization of the teaching profession”
• Levies (taxes)
▫ Poor infrastracture
• Community/ Pressure groups

9. • Government regulations
▫ Education for All 2015 (EFA)
▫ Education Act of 1997
▫ Manpower Development Act of 1994
▫ National Strategic Plan for the Education of Girls,
Orphans and Other Vulnerable Children

10. • Government / Local Sectors
– Ministry of Education, Sport and Culture;
– Ministry of Higher and Tertiary Education;
– Ministry of Youth Development
– Ministry of Women’s Affairs, Gender and
Community Development;
– Adult Literacy Association of Zimbabwe;
– Church organizations;
– Local Authorities

11. Secondary Environment:
• Socialist path
• Political demands of developing countries
• Massive education expansion program
Political- Economic

12. • Lack of government funding
– poor infrastructure/ lack of classrooms
– Lack of instructional materials
– Scarcity of Resources
• Political Instability
– Populist political ideology of ZANU-PF (political
repression and economic meltdown)

13. Social movements
• Investment on Education
• Human Capital Shortage (Brain Drain)

14. Technology
• Lack of State-of-the-art facilities
• Generation of scientific and technological
capabilities (Science and Technology Policy)
• Globalization

15. Cultural values and ideology
• Hegemonic culture
• Racial Discrimination
• Tradition of placing great value on education-
• Apartheid Legacy
• Racial Capitalism
• Ceremonial rituals
• Influence of Traditional African Education

16. • Colonial Legacy on Educ. System
▫ Politics of EXCLUSION

17. Population changes
• Growth of private schools
• Decrease of Life expectancy rate due to
HIV/AIDS

18. Religious
• Mission Schools
• Research and development
Industrialization

19. Input
• Students
▫ Demographic variables
 Gender
 Population
 Proportion
 Age
 Enrolment Rate
 Dropout Rate
 Literacy Rate

20. Evolution of Net Intake Rate (NIR) by
Sex
Year Boys Girls Both
1992 27.4 30.8 29.1
1994 35.4 33.3 34.3
1998 42.3 41.7 42.0
1999 43.5 43.0 43.3
2000 50.8 51.9 51.4

21. Under and Over-Aged Grade One
Pupils

22. Evolution of Enrolment and
Population : Primary Education (6-12
years)
1994 1998 1999 2000
POPULATIO
N
2366715 2365179 2293482 2230657
ENROLLME
NT
1937554 2003214 2043121 2062725

23. Out-of-School Population
% In
School
% Out of
School
1994 81.9 18.1
1998 84.7 15.3
1999 89.2 10.8
2000 92.5 7.5

24. Evolution of Net Enrolment Ratio
MALE FEMALE BOTH
1994 81.8 81.9 81.9
1998 86.7 82.8 84.7
1999 90.4 87.9 89.2
2000 95.1 90.0 92.5

25. Gross Enrolment in Technical and
Vocational Education
Male 11 018 67.4 %
Female 5 340 32.6%
Total 16 358 100%

26. Gross Enrolment in Universities
MALE 14 662 67.3%
FEMALE 7 108 32.7%
TOTAL 21 770 100%

27. ▫ Subculture
▫ Peer Groups
▫ Family
 Roles
▫ Class

28. • Staff: Teachers
– Recruitment
– Qualifications
– Roles
– Teacher training (Pre-service/ In-service/ Gender
Mainstreaming on Education & training)
– Population
– Ratio (PTR)
– Gender
– Percentage Distribution of teachers
• Administrators
• Class Background

29. Educational Organization of Zimbabwe:
• Formal Structure
– Early Childhood Education and Care (ECEC)
• Age bracket (3-6y.o.)
– Primary
• Age Bracket (6-12 y.o.)
– Secondary
• Age Bracket (12-18 y.o.)
• Types of schools (mission, boarding/ private,
government,)
• Levels
Structure

30. ▫ Tertiary
 Age Bracket (18 and above)
 Types of schools
 Vocational Training Centres
 Teacher Colleges
 University
 Polytechnic
 Sci. and Tech. / Indutrial Training Centers

31. Role Relationships
• Ministry of Education, Sport and Culture:
Minister David Coltart
• Ministry of Higher and Tertiary
Education

32. Goals
• To promote effectiveness, efficiency, equality in
education
• To develop the whole person and cultivate life skills
• To preserve the cultural heritage of the past, acquaint
the growing generation with the culture, and contribute
towards the growth and protection of the culture
• To equip students with basic survival, technical and
vocational skills
• To establish a strong scientific and technological base
for economic development
• To promote development of skills and competencies in
language and communication, numeracy and literacy as
well as entrepreneurship

33. Programs
• Content:Curriculum
 Philosophy: Education With Production (EWP)
– Primary (subjects)
• Mathematics
• English
• Shona/Ndebele
• Practical subjects (i.e. Art and Craft, House
Economics, Music, Sports, Physical Education)
• Social Studies
• Environmental Science
• Religious Education (largely based on Christianity)

34. – Secondary (a. Zimbabwe Junior Certificate)
• English
• Shona or Ndebele
• Mathematics
• Science
• History
• Geography
• Bible Knowledge
• Practical Subject (i.e. Food and Nutrition, Fashion and
Fabrics, Woodwork, Agriculture, Metalwork, Technical
Drawing, etc.)

35. – Secondary (b. Ordinary-Level)
• Sciences: (Biology, Chemistry, Physics, Physics with
Chemistry, Integrated Science, Mathematics)
• Liberal Arts: (English Literature, Religious Education,
Geography, History)
• Commercial Subjects: (Accounts, Commerce, Economics,
Computer Studies)
• Languages: (English, Shona, Ndebele, French, German,
Latin)
• Arts: (Art, Music)
• Practical Subjects: (Woodwork, Metalwork, Agriculture,
Technical Drawing, Fashion & Fabrics, Food & Nutrition)

36. - Secondary (c. Advanced-Level)
 Arts: (English Literature, Geography,
Shona/Ndebele Language and Literature, Divinity,
History, French, Portuguese, German, Spanish, Art,
Music)
 Commercial: (Management of Business, Economics,
Accounts, Computer Science, Statistics)
 Sciences: (Biology, Chemistry, Physics)
 Mathematics: (Pure Mathematics, Applied
Mathematics, Further Mathematics, Statistics)

37. • Extra-curricular
▫ Sports programs
▫ Bands
▫ Clubs
▫ Spirit groups
• Academic Year: January- December

38. • Programs
▫ The Economic Structural adjustment program
▫ Zimbabwe Programme for Economic and Social
Transformation
▫ Programme of Support for Orphans and
Vulnerable Children
▫ Basic Educational Assistance Module (BEAM)
▫ HIV/AIDS and Life-Skills Programme Initiative

39. • Testing
– Date of test administrations
– Scope of tests
– Responsible Agencies:
• Zimbabwe Schools Examination Council (ZIMSEC)
– Grade 7 examination
– Zimbabwe Junior Certificate of Education (ZJC)
– Zimbabwe General Certificate of Education Ordinary Level
(ZGCE O-Level)
– Zimbabwe General Certificate of Education Advanced Level
(ZGCE A-Level) examinations
• Educational Advising Center
– Standardized American Test (SAT)
– TOEFL
– Issues

40. Processes within Systems
• Socialization
▫ Gender Socialization
 GEM-Girls Education Movement
▫ Family and Community Socialization Process
 To strengthen traditional values through the
utilization of discipline, positive values, strong
ethics, morals and collectivism constituting unhu/
ubuntu.

41. • Teaching and Learning
▫ Innovative teaching
▫ Learning by experimentation (using the available
indigenous resources)
▫ Group work
▫ Interactive learning
▫ Collaborative teaching and learning

42. • Decision Making
▫ Curricular Reforms: Curriculum Development
Unit
▫ Financing: Education Transition Fund
• Communication Systems
▫ Print / Electronic Media
▫ Research and information
• Discipline

43. • Change, adaptation
▫ Ideological Factors
▫ International Influence
▫ Search for Relevance
▫ Research

44. Informal Structure
• Inclusive Education
• Special Needs Education
• Adult and Non-Formal Education Programmes
(ANFE)
▫ Adult Literacy Programme(Continuous
Education)
▫ Study Group Programme
▫ Distance Education

45. Output
• Graduates
▫ Quality
▫ Quantity
 Literacy rate

46. • New Knowledge
▫ Equity and efficiency in education

47. • Obsolete Information
▫ Provision for education mainly by missionaries
rather than government
▫ Racial biased governance and financing
▫ Gender disparity
▫ Belief that Blacks are inferior to Whites

48. • Emerging Culture
– More schools operate (via donations & other NGO’s)
– Decrease of students in Secondary Education (increased fees)
– Educated manpower
– “Brain Drain”
– Restoration of professional status of teachers
– Racial & Gender Equity
– Establishment plans of Academies/ Centers of Excellence
– Plans of Curriculum Revisions