World Data on Education

Donnes mondiales de lducation

Datos Mundiales de Educacin
VII Ed. 2010/11

IBE/2010/CP/WDE/RH

World Data on Education. 7th edition, 2010/11

Zimbabwe
Revised version, August 2010.

Principles and general objectives of education

Since independence (1980), education has been considered a top priority in the
countrys development plan and the governments budgetary allocations. Zimbabwe is
a comparatively young country and one of the basic principles in its education system
is to give to all citizens the opportunity for full and meaningful participation in all the
affairs of society, with special attention to traditionally disadvantaged groups such as
women, rural communities and the disabled. Access to education is a basic human
right which must be accorded to every child.
Education is intended to promote national unity and socialism, and should
contribute to national developmentparticularly, economic developmentthrough
the supply of trained and skilled personnel. Culturally, the aim is to revive neglected
languages and cultural values and to develop a distinctive way of life with mutual
recognition and enrichment of the diverse cultures.

Laws and other basic regulations concerning education

The Education Act No. 5/1987 as amended in 1991 (Education Amendment Act,
No. 26/1991) and 2004 sets out general regulatory principles of school education. The
key measures that were enshrined in the Education Act, as amended in 1991, are: the
abolition of all forms of racial discrimination in education; free and compulsory
primary education; provision of State support for non-formal, adult education and
literacy programmes; decentralizing the management and administration of the
education system; and expanding teacher education so as to release more trained
teachers into the school system.
Tertiary education and training is governed by the Manpower Planning and
Development Act of 1984, as amended in 1994. The Act provides for the
establishment, maintenance and operation of technical or vocational institutions,
universities, teachers colleges and vocational training schemes; it promotes the
development of human resources; provides for the training of apprentices and the
certification of skilled workers, and also provides for the imposition of levies to
finance manpower development.
The National Council for Higher Education (Act of 1990) was established to
cater for higher education. Some of its functions include: ensuring the maintenance of
appropriate standards with regards to teaching, courses of instruction, examinations
and academic qualifications in institutions of higher learning; receiving and
considering applications for the establishment of private universities and university
colleges; and establishing common student admission procedures for institutions of
higher learning. The Zimbabwe Council for Higher Education Act No. 1 of 2006
established the Council to register and accredit institutions of higher education; to
repeal the National Council for Higher Education Act; and to provide for matters
connected therewith.

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World Data on Education. 7th edition, 2010/11

Compulsory primary education for every child in the age group 6-12 remains a
long-term objective. The (amended) Education Act of 2004 stipulates that every child
shall have the right to education. Article 5 states that it is the objective in Zimbabwe
that primary education for every child of school-going age shall be compulsory and to
this end it shall be the duty of the parents of any such child to ensure that such child
attends primary school.

Administration and management of the education system

Education in Zimbabwe is under the control of two ministries. The Ministry of
Education, Sports, Arts and Culture is responsible for early childhood education
and care (formerly under the Ministry of Community Affairs and Womens
Development), primary and secondary education. Within the Ministry, the Curriculum
Development Unit (recently transformed into the Division of Educational Services)
translates government policies on primary and secondary education into measurable
objectives, programmes and activities.
The Ministry of Higher and Tertiary Education (formerly the Ministry of
Higher Education and Technology), established in 1988, administers tertiary
education and training. The National Manpower Advisory Council (NAMACO)
provides advisory services in the field.
The mission of the Zimbabwe Council for Higher Education, established in
2006, is to promote and coordinate education provided by institutions of higher
education and to act as a regulator in the determination and maintenance of standards
of teaching, examinations, academic qualifications and research in institutions of
higher education. The main functions of the Council are to: a) advise the Minister on
all higher education matters; b) develop and recommend policy on higher education
including the establishment of public institutions and advise the Minister accordingly;
c) accredit institutions of higher education; d) design and recommend an institutional
quality assurance system for higher education, that is, a system whereby the courses,
programmes and degrees offered by institutions are evaluated on a regular and
objective basis, and to recommend to the Minister institutional quality assurance
standards.
Major decisions are taken by the Head Office and, although there has been a
movement towards decentralization, regional directors who are in charge of the nine
Provincial Education Offices have limited autonomous power. Provinces are
subdivided into Education Districtswith the exception of the Harare region, which
is almost urbanheaded by an Education Officer. As a result of the decentralization
process, the promotion of certain grades of employees is done at the regional level,
the recruitment of teachers is done by heads of schools, and school supervision has
been facilitated.
The Ministry of Higher and Tertiary Education has a different organization,
structure and management system. There are no education regions as is the case with
the Ministry of Education. Until recently the operations of the Ministry were highly
centralized, with all crucial decisions being made at the Head Office in Harare.
Decentralization has led to the creation of Advisory Councils in teachers' and

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World Data on Education. 7th edition, 2010/11

technical colleges. Their functions are to advise and make recommendations as they
relate to amenities, the development fund, the annual budget, fund raising activities,
and the fostering of partnerships between the institutions and the community. Under
the 2001-2003 Corporate Plan, it was envisaged that a legal instrument will be
developed to transform the Advisory Councils into management boards in order to
give the community more involvement in the management of institutions.
The Zimbabwe School Examinations Council, a parastatal body created in
1994, is responsible for setting up and processing of examinations up to the Ordinary
Level.
Other ministries offer sector specific training, such as the ministries of Health
and Child Welfare, Home Affairs and Agriculture, Lands and Rural Resettlement,
Youth Development and Employment Creation.

Structure and organization of the education system

Pre-school education
Pre-school education (early childhood development) caters to children aged 3-5 and
lasts three years. Pre-school education is the responsibility of local communities.
Some centres give certificates of attendance during the last year of pre-school.
Primary education
Primary education lasts seven years and children usually enrol in primary school at
the age of 6. The seven-year cycle is divided into infant grades (1 and 2) and junior
grades (3 to 7). At the end of the primary stage, successful pupils are awarded the
Grade Seven Certificate.

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World Data on Education. 7th edition, 2010/11

Secondary education
Secondary education lasts six years and includes: a four-year Ordinary-Level cycle
where the official entry age is 13 years (there is unimpeded progress to the O-Level
cycle, but some schools set selection criteria based on grade 7 examinations); and a
two-year Advanced-Level cycle, which is a restricted cycle since progression is on
merit or selection criteria.
Higher education
Post-secondary and higher education are offered in vocational skills training centre,
teacher-training colleges, polytechnics, technical colleges, and universities. Technical
and vocational education and training institutions offer a variety of programmes
leading to a certificate or a diploma. Colleges offer courses normally lasting three
years. Universities offer both full-time and part-time diploma and degree
programmes. Full-time undergraduate (bachelors) degree programmes last three to
four years, five years in the case of mining engineering, medicine, and dental
surgery). Postgraduate honours programmes normally take one year to complete.
Masters degree programmes last one to two years. Doctoral degrees take a minimum
of two to three years.
The school year is divided into three terms, each consisting of twelve to
thirteen weeks (on average, 186 working days). The academic year is organized in
semesters.

The educational process

T

The principal institutions involved in curriculum change are: the Curriculum

Development Unit, the Zimbabwe Schools Examinations Council, the two Ministries
of Education, colleges and universities, industry and commerce and religious
organizations. Eminent educationalists, educational researchers and teachers are key
participants in the process of changing and adapting educational content.
The Curriculum Development Unit (recently transformed into the Division of
Educational Services) translates government policies on primary and secondary
education into measurable objectives, programmes and activities. This Division
develops and revises syllabi; promotes creative teaching and interactive
methodologies; organizes courses on curricular matters; tests and evaluates the
curriculum; and conducts research into curricular issues. Decisions about curriculum
issues are made in close consultation with the learners, parents, teachers, heads of
schools, education officers in the regions, the Examinations Council, subject
specialists, commerce and industry, teachers, teachers' colleges, and universities.
Other ministries, departments, and research institutes are also involved in
developing the curriculum. For example, agriculture educationists consult with the
Ministry of Lands, Agriculture and Rural Resettlement before developing the
syllabus; curriculum developers for geography liaise with the Surveyor Generals

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Office and the Meteorological Office, and the Science team makes decisions with the
Ministry of Health and Child Welfare. Decisions made at all levels are implemented
through syllabus review and revision. They are disseminated to schools through
circulars, teacher education guides and seminars.
The Standards Control Unit (SCU) is responsible for setting and maintaining
standards in classroom practice and school administration. The Unit makes decisions
over curriculum implementation, syllabus interpretation, assessment, in-service
courses and curriculum evaluation.
New decisions on curriculum issues are evaluated through regular trial testing
by curriculum developers through questionnaires, interviews and observations.
Annual external assessment, in addition to the regular internal testing and evaluation
programme, has been very useful. The Evaluation Section of the Planning Department
within the Divisions of Planning, Research and Development of the Ministries, the
University of Zimbabwe and external organizations have provided external
evaluations.
Many factors have motivated curriculum reforms in Zimbabwe, including
ideological factors, a search for relevance, international influence, research results,
and commissions of inquiry. The strategy of implementation considered the following
eight components: teacher training including in-service training; ECEC quality
provision through the community; school management that enhances leadership;
vocational education and training in schools, colleges and centres; gender balance and
equal opportunities; inclusive education-provision for people with special needs;
capacity-building in Ministries of Education and Local Government.
The Presidential Commission of Inquiry into Education and Training (1999)
recommended an outcomes-based curriculum, which is broad-based in terms of
subjects offered, and which focuses on learning areas, employment related skills and
other essential skills to be developed across the curriculum.
Pre-primary education
The national curriculum for early childhood education and care (ECEC) focuses on
the whole development of the child. The curriculum consists of six essential
developmental components: physical; cognitive/intellectual; creative; social and
moral; emotional development; and health.
The majority of ECEC centres operate a half-day (four to five hours) during
week-days especially in rural areas. In urban areas most centres operate on a full-day
basis to meet the needs of working parents, in particular single parents.
The children follow a daily schedule prepared according to the type of centre
(half- or full-day) and according to their age. The daily schedule includes free play by
children in seven play areas aimed at promoting the six core curriculum areas. The
seven play areas are: outdoor playground area; block area; drama/house area; art and
craft area; music and movement area; book area; and science/discovery area.

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The language of instruction at ECEC centresespecially in rural areasis the

mother tongue or the language spoken by the local population or community (mainly
Shona and Ndebele, but also Kalanga, Tonga, Venda and Shangaan). However, in
urban areas two languagesEnglish and the childs mother tongueare often used
by teachers, in particular when children come from multicultural backgrounds. The
teachers role is to help every child develop language skills through listening, asking
open-ended questions which encourage verbal expression, talking to each child,
reading books and telling stories. Radio and television programmes are also used by
some urban centres. Music is also used to teach language and to encourage selfexpression. However, there are no formal lessons planned by the teachers to teach
language.
A general short report is provided on the childs individual abilities and needs
regarding the six developmental curriculum areas. This report is meant to give the
parents an understanding of how their child is performing and what areas require their
support and the centres input. Some centres give certificates of attendance during the
last year.
The government stipulated an average teacher-pupil ratio of 1:20 for the preprimary education level. However, because of a high demand for education and a
general shortage of facilities, it is not generally adhered to.
Although the national access rate was projected to rise from 20% to about 48%
by the year 2000, it only rose to 34.9% in 1998. Since 1994, a total of 3,730 teachers
and supervisors were trained to enhance their teaching skills. Similarly, 9,120
community members were sensitized on their roles and responsibilities with regards to
the ECEC programme. To further strengthen the programme, fifty-five ECEC district
trainers were also trained to enhance their supervisory and managerial skills. These
staff development activities have improved the quality of services offered in some
centres. Community participation in the programme has increased and reference
materials at the centres have improved.
In 2003, the gross enrolment ratio at the pre-primary level was estimated at
43% according to provisional data made available by the UNESCO Institute for
Statistics.
The construction of centres has remained problematic because financial
resources are limited, especially in rural areas. Attendance is adversely affected,
particularly during drought. Some rural communities do not have sufficient incomes
and therefore find it impossible to pay teachers. Government allowances are very low.
(Ministry of Education, Sport and Culture, 1999).
According to Education Management Information System (EMIS, 2004),
ECEC, the proportion of grade ones who have pre-school background has increased
from 55% in 2002 to 57% in 2004. The recent policy on the provision of early
childhood education at all primary schools is further improving access to pre-school
education. (UNICEF 2007). In 2007, an estimated 77.4% of primary schools had early
childhood education classes. (Ministry of Education, Sport and Culture, 2008).

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World Data on Education. 7th edition, 2010/11

Primary education
Primary education aims to equip learners with:

language skills in either English and Shona or English and Ndebele, the
three official languages in the country;
appreciation for the national and social phenomena that surround them;
and
number, scientific and technological concepts.

By the end of primary school, learners are expected to have acquired skills and
competencies in the following areas: language and communication; numeracy and
literacy; science and technology; ethics and citizenship; and practical skills to provide
a background for, and to stimulate an interest in, technical and vocational subjects.
At this level, the Ministry of Education encourages integrated learning so that
experiences gained in one subject area are reinforced in other subjects. Grades 1-3
pupils are taught in their mother language (Ndebele, Shona, Tonga, etc.). From grade
4 onwards English, Shona or Ndebele are used as medium of instruction. These
languages are also used up to sixth-form level (higher secondary), depending on the
subject combinations offered in the different high schools.
The following subjects are offered in the primary school: English language,
Shona, Ndebele, reading, handwriting, mathematics, environmental science, social
studies, art, religious and moral education, music, physical education, home
economics and co-curricular activities (homework in grades 3-7). Handwriting should
be taught for ten minutes at the start of every language lesson. The table below shows
the average number of hours per week allocated to each subject:

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World Data on Education. 7th edition, 2010/11

There is a policy of automatic promotion from one grade to the next up to

Form 4 (O-level), although the worst cases of under-achievers may be permitted to
repeat the year, especially in secondary schools. At the end of the seven-year primary
cycle, pupils sit a common national examination in English, mathematics, Shona or
Ndebele, and a general paper which covers all subjects. Successful pupils are awarded
the Grade Seven Certificate. The average primary school drop-out rate during the
1991-95 period was 2.9% and 3% for boys and girls, respectively. In 1995, the
average transition rate from grade 7 to Form 1 (junior secondary school) was 67%.
According to official regulations, the average pupil-teacher ratio should be
1:40. In 1996, the pupil-teacher ratio was 39:1 (the pupil-trained teacher ratio was
51:1). According to provisional data made available by the UNESCO Institute for
Statistics, in 2003 the gross enrolment ratio was estimated at 96% (net enrolment
ratio: 82%). There were 2,361,588 pupils enrolled at the primary level and the total
number of teachers was 61,251, for an average teacher/pupil ratio of 1:39.
According to national data, in 2004 there were 4,779 primary schools and the
net enrolment ratio was estimated at 97%. The primary school completion rate was
68%, and the pass rate was 39% in 2003. The primary school pupil-teacher ratio was
estimated at 38:1 in 2004. (UNICEF, 2007).

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Secondary education
As mentioned, the secondary stage is divided into two cycles. The first four years
culminate in the Zimbabwe General Certificate of Education, Ordinary-level (ZGCE
O-level) examination. The second two-year cycle prepares students for the Higher
School Certificate (HSC) or the Advanced-level (A-level) examination, qualifications
required to gain access to university education. The University of Cambridge is the
awarding authority for the HSC examination. As far as the vocational courses are
concerned, the Ministry of Higher Education examines the national foundation
courses (including computer science, metalwork, engineering, technical graphics,
typingPitman courses, ornamental horticulture, etc.) at the O-level. Since
independence, the State has committed itself to the provision of accessible secondary
education to all students who desire and can afford itsecondary education has never
been tuition-free.
The major thrust of the secondary school curriculum for the past several years
has been an orientation towards science and technology, particularly insofar as it
relates to the local circumstances and needs. It is also more in tune with the world of
work through the introduction of the concept of Education with Production. In
addition to the liberal arts, new subject areas, especially in the vocational and
technical areas continue to be introduced. Thus, in addition to the four subject skill
areas at the primary school level, technical and vocational subjects become the fifth
skills development area at the secondary school level. Students are required to study a
minimum of two practical subjects during the first two years of secondary education.
Depending on their performance, they will be streamed into an academic- or
vocational/technical-oriented curriculum in the next two years. It is important to
mention that curriculum guidelines make it compulsory for both male and female
students to study mathematics, science, technical and vocational subjects on an equal
basis and without any discrimination whatsoever.
The current curriculum in secondary schools is basically urban-based and it
needs to be reviewed to better respond to the socio-economic needs of the country. Up
to the Form 4 (O-level), mathematics, science, English and national languages are
core subjects. In addition to these, schools are free to choose from a range of electives
depending on local circumstances and according to the following groups of subjects:
languages (African and modern languages); humanities (geography, history, religious
and moral education, Bible, development studies, etc.); sciences (chemistry, physics,
biology, computer studies, etc.); technical and vocational subjects (metalwork,
woodwork, food and nutrition, agriculture, arts and crafts, etc.); commercial subjects
(business studies, principles of accounting, economics, commerce, etc.). The Ministry
of Education recommends a timetable of at least forty weekly periods (each one
lasting forty minutes) in each form up to the O-level.

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World Data on Education. 7th edition, 2010/11

It is expected that every secondary school will offer at least two subjects
among technical, vocational and commercial subjects. Mathematics and science
subjects will be overhauled and strengthened with a view to establishing a solid
technological base. Every school that is electrified should eventually offer computer
studies to children from an early age. History has been re-introduced with specific
attention to its relevance to Zimbabwe. Civics education was also introduced
Apart from the above-mentioned national public examinations, there are
internal examinations administered by the school. These may be term tests or midyear examinations. During the 1991-95 period, the average drop-out rate at the
secondary level was 7% and 11% for boys and girls, respectively. The drop-out rate is
highest at the O-level: 92% of boy drop-outs and 94% for girl drop-outs occur at this
level. On average, the transition rate from Form 4 to the A-level (sixth-form level or
high school) is 9% and 6.5% for boys and girls respectively. Of these, about 92% and
90% of the boys and girls, respectively, proceed to post-secondary education (data
refer to 1995).
According to official regulations, the teacher/student ratio should be 1:33 for
Forms 1 and 2; 1:30 for Forms 3 and 4; and 1:20 for Forms 5 and 6. However, it is
generally not attained. According to provisional data made available by the UNESCO
Institute for Statistics, in 2003 the gross enrolment ratio for all secondary programmes
was estimated at 36% (55% at the lower and 27% at the upper secondary level). There
were 758,229 students enrolled at the secondary level (all programmes) and the total
number of teachers (all programmes) was 33,964, for an average teacher/student ratio
of 1:22.
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World Data on Education. 7th edition, 2010/11

In 2004, there were 1,567 secondary schools and the net enrolment ratio was
estimated at 50%. The pass rate at O-level was 23% in 2003 and the transition rate
from Form 4 to 5 was 16%. (UNICEF, 2007).
Assessing learning achievement nationwide
The education system in Zimbabwe has been and is still academically oriented and
examination-driven. The main goal in learning achievement is to pass the end-ofcycle examinations. However, it has been found over the past twenty years that only
about 30% of any given cohorts manage to pass the academic examinations at the
GCE O-level and reach the tertiary level. It has also been noted that this type of
assessment is not the best means to measure learning achievement. The need to
broaden the assessment goals spectrum has been hotly debated in Zimbabwe (Ministry
of Education, Sport and Culture, 1999).

Teaching staff
T

Pre-service teacher training is the responsibility of teacher-training colleges and the

universities. Teacher-training colleges admit students basically with five O-level
creditsincluding English languageboth for primary and secondary school
teachers. Increasingly a number of students possess A-level qualifications.
Teacher-training colleges offer three-year courses except secondary teachertraining colleges, where two-year programmes are available to those students with
two A-level credits. Two of the government primary school teacher training colleges
offer four-year in-service training for teachers with five O-level credits. The students
are deployed to teach in various schools throughout the country and attend lectures
during the school holidays.
Secondary school teacher training colleges fall into two categories: academic
and technical. Academic colleges require a student to major in up to two main
subjects. Technical colleges require a student to take one technical and one academic
subject. All students are also required to take the subject theory of education. Primary
school teacher training colleges require each student to study all the subjects offered
in the primary school curriculum, including theory of education and one main subject.
Pre-service training of pre-school teachers is carried out by three private
institutions which train about 80% of all teachers. The Ministry of Education endorses
the certificates for the three institutions. Two of the three colleges offer a two-year
certificate and the third college offers a three-year certificate. The University of
Zimbabwe is involved at degree level for the certification of pre-school trainers and
infant teachers. The two-year B.Ed. course in early childhood education and care
(ECEC) started in 1995.
Training programmes at the university level normally consists of a three-year
degree course followed by a one-year certificate in education programme. Universities
also offer B.Ed. and M.Ed. programmes.

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Most of the ECEC teachers completed primary school education and a few
went through two and four years of secondary education. The majority of the teachers
are untrained and in-service training programmes are currently implemented by the
Ministry of Education in collaboration with several NGOs. Few teachers hold a twoto three-year ECEC Teacher Certificate. The professionally trained ECEC teachers are
mainly employed in urban areas. In 1993, the percentage of untrained teachers at the
primary and secondary levels was 32.1% and 21.1%, respectively. In 1996, the
percentage was 23.6% and 11.2%, respectively.
The working and employment conditions of teaching staff are periodically
reviewed to keep them in line with other professions and with the general economic
climate. The regulations and conditions of service fall under the purview of the Public
Service Commission.
As far as benefits and allowances are concerned, teachers are entitled to taxfree housing and transport allowances. On obtaining a relevant higher qualification, a
teacher is rewarded by getting some notches up in his/her salary for three months.
There is a paid maternity leave at three quarters of ones salary. A teacher can also
apply for a car loan and a housing loan guarantee from the government.
Opportunities for promotion are at four levels. Within the school system, a
teacher can be promoted to the posts of teacher-in-charge, deputy head and head. At
the regional level, a teacher can be promoted to the posts of district education officer,
education officer and officer in the School Psychological Services. At the Head Office
level, positions range from education officer to permanent secretary. There is also the
possibility to be promoted as lecturer in sister ministries.
The teachers workload at the different levels of educationexpressed as
average number of hours per week devoted to classroom teaching and other
educational activitiesranges as follows: eight daily hours or 40 weekly hours at fullday ECEC centres; 25 to 33 hours at the primary school level; and 18 to 24 hours at
the secondary school level. A teaching school principal has a teaching load of about
eight weekly periods (about five hours), a deputy head teacher has a teaching load of
about sixteen weekly periods (about ten hours). Grade 1 school principals are nonteaching staff.
In-service training and self-improvement courses are not compulsory, but both
the untrained and trained teachers show a keen interest in them. The Ministry has put
in place a number of in-service training and staff improvement facilities for teachers.
While the cluster programmes respond to the immediate needs of teachers and
head teachers, more formal, developmental and systematic programmes are offered
through resource centres in the form of short courses that provide opportunities to
consolidate and further develop the competencies attained through cluster activities.
In this regard, the Ministry of Education has encouraged the University of Zimbabwe
to offer a Bachelor of Education degree programme in administration, supervision and
policy planning through distance education.
In an effort to upgrade teachers skills and competencies, the Ministry has put
in place the ATP. Staff development courses, either school-based or school-focused,

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World Data on Education. 7th edition, 2010/11

have been prepared and are being run by schools themselves or the inspectorate in
various subject areas. The ATP has made an important impact in giving untrained
teachers survival skills in classrooms. From time to time in-service courses and staff
development workshops are mounted for district and regional senior staff, who can
also sometimes benefit from overseas courses.
Professional support for teachers at the school level is mainly offered through
in-service training facilitated by school heads, heads of departments, teachers-incharge and fellow teachers. At the regional level, workshops are organized by district
education officers and education officers. In addition, these officers provide
professional support in a collegiate way to teachers in schools.

References
Ministry of Primary and Secondary Education and Ministry of Higher Education.
Development of education 1986-1988. National report of Zimbabwe. Document
presented at the 41st session of the International Conference on Education, Geneva,
1988.
Ministry of Education and Culture; Ministry of Higher Education. Development of
education 1988-1990. National report of Zimbabwe. Document presented at the 42nd
session of the International Conference on Education, Geneva, 1990.
Ministry of Education and Culture; Ministry of Higher Education. Development of
education 1990-1992. National report of Zimbabwe. Document presented at the 43rd
session of the International Conference on Education, Geneva, 1992.
Ministry of Education and Culture; Ministry of Higher Education. The development of
education 1992-1994. National report of Zimbabwe. Document presented at the 44th
session of the International Conference on Education, Geneva, 1994.
Ministry of Education; Ministry of Higher Education. National report of Zimbabwe.
Document presented at the 45th session of the International Conference on Education,
Geneva, 1996.
Ministry of Education, Sport and Culture. Education For All 2000 Assessment:
country report of Zimbabwe. (Under the co-ordination of G.J.T. Makawati). Harare,
1999.
Ministry of Education, Sport and Culture. Report on the development and state of art
of adult learning and education in Zimbabwe 1997-2007. Harare, 2008.
Ministry of Education, Sport and Culture; Ministry of Higher Education and
Technology. The developments in education: the education system at the end of the
twentieth century. National report of the Republic of Zimbabwe. Document presented
at the 46th session of the International Conference on Education, Geneva, 2001.

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World Data on Education. 7th edition, 2010/11

Ministry of Education, Sport and Culture; Ministry of Higher and Tertiary Education.
The development of education. National report of Zimbabwe. Document presented at
the 47th session of the International Conference on Education, Geneva, 2004.
Ministry of Education, Sport and Culture; Ministry of Higher and Tertiary Education.
National Action Plan of Zimbabwe. Education for All towards 2015. Harare, 2005.
Ministry of Education, Sport and Culture; Ministry of Higher and Tertiary Education.
National report on the status of education by Zimbabwe. Document presented at the
48th session of the International Conference on Education, Geneva, 2008.
UNICEF. Government of Zimbabwe. World Fit for Children. Mid-decade progress
report. Zimbabwe 2002-2006. Harare, 2007.

Web resources
Ministry of Education, Sport, Arts and Culture: http://www.moesc.gov.zw/ [In
English. Last checked: August 2010.]
Ministry of Higher and Tertiary Education: http://www.mhet.ac.zw/ [In English. Last
checked: August 2010.]
Ministry of Health and Child Welfare: http://www.mohcw.gov.zw/ [In English. Last
checked: August 2010.]
University of Zimbabwe: http://www.uz.ac.zw/ [In English. Last checked: August
2010.]
For updated links, consult the Web page of the International Bureau of Education of
UNESCO: http://www.ibe.unesco.org/links.htm

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