Education Financinghttps://www.africaeducationhub.org/handle/123456789/252024-03-28T13:14:50Z2024-03-28T13:14:50ZNATIONAL BUDGET ANALYSIS MINISTRY OF HIGHER AND TERTIARY EDUCATIONEDUCATION COALITION OF ZIMBABWEhttps://www.africaeducationhub.org/handle/hesa/1052024-03-28T03:00:49Z2023-12-01T00:00:00ZNATIONAL BUDGET ANALYSIS MINISTRY OF HIGHER AND TERTIARY EDUCATION
EDUCATION COALITION OF ZIMBABWE
Zimbabwe's higher education system faces several organisational and institutional challenges (World Bank, 2020). Firstly, there is a distinctive categorisation between "Higher Education," encompassing universities and polytechnics, and "Tertiary Education," comprising post- secondary colleges, some of which do not confer degrees. This differentiation, not commonly observed in other nations, lacks a clear purpose and Zimbabwe's articulation policies hinder student mobility between these two subsystems. Secondly, the absence of a comprehensive information-management system hampers performance monitoring and undermines the basis for making evidence-based policies. Thirdly, the funding model of the Zimbabwe Council for Higher Education-ZIMCHE relies on a tax linked to each university's enrollment, creating a significant disincentive to report enrollment figures accurately. Fourthly, salaries for faculty in teacher training colleges and Technical and Vocational Education and Training (TVET) institutions are considerably lower than those for university staff, discouraging educators from choosing non-university institutions. Consequently, qualified academics tend to gravitate toward universities, leaving colleges with educators who are more out of necessity
2023-12-01T00:00:00ZNATIONAL BUDGET ANALYSIS PRIMARY AND SECONDARY EDUCATIONZIMBABWE NETWORK OF EARLY CHILDHOOD DEVELOPMENT ACTORSEDUCATION COALITION OF ZIMBABWEFARMING COMMUNITY EDUCATION TRUSThttps://www.africaeducationhub.org/handle/hesa/1042024-03-28T03:00:50Z2023-12-01T00:00:00ZNATIONAL BUDGET ANALYSIS PRIMARY AND SECONDARY EDUCATION
ZIMBABWE NETWORK OF EARLY CHILDHOOD DEVELOPMENT ACTORS; EDUCATION COALITION OF ZIMBABWE; FARMING COMMUNITY EDUCATION TRUST
Zimbabwe is actively pursuing the global pursuit of Sustainable Development Goals (SDGs), focusing on Goal 4, which advocates for equitable and inclusive education for all. The realisation of this goal necessitates robust and sustainable financing for education, a commitment echoed by nations worldwide. Zimbabwe, as a signatory to the United Nations Convention on the Rights of the Child (UNCRC) and the African Charter on the Rights and Welfare of the Child (ACRWC), is firmly aligned with international agreements emphasising the right to education and the imperative for governments to progressively actualise education rights through adequate resourcing.
The Zimbabwean National Constitution, notably in Section 75, explicitly enshrines the right to education. It is a foundational document affirming the nation's commitment to providing accessible and quality education for its citizens. The Education Act, enacted in 2020, is a crucial instrument ensuring the alignment of educational practices with the constitutional mandate. This legislation contains progressive provisions, particularly emphasising addressing gender-related challenges in education, especially for girls.
The Education Act's provisions include the prohibition of expelling pregnant girls from school, a commitment to free and compulsory education, and the integration of sexual and reproductive health services into the educational framework. Section 3 explicitly mandates the state to ensure the provision of sanitary wear and other menstrual health facilities to girls in all schools, promoting menstrual health. Section 4 asserts the entitlement of every child to compulsory basic state-funded education, emphasising inclusivity. Furthermore, the Act introduces Section 68C, stipulating that no child shall be excluded from school based on pregnancy, a protective measure reinforcing educational access for pregnant learners. Section 15 addresses the crucial aspect of sexual abuse, underscoring the need for regulations to manage and prevent such cases within the school environment.
In parallel, Zimbabwe is implementing the National Development Strategy 1 (NDS 1), a strategic framework that establishes a robust foundation for the nation's human capital development as a key pillar. NDS 1 emphasises broadening access and participation in quality, equitable, and inclusive education, specifically focusing on marginalized populations in remote and overcrowded urban areas. This commitment aligns with the overarching goal of fostering comprehensive and accessible education, reflecting Zimbabwe's dedication to realising global education objectives and addressing local educational challenges.
2023-12-01T00:00:00ZECD BUDGET ANALYSISZIMBABWE NETWORK OF EARLY CHILDHOOD DEVELOPMENT ACTORSEDUCATION COALITION OF ZIMBABWEFARMING COMMUNITY EDUCATION TRUSThttps://www.africaeducationhub.org/handle/hesa/1032024-03-28T03:00:45Z2024-12-01T00:00:00ZECD BUDGET ANALYSIS
ZIMBABWE NETWORK OF EARLY CHILDHOOD DEVELOPMENT ACTORS; EDUCATION COALITION OF ZIMBABWE; FARMING COMMUNITY EDUCATION TRUST
As per the National Development Strategy 1 (NDS1), Zimbabwe has set a goal to improve education in the country between 2021 and 2025. This includes ensuring that marginalised populations in remote and overcrowded urban areas have access to quality education that is fair and inclusive. Additionally, the country aims to update educational curricula across all levels to make them more relevant to the job market. Future budgets should prioritise constructing, equipment, and upgrading laboratories, workshops, and other educational facilities to achieve these goals.
Zimbabwe's education sector faces several challenges, mainly due to inadequate funding. Many students attend classes in poor conditions such as under trees, in former tobacco barns, and in open spaces. There are 6,671 primary and 2,954 secondary schools in Zimbabwe, many already overburdened and in disrepair. Recent estimates indicate a substantial increase in the shortage of schools, rising from 2,050 in 2015 to just over 4,000 in 2025. With the projected 50% increase in the school-age population from 5.34 million in 2019 to 7.98 million by 2030, there will be a surge in demand for education services. This necessitates significant infrastructure and capital investment to meet the growing demand for education services.
The education sector in Zimbabwe is facing several challenges, primarily due to a lack of funding. Many of the school-going population is learning under deplorable conditions, such as under trees, in former tobacco barns, and open spaces. According to UNICEF, Zimbabwe has 6,671 primary and 2,954 secondary schools, which are already overstretched and sometimes in bad condition. The latest estimates have shown a significant increase in the shortage of schools from 2,050 in 2015 to slightly more than that. The Minister of Finance and Economic Development, Honorable Prof. M. Ncube, presented the 2024 National Budget to Parliament on November 30, 2023
ECD Budget Analysis Report
2024-12-01T00:00:00ZASSESSING THE FINANCING OF EDUCATION AND THE ATTAINMENT OF SDG4 IN ZAMBIAActionAidhttps://www.africaeducationhub.org/handle/hesa/832024-03-28T03:00:28Z2022-06-01T00:00:00ZASSESSING THE FINANCING OF EDUCATION AND THE ATTAINMENT OF SDG4 IN ZAMBIA
ActionAid
There are many compelling reasons why governments world over need to prioritize funding to the education sector. As a result of the important role that education plays in development, SDG4 on inclusive and equitable quality education and promotion of lifelong learning opportunities
for all lies at the center of the attainment of all SDGs. To this effect, UNESCO standards provide for allocation of at least 4% to 6% of GDP or 15% to 20% of national budgets to education. However, evidence has shown that although most developed countries pledged to allocate a total of US$110 billion between 2018 and 2021 under the Global Partnership for Education (GPE) replenishment initiative, most developing countries failed to adhere to either of these benchmarks or the pledges.
Education financing particularly by African governments shows a dire picture due to low capacity of many of them to raise taxes coupled with the mounting debt burden. In Low Middle Income Countries (LMICs), it is estimated that an additional US$ 15.4 billion a year is needed to achieve SDG 4 targets by 2030. This entails doubling of current expenditure in LMICs in order to meet the SGD targets. For Zambia in particular, the share of the education budget over the SDG period has reduced from 20.2% in 2015 to 10.4% in 2022 representing a reduction of 48.5%. To the contrary, the analysis of the education budgetary allocations by size from 2016 shows that the budget has almost doubled over the SDG period rising from ZMW9.1 billion in 2016 to ZMW18.1 billion in 2022. Despite the steady increase in the size of the education budget, there have been significant disparities between the approved budget and the amount released, with the performance of the budget averaging 91% since 2016, while majority (91%) of the education allocations are spent towards Personal Emoluments and Recurrent Departmental Charges
Research Report
2022-06-01T00:00:00Z