primary and secondary education statistics report 2020

The Republic of Zimbabwe

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

PRIMARY AND SECONDARY EDUCATION

STATISTICS REPORT 2020

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Table of Contents

Table of Contents ........................................................................................................................................ i

Disclaimer ................................................................................................................................................... v

Foreword .................................................................................................................................................... vi

Preface ....................................................................................................................................................... vii

Executive Summary ............................................................................................................................... viii

CHAPTER 1 : Preamble ........................................................................................................................ 1

1.1 Introduction of the Education System of Zimbabwe .................................................................................. 1

1.2 Primary Education ...................................................................................................................................... 2

1.3 Secondary Education .................................................................................................................................. 2

1.4 Zimbabwe Administrative boundaries ....................................................................................................... 3

CHAPTER 2 : Demand for Education ................................................................................................ 5

2.1 Population .................................................................................................................................................. 5

2.2 Schools ..................................................................................................................................................... 11

2.3 Classification of Schools ........................................................................................................................... 17

2.3.1 Registration Status ............................................................................................................................................. 17

2.3.2 Location ............................................................................................................................................................. 20

2.3.3 Per Capita Grant Classification ........................................................................................................................... 22

2.3.4 Government and Non-Government ................................................................................................................... 24

2.3.5 Mode of Operation ............................................................................................................................................ 31

2.4 Conclusion ................................................................................................................................................ 33

CHAPTER 3 : ENROLMENT ............................................................................................................. 35

3.1 ECD Enrolment ......................................................................................................................................... 35

3.2 Primary School Enrolment ........................................................................................................................ 40

3.3 Secondary school enrolment .................................................................................................................... 47

3.4 Conclusion ................................................................................................................................................ 56

CHAPTER 4 : Access to Education ................................................................................................... 58

4.1 New Entrants into Grade 1 ....................................................................................................................... 58

4.2 New Entrants into Form 1 ........................................................................................................................ 61

4.3 Primary School Apparent and Net Intake Rates ....................................................................................... 65

4.4 Secondary School Apparent and Net Intake Rates ................................................................................... 68

4.5 Conclusion ................................................................................................................................................ 71

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CHAPTER 5 : Participation in the Education System .................................................................... 72

5.1 ECD (ECD A and ECD B) Participation ....................................................................................................... 72

5.2 ECD A Participation .................................................................................................................................. 75

5.3 ECD B Participation .................................................................................................................................. 77

5.4 Infant School Participation ....................................................................................................................... 79

5.5 Junior School Participation ....................................................................................................................... 80

5.6 Primary School Participation .................................................................................................................... 82

5.7 Secondary School Participation ................................................................................................................ 87

5.8 Conclusion ................................................................................................................................................ 99

CHAPTER 6 : Orphans and Vulnerable Children ....................................................................... 101

6.1 Orphaned and Vulnerable Children (OVC).............................................................................................. 101

6.2 OVC by Type ........................................................................................................................................... 107

6.3 Learners with Impairments .................................................................................................................... 113

6.4 Orphaned and Vulnerable Children (OVC) and BEAM ............................................................................ 121

6.5 Conclusion .............................................................................................................................................. 126

CHAPTER 7 : Teacher Establishment ............................................................................................. 127

7.1 Teacher Trends ....................................................................................................................................... 127

7.2 ECD Teachers .......................................................................................................................................... 129

7.3 ECD Learner -Teacher Ratios .................................................................................................................. 132

7.4 Primary School Teachers ........................................................................................................................ 133

7.5 Secondary School (Form 1-6) Teacher .................................................................................................... 139

7.6 Secondary School Learner (Form 1-6) -Teacher Ratios .......................................................................... 144

7.7 Conclusion .............................................................................................................................................. 145

CHAPTER 8 : Internal Efficiency in the Education System......................................................... 147

8.1 Repetition ............................................................................................................................................... 147

8.2 Dropouts ................................................................................................................................................ 152

8.3 Promotion, Repetition and Dropout Rates ............................................................................................. 156

8.4 Transition Rates ..................................................................................................................................... 158

8.5 Survival Rates ......................................................................................................................................... 160

8.6 Completion Rate ..................................................................................................................................... 161

8.6.1 ECD Completion Rate ....................................................................................................................................... 163

8.6.2 Primary School Completion Rate ..................................................................................................................... 164

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8.6.3 Lower Secondary School Completion Rate ...................................................................................................... 166

8.6.4 Upper Secondary Completion Rate .................................................................................................................. 167

8.7 Conclusion .............................................................................................................................................. 168

CHAPTER 9 : Facilities ..................................................................................................................... 169

9.1 Classrooms ............................................................................................................................................. 169

9.2 Access to Electricity ................................................................................................................................ 174

9.3 Water and Sanitation Hygiene (WASH) Facilities ................................................................................... 178

9.3.1 Learner and Teacher to Toilet Ratios ............................................................................................................... 178

9.3.2 Number of Toilets by Type and Province ......................................................................................................... 182

9.4 Access to Water in Schools ..................................................................................................................... 185

9.5 Health and Feeding ................................................................................................................................ 191

9.6 ICT, Computer Access, Use and Connectivity ......................................................................................... 193

9.7 Seating and Writing Places .................................................................................................................... 204

9.8 Conclusion .............................................................................................................................................. 206

CHAPTER 10 : Non-Formal Education ........................................................................................ 208

10.1 Non-Formal Education Enrolment ....................................................................................................... 208

10.2 Non-Formal Education Programmes .................................................................................................... 210

10.3 Schools Offering NFE Programmes ...................................................................................................... 215

10.4 Conclusion ............................................................................................................................................ 217

CHAPTER 11 : Learning Outcomes .............................................................................................. 218

11.1 Grade 7 Pass Rates .............................................................................................................................. 218

11.2 ‘O’ Level Pass Rates .............................................................................................................................. 220

11.3 ‘A‘ Level Pass Rates .............................................................................................................................. 222

11.4 Conclusion ............................................................................................................................................ 224

Description of the Main Indicators Used in this Publication ........................................................... 226

List of Tables ........................................................................................................................................... 231

List of Figures ......................................................................................................................................... 240

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Abbreviations and Acronyms

Acronym Definition

ADSL Asymmetrical Digital Subscriber Line AIR Apparent Intake Rate ASER Age Specific Enrolment Rate BEAM Basic Education Assistance Module ECD Early Childhood Development EMIS Educational Management Information System GER Gross Enrolment Rate GIR Gross Intake Rate GPI Gender Parity Index ICT Information and Communication Technology LTR Learner to Teacher Ratio LTTR Learner to Trained Teacher Ratio MoHTESTD Ministry of Higher and Tertiary Education Science and Technology Development MoPSE Ministry of Primary and Secondary Education NFE Non-Formal Education NIR Net Intake Rate OVCs Orphans and Vulnerable Children PTCEC Part Time Continuing Education Course TCR Teacher to Class(room) Ratio ZABEC Zimbabwe Adult Basic Education Course ZimStat Zimbabwe National Statistics Agency

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Disclaimer

This statistical report can be used in part or as a whole, provided the MoPSE is

acknowledged as a source of information.

The data in the 2020 Primary and Secondary Education Statistics Report was captured

through the official annual Ed 46 questionnaire administration. The EMIS team did the

data verification and cleaning to enhance the quality of statistics used in this report. In as

much as all this care was taken, MoPSE is not liable to errors or interpretation that may

ensue from the report, and the ministry cannot be liable to any costs, loss and damage

that may arise from any use and misinterpretation of statistics presented in the report.

The usage of statistical content for a comparative analysis of provinces is not meant to

exalt or demean certain provinces; instead, it helps to inform gaps or lack thereof in the

primary and secondary education sector at provincial level.

The Zimbabwe National Statistics (ZimStat) is a supplier of population projections used

in the computation of several education indicators herein. ZimStat produced three

variants of population projections (Upper, Middle and Low) using the 2012 census

population as base. The variant with assumptions that are close to 2020 realities was

considered. However, the projections were not adjusted for migration and other

demographic trends.

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Foreword

The MoPSE is pleased to present the 2020 Primary and Secondary Statistics Report. This

report is one in a series, produced by the ministry to compliment national efforts towards

closing data gaps in the national statistical system.

High quality statistics are indispensable for evident-based decision policy formulation,

programming, implementation and monitoring of pro-poor and gender sensitive

interventions. Statistics of high quality are also key in impact measurement of

interventions.

In recent years, the availability of education statistics from EMIS progressively improved.

The improvements are evident in several measures of data quality (coverage, timelines,

adequacy, relevance), and data disaggregation by sex, location and other demographic

characteristics.

Zimbabwe considers access to quality education as a basic right enshrined in the

constitution. In order to ensure effective planning for the national education system and

monitoring thereof, it requires sound statistics. Therefore, this report remains useful in

providing information for planning, decision making and tracking of national

educational priorities aligned to regional and global development agendas (say, Agenda

2063 and the 2030 Sustainable Development goals).

I remain indebted to the staff in my ministry, and other partners in the education

environment. On behalf of the Government of Zimbabwe, I welcome stakeholders in

education to utilize the information contained in this report as they work towards

improving education delivery in the country.

Hon. Ambassador Cain Ndabazekhaya Ginyilitshe Mathema

Minister of Primary and Secondary Education, Harare, July 2021

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Preface

The 2020 Primary and Secondary Statistical Report is based on EMIS data that has gone

through tremendous improvements over the recent years, and remains a critical

component in the national statistical system.

The main areas covered in the report include: Demand for Education, Enrolment, Access

to Education, Participation in the Education, Orphans and Vulnerable Children (OVCs),

Educational Assistance, Internal Efficiency of the Education System, Teacher

Establishment, School facilities, Non-Formal Education and Learning Outcomes.

The report is comprehensive, with analytical information for Tables, well substantiated

with graphical illustrations. Above all, the statistical data is timely and ideal for evidence-

based planning and decision making, including the allocation of resources.

It is my hope and belief that education planners, decision makers, and monitoring and

evaluation personnel will have necessary statistical evidence that will enable them to take

appropriate actions for achieving objectives and increase the efficiency and effectiveness

of the education system of Zimbabwe.

Tumisang Thabela (Mrs)

Secretary for Primary and Secondary Education

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Executive Summary

The 2020 Primary and Secondary Statistical Report is based on EMIS data and covers the

following areas: Demand for Education, Enrolment, Access to Education, Participation in

the Education, Orphans and Vulnerable children (OVCs), Educational Assistance,

Internal Efficiency of the Education System, Teacher Establishment, School facilities,

Non-Formal Education and Learning Outcomes.

The first chapter of this statistical report presents an introduction to the education system

of Zimbabwe, followed by a chapter on demand for education. The latter covers school

going age population and schools. The projected school-going population (3-18 years) in

Zimbabwe is 6 553 690, of which males and females constitute 49.8 percent and 50.2

percent, respectively. The number of schools is expected to meet the demand of the

growing population. Currently, there are 6 761 schools with ECD, 6 798 primary schools

and 2 980 secondary schools. Urban and rural primary schools constitute 20.58 percent

and 79.42 percent, respectively, while urban and rural secondary schools constitute,

respectively 22.58 percent and 77.42 percent. The majority (78.41 percent) of primary

schools are run by government, with just 21.59 percent are under the non-government

entities. Government run secondary schools constitute 73.46 percent, in contrast to non-

government schools which make up 26.54 percent.

The report also presents enrolment, access to education and participation in the

education. Key measures of access to education considered in this report are Apparent

Intake Rate (NIR) and Net Intake Rate (NIR) at both Grade 1 and Form 1. Gross Enrolment

Rate (GER) and Net Enrolment Rate (NER) were considered key measures of

participation in education. The analysis of enrolment, shows that ECD is at 653 130, of

which, 327 492 are males and 325 638 are females. The number of ECD learners

significantly increased from 580 365 in 2016 to 653 130 in 2020. There are 2 869 735 learners

enrolled in primary schools (1 435 917 males, 1 433 818 females). The country sustained

a steady annual increase in the number of primary learners during the period 2016-2020.

The country also has 1 137 178 learners enrolled in secondary schools (Form 1 -6), with 1

035 849 learners enrolled in lower secondary (Form 1-4) and 101 329 learners enrolled for

upper secondary (Form 5-6). Over the period 2016-2020, there has been year on year

increase of enrolment in lower and upper secondary schools. New entrants into Grade 1

are 463 179, of which, males and females constitute 50.56 percent and 49.44 percent,

respectively. New entrants into Form 1 are 278 115, of which, 48.72 percent are males and

51.28 percent are females. Primary school Apparent Intake Rate (AIR) is at 102.83 percent

(104.70 percent for males, 100.99 percent for females), while primary school Net Intake

Rate (NIR) is 29.57 percent (29.34 percent for males, 29.78 percent for females). Secondary

school Apparent Intake Rate is 71.91 percent (70.27 percent for males, 73.54 percent for

females), while secondary school Net Intake Rate is 22.37 percent (20.05 percent for males,

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24.68 percent for females). ECD GER is 46.19 percent (46.62 percent for males, 45.77

percent for females). Early Childhood Development NER is at 27.06 percent (27.05

percent for males, 27.07 percent for females). Primary school GER is 96.77 percent (97.37

for males, 96.18 percent for females), while the NER is 85.57 percent (85.52 percent for

males, 85.62 percent for females). Gross Enrolment Ratios for secondary school (Form 1-

6) is 52.09 percent (51.56 percent for males, 52.63 percent for females). The NER for

secondary school is 49.14 percent (48.24 percent for males, 50.05 percent for females).

At ECD level, there are 123 273 Orphans and vulnerable Children, (61 188 males, 62 085

females). Orphans and vulnerable Children (OVCs)s constitute 18.87 percent of ECD

learners (18.68 percent males, 19.07 percent females). There are 620 451 OVCs (311 568

males, 308 883 females) in primary schools. Primary school OVCs constitute 21.62 percent

of primary school learners (21.70 percent males, 21.54 percent females). At secondary

school level, there are 320 715 OVCs (155 810 males, 164 905 females). Secondary school

OVCs constitute 28.20 percent of secondary school learners (27.67 percent males, 28.72

percent females). In order to cushion the vulnerable, some of the OVCs get educational

assistance through the Basic Education Assistance Module (BEAM). As of 2020, 33 300

ECD learners, 412 696 primary school learners and 139 612 secondary school learners

were under BEAM.

The current teacher establishment in Zimbabwe is at 16 298 for ECD, 75 960 for primary

schools and 47 839 for secondary schools. The proportion of trained ECD teachers,

primary school teachers and secondary school teachers are 67.69 percent, 97.77 percent

and 89.18 percent, respectively. Early Childhood Development’s Learner to Teacher

Ratios (LTR) and Learner to Trained Teacher Ratio (LTTR) are respectively, (all above the

recommended 20). Primary school Learner LTR and LTTR are 38 and 39, respectively.

Primary School Learner to Teacher Ratios for rural and urban are the same (38), while the

LTTR for urban marginally higher than the rural one (39 viz 38). LTR for both rural and

urban areas are within the recommended threshold (LTR of 40 for primary schools).

Secondary school LTR and LTTR are 24 and 27, respectively. Rural and urban LTR are

respectively 24 and 23, while the LTTR is 27 for rural and 26 for urban.

The report also presents internal efficiency of an education system that concerns the

optimal use of resources (inputs) in producing outputs. The key measures of internal

efficiency of an education system include the following; repetition rate or percentage of

repeaters, dropout rates, promotion rate, transition rates, survival rate and completion

rates. The percentage of primary and secondary repeaters are 0.40 percent and 0.84

percent respectively. Nationally, the proportion of school dropouts are 0.53 percent for

primary school and 3.28 percent secondary school. Transition rate from Grade 7 to Form

1 is 84.57 percent (82.98 percent for males, 86.13 percent for females). Transition rate from

Form 4 to Form 6 is 22.71 percent (22.27 percent for males, 23.18 percent for females).

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Across primary school grades, Grade 2 has the highest survival rate (97.25 percent), while

Grade 7 has the least (87.72 percent). At secondary school level of education, Form 2 has

the highest survival rate (97.19 percent), while Form 6 has the least (19.00 percent). At

national level, ECD completion rate is 76.36 percent (77.33 percent for males and 76.39

percent for females). Primary school completion rate is 86.78 percent (86.49 percent males,

87.07 percent for females). The completion rate for lower secondary school is 64.05

percent (64.75 percent for males, 63.34 percent for females). The completion rate for upper

secondary is 14.36 percent (14.67 percent for males, 14.05 percent for females). The learner

to classroom ratios for ECD, primary and secondary levels of education are 58, 46 and 40,

respectively. LCRs at all levels of education surpass the recommended LCRs

The statistical report also covers the provision of or access to various school infrastructure

and services, namely classroom access, access to electricity, WASH facilities, access to

water, health and feeding, information on ICT and seating and writing places. An

analysis of sources of electricity shows that grid is the main source of electricity for both

primary and secondary schools (50.15 percent and 62.15 percent respectively), while

Turbine gas is the least source for both levels (0.18 percent and 0.37 percent, respectively).

WASH in schools as a first step towards ensuring a health environment, is important in

lessening the spread of diseases. Information on access to toilet facilities shows that the

learner to toilet ratios for males and females in primary schools are 23 and 22 respectively.

The learner to toilet ratios for secondary males and females is 18 for both sexes. The

sources of water for schools include, boreholes, dams, rivers, unprotected wells, piped

water, protected wells, and abstraction spring. The distance to the main source of water

is greater than 500 metres for 27.35 percent of primary schools and 23.89 percent of

secondary schools. Nationally, 85.14 percent of primary and 86.41 percent of secondary

schools have access to safe drinking water. Furthermore, 68.02 percent of primary schools

and 67.25 percent of secondary schools have sufficient water. Water is also consistently

available to 63.34 percent of primary schools and 63.96 of secondary schools. In

Zimbabwe, 32.19 percent of primary schools and 34.46 percent secondary schools use

treated water. Water sources of 60.65 percent of primary schools and 55.60 percent of

secondary schools are also used by their respective communities. In addition, water

sources are within the schools’ premises for 69.96 percent and 74.09 percent of primary

and secondary schools, respectively.

Non-formal education enrolment and programmes at primary and secondary levels of

education are covered in the report. Non formal education provides a second chance to

children, youth and adults who have not been able to start school or who have not been

able to complete their education. The total number of learners enrolled in non-formal

education (NFE) at both primary and secondary levels of education is 96 819 (41 471

males, 55 348 females). The total number of learners enrolled in non-formal education

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(NFE) at primary level of education is 61 439 (25 800 males, 35 639 females). The total

number of learners enrolled in non-formal education (NFE) at secondary level of

education is 35 380 (15 671 males, 19 709 females). The total number of NFE learners in

registered primary schools is 56 841 (23 664 males, 33 177 females). A total of 4 581 (2 126

males, 2 455 females) were enrolled in satellite primary schools. The total number of

learners enrolled in unregistered schools is 17 (10 males, 7 females). Out of the 5 228

schools offering NFE programmes at primary and secondary levels, 3 734 are primary

schools and 1 494 are secondary schools.

Last but not the least, the statical report presents learning outcomes of the national

education system, with particular focus on primary and secondary levels of education.

The key measures of learning outcomes considered in the report are the national pass

rates of public examinations at Grade 7, ‘O’ Level and ‘A’ Level. In 2020, the Grade 7 pass

rate was 37.00 percent. The pass rates for males and female learners were 34.27 percent

and 39.58 percent, respectively. In 2020, ‘O’ Level pass rate was 25.64 percent, of which

pass rates males and females were 26.66 percent and 24.67 percent, respectively. ‘A’ Level

pass rate was 85.03 percent in 2020. The pass rates for male and female learners at ‘A’

Level were 83.24 percent and 86.93 percent, respectively in 2020.

Conclusively, the statistical content in this report is crucial in policy formulation,

evidence-based planning, programme implementation and monitoring. Furthermore,

this analytical exercise has identified areas for further research that would build on the

current findings. The recommended areas include but not limited to the following:

•Creating and utilising a universal model from a set of backgrounds (independent

variables) from EMIS raw data to predict educational outcomes. The model can be used

in future for simulation purposes, especially when deciding on specific interventions to

prioritise.

•Exploring national population projections, including the underlying assumptions for

upper, middle and low variants. This will help in making informed future decisions on

methodological approaches and variant to settle for. Noteworthy, apart from using

projected school-going population (3-18 years) to understand demand for education, they

are also used in the computation of several education indicators. Population projections

used in all annual series of Education Statistics Reports are supplied by ZimStat.

However, the 2020 projected figures were comparatively on the high side, resulting in the

decline for indicators whose computation is a function of population figures.

•Investigating the implication of migration and deaths on the population structure of

population of school going age. This is expected to shade some light on the distribution

of projected male and female population of school going age. The projected figures of

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population of school going age show that there are more females than males in the age

group 3-14 years, whilst the opposite is true for the age group 15 to 18 years.

•School going age population and school enrolment nexus at primary and secondary

school level of education in selected provinces (say, Harare).

•A comparative analysis of schools’ access to a wide range of basic school facilities. This

is most likely to give some insights into how P1 and S1 schools by any chance could be

without access to a source of power, given their elite status.

•Investigating gender disparities in national pass rates that are in favour of females at

primary level of education, in favour of males at lower secondary level of education, and

in favour of females at upper secondary level of education. During the period 2016-2020,

GPIs for Grade 7 pass rate ranged from 1.10 to 1.15, and are in the range of 0.86 to 0.93

for ‘O’ Level pass rates, while the range for ‘A’ Level pass rates was 1.04 to 1.07.

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CHAPTER 1 : Preamble

1.1 Introduction to the Education System of Zimbabwe

Following the amendment of the 1979 Education Act, the model of education in

Zimbabwe was changed from an 8+4+2+4 model (8 years in primary, 4 years in lower

secondary, 2 years in upper secondary and 4 years in the university to a model of

9+4+2+4. The Ministry of Primary and Secondary Education (MoPSE) is responsible

for the primary and secondary education under both formal and informal settings. The

Ministry of Higher and Tertiary Education, Science and Technology Development

(MoHTESTD) coordinates and oversees high and tertiary education science,

technology and innovation that include teacher education, technical and vocational

education and university.

The current structure of the system of education in Zimbabwe is shown in Figure 1. At

the bottom of the education system is the primary education sector that has two

successive levels, that is, an Infant (ECD A -Grade 2) and Junior (Grade 3-7) levels.

Transition into secondary school is after sitting for Grade 7 national examination. It is

important to note that Zimbabwe has a policy of automatic promotion to the next level

for learners in ECD up to Form 4.

Figure 1.1: The Structure of the Education System of Zimbabwe

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The secondary sector has two levels, which are lower secondary (Form 1-4) and upper

secondary (Form 5-6). Since independence, Zimbabwe has retained a highly academic

and examination-oriented curriculum that determines who enters in upper secondary

and excel beyond. Transition to upper secondary, is only after attaining good grades

at some competitive national examinations. After ‘O’ Level, or ‘A’ Level learners can

enroll for upper secondary or admitted for technical and vocational colleges/tertiary,

polytechnic and other colleges. Admission at university is upon passing national ‘A’

Level examinations or successful completion of tertiary, polytechnic and other

colleges. Learners who were not able to access primary and secondary education

formally, can enroll for non-formal education. The move from non-formal to formal

education (or vice versa), requires one to complete some mandatory bridging courses.

1.2 Primary Education

Primary education encompasses nine years of schooling. It is divided into infant and

Junior education. Generally, in primary schools, one teacher is assigned to teach all

subjects.

Infant education consists of 4 years of schooling. Learners enter into the first level of

infant education (ECD A), at an official age of 3 or 4 years. After ECD A, they proceed

to ECD B. ECD learners mostly develop through play. They are expected to develop

skills in reading, writing, speaking and listening. At an official age of 6 years, learners

are expected to enroll for Grade 1, where they are introduced to a subject-based

curriculum. Infant level ends with Grade 2. Junior education consists of 5 years of

schooling, from Grade 3 to 7. At Grade 7, learners sit for national examinations.

However, the learners transitioning into secondary are not dependent on the outcome

of the examinations.

1.3 Secondary Education

At secondary school level, there are subject experts (teachers) specializing in a

particular learning area. Secondary school education encompasses six years of

schooling which consists of lower and upper secondary education.

The lower secondary is a four-year programme, that concludes with learners sitting for

national ‘O’ Level examinations. In the first two years, learners are exposed to varied

experiences and are afforded an opportunity to discover their own intellectual abilities,

aptitudes and interest. At this level, learners are offered a full curriculum

encompassing Sciences, Humanities, Languages, Commercials and Practical Subjects.

Each learner is expected to do at least one of the following; Business/Commercial

Subjects, Computer Studies, and Technical/Vocational Education subjects. Upon

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completion of lower secondary, the learners can either proceed to upper secondary,

seek admission into tertiary colleges or look for employment.

The upper secondary school offer two years of Advanced Level studies in preparation

for tertiary and university. However, passing Ordinary Level examinations with at

least 5 subjects is a requisite requirement for entry into upper secondary. At ‘A’ Level,

the curriculum is more specialised, as students choose between Sciences, Humanities,

Technical subjects, Commercial subjects and Languages. Even though learners are free

to make any combination of three subjects, schools normally decide on an array of

combinations.

1.4 Zimbabwe Administrative boundaries

Zimbabwe is divided into 10 provinces, 88 districts and 1 958 wards. Resources or

services are provided through these structures. Provision of primary and secondary

education, for example, is targeted at primary and secondary school-going age

population that reside in these administrative divisions. Population-based data is

collected and analysed in reference to administrative boundaries.

The Ministry of Primary and Secondary Education has customised some of the

administrative divisions for the purpose of education management. In each of the 10

province there is a provincial education officer and some district education officers. At

provincial level, the administrative divisions are the same. It is at district level where

these differ. While some cities and towns are classified as separate districts

administratively, they are amalgamated with other districts in the education division.

In total there are 72 education districts.

While most rural district for education are the same administrative districts, there are

cases where some administrative districts are amalgamated to form one education

district or shared among two education districts. All urban districts that are wholly

contained in rural districts are amalgamated with the rural district to form one

education district. Furthermore, MoPSE created districts in Harare and Bulawayo

which are not part of administrative districts.

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Figure 1.2: Zimbabwe Administrative Boundaries by Province, Districts and Wards

Figure 1.3: Zimbabwe Ministry of Primary and Secondary Education Administrative Boundaries by Province, Districts and Wards

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CHAPTER 2: Demand for Education

2.1 Population

Zimbabwe has a projected school-going population (3-18 years) of 6 553 690: (3 264 393

males and 3 289 297 females, constituting 49.8 percent and 50.2 percent, respectively)

(see, Table 2.1). Table 2.1 shows the projected school-going age population for both

sexes in relation to the four major levels of education (Infant Level, Junior Level, Lower

Secondary and Upper Secondary). The highest school-going age population (2 305 118)

and the lowest (689 455) respectively, correspond to the infant and upper Secondary

levels. Notably, there are more females within the school-going age population across

the levels of education, save for an upper secondary Level.

Table 2.1: School Going Age Population Projections by Level of Education and Sex, Number, Zimbabwe, 2020

Level of Education Sex

Males Females Total

Infant Level/ECDA -Grade 2 (3- 7 years) 1 145 100 1 160 018 2 305 118

Junior Level/Grade 3-7) ( 8-12 years) 1 028 019 1 039 338 2 067 358

Lower Secondary (13-16 years) 745 511 746 248 1 491 759

Upper Secondary (17-18 years) 345 762 343 693 689 455

Total 3 264 393 3 289 297 6 553 690

ECD (3-5 years) 702 521 711 452 1 413 974

Primary (6-12 years) 1 470 598 1 487 904 2 958 502

The projected School Age Population in single years for learners aged 3 to 18,

progressively decrease with age for both sexes. The projected figures for males and

females at age 3, are 239 717 and 242 573, respectively. In contrast, the figures are lower

at age 18, that is, 170 438 (males) and 169 277 (females). Noteworthy, there are more

females than males from age 3 to 14 years, whilst the opposite is true for ages 15 to 18

(see Table 2.2).

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Table 2.2: Projected School Age Population by Single Age and Sex, Number, Zimbabwe, 2020

Age M F Grand Total

3 239 717 242 573 482 290

4 234 069 237 075 471 145

5 228 736 231 804 460 539

6 223 692 226 738 450 430

7 218 887 221 827 440 714

8 214 278 217 055 431 332

9 209 833 212 374 422 208

10 205 517 207 802 413 319

11 201 297 203 347 404 643

12 197 094 198 761 395 855

13 192 846 193 929 386 774

14 188 543 188 940 377 484

15 184 233 184 064 368 297

16 179 889 179 316 359 205

17 175 324 174 416 349 740

18 170 438 169 277 339 715

Grand Total 3 264 393 3 289 297 6 553 690

Figure 2.1 graphically illustrates the distribution of the 2020 projected school age

population in Zimbabwe. Visually, the graph depicts an approximately symmetrical

distribution of males and females across the single ages, suggesting gender parity.

7

Figure 2.1: Distribution of Projected School Age Population by Single Age and Sex, Number, Zimbabwe, 2020

The projected school-going age population (3-18 years) also varies by province (see Tables 2.3). The largest number of persons in the age group (3 to 18) is in Harare province (944 431), followed by Manicaland Province (881 531). Bulawayo has the lowest number (269 909).

Furthermore, the proportion of school-going age population across the four levels

(infant, junior, lower secondary and upper secondary) of education does vary by

province and sex (see Table 2.4). The proportions for infant level are in favour of males

across the provinces, save for Harare, Midlands and Bulawayo. The proportion of

population eligible for an infant level of education at official age is highest in Harare

(14.64 percent), followed by Manicaland (13.54 percent). Bulawayo has the least

proportion of infant school-going age population (3.86 percent). A similar pattern is

true for persons eligible for Lower and Upper Secondary Levels at official age: for

lower secondary level, the proportions for Harare, Manicaland and Bulawayo are 14.57

percent, 13.30 percent and 4.49 percent, respectively, whilst for the upper secondary

level, the proportions for these provinces in sequential order are 17.21 percent, 12.55

percent and 5.43 percent.

300000 200000 100000 0 100000 200000 300000

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

Population

Year

s

F M

8

Table 2.3: Projected School-age Population by Level of Education, Sex and Province, Number and Percentage Distribution, Zimbabwe, 2020

Province

Infant Junior Lower Secondary Upper Secondary Grand Total 3 - 18 years

Population age group (3 - 7) Population age group (8 - 12) Population age group (13 - 16) Population age group (17 - 18)

Male Female Total Male Female Total Male Female Total Male Female Total

Bulawayo 42 064 46 884 88 948 35 483 41 014 76 498 29 024 38 013 67 037 15 702 21 724 37 426 269 909

Harare 161 885 175 472 337 357 128 240 142 767 271 007 94 611 122 800 217 411 49 333 69 323 118 656 944 431

Manicaland 156 876 155 329 312 205 143 070 141 264 284 334 102 735 95 729 198 464 45 947 40 581 86 528 881 531

Mashonaland Central 110 538 108 512 219 050 98 951 96 937 195 888 70 268 64 389 134 657 32 023 27 239 59 262 608 857

Mashonaland East 119 913 118 309 238 222 110 769 107 961 218 730 81 669 73 961 155 630 37 419 31 665 69 084 681 666

Mashonaland West 132 685 132 930 265 615 119 256 119 092 238 348 86 916 84 146 171 062 40 599 37 827 78 426 753 451

Masvingo 143 394 144 723 288 117 131 607 131 021 262 628 90 406 87 326 177 732 38 533 37 144 75 677 804 154

Matabeleland North 69 695 68 229 137 924 66 437 65 730 132 167 47 164 44 183 91 347 20 806 18 174 38 980 400 418

Matabeleland South 62 952 61 974 124 926 59 343 57 631 116 974 44 683 40 244 84 927 20 916 17 722 38 638 365 465

Midlands 145 098 147 656 292 754 134 863 135 921 270 784 98 035 95 457 193 492 44 484 42 294 86 778 843 808

Grand Total 1 145 100 1 160 018 2 305 118 1 028 019 1 039 338 2 067 358 745 511 746 248 1 491 759 345 762 343 693 689 455 6 553 690

Table 2.4: Percentage Distribution of Projected School-age Population by Level of Education, Sex and Province, Number and Percentage Distribution, Zimbabwe, 2020

Province

Infant Junior Lower Secondary Upper Secondary Percentage

Population age group (3 - 7) Population age group (8 - 12) Population age group (13 - 16) Population age group (17 - 18) 3 - 18 years


Bulawayo 3.67 4.04 3.86 3.45 3.95 3.70 3.89 5.09 4.49 4.54 6.32 5.43 4.12

Harare 14.14 15.13 14.64 12.47 13.74 13.11 12.69 16.46 14.57 14.27 20.17 17.21 14.41

Manicaland 13.70 13.39 13.54 13.92 13.59 13.75 13.78 12.83 13.30 13.29 11.81 12.55 13.45

Mashonaland Central 9.65 9.35 9.50 9.63 9.33 9.48 9.43 8.63 9.03 9.26 7.93 8.60 9.29

Mashonaland East 10.47 10.20 10.33 10.77 10.39 10.58 10.95 9.91 10.43 10.82 9.21 10.02 10.40

Mashonaland West 11.59 11.46 11.52 11.60 11.46 11.53 11.66 11.28 11.47 11.74 11.01 11.38 11.50

Masvingo 12.52 12.48 12.50 12.80 12.61 12.70 12.13 11.70 11.91 11.14 10.81 10.98 12.27

Matabeleland North 6.09 5.88 5.98 6.46 6.32 6.39 6.33 5.92 6.12 6.02 5.29 5.65 6.11

Matabeleland South 5.50 5.34 5.42 5.77 5.54 5.66 5.99 5.39 5.69 6.05 5.16 5.60 5.58

Midlands 12.67 12.73 12.70 13.12 13.08 13.10 13.15 12.79 12.97 12.87 12.31 12.59 12.88

Grand Total 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 i100.00 100.00 100.00

9

Figure 2.2 portrays the proportions of the projected school-age population by province.

As alluded to, Harare has the highest proportion (14.41 percent), whilst Bulawayo has

the least (4.12 percent)

Figure 2.2: Projected School-Age Population by Province, Percentage Distribution, Zimbabwe, 2020

The school-going age population for the 3-5 age-group (ECD level) is projected at 1 413 974 (see Table 2.5). The majority of these are in Harare (213 425) and Manicaland (190 734), while the least number (55 359) is in Bulawayo. Harare, Manicaland and Bulawayo account for 15.09 percent, 13.49 percent and 3.92 percent, respectively. Noteworthy, the percent distribution of the projected population by sex across provinces are in favour of males, save for Bulawayo, Harare and Midlands. On the other hand, the 6 to 12-year age group (primary level) is at 2 958 502, of which the majority are for Manicaland (405 805) and Harare (394 939). Bulawayo has the least at 110 087. Manicaland, Harare and Bulawayo respectively, account for 13.72 percent, 13.35 percent and 3.72 percent of the 6 to 12-year age group. Notably, Bulawayo and Harare are the only provinces with higher proportions of females in comparison with males.

14.4113.45

12.8812.27

11.510.4

9.29

6.115.58

4.12

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

Per

cen

tage

Dis

trib

uti

on

Province

10

Table 2.5: Projected School Age Population by Level of Education (ECD and Primary), Sex and Province, Number and Percent, 2020

Province ECD Primary

Population age group (3 - 5) Population age group (6 - 12)

Male Female Total Male Female Total

Number

Bulawayo 26 262 29 096 55 359 51 285 58 802 110 087

Harare 102 690 110 735 213 425 187 435 207 504 394 939

Manicaland 95 819 94 915 190 734 204 127 201 678 405 805

Mashonaland Central 67 764 66 541 134 305 141 725 138 908 280 633

Mashonaland East 73 339 72 442 145 781 157 343 153 828 311 171

Mashonaland West 81 750 81 867 163 617 170 191 170 155 340 346

Masvingo 86 757 87 616 174 373 188 244 188 128 376 372

Matabeleland North 41 861 40 982 82 843 94 271 92 977 187 248

Matabeleland South 37 896 37 334 75 230 84 399 82 271 166 670

Midlands 88 383 89 924 178 307 191 578 193 653 385 231

Grand Total 702 521 711 452 1 413 974 1 470 598 1 487 904 2 958 502

Percentage Distribution

Bulawayo 3.74 4.09 3.92 3.49 3.95 3.72

Harare 14.62 15.56 15.09 12.75 13.95 13.35

Manicaland 13.64 13.34 13.49 13.88 13.55 13.72

Mashonaland Central 9.65 9.35 9.50 9.64 9.34 9.49

Mashonaland East 10.44 10.18 10.31 10.70 10.34 10.52

Mashonaland West 11.64 11.51 11.57 11.57 11.44 11.50

Masvingo 12.35 12.32 12.33 12.80 12.64 12.72

Matabeleland North 5.96 5.76 5.86 6.41 6.25 6.33

Matabeleland South 5.39 5.25 5.32 5.74 5.53 5.63

Midlands 12.58 12.64 12.61 13.03 13.02 13.02

Grand Total 100.00 100.00 100.00 100.00 100.00 100.00

11

2.2 Schools

The number of primary and secondary schools, including schools with ECD, have progressively increased (see Table 2.6). The number of schools offering ECD increased from 5 981 in 2016 to 6 761 in 2020. Similarly, the number of primary schools increased from 6 045 in 2016, to 6 798 in 2020, while secondary schools increased from 2 775 in 2016 to 2 980 in 2020

Table 2.6: Schools by Level of Education and Year, Number and Percentage, Zimbabwe, 2016-2020

Years

ECD Primary Secondary

No percent increase

No percent increase

No percent increase

2016 5 981 1.56 6 045 1.89 2 775 2.10

2017 6 071 1.50 6 123 1.29 2 830 1.98

2018 6 242 2.82 6 288 2.69 2 871 1.45

2019 6 647 6.49 6 671 6.09 2 954 2.89

2020 6 761 1.72 6 798 1.90 2 980 0.88

As shown in Table 2.6, 2019 witnessed the highest percent increases in the number of schools offering ECD, primary and secondary schools, with a percentage increase of 6.49 percent for schools offering ECD, 6.09 percent for primary schools and 2.89 percent for secondary schools. In contrast, there is a steep decline in 2020 percent increases of ECD and secondary schools, with a suppressed increase of 1.72 percent for ECD, and 0.88 percent for secondary schools. However, the progress with primary schools defied odds, as the percent increase in primary schools (1.90 percent) in 2020 surpassed the percent increases for both 2016 and 2017 that were at 1.89 percent and 1.29 percent, respectively.

Figure 2.3 illustrates the progressive increase in the number of ECD, primary and

secondary schools during the period 2016 to 2020. The overlap of trendlines for ECD and

primary schools seems to be a better explanation for the existence of primary schools with

ECD. Furthermore, the period 2016-2020 had more primary schools than secondary

schools in the course of time. Relating school-going age population to schools helps

understand how school-going age populations creates a demand that is met by increasing

the number of schools according to need.

12

Figure 2.3: Schools by Level of Education and Year, Zimbabwe 2016-2020

In 2020, Zimbabwe had 9 778 schools, of which 6 798 were primary schools while 2 980 were secondary schools (see Table 2.7). The majority (15.74 percent) of the schools are in Manicaland, followed by Midlands that has 12.78 percent of the schools. On the other hand, Bulawayo has the least at 3.96 percent. Manicaland has the highest percentages (16.15 percent, 14.80 percent) respectively of both primary schools and secondary schools. Masvingo has the second highest percentage of primary schools (12.89 percent) while, Mashonaland West has the second highest percentage of secondary schools (13.29 percent). On the contrary, Bulawayo has the least percentages (4.40 percent and 2.95 percent, respectively) of both primary schools and secondary schools.

5 9

81

6 0

71

6 2

42

6 6

47

6 7

61

6 0

45

6 1

23

6 2

88

6 6

71

6 7

98

2 7

75

2 8

30

2 8

71

2 9

54

2 9

80

0

1 000

2 000

3 000

4 000

5 000

6 000

7 000

8 000

2016 2017 2018 2019 2020

Nu

mb

er o

f Sc

ho

ols

Year


13

Table 2.7: Schools by Level of Education and Province, Number and Percentage, Zimbabwe, 2020

Province Number of Schools percent Distribution

Primary Secondary Total Primary Secondary Total

Bulawayo 299 88 387 4.40 2.95 3.96

Harare 365 285 650 5.37 9.56 6.65

Manicaland 1 098 441 1 539 16.15 14.80 15.74

Mashonaland Central 578 265 843 8.50 8.89 8.62

Mashonaland East 776 388 1 164 11.42 13.02 11.90

Mashonaland West 777 396 1 173 11.43 13.29 12.00

Masvingo 876 359 1 235 12.89 12.05 12.63

Matabeleland North 623 207 830 9.16 6.95 8.49

Matabeleland South 532 175 707 7.83 5.87 7.23

Midlands 874 376 1 250 12.86 12.62 12.78

Grand Total 6 798 2 980 9 778 100.00 100.00 100.00

Figure 2.4 presents the percentage distribution of the school-going age population and

schools, across the 10 provinces of Zimbabwe. Among the provinces, Manicaland has the

highest proportion of schools (15.74 percent) and second highest proportion of school-

going age population (13.45 percent). On the contrary, Harare has the second least

proportion of schools (6.65 percent) and highest proportion of school-going age

population (14.41 percent). Bulawayo, has an almost parity between the proportion of

school-going age population (3.96 percent) and the proportion of schools (4.12 percent).

Note-worthy, Harare and Mashonaland Central are the only provinces with proportions

of schools that are surpassed by proportions of population of school going age.

14

Figure 2.4: School-Age Population and Schools by Province, Percentage Distribution, Zimbabwe, 2020

The distribution of schools by level of education and by provinces is visually portrayed

in Figure 2.5. As illustrated graphically, provinces with higher proportions of secondary

school than those of primary schools are four; namely, Mashonaland West,

Mashonaland East, Mashonaland Central and Harare.

3.9

6

6.6

5

15

.74

8.6

2

11

.9

12

12

.63

8.4

9 7.2

3

12

.78

4.1

2

14

.41

13

.45

9.2

9

10

.4

11

.5

12

.27

6.1

1

5.5

8

12

.88

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

18.00

20.00

Per

cen

tage

Dis

trib

uti

on

Provinces

School Distribution Population Distribution

15

Figure 2.5: Schools by level of Education and Province, Percentage Distribution, Zimbabwe, 2020

Table 2.8 presents further information about schools across the provinces. Evidently, at primary

school level (across provinces), ECD only adds up to 557, whereas ECD A to Grade 2 sums up to

135. The total number of ECD-Grade 7 is 6 070. Furthermore, Grade 1-7 is at 27, while Grade 3-7

has only 9. At secondary school level, the total number of ‘O’ Level and ‘A’ Level’ schools are,

respectively, 1 874 and 1 106.

16

.15 1

2.8

6

12

.89

11

.43

11

.42

8.5

0

9.1

6 7.8

3

5.3

7 4.4

0

14

.80 1

2.6

2

12

.05

13

.29

13

.02

8.8

9 6.9

5 5.8

7

9.5

6

2.9

5

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

18.00

Per

cen

tage

Province

Primary Secondary

16

Table 2.8: Schools by Level of Education and Province, Number, Zimbabwe, 2020

Province Primary Secondary Grand

Total ECD only ECD A -Grade 2 ECD -Grade 7 Grade 1-7 Grade 3- 7 Total "O" Level "A" Level Total

Bulawayo 139 16 140 2 2 299 22 66 88 387

Harare 50 41 266 7 1 365 81 204 285 650

Manicaland 201 9 882 3 3 1098 274 167 441 1 539

Mashonaland Central 35 20 521 2 0 578 200 65 265 843

Mashonaland East 32 24 719 0 1 776 293 95 388 1 164

Mashonaland West 9 8 758 2 0 777 284 112 396 1 173

Masvingo 6 2 866 2 0 876 201 158 359 1 235

Matabeleland North 21 3 596 2 1 623 161 46 207 830

Matabeleland South 14 4 509 5 0 532 109 66 175 707

Midlands 50 8 813 2 1 874 249 127 376 1 250

Grand Total 557 135 6 070 27 9 6 798 1 874 1 106 2 980 9 778

Table 2.9: Schools by Level of Education and Province, Percentage Distribution, Zimbabwe, 2020

Province

Primary Secondary Grand Total ECD only ECD A -Grade 2

ECD -Grade 7

Grade 1-7 Grade 3- 7 Total "O" Level "A" Level Total

Bulawayo 24.96 11.85 2.31 7.41 22.22 4.40 1.17 5.97 2.95 3.96

Harare 8.98 30.37 4.38 25.93 11.11 5.37 4.32 18.44 9.56 6.65

Manicaland 36.09 6.67 14.53 11.11 33.33 16.15 14.62 15.10 14.80 15.74

Mashonaland Central 6.28 14.81 8.58 7.41 0.00 8.50 10.67 5.88 8.89 8.62

Mashonaland East 5.75 17.78 11.85 0.00 11.11 11.42 15.64 8.59 13.02 11.90

Mashonaland West 1.62 5.93 12.49 7.41 0.00 11.43 15.15 10.13 13.29 12.00

Masvingo 1.08 1.48 14.27 7.41 0.00 12.89 10.73 14.29 12.05 12.63

Matabeleland North 3.77 2.22 9.82 7.41 11.11 9.16 8.59 4.16 6.95 8.49

Matabeleland South 2.51 2.96 8.39 18.52 0.00 7.83 5.82 5.97 5.87 7.23

Midlands 8.98 5.93 13.39 7.41 11.11 12.86 13.29 11.48 12.62 12.78

Grand Total 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00

The proportion of ECD only is highest (36.09 percent) in Manicaland, followed by

Bulawayo (24.96 percent). Masvingo has the least proportion of ECD only, which is at 1.08

percent. Similarly, Harare and Mashonaland East account for the highest proportions

(30.37 percent and 17.78 percent, respectively) of ECD A-Grade 2, while Masvingo has the

17

least (1.48 percent). For ECD – Grade 7, the highest proportions (14.53 percent, 14.27

percent) are respectively in Manicaland and Masvingo, with Bulawayo having the least

(2.31 percent). The Grade 3-7 category has Manicaland and Bulawayo with the highest

proportions (33.33 percent, 22.22 percent, respectively), whilst the following provinces

have none: Mashonaland Central, Mashonaland West, Masvingo and Matabeleland

South. The highest proportions (15.64 percent) of ‘O’ Level schools are in Mashonaland

East, followed by Mashonaland West with 15.15 percent. The least proportion (1.17

percent) of ‘O’ Level schools is in Bulawayo. The provinces with the highest proportions

(18.44 percent, 15.10 percent) of ‘A’ Level schools are respectively, Harare and

Manicaland. Matabeleland North has the least proportion of ‘A’ Level schools. Overall,

Manicaland has the highest proportion (15.74 percent) of combined primary and

secondary schools, followed by Midlands (12.78 percent), while Bulawayo has the least

(3.96 percent).

2.3 Classification of Schools

Primary and secondary schools in Zimbabwe are classified into several categories. For the purpose of this analytical report, the following categories are be used: i) registration type, ii) location (i.e rural or urban), iii) per-capita grant, iv) responsible authority and v) mode of operation.

2.3.1 Registration Status

In this category, schools are considered as registered, unregistered or satellite schools. Figure 2.6 shows that the majority (77.73 percent) of the primary schools are registered, while 6.55 percent are unregistered. Satellite schools constitute 15.73 percent. Similarly, the majority (68.96 percent) of secondary schools are registered, in contrast to a figure of 2.25 percent that are unregistered. Satellite secondary schools constitute 28.79 percent.

18

Figure 2.6: Schools by Level of Education and Registration Status, Percentage, Zimbabwe, 2020

In absolute terms, Zimbabwe has 5 284 registered primary schools and 2 055 registered secondary schools. The number of unregistered primary schools is 445, in contrast to unregistered secondary school that are 67 in total. The number of primary and secondary satellite schools are respectively, 1 069 and 858 (see Table 2.10).

Registered77.73%

Satellite15.73%

Unregistered6.55%

Primary

Registered68.96%

Satellite28.79%

Unregistered2.25%

Secondary

19

Table 2.10: Schools by Level of Education, Registration Status and Province, Number and Percentage, Zimbabwe, 2020

Province

Primary Secondary

Total

Number

Registered Satellite Unregistered Total Registered Satellite Unregistered Total

Bulawayo 207 8 84 299 79 3 6 88 387

Harare 291 5 69 365 258 6 21 285 650

Manicaland 837 100 161 1 098 299 135 7 441 1 539

Mashonaland Central 409 115 54 578 156 97 12 265 843

Mashonaland East 667 96 13 776 274 111 3 388 1 164

Mashonaland West 523 235 19 777 207 184 5 396 1 173

Masvingo 699 173 4 876 259 94 6 359 1 235

Matabeleland North 478 135 10 623 122 83 2 207 830

Matabeleland South 456 67 9 532 130 42 3 175 707

Midlands 717 135 22 874 271 103 2 376 1 250

Grand Total 5 284 1 069 445 6 798 2 055 858 67 2 980 9 778

The number of schools across all provinces, do vary by level of education and registration

status (Tables 2.10 and 2.11). Manicaland has the highest proportion of registered primary

schools, unregistered primary schools and registered secondary schools that constitute

15.84 percent, 36.18 percent and 14.55 percent, respectively. Mashonaland West has the

highest proportions (21.98 percent, 21.45 percent) of primary satellite schools and

secondary satellite schools, respectively. Harare has the highest proportion (31.34

percent) of unregistered secondary schools. Bulawayo has the least proportion of

registered primary schools, registered secondary schools and secondary school satellites

that constitute, 3.92 percent, 3.84 percent and 0.35 percent, respectively. Similarly, Harare,

Masvingo and (Midlands, Matabeleland North) have respectively lowest proportions of

primary satellite schools, unregistered primary schools and unregistered secondary

schools.

20

Table 2.11: Number of Schools by Level of Education, Registration Status and Province, Percentage Distribution, Zimbabwe, 2020

Province

Primary Secondary

Grand Total

Percentage

Registered Satellite Unregistered Total Registered Satellite Unregistered Total

Bulawayo 3.92 0.75 18.88 4.40 3.84 0.35 8.96 0.90 3.96

Harare 5.51 0.47 15.51 5.37 12.55 0.70 31.34 2.91 6.65

Manicaland 15.84 9.35 36.18 16.15 14.55 15.73 10.45 4.51 15.74

Mashonaland Central 7.74 10.76 12.13 8.50 7.59 11.31 17.91 2.71 8.62

Mashonaland East 12.62 8.98 2.92 11.42 13.33 12.94 4.48 3.97 11.90

Mashonaland West 9.90 21.98 4.27 11.43 10.07 21.45 7.46 4.05 12.00

Masvingo 13.23 16.18 0.90 12.89 12.60 10.96 8.96 3.67 12.63

Matabeleland North 9.05 12.63 2.25 9.16 5.94 9.67 2.99 2.12 8.49

Matabeleland South 8.63 6.27 2.02 7.83 6.33 4.90 4.48 1.79 7.23

Midlands 13.57 12.63 4.94 12.86 13.19 12.00 2.99 3.85 12.78

Grand Total 100.00 100.00 100.00 100.00 100.00 100.00 100.00 30.48 100.00

2.3.2 Location

Rural and urban constitute the main domains in the country and hence, schools can be deemed rural or urban. Primary schools in the urban and rural constitute 20.58 percent

21

and 79.42 percent, respectively. Similarly, secondary schools in urban and rural are 22.58 percent and 77.42 percent, respectively (see Figure 2.7).

Figure 2.7: Schools by Level of Education and Location, Percentage, Zimbabwe, 2020

Table 2.12 presents schools by level of education, location and province. The number of rural primary schools ranges from 7 in Harare, to 844 in Masvingo, whereas the number of urban primary schools ranges from 32 in Masvingo, to 358 in Harare.

Table 2.12: Schools by Level of Education, Location (Rural and Urban) and Province, Zimbabwe, 2020

Province

Primary Secondary

Grand Total Rural Urban Total

percent Rural

Rural Urban Total

percent Rural

Bulawayo 19 280 299 6.35 3 85 88 3.41 387

Harare 7 358 365 1.92 4 281 285 1.40 650

Manicaland 825 273 1 098 75.14 387 54 441 87.76 1 539

Mashonaland Central 527 51 578 91.18 244 21 265 92.08 843

Mashonaland East 697 79 776 89.82 349 39 388 89.95 1 164

Mashonaland West 667 110 777 85.84 326 70 396 82.32 1 173

Masvingo 844 32 876 96.35 338 21 359 94.15 1 235

Matabeleland North 575 48 623 92.30 193 14 207 93.24 830

Matabeleland South 497 35 532 93.42 158 17 175 90.29 707

Midlands 741 133 874 84.78 305 71 376 81.12 1 250

Grand Total 5 399 1 399 6 798 79.42 2 307 673 2 980 77.42 9 778

On the other hand, the number of rural secondary schools range from 3 in Bulawayo, to 387 in Manicaland, whilst the number of urban secondary school range from 14 in Matabeleland North, to 281 in Harare. Importantly, Masvingo with 96.35 percent of its primary schools and 94.15 percent of it secondary schools classified as rural, is more likely

Rural79.42%

Urban20.58%

Primary Schools

Rural77.42%

Urban22.58%

Secondary Schools

22

to have more rural schools than urban schools, in comparison with other provinces. In contrast, Harare is the least likely province to have rural schools (see Table 2.12).

2.3.3 Per Capita Grant Classification

Grant type classification is determined by the per capita grant allocated to schools by the government. There are three categories based on grant type, namely; i) P1 and S1 Schools: include schools in low density areas and some elite boarding schools regardless of location. These school receive the lowest per capitation learner grant from the government, ii) P2 and S2 Schools: these are schools in urban high-density areas, including government schools, church-based boarding schools located in the rural areas and iii) P3 and S3 Schools: These are rural schools and are allocated the highest capitation learner grant by the government.

P3 schools are the majority in the country, constituting 80.83 percent of primary schools,

followed by P2 schools that make up 13.89 percent. P1 schools are the minority,

constituting 5.28 percent. Secondary schools follow the same pattern as S3, S2 and S1

schools respectively, constituting 75.57 percent, 16.24 percent and 8.19 percent (see Figure

2.8).

Figure 2.8: Schools by Level of Education and Per Capita Grant Classification, Zimbabwe, 2020

Tables 2.13 presents schools by level of education, grant type and province. According to the Tables, P1, P2 and P3 schools in Zimbabwe sum up to 359, 944 and 5 495, respectively, while S1, S2 and S3 schools add up to 244, 484 and 2 252, respectively. Harare with 109 P1 schools, 252 P2 schools, and 85 S1 schools and 198 S2 schools has highest proportions

P15.28%

P213.89%

P380.83%

Primary

S18.19% S2

16.24%

S375.57%

Secondary

23

of P1, P2, S1 and S2 in the country. Manicaland has 866 P3 schools and 384 S3 schools, thus making it a province with the highest number of both P3 and S3 schools.

Table 2.13: Schools by Level of Education, Capitation Grant Classification and Province, Number, Zimbabwe, 2020

Province

Primary Secondary Number

P1 P2 P3 Total S1 S2 S3 Total Grand Total

Bulawayo 67 218 14 299 33 51 4 88 387

Harare 109 252 4 365 85 198 2 285 650

Manicaland 51 181 866 1 098 25 32 384 441 1 539




Masvingo 8 18 850 876 11 24 324 359 1 235



Midlands 36 80 758 874 24 46 306 376 1 250

Grand Total 359 944 5 495 6 798 244 484 2 252 2 980 9 778

Harare, Bulawayo and Masvingo provinces are more likely to have P1, P2 and P3 schools,

respectively, while Bulawayo, Harare and Matabeleland North are more likely to have

S1, S2 and S3 respectively (see Table 2.14 and Figure 12).

Table 2.14: Schools by Level of Education, Capitation Grant Classification and Province, Percentage, Zimbabwe,

2020

Province

Primary Secondary

Percentage

P1 P2 P3 Total S1 S2 S3 Total

Bulawayo 22.41 72.91 4.68 100.00 37.50 57.95 4.55 100.00

Harare 29.86 69.04 1.10 100.00 29.82 69.47 0.70 100.00

Manicaland 4.64 16.48 78.87 100.00 5.67 7.26 87.07 100.00

Mashonaland Central 2.94 4.84 92.21 100.00 1.89 8.68 89.43 100.00

Mashonaland East 2.71 7.47 89.82 100.00 5.41 8.76 85.82 100.00

Mashonaland West 4.12 7.59 88.29 100.00 5.56 9.85 84.60 100.00

Masvingo 0.91 2.05 97.03 100.00 3.06 6.69 90.25 100.00

Matabeleland North 0.80 4.65 94.54 100.00 2.90 6.28 90.82 100.00

Matabeleland South 2.44 3.95 93.61 100.00 6.86 13.71 79.43 100.00

Midlands 4.12 9.15 86.73 100.00 6.38 12.23 81.38 100.00

Grand Total 5.28 13.89 80.83 100.00 8.19 16.24 75.57 100.00

On the contrary, Matabeleland North, Masvingo, and Harare are respectively least likely

to have P1, P2 and P3 schools, while Mashonaland Central, Matabeleland North and

24

Harare are least likely to have S1, S2 and S3 schools, respectively (see Table 2.14 and

Figure 2.9).

Figure 2.9: Schools by Level of Education, Capitation Grant Type and Province, Percentage, Zimbabwe, 2020

2.3.4 Government and Non-Government

Schools are also categorized as government or non-government, both of which, are further classified according to the responsible authorities. The classification of government schools by responsible authorities is as follows: Government, other Government line ministries, City Council, District Council and Town Board. Non-government schools are classified as follows: Church/Mission, Mine, Private Company, Farm, Trust, Private Individual and other.

The country has the majority (78.41 percent) of its primary schools run by the

government, with just 21.59 percent under the non-government entities. A similar pattern

is evident for secondary schools, although with a slightly increased stake for non-

government. The government run secondary schools constitute 73.46 percent, in contrast

to non-government ones that make up 26.54 percent (see Figure 2.10).

0.00 20.00 40.00 60.00 80.00 100.00

Bulawayo

Harare

Manicaland

Mashonaland Central

Mashonaland East

Mashonaland West

Masvingo

Matabeleland North

Matabeleland South

Midlands

Percent

Pro

vin

ce

Primary Schools

P1 P2 P3

0.00 20.00 40.00 60.00 80.00 100.00

Bulawayo

Harare

Manicaland

Mashonaland Central

Mashonaland East

Mashonaland West

Masvingo

Matabeleland North

Matabeleland South

Midlands

Percent

Pro

vin

ce

Secondary Schools

S1 S2 S3

25

Figure 2.10: Schools by Level of Education and Whether Run by Government or Non-Government, Percentage and Number, Zimbabwe, 2020

Figure 2.11, illustrates the percent distribution of government and non-government

schools by responsible authorities. As depicted graphically, the majority (86.12 percent)

of primary government schools are run by District Councils, followed by 9.42 percent

that are under the Government authority. The least proportion (0.54 percent) of primary

government schools are run by Town Boards. Non-Government primary schools are

more likely to be run by Private Individuals, Churches/Missions and Private Companies,

with each of these constituting 35.01 percent, 31.40 percent and 17.03 percent,

respectively.

Government78.41%

Non-Government

21.59%

Primary

Government73.46%

Non-Government26.54%

Secondary

26

Figure 2.11: Primary Schools, Government and Non-Government by Responsible Authority, Percentage Distribution, Zimbabwe, 2020

Table 2.15 presents primary schools by type, responsible authority and province. As shown in the Table, the share for the responsible authorities of 5 330 government primary schools in the country is as follows: Government (502), Other Government Line Ministries (58), District Council (4 590), City Council (151) and Town Board (29). The share for 1 468 authorities running non-government primary schools is as follows: Church/Mission (461), Farm (80), Mine (38), Private Company (250), Trust (94), Private Individual (514) and Other (31). The proportion of government primary schools between the provinces range from 42.81 percent in Bulawayo to 89.27 percent in Masvingo.

86.12

9.422.83 1.09 0.54

0.0010.0020.0030.0040.0050.0060.0070.0080.0090.00

100.00

Per

cen

t

Responsible Authority

Primary Government Schools

35.01 31.40

17.03

6.40 5.45 2.59 2.11

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

Per

cen

tResponsible Authority

Primary Non-Government Schools

27

Table 2.15: Primary Schools by Type, Responsible Authority and Province, Number, Zimbabwe, 2020

Province

Government Non-Government

Gran

d T

otal

percen

t Go

vern

men

t

Go

vern

men

t

Oth

er Go

vern

men

t Lin

e

Min

istries

District C

ou

ncil

City

Co

un

cil

To

wn

Bo

ard

To

tal

Ch

urch

/M

ission

Fa

rm

Min

e

Priv

ate C

om

pa

ny

Tru

st

Priv

ate In

div

idu

al

Oth

er

To

tal

Bulawayo 63 5 14 46 0 128 36 1 0 30 15 88 1 171 299 42.81

Harare 116 11 6 39 5 177 22 3 0 44 37 78 4 188 365 48.49

Manicaland 54 11 651 13 1 730 111 17 0 54 8

172 6 368 1 098 66.48

Mashonaland Central 21 5 442 5 0 473 24 12 6 16 2 43 2 105 578 81.83

Mashonaland East 31 2 596 6 6 641 33 14 1 24 8 46 9 135 776 82.60

Mashonaland West 51 12 589 17 8 677 34 9 3 18 9 24 3 100 777 87.13

Masvingo 62 2 709 9 0 782 49 12 5 21 4 3 0 94 876 89.27

Matabeleland North 22 4 509 1 2 538 49 2 6 10 5 10 3 85 623 86.36

Matabeleland South 21 2 437 2 4 466 38 4 1 8 2 12 1 66 532 87.59

Midlands 61 4 637 13 3 718 65 6 16 25 4 38 2 156 874 82.15

Grand Total 502 58 4 590

151 29 5 330 461 80 38

250

94

514 31 1 468 6 798 78.41

As shown in Table 2.16, Harare has more government primary schools run by

Government and other Government Line Ministries than other provinces (constituting,

65.54 percent and 6.21 percent, respectively within the province). At provincial level,

Matabeleland North, Bulawayo and Harare have highest proportion of government

primary schools run by District Councils (94.61 percent), City Councils (35.94 percent)

and Town Board (2.82 percent), respectively.

Harare is more likely to have non-government primary schools run by Private

Companies than other provinces (constituting, 23.40 percent) and Trust Schools

(constituting, 19.68 percent). In the same vein, Matabeleland North, Masvingo, Midlands

and Bulawayo, have highest proportion of non-government primary schools respectively

that are under the authority of Churches/Missions (57.65 percent), Farm (12.77 percent),

Mines (10.26 percent), and Private Individuals (51.46 percent).

28

Table 2.16: Primary Schools by Type, Responsible Authority and Province, Percentage, Zimbabwe, 2020

Province


Go

vern

men

t

Oth

er Go

vern

men

t

Lin

e Min

istries

District C

ou

ncil

City

Co

un

cil

To

wn

Bo

ard

To

tal

Ch

urch

/M

ission

Fa

rm

Min

e

Priv

ate C

om

pa

ny

Tru

st

Priv

ate In

div

idu

al

Oth

er

To

tal

Bulawayo 49.22 3.91 10.94 35.94 0.00 100.00 21.05 0.58 0.00 17.54 8.77 51.46 0.58 100.00

Harare 65.54 6.21 3.39 22.03 2.82 100.00 11.70 1.60 0.00 23.40 19.68 41.49 2.13 100.00

Manicaland 7.40 1.51 89.18 1.78 0.14 100.00 30.16 4.62 0.00 14.67 2.17 46.74 1.63 100.00

Mashonaland Central 4.44 1.06 93.45 1.06 0.00 100.00 22.86 11.43 5.71 15.24 1.90 40.95 1.90 100.00

Mashonaland East 4.84 0.31 92.98 0.94 0.94 100.00 24.44 10.37 0.74 17.78 5.93 34.07 6.67 100.00

Mashonaland West 7.53 1.77 87.00 2.51 1.18 100.00 34.00 9.00 3.00 18.00 9.00 24.00 3.00 100.00

Masvingo 7.93 0.26 90.66 1.15 0.00 100.00 52.13 12.77 5.32 22.34 4.26 3.19 0.00 100.00

Matabeleland North 4.09 0.74 94.61 0.19 0.37 100.00 57.65 2.35 7.06 11.76 5.88 11.76 3.53 100.00

Matabeleland South 4.51 0.43 93.78 0.43 0.86 100.00 57.58 6.06 1.52 12.12 3.03 18.18 1.52 100.00

Midlands 8.50 0.56 88.72 1.81 0.42 100.00 41.67 3.85 10.26 16.03 2.56 24.36 1.28 100.00

Grand Total 9.42 1.09 86.12 2.83 0.54 100.00 31.40 5.45 2.59 17.03 6.40 35.01 2.11 100.00

The percent distribution of government and non-government schools by responsible

authorities are portrayed in Figure 2.12. As illustrated graphically, the majority (84.97

percent) of secondary government schools are under the authority of City Councils,

followed by 11.65 percent that are run by the Government. The lowest proportion (0.64

percent) of secondary government schools are run by Town Boards. Secondary non-

government schools are more likely to be under the authority of Churches/Missions,

Trust and Farms, with each of these constituting 43.87 percent, 25.92 percent and 17.19

percent, respectively.

29

Figure 2.12: Secondary Schools, Government and Non-Government by Responsible Authority, Percentage Distribution, Zimbabwe, 2020.

Table 2.17 presents secondary schools by type, responsible authority and province. As shown in the Table, the share for the responsible authorities of 2 189 government secondary schools in the country is as follows: Government (255), Other Government Line Ministries (36), District Council (1 860), City Council (24) and Town Board (14). The share for authorities running 791 non-government secondary schools is as follows: Church/Mission (347), Farm (9), Mine (9), Private Company (136), Trust (56), Private Individual (205) and Other (29). In general, the proportion of government secondary schools within the provinces range from 29.82 percent in Harare to 83.77 percent in Mashonaland Central.

84.97

11.65

1.64 1.10 0.640.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

Per

cen

t


Secondary Government Schools

43.87

25.92

17.19

7.083.67 1.14 1.14

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

Per

cen

t


Secondary Non-Government Schools

30

Table 2.17: Secondary Schools by Type, Responsible Authority and Province, Number, Zimbabwe, 2020

Province

Government Non-Government G

ran

d T

ota

l

percen

t Go

vern

men

t

Go

vern

men

t

Oth

er Go

vern

men

t Lin

e

Min

istries

District C

ou

ncil

City

Co

un

cil

To

wn

Bo

ard

To

tal

Ch

urch

/M

ission

Fa

rm

Min

e

Priv

ate C

om

pa

ny

Tru

st

Priv

ate In

div

idu

al

Oth

er

To

tal

Bulawayo 32 1 4 1 0 38 14 0 0 16 6 12 2 50 88 43.18

Harare 62 16 2 1 4 85 22 0 1 46 24 93 14 200 285 29.82

Manicaland 25 1 277 5 1 309 86 3 0 16 5 19 3 132 441 70.07

Mashonaland Central 14 2 205 1 0 222 23 1 1 7 1 9 1 43 265 83.77

Mashonaland East 17 4 289 3 3 316 36 3 1 14 4 12 2 72 388 81.44

Mashonaland West 22 8 289 6 2 327 25 1 2 12 6 20 3 69 396 82.58

Masvingo 18 1 265 0 0 284 49 0 0 12 4 9 1 75 359 79.11

Matabeleland North 19 0 149 1 2 171 27 0 1 1 2 5 0 36 207 82.61

Matabeleland South 12 2 126 3 1 144 21 0 1 1 1 7 0 31 175 82.29

Midlands 34 1 254 3 1 293 44 1 2 11 3 19 3 83 376 77.93

Grand Total 255 36 1 860 24 14 2 189 347 9 9 136 56 205 29 791 2 980 73.46

As shown in Table 2.18, Bulawayo is more likely than any other provinces to have

government secondary schools run by Government and District Council (constituting,

84.21 percent and 2.63 percent, respectively). Similarly, Harare is more likely than any

other provinces to have government secondary schools under the authority of Other

Government Line Ministries and Town Boards (constituting, 18.82 percent and 4.71

percent, respectively). Masvingo has the highest proportion (93.31 percent) of

government secondary schools run by City Councils within the province.

31

Table 2.18: Secondary Schools by Type, Responsible Authority and Province, Percentage, Zimbabwe, 2020

Province


Go

vern

men

t

Oth

er Go

vern

men

t Lin

e

Min

istries

City

Co

un

cil

District C

ou

ncil

To

wn

Bo

ard

To

tal

Ch

urch

/M

ission

Min

e

Priv

ate C

om

pa

ny

Fa

rm

Oth

er

Tru

st

Priv

ate In

div

idu

al

To

tal

Bulawayo 84.21 2.63 10.53 2.63 0.00 100.00 28.00 0.00 0.00 32.00 12.00 24.00 4.00 100.00

Harare 72.94 18.82 2.35 1.18 4.71 100.00 11.00 0.00 0.50 23.00 12.00 46.50 7.00 100.00

Manicaland 8.09 0.32 89.64 1.62 0.32 100.00 65.15 2.27 0.00 12.12 3.79 14.39 2.27 100.00

Mashonaland Central 6.31 0.90 92.34 0.45 0.00 100.00 53.49 2.33 2.33 16.28 2.33 20.93 2.33 100.00

Mashonaland East 5.38 1.27 91.46 0.95 0.95 100.00 50.00 4.17 1.39 19.44 5.56 16.67 2.78 100.00

Mashonaland West 6.73 2.45 88.38 1.83 0.61 100.00 36.23 1.45 2.90 17.39 8.70 28.99 4.35 100.00

Masvingo 6.34 0.35 93.31 0.00 0.00 100.00 65.33 0.00 0.00 16.00 5.33 12.00 1.33 100.00

Matabeleland North 11.11 0.00 87.13 0.58 1.17 100.00 75.00 0.00 2.78 2.78 5.56 13.89 0.00 100.00

Matabeleland South 8.33 1.39 87.50 2.08 0.69 100.00 67.74 0.00 3.23 3.23 3.23 22.58 0.00 100.00

Midlands 11.60 0.34 86.69 1.02 0.34 100.00 53.01 1.20 2.41 13.25 3.61 22.89 3.61 100.00

Grand Total 11.65 1.64 84.97 1.10 0.64 100.00 43.87 1.14 1.14 17.19 7.08 25.92 3.67 100.00

Harare is more likely to have more non-government schools run by Trusts (constituting,

46.50 percent) and Private Individuals (constituting, 7.00 percent within the province).

Bulawayo is more likely to have more non-government schools run by Farms

(constituting, 32.00 percent). At provincial level, Matabeleland North, Mashonaland East

and Matabeleland South have highest proportion of non-government secondary schools

respectively that are under the authority of Churches/Missions (75.00 percent), Mines

(4.17 percent), and Private Companies (3.23 percent), respectively (see Table 2.18).

2.3.5 Mode of Operation

Schools can also be classified by mode of operation, that is, Day, Boarding or Combined

Day and Boarding. Based on the classification by mode of operation, the majority (98.23

percent) of primary schools in the country are day schools, followed by combined day

and boarding schools, with a proportion of 1.54 percent. Boarding primary schools

constitute the lowest proportion (0.22 percent). The majority (89.90 percent) of secondary

schools are day schools, followed by combined day and boarding schools that constitute

32

8.76 percent. The boarding secondary schools have the least proportion of 1.34 percent,

but comparably higher than that of primary boarding schools (see Figure 2.13).

Figure 2.13: Schools by Level of Education and Operation Mode, Percentage Distribution, Zimbabwe, 2020.

As shown in Table 2.19, Zimbabwe has 15 primary boarding schools, 6 678 primary day schools and 105 combined day and boarding, adding up to 6 798 in total. Manicaland has the largest number of both, primary day schools (1 074) and combined day and boarding (21). Masvingo has 5 primary boarding schools, the largest number in comparison with other provinces.

Table 2.19: Schools by Level of Education, Level of Operation and Province, Number, Zimbabwe, 2020

Province

Primary Secondary

Number

Boarding School

Day and Boarding

Day School

Total Boarding School

Day and Boarding

Day School

Total

Bulawayo 1 6 292 299 0 14 74 88

Harare 1 9 355 365 6 24 255 285

Manicaland 3 21 1 074 1 098 6 40 395 441

Mashonaland Central 1 6 571 578 5 19 241 265

Mashonaland East 1 17 758 776 8 32 348 388

Mashonaland West 0 18 759 777 3 25 368 396

Masvingo 5 6 865 876 4 29 326 359

Matabeleland North 0 2 621 623 2 15 190 207

Matabeleland South 1 7 524 532 3 25 147 175

Midlands 2 13 859 874 3 38 335 376

Grand Total 15 105 6 678 6 798 40 261 2 679 2 980

Boarding School0.22%

Day and Boarding

Day School98.23%

Primary SchoolsBoarding

School1.34%

Day and Boarding

8.76%

Day School89.90%

Secondary Schools

33

There are also 40 secondary boarding schools, 2679 secondary day schools and 261

combined day and boarding schools, summing up to 2 980 secondary schools in the

country (see Table 2.19). Manicaland has the largest number of both, secondary day

schools (395) and combined day and boarding schools (40). Mashonaland East has 8

secondary boarding schools, the largest number in comparison with other provinces (see

Table 2.19).

As shown in Table 2.20, Matabeleland North is more likely than other provinces to have

primary day schools (constituting, 99.68 percent). Masvingo has the highest proportion

of primary boarding schools, (constituting, 0.57 percent).

Table 2.20 : Schools by Level of Education, Level of Operation and Province, Percent, Zimbabwe, 2020

Province

Primary Secondary

Percentage

Boarding School Day and Boarding

Day School

Total Boarding School Day and Boarding

Day School

Total

Bulawayo 0.33 2.01 97.66 100.00 0.00 15.91 84.09 100.00

Harare 0.27 2.47 97.26 100.00 2.11 8.42 89.47 100.00

Manicaland 0.27 1.91 97.81 100.00 1.36 9.07 89.57 100.00




Masvingo 0.57 0.68 98.74 100.00 1.11 8.08 90.81 100.00



Midlands 0.23 1.49 98.28 100.00 0.80 10.11 89.10 100.00

Grand Total 0.22 1.54 98.23 100.00 1.34 8.76 89.90 100.00

Mashonaland West is more likely than other provinces to have secondary day schools

(constituting, 92.93 percent). Harare and Bulawayo have respectively the highest

proportions of primary boarding schools and combined boarding and day schools

(constituting, 2.11 percent and 15.91 percent, respectively) – see Table 2.20.

2.4 Conclusion

Zimbabwe has a projected school-going population (3-18 years) of 6 553 690 (3 264 393

males, 3 289 297 females, constituting 49.8 percent and 50.2 percent, respectively. The

number of schools continue to increase to meet the demands of the growing population.

34

During the period 2016-2020, 2019 had the highest percent increases (6.09 percent, 6.49

percent and 2.89 percent) in the number of respectively, ECDs, primary and secondary

schools. In the contrary, 2020 had the lowest percent increase of ECDs and secondary

schools, with a suppressed increase of 1.72 percent for ECDs, and 0.88 percent for

secondary schools. However, the progress with primary schools defied odds, as the

percent increase in primary schools (1.90 percent) in 2020 surpassed the percent increases

for 2016 and 2017 that were at 1.89 percent and 1.29 percent, respectively.

Currently, the country has 6 761 ECDs, 6 798 primary schools and 2 980 secondary

schools. Urban and rural primary schools constitute 20.58 percent and 79.42 percent,

respectively, while urban and rural secondary schools constitute, respectively 22.58

percent and 77.42 percent. The country has the majority (78.41 percent) of its primary

schools run by the government, with just 21.59 percent under the non-government

entities. A similar pattern is evident for secondary schools, although with a slightly

increased stake for non-government. The government run secondary schools constitute

73.46 percent, in contrast to non-government ones that make up 26.54 percent.

35

CHAPTER 3: ENROLMENT

3.1 ECD Enrolment

As shown in Table 3.1, 653 130 learners (327 492 males and 325 638 females) are enrolled for ECD in Zimbabwe. The number of ECD learners significantly increased from 580 365 in 2016 to 653 130 in 2020. The annual percentage changes over the period 2016 to 2020 were positive, with the highest increase (12.05 percent) in 2016 and the lowest increase (0.14 percent) in 2020.

Table 3.1: ECD Enrolment by Sex, Number and Percentage Change, Zimbabwe, 2016-2020

Year

Male Female Total

percent Female

Change

Number percent

Number

2016 290 595 289 770 580 365 49.93 12.05 62 415

2017 313 256 310 639 623 895 49.79 7.50 43 530

2018 316 210 312 616 628 826 49.71 0.79 4 931

2019 328 258 323 955 652 213 49.67 3.72 23 387

2020 327 492 325 638 653 130 49.86 0.14 917

Figure 3.1 shows ECD enrolment by sex. As depicted on the graph, the number of ECD learners progressively increased for both sexes over the period 2016 to 2020. However, annual enrolments over these years have been in favour of males. Notably, in 2016, there was a near parity; thereafter, the gap steadily increased until 2019. Since then, the gap has been reducing.

36

Figure 3.1: ECD Enrolment by Sex, Zimbabwe 2016-2020

Out of 653 130 ECD learners, the majority (80.29 percent, 524 390 learners) are enrolled in P3 schools, followed by 15.21 percent (99 326 learners) that are enrolled in P2 schools. Only 4.50 percent (29 414 learners) are in P1 Schools. The proportion of female ECD learners in P3 schools is 49.86 percent, while the proportion in P2 schools is 49.62 percent. On the contrary, P1 Schools have the highest proportion of female ECD learners (50.71 percent) -see Table 3.2.

Table 3.2: ECD Enrolments by School Capitation Grant Classification and Sex, Zimbabwe, 2020

Grant Class ECD Enrolment, No.

percent Female

percent of Total


P1 14 498 14 916 29 414 50.71 4.43 4.58 4.50

P2 50 043 49 283 99 326 49.62 15.28 15.13 15.21

P3 262 951 261 439 524 390 49.86 80.29 80.29 80.29

Grand Total 327 492 325 638 653 130 49.86 100.00 100.00 100.00

As shown in Table 3.3, out of 299 998 learners in ECD A, the majority (85.55 percent, 256 645 learners) are in registered schools, followed by 11.76 percent (35 278 learners) in satellite schools. Only 2.69 percent (8 075 learners) are in unregistered schools. It is also important to note that the proportion of female ECD A learners in both unregistered and satellite schools is above 50 percent. On contrary, the proportion of female ECD A learners in registered schools is below 50 percent.

29

0 5

95

31

3 2

56

31

6 2

10

32

8 2

58

32

7 4

92

28

9 7

70

31

0 6

39

31

2 6

16

32

3 9

55

32

5 6

38

270 000

280 000

290 000

300 000

310 000

320 000

330 000

340 000

2016 2017 2018 2019 2020

Enro

lmen

t

Year

Male Female

37

Similarly, out of 353 132 learners in ECD B, the majority (86.72 percent, 306 242 learners) are in registered schools, followed by 11.23 percent (39 655 learners) in Satellite schools. Only 2.05 percent (7 235 learners) are in unregistered schools. Similarly to ECD A, the proportion of female ECD B learners in both unregistered and satellite schools is above 50 percent, in contrast to those in registered schools that is below 50 percent (see Table 3.3). Table 3.3: ECD Enrolments by School Registration Status, ECD Level and Sex, Number and Percentage, Zimbabwe, 2020

Registration Status ECD A, No.

percent Female

ECD B, No. percent Female

Grand Total Male Female Total Male Female Total

Registered 128 764 127 881 256 645 49.83 154 140 152 102 306 242 49.67 562 887

Satellite 17 327 17 951 35 278 50.88 19 764 19 891 39 655 50.16 74 933

Unregistered 3 960 4 115 8 075 50.96 3 537 3 698 7 235 51.11 15 310

Total 150 051 149 947 299 998 49.98 177 441 175 691 353 132 49.75 653 130

Percentage distribution by registration status, ECD level and Sex

ECDA, percent of Total ECD B, percent of Total percent of

total

Registered 85.81 85.28 85.55 86.87 86.57 86.72 86.18

Satellite 11.55 11.97 11.76 11.14 11.32 11.23 11.47

Unregistered 2.64 2.74 2.69 1.99 2.10 2.05 2.34

Total 100.00 100.00 100.00 100.00 100.00 100.00 100.00

Figure 3.2 depicts ECD enrolments by sex and age in single years. The graph illustrates that there are almost no ECD learners below the age of 3 years and above the age of 10 years. The majority of ECD learners are in the age range 4-7 years, with age 5 years as a peak ‘age’ for ECD enrolment. Interestingly, enrolment by age seems to follow the same pattern and levels for both sexes.

38

Figure 3.2: ECD Enrolments by Age, Sex, Percentage Distribution, Zimbabwe, 2020

As portrayed in Figure 3.3, the majority (43.04 percent) of ECD A learners are 5 years-old, followed by 40.08 percent that are on correct age. Some under-age and over-age learners constitute respectively 0.64 percent and 16.23 percent of ECD A learners. Similarly, the majority (46.13 percent) of ECD B learners are 6 years-old, followed by 33.97 percent that are on correct age. Some under-age and over-age learners constitute respectively, 3.76 percent and 16.14 percent of ECD B learners.

0

20 000

40 000

60 000

80 000

100 000

120 000

140 000

Below 3years

3 years 4 years 5 years 6 years 7 years 8 years 9 years 10 years 11 years 12 years Above 12

Enro

lmen

t

Age in years

Male

Female

39

Figure 3.3: ECD Learners by Level, Age and Sex, Zimbabwe, 2020

As shown in Table 3.4, out of 653 130 ECD learners, the majority (38.14 percent, 249 072

learners) are 5-years-old. Out of 299 998 ECD A learners, the majority (129 126 leaners)

are 5 years old, while out of 353 132 ECD B learners, the majority (162 891 learners) are 6

years old. Furthermore, the proportion of both female EDC A learners and female ECD B

learners is most likely to be above 50 percent for learners of age 5 and below as well as 12

years and above. The opposite is true for ECD learners aged 6 to 11 years.

Table 3.4: ECD Enrolments by Level of Education, Sex and Age, Number and Percentage, Zimbabwe 2020 Ages

ECD A, No.

%Female ECD B, No percent

Female Grand Total, No.

% Total Male Female Total Male Female Total

Below 3 years 959 964 1 923 50.13 0 0 0 0.00 1 923 0.29

3 years 8 635 8 988 17 623 51.00 404 409 813 50.31 18 436 2.82

4 years 50 925 51 705 102 630 50.38 6 084 6 393 12 477 51.24 115 107 17.62

5 years 64 566 64 560 129 126 50.00 59 384 60 562 119 946 50.49 249 072 38.14

6 years 20 836 19 923 40 759 48.88 82 104 80 787 162 891 49.60 203 650 31.18

7 years 3 427 3 172 6 599 48.07 23 784 22 115 45 899 48.18 52 498 8.04

8 years 508 476 984 48.37 4 502 4 419 8 921 49.53 9 905 1.52

9 years 117 105 222 47.30 873 767 1 640 46.77 1 862 0.29

10 years 40 25 65 38.46 220 159 379 41.95 444 0.07

11 years 26 10 36 27.78 52 45 97 46.39 133 0.02

12 years 5 11 16 68.75 22 27 49 55.10 65 0.01

Above 12 7 8 15 53.33 12 8 20 40.00 35 0.01

Grand Total 150 051 149 947 299 998 49.98 177 441 175 691 353 132 49.75 653 130 100.00

Out of 299 998 ECD A learners, the majority (80.40 percent, 241 201 learners) are in rural schools, while the remainder (19.60 percent, 58 797 learners) are in urban schools. Out of

0.6

4

39

.69

43

.03

16

.64

0.6

4

40

.48

43

.06

15

.83

0.6

4

40

.08

43

.04

16

.23

0.00

10.00

20.00

30.00

40.00

50.00

Under Age Correct Age 5 years Over Age

Per

cen

tage

Age

ECD A

Male Female Total

3.6

6

33

.47

46

.27

16

.61

3.8

7

34

.47

45

.98

15

.68

3.7

6

33

.97

46

.13

16

.14

0.00

10.00

20.00

30.00

40.00

50.00

Under Age Correct Age 6 years Over Age

Per

cen

tage

Age

ECD B

Male Female Total

40

353 132 ECD B learners, the majority (77.23 percent, 272 741 learners) are in rural schools, while the remainder (22.77 percent, 80 391 learners) are in urban schools. Furthermore, the proportion of female ECD A learners in rural schools is below 50 percent, in contrast to female ECD A learners in urban schools that is above 50 percent. However, the proportion of female ECD B learners in both urban and rural schools is below 50 percent (see Table 3.5).

Table 3.5: ECD Enrolments by Level, Sex and Location, Number and Percentage, Zimbabwe, 2020

Location ECD A, No. ECD B, No

Grand Total ECD A ECD B

Male Female Total Male Female Total %Female %Female

Rural 120 738 120 463 241 201 136 981 135 760 272 741 513 942 49.94 49.78

Urban 29 313 29 484 58 797 40 460 39 931 80 391 139 188 50.15 49.67

Grand Total 150 051 149 947 299 998 177 441 175 691 353 132 653 130 49.98 49.75

Percentage distribution by location, level and sex

ECD A, % of Total ECD B, % of Total % of Total

Rural 80.46 80.34 80.40 77.20 77.27 77.23 78.69

Urban 19.54 19.66 19.60 22.80 22.73 22.77 21.31

Grand Total 100.00 100.00 100.00 100.00 100.00 100.00 100.00

3.2 Primary School Enrolment

As shown in Table 3.6, there are 2 869 735 learners (1 435 917 males, 1 433 818 females) who are enrolled in primary schools in Zimbabwe. The country sustained a steady annual increase in the number of primary learners during the period 2016 to 2020. The highest percentage increase (2.87 percent) was registered in 2020. Importantly, there was also a continuous annual increase in the proportion of females learners enrolled in primary schools. The proportion of female learners increased from 49.49 percent in 2016 to 49.96 percent in 2020.

Table 3.6: Primary School Enrolment by Sex, Number and Percentage Change, Zimbabwe 2016-2020

Year

Male Female Total, No. percent Female

Change

Number Percent Number

2016 1 344 538 1 317 472 2 662 010 49.49 0.14 3 595

2017 1 346 591 1 329 894 2 676 485 49.69 0.54 14 475

2018 1 369 142 1 356 828 2 725 970 49.77 1.85 49 485

2019 1 399 845 1 389 847 2 789 692 49.82 2.34 63 722

2020 1 435 917 1 433 818 2 869 735 49.96 2.87 80 043

41

On a positive note, the gender gap in the primary school enrolment that has been in favour of male learners over the period 2016-2020 is finally closing (see Figure 3.4). In 2016, there were 1 344 538 male learners and 1 317 472 female learners enrolled in primary schools. In 2017, a gender gap in primary school enrolment was significantly reduced, notwithstanding an increase in the total enrolment. This trajectory continued on yearly basis. In 2020, 1 435 917 males and 1 433 818 female learners were enrolled into primary.

Figure 3.4: Primary School Enrolment by Sex, Zimbabwe, 2016-2020

Grade 1 with 464 917 learners, has more primary school learners than any other grade.

On the other hand, Skills Orientation with 6 736 learners, has the lowest number of

primary school learners, followed by Grade 7 that has 344 099 (see Table 3.7).

Evidentially, the number of primary school learners is lower at each higher level along

the primary school ladder.

Furthermore, the proportion of female learners is above 50 percent for Grades 4-7. In the contrary, the proportion of female learners in Grade 1-3 and Skills Orientation is below 50 percent. Skills Orientation has the least proportion (39.96 percent) of females.

13

44

53

8

13

46

59

1

13

69

14

2

13

99

84

5

14

35

91

7

13

17

47

2

13

29

89

4

13

56

82

8

13

89

84

7

14

33

81

8

1240 000

1260 000

1280 000

1300 000

1320 000

1340 000

1360 000

1380 000

1400 000

1420 000

1440 000

1460 000

2016 2017 2018 2019 2020

Male Female

42

Table 3.7: Primary School Enrolments by Sex and Grade, Number and Percentage, Zimbabwe 2020

Grade Enrolment, No.

%Female Male Female Total

Grade 1 235 138 229 779 464 917 49.42

Grade 2 227 085 223 472 450 557 49.60

Grade 3 220 223 219 273 439 496 49.89

Grade 4 206 334 208 876 415 210 50.31

Grade 5 192 026 193 641 385 667 50.21

Grade 6 180 284 182 769 363 053 50.34

Grade 7 170 783 173 316 344 099 50.37

Skills Orientation 4 044 2 692 6 736 39.96

Grand Total 1 435 917 1 433 818 2 869 735 49.96

Figure 3.5 portrays primary school enrolment by the two main domains, that is, rural and urban. The graph shows that the majority (74.11 percent) of primary school learners is enrolled in rural schools, while 25.89 percent is enrolled in urban schools.

Figure 3.5: Primary School Enrolments by Location, Number and Percentage, Zimbabwe, 2020

Rural74.11%

Urban25.89%

43

As shown in Table 3.8, enrolment into rural and urban primary schools follows a similar pattern in several aspects, even though the proportions of female learners do differ significantly. Both rural and urban primary schools have more Grade 1 learners (347 490 for rural schools, 117 427 for urban schools) than any other grades in the respective domains. They also have the least number of learners in Skill Orientation (4 087 for rural schools, 2 649 for urban schools) than any other grade. For both rural and urban schools, the number of the learners is lower at each higher level of the primary school ladder.

However, the proportion of female learners is lower in rural schools than in urban schools for all the grades. Save for Skills Orientation and Grade 1, the proportion of female learners in urban schools is more than 50 percent across the grades.

Table 3.8: Primary Enrolment by Location, Sex and Grade, Number and Percentage, Zimbabwe, 2020

Grade

Rural Enrolment, No. percent Female

Urban Enrolment, No percent Female

Grand Total percent Total Male Female Total Male Female Total

Grade 1 176 169 171 321 347 490 49.30 58 969 58 458 117 427 49.78 464 917 16.20

Grade 2 168 608 164 721 333 329 49.42 58 477 58 751 117 228 50.12 450 557 15.70

Grade 3 162 550 160 958 323 508 49.75 57 673 58 315 115 988 50.28 439 496 15.31

Grade 4 151 939 153 548 305 487 50.26 54 395 55 328 109 723 50.43 415 210 14.47

Grade 5 142 262 142 345 284 607 50.01 49 764 51 296 101 060 50.76 385 667 13.44

Grade 6 135 070 135 822 270 892 50.14 45 214 46 947 92 161 50.94 363 053 12.65

Grade 7 128 145 129 094 257 239 50.18 42 638 44 222 86 860 50.91 344 099 11.99

Skills Orientation 2 465 1 622 4 087 39.69 1 579 1 070 2 649 40.39 6 736 0.23

Grand Total 1 067 208 1 059 431 2 126 639 49.82 368 709 374 387 743 096 50.38 2 869 735 100.00

As shown in Figure 3.6, P3 schools have the highest proportion (75.58 percent) of primary

school learners, followed by P2 Schools with 19.51 percent. P1 Schools have the least

proportion of learners (4.90 percent).

44

Figure 3.6: Primary School Enrolment by School Capitation Grant Classification, Percentage, Zimbabwe, 2020

Primary school enrolment decreases with grades regardless of the grand type, save for P2

Grade 2. Across the grant classification, Grade 1 to 7 have comparable numbers of males

and females, in contrary to Skills Orientation that has a huge disparity in favour of males.

The proportion of Skills Orientation female learners in P1, P2 and P3 Schools are 42.38

percent, 39.48 percent and 39.94 percent, respectively.

Table 3.9: Primary School Enrolment by School Capitation Grant Classification, Grade and Sex, Number and Percentage Zimbabwe, 2020

Grade P1, No.

%F P2, No.

%F P3, No.

%F Grand Total Male Female Total Male Female Total Male Female Total

Grade 1 10 795 10 791 21 586 49.99 44 477 43 805 88 282 49.62 179 866 175 183 355 049 49.34 464 917

Grade 2 10 614 10 961 21 575 50.80 44 316 44 026 88 342 49.84 172 155 168 485 340 640 49.46 450 557

Grade 3 10 524 10 997 21 521 51.10 43 621 43 595 87 216 49.99 166 078 164 681 330 759 49.79 439 496

Grade 4 10 257 10 476 20 733 50.53 41 103 41 831 82 934 50.44 154 974 156 569 311 543 50.26 415 210

Grade 5 9 509 10 091 19 600 51.48 37 764 38 557 76 321 50.52 144 753 144 993 289 746 50.04 385 667

Grade 6 8 735 9 206 17 941 51.31 34 253 35 362 69 615 50.80 137 296 138 201 275 497 50.16 363 053

Grade 7 8 409 8 874 17 283 51.35 32 080 33 156 65 236 50.82 130 294 131 286 261 580 50.19 344 099

Skills Orientation 261 192 453 42.38 1 225 799 2 024 39.48 2 558 1 701 4 259 39.94 6 736

Grand Total 69 104 71 588 140 692 50.88 278 839 281 131 559 970 50.20 1 087 974 1 081 099 2 169 073 49.84 2 869 735

P14.90%

P219.51%

P375.58%

P1 P2 P3

45

As shown in Table 3.10, the number of learners decrease with the grades for registered, satellite and unregistered schools. At grade 1, unregistered schools have a higher proportion of female learners than registered schools, while the proportions of both sexes are equal in satellite schools. Apart from Skills Orientation and Grade 3, the proportion of female learners in satellite schools is more than 50 percent across the grades.

Table 3.10: Primary School Enrolment by School Registration Status, Grade and Sex, Number and Percentage, Zimbabwe, 2020

Grade

Registered, No. %Female

Satellite, No. %Female

Unregistered, No. %Female

Grand Total Male Female Total Male Female Total Male Female Total

Grade 1 208 016 202 521 410 537 49.33 25 722 25 720 51 442 50.00 1 400 1 538 2 938 52.35 464 917

Grade 2 201 080 197 320 398 400 49.53 24 768 24 889 49 657 50.12 1 237 1 263 2 500 50.52 450 557

Grade 3 195 578 194 782 390 360 49.90 23 796 23 591 47 387 49.78 849 900 1 749 51.46 439 496

Grade 4 184 083 186 432 370 515 50.32 21 601 21 733 43 334 50.15 650 711 1 361 52.24 415 210

Grade 5 171 662 172 943 344 605 50.19 19 767 20 139 39 906 50.47 597 559 1 156 48.36 385 667

Grade 6 161 872 164 063 325 935 50.34 17 954 18 208 36 162 50.35 458 498 956 52.09 363 053

Grade 7 154 338 156 352 310 690 50.32 16 092 16 644 32 736 50.84 353 320 673 47.55 344 099

Skills Orientation

4 017 2 667 6 684 39.90 27 24 51 47.06 1 1 100.00 6 736

Grand Total 1 280 646 1 277 080 2 557 726 49.93 149 727 150 948 300 675 50.20 5 544 5 790 11 334 51.09 2 869 735

Table 3.11 and Figure 23 present primary school enrolment by grade and age. As shown in the Table and the graph, Grade 3 has the highest proportion (71.06 percent) of Over Age learners. Similarly, Grade 7 has the highest proportions of both Under Age (5.69 percent) and Normal Age (34.28 percent) learners. The proportion of Over Age learners ranges from 60.03 percent for Grade 7, to 71.06 percent for Grade 3, while that for Normal Age range from 26.47 percent for Grade 3 to 34.28 for Grade 7. The proportion of Under Age learners range 2.02 percent for Grade 1, to 5.69 percent for Grade 7, and seems to systematically increase with grades.

46

Table 3.11: Primary School Enrolment by Grade and Age, Number, Zimbabwe, 2020

Ages Enrolment, No.

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Skills Orientation Grand Total

5 years 9 412 110 9 522

6 years 132 653 9 917 70 142 640

7 years 224 898 124 111 10 876 167 360 052

8 years 74 018 212 710 116 334 13 187 390 416 639

9 years 17 786 75 963 199 487 116 676 16 637 810 427 359

10 years 4 819 21 408 82 529 184 426 114 007 16 551 1 114 424 854

11 years 968 4 708 22 968 72 644 160 079 107 949 19 596 1 087 389 999

12 years 254 1 240 5 820 22 122 69 940 156 467 117 956 1 047 374 846

Above 12 109 500 1 482 6 155 25 004 82 086 206 547 1 941 323 824

Grand Total 464 917 450 557 439 496 415 210 385 667 363 053 344 099 6 626 2 869 735

Figure 3.7: Primary School Enrolment by Grade and Age, Percentage Distribution, Zimbabwe, 2020

Manicaland has 449 046 learners out of a total of 2 869 735 primary school learners in the country. It has the largest number of learners across the grades, save for the Skills Orientation. Bulawayo with a total 119 171 learners, has the smallest number of learners

69.44 70.25 71.06 68.72 66.13 65.71 60.03

28.53 27.55 26.47 28.10 29.56 29.7334.28

2.02 2.20 2.47 3.18 4.31 4.56 5.69

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

Per

cen

t

Grade

Over Age Normal Age Under Age

47

in Grade 1 up to 7. Matabeleland North has the largest number of Skills Orientation learners (1 127) -see Table 3.12.

Table 3.12: Primary School Enrolments by Grade and Province, Number and Percentage, Zimbabwe, 2020

Province

Enrolment, No

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Skills

Orientation Grand Total

Bulawayo 18 418 18 306 17 836 17 569 16 682 15 341 14 452 567 119 171

Harare 49 975 50 269 50 143 47 318 43 275 39 371 36 877 922 318 150

Manicaland 75 146 70 804 68 311 64 355 59 217 57 082 53 308 823 449 046

Mashonaland Central 45 526 43 397 41 322 38 216 34 130 32 127 30 655 973 266 346

Mashonaland East 49 675 47 166 46 106 44 523 40 786 38 493 37 579 185 304 513

Mashonaland West 54 823 53 887 52 470 47 930 45 008 42 212 40 648 816 337 794

Masvingo 61 189 59 433 57 457 54 143 51 208 48 227 45 163 620 377 440

Matabeleland North 25 718 25 550 25 831 24 638 23 910 22 787 21 754 1 127 171 315

Matabeleland South 23 523 22 988 23 079 22 380 21 300 20 387 19 360 122 153 139

Midlands 60 924 58 757 56 941 54 138 50 151 47 026 44 303 581 372 821

Grand Total 464 917 450 557 439 496 415 210 385 667 363 053 344 099 6 736 2 869 735

3.3 Secondary school enrolment

Zimbabwe has 1 137 178 learners enrolled in secondary schools (Form 1 -6), of these 1 035 849 were enrolled in lower secondary (Form 1 to 4) and 101 329 learners enrolled for upper secondary (Form 5 to 6).

As shown in Figure 3.8, over the period 2016-2020, there has been year on year increase of enrolment in lower and upper secondary schools, even though the enrolment of males in upper secondary decreased in 2020. Furthermore, there has been almost equal numbers of males and females enrolled in lower secondary, though the upper secondary enrolment was initially in favour of males.

48

Figure 3.8: Enrolment in Lower and Upper Secondary Schools Zimbabwe, 2016-2020

The are 1 035 849 learners (511 614 males, 524 235 females) enrolled in Lower Secondary (Form 1 to 4). The enrolment in lower secondary increased annually during the period 2016-2020, with the highest annual increase (3.57 percent) in enrolment registered in 2019. In 2020, the increase in enrolment was 1.12 percent. Furthermore, the proportion of female learners in lower secondary annually increased. The proportion of females in Form 1-4 increased from 49.69 percent in 2016 to 50.61 percent in 2020 (see Table 3.13).

49

1 8

43

49

1 4

88

49

5 1

27

50

8 8

93

51

1 6

14

48

5 8

60

48

9 9

00

49

3 9

41

51

5 5

31

52

4 2

35

0

100 000

200 000

300 000

400 000

500 000

600 000

700 000

2016 2017 2018 2019 2020

Enro

lmen

t

Year

Lower Secondary (Form 1-Form 4)

Male Female

47

92

3

50

35

8

50

89

0

51

88

3

51

46

5

39

17

8

43

57

9

45

87

0

48

57

4

49

86

4

0

10 000

20 000

30 000

40 000

50 000

60 000

70 000

2016 2017 2018 2019 2020

Enro

lmen

t

Year

Upper Secondary (Form 5-Form 6)

Male Female

53

9 7

66

54

1 8

46

54

6 0

17

56

0 7

76

56

3 0

79

52

5 0

38

53

3 4

79

53

9 8

11

56

4 1

05

57

4 0

99

0

100 000

200 000

300 000

400 000

500 000

600 000

700 000

800 000

2016 2017 2018 2019 2020

Enro

lmen

t

Year

Secondary (Form 1-Form 6)

Male Female

49

Some 101 329 learners (51 465 males, 49 864 females) are enrolled in upper secondary (Form 5-6). The enrolment in upper secondary increased on annual basis over the period 2016-2020, with the highest (11.05 percent) annual increase recorded in 2016. In 2020, the increase in enrolment was 0.87 percent. The proportion of females in Form 5-6 increased from 44.98 percent in 2016 to 49.21 percent in 2020.

Table 3.13: Secondary School Enrolment by Level and Sex and Change, Number and Percentage, Zimbabwe, 2016-2020

Year Form 1-Form 4, No. percent

Female

percent Change

Male Female Total percent No.

Form 1 - Form 4

2016 491 843 485 860 977 703 49.69 3.07 29 155

2017 491 488 489 900 981 388 49.92 0.38 3 685

2018 495 127 493 941 989 068 49.94 0.78 7 680

2019 508 893 515 531 1 024 424 50.32 3.57 35 356

2020 511 614 524 235 1 035 849 50.61 1.12 11 425

Form 5 - Form 6

2016 47 923 39 178 87 101 44.98 11.05 8 665

2017 50 358 43 579 93 937 46.39 7.85 6 836

2018 50 890 45 870 96 760 47.41 3.01 2 823

2019 51 883 48 574 100 457 48.35 3.82 3 697

2020 51 465 49 864 101 329 49.21 0.87 0 872

Form 1- Form 6

2016 539 766 525 038 1 064 804 49.31 3.68 37 820

2017 541 846 533 479 1 075 325 49.61 0.99 10 521

2018 546 017 539 811 1 085 828 49.71 0.98 10 503

2019 560 776 564 105 1 124 881 50.15 3.60 39 053

2020 563 079 574 099 1 137 178 50.48 1.09 12 297

As shown in Table 3.14, secondary schools have more Form 1 learners (135 575 males, 142 661 females) than any other Forms. However, the number of learners decreased at each higher level of the secondary school ladder. Secondary school also have the least number of learners in Skill Orientation (894) compared to other form. Save for upper secondary and Form 4, the proportion of female learners in secondary schools is more than 50 percent in other forms

50

Table 3.14: Secondary School Enrolment by Sex and Form, Number and Percentage Females, Zimbabwe, 2020

Form Enrolments, No

%Female Males Female Total

Form 1 135 575 142 661 278 236 51.27

Form 2 131 007 137 246 268 253 51.16

Form 3 126 174 128 568 254 742 50.47

Form 4 118 440 115 284 233 724 49.32

Lower 6 26 432 26 056 52 488 49.64

Upper 6 25 033 23 808 48 841 48.75

Skills Orientation 418 476 894 53.24

Grand Total 563 079 574 099 1 137 178 50.48

Figure 3.9 portrays secondary school enrolment by the two main domains, that is, rural and urban. The graph shows that the majority (68.47 percent) of secondary school learners is enrolled in rural schools, while 31.53 percent is enrolled in urban schools.

Figure 3.9: Secondary School Enrolments (Form 1- 6) by Location, Number and Percentage, Zimbabwe, 2020

As shown in Table 3.15, enrolment in rural and urban primary schools follows a similar pattern in several aspects, even though the proportions of female learners do differ significantly. Both rural and urban secondary schools have more Form 1 learners (200 145 for rural schools, 78 091 for urban schools) than any other grades in the respective domains. They also have the least number of learners in Skill Orientation (511 for rural

Rural68.47%

Urban31.53%

51

schools, 383 for urban schools) than any other grade. For both rural and urban schools, the number of the learners is lower at each higher level of the secondary school ladder.

However, the proportion of female learners is lower in rural schools than in urban schools for all the Forms. The proportion of female learners in urban schools is more than 50 percent across all Forms, save for Skills Orientation.

Form 1, with a proportion of 71.93 percent rural, are more likely than any other Forms to be located in rural areas, while Lower 6 with a proportion of 47.63 percent rural, are least likely.

Table 3.15: Secondary School Enrolment by Location, Sex and Form, Number and Percentage Females, Zimbabwe, 2020

Grade Rural Enrolments, No.

%Female

Urban Enrolments, No. %Female

Grand Total

percent Rural Male Female Total Male Female Total

Form 1 97 790 102 355 200 145 51.14 37 785 40 306 78 091 51.61 278 236 71.93

Form 2 94 137 97 599 191 736 50.90 36 870 39 647 76 517 51.81 268 253 71.48

Form 3 89 295 89 494 178 789 50.06 36 879 39 074 75 953 51.44 254 742 70.18

Form 4 81 875 77 332 159 207 48.57 36 565 37 952 74 517 50.93 233 724 68.12

Lower 6 12 898 12 101 24 999 48.41 13 534 13 955 27 489 50.77 52 488 47.63

Upper 6 12 318 10 971 23 289 47.11 12 715 12 837 25 552 50.24 48 841 47.68

Skills Orientation 174 337 511 65.95 244 139 383 36.29 894 57.16

Grand Total 388 487 390 189 778 676 50.11 174 592 183 910 358 502 51.30 1 137 178 68.47

As shown in Figure 3.10, S3 schools have the highest proportion (63.82 percent of

secondary school learners, followed by S2 schools with 25.23 percent. S1 schools have

the least proportion of learners (10.95 percent).

52

Figure 3.10: Secondary School Enrolment by School Grant Classification, Number and Percentage, Zimbabwe, 2020

Secondary school enrolment decreases for all forms regardless of the grand type. The

proportion of females in S1 schools is above 50 percent for all the Forms. Save for Skills

Orientation, the proportion of females in S2 schools is above 50 percent across the forms.

However, the proportion of females in S3 schools is below 50 percent for Form 3-6 and

Skills Orientation (see Table 3.16)

Table 3.16: Secondary School Enrolments by School Grant Classification, Sex and Form, Number and Percentage, Zimbabwe, 2020

S110.95%

S225.23%

S363.82%

Form S1, No.

%F S2, No.

%F S3, No.

%F Grand Total Male Female Total Male Female Total Male Female Total

Form 1 12 736 13 518 26 254 51.49 30 387 32 669 63 056 51.81 92 452 96 474 188 926 51.06 278 236

Form 2 12 238 12 983 25 221 51.48 29 473 32 284 61 757 52.28 89 296 91 979 181 275 50.74 268 253

Form 3 11 657 12 393 24 050 51.53 29 665 31 870 61 535 51.79 84 852 84 305 169 157 49.84 254 742

Form 4 11 515 12 212 23 727 51.47 29 400 30 647 60 047 51.04 77 525 72 425 149 950 48.30 233 724

Lower 6 6 062 6 427 12 489 51.46 10 207 10 718 20 925 51.22 10 163 8 911 19 074 46.72 52 488

Upper 6 5 966 6 090 12 056 50.51 9 563 9 847 19 410 50.73 9 504 7 871 17 375 45.30 48 841

Skills Orientation 315 379 694 54.61 94 92 186 49.46 9 5 14 35.71 894

Grand Total 60 489 64 002 124 491 51.41 138 789 148 127 286 916 51.63 363 801 361 970 725 771 49.87 1 137 178

53

As shown in Figure 3.11, the majority (85.33 percent) of the secondary school learners are enrolled in registered schools, followed by 14.03 percent in satellite schools. The least proportion of learners in secondary schools are in unregistered schools (0.63 percent).

Figure 3.11: Secondary School Enrolments by School Registration Status, Number and Percentage, Zimbabwe, 2020

As shown in Table 3.17, the number of learners decrease with the Forms for registered and satellite schools. The proportion of females in such schools also does vary by form. Registered secondary schools and satellite secondary schools have proportions of female learners that are below 50 percent among learners in Form 4-6 and Form 3-4, respectively. However, unregistered secondary schools have proportions of female learners that are above 50 percent in all the Forms.

Registered85.33%

Satellite14.03%

Unregistered0.63%

54

Table 3.17: Secondary School Enrolments by School Registration Status, Sex and Form, Number and Percentage, Zimbabwe, 2020

Grade Registered, No.

%Female Satellite, No.

%Female Unregistered, No

%Female Grand Total Male Female Total Male Female Total Male Female Total

Form 1 112 279 118 147 230 426 51.27 22 518 23 666 46 184 51.24 778 848 1 626 52.15 278 236

Form 2 108 827 114 389 223 216 51.25 21 530 22 062 43 592 50.61 650 795 1 445 55.02 268 253

Form 3 106 016 108 727 214 743 50.63 19 397 19 021 38 418 49.51 761 820 1 581 51.87 254 742

Form 4 101 423 99 480 200 903 49.52 16 203 14 831 31 034 47.79 814 973 1 787 54.45 233 724

Lower 6 26 172 25 717 51 889 49.56 77 97 174 55.75 183 242 425 56.94 52 488

Upper 6 24 799 23 533 48 332 48.69 67 89 156 57.05 167 186 353 52.69 48 841

Skills Orientation 418 476 894 53.24 0 0 0 894

Grand Total 479 934 490 469 970 403 50.54 79 792 79 766 159 558 49.99 3 353 3 864 7 217 53.54 1 137 178

Table 3.18 and Figure 3.12 present secondary school enrolment by form and age. As shown on the Table and the graph, Form 1 has the highest proportion (65.28 percent) of Over Age learners. Similarly, Upper 6 has the highest proportions of both Under Age (12.83 percent, within the grade) and Normal Age (48.98 percent) learners. The proportion of Over Age learners ranges from 38.20 percent for Upper 6 to 65.28 percent for Form 1, while that for Normal Age range from 30.90 percent for Form 1 to 48.98 percent for Upper 6. The proportion of Under Age learners range from 3.82 percent for Form 1 to 12.83 percent for Upper 6.

Table 3.18: Secondary School Enrolments by Form and Age, Number, Zimbabwe, 2020

Age Form 1 Form 2 Form 3 Form 4 Lower 6 Upper 6 Skills Orientation Grand Total

Below 13 10 626 14 10 640

13 years 85 967 13 770 46 99 783

14 years 109 148 85 323 11 888 102 206 461

15 years 51 362 102 020 78 738 12 264 154 244 538

16 years 16 331 47 418 93 910 73 010 3 008 141 233 818

17 years 3 924 15 481 47 996 85 203 21 378 6 265 137 180 384

18 years 714 3 539 16 801 43 587 18 960 23 921 163 107 685

above 18 164 702 5 409 19 660 9 142 18 655 137 53 869

Grand Total 278 236 268 253 254 742 233 724 52 488 48 841 894 1 137 178

55

Figure 3.12: Secondary School Enrolments by Form and Age, Percentage, Zimbabwe, 2020

Manicaland has 182 431 learners out of a total 1 137 178 secondary school learners in the country. It has the largest number of learners across the Forms, save for Lower 6 and Upper 6. Bulawayo with a total 58 555 learners, has the smallest number of learners in each Form, save for Form 4 to 6 as well as Skills Orientation (see Table 3.19).

Table 3.19: Secondary School Enrolment by Form and Province, Number and Percentage, Zimbabwe, 2020

Province

Enrolment, No

Form 1 Form 2 Form 3 Form 4 Lower 6 Upper 6 Skills

Orientation Grand Total

Bulawayo 12 565 12 566 12 626 12 481 4 288 3 990 39 58 555

Harare 30 474 29 797 29 475 28 581 10 926 9 733 344 139 330

Manicaland 45 397 42 992 40 085 36 867 8 580 8 002 508 182 431

Mashonaland Central 23 282 21 864 20 317 17 817 2 788 2 764 88 832

Mashonaland East 32 357 31 790 29 840 27 548 5 123 4 996 0 131 654

Mashonaland West 30 967 30 662 28 779 25 654 4 210 3 846 124 118

Masvingo 37 035 36 043 34 034 31 246 6 993 6 262 3 151 616

Matabeleland North 15 286 14 355 13 621 12 361 1 592 1 432 58 647

Matabeleland South 14 876 14 005 12 892 11 358 2 067 2 011 57 209

Midlands 35 997 34 179 33 073 29 811 5 921 5 805 144 786

Grand Total 278 236 268 253 254 742 233 724 52 488 48 841 894 1 137 178

65.28 63.06 64.42 63.5253.54

38.20

30.90 31.81 30.91 31.2440.73

48.98

3.82 5.13 4.67 5.25 5.73 12.83

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

Form 1 Form 2 Form 3 Form 4 Lower 6 Upper 6

Pec

ent

Grade

Over Age Normal Age Under Age

56

Table 3.20 and Figure 3.13 show that Grade 1 enrolment is the largest for both sexes, in comparison with other Grades/Forms, but notably has smallest number for Skills Orientation. Noticeably, ECD A and B enrolments are each lower than their respective successive levels.

The pyramid illustrates that enrolment decrease with level, starting from grade 1. Upper six, with the least enrolment forms the apex .The numbers of male and females enrolled at various grades/forms is almost equal. However, there are slightly more females than males in Grade 4 to 7, and Form 1 to 3, while there are more males than females from ECD A to Grade 3 and Form 4-6.

Table 3.20: Total Enrolment ECD, Primary and Secondary by Sex and Grade, Number, Zimbabwe, 2020

Grade Enrolment, No.

Male Female Total

ECD A 150 051 149 947 299 998

ECD B 177 441 175 691 353 132

Grade 1 235 138 229 779 464 917

Grade 2 227 085 223 472 450 557

Grade 3 220 223 219 273 439 496

Grade 4 206 334 208 876 415 210

Grade 5 192 026 193 641 385 667

Grade 6 180 284 182 769 363 053

Grade 7 170 783 173 316 344 099

Form 1 135 575 142 661 278 236

Form 2 131 007 137 246 268 253

Form 3 126 174 128 568 254 742

Form 4 118 440 115 284 233 724

Lower 6 26 432 26 056 52 488

Upper 6 25 033 23 808 48 841

Skills Orientation 4 462 3 168 7 630

Grand Total 2 326 488 2 333 555 4 660 043

Figure 3.13: Distribution of Enrolment by Grade/Form, Number, Zimbabwe, 2020

3.4 Conclusion

Zimbabwe has 653 130 learners (327 492 males and 325 638 females) enrolled for ECD. The number of ECD learners significantly increased from 580 365 in 2016 to 653 130 in

300000 200000 100000 0 100000 200000 300000

ECD A

ECD B

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Form 1

Form 2

Form 3

Form 4

Lower 6

Upper 6

Male Female

57

2020. The annual percentage changes over the period 2016-2020 were positive, with the highest increase (12.05 percent) in 2016 and the lowest increase (0.14 percent) in 2020. There are also 2 869 735 learners (1 435 917 males, 1 433 818 females) enrolled in primary schools. The country sustained a steady annual increase in the number of primary learners during the period 2016-2020. The highest percentage increase (2.87 percent) was registered in 2020. Importantly, there has also been a continuous annual increase in the proportion of female learners enrolled in primary schools. The proportion of female learners increased from 49.49 percent in 2016, to 49.96 percent in 2020. The country also has 1 137 178 learners enrolled in secondary schools (Form 1 -6), with 1 035 849 enrolled in lower secondary (Form 5-6) and 101 329 learners enrolled for upper secondary (Form 5-6). Over the period 2016-2020, there has been year on year increase of enrolment in lower and upper secondary schools, even though the enrolment of males in upper secondary decreased in 2020. Furthermore, there has been almost equal numbers of males and females enrolled in lower secondary, on the other hand, the upper secondary enrolment was initially in favour males.

58

CHAPTER 4: Access to Education

This Chapter examines enrolment patterns of children who enter the first grades of

primary and secondary education for the first time. In Zimbabwe the official levels of

entry into primary and secondary schools for the first time are, Grade 1 and Form 1,

respectively. The system’s capacity to enroll children at right age and flow through is

dependent on the age at which they enter. The school entry age for Grade 1 and Form 1

are 6 and 13 years, respectively. The chapter also presents some key indicators of access

to education, namely, Apparent Intake Rate (AIR) and Net Intake Rate (NIR) for Grade 1

and Form 1.

4.1 New Entrants into Grade 1

As shown in Table 4.1, there are 463 179 (234 201 males, 228 978 females) new entrants

into Grade 1. The number of new entrants into Grade 1 were 424 914 in 2016, and the

numbers continued to increase on annual basis. Year 2017 had the highest percentage

change (5.03 percent), while, 2019 had the least percentage change (0.31 percent). In 2020,

the percentage change was 2.54 percent. The proportion of females ranged from 48.98

percent in 2015 to 49.57 in 2017.

Table 4.1: New Entrants into Grade 1 by Sex and Change, Number and Percentage, Zimbabwe 2016-2020

Year Male Female Total

%Female Change

Number percent Number

2016 215 909 209 005 424 914 49.19 2.69 11 126

2017 225 079 221 206 446 285 49.57 5.03 21 371

2018 228 190 222 125 450 315 49.33 0.90 4 030

2019 229 529 222 193 451 722 49.19 0.31 1 407

2020 234 201 228 978 463 179 49.44 2.54 11 457

Figure 4.1 portrays the number of new entrants into Grade 1 during the period 2016-2020. The graph shows that there was a significant increase of new entrants by both sexes between 2016 and 2017. Thereafter, a gradual increase was maintained. Throughout the period, there were slightly more males than females entering into Grade 1 for the first time.

59

Figure 4.1: New Entrants into Grade 1 by Sex, Number and Percentage, Zimbabwe 2016-2020

As shown in Table 4.2, the 7-year-olds constitute the majority (48.36 percent) of new entrants into Grade 1, followed by the 6-year-olds (normal age) that constitute 28.75 percent. Learners below 5-years make up the least proportion (0.02 percent) of new entrants. Notably, there are 9 839 Under Age (5 years & below) new entrants, 133 170 Normal Age (6 Years) new entrants, and 320 170 Over Age (7 years & above) new entrants, thus constituting 2.12 percent, 28.75 percent, respectively and 69.13 percent of the total number (463 179) of new entrants into Grade 1. The 6-Years & Below new entrants have proportions of females that are above 50 percent, contrary to the 7 Years & Above new entrants that have proportions of females below 50 percent.

21

5 9

09

22

5 0

79

22

8 1

90

22

9 5

29

23

4 2

01

20

9 0

05

22

1 2

06

22

2 1

25

22

2 1

93

22

8 9

78

0

50 000

100 000

150 000

200 000

250 000

300 000

350 000

2016 2017 2018 2019 2020

Male Female

60

Table 4.2: New Entrants into Grade 1 by Sex, Age, Number and Percentage, Zimbabwe, 2020

Age New Entrants, No. percent

Female

percent of Total


Below 5 42 68 110 61.82 0.02 0.03 0.02

5 years 4 723 5 006 9 729 51.45 2.02 2.19 2.10

6 years 65 637 67 533 133 170 50.71 28.03 29.49 28.75

7 years 112 943 111 073 224 016 49.58 48.22 48.51 48.36

8 years 38 019 34 777 72 796 47.77 16.23 15.19 15.72

9 years 9 632 7 903 17 535 45.07 4.11 3.45 3.79

10 years 2 509 2 046 4 555 44.92 1.07 0.89 0.98

11 years 517 415 932 44.53 0.22 0.18 0.20

12 years 179 157 336 46.73 0.08 0.07 0.07

Grand Total 234 201 228 978 463 179 49.44 100.00 100.00 100.00

Figure 4.2 depicts the number of new entrants into Grade 1 by age and sex. The graph shows an almost normal distribution of new entrants (both sexes), with a peak at age 7 years. As illustrated, the majority of the new entrants into Grade 1 are in the age range of 6 to 8 years. The number of males and females at each defined age is almost equal.

Figure 4.2: New Entrants into Grade 1 by Age and Sex, Number, Zimbabwe, 2020

0

20 000

40 000

60 000

80 000

100 000

120 000

Below 5 5 years 6 years 7 years 8 years 9 years 10 years 11 years 12 years

Enro

lmen

t

Age

Male Female

61

As shown in Table 4.3, Zimbabwe has 345 881 (175 231 males, 170 650 females) rural new entrants and 117 298 (58 970 males, 58 328 females) urban new entrants into Grade 1. The largest numbers of new entrants for rural and urban schools are aged 7-Years. The 7 years old rural new entrants are 162 403 (constituting 46.95 percent), whereas the urban new entrants are 61 613 (constituting 52.53 percent) of the total number of new entrants into Grade 1. The smallest number of new entrants for rural and urban schools are below age 5 years. The new entrants below 5 years in the rural areas are 83 (constituting 0.02 percent), whereas new entrants below 5 years in urban areas are 27 (constituting 0.02 percent) of the new entrants into Grade 1

The collated data for Table 4.3 shows that the country has 7 666 Under Age rural new grade 1 entrants (constituting 2.21 percent); 2 173 Under Age urban new entrants (constituting 1.85 percent); 92 527 Normal Age rural new entrants (Constituting 26.75 percent); 40 643 Normal Age urban new entrants (Constituting 34.65 percent); 245 688 Over Age rural new entrants (Constituting 71.04 percent) and 74 482 Over Age urban new entrants (Constituting 63.50 percent). There are almost equal numbers of males and females among rural and urban new grade 1 entrants.

Table 4.3: New Entrants into Grade 1 by Location, Sex and Age, Number and Percentage, Zimbabwe, 2020

Age Rural New Entrants, No. percent

Total Rural

Urban New Entrants, No. percent Total Urban

Grand Total percent Rural Male Female Total Male Female Total

Below 5 31 52 83 0.02 11 16 27 0.02 110 75.45

5 years 3 645 3 938 7 583 2.19 1 078 1 068 2 146 1.83 9 729 77.94

6 years 45 571 46 956 92 527 26.75 20 066 20 577 40 643 34.65 133 170 69.48

7 years 82 006 80 397 162 403 46.95 30 937 30 676 61 613 52.53 224 016 72.50

8 years 32 249 29 694 61 943 17.91 5 770 5 083 10 853 9.25 72 796 85.09

9 years 8 758 7 208 15 966 4.62 874 695 1 569 1.34 17 535 91.05

10 years 2 318 1 880 4 198 1.21 191 166 357 0.30 4 555 92.16

11 years 490 380 870 0.25 27 35 62 0.05 932 93.35

12 years 163 145 308 0.09 16 12 28 0.02 336 91.67

Grand Total 175 231 170 650 345 881 100.00 58 970 58 328 117 298 100.00 463 179 74.68

4.2 New Entrants into Form 1

As shown in Table 4.4, there are 278 115 (135 507 males, 142 608 females) new entrants

into Form 1. The number of new entrants into Form 1 were 270 533 in 2016, and the

numbers continued to increase annually, save for year 2017 which registered a negative

percentage change of -3.13 percent. Year 2016 had the highest percentage change (6.15

62

percent). In 2020, the percentage change was 1.43 percent. During the period 2016-2020,

there were slightly more female than males among the new entrants into Form 1.

Table 4.4: New Entrants into Form 1 by Sex and Change, Number and Percentage, Zimbabwe 2016-2020

Year Male Female Total percent Change

Number Percent Number

2016 134 048 136 485 270 533 6.15 15 680

2017 129 128 132 942 262 070 -3.13 -8 463

2018 131 679 136 059 267 738 2.16 5 668

2019 133 483 140 704 274 187 2.41 6 449

2020 135 507 142 608 278 115 1.43 3 928

Figure 4.3 shows the number of new entrants into Form 1 during the period 2016-2020. The graph shows that, between 2016 and 2017 there was a significant decrease in number of new entrants for both sexes. Thereafter, a gradual increase was maintained. Throughout this period, slightly more females than males were entering into Form 1 for the first time.

Figure 4.3: New Entrants into Form 1 by Sex, Number and Percentage, Zimbabwe 2016-2020

As shown in Table 4.5, the 14-year-olds constitute the majority (39.09 percent percent) of new entrants into Form 1, followed by the 13-year-olds (normal age) constituting 31.11 percent. The Above 18 years make up the least proportion (0.05 percent) of new entrants. Notably, there are 11 448 Under Age (Below 13 years) new entrants, 86 518 Normal Age (13

13

4 0

48

12

9 1

28

13

1 6

79

13

3 4

83

13

5 5

07

13

6 4

85

13

2 9

42

13

6 0

59

14

0 7

04

14

2 6

08

0

20 000

40 000

60 000

80 000

100 000

120 000

140 000

160 000

180 000

2016 2017 2018 2019 2020

Form

1 N

ew E

ntr

ants

Year

Male Female

63

Years) new entrants, and 180 149 Over Age (14 Years & Above) new entrants, thus constituting respectively, 4.12 percent, 31.11 percent and 64.77 percent of the total number (278 115) of new entrants into Form 1. The 14-Years & Below new entrants have proportions of females that is above 50 percent, in contrary to the 15 Years & Above new entrants that have proportion of females below 50 percent.

Table 4.5: New Entrants into Form 1 by Sex, Age and GPI, Number and Percentage, Zimbabwe, 2020

Age New Entrants, No.

percent Female %of Total


Below 13 4 684 6 764 11 448 59.08 3.46 4.74 4.12

13 years 38 663 47 855 86 518 55.31 28.53 33.56 31.11

14 years 52 878 55 845 108 723 51.36 39.02 39.16 39.09

15 years 26 857 23 754 50 611 46.93 19.82 16.66 18.20

16 years 9 469 6 692 16 161 41.41 6.99 4.69 5.81

17 years 2 366 1 449 3 815 37.98 1.75 1.02 1.37

18 years 477 216 693 31.17 0.35 0.15 0.25

above 18 113 33 146 22.60 0.08 0.02 0.05

Grand Total 135 507 142 608 278 115 51.28 100.00 100.00 100.00

Figure 4.4 depicts the number of new entrants into Form 1 by age and sex. The graph shows an almost normal distribution of new entrants (both sexes), with a peak at age 14 years. As illustrated, the majority of the new entrants into Form 1 are in the age range of 13 to 15 years. There are almost equal number of males and females at each defined age.

64

Figure 4.4: New Entrants into Form 1 by Age and Sex, Number, Zimbabwe, 2020

As shown in Table 4.6, Zimbabwe has 200 095 (97 765 males, 102 330 females) rural new entrants and 78 020 (37 742 males, 40 278 females) urban new entrants into Form 1. The largest number of new Form 1 entrants for rural and urban schools are age 14-Years. The 14 years old rural new entrants are 77 625 (constituting 38.79 percent), whereas the urban new entrants are 31 098 (constituting 39.86 percent) of the new entrants into Form 1. The smallest number of new Form 1 entrants for rural and urban schools are Above 18 years. The rural new Form 1 entrants above 18 years are 118 (constituting 0.06 percent), whereas the urban new entrants above 18 years are 28 (constituting 0.04 percent) of the new entrants into Form 1.

The collation of the data in Table 4.6 shows that the country has 7 737 Under Age rural new Form 1 entrants (constituting 3.87 percent); 3 711 Under Age urban new entrants (constituting 4.76 percent percent); 56 772 Normal Age rural new Form 1 entrants (constituting 28.37 percent); 29 746 Normal Age urban new entrants (constituting 38.13 percent); 135 586 Over Age rural new entrants (constituting 67.76 percent) and 44 563 Over Age urban new entrants (constituting 57.11 percent). There are almost equal numbers of males and females among rural and urban new entrants.

0

10 000

20 000

30 000

40 000

50 000

60 000

Below 13 13 years 14 years 15 years 16 years 17 years 18 years above 18

Nu

mb

er

Age

M F

65

Table 4.6: New Entrants into Form 1 by Location, Sex and Age, Number and Percentage, 2020

Year

Rural New Entrants Urban New Entrants, No.

percent Total Urban

Grand Total

percent Rural

Male Female Total

percent Total Rural

Male Female Total

Below 13 3 033 4 704 7 737 3.87 1 651 2 060 3 711 4.76 11 448 67.58

13 years 24 871 31 901 56 772 28.37 13 792 15 954 29 746 38.13 86 518 65.62

14 years 37 639 39 986 77 625 38.79 15 239 15 859 31 098 39.86 108 723 71.40

15 years 21 563 18 794 40 357 20.17 5 294 4 960 10 254 13.14 50 611 79.74

16 years 8 005 5 575 13 580 6.79 1 464 1 117 2 581 3.31 16 161 84.03

17 years 2 126 1 163 3 289 1.64 240 286 526 0.67 3 815 86.21

18 years 435 182 617 0.31 42 34 76 0.10 693 89.03

above 18 93 25 118 0.06 20 8 28 0.04 146 80.82

Grand Total 97 765 102 330 200 095 100.00 37 742 40 278 78 020 100.00 278 115 71.95

4.3 Primary School Apparent and Net Intake Rates

Primary school Apparent Intake (AIR) indicates the general level of access to primary education. It also indicates the capacity of the education system to provide access to Grade 1 for officially school-going age population (UNESCO, 2007). A primary school AIR of above 100 percent indicates the participation of over and or under age children. On the other hand, Net Intake Rate (NIR) measures access to Grade 1 at an officially accepted age of 6 years.

As shown in Table 4.7, the national primary Apparent Intake Rate is at 102.83 percent

(104.70 percent for males, 100.99 percent for females). During the period 2016-2020, the

AIR increased from 122.34 percent in 2016 to 128.44 percent in 2017. Thereafter, AIRs

declined annually, reaching a low rate of 102.83 percent in 2020. Over the same period,

the GPI oscillated between 0.95 and 0.96, indicating AIRs that were in favour of males.

The national primary Net Intake Rate is 29.57 percent (29.34 percent for males, 29.78

percent for females). Between 2016 and 2020, NIRs were in the range of 29.57 percent in

2020 to 42.37 percent in 2016.

All the primary school AIRs for period 2016-2020, had gender disparities in favour of

males that is GPIs of less than 0.97. For NIRs, gender parity was only attained in 2016 and

2020 (GPIs of 1.03 and 1.02, respectively), the rest had gender disparities in favour of

females (GPIs 1.06-1.07)

66

Table 4.7: Apparent and Net Intake Rates Trends for Primary School by Sex and GPI, Percentage, 2016-2020

Year Apparent Intake Rate (AIR), %

GPI Net Intake Rate (NIR), %

GPI Male Female Total Male Female Total

2016 125.56 119.19 122.34 0.95 41.63 43.08 42.37 1.03

2017 130.84 126.09 128.44 0.96 35.74 38.4 37.08 1.07

2018 131.33 125.36 128.32 0.95 35.59 37.57 36.59 1.06

2019 131.32 124.54 127.9 0.95 35.95 38.03 37 1.06

2020 104.70 100.99 102.83 0.96 29.34 29.78 29.57 1.02

Figure 4.5 and 4.6 depicts graphically, the trends for both AIRs and NIRs presented in Table 4.7. Between 2016 and 2017, AIRs for both sexes were on the increase, while NIRs both sexes were declining. This indicates access to Grade 1 by a significantly larger number of over and or under age children. In 2019, there was a steady decline of AIRs and NIRs for both males and females that was followed by a step decline in 2020. A sharp decline of 2020 is positively correlated to COVID-19 effects that made it difficult for families to plan for their children with certainty.

Figure 4.5: Primary School (Grade1) Apparent Intake Rate, Percentage, Zimbabwe 2016-2020

Figure 4.6: Primary School (Grade1) Net Intake Rate, Percentage, Zimbabwe 26-2020

Primary Apparent Intake Rates vary from one province to another. Primary school AIRs

at provincial level, range from 78.60 percent in Harare to 122.53 percent in Manicaland.

12

5.5

6

13

0.8

4

13

1.3

3

13

1.3

2

10

4.7

0

11

9.1

9

12

6.0

9

12

5.3

6

12

4.5

4

10

0.9

9

0.00

20.00

40.00

60.00

80.00

100.00

120.00

140.00

160.00

180.00

2016 2017 2018 2019 2020

Ap

par

ent

Inta

ke R

ate

Years

Apparent Intake Rate

Male Female

41

.63 35

.74

35

.59

35

.95 29

.34

43

.08

38

.40

37

.57

38

.03 2

9.7

8

0.00

10.00

20.00

30.00

40.00

50.00

2016 2017 2018 2019 2020

Net

Inta

ke R

ate

Years

Net Intake Rate

Male Female

67

Manicaland’s AIRs for males and females are 123.40 percent and 121.65 percent,

respectively. Harare’s primary AIRs for males and females are 82.85 percent and 74.71

percent, respectively. Bulawayo, Harare and Midlands have GPIs for primary school

AIRs that are 0.95 and below, indicating gender disparities in favour of males. The rest of

the provinces with GPIs (for AIR) in the range 0.99 to 1.01, have attained gender parity

relative to primary school AIRs.

Table 4.8: Primary School Apparent Intake Rates by Sex and Province, Number and Percentage, Zimbabwe, 2020

Province New Entrants into Grade 1, No. Population Aged 6, No. Apparent Intake Rate %

GPI Male Female Total Male Female Total Male Female Total

Bulawayo 9 185 9 216 18 401 8 052 9 035 17 087 114.07 102.00 107.69 0.89

Harare 25 166 24 762 49 928 30 377 33 143 63 520 82.85 74.71 78.60 0.90

Manicaland 38 002 37 075 75 077 30 797 30 477 61 274 123.40 121.65 122.53 0.99

Mashonaland Central 23 014 22 331 45 345 21 620 21 213 42 833 106.45 105.27 105.86 0.99

Mashonaland East 25 008 24 398 49 406 23 477 23 141 46 618 106.52 105.43 105.98 0.99

Mashonaland West 27 392 27 244 54 636 25 761 25 825 51 586 106.33 105.49 105.91 0.99

Masvingo 30 866 29 892 60 758 28 508 28 780 57 288 108.27 103.86 106.06 0.96

Matabeleland North 12 907 12 697 25 604 13 960 13 652 27 612 92.46 93.00 92.73 1.01

Matabeleland South 11 916 11 567 23 483 12 583 12 385 24 968 94.70 93.40 94.05 0.99

Midlands 30 745 29 796 60 541 28 557 29 087 57 644 107.66 102.44 105.03 0.95

Grand Total 234 201 228 978 463 179 223 692 226 738 450 430 104.70 100.99 102.83 0.96

Primary school Net Intake Rates do vary from one province to another. Primary school

NIRs at provincial level, range from 22.34 percent in Mashonaland East to 45.30 percent

in Bulawayo. Mashonaland East’s NIRs for males and females are 22.14 percent and 22.55

percent, respectively. Bulawayo’s primary NIRs for males and females are respectively,

46.84 percent and 43.92 percent. Mashonaland Central, Manicaland and Matabeleland

North have each GPI for primary school NIRs of 1.06, indicating gender disparity in the

favour of females. In contrast, Bulawayo and Harare have each GPI of 0.94, indicating

gender disparity in favour of males. The rest of the provinces have attained gender parity

of NIRs for primary school (GPIs 1.00 to 1.03) -Table 4.9.

68

Table 4.9: Primary School Net Intake Rates by Sex and Province, Number and Percentage, Zimbabwe, 2020

Province New Entrants into Grade 1 aged 6 years, No. Population Aged 6 years, No. Net Intake Rate, %


Bulawayo 3 772 3 968 7 740 8 052 9 035 17 087 46.84 43.92 45.30 0.94

Harare 9 404 9 619 19 023 30 377 33 143 63 520 30.96 29.02 29.95 0.94

Manicaland 7 420 7 749 15 169 30 797 30 477 61 274 24.09 25.43 24.76 1.06




Masvingo 9 000 9 247 18 247 28 508 28 780 57 288 31.57 32.13 31.85 1.02



Midlands 8 848 8 996 17 844 28 557 29 087 57 644 30.98 30.93 30.96 1.00

Grand Total 65 637 67 533 133 170 223 692 226 738 450 430 29.34 29.78 29.57 1.02

4.4 Secondary School Apparent and Net Intake Rates

As shown in Table 4.10, the national secondary Apparent Intake Rate is 71.91 percent

(70.27 percent for males, 73.54 percent for females). During the period 2016-2020, the AIR

decreased from 81.16 percent in 2016 to 79.46 percent in 2018. In 2019, the AIR increased

to 80.57 percent, before plummeting to 71.91 percent in 2020. GPIs progressively

increased from 1.01 in 2016 to 1.05 in 2020, indicating AIRs that were in favour of females.

The national secondary Net Intake Rate is 22.37 percent (20.05 percent for males, 24.68

percent for females). Between 2016 and 2020, NIRs were in the range of 21.61 percent in

2017 to 25.49 percent in 2019. In 2020, the NIR declined to 22.37 percent from the 2019

NIR of 25.49 percent. Between 2016-2018, secondary school AIRs had a gender parity

(GPIs 1.01 to 1.03), while the period 2019-2020 there were gender disparities in favour of

females (GPI 1.05). Throughout the period 2016-2020, secondary NIRs had disparities in

favour females (GPI - 1.29 to 1.32).

69

Table 4.10: Secondary School Apparent Intake Rate and Net Intake Rate Trends by Sex, Percentage, Zimbabwe, 2016-2020

AIR, % GPI

NIR, % GPI

Year Male Female Total Male Female Total

2016 80.64 81.68 81.16 1.01 19.09 24.62 21.86 1.29

2017 77.62 79.5 78.56 1.02 18.57 24.63 21.61 1.33

2018 78.36 80.56 79.46 1.03 20.82 27.28 24.05 1.31

2019 78.65 82.48 80.57 1.05 21.94 29.02 25.49 1.32

2020 70.27 73.54 71.91 1.05 20.05 24.68 22.37 1.23

Figure 4.7 and 4.8 graphically depicts trends of both AIRs and NIRs presented in Table 4.10. From 2017 to 2019, AIRs for both sexes steadily increased each year before sharply declining in 2020.

Figure 4.7: Secondary School (Form 1) Apparent Intake Rate, Percentage, Zimbabwe, 2016-2020

Figure 4.8: Secondary School (Form 1) Net Intake Rate, Percentage, Zimbabwe, 2016-2020

As shown in Table 4.11, secondary Apparent Intake Rates vary from one province to another province. The secondary school AIRs at provincial level, range from 58.28 percent in Harare to 86.17 percent in Manicaland. Manicaland’s AIRs for males and females are 83.53 percent and 88.90 percent, respectively. Harare’s secondary school AIRs for males and females are 61.50 percent and 55.56 percent, respectively. Mashonaland West has a GPI of 1.02 for secondary school AIRs, indicating gender parity. In contrast, Harare and Bulawayo has a GPI of 0.90, indicating gender disparity in favour of males. The rest of the provinces have gender disparities in favour of females in relation to secondary school AIRs (GPIs 1.06 to 1.20).

80

.64 77

.62

78

.36

78

.75

70

.27

81

.68

79

.50

80

.56

82

.55

73

.54

60.00

65.00

70.00

75.00

80.00

85.00

2016 2017 2018 2019 2020

Ap

par

ent

Inta

ke R

ate

Year

Male Female

19

.09

18

.57

20

.82

21

.96

20

.05

24

.62

24

.63

27

.28

29

.05

24

.68

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

2016 2017 2018 2019 2020

Net

Inta

ke R

ate

Years

Male Female

70

Table 4.11: Secondary School Apparent Intake Rate by Sex and Province, Number and Percentage, Zimbabwe, 2020

Province New Entrants into Form 1, No. Population Aged 13, No. AIR, percent

GPI Males Females Total Males Females Total Males Females Total

Bulawayo 5 976 6 582 12 558 6 921 8 486 15 406 86.35 77.57 81.51 0.90

Harare 14 679 15 731 30 410 23 867 28 312 52 179 61.50 55.56 58.28 0.90

Manicaland 22 368 23 025 45 393 26 779 25 899 52 678 83.53 88.90 86.17 1.06




Masvingo 18 183 18 838 37 021 23 975 23 463 47 438 75.84 80.29 78.04 1.06



Midlands 17 262 18 731 35 993 25 542 25 286 50 828 67.58 74.08 70.81 1.10

Grand Total 135 507 142 608 278 115 192 846 193 929 386 774 70.27 73.54 71.91 1.05

Secondary Net Intake Rates by provinces are presented in Table 4.12. The secondary NIRs at provincial level, range from 17.67 percent in Mashonaland Central to 35.21 percent in Bulawayo. Mashonaland Central’s NIRs for males and females are 15.12 percent and 20.35 percent, respectively. Bulawayo’s primary NIRs for males and females are 35.10 percent and 35.30 percent, respectively. Bulawayo has GPI of 1.01 for secondary school NIRs, indicating gender parity. In contrast, Harare has a GPI of 0.93, indicating gender disparity in favour of males. The rest of the provinces have GPIs in the range 1.21 to 1.40, indicating gender disparities in favour of females.

Table 4.12: Secondary School Net Intake Rate by Sex and Province, Number and Percentage, Zimbabwe, 2020

Province New Entrants into Form 1 Aged 13, No. Population Aged 13, No. NIR, %

GPI Males Females Total Males Females Total Males Females Total

Bulawayo 2 429 2 995 5 424 6 921 8 486 15 406 35.10 35.30 35.21 1.01

Harare 5 739 6 364 12 103 23 867 28 312 52 179 24.05 22.48 23.20 0.93

Manicaland 5 329 6 711 12 040 26 779 25 899 52 678 19.90 25.91 22.86 1.30




Masvingo 4 460 5 646 10 106 23 975 23 463 47 438 18.60 24.06 21.30 1.29



Midlands 4 621 5 920 10 541 25 542 25 286 50 828 18.09 23.41 20.74 1.29

Grand Total 38 663 47 855 86 518 192 846 193 929 386 774 20.05 24.68 22.37 1.23

71

4.5 Conclusion

Zimbabwe has 463 179 (234 201 males, 228 978 females) new entrants into Grade 1. The

number of new entrants into Grade 1 were 424 914 in 2016, and the numbers continued

to increase on annual basis. Year 2017 had the highest percentage change (5.03 percent),

while, 2019 had the least percentage change (0.31 percent). In 2020, the percentage change

was 2.54 percent. The proportion of females range from 49.19 percent in 2019 to 49.57 in

2017. There are also 278 115 (135 507 males, 142 608 females) new entrants into Form 1.

The number of new entrants into Form 1 were 270 533 in 2016, and the numbers continued

to increase annually, save for year 2017 that registered a negative percentage change of -

3.13 percent. Year 2016 had the highest percentage change (6.15 percent). In 2020, the

percentage change was 1.43 percent. During the period 2016-2020 there were slightly

more female than males among the new entrants into Form 1.

The national primary Apparent Intake Rate is at 102.83 percent (104.70 percent for males, 100.99 percent for females). During the period 2016-2020, the AIR increased from 122.34 percent in 2016 to 128.44 percent in 2017. Thereafter, AIRs declined annually, reaching a low rate of 102.83 percent in 2020. The national primary Net Intake Rate is 29.57 percent (29.34 percent for males, 29.78 percent for females). Between 2016 and 2020, NIRs were in the range of 29.57 percent in 2020 to 41.63 percent in 2016. On the other hand, the national secondary Apparent Intake Rate is 71.91 percent (70.27 percent for males, 73.54 percent for females). During the period 2016-2020, the AIR decreased from 81.16 percent in 2016 to 79.46 percent in 2018. In 2019, the AIR increased to 82.48 percent, before plummeting down to 71.91 percent in 2020. The national secondary Net Intake Rate is 22.37 percent (20.05 percent for males, 24.68 percent for females). Between 2016 and 2020, NIRs were in the range of 21.61 percent in 2017 to 25.49 percent in 2019. In 2020, the NIR declined to 22.37 percent from the 2019 NIR of 25.49 percent.

72

CHAPTER 5: Participation in the Education System

The Chapter examines schools’ participation in the Zimbabwe education system, with a

particular focus on ECD, Infant Schools, Junior Schools, Primary Schools and Secondary

Schools. Notably, Gross Enrolment Ratio (GER) and Net Enrolment Ratio (NER) are key

measures of participation in the education system. Gross Enrolment Ratio 1is total

enrolment in specific level of education, regardless of age, expressed as the percentage of

eligible official school age population corresponding to the same level of education in a

given school year. Net Enrolment Ratio (NIR)2 is the enrolment of official age group for

a given level of education of children belonging to official age group corresponding to a

given level of education.

5.1 ECD (ECD A and ECD B) Participation

As shown in Table 5.1, Zimbabwe has a GER of 46.19 percent (46.62 percent for males,

45.77 percent for females) in ECD. In 2016, the GER was 51.98 percent, and continuously

increased each year, reaching the highest increase of 57.24 percent in 2019. However, in

2020, the GER plummeted to 46.19 percent. The country’s ECD NER is at 27.06 percent

(27.05 percent for males, 27.07 percent for females). In 2016, the NER was 33.07 percent

and has been on the decline on yearly basis, save for 2019 which had a marginal increase.

There was gender parity in both GERs and NERs during the period 2016-2020 (GPIs 0.98-

1.03).

Table 5.1: ECD Gross Enrolment Ratio and Net Enrolment Ratio and GPI, Zimbabwe, 2016-2020

Year Gross Enrolment Rate, %

GPI Net Enrolment Rate, %


2016 52.1 51.85 51.98 1 32.82 33.32 33.07 1.02

2017 56.14 55.58 55.86 0.99 31.7 32.28 31.99 1.02

2018 56.11 55.38 55.74 0.99 31.75 32.1 31.92 1.01

2019 57.67 56.82 57.24 0.99 31.95 32.41 32.18 1.01

2020 46.62 45.77 46.19 0.98 27.05 27.07 27.06 1.00

The school-going age population (3-5years) eligible for ECDs is 1 413 974 (702 521 males, 711 452 females). ECD total enrolment is at 653 130 (327 492 males, 325 638 females), while enrolment at official ages (3-5 years) is 382 615 (189 998 males, 192 617 females) – see Table

1 UNESCO, Education Indicators Technical Guidelines, 2009

2 Ibid

73

5.2. Out of the 10 provinces, Harare has the largest number of ECD school-going population, while Manicaland has the largest number of ECD enrolment (110 676), and the largest number of ECD learners enrolled at an official age 3-5 years (60 498). Bulawayo has the smallest number of ECD school-going population (55 359), smallest number of ECD enrolment (26 112) and smallest number of ECD learners enrolled at an official age 3-5 years (18 433).

Table 5.2: ECD School Age Population and Enrolment by Province and Sex, Number, Zimbabwe, 2020

Provinces Population 3-5 years, No. Total Enrolment, No. Enrolment 3-5 years, No.

Male Female Total Male Female Total Male Female Total

Bulawayo 26 262 29 096 55 359 12 850 13 262 26 112 8 972 9 461 18 433

Harare 102 690 110 735 213 425 25 096 24 434 49 530 15 483 15 246 30 729

Manicaland 95 819 94 915 190 734 55 489 55 187 110 676 30 163 30 335 60 498

Mashonaland Central 67 764 66 541 134 305 32 076 32 111 64 187 17 780 18 068 35 848

Mashonaland East 73 339 72 442 145 781 37 037 36 127 73 164 19 423 19 431 38 854

Mashonaland West 81 750 81 867 163 617 36 327 36 285 72 612 20 038 20 242 40 280

Masvingo 86 757 87 616 174 373 46 630 46 391 93 021 28 465 29 086 57 551


Matabeleland South 37 896 37 334 75 230 20 003 19 816 39 819 11 889 12 112 24 001

Midlands 88 383 89 924 178 307 41 338 41 123 82 461 23 863 24 163 48 026

Total 702 521 711 452 1 413 974 327 492 325 638 653 130 189 998 192 617 382 615

Among the 10 provinces, Manicaland has the highest GER for ECD (58.03 percent), followed by Masvingo with 53.35 percent. Harare has the least GER for ECD (23.21 percent). Matabeleland North and Harare have the highest (34.28 percent) and lowest (14.40 percent) NERs, respectively. Bulawayo and Harare have gender disparities in favour of males (relative to GERs and NERs), while Matabeleland North NERs in ECD show a gender disparity in favour of females. The rest of the provinces have gender parities for both GERs and NERs (see Table 5.3).

74

Table 5.3: ECD Gross Enrolment Ratio, Net Enrolment Ratio by Sex, GPI and Province, Percentage, Zimbabwe, 2020

Province GER, %

GPI NER, %


Bulawayo 48.93 45.58 47.17 0.93 34.16 32.52 33.30 0.95

Harare 24.44 22.07 23.21 0.90 15.08 13.77 14.40 0.91

Manicaland 57.91 58.14 58.03 1.00 31.48 31.96 31.72 1.02




Masvingo 53.75 52.95 53.35 0.99 32.81 33.20 33.00 1.01



Midlands 46.77 45.73 46.25 0.98 27.00 26.87 26.93 1.00

Grand Total 46.62 45.77 46.19 0.98 27.05 27.07 27.06 1.00

ECD GER and NER by sex and province are portrayed graphically in Figures 5.1 and 5.2. In the respective provinces, the GERs are higher than NERs, signaling the existence of incidences of under aged or over aged enrolment.

Figure 5.1: ECD Gross Enrolment Ratio by Sex and Province, Percentage, Zimbabwe, 2020

Figure 5.2: ECD Net Enrolment Ratio by Sex and Province, Percentage, Zimbabwe, 2020

57

.91

53

.75

52

.78

50

.50

49

.32

47

.33

48

.93

46

.77

44

.44 2

4.4

4

46

.62

58

.14

52

.95

53

.08

49

.87

51

.00

48

.26

45

.58

45

.73

44

.32 2

2.0

7

45

.77

0.0010.0020.0030.0040.0050.0060.0070.00

ECD

GER

, %

Province

Male Female

33

.26

34

.16

32

.81

31

.37

31

.48

27

.00

26

.24

26

.48

24

.51 15

.08

27

.05

35

.32

32

.52

33

.20

32

.44

31

.96

26

.87

27

.15

26

.82

24

.73 1

3.7

7

27

.07

0.005.00

10.0015.0020.0025.0030.0035.0040.00

ECD

NER

, %

Province

Male Female

75

5.2 ECD A Participation

The school-going age population (3-4years) eligible for ECD A is 953 434 (473 786 males, 479 649 females). ECD A total enrolment is at 299 998 (150 051 males, 149 947 females), while enrolment at official ages (3-4 years) is 120 253 (59 560 males, 60 693 females) – see Table 5.4. Harare has the largest number of ECD A school-going population (146 367), while Manicaland has the largest number of ECD A enrolment (51 857), and the largest number of ECD A learners enrolled at an official age of 3-4 years (20 413). Bulawayo has the smallest number of ECD A school-going population (37 619), the smallest number of ECD A enrolment (12 077), and the smallest number of ECD A learners enrolled at an official age of 3-4 years (6 440).

Table 5.4: ECD A School Age Population and Enrolments by Sex and Province, Number, Zimbabwe, 2020

Province Population 3-4 years, No. Total Enrolment, No. Enrolment 3-4 years, No.


Bulawayo 17 876 19 744 37 619 5 921 6 156 12 077 3 141 3 299 6 440

Harare 70 536 75 831 146 367 8 997 8 901 17 898 4 187 4 107 8 294

Manicaland 64 470 63 885 128 355 25 967 25 890 51 857 10 226 10 187 20 413




Masvingo 57 971 58 521 116 492 21 749 21 675 43 424 9 061 9 227 18 288



Midlands 59 402 60 397 119 799 18 720 18 745 37 465 7 158 7 480 14 638

Total 473 786 479 649 953 434 150 051 149 947 299 998 59 560 60 693 120 253

Manicaland has the highest GER for ECD A (40.40 percent), followed by Matabeleland South with 38.35 percent. Harare has the least GER for ECD A (12.23 percent). Matabeleland North and Harare have the highest and lowest NERs for ECD A (19.02 percent, 5.67 percent, respectively). Matabeleland North, Matabeleland South and Mashonaland Central have NER GPIs for ECD A enrolment that are in the range of 1.04 to 1.08, indicating gender disparities in favour of females. In contrast, Bulawayo and Harare have GPI of respectively, 0.95 and 0.91, indicating gender disparity in favour of males. The rest of the provinces with GPIs in the range 1.00 to 1.03, have gender parity in relation to ECD A (see Table 5.5) in favour of females.

76

Table 5.5: ECD A Gross Enrolment Ratio, Net Enrolment Ratio by Sex, GPIs and Province, Percentage, Zimbabwe, 2020

Province GER, %

GPI NER, %


Bulawayo 33.12 31.18 32.10 0.94 17.57 16.71 17.12 0.95

Harare 12.76 11.74 12.23 0.92 5.94 5.42 5.67 0.91

Manicaland 40.28 40.53 40.40 1.01 15.86 15.95 15.90 1.01




Masvingo 37.52 37.04 37.28 0.99 15.63 15.77 15.70 1.01



Midlands 31.51 31.04 31.27 0.98 12.05 12.38 12.22 1.03

Grand Total 31.67 31.26 31.46 0.99 12.57 12.65 12.61 1.01

The NER for ECD A are the least (5.94 percent for males, 5.42 percent for females) for

Harare, whilst they are highest (18.34 percent for males and 19.72 percent for females) for

Matabeleland North. These ECD A NER at provincial levels are comparable to the

national NER that are at 12.57 percent for males and 12.65 percent for females (see Figure

5.3).

Figure 5.3: ECD A Net Enrolment Ratio by Sex and Province, Percentage, Zimbabwe, 2020

18

.34

17

.57

15

.86

15

.63

15

.33

12

.05

11

.80

11

.51

10

.36 5

.94

12

.57

19

.72

16

.71

15

.95

15

.77

15

.96 12

.38

12

.25

11

.53

10

.67

5.4

2

12

.65

0.00

5.00

10.00

15.00

20.00

25.00

ECD

A N

ER, %

Province

Male Female

77

5.3 ECD B Participation

The school-going age population eligible for ECD B (5years) is 460 539 (228 736 males,

231 804 females). ECD B total enrolment is at 353 132 (177 441 males, 175 691 females),

while enrolment at the official ages of 5 years is 119 946 (59 384 males, 60 562 females) –

see Table 5.6. Harare has the largest number of ECD B school-going population (67 058),

while Manicaland has the largest number of ECD B enrolment (58 819), and Masvingo

has the largest number of ECD B learners enrolled at an official age of 5 years (18 165).

Bulawayo has the smallest number of ECD B school-going population (17 739), the

smallest number of ECD B enrolment (14 035), and smallest number of ECD B learners

enrolled at an official age of 5 years (6 704).

Table 5.6: ECD B School Age Population and Enrolments by Sex and Province, Number, Zimbabwe, 2020

Provinces Population 5 years, No. Total Enrolment, No. Enrolment 5 years, No.


Bulawayo 8 387 9 353 17 739 6 929 7 106 14 035 3 276 3 428 6 704

Harare 32 154 34 904 67 058 16 099 15 533 31 632 6 886 6 600 13 486

Manicaland 31 349 31 030 62 379 29 522 29 297 58 819 7 861 8 049 15 910




Masvingo 28 786 29 095 57 881 24 881 24 716 49 597 8 900 9 265 18 165



Midlands 28 981 29 527 58 508 22 618 22 378 44 996 7 500 7 735 15 235

Total 228 736 231 804 460 539 177 441 175 691 353 132 59 384 60 562 119 946

Manicaland has the highest (94.29 percent) GER for ECD B, followed by Masvingo with 85.69 percent. Harare has the least GER for ECD B (47.17 percent). Bulawayo and Harare have the highest and lowest NERs for ECD B (37.79 percent, 20.11 percent, respectively). ECD GERs and NERs for Bulawayo and Harare have gender disparities in favour of males. Matabeleland North and Matabeleland South have gender disparities in favour of females in relation to ECD NERs. ECD GERs and NERs for other provinces show gender parities (see Table 5.7).

78

Table 5.7: ECD B Gross Enrolment Ratio, Net Enrolment Ratio by Sex, GPIs and Province, Percentage, Zimbabwe, 2020

Province

GER, % GPI

NER, % GPI


Bulawayo 82.62 75.98 79.12 0.92 39.06 36.65 37.79 0.94

Harare 50.07 44.50 47.17 0.89 21.42 18.91 20.11 0.88

Manicaland 94.17 94.42 94.29 1.00 25.08 25.94 25.51 1.03




Masvingo 86.43 84.95 85.69 0.98 30.92 31.84 31.38 1.03



Midlands 78.04 75.79 76.91 0.97 25.88 26.20 26.04 1.01

Grand Total 77.57 75.79 76.68 0.98 25.96 26.13 26.04 1.01

Bulawayo has the highest NERs for ECD B that are 39.06 percent for males, and 36.65

percent for females. Harare has the least NERs for ECD B (21.42 percent for males and

18.91 percent for females). NER for ECD B at provincial levels are comparable to the

national NERs ones that are at 25.96 percent for males and 26.13 percent for females (see

Figure 5.4).

Figure 5.4: ECD B Net Enrolment Ratio by Sex and Province, Percentage, Zimbabwe, 2020

39

.06

33

.92

30

.92

29

.05

25

.88

25

.08

24

.77

22

.63

21

.41

21

.42

25

.96

36

.65

36

.17

31

.84

30

.80

26

.20

25

.94

24

.84

23

.14

22

.11

18

.91

26

.13

0.005.00

10.0015.0020.0025.0030.0035.0040.0045.00

ECD

B, N

ER, %

Province

Male Female

79

5.4 Infant School Participation

The school-going age population (3-7 years) eligible for infant school participation is 2

305 118 (1 145 100 males, 1 160 018 females). Infant school total enrolment is at 1 568 604

(789 715 males, 778 889 females), while enrolment at official ages (3-7 years) is 1 139 754

(568 739 males, 571 015 females) – see Table 5.8. Harare has the largest number of infant

school-going population (337 357), while Manicaland has the largest number of infant

school enrolment (256 626), and the largest of infant school learners enrolled at an official

age of 3-7 years number (177 675). Bulawayo has the smallest number of infant school-

going population (88 948), the smallest number of infant school enrolment (62 836), and

smallest number of infant school learners enrolled at an official age of 3-7 years (49 952).

Table 5.8: Infant School Age Population and Enrolments by Sex and Province, Number, Zimbabwe, 2020



Bulawayo 42 064 46 884 88 948 31 193 31 643 62 836 24 571 25 381 49 952

Harare 161 885 175 472 337 357 75 253 74 521 149 774 57 453 57 143 114 596

Manicaland 156 876 155 329 312 205 129 314 127 312 256 626 88 746 88 929 177 675




Masvingo 143 394 144 723 288 117 107 945 105 698 213 643 78 734 78 881 157 615



Midlands 145 098 147 656 292 754 102 097 100 045 202 142 73 375 73 561 146 936

Total 1 145 100 1 160 018 2 305 118 789 715 778 889 1 568 604 568 739 571 015 1 139 754

Manicaland has the highest infant school GER (82.20 percent), followed by Masvingo with 74.15 percent. Harare has the least infant school GER (44.40 percent). Manicaland and Harare have the highest and lowest infant school NER (56.91 percent, 33.97 percent, respectively). There are gender disparities in favour of males for GERs of infant schools in Bulawayo, Harare, and Midlands (GPIs 0.91 to 0.96), while there is parity in the rest of the provinces. Similarly, there are gender disparities with infant school NERs for Bulawayo and Harare that are in favour of males and gender disparity in favour of infant school females in Matabeleland North, while there are gender parities for the rest of the provinces (see Table 5.9).

80

Table 5.9: Infant Gross Enrolment Ratio, Net Enrolment Ratio by Sex and GPIs by Province, Percentage, Zimbabwe, 2020

Province

GER, % GPI

NER, % GPI


Bulawayo 74.16 67.49 70.64 0.91 58.41 54.14 56.16 0.93

Harare 46.49 42.47 44.40 0.91 35.49 32.57 33.97 0.92

Manicaland 82.43 81.96 82.20 0.99 56.57 57.25 56.91 1.01




Masvingo 75.28 73.03 74.15 0.97 54.91 54.50 54.71 0.99



Midlands 70.36 67.76 69.05 0.96 50.57 49.82 50.19 0.99

Grand Total 68.96 67.14 68.05 0.97 49.67 49.22 49.44 0.99

5.5 Junior School Participation

The school-going age population (8-12 years) eligible for junior school participation is 2

067 358 (1 028 019 males, 1 039 338 females). Junior school total enrolment is at 1 947 525

(969 650 males, 977 875 females), while enrolment at official ages (8-12 years) is 1 615 375

(795 362 males, 820 013 females) – see Table 5.10. Manicaland has the largest number of

junior school school-going population (284 334), the largest number of junior school

enrolment (302 273), and the largest number of junior school learners enrolled at an

official age of 3-5 years (243 507). Bulawayo has the smallest number of Junior School

school-going population (76 498), the smallest number of junior school enrolment (81

880), and smallest number of junior school learners enrolled at an official age of 8-12 years

(71 147).

81

Table 5.10: Junior School Age Population and Enrolments by Sex and Province, Number, Zimbabwe, 2020



Bulawayo 35 483 41 014 76 498 40 329 41 551 81 880 34 733 36 414 71 147

Harare 128 240 142 767 271 007 107 168 109 816 216 984 95 840 99 087 194 927

Manicaland 143 070 141 264 284 334 151 560 150 713 302 273 120 500 123 007 243 507




Masvingo 131 607 131 021 262 628 127 491 128 707 256 198 102 693 106 093 208 786



Midlands 134 863 135 921 270 784 125 157 127 402 252 559 102 454 106 167 208 621

Total 1 028 019 1 039 338 2 067 358 969 650 977 875 1 947 525 795 362 820 013 1 615 375

Bulawayo has the highest GER (107.04 percent) in Junior School, followed by Manicaland with 106.31 percent. Harare has the least GER (80.07 percent) in Junior School. Bulawayo and Harare have respectively, the highest and lowest NERs in Junior School (93.01 percent and 71.93 percent, respectively).

There are gender disparities with NERs that are in favour of males for Bulawayo and Harare (GPIs - 0.91 to 0.93) and gender parities in Mashonaland West and Midlands (GPIS – 1.02 to 1.03), while other provinces have disparities in favour of females (see Table 5.11). Table 5.11: Junior Gross Enrolment Ratio, Net Enrolment Ratio by Sex and GPIs and Province, Percentage, Zimbabwe, 2020

Province GER, %

GPI NER, %


Bulawayo 113.66 101.31 107.04 0.89 97.89 88.78 93.01 0.91

Harare 83.57 76.92 80.07 0.92 74.73 69.40 71.93 0.93

Manicaland 105.93 106.69 106.31 1.01 84.22 87.08 85.64 1.03




Masvingo 96.87 98.23 97.55 1.01 78.03 80.97 79.50 1.04



Midlands 92.80 93.73 93.27 1.01 75.97 78.11 77.04 1.03

Grand Total 94.32 94.09 94.20 1.00 77.37 78.90 78.14 1.02

82

5.6 Primary School Participation

As shown in Table 5.12, Zimbabwe has a primary school GER of 96.77 percent (97.37 for

males, 96.18 percent for females). In 2016, the primary school GER for the country was at

105.09 percent and increased annually to a high of 107.55 percent in 2019. Over the years,

the primary school GERs of Zimbabwe were above 100 percent, an indication a higher

degree of participation regardless of learners’ age. The GER for both males and females

were above 100 percent, possibly due to the inclusion of over-aged and under aged

learners for early or late entrants and grade repetition. However, in 2020, the primary

school GER dropped to 96.77 percent.

The country also has a primary school NER of 85.57 percent (85.52 percent for males,

85.62 percent for females). Between 2016 and 2017, the country’s primary school NER

declined from 90.01 percent to 89.87 percent. Thereafter, the primary school NER

increased over the period 2018-2019, before plummeting to the low of 85.57 percent in

2020. A higher primary school NER for 2016 and the period 2018-2019, denotes a higher

participation of official-ages-population, contrary, to lower NER for 2020 that is

indicative of lower participation.

Comparatively, the primary school GERs were higher than NERs of respective years,

indicating the inclusion of under/over-aged and repeaters in the primary school

education of Zimbabwe. Also, over the entire 2016-2020 period, both primary school

GERs and NERs had gender parities, with GPI of the former ranging from 0.97 to 0.99,

while for the latter, the GPI ranged from 1.00 to 1.02 (see Table 5.12).

Table 5.12: Primary School Gross Enrolment Rate, Net Enrolment Rate and GPI, Percentage, Zimbabwe, 2016-2020

Year

Gross Enrolment Rate, percent GPI

Net Enrolment Rate, percent GPI


2016 106.44 103.75 105.09 0.97 89.97 90.06 90.01 1

2017 106.54 104.66 105.59 0.98 89.28 90.46 89.87 1.01

2018 107.25 105.72 106.48 0.99 91.31 92.50 91.91 1.01

2019 108.16 106.95 107.55 0.99 92.88 94.33 93.61 1.02

2020 97.37 96.18 96.77 0.99 85.52 85.62 85.57 1.00

Figure 43, depicts a steady increase in primary school GERs for both sexes, and reaching a peak in 2019, before a sharp decline in 2020. Interestingly, the gap between male and female primary GER has been narrowing each year before finally “closing” in 2020. As depicted in Figure 44, primary NERs followed a similar pattern (not levels), save 2016

83

that started well off with a closed gap between the rates of both sexes. However, in as much as there is gender parity for both primary school GERs and NERs, the former is in favour of males, while the latter is in favour of females. This seems to suggest that the Zimbabwe education system is more likely to absorb/keep male repeaters or over-aged/under aged males (see Figures 5.5 and 5.6).

Figure 5.5: Primary School Gross Enrolment Ratio, Percentage, Zimbabwe, 2016-2020

Figure 5.6: Primary School Net Enrolment Ratio, Percentage, Zimbabwe, 2016-2020

The school-going age population (6-12 years) eligible for primary school participation is

2 958 502 (1 470 598 males, 1 487 904 females). Primary school total enrolment is at 2 862

999 (1 431 873 males, 1 431 126 females), while enrolment at official ages (6-12 years) is 2

531 704 (1 257 716 males, 1 273 988 females) – see Table 5.13. Manicaland has the largest

number of primary school-going population (405 805), the largest number of primary

school enrolment (448 223), and the largest number of primary school learners enrolled

at an official age of 6-12 years (388 944). Bulawayo has the smallest number of primary

school-going population (110 087), the smallest number of primary school enrolment (118

604), and smallest number of primary school learners enrolled at an official age of 6-12

years (107 846).

10

6.4

4

10

6.5

4

10

7.2

5

10

8.1

6

97

.37

10

3.7

5

10

4.6

6

10

5.7

2

10

6.9

5

96

.18

90.00

92.00

94.00

96.00

98.00

100.00

102.00

104.00

106.00

108.00

110.00

2016 2017 2018 2019 2020

Pri

mar

y G

ER, %

Year

Male Female

89

.97

89

.28

91

.31

92

.88

85

.52

90

.06

90

.46

92

.5

94

.33

85

.62

80.00

82.00

84.00

86.00

88.00

90.00

92.00

94.00

96.00

2016 2017 2018 2019 2020

Pri

mar

y N

ER, %

Year

Male Female

84

Table 5.13: Primary School Age Population and Enrolments, Number, Zimbabwe, 2020



Bulawayo 51 285 58 802 110 087 58 672 59 932 118 604 53 025 54 821 107 846

Harare 187 435 207 504 394 939 157 325 159 903 317 228 145 968 149 237 295 205

Manicaland 204 127 201 678 405 805 225 385 222 838 448 223 194 038 194 906 388 944




Masvingo 188 244 188 128 376 372 188 806 188 014 376 820 163 925 165 443 329 368



Midlands 191 578 193 653 385 231 185 916 186 324 372 240 163 149 165 099 328 248

Total 1 470 598 1 487 904 2 958 502 1 431 873 1 431 126 2 862 999 1 257 716 1 273 988 2 531 704

Manicaland has the highest (110.45 percent) Primary School GER, followed by Bulawayo with 107.74 percent. Harare has the least Primary School GER (80.32 percent). Bulawayo and Harare have respectively the highest and lowest Primary School NERs (97.96 percent and 74.75 percent, respectively. Besides Bulawayo and Harare, the other provinces have attained parity in relation to Primary School GERs and NERs (see Table 5.14).

Table 5.14: Primary Gross Enrolment Ratio, Net Enrolment Ratio and GPI by Sex and Province, Percentage, Zimbabwe, 2020

Province GER, %

GPI NER, %


Bulawayo 114.40 101.92 107.74 0.89 103.39 93.23 97.96 0.90

Harare 83.94 77.06 80.32 0.92 77.88 71.92 74.75 0.92

Manicaland 110.41 110.49 110.45 1.00 95.06 96.64 95.85 1.02




Masvingo 100.30 99.94 100.12 1.00 87.08 87.94 87.51 1.01



Midlands 97.04 96.22 96.63 0.99 85.16 85.26 85.21 1.00

Grand Total 97.37 96.18 96.77 0.99 85.52 85.62 85.57 1.00

85

Bulawayo has the highest (103.39 percent) male NER for primary Schools, while Manicaland has

the highest female NERs for primary schools (96.64 percent). Harare has the least primary school

NERs (77.88 percent for males and 71.92 percent for females). Primary school NERs at provincial

levels are comparable to the national NERs that are at 85.52 percent for males and 85.62 percent

for females. Across the provinces, NERs are more likely to be in favour of females, save Bulawayo

and Harare (see Figure 5.7).

Figure 5.7: Primary School NER by Province, Percentage, Zimbabwe, 2020

The Grade Specific Gross Enrolment Rate (GSGER) is highest in Grade 1 (103.21 percent) and lowest in Grade 7 (86.92 percent). The GSGER generally decrease with grade. The GSGERs are biased towards females, for all the grades, besides Grade 1, 2 and 3(see Figure 5.8 and Table 5.15).

10

3.3

9

95

.06

87

.08

86

.64

84

.07

85

.16

81

.27

80

.16

79

.54

77

.88

85

.52

93

.23

96

.64

87

.94

87

.88

87

.03

85

.26

83

.97

82

.93

81

.81

71

.92

85

.62

0.00

20.00

40.00

60.00

80.00

100.00

120.00

Pri

mar

y N

ER, %

Province

Male Female

86

Figure 5.8: Grade Specific Gross and Net Enrolment Rates, Percentage, Zimbabwe, 2020

Table 5.15: Grade Specific Gross Enrolment Rate by Grade and Sex, Percentage and Number, Zimbabwe, 2020

Grade Grade Enrolment, No. Grade-Age Population, No. Grade GER, percent

Male Female Total Male Female Total Male Female Total GPI

Grade 1 235 132 229 776 464 908 223 692 226 738 450 430 105.11 101.34 103.21 0.96

Grade 2 227 079 223 469 450 548 218 887 221 827 440 714 103.74 100.74 102.23 0.97

Grade 3 220 221 219 272 439 493 214 278 217 055 431 332 102.77 101.02 101.89 0.98

Grade 4 206 330 208 875 415 205 209 833 212 374 422 208 98.33 98.35 98.34 1.00

Grade 5 192 025 193 639 385 664 205 517 207 802 413 319 93.44 93.18 93.31 1.00

Grade 6 180 275 182 767 363 042 201 297 203 347 404 643 89.56 89.88 89.72 1.00

Grade 7 170 783 173 313 344 096 197 094 198 761 395 855 86.65 87.20 86.92 1.01

The Grade Specific Net Enrolment Rate (GSNER) is highest in Grade 7 (29.80 percent), and lowest in Grade 6 (26.68 percent). The GSNERs are in favour of females across the grades (see Figure 46 and Table 5.16).

29

.45

28

.16

26

.97

27

.63

27

.58

26

.68

29

.80

10

3.2

1

10

2.2

3

10

1.8

9

98

.34

93

.31

89

.72

86

.92

0.00

20.00

40.00

60.00

80.00

100.00

120.00

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

Per

cen

tage

Grade

GSNER

GSGER

87

Table 5.16: Grade Specific Net Enrolment Rate (NER) by Sex and Grade, Percentage, Zimbabwe, 2020

Grade Grade-Age Enrolment, No. Age Population, No Grade NER, %


Grade 1 65 321 67 332 132 653 223 692 226 738 450 430 29.20 29.70 29.45 1.02

Grade 2 60 433 63 678 124 111 218 887 221 827 440 714 27.61 28.71 28.16 1.04

Grade 3 55 962 60 372 116 334 214 278 217 055 431 332 26.12 27.81 26.97 1.07

Grade 4 55 134 61 542 116 676 209 833 212 374 422 208 26.28 28.98 27.63 1.10

Grade 5 53 942 60 065 114 007 205 517 207 802 413 319 26.25 28.90 27.58 1.10

Grade 6 51 055 56 894 107 949 201 297 203 347 404 643 25.36 27.98 26.68 1.10

Grade 7 55 425 62 531 117 956 197 094 198 761 395 855 28.12 31.46 29.80 1.12

5.7 Secondary School Participation

Lower Secondary school (Form 1-4) has a GER of 69.38 percent (68.57 for males, 70.19

percent for females). In the period 2016-2017, the GER for lower secondary decreased

from 76.63 percent to 73.39 percent. Thereafter, the lower secondary GER increased

annually to 78.59 percent in 2019, before plummeting to 69.38 percent in 2020 (see Table

5.17). As shown in Figure 5.9, the GERs for males and females followed a similar pattern.

In 2016, lower secondary school GERs for males were slightly above those of females.

Thereafter, the reverse was true for the remaining period. Over this period, the GERs for

both sexes increased and decreased in a similar fashion. The GPIs for the entire period

range from 1 to 1.03, indicating gender parity.

The upper secondary school (Form 5-6) has a GER of 14.70 percent (14.88 percent for

males, 14.51 percent for females). In 2016, the upper secondary GER was 14.11 percent. It

then increased each year, reaching 15.95 percent in 2019, before dropping to 14.70 percent

in 2020. As depicted in Figure 48, the GERs for males and females followed the same

pattern. In 2016, the gender disparities were huge and in favour of males. However, in

2020, the gap finally ‘closed,’ following a continuous annual increase in GER for females

over the period 2016-2019 (see Table 5.17 and Figure 5.10). The GPIs for the period 2016-

2020 range from 0.8 in 2016 to 0.97 in 2020.

Overall, the GER for secondary school (Form 1-6) is 52.09 percent (51.56 percent for

males, 52.63 percent for females). Between the period 2016 and 2017, the GER increased

from 56.25 percent to 56.76 percent. In 2018, the rate marginally declined to 56.75 percent.

In 2019, the secondary school GER increased to 58.16 percent, and then followed by a

88

significant decline in 2020. Secondary school GER for both males and females follow the

same pattern. In 2016, the GERs for males were slightly higher than those of females.

Since 2016, female GERs annually increased faster than it was for male GERs, resulting

in reversal of gender disparities towards 2018 (see Figure 5.11). This resulted in the

reversal of GER gender disparities. Since then, the GERs for females have been annually

above those of males, irrespective of the trend’s trajectory (see Table 5.17 and Figure 5.11).

Table 5.17: Secondary School Gross Enrolment Rate (GER) by Level and Sex, Percentage, Zimbabwe 2016-2020

Year

Form 1 to 4 GER, %

GPI

Form 5 to 6 GER, %

GPI

Form 1 to 6 GER, %

GPI


2016 76.78 76.49 76.63 1 15.68 12.58 14.11 0.8 57.04 55.46 56.25 0.97

2017 72.48 74.31 73.39 1.03 16.46 13.98 15.21 0.85 57.22 56.31 56.76 0.98

2018 76.47 76.93 76.70 1.01 16.47 14.57 15.51 0.88 57.09 56.42 56.75 0.99

2019 77.74 79.44 78.59 1.02 16.62 15.28 15.95 0.92 58 58.33 58.16 1.01

2020 68.57 70.19 69.38 1.02 14.88 14.51 14.70 0.97 51.56 52.63 52.09 1.02

89

Figure 5.9: Secondary School (Form 1-4) GER, Percentage, Zimbabwe, 2016-2020



76

.78

72

.48

76

.47

77

.74

68

.57

76

.49 74

.31

76

.93

79

.44

70

.19

62.00

64.00

66.00

68.00

70.00

72.00

74.00

76.00

78.00

80.00

82.00

2016 2017 2018 2019 2020

GER

Fo

rm 1

-4, %

Year

Male Female

15

.68

16

.46

16

.47

16

.62

14

.88

12

.58

13

.98

14

.57

15

.28

14

.51

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

18.00

2016 2017 2018 2019 2020

GER

Fo

rm 5

-6 ,

%

Year

Male Female

57

.04

57

.22

57

.09

58

51

.56

55

.46

56

.31

56

.42

58

.33

52

.63

48.00

50.00

52.00

54.00

56.00

58.00

60.00

2016 2017 2018 2019 2020

GER

Fo

rm 1

-6, %

Year

Male Female

90

Lower secondary school (Form 1-4) has a NER of 52.36 percent (50.12 percent for males,

54.61 percent for females). In 2016, the lower secondary school NER was 56.41 percent. It

then increased annually to 58.08 percent in 2019, before plummeting to 52.36 percent. As

illustrated, graphically (see Figure 50), the secondary school NERs for both sexes follow

a similar pattern. Notably, as the NERs of both sexes increase and decline in sync with

each other, the NER for males were lower than those of females over the entire 2016-2020

period. This observation is in harmony with NER GPI for the lower secondary that range

from 1.09 to 1.12 (see Table 5.18 and Figure 5.12)

The upper secondary (Form 5-6) has a NER of 10.23 percent (9.90 percent for males, 10.56

percent for females). In 2016, the upper secondary NER was 9.20 percent. It then increased

on year on year, reaching a high of 10.50 percent in 2019, before dropping to 10.23 percent

in 2020. Figure 50 illustrates 2016-2020 NERs for both sexes of the upper secondary that

exhibit the following stages: i) gender disparity in favour of males (2016), ii) gender parity

(2017), and iii) gender disparity in favour of females in the period 2019-2020). The GPI

for Upper Secondary NERs can also be synchronised with the illustrated phases as

follows: i) 2016: GPI of 0.92- gender disparity in favour of males, ii) 2017-2018: GPI

ranging from 0.99 to 1.01- Gender parity and iii) 2019-2020: GPI ranging from 1.04 to 1.07

-gender disparity in favour of females (see Table 5.17 and Figure 5.13).

Overall, the NER for secondary school (Form 1-6) is 49.14 percent (48.24 percent for

males, 50.05 percent for females). In 2016, the secondary school NER was 52.47 percent.

It then increased on yearly basis, reaching 54.25 percent in 2019, before dropping to 49.14

percent in 2020. The secondary school NERs for males and females follow a similar

pattern. However, the NERs for females are slightly above that of males during period

2016-2020, with GPI ranging from 1 to 1.03 (an indication of gender parity), save for 2020

that has a gender disparity in favour of females (GPI of 1.04) -see Table 5.17 and Figure

5.14.

Evidentially, the GERs are higher than NERs of respective year (see Tables 5.17 and 5.18),

across all levels of secondary. This seems to be indicative of the inclusion of under/over-

aged and repeaters in the secondary school education of Zimbabwe

91

Table 5.18: Secondary School Net Enrolment Rate by Level and Sex, Number and Percentage, Zimbabwe, 2016-2020

Year

Form 1 to 4 NER, % GPI Form 5 to 6 NER, %

GPI Form 1 to 6 NER, %

GPI


2016 53.96 58.89 56.41 1.09 9.56 8.84 9.20 0.92 52.41 52.53 52.47 1

2017 52.44 58.54 55.48 1.12 9.79 9.66 9.73 0.99 52.36 53.21 52.78 1.02

2018 53.44 59.39 56.4 1.11 10.23 10.32 10.28 1.01 52.67 53.5 53.08 1.02

2019 54.73 61.45 58.08 1.12 10.31 10.69 10.50 1.04 53.39 55.11 54.25 1.03

2020 50.12 54.61 52.36 1.09 9.90 10.56 10.23 1.07 48.24 50.05 49.14 1.04

Figure 5.12: Secondary School (Form 1-4) NER, Percentage, Zimbabwe, 2016-2020



53

.96

52

.44

53

.44

54

.73

50

.12

58

.89

58

.54

59

.39

61

.45

54

.61

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

2016 2017 2018 2019 2020

NER

Fo

rm 1

-4, %

Year

Male Female

9.5

6

9.7

9

10

.23

10

.31

9.9

0

8.8

4

9.6

6

10

.32

10

.69

10

.56

0.00

2.00

4.00

6.00

8.00

10.00

12.00

2016 2017 2018 2019 2020

NER

Fo

rm 5

-6, %

Year

Male Female

52

.41

52

.36

52

.67

53

.39

48

.24

52

.53

53

.21

53

.5

55

.11

50

.05

44.00

46.00

48.00

50.00

52.00

54.00

56.00

2016 2017 2018 2019 2020

NER

Fo

rm 1

-6, %

Year

Male Female

92

The school-going age population eligible for lower secondary school participation (13-

16years) is 1 491 759 (745 511 males, 746 248 females). Lower secondary school total

enrolment is at 1 034 955 (511 196 males, 523 759 females), while enrolment at official ages

(13-16 years) is 781 149 (373 638 males, 407 511 females) – see Table 5.19. Harare has the

largest number of lower secondary school-going population (217 411). Manicaland has

the largest number of lower secondary school enrolment (165 341), and the largest

number of lower secondary school learners enrolled at an official age of 13-16 years (119

334). Bulawayo has the smallest number of lower secondary school-going population (67

037), smallest number of lower school enrolment (50 238), and smallest number of lower

school learners enrolled at an official age of 13-16 years (39 691).

Table 5.19: Secondary (Form 1-4) School-Age Population and Enrolment by Sex, Number, Zimbabwe, 2020

Province Population 13-16 years, No. Total Enrolment form 1-4, No. Enrolment 13-16 years, No.


Bulawayo 29 024 38 013 67 037 23 568 26 670 50 238 18 409 21 282 39 691

Harare 94 611 122 800 217 411 57 627 60 700 118 327 46 466 50 045 96 511

Manicaland 102 735 95 729 198 464 83 962 81 379 165 341 58 119 61 215 119 334




Masvingo 90 406 87 326 177 732 68 870 69 488 138 358 47 770 51 960 99 730



Midlands 98 035 95 457 193 492 64 181 68 879 133 060 46 387 52 209 98 596

Grand Total 745 511 746 248 1 491 759 511 196 523 759 1 034 955 373 638 407 511 781 149

Manicaland has the highest lower secondary school GER (83.31 percent), followed by Mashonaland East with 78.09 percent. Harare has the least lower secondary school GER (54.43 percent). Manicaland and Harare have respectively the highest (60.13 percent) and lowest (44.39 percent) lower secondary school NERs. Besides Bulawayo and Harare, the other provinces have GERs and NERs that are biased toward females (see Table 5.20).

93

Table 5.20: Secondary School (Form 1-4) NER and GER by Province and Sex, Percentage, Zimbabwe, 2020

Province GER, %

GPI NER, %


Bulawayo 81.20 70.16 74.94 0.86 63.43 55.99 59.21 0.88

Harare 60.91 49.43 54.43 0.81 49.11 40.75 44.39 0.83

Manicaland 81.73 85.01 83.31 1.04 56.57 63.95 60.13 1.13




Masvingo 76.18 79.57 77.85 1.04 52.84 59.50 56.11 1.13



Midlands 65.47 72.16 68.77 1.10 47.32 54.69 50.96 1.16

Grand Total 68.57 70.19 69.38 1.02 50.12 54.61 52.36 1.09

Figure 5.15: Secondary School (Form 1-4) NER by Province, Percentage, Zimbabwe, 2020

The school-going age population (17-18 years) eligible for upper secondary school

participation is 689 455 (345 762 males, 343 693 females). Upper secondary school total

enrolment is at 101 329 (51 465 males, 49 864 females), while enrolment at official ages

(17-18 years) is 70 524 (34 242 males, 36 282 females) – see Table 5.21. Harare has the

largest number of upper secondary school-going population (118 656), largest number of

upper secondary school enrolment (20 659), and the largest number of upper secondary

school learners enrolled at an official age of 17-18 years (15 882). Bulawayo has the

smallest number of upper secondary school-going population (37 426). Matabeleland

56

.57

55

.92

63

.43

52

.84

47

.32

48

.92

42

.99

40

.27

42

.83

49

.11

50

.12

63

.95

64

.39

55

.99

59

.50

54

.69

52

.22

57

.18

54

.72

49

.77

40

.75

54

.61

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

NER

Fo

rm 1

-4, %

Provinces

Male Female

94

North has the smallest number of upper secondary school enrolment (3 024), and the

smallest number of upper secondary school learners enrolled at an official age of 17-18

years (1 944).

Table 5.21: Secondary School (Form 5-6) Age Population and Enrolment by Sex, Number, Zimbabwe, 2020

Province

Population 17-18 years, No. Total Enrolment form 5-6, No. Enrolment 17-18 years, No.


Bulawayo 15 702 21 724 37 426 3 730 4 548 8 278 2 693 3 468 6 161

Harare 49 333 69 323 118 656 10 210 10 449 20 659 7 608 8 274 15 882

Manicaland 45 947 40 581 86 528 8 647 7 935 16 582 5 162 5 378 10 540




Masvingo 38 533 37 144 75 677 7 178 6 077 13 255 4 435 4 153 8 588



Midlands 44 484 42 294 86 778 5 951 5 775 11 726 3 843 4 056 7 899

Grand Total 345 762 343 693 689 455 51 465 49 864 101 329 34 242 36 282 70 524

Bulawayo has the highest upper secondary school GER (22.12 percent), followed by Manicaland with 19.16 percent. Matabeleland North has the least upper secondary school GER (7.76 percent). Bulawayo has highest upper secondary school NER (16.46 percent) and Matabeleland North has lowest NER of 4.99 percent. Mashonaland Central and Midlands have gender parities in secondary school GERs, Bulawayo, Harare, Mashonaland West and Masvingo have gender disparities in favour of males, while other provinces have gender disparities in favour of females. On the other hand, there are gender parities for secondary school NERs of Mashonaland West and Masvingo, gender disparities in favour of males in Bulawayo and Harare, and gender disparities in favour of females in the rest of the provinces (see Table 5.22).

Table 5.22: Secondary School (Form 5-6) GER and NER, by Province and Sex, Percentage, Zimbabwe, 2020

Province GER, %

GPI NER, %


Bulawayo 23.75 20.94 22.12 0.88 17.15 15.96 16.46 0.93

Harare 20.70 15.07 17.41 0.73 15.42 11.94 13.38 0.77

Manicaland 18.82 19.55 19.16 1.04 11.23 13.25 12.18 1.18




Masvingo 18.63 16.36 17.52 0.88 11.51 11.18 11.35 0.97



Midlands 13.38 13.65 13.51 1.02 8.64 9.59 9.10 1.11

Grand Total 14.88 14.51 14.70 0.97 9.90 10.56 10.23 1.07

95

Bulawayo has the highest upper secondary school NERs of males and females that are

17.15 percent and 15.96 percent, respectively. Matabeleland North has the least upper

secondary school NERs that are 4.38 percent for males and 5.68 percent for females. upper

secondary school NERs at provincial levels are comparable to the national male and

female NERs that are respectively, 9.90 percent and 10.56 percent. Across the provinces,

upper secondary school NERs are more likely to be in favour of females, save for

Bulawayo, Harare, Masvingo, and Mashonaland West (see Figure 5.16).

Figure 5.16: Secondary School (Form 5-6), NER by Province, Percentage, Zimbabwe, 2020

The school-going age population (13-18 years) eligible for secondary school participation

is 2 181 215 (1 091 274 males, 1 089 941 females). Secondary school total enrolment is at 1

136 284 (562 661 males, 573 623 females), while enrolment at official ages (13-18 years) is

1 071 926 (526 379 males, 545 547 females) – see Table 5.23. Harare has the largest number

(336 067) of secondary school-going population. Manicaland has the largest number of

secondary school enrolment (181 923), and the largest number of secondary school

learners enrolled at an official age of 13-18 years (169 433). Bulawayo has the smallest

number of secondary school-going population (104 464). Matabeleland South has the

smallest number of secondary school enrolment (57 209), and smallest number of

secondary school learners enrolled at an official age of 13-18 years (54 680).

17

.15

15

.42

11

.23

11

.51 9.7

6

8.6

4 5.9

1

7.0

9 5.6

9 4.3

8

9.9

0

15

.96

11

.94

13

.25 11

.18

12

.35 9

.59

9.3

0 6.8

9

6.4

4

5.6

8

10

.56

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

18.00

20.00

NER

Fo

rm 5

-6, %

Province

Male Female

96

Table 5.23: Secondary School (Form 1-6) Population and Enrolment by Sex and Province, Number, Zimbabwe, 2020

Province Population 13-18 years, No. Total Enrolment form 1-6, No. Enrolment 13-18 years, No.


Bulawayo 44 727 59 737 104 464 27 298 31 218 58 516 25 692 29 526 55 218

Harare 143 944 192 123 336 067 67 837 71 149 138 986 64 141 68 070 132 211

Manicaland 148 682 136 310 284 992 92 609 89 314 181 923 85 295 84 138 169 433




Masvingo 128 939 124 470 253 409 76 048 75 565 151 613 70 398 71 464 141 862



Midlands 142 519 137 751 280 270 70 132 74 654 144 786 65 521 70 738 136 259

Grand Total 1 091 274 1 089 941 2 181 215 562 661 573 623 1 136 284 526 379 545 547 1 071 926

Manicaland has the highest secondary school GER (63.83 percent), followed by Masvingo with 59.83 percent. Harare has the least secondary school GER (41.36 percent). Manicaland has the highest secondary school NER (59.45 percent), while Harare has the least NER in secondary school (39.34 percent). Besides Bulawayo, Harare and Mashonaland West secondary school GERs for other provinces are in favour of females. Save for Bulawayo and Harare, NERs for other provinces are in favour of females (see Table 5.24).

Table 5.24: Secondary School (Form 1-6) GER, NER and GPI by Sex and Province, Percentage, Zimbabwe, 2020

Province GER, %

GPI NER, %


Bulawayo 61.03 52.26 56.02 0.86 57.44 49.43 52.86 0.86

Harare 47.13 37.03 41.36 0.79 44.56 35.43 39.34 0.80

Manicaland 62.29 65.52 63.83 1.05 57.37 61.73 59.45 1.08




Masvingo 58.98 60.71 59.83 1.03 54.60 57.41 55.98 1.05



Midlands 49.21 54.19 51.66 1.10 45.97 51.35 48.62 1.12

Grand Total 51.56 52.63 52.09 1.02 48.24 50.05 49.14 1.04

Bulawayo has the highest secondary school NER for males (57.44 percent), while

Manicaland has the highest for females (61.73 percent). Matabeleland North has the least

secondary school NER for males (36.80 percent), while Harare has the least secondary

97

school NER for females (35.43 percent). Secondary school NERs at provincial levels are

comparable to the national male and female NERs that are 48.24 percent and 50.05

percent, respectively. In most provinces, NERs are more likely to be in favour of females,

save for Bulawayo and Harare (see Figure 5.17).

Figure 5.17: Secondary School (Form 1-6) NER, by Province, Percentage, Zimbabwe, 2020

The Form Specific Gross Enrolment Rate (FSGER) is highest in Form 1 (71.94 percent) and lowest in Form 6 (14.38 percent). The FSGER generally decrease with grade. The FSGER are biased towards females, for Forms 1 to 3, and the opposite is true for Forms 4 to 6 (Table 5.25).

Table 5.25: Form Specific Gross Enrolment Rate (FSGER), Number and Percentage, Zimbabwe, 2020

Form Form Age Enrolment, No. Form Age Population, No. Form GER, percent


Form 1 135 575 142 661 278 236 192 846 193 929 386 774 70.30 73.56 71.94 1.05

Form 2 131 007 137 246 268 253 188 543 188 940 377 484 69.48 72.64 71.06 1.05

Form 3 126 174 128 568 254 742 184 233 184 064 368 297 68.49 69.85 69.17 1.02

Form 4 118 440 115 284 233 724 179 889 179 316 359 205 65.84 64.29 65.07 0.98

Form 5 26 432 26 056 52 488 175 324 174 416 349 740 15.08 14.94 15.01 0.99

Form 6 25 033 23 808 48 841 170 438 169 277 339 715 14.69 14.06 14.38 0.96

57

.37

54

.60

52

.97

57

.44

45

.97

46

.96

38

.29

41

.28

36

.80

44

.56

48

.24

61

.73

57

.41

58

.90

49

.43

51

.35

47

.25

50

.99

45

.44

49

.02 3

5.4

3

50

.05

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

NER

Fo

rm 1

-6, %

Province

Male Female

98

The Form Specific Net Enrolment Rate (FSNER) is highest in Form 2 (22.60 percent) and lowest in Form 5 (6.11 percent). The FSNER generally decrease with grade. The FSNER are biased towards females, for all Forms. (Table 5.25 and Figure 5.18).

Table 5.26: Form Specific Net Enrolment Rate, Number and Percentage, Zimbabwe, 2020

Form Form Age Enrolment, No. Form Age Population, No. Form NER, percent


Form 1 38 430 47 537 85 967 192 846 193 929 386 774 19.93 24.51 22.23 1.23

Form 2 38 194 47 129 85 323 188 543 188 940 377 484 20.26 24.94 22.60 1.23

Form 3 35 476 43 262 78 738 184 233 184 064 368 297 19.26 23.50 21.38 1.22

Form 4 33 600 39 410 73 010 179 889 179 316 359 205 18.68 21.98 20.33 1.18

Form 5 9 843 11 535 21 378 175 324 174 416 349 740 5.61 6.61 6.11 1.18

Form 6 11 661 12 260 23 921 170 438 169 277 339 715 6.84 7.24 7.04 1.06

Figure 5.18: Form Specific Net Enrolment Ratio, Percent, by Gender, Zimbabwe, 2020

The Age Specific Enrolment Rate is highest for age 15 (66.36 percent) and lowest for age 13 (25.79 percent). The ASER generally increases with age. The ASER are biased towards females, for ages 13 to 16, which ASER for ages 17 and 18 are in favour of males (Table 5.27 and Figure 5.19). Figure 5.19, depicts an approximately normal distribution of ASER for both males and females.

19

.93

20

.26

19

.26

18

.68

5.6

1

6.8

4

24

.51

24

.94

23

.50

21

.98

6.6

1

7.2

4

0.00

5.00

10.00

15.00

20.00

25.00

30.00

Form 1 Form 2 Form 3 Form 4 Form 5 Form 6

FSN

ER, %

Form

Male Female

99

Table 5.27: Secondary School Age Specific Enrolment Rate (ASER) by Sex, Number and Percentage, Zimbabwe, 2020

Age Age Enrolment, No. Age Population, No. ASER, %


13 years 44 567 55 170 99 737 192 846 193 929 386 774 23.11 28.45 25.79 1.23

14 years 96 156 110 203 206 359 188 543 188 940 377 484 51.00 58.33 54.67 1.14

15 years 117 922 126 462 244 384 184 233 184 064 368 297 64.01 68.71 66.36 1.07

16 years 116 323 117 354 233 677 179 889 179 316 359 205 64.66 65.45 65.05 1.01

17 years 92 992 87 255 180 247 175 324 174 416 349 740 53.04 50.03 51.54 0.94

18 years 58 419 49 103 107 522 170 438 169 277 339 715 34.28 29.01 31.65 0.85

Figure 5.19: Secondary School Age Specific Enrolment Rate (ASER) by Sex, Percentage, Zimbabwe, 2020

5.8 Conclusion

Zimbabwe has an ECD GER of 46.19 percent (46.62 percent for males, 45.77 percent for

females). In 2016, the GER was 51.98 percent, and continuously increased each year,

reaching 57.24 percent in 2019. However, in 2020, the GER plummeted to 46.19 percent.

The country’s ECD NER is at 27.06 percent (27.05 percent for males, 27.07 percent for

females). In 2016, the NER was 33.07 percent in 2016, and has been on the decline on

yearly basis, save for 2019 which had a marginal increase.

23

.11

51

.00

64

.01

64

.66 5

3.0

4

34

.28

28

.45

58

.33

68

.71

65

.45

50

.03

29

.01

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

13 years 14 years 15 years 16 years 17 years 18 years

ASN

ER, %

Age

Male Female

100

The country also has a primary school NER of 85.57 percent (85.52 percent for males,

85.62 percent for females). Between 2016 and 2017, the country’s primary school NER

declined from 90.01 percent to 89.87 percent. Thereafter, the primary school NER

increased over the period 2018-2019, before plummeting to the low of 85.57 percent in

2020. The GER for Secondary School (Form 1-6) is 52.09 percent (51.56 percent for males,

52.63 percent for females). Between the period 2016 and 2017, the GER increased from

56.25 percent to 56.76 percent. In 2018, the rate marginally declined to 56.75 percent. In

2019, the secondary school GER increased to 58.2 percent, and then followed by a

significant decline in 2020. Secondary school GER for both males and females follow the

same pattern. In 2016, the GER for males were slightly higher than those of females. Since

2016, female GERs annually increased faster than it was for male GERs, resulting in

reversal of gender disparities towards 2018. Since then, the GERs for females have been

annually above those of males, irrespective of the trend’s trajectory. The NER for

secondary school is 49.14 percent (48.24 percent for males, 50.05 percent for females). In

2016, the secondary school NER was 52.47 percent. It then increased on yearly basis,

reaching a high of 54.25 percent in 2019, before dropping to 49.14 percent in 2020. The

secondary school NERs for males and females follow a similar pattern.

101

CHAPTER 6: Orphans and Vulnerable Children

This chapter presents the distribution of OVCs enrolled in primary and secondary schools

of Zimbabwe and their access to financial assistance. In essence, the definition of OVC3s

is broad. However, in this analysis, particular attention is given to the three types of

orphans, vulnerable and some learners’ with impairments. The three types of orphans

are double orphans, single orphans (maternal) and single orphans (paternal).

6.1 Orphaned and Vulnerable Children (OVC)

At ECD level, there are 123 273 OVCs (61 188 males, 62 085 females). These OVCs

constitute 18.87 percent of ECD learners (18.68 percent males, 19.07 percent females). In

2016, there were 111 947 OVCs, in ECD following a 19.77 percent increase from the

previous year. However, in 2017, there was a 5.26 percent decrease that was followed by

a slight increase of 1.02 percent in 2018. In 2019, the proportion of OVCs in ECD decreased

by 3.77 percent. The proportion of OVCs increased substantially by 19.57 percent in 2020

(see Table 6.1). As shown in Figure 6.1, male and female OVCs in ECD follow a similar

pattern. The numbers of male and female OVCs in ECD during the period 2016-2020

were almost same. However, male OVCs in ECD are slightly more than female ones from

2016 to 2019, whilst the reverse is true for 2020.

At primary school level, there are 620 451 OVCs (311 568 males, 308 883 females). These

OVCs constitute 21.62 percent of primary school learners (21.70 percent males, 21.54

percent females). In 2016, there were 653 379 primary school OVCs, translating to a 0.32

percent decrease from the previous year. During the period 2016-2019, the primary school

OVCs, annually decreased. However, in 2020, there was a 12.95 percent increase in the

proportion of primary school OVCs (see Table 6.1). As shown in Figure 6.2, male and

female OVCs in primary follow a similar pattern. The number of male and female OVCs

in primary during the period 2016-2020 were almost the same. However, male primary

school OVCs were slightly more than female counterparts during the period 2016-2020.

3 An orphan is a child whose mother or father or both biological parents are dead. The Zimbabwe Nation Orphan Care

Policy (Ministry of Public Service, Labour and Social Welfare, 1992 defines vulnerable children as including the following categories: children with one parent dead, children with disabilities, children affected and/ infected with HIV and AIDS, abused children, working children, abandoned children, children living on the street, married children, neglected children, children in conflict with law, children in war situations, among others.

102

At secondary school level, there are 320 715 OVCs (155 810 males, 164 905 females). These


percent females). In 2016, there were 335 863 secondary school OVCs, following a 3.32

percent increase from the previous year. During the period 2016-2019, the secondary

school OVCs, decreased each year. However, in 2020, there was a 3.90 percent increase

in the proportion of secondary school OVCs (see Table 6.1). As shown in Figure 6.3 male

and female OVCs at secondary school level follow a similar pattern. However, secondary

school female OVCs were more than their male counterparts during the period 2016-2020.

Table 6.1: Orphaned and Vulnerable Children (OVC) by Sex and Level of Education and Change, Number and Percentage, Zimbabwe, 2016-2020

Year OVC, No. % OVC

Change

% No.


ECD

2016 56 520 55 427 111 947 19.45 19.13 19.29 19.83 19.7 19.77 9 354 9 121 18 475

2017 53 726 52 328 106 054 17.15 16.84 17 -4.94 -5.59 -5.26 -2 794 -3 099 -5 893

2018 54 432 52 702 107 134 17.21 16.86 17.04 1.31 0.71 1.02 706 374 1 080

2019 52 451 50 645 103 096 15.98 15.63 15.81 -3.64 -3.90 -3.77 -1 981 -2 057 -4 038

2020 61 188 62 085 123 273 18.68 19.07 18.87 16.66 22.59 19.57 8 737 11 440 20 177

Primary School (Grade 1-7)

2016 330 374 323 005 653 379 24.57 24.52 24.54 -0.32 -1.26 -0.79 -1 057 -4 134 -5 191

2017 310 686 301 601 612 287 23.07 22.68 22.88 -5.96 -6.63 -6.29 -19 688 -21 404 -41 092

2018 294 072 290 042 584 114 21.48 21.38 21.43 -5.35 -3.83 -4.60 -16 614 -11 559 -28 173

2019 275 847 275 391 551 238 19.71 19.81 19.76 -6.20 -5.05 -5.63 -18 225 -14 651 -32 876

2020 311 568 308 883 620 451 21.70 21.54 21.62 12.95 12.16 12.56 35 721 33 492 69 213

Secondary School (Form 1-6)

2016 165 213 170 650 335 863 30.61 32.5 31.54 3.9 2.77 3.32 6 199 4 606 10 805

2017 156 323 164 815 321 138 28.85 30.89 29.86 -5.38 -3.42 -4.38 -8 890 -5 835 -14 725

2018 155 296 163 399 318 695 28.44 30.27 29.35 -0.66 -0.86 -0.76 -1 027 -1 416 -2 443

2019 148 110 160 571 308 681 26.41 28.46 27.44 -4.63 -1.73 -3.14 -7 186 -2 828 -10 014

2020 155 810 164 905 320 715 27.67 28.72 28.20 5.20 2.70 3.90 7 700 4 334 12 034

103

Figure 6.1: ECD Orphans and Vulnerable Children, Number, Zimbabwe 2016-2020

Figure 6.2: Primary School (Grade 1-7) Orphans and Vulnerable Children, Number, Zimbabwe 2016-2020.

Figure 6.3: Secondary School (Form 1-6) Orphans and Vulnerable Children, Number, Zimbabwe, 2015-2020.

As shown in Table 6.2, Manicaland has the largest number of 24 420 OVCs in ECD, followed by Masvingo with 20 713 OVCs. Bulawayo has the least number (1 800) of OVCs in ECD. However, Matabeleland North has the highest proportion of 23.77 percent ECD learners that are OVCs, followed by Masvingo with 22.27 percent. Harare has 4.63 percent of OVCs in ECD, making it the least (see Figure 6.4 and Table 6.2). Relative to the

56

52

0

53

72

6

54

43

2

52

45

1

61

18

8

55

42

7

52

32

8

52

70

2

50

64

5

62

08

5

0

10 000

20 000

30 000

40 000

50 000

60 000

70 000

2016 2017 2018 2019 2020

ECD

OV

C, N

um

ber

Year

Male Female

33

0 3

74

31

0 6

86

29

4 0

72

27

5 8

47

31

1 5

683

23

00

5

30

1 6

01

29

0 0

42

27

5 3

91

30

8 8

83

0

50 000

100 000

150 000

200 000

250 000

300 000

350 000

2016 2017 2018 2019 2020

Pri

mar

y O

VC

, Nu

mb

er

Year

Male Female

16

5 2

13

15

6 3

23

15

5 2

96

14

8 1

10

15

5 8

10

17

0 6

50

16

4 8

15

16

3 3

99

16

0 5

71

16

4 9

05

0

20 000

40 000

60 000

80 000

100 000

120 000

140 000

160 000

180 000

2016 2017 2018 2019 2020

Seco

nd

ary

OV

C, N

um

ber

Year

Male Female

104

proportions of ECD learners that are OVCs, Harare and Masvingo have a gender disparities in favour of females (GPI of 1.07 and 1.17), while Bulawayo has a gender disparity in favour of males (GPIs of 0.96). The rest of the provinces have gender parities (GPIs ranging from 0.97 to 1.03). Table 6.2: ECD Orphaned and Vulnerable (OVC) by Sex and Province, Number and Percentage, Zimbabwe, 2020

Province

Total ECD OVC, No. % Pupils OVC GPI


Bulawayo 903 897 1 800 7.03 6.76 6.89 0.96

Harare 1 123 1 171 2 294 4.47 4.79 4.63 1.07

Manicaland 12 412 12 008 24 420 22.37 21.76 22.06 0.97

Mashonaland Central 6 512 6 739 13 251 20.30 20.99 20.64 1.03

Mashonaland East 6 418 6 097 12 515 17.33 16.88 17.11 0.97

Mashonaland West 6 706 6 772 13 478 18.46 18.66 18.56 1.01

Masvingo 9 592 11 121 20 713 20.57 23.97 22.27 1.17

Matabeleland North 4 986 4 892 9 878 24.15 23.40 23.77 0.97

Matabeleland South 3 848 3 782 7 630 19.24 19.09 19.16 0.99

Midlands 8 688 8 606 17 294 21.02 20.93 20.97 1.00

Grand Total 61 188 62 085 123 273 18.68 19.07 18.87 1.02

Figure 6.4: ECD Orphaned and Vulnerable Children by Province, Percentage OVC, Zimbabwe, 2020.

As shown in Table 6.3, Manicaland has the largest number of primary school OVCs (109 345), followed by Masvingo with 96 507. Bulawayo has the least number of OVCs in primary school (15 598). However, Matabeleland North has the highest proportion of 28.35 percent OVCs in primary school, followed by Matabeleland South with 26.30

24

.15 20

.57

22

.37

21

.02

20

.30

19

.24

18

.46

17

.33

7.0

3 4.4

7

18

.68

23

.40

23

.97

21

.76

20

.93

20

.99

19

.09

18

.66

16

.88

6.7

6 4.7

9

19

.07

0.00

5.00

10.00

15.00

20.00

25.00

30.00

Per

cen

tage

OV

C

Province

Male Female

105

percent of OVCs in primary school. Harare has the least proportion of 7.62 percent primary school learners that are OVCs (see Figure 6.5 and Table 6.3). Relative to the proportions of primary school learners that are OVCs, all the provinces have a gender disparity (GPIs ranging from 0.97 to 1.03).

Table 6.3: Primary School Orphaned and Vulnerable (OVC) by Sex and Province, Number and Percentage, Zimbabwe, 2020

Province Total Primary School OVCs, No. % Pupils OVC

GPI


Bulawayo 7 747 7 851 15 598 13.13 13.05 13.09 0.99

Harare 12 175 12 053 24 228 7.71 7.52 7.62 0.98

Manicaland 54 095 55 250 109 345 23.95 24.76 24.35 1.03




Masvingo 49 231 47 276 96 507 26.02 25.12 25.57 0.97



Midlands 42 499 42 870 85 369 22.81 22.98 22.90 1.01

Grand Total 311 568 308 883 620 451 21.70 21.54 21.62 0.99

Figure 6.5: Primary School Orphaned and Vulnerable Children by Province, Percentage OVC, Zimbabwe, 2020.

28

.62

26

.56

26

.02

23

.95

23

.16

22

.81

22

.01

21

.49

13

.13

7.7

1

21

.70

28

.07

26

.04

25

.12

24

.76

23

.17

22

.98

21

.85

21

.06

13

.05

7.5

2

21

.54

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

Per

cen

tage

OV

C

Province

Male Female

106

As shown in Table 6.4, Manicaland has the largest number of secondary school OVCs (53 578), followed by Masvingo with 47 296 OVCs. Bulawayo has the least number of 14 657 secondary school OVCs. However, Matabeleland North has the highest proportion of 34.45 percent secondary school learners who are OVCs, followed by Mashonaland Central with 32.47 percent. Harare has the least proportion of 16.94 percent secondary school learners who are OVCs (see Figure 6.6 and Table 6.4). Relative to the proportions of ECD learners that are OVCs, Masvingo, Mashonaland East and Harare have gender parity (GPI ranging from 1.01 to 1.02), while Matabeleland North has a gender disparity that is in favour of males (GPIs of 0.95). The rest of the provinces have a gender disparity in favour of females (GPIs ranging from 1.05 to 1.11).

Table 6.4: Secondary School Orphaned and Vulnerable Children (OVC) by Sex and Province, Number and Percentage, Zimbabwe, 2020

Province Total Secondary School OVCs, No. % Pupils OVC


Bulawayo 6 472 8 185 14 657 23.69 26.21 25.03 1.11

Harare 11 457 12 151 23 608 16.83 17.05 16.94 1.01

Manicaland 26 567 27 011 53 578 28.63 30.13 29.37 1.05




Masvingo 23 493 23 803 47 296 30.89 31.50 31.19 1.02



Midlands 20 372 22 991 43 363 29.05 30.80 29.95 1.06

Grand Total 155 810 164 905 320 715 27.67 28.72 28.20 1.04

107

Figure 6.6: Secondary School Orphaned and Vulnerable Children by Province, Percentage OVC, Zimbabwe, 2020.

6.2 OVC by Type

For the purpose of analysis, OVCs are divided into four types, namely, double orphans, single orphans (maternal), single orphans (paternal) and vulnerable but not orphaned.

At ECD level, Zimbabwe has 15 882 double orphans (7 862 males, 8 020 females). The largest number of these are in Manicaland (3 133), followed by Masvingo with 2 835. Bulawayo has the least number of 221 double orphans. The total number of single orphans (maternal) in ECD is 24 929 (11 685 males, 13 244 females). Masvingo has 5 293 single orphans (maternal), the largest number when compare with other provinces, followed by Manicaland with 4 511. Bulawayo has the smallest number of 347 single orphans (maternal) in ECD. The number of ECDs with single orphans (paternal) in the country is 21 502 (10 695 males, 10 807 females). Manicaland has the largest number of 4 286 single orphans (paternal), followed by Masvingo with 3 460 single orphans (paternal). Bulawayo has the smallest number of 329 single orphans (paternal) in ECD. The total number of the vulnerable but not orphaned learners in ECD is 60 960 (30 946 males, 30 014 females). Manicaland has the largest number (12 490) of the vulnerable but not orphaned learners in ECD, followed by Masvingo 9 125. Bulawayo has the smallest number of 903 vulnerable but not orphaned learners. Overall, the total number of OVCs in the country is 123 273. Manicaland has the largest number of 24 420 OVCs in ECD,

35

.51

31

.45

30

.89

29

.82

29

.05

28

.63

28

.66

26

.43

23

.69 1

6.8

3

27

.67

33

.57

33

.53

31

.50

31

.59

30

.80

30

.13

29

.98

27

.05

26

.21

17

.05

28

.72

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

Per

cen

tage

OV

C

Province

Male Female

108

followed by Masvingo with 20 713 OVCs. Bulawayo has the smallest number of OVCs in ECD (1 800) - see Table 6.5.

Table 6.5: ECD OVC by Type, Sex and Province, Number, Zimbabwe, 2020.

Province

Double Orphans Single Orphans (maternal) Single Orphans (paternal) Vulnerable but not Orphaned

Grand Total No. No. No. No.


Bulawayo 112 109 221 178 169 347 181 148 329 432 471 903 1 800

Harare 158 184 342 249 287 536 276 266 542 440 434 874 2 294

Manicaland 1 547 1 586 3 133 2 248 2 263 4 511 2 144 2 142 4 286 6 473 6 017 12 490 24 420

Mashonaland Central 785 851 1 636 1 326 1 318 2 644 1 139 1 216 2 355 3 262 3 354 6 616 13 251

Mashonaland East 910 814 1 724 1 284 1 221 2 505 1 124 1 141 2 265 3 100 2 921 6 021 12 515

Mashonaland West 878 1 004 1 882 1 416 1 352 2 768 1 195 1 257 2 452 3 217 3 159 6 376 13 478

Masvingo 1 427 1 408 2 835 1 843 3 450 5 293 1 720 1 740 3 460 4 602 4 523 9 125 20 713

Matabeleland North 482 511 993 799 803 1 602 703 767 1 470 3 002 2 811 5 813 9 878

Matabeleland South 393 375 768 666 681 1 347 607 606 1 213 2 182 2 120 4 302 7 630

Midlands 1 170 1 178 2 348 1 676 1 700 3 376 1 606 1 524 3 130 4 236 4 204 8 440 17 294

Grand Total 7 862 8 020 15 882 11 685 13 244 24 929 10 695 10 807 21 502 30 946 30 014 60 960 123 273

Figure 6.7 depicts ECD OVCs by type. The Vulnerable but not Orphaned is the most likely type of OVCs in ECDs, whilst Double Orphans are the least common in each of the provinces. Bulawayo and Harare have the smallest number of OVCs, in comparison with other provinces.

Figure 6.7: ECD OVCs by Type and Province, Number, Zimbabwe 2020

0

2 000

4 000

6 000

8 000

10 000

12 000

14 000

ECD

, Nu

mb

er

Province

Double Orphans

Single Orphans (maternal)

Single Orphans (paternal)

Vulnerable but not Orphaned

109

Harare has the highest proportion of 14.91 percent ECD learners that are double orphans, followed by Mashonaland West with 13.96 percent. Matabeleland North has the least proportion of 10.05 percent ECD learners that are double orphans. Masvingo has the highest proportion of 25.55 percent ECD learners that are single orphan (maternal), followed by Harare with 23.37 percent. Matabeleland North has the least proportion of 16.22 percent ECD learners that are single orphans (maternal). Harare has the highest proportion of 23.63 percent ECD learners that are single orphan (paternal), followed by Bulawayo with 18.28 percent. Matabeleland North has the least proportion of 14.88 percent ECD learners that are single orphans (paternal). Matabeleland North has the highest proportion of 58.85 percent ECD learners that are vulnerable but not orphans, followed by Matabeleland South with 56.38 percent. Harare has the least proportion of 38.10 percent (see Table 6.6).

Table 6.6: ECD OVCs by Type and Province, Percentage Distribution, Zimbabwe, 2020

Province Double Orphans Single Orphans (maternal)



Total, % Total No.

Bulawayo 12.28 19.28 18.28 50.17 100.00 1 800

Harare 14.91 23.37 23.63 38.10 100.00 2 294

Manicaland 12.83 18.47 17.55 51.15 100.00 24 420

Mashonaland Central 12.35 19.95 17.77 49.93 100.00 13 251

Mashonaland East 13.78 20.02 18.10 48.11 100.00 12 515

Mashonaland West 13.96 20.54 18.19 47.31 100.00 13 478

Masvingo 13.69 25.55 16.70 44.05 100.00 20 713

Matabeleland North 10.05 16.22 14.88 58.85 100.00 9 878

Matabeleland South 10.07 17.65 15.90 56.38 100.00 7 630

Midlands 13.58 19.52 18.10 48.80 100.00 17 294

Grand Total 12.88 20.22 17.44 49.45 100.00 123 273

At primary level, Zimbabwe has 80 126 double orphans (40 213 males, 39 913 females). The largest number of 14 328 double orphans are in Manicaland, followed by Masvingo with 12 107. Bulawayo has the least number of 1 666 double orphans. The total number of single orphans (maternal) in primary school is 127 633 (63 645 males, 63 988 females). Masvingo has the largest number of primary school single orphans (maternal) (26 270), followed by Manicaland with 20 106. Bulawayo has the smallest number of 3 425 single orphans (maternal). The number of primary school single orphans (paternal) in the country is 141 266 (70 589 males, 70 677 females). Manicaland has the largest number of 26 564 primary school single orphans (paternal), followed by Masvingo with 20 362. Bulawayo has the smallest number of 3 893 primary school single orphans (paternal). The total number of the vulnerable but not orphaned learners in primary schools is 271 426 (137 121 males, 134 305 females). Manicaland has the largest number of 48 347 vulnerable

110

but not orphaned learners in primary schools, followed by Masvingo with 37 768. Bulawayo has the least number of vulnerable but not orphaned (6 614). Overall, the total number of primary school OVCs in the country is 620 451. Manicaland has the largest number of 109 345 OVCs in primary school, followed by Masvingo with 96 507 OVCs. Bulawayo has the smallest number of primary school OVCs (15 598 percent) - see Table 6.7.

Table 6.7: Primary School OVC by Type, Sex and Province, Number, Zimbabwe, 2020

Province

Double Orphans Single Orphans (maternal) Single Orphans (paternal) Vulnerable but not Orphaned Grand Total


Bulawayo 830 836 1 666 1 702 1 723 3 425 1 924 1 969 3 893 3 291 3 323 6 614 15 598

Harare 1 594 1 679 3 273 2 927 2 971 5 898 3 657 3 565 7 222 3 997 3 838 7 835 24 228

Manicaland 7 109 7 219 14 328 9 945 10 161 20 106 12 878 13 686 26 564 24 163 24 184 48 347 109 345




Masvingo 6 111 5 996 12 107 13 312 12 958 26 270 10 508 9 854 20 362 19 300 18 468 37 768 96 507



Midlands 6 116 6 179 12 295 8 266 8 624 16 890 9 212 9 270 18 482 18 905 18 797 37 702 85 369

Grand Total 40 213 39 913 80 126 63 645 63 988 127 633 70 589 70 677 141 266 137 121 134 305 271 426 620 451

Figure 6.8 depicts primary school OVCs by type. The Vulnerable but not Orphaned is the most likely type of OVCs in primary schools, whilst Double Orphans is the least likely in each of the provinces. Bulawayo and Harare have the smallest numbers of primary school OVCs, in comparison with other provinces Figure 6.8: Primary School OVCs by Type and Province, Percentage Distribution, Zimbabwe 2020

0

10 000

20 000

30 000

40 000

50 000

60 000

Pri

mar

y, N

um

ber

Province

Double Orphans




111

Midlands has the highest proportion of 14.40 percent primary school learners that are double orphans, followed by Mashonaland East with 13.76 percent. Bulawayo has the least proportion 10.68 percent Masvingo has the highest proportion of 27.22 percent of primary school learners that are single orphan (maternal), followed by Harare with 24.34 percent. Matabeleland North has the least proportion (16.53 percent) of primary school learners that are single orphans (maternal). Harare has the highest proportion of 29.81 percent primary school learners that are single orphan (paternal), followed by Bulawayo with 24.96 percent. Matabeleland North has the least proportion of 19.38 percent primary school learners that are single orphans (paternal). Matabeleland North has the highest proportion of 53.52 percent primary school learners that are vulnerable but not orphans, followed by Matabeleland South with 49.75 percent. The least proportion of 32.34 percent primary school learners that are vulnerable but not orphans is in Harare (see Table 6.8).

Table 6.8: Primary School OVCs by Type and Province, Percentage Distribution, Zimbabwe, 2020

Province Double Orphans Single Orphans (maternal)



Total, % Total No.

Bulawayo 10.68 21.96 24.96 42.40 100.00 15 598

Harare 13.51 24.34 29.81 32.34 100.00 24 228

Manicaland 13.10 18.39 24.29 44.22 100.00 109 345




Masvingo 12.55 27.22 21.10 39.13 100.00 96 507



Midlands 14.40 19.78 21.65 44.16 100.00 85 369

Grand Total 12.91 20.57 22.77 43.75 100.00 620 451

At secondary level, Zimbabwe has 59 254 double orphans (29 117 males, 30 137 females). The largest number of 9 766 double orphans are in Manicaland, followed by Masvingo with 9 045. Bulawayo has the smallest number of 2 326. The total number of single orphans (maternal) in secondary school is 79 411 (38 750 males, 40 661 females). Manicaland has the largest number of 12 592 secondary school single orphans (maternal), followed by Masvingo with 12 111. Bulawayo has the least number of 4 024 single orphans (maternal). The number of secondary school single orphans (paternal) in the country is 88 463 (42 706 males, 45 757 females). Manicaland has the largest number of 14 428 secondary school single orphans (paternal), followed by Masvingo with 13 451. Bulawayo has the least number of 4 444 secondary school single orphans (paternal). The total number of the vulnerable but not orphaned learners in secondary schools is 93 587 (45 237 males, 48 350 females). Manicaland has the largest number of 16 792 vulnerable but not orphaned learners in secondary schools, followed by Midlands with 13 763. Bulawayo has the smallest number (3 863) of vulnerable but not orphaned learners.

112

Overall, the total number of secondary school OVCs in the country is 320 715. Manicaland has the largest number of 53 578 secondary school OVCs, followed by Masvingo with 47 296. Bulawayo has the smallest number of secondary school OVCs (14 657) - see Table 6.9. Table 6.9: Secondary School OVC by Type, Sex and Province, Number, Zimbabwe, 2020

Province Double Orphans Single Orphans (maternal) Single Orphans (paternal) Vulnerable but not Orphaned Grand

Total Male Female Total Male Female Total Male Female Total Male Female Total

Bulawayo 1 036 1 290 2 326 1 724 2 300 4 024 1 922 2 522 4 444 1 790 2 073 3 863 14 657

Harare 2 188 2 325 4 513 3 242 3 158 6 400 3 323 3 554 6 877 2 704 3 114 5 818 23 608

Manicaland 4 813 4 953 9 766 6 310 6 282 12 592 7 094 7 334 14 428 8 350 8 442 16 792 53 578




Masvingo 4 525 4 520 9 045 6 063 6 048 12 111 6 708 6 743 13 451 6 197 6 492 12 689 47 296



Midlands 3 917 4 262 8 179 4 905 5 449 10 354 5 133 5 934 11 067 6 417 7 346 13 763 43 363

Grand Total 29 117 30 137 59 254 38 750 40 661 79 411 42 706 45 757 88 463 45 237 48 350 93 587 320 715

Figure 6.9 graphically depicts secondary school OVCs by type. Across the provinces,

double orphans are the least likely type of OVCs, whilst Vulnerable but not orphaned

and single Orphans (paternal) are most likely.

Figure 6.9: Secondary School OVCs by Type and Province, Number, Zimbabwe, 2020

0

2 000

4 000

6 000

8 000

10 000

12 000

14 000

16 000

18 000

Seco

nd

ary

Nu

mb

er

Province

Double Orphans




113

Mashonaland West has the highest proportion of 19.78 percent of secondary school learners that are double orphans, followed by Mashonaland East with 19.46 percent. Bulawayo has the least proportion (15.87 percent) of Secondary School learners that are double orphans. Bulawayo has the highest proportion of 27.45 percent secondary school learners that are single orphan (maternal), followed by Harare with 27.11 percent. Matabeleland North has the least proportion of 21.96 percent secondary school learners that are single orphans (maternal). Mashonaland East has the highest proportion of 29.44 percent secondary school learners that are single orphan (paternal), followed by Harare with 29.13 percent. Midlands has the least proportion (25.52 percent) of secondary school learners that are single orphans (paternal). Matabeleland North has the highest proportion of 34.96 percent secondary school learners that are vulnerable but not orphans, followed by Mashonaland Central with 32.52 percent. Harare has the least proportion (24.64 percent) of secondary school learners that are vulnerable but not orphans (see Table 6.10).

Table 6.10: Secondary School OVCs by Type and Province, Percentage Distribution, Zimbabwe, 2020

Province Double Orphans




Total, % Total No.

Bulawayo 15.87 27.45 30.32 26.36 100.00 14 657

Harare 19.12 27.11 29.13 24.64 100.00 23 608

Manicaland 18.23 23.50 26.93 31.34 100.00 53 578




Masvingo 19.12 25.61 28.44 26.83 100.00 47 296



Midlands 18.86 23.88 25.52 31.74 100.00 43 363

Grand Total 18.48 24.76 27.58 29.18 100.00 320 715

6.3 Learners with Impairments

In Zimbabwe, there are 5 195 ECD learners (2 763 males, 2 432 females) who have

impairments. Midlands has the largest number of ECD learners with impairments (958).

Bulawayo has the least number of learners with impairments (153). The country has 50

504 primary school learners with impairments (27 880 males, 22 624 females). Among the

provinces, Midlands has the largest number of 9 213 primary school learners with

impairments, compared to Bulawayo with the smallest number of 1 953. There are 13 823

secondary school learners (7 159 males, 6 664 females) who have impairments. The largest

114

number of 2 466 secondary school learners with impairments is Mashonaland West, while

the least number of 625 is in Mashonaland Central (see Table 6.11).

Table 6.11: Impairments by Education Level, Sex and Province, Number, Zimbabwe, 2020

Province ECD A & B Primary Secondary


Bulawayo 94 59 153 1 115 838 1 953 325 302 627

Harare 117 99 216 1 368 1 069 2 437 703 594 1 297

Manicaland 404 369 773 2 926 2 314 5 240 878 772 1 650

Mashonaland Central 195 159 354 2 080 1 749 3 829 316 309 625

Mashonaland East 334 310 644 2 858 2 438 5 296 906 812 1 718

Mashonaland West 301 275 576 3 968 3 265 7 233 1 291 1 175 2 466

Masvingo 377 332 709 4 059 3 259 7 318 516 478 994

Matabeleland North 260 230 490 2 562 2 108 4 670 817 740 1 557

Matabeleland South 179 143 322 1 899 1 416 3 315 640 665 1 305

Midlands 502 456 958 5 045 4 168 9 213 767 817 1 584

Grand Total 2 763 2 432 5 195 27 880 22 624 50 504 7 159 6 664 13 823

As shown in Table 6.12, the proportion of ECD learners with impairments range from 0.44 percent in Harare to 1.18 percent in Matabeleland North. Matabeleland North has the highest proportion of 1.26 percent male ECD learners with impairments, and Midlands has the highest proportion of 1.11 percent female ECD learners with impairments. The proportion of primary school learners with impairments range from 0.77 percent in Harare to 2.73 percent in Matabeleland North. Matabeleland North has the highest proportions of 3.00 percent male and 2.45 percent female primary school learners with impairments. The proportion of secondary school learners with impairments range from 0.66 percent in Masvingo to 2.65 percent in Matabeleland North. In addition, Matabeleland North also has the highest proportions of 3.08 percent male and 2.30 percent female secondary school learners with impairments.

115

Table 6.12: Enrolment by Impairments by Level, Sex and Province as a Percentage of Total Enrolment, Zimbabwe 2020

Province

ECD A & B Primary Secondary


Bulawayo 0.73 0.44 0.59 1.89 1.39 1.64 1.19 0.97 1.07

Harare 0.47 0.41 0.44 0.87 0.67 0.77 1.03 0.83 0.93

Manicaland 0.73 0.67 0.70 1.30 1.04 1.17 0.95 0.86 0.90




Masvingo 0.81 0.72 0.76 2.15 1.73 1.94 0.68 0.63 0.66



Midlands 1.21 1.11 1.16 2.71 2.23 2.47 1.09 1.09 1.09

Grand Total 0.84 0.75 0.80 1.94 1.58 1.76 1.27 1.16 1.22

Figure 6.10 depicts the percent distribution of primary and secondary school learners by type of impairment. Intellectual challenges are the more prevalent type of impairment in primary and secondary school learners. Primary and secondary school learners with intellectual challenges constitute 34.71 percent and 47.31 percent respectively. Albinism is the least common impairment. Primary and secondary school learners with albinism constitute 1.09 percent and 2.06 percent, respectively. Learning disability is the second most common impairment among primary school learners, followed by hearing impairment. Primary school learners with learning disability and hearing impairment constitute 19.08 percent and 12.98 percent respectively. Visual impairment is the second most common impairment among secondary school learners, followed by Hearing impairment. Secondary school learners with visual and hearing impairments constitute, 14.09 percent and 13.23 percent, respectively (see Table 6.10).

116

Figure 6.10: Primary and Secondary School Learners by Type of Impairment, Percent Distribution, Zimbabwe, 2020

The most common impairment among male and female learners in primary school are

intellectual challenges that range from mild to moderate, followed by learning disabilities

(dyslexia). The numbers of the male and female learners at the primary level of education

with mild to moderate intellectual challenges are 8 867 and 7 251, respectively, while

those with learning disability are 5 771 males and 4 856 females. Males and females with

the least common impairment among the male and female learners in primary school are

visually impairment (blind). The number of blind male and female learners at primary

level of education are 144 and 139 respectively. Male and female learners in secondary

school are more likely to have intellectual challenges that range from mild to moderate.

The numbers of the male and female learners at the secondary level of education with

mild to moderate intellectual challenges are 2 641 and 2 500 respectively. The least

common impairment among the male and female learners in secondary school is visual

impairment (blindness). The visually impaired (blind) male and female learners at

secondary level of education are 82 and 57, respectively (see Table 6.13).

34

.71

12

.98

19

.08

8.9

9

9.7

1

9.0

3 4.4

1 1.0

9

47

.31

13

.23

7.0

0

14

.09

6.8

7

5.7

7

3.6

6

2.0

6

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

50.00

Intellectualchallenges

Hearingimpairment

Learning Disability Visual impairment Communicationand speech

PhysicalImpairment

Multiple Disability Albinism

Per

cen

tage

Impairment Type

Primary Secondary

117

Table 6.13: Impairments, Primary and Secondary Schools by Type and Sex, Number, Zimbabwe, 2020

Disability Type Primary Secondary


Visual impairment Low vision 2 540 2 184 4 724 828 981 1 809 6 533

Blind 144 139 283 82 57 139 422

Physical Impairment Gross motor 1 507 1 183 2 690 216 214 430 3 120

Fine motor 1 291 1 051 2 342 177 191 368 2 710

Hearing impairment Mild to moderate 2 555 2 305 4 860 768 682 1 450 6 310

Severe to profound 1 338 1 030 2 368 196 183 379 2 747

Intellectual challenges

Mild to moderate 8 867 7 251 16 118 2 641 2 500 5 141 21 259

Severe to profound 1 812 1 405 3 217 764 635 1 399 4 616

Communication and speech

Mild to moderate 2 317 1 641 3 958 409 354 763 4 721

Severe to profound 832 618 1 450 104 82 186 1 636

Learning Disability Dyslexia 5 771 4 856 10 627 578 390 968 11 595

Albinism 304 301 605 135 150 285 890

Multiple Disabilities 1 365 1 092 2 457 261 245 506 2 963

Grand Total 30 643 25 056 55 699 7 159 6 664 13 823 69 522

Harare is more likely to have primary school learners who have visual impairments,

physical impairments, hearing impairments and albinism. In Harare, the proportions of

primary school learners in each of the categories are as follows: 11.87 percent with visual

impairment, 16.40 percent with physical impairment, 18.09 percent with hearing

impairments and 2.83 percent with albinism. Midlands has the highest proportion of

42.29 percent primary school learners with intellectual challenges, and Manicaland has

the highest proportion with communication and speech challenges (12.57 percent).

Matabeleland North is more likely to have primary school learners with learning

disability (dyslexia). The proportion of primary school learners with dyslexia in

Matabeleland North is 28.80 percent.

118

Table 6.14: Primary School Learners Impairment by Type and Province, Percentage Distribution, Zimbabwe, 2020

Province

Visu

al

imp

airm

ent

Ph

ysica

l Im

pa

irmen

t

Hea

ring

imp

airm

ent

Intellectu

al

cha

lleng

es

Co

mm

un

ica

tion

an

d

speech

Lea

rnin

g

Disa

bility

(Dy

slexia

)

Alb

inism

Mu

ltiple

To

tal.

Bulawayo 11.44 11.92 11.49 36.99 7.98 13.77 1.23 5.18 100.00

Harare 11.87 16.40 18.09 22.47 9.69 12.89 2.83 5.77 100.00

Manicaland 11.49 10.13 15.45 35.32 12.57 8.53 1.71 4.79 100.00




Masvingo 10.30 6.76 17.04 30.51 11.00 20.09 1.37 2.92 100.00



Midlands 6.14 7.29 11.23 42.29 8.21 19.38 0.70 4.78 100.00

Grand Total 8.99 9.03 12.98 34.71 9.71 19.08 1.09 4.41 100.00

Masvingo is more likely to have secondary school learners who have visual impairments

and albinism. In Masvingo, secondary school learners with visual impairments and

albinism constitute 27.57 percent and 5.13 percent, respectively. Secondary school

learners in Bulawayo are more likely to have physical impairments and learning

disability (dyslexia). In Bulawayo, the proportions of secondary school learners with

physical impairments and dyslexia are respectively, 12.60 percent and 15.63 percent.

Manicaland has the highest the proportion (66.91 percent) of secondary school learners

with intellectual challenges, and Matabeleland North is the least to have secondary school

learners with hearing impairment. The proportion of secondary school learners with

hearing impairment in Matabeleland North is 32.24 percent.

119

Table 6.15: Secondary School Leaners Impairment by Type and Province, Percentage Distribution, Zimbabwe, 2020

Province

Type of Impairment

Visu

al

imp

airm

ent

Ph

ysica

l

Imp

airm

ent

Hea

ring

imp

airm

ent

Intellectu

al

cha

lleng

es

Co

mm

un

icatio

n a

nd

speech

Lea

rnin

g

Disa

bility

Alb

inism

Mu

ltiple

Disa

bilities

To

tal, %

Bulawayo 20.41 12.60 11.32 28.39 8.61 15.63 2.71 0.32 100.00

Harare 11.95 11.26 6.25 45.10 8.40 12.49 2.78 1.77 100.00

Manicaland 10.36 4.67 6.73 66.91 4.97 0.85 1.76 3.76 100.00




Masvingo 27.57 10.36 16.10 24.14 10.97 4.53 5.13 1.21 100.00



Midlands 13.57 5.43 14.77 44.63 3.91 0.57 1.64 15.47 100.00

Grand Total 14.09 5.77 13.23 47.31 6.87 7.00 2.06 3.66 100.00

As shown in Table 6.16, Masvingo has more primary school learners with albinism,

hearing impairments that are mild to moderate, blindness, and low vision. The numbers

of primary school learners in each of these categories are as follows for Masvingo: 110

learners with albinism, 988 with hearing impairments that are mild to moderate, 84 who

are blind, and 743 with low vision.

Similarly, Midlands also has largest number of primary school learners who have

communication and speech impairments that are mild to moderate (714) and severe to

profound (121), intellectual challenges that are severe to profound (699) and hearing

impairments that are severe to profound (447) and fine motor physical impairments (418).

Mashonaland West has the highest numbers (2 020) of primary school learners with

learning disabilities (dyslexia). Manicaland has the largest number of 349 learners at

primary level of education with gross motor physical impairments

120

Table 6.16: Primary Enrolments by Impairments and Province, Number, Zimbabwe, 2020

Province

Visual impairment

Physical Impairment

Hearing impairment


Communication and speech

Learning Disability

Albinism Multiple

Disabilities Grand Total L

ow

visio

n

Blin

d

Gro

ss mo

tor

Fin

e mo

tor

Mild

to

mo

derate

Sev

ere to

pro

fou

nd

Mild

to

mo

derate

Sev

ere to

pro

fou

nd

Mild

to

mo

derate

Sev

ere to

pro

fou

nd

Dy

slexia

Bulawayo 235 6 149 102 93 149 508 271 86 82 290 26 109 2 106

Harare 294 21 252 183 283 197 359 237 180 77 342 75 153 2 653

Manicaland 669 22 349 260 621 308 1 834 290 550 206 513 103 288 6 013

Mashonaland Central 444 31 261 153 450 255 1 376 141 283 91 473 48 177 4 183

Mashonaland East 525 9 316 333 479 169 1 765 317 407 91 1 388 54 87 5 940

Mashonaland West 522 62 314 321 549 185 2 020 365 598 245 2 020 64 544 7 809

Masvingo 743 84 331 212 988 380 2 068 381 508 375 1 613 110 234 8 027

Matabeleland North 317 14 209 180 336 115 1 607 208 338 113 1 486 26 211 5 160

Matabeleland South 365 20 186 180 366 163 979 308 294 49 531 28 168 3 637

Midlands 610 14 323 418 695 447 3 602 699 714 121 1 971 71 486 10 171

Grand Total 4 724 283 2 690 2 342 4 860 2 368 16 118 3 217 3 958 1 450 10 627 605 2 457 55 699

As shown in Table 6.17, Mashonaland West has more secondary school learners with

albinism, intellectual challenges that are severe to profound, gross motor physical

impairment, low vision and dyslexia. The numbers of secondary school learners in each

of these categories are as follows: 70 with albinism, 303 with intellectual challenges that

are severe to profound, 81 with gross motor physical impairments, 339 with low vision

and 227 with dyslexia.

Mashonaland East has a higher number of secondary school learners who have

communication and speeches that are mild to moderate and severe to profound. The

number of primary school learners in these categories are 156 for communication and

speech impairments that are mild to moderate and 90 for the severe to profound ones.

Matabeleland North has the largest number of secondary school learners with 418

hearing impairments that are mild to moderate and 84 severe to profound. Manicaland

has the largest number of 975 learners at secondary level of education with intellectual

challenges that are mild to moderate, and Harare has the largest number of secondary

121

school learners with fine motor physical impairments (86). Midlands has more secondary

school learners with multiple disabilities. There are 245 secondary school learners with

multiple disabilities in Midlands (245). Masvingo has the largest number of 52 secondary

school learners who are visually impaired (blind).

Table 6.17: Secondary Enrolments by Impairments and Province, Number, Zimbabwe, 2020

Province

Visual impairment

Physical Impairment

Hearing impairment


Communication and

speech

Learning Disability

Albinism Multiple

Disabilities Grand Total L

ow

visio

n

Blin

d

Gro

ss mo

tor

Fin

e mo

tor

Mild

to

mo

derate

Sev

ere to

pro

fou

nd

Mild

to

mo

derate

Sev

ere to

pro

fou

nd

Mild

to

mo

derate

Sev

ere to

pro

fou

nd

Dy

slexia

Bulawayo 124 4 51 28 26 45 172 6 54 98 17 2 627

Harare 153 2 60 86 52 29 484 101 107 2 162 36 23 1 297

Manicaland 165 6 51 26 104 7 975 129 57 25 14 29 62 1 650

Mashonaland Central 169 1 26 15 46 11 194 36 22 16 74 13 2 625

Mashonaland East 129 14 27 25 168 23 509 278 156 90 153 26 120 1 718

Mashonaland West 339 37 81 48 177 49 972 303 111 30 227 70 22 2 466

Masvingo 222 52 48 55 145 15 226 14 108 1 45 51 12 994

Matabeleland North 131 3 31 34 418 84 516 179 49 4 80 14 14 1 557

Matabeleland South 166 16 6 14 142 54 552 187 42 13 106 3 4 1 305

Midlands 211 4 49 37 172 62 541 166 57 5 9 26 245 1 584

Grand Total 1 809 139 430 368 1 450 379 5 141 1 399 763 186 968 285 506 13 823

6.4 Orphaned and Vulnerable Children (OVC) and BEAM

A total of 33 300 ECD learners (16 174 males, 17 126 females) are under the Basic Education Assistance Module (BEAM), while 3 771 (1 761 males and 2 010 females) have other forms of educational assistance. The proportion of ECD learners on BEAM ranges from 0.22 percent in Harare to 15.03 percent in Mashonaland West. Mashonaland West has the highest proportion of 81.00 percent of OVCs in ECD who are on BEAM, followed by Matabeleland North with 27.45 percent. Bulawayo has the least proportion of ECD learners (0.29 percent) on BEAM. Mashonaland Central, Mashonaland East and

122

Mashonaland West are most likely to have male ECD learners on other forms of educational assistance (see Table 6.18).

Table 6.18: ECD School Learners with Funding Assistance by Type, Sex and Province, Number and Percentage, Zimbabwe 2020

Province

Total on BEAM, No. Other Learners paid for outside BEAM, No.

Grand Total

% learners

on BEAM

% OVC on Beam Male Female Total Male Female Total

Bulawayo 29 46 75 89 109 198 273 0.29 4.17

Harare 47 61 108 100 104 204 312 0.22 4.71

Manicaland 2 414 2 767 5 181 293 499 792 5 973 4.68 21.22

Mashonaland Central 1 446 1 660 3 106 164 159 323 3 429 4.84 23.44

Mashonaland East 1 555 1 482 3 037 283 279 562 3 599 4.15 24.27

Mashonaland West 5 427 5 490 10 917 187 169 356 11 273 15.03 81.00

Masvingo 1 230 1 265 2 495 112 131 243 2 738 2.68 12.05

Matabeleland North 1 307 1 405 2 712 259 270 529 3 241 6.53 27.45

Matabeleland South 557 585 1 142 57 69 126 1 268 2.87 14.97

Midlands 2 162 2 365 4 527 217 221 438 4 965 5.49 26.18

Grand Total 16 174 17 126 33 300 1 761 2 010 3 771 37 071 5.10 27.01

There are 412 696 primary school learners (201 470 males, 211 226 females) that are under the Basic Education Assistance Module (BEAM). A total of 60 004 (28 828 males and 31 176 females) have other forms of educational assistance. The proportion of primary school learners on BEAM ranges from 3.74 percent in Harare to 19.16 percent in Matabeleland North. Mashonaland Central has the highest proportion of 80.90 percent primary school OVCs on BEAM, followed by Manicaland with 78.59 percent. Bulawayo has the least proportion of 31.84 percent OVCs on BEAM. Bulawayo and Harare, have the least primary school female learners on BEAM, in comparison with other provinces. All provinces have more female primary school learners than their male counterparts on other forms of educational assistance, save for Mashonaland East (see Table 6.19).

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Table 6.19: Primary School Learners with Funding Assistance by Type, Sex and Province, Number and Percentage, Zimbabwe 2020

Province


Grand Total

% learners

on BEAM


Bulawayo 2 656 2 310 4 966 1 139 1 412 2 551 7 517 4.17 31.84

Harare 5 963 5 933 11 896 1 637 1 694 3 331 15 227 3.74 49.10

Manicaland 41 225 44 705 85 930 5 191 6 078 11 269 97 199 19.14 78.59

Mashonaland Central 24 877 25 039 49 916 2 844 2 978 5 822 55 738 18.74 80.90

Mashonaland East 21 648 21 032 42 680 3 087 2 977 6 064 48 744 14.02 65.88

Mashonaland West 24 440 26 748 51 188 3 601 3 826 7 427 58 615 15.15 69.10

Masvingo 24 351 25 124 49 475 2 640 2 691 5 331 54 806 13.11 51.27

Matabeleland North 16 371 16 447 32 818 3 203 3 496 6 699 39 517 19.16 67.58

Matabeleland South 10 143 10 584 20 727 1 459 1 572 3 031 23 758 13.53 51.46

Midlands 29 796 33 304 63 100 4 027 4 452 8 479 71 579 16.93 73.91

Grand Total 201 470 211 226 412 696 28 828 31 176 60 004 472 700 14.38 66.52

In, 2020, BEAM was paid for 24 904 ECD school learners (12 183 males, 12 721 females), with still some standing claims for 8 396 ECD learners (3 991 males, 4 405 females). The proportion of outstanding claims ranges from 10.96 percent in Mashonaland West to 36.83 percent in Mashonaland Central (see Table 6.20).

Table 6.20: ECD School Learners on BEAM, with Claims Outstanding and Paid for by Sex and Province, Number and Percentage, Zimbabwe, 2020

Province Paid by BEAM, No. BEAM Claim Still outstanding, No. Grand

total % Claim

Outstanding Male Female Total Male Female Total

Bulawayo 25 41 66 4 5 9 75 12.00

Harare 31 41 72 16 20 36 108 33.33

Manicaland 1 658 1 907 3 565 756 860 1 616 5 181 31.19

Mashonaland Central 955 1 007 1 962 491 653 1 144 3 106 36.83

Mashonaland East 1 146 1 106 2 252 409 376 785 3 037 25.85

Mashonaland West 4 846 4 874 9 720 581 616 1 197 10 917 10.96

Masvingo 831 822 1 653 399 443 842 2 495 33.75

Matabeleland North 893 982 1 875 414 423 837 2 712 30.86

Matabeleland South 390 410 800 167 175 342 1 142 29.95

Midlands 1 408 1 531 2 939 754 834 1 588 4 527 35.08

Grand Total 12 183 12 721 24 904 3 991 4 405 8 396 33 300 25.21

In, 2020, BEAM was paid for 291 900 primary school learners (142 095 males, 149 805 females), with still some standing claims for 120 796 primary school learners (59 375

124

males, 61 421 females). The proportion of the outstanding claims ranges from 20.60 percent in Bulawayo to 32.85 percent in Harare (see Table 6.21).

Table 6.21: Primary School Learners on BEAM, with Claims Outstanding and Paid for by Sex and Province, Number and Percentage, Zimbabwe, 2020

Province

Paid by BEAM, No. BEAM Claim Still outstanding, No. Grand total

% Claim Outstanding


Bulawayo 2 129 1 814 3 943 527 496 1 023 4 966 20.60

Harare 3 984 4 004 7 988 1 979 1 929 3 908 11 896 32.85

Manicaland 27 852 30 256 58 108 13 373 14 449 27 822 85 930 32.38

Mashonaland Central 17 691 17 789 35 480 7 186 7 250 14 436 49 916 28.92

Mashonaland East 15 661 15 251 30 912 5 987 5 781 11 768 42 680 27.57

Mashonaland West 16 488 18 588 35 076 7 952 8 160 16 112 51 188 31.48

Masvingo 18 031 18 062 36 093 6 320 7 062 13 382 49 475 27.05

Matabeleland North 12 107 12 158 24 265 4 264 4 289 8 553 32 818 26.06

Matabeleland South 6 953 7 390 14 343 3 190 3 194 6 384 20 727 30.80

Midlands 21 199 24 493 45 692 8 597 8 811 17 408 63 100 27.59

Grand Total 142 095 149 805 291 900 59 375 61 421 120 796 412 696 29.27

A total of 139 612 secondary school learners (71 814 males, 67 798 females) are under the Basic Education Assistance Module (BEAM), while 46 415 (13 630 males and 32 785 females) have other forms of educational assistance. The proportion of secondary school learners on BEAM ranges from 2.98 percent in Bulawayo to 20.59 percent in Mashonaland Central. Mashonaland Central has the highest proportion of 63.40 percent secondary school OVCs on BEAM, followed by Mashonaland West with 54.25 percent. Bulawayo has the least proportion of 11.92 percent OVCs on BEAM. The provinces that have secondary schools with more males than females on BEAM are Manicaland, Mashonaland Central, Mashonaland East, Mashonaland West, Masvingo and Midlands. All provinces have more female secondary school learners on other forms of educational assistance than their male counterparts (see Table 6.22).

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Table 6.22: Secondary School Learners with Funding Assistance by Type, Sex and Province, Number and Percentage, Zimbabwe 2020

Province


Grand Total

% learners

on BEAM


Bulawayo 781 966 1 747 934 2 259 3 193 4 940 2.98 11.92

Harare 2 325 2 657 4 982 1 186 1 635 2 821 7 803 3.58 21.10

Manicaland 13 312 11 666 24 978 2 942 7 698 10 640 35 618 13.69 46.62

Mashonaland Central 9 525 8 762 18 287 1 066 2 662 3 728 22 015 20.59 63.40

Mashonaland East 8 547 7 190 15 737 1 267 2 196 3 463 19 200 11.95 44.71

Mashonaland West 10 306 9 424 19 730 1 275 3 894 5 169 24 899 15.90 54.25

Masvingo 8 692 7 929 16 621 1 305 2 487 3 792 20 413 10.96 35.14

Matabeleland North 4 738 5 862 10 600 1 499 3 119 4 618 15 218 18.07 52.47

Matabeleland South 3 071 3 600 6 671 992 2 361 3 353 10 024 11.66 37.89

Midlands 10 517 9 742 20 259 1 164 4 474 5 638 25 897 13.99 46.72

Grand Total 71 814 67 798 139 612 13 630 32 785 46 415 186 027 12.28 43.53

In, 2020, BEAM paid for 85 697 secondary school learners (44 066 males, 41 631 females), with still some standing claims for 53 915 secondary school learners. (27 748 males, 26 167 females). The proportion of the outstanding claims ranges from 22.61 percent in Bulawayo to 44.28 percent in Harare (see Table 6.23).

Table 6.23: Secondary School Learners on BEAM, with Claims Outstanding and Paid for by Sex and Province, Number and Percentage, Zimbabwe, 2020

Province

Paid by BEAM, No. BEAM Claim Still outstanding, No. Grand total

% Claim Outstanding Male Female Total Male Female Total

Bulawayo 602 750 1 352 179 216 395 1 747 22.61

Harare 1 353 1 423 2 776 972 1 234 2 206 4 982 44.28

Manicaland 8 171 7 284 15 455 5 141 4 382 9 523 24 978 38.13

Mashonaland Central 5 570 5 031 10 601 3 955 3 731 7 686 18 287 42.03

Mashonaland East 5 425 4 655 10 080 3 122 2 535 5 657 15 737 35.95

Mashonaland West 6 056 5 639 11 695 4 250 3 785 8 035 19 730 40.72

Masvingo 5 548 4 958 10 506 3 144 2 971 6 115 16 621 36.79

Matabeleland North 2 717 3 406 6 123 2 021 2 456 4 477 10 600 42.24

Matabeleland South 2 088 2 421 4 509 983 1 179 2 162 6 671 32.41

Midlands 6 536 6 064 12 600 3 981 3 678 7 659 20 259 37.81

Grand Total 44 066 41 631 85 697 27 748 26 167 53 915 139 612 38.62

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6.5 Conclusion

At ECD level, there are 123 273 OVCs (61 188 males, 62 085 females). These OVCs

constitute 18.87 percent of ECD learners (18.68 percent males, 19.07 percent females. The

proportion of OVCs increased substantially by 19.57 percent in 2020. At primary school

level, there are 620 451 OVCs (311 568 males, 308 883 females). These OVCs constitute

21.62 percent of primary school learners (21.70 percent males, 21.54 percent females). In

2020, there was a 12.95 percent increase in the proportion of primary school OVCs. At

secondary school level, there are 320 715 OVCs (155 810 males, 164 905 females). These


percent females). In 2020, there was a 3.90 percent increase in the proportion of secondary

school OVCs.

Out of 1 064 439 OVCs in ECDs, primary and secondary schools, 14.59 percent are double

orphans, 21.79 percent are single orphans (maternal), are 23.60 percent are single orphans

(paternal and 40.02 are vulnerable but not orphans. In order to cushion the vulnerable,

some of the OVCs get educational assistance through the Basic Education Assistance

Module (BEAM). As of 2020, 33 300 ECD learners, 412 696 primary school learners and

139 612 secondary school learners were under BEAM.

127

CHAPTER 7: Teacher Establishment

This chapter examines teacher establishment in both primary and secondary schools. This entails exploring Teacher Trends and Teacher -Learner Ratios (TLR) at both primary and secondary levels of education. In order to put into perspective Teacher -Learner Ratios presented in this chapter, there is need to take note of the following TLRs recommended by the Ministry of Primary and Secondary Education: ECD TLR- 20:1, Primary School TLR- 40:1, Lower Secondary LTR- 33:1, Upper Secondary TLR-20:1, Special Class (hearing impairment) TLR- 7:1 and Special Class (visual impairment) TLR- 10:1 and Special Class (mental challenges) TLR- 10:1.

7.1 Teacher Trends

The current teacher establishment in Zimbabwe is at 16 298 for ECD, 75 960 for Primary

Schools and 47 839 for secondary school. In 2016, the teacher establishments for ECD,

primary and secondary school were 14 006, 72 410 and 45 326, respectively. During the

period 2016-2020, the number of teachers increased annually, save for 2017 that had a

drop in the number of primary school teachers, and 2020 that witnessed a noticeable drop

in the number of both ECD and secondary school teachers (see Figure7.1).

Figure 7.1: Teachers by Level of Education, Zimbabwe, 2016-2020

As shown in Table 7.1, 67.69 percent of 16 298 ECD teachers in the country are trained. In 2016, the proportion of trained teachers was 50.50 percent, and continuously increases annually. The current ECD TLRs for all teachers and trained teachers are 40 and 59 respectively. During the period 2016-2020, the TLRs for all teachers (trained and

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untrained) were around 40, while TLR for the trained teachers decreased annually from 82 in 2016 to 59 in 2020. Even though the TLRs have improved, they remain well above the recommend ECD TLR (20:1).

Out of 75 960 primary school teachers in the country, 97.77 percent are trained. In 2016, the proportion of the trained primary school teachers was 97.22 percent. 2018 had the least proportion (97.14 percent) of the trained teachers, while 2020 had the highest (97.77 percent). The current primary school TLRs for all teachers and trained teachers are 38 and 39, respectively. During the period 2016-2020, the TLRs for all primary school teachers were in the range of 37 to 38, while TLRs for the trained were ranging from 38 to 39. The marginal difference between the primary school TLRs for all teachers and for trained teachers only is attributed to a primary school teaching staff compliment that is mostly trained. Furthermore, the TLRs for both all trained and the trained are within threshold recommended by the Ministry of Primary and Secondary Education.

Out of the 47 839 secondary school teachers, 89.18 percent are trained. In 2016, the proportion of the trained teachers was 80.07 percent, and continued to increase annually. Teacher-Learner Ratios for all teachers and trained teachers are 24 and 27, respectively. The TLRs for all teachers range from 23 to 24, while TLRs for the trained are in the range 27 to 29 (see Table 7.1).

Table 7.1: Teachers by Level, Training, Learner to Teacher Ratio Trends, Number and Percentage, Zimbabwe, 2016-2020

Year

ECD

Teachers LTR

Total Teachers Trained Teachers % Trained All Trained

ECD

2016 14 006 7 073 50.50 41 82

2017 14 937 7 904 52.92 42 79

2018 15 086 8 818 58.45 42 71

2019 16 469 9 813 59.58 40 66

2020 16 298 11 032 67.69 40 59

Primary

2016 72 410 70 397 97.22 37 38

2017 71 242 69 401 97.42 38 39

2018 72 512 70 437 97.14 38 39

2019 75 183 73 117 97.25 37 38

2020 75 960 74 265 97.77 38 39

Secondary

2016 45 326 36 293 80.07 23 29

2017 45 750 38 326 83.77 23 28

2018 46 160 39 454 85.47 24 28

2019 47 964 41 660 86.86 23 27

2020 47 839 42 664 89.18 24 27

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7.2 ECD Teachers

Provinces have a different share of the 16 298 ECD teachers (11 032 trained, 5 266

untrained) in the country. Mashonaland East has the largest numbers of trained ECD

teachers (1 538), followed by Midlands with 1 498) trained ECD teachers. Manicaland has

the largest number of untrained ECD teachers (1 347). , followed by Mashonaland Central

(686). Matabeleland North has the smallest number of trained ECD teachers (515), while

Matabeleland South has the smallest number of untrained teachers (234) -see Table 7.2.

Table 7.2: ECD Trained and Untrained Teachers by Province, Number and Percentage Zimbabwe, 2020

Province Trained Untrained Grand Total % Trained

Bulawayo 818 346 1 164 70.27

Harare 1 280 259 1 539 83.17

Manicaland 1 423 1 347 2 770 51.37

Mashonaland Central 710 686 1 396 50.86

Mashonaland East 1 538 307 1 845 83.36

Mashonaland West 1 212 474 1 686 71.89

Masvingo 1 456 567 2 023 71.97

Matabeleland North 515 516 1 031 49.95

Matabeleland South 582 234 816 71.32

Midlands 1 498 530 2 028 73.87

Grand Total 11 032 5 266 16 298 67.69

There are 11 438 ECD teachers in the rural areas, and 4 860 in urban areas, of which the proportions of the trained are 66.61 percent and 70.23 percent respectively. There are more female ECD teachers than male ones irrespective of location and whether trained or not. However, the proportion of trained female ECD teachers is higher (69.78 percent) in urban areas than in rural areas (63.81 percent) see Table 7.3.

Table 7.3: ECD Teachers by Training, Sex and Location, Number and Percentage, Zimbabwe, 2020

Location Trained Teachers, No. Untrained Teachers, No. Grand Total, No. % Trained Teachers


Rural 1 331 6 288 7 619 253 3 566 3 819 1 584 9 854 11 438 84.03 63.81 66.61

Urban 236 3 177 3 413 71 1 376 1 447 307 4 553 4 860 76.87 69.78 70.23

Grand Total 1 567 9 465 11 032 324 4 942 5 266 1 891 14 407 16 298 82.87 65.70 67.69

As shown in Table 7.4, the most likely highest qualification among ECD teachers is a Diploma or Certificate in Education followed by ECD Para Professional. ECD teachers with a Diploma or Certificate in Education and Para ECD Professional constitute 56.42 percent and 28.00 percent respectively. Among ECD teachers, a small number of them

130

are graduates without teaching qualifications or other unqualified. The former constitutes 0.77 percent and while the latter constitutes 0.10 percent. The proportion of female ECD teachers with different qualifications range from 79.20 percent among the ECD graduates without teaching qualifications to 94.70 percent with Para ECD Professional.

Table 7.4: ECD Teachers by Qualification Status and Sex, Number and Percentage, Zimbabwe, 2020

Highest qualification ECD Teachers, No.

% Total %Female Male Female Total

Graduate with teaching qualification 325 1 512 1 837 11.27 82.31

ECD Para Professional 242 4 321 4 563 28.00 94.70

Graduate without teaching qualification 26 99 125 0.77 79.20

Non-Teaching Degree 55 507 562 3.45 90.21

Other Unqualified 1 15 16 0.10 93.75

Diploma or Certificate in Education 1 242 7 953 9 195 56.42 86.49

Grand Total 1 891 14 407 16 298 100.00 88.40

As portrayed graphically, the largest number (7 953) of female ECD teachers hold Diplomas or Certificates in Education, followed by 4 321 with ECD Para Professional. The largest number (1 242) of male ECD teachers have Diplomas or Certificates in Education, followed by 325 graduates with teaching qualifications (see Figure 7.2).

Figure 7.2: ECD teachers by Qualification and Sex, Number, Zimbabwe, 2020

There are 10 107 ECD teachers (1 513 males and 8 594 females) employed permanently by the Public Service Commission. The majority of these (8 259) hold Diplomas or Certificates in Education, followed by 1 632 graduates with teaching qualifications. Only 96 ECD teachers (11 males and 85 females) are employed by the Public Service Commission on contractual basis. The majority (44) of ECD teachers on PSC contract

7 953

4 321

1 512

50799 15

1 242

242 325 55 26 1 0

1 000

2 000

3 000

4 000

5 000

6 000

7 000

8 000

9 000

Diploma orCertifate inEducation

ECD ParaProfessional

Graduate withteaching

qualification

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Graduate withoutteaching

qualification

Other Unqualified

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Female Male

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have ECD Para Professional qualifications, followed by 34 with Diplomas or Certificates in Education. There are 6 095 ECD teachers on other type of employment other than PSC, of which, the majority (4 402) have ECD Para Professional qualifications. ECD teachers with a None Teaching Degree and Other Unqualified are more likely to be employed in other forms of employment. There are more female ECD teachers than male ECD teachers (across the types of employment) for holders of the rest of qualifications other than the Other Unqualified who are permanently employed in the PSC (see Table 7.5).

Table 7.5: ECD Teachers by Type of Employment, Sex and Qualification Status, Number, Zimbabwe, 2020

Highest qualification Permanent PSC, No. Contract PSC, No. Other, No.

Grand Total Male Female Total Male Female Total Male Female Total

Graduate with teaching qualification 311 1 321 1 632 1 3 4 13 188 201 1 837

ECD Para Professional 15 102 117 6 38 44 221 4 181 4 402 4 563

Graduate without teaching qualification 17 44 61 1 6 7 8 49 57 125

Non-Teaching Degree 9 28 37 7 7 46 472 518 562

Other Unqualified 1 1 15 15 16

Diploma or Certificate in Education 1 160 7 099 8 259 3 31 34 79 823 902 9 195

Grand Total 1 513 8 594 10 107 11 85 96 367 5 728 6 095 16 298

As shown in Table 7.6, the majority (28.77 percent) of ECD teachers have 10 years and above of teaching experience, followed by 12.89 percent with teaching experience of less than 1 year. There are significantly more ECD female teachers than male ones across the years of teaching experiences (see Figure 7.3).

Table 7.6: ECD Teachers by Teaching Experience and Sex, Number and Percentage, Zimbabwe, 2020

Experience ECD Teachers, No.

%Total Male Female Total

Less than one year 216 1 885 2 101 12.89

1 years 218 1 859 2 077 12.74

2 years 90 835 925 5.68

3 years 87 997 1 084 6.65

4 years 69 909 978 6.00

5 years 98 1 271 1 369 8.40

6 years 141 1 221 1 362 8.36

7 years 61 564 625 3.83

8 years 38 474 512 3.14

9 years 52 501 553 3.39

10 years and above 819 3 870 4 689 28.77

Not stated 2 21 23 0.14

Grand Total 1 891 14 407 16 298 100.00

132

Figure 7.3: ECD Teachers by Teaching Experience and Sex, Number, Zimbabwe, 2020

7.3 ECD Learner -Teacher Ratios

At national level, the ECD Learner to Teacher Ratios (LTR) and Learner to Trained

Teacher Ratio (LTTR) are 40 and 59, respectively. Both LTR and LTTR for rural areas are

comparatively higher than the urban ones (see Table 7.7). Generally, LTR and LLTR for

the nation and the respective domains (rural and urban) are well above the recommended

LTR of 20 for ECD.

Table 7.7: ECD Teachers and Learner to Teacher Ratio by Location, Number, Zimbabwe, 2020

Location ECD Teachers, No.

LTR LTTR Trained to teach Total Teachers Learners

Rural 7 619 11 438 513 942 45 67

Urban 3 413 4 860 139 188 29 41

Grand Total 11 032 16 298 653 130 40 59

At provincial level, the ECD LTR range from 22 in Bulawayo to 49 in Matabeleland South. Mashonaland Central has the highest (90) ECD LTTR, followed by Matabeleland North with 81. Bulawayo has the least (32) ECD LTTR. As shown in Figure 7. Mashonaland Central, Matabeleland North and Manicaland exhibit significant differences between LTR and LTTR, indicating a huge teaching burden on untrained ECD teachers. On the contrary, Harare, Bulawayo and Mashonaland East have marginal differences between LTR and LTTR, indicating a reduced reliance on untrained ECD teachers. Furthermore, none of the provinces has an ECD LTR that is within the recommended threshold (see Table 7.8). This means across the province, the ECD teachers are working with ‘oversized classes.’

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Table 7.8: ECD Teachers by Training, Learner to Teacher Ratio and Province, Number, Zimbabwe, 2020

Province Trained Teachers, No.

Total Teachers, No.

ECD Learners, No.

Learner to Teacher Ratios

Learner to Trained Teacher Ratios

Bulawayo 818 1164 26112 22 32

Harare 1280 1539 49530 32 39

Manicaland 1423 2770 110676 40 78

Mashonaland Central 710 1396 64187 46 90

Mashonaland East 1538 1845 73164 40 48

Mashonaland West 1212 1686 72612 43 60

Masvingo 1456 2023 93021 46 64

Matabeleland North 515 1031 41548 40 81

Matabeleland South 582 816 39819 49 68

Midlands 1498 2028 82461 41 55

Grand Total 11032 16298 653130 40 59

Figure 7.4: ECD Teachers by Learner to Teacher Ratios and Province, Zimbabwe, 2020

7.4 Primary School Teachers

As alluded to, Zimbabwe has 75 960 primary school teachers, of which, 97.77 percent are

trained. At provincial level, Mashonaland Central has the highest proportion (98.97

percent) of trained primary school teachers, followed by Masvingo with 98.48 percent.

Matabeleland North has the least proportion (96.29 percent) of trained primary school

teachers (see Table 7.9).

9081 78

68 64 60 5548

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Table 7.9: Primary School Teachers by Training and Province, Number and Percentage Zimbabwe, 2020

Province Primary School Teachers, No.

% Trained Trained Untrained Grand Total

Bulawayo 3 502 94 3 596 97.39

Harare 7 220 258 7 478 96.55

Manicaland 11 817 240 12 057 98.01

Mashonaland Central 6 350 66 6 416 98.97



Masvingo 10 628 164 10 792 98.48

Matabeleland North 4 201 162 4 363 96.29

Matabeleland South 3 991 67 4 058 98.35

Midlands 9 875 191 10 066 98.10

Grand Total 74 265 1 695 75 960 97.77

There are 56 566 primary school teachers in the rural areas, and 19 394 in urban areas, of which the proportion of the trained teachers in rural and urban areas are 98.00 percent and 97.09 percent respectively. There are more female primary school teachers than male ones irrespective of location and whether trained or not. However, the proportion of trained female primary teachers is higher (98.09 percent) in rural areas than in urban areas (97.33 percent) - see Table 7.10.

Table 7.10: Primary School Teachers by Training, Sex and Location, Number and Percentage, Zimbabwe, 2020

Trained, No. Untrained, No. Grand Total, No % Trained

Location Male Female Total Male Female Total Male Female Total Male Female Total

Rural 24 732 30 704 55 436 531 599 1 130 25 263 31 303 56 566 97.90 98.09 98.00

Urban 3 936 14 893 18 829 156 409 565 4 092 15 302 19 394 96.19 97.33 97.09

Grand Total 28 668 45 597 74 265 687 1 008 1 695 29 355 46 605 75 960 97.66 97.84 97.77

As shown in Table 7.11, the most common qualification among primary school teachers is a Diploma or Certificate in Education followed by graduates with teaching qualifications. Primary school teachers with a Diploma or Certificate in Education and Graduate with teaching qualification constitute 77.55 percent and 20.22 percent, respectively. The least likely qualifications among primary school teachers are ECD Para Professional and Other Qualifications. The former constitutes 0.64 percent and while the latter constitutes 0.01 percent. The proportion of female primary school teachers with different qualifications range from 53.82 percent among the primary school graduate without teaching qualifications to 70.45 percent for those with Para ECD Professional.

135

Table 7.11: Primary School Teachers by Qualification and Sex, Number and Percentage, Zimbabwe, 2020

Highest qualification Primary School Teachers, No.

% Total % Female Male Female Grand Total

Graduate with teaching qualification 6 781 8 580 15 361 20.22 55.86

ECD Para Professional 143 341 484 0.64 70.45

Graduate without teaching qualification 302 352 654 0.86 53.82

Non-Teaching Degree 239 309 548 0.72 56.39

Other Unqualified 3 6 9 0.01 66.67

Diploma or Certificate in Education 21 887 37 017 58 904 77.55 62.84

Grand Total 29 355 46 605 75 960 100.00 61.35

As portrayed graphically, the largest number (37 017) of female primary school teachers hold Diplomas or Certificates in Education, followed by 8 580 graduates with teaching qualification. Similarly, the largest number (21 887) of male primary school teachers have Diplomas or Certificates in Education, followed by 6 781 graduates with teaching qualifications (see Figure 7.5).

Figure 7.5: Primary School Teachers by Qualification and Sex, Number, Zimbabwe, 2020

There are 72 611 primary school teachers (28 188 males and 44 423 females) employed permanently by the Public Service Commission. The majority (56 766) of these hold Diplomas or Certificates in Education, followed by 14 631 graduates with teaching qualifications. Only 212 primary school teachers (93 males and 119 females) are employed by the Public Service Commission on contractual basis. The majority (156) of primary school teachers on PSC contract have Diplomas or Certificates in Education, followed by 31 graduates with teaching qualifications. There are 3 137 primary teachers on other type of employment other than PSC, of which, the majority (1 982) have Diplomas or

37

01

7

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80

35

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15 000

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25 000

30 000

35 000

40 000

Diploma orCertifate inEducation

Graduate withteaching

qualification

Graduate withoutteaching

qualification

Non-TeachingDegree

ECD ParaProfessional

Other Unqualified

Nu

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f Te

ach

ers


Female Male

136

Certificates in Education. Primary school teachers with a none teaching degree and other unqualified are more likely to be employed in other forms of employment. There are more female primary school teachers than male primary school teachers (across the types of employment) among holders of other qualifications (see Table 7.12).

Table 7.12: Primary School Teachers by Type of Employment, Sex and Qualification Status, Number, Zimbabwe, 2020

Highest Qualifications

Permanent PSC Contract PSC Other Grand Total


Graduate with teaching qualification 6 529 8 102 14 631 19 12 31 233 466 699 15 361

ECD Para Professional 110 252 362 1 3 4 32 86 118 484

Graduate without teaching qualification 258 264 522 5 6 11 39 82 121 654

Non-Teaching Degree 143 181 324 5 5 10 91 123 214 548

Other Unqualified 1 5 6 2 1 3 9

Diploma or Certificate in Education 21 147 35 619 56 766 63 93 156 677 1 305 1 982 58 904

Grand Total 28 188 44 423 72 611 93 119 212 1 074 2 063 3 137 75 960

As shown in Table 7.13, the majority (51 767) of primary school teachers constituting 68.15 percent have 10 years and above of teaching experience, followed by 4.70 percent with 6 years of teaching experience. There are significantly more female primary school teachers than male ones across the years of teaching experiences. The Gender disparities in teaching experience that are in favour of females are illustrated graphical in Figure 7.3.

Table 7.13: Primary School Teachers by Teaching Experience and Sex, Number and Percentage, Zimbabwe, 2020

Experience Primary School Teachers, No.


Less than one year 568 1 650 2 218 2.92

1 years 902 2 478 3 380 4.45

2 years 557 1 383 1 940 2.55

3 years 429 1 391 1 820 2.40

4 years 331 803 1 134 1.49

5 years 938 2 331 3 269 4.30

6 years 1 101 2 468 3 569 4.70

7 years 868 1 653 2 521 3.32

8 years 465 1 275 1 740 2.29

9 years 743 1 778 2 521 3.32

10 years and above 22 418 29 349 51 767 68.15

Not Stated 35 46 81 0.11

Grand Total 29 355 46 605 75 960 100.00

137

Figure 7.6: Primary School Teachers by Teaching Experience and Sex, Number, Zimbabwe, 2020

The majority of primary school teachers (70.02 percent) are substantive senior teachers, followed by 14.36 percent that are substantive teachers. The least proportion (0.05 percent) are relief primary school teachers. Female primary teachers are least likely to occupy senior substantive positions. The female primary school teachers holding temporary, ECD Para professional and other positions are in the following proportions; 61.09 percent, 94.26 percent and 58.89 percent, respectively (see Table 7.14). This gender disparity is exhibited in Figure 7.7, where the marginal numbers of females in higher substantive positions are hardly visible graphically.

Table 7.14: Primary School Teachers by Teacher Substantive Grade by Sex, Number and Percentage, Zimbabwe, 2020

Substantive Grade Primary School Teachers, No.

% Total % F Male Female Grand Total

Head 4 101 175 4 276 4.63 4.09

Deputy Head 3 076 114 3 190 3.46 3.57

Senior Teacher 63 354 1 242 64 596 70.02 1.92

Teacher 12 554 694 13 248 14.36 5.24

Teacher in-Charge 1 777 67 1 844 2.00 3.63

Temporary 100 157 257 0.28 61.09

Relief 28 22 50 0.05 44.00

ECD Para Professional 270 4 437 4 707 5.10 94.26

Other 37 53 90 0.10 58.89

Grand Total 85 297 6 961 92 258 100.00 7.55

16

50

24

78

13

83

13

91

80

3

23

31

24

68

16

53

12

75

17

78

29

34

9

56

8

90

2

55

7

42

9

33

1

93

8

11

01

86

8

46

5

74

3

22

41

8

0

5000

10000

15000

20000

25000

30000

35000

Less thanone year

1 years 2 years 3 years 4 years 5 years 6 years 7 years 8 years 9 years 10 yearsand above

Nu

mb

er o

f Te

ach

ers

Experience

Female Male

138

Figure 7.7: Primary School Teachers by Teacher Substantive Grade and Sex, Number, Zimbabwe, 2020

Nationally, the primary school Learner to Teacher Ratios (LTR) and Learner to Trained

Teacher Ratio (LTTR) are 38 and 39, respectively. The LTR for rural and urban are the

same (38), while the LTTR for urban marginally higher than the rural one (39 viz 38). -

see Table 7.7. The national primary school LTR and LTR for both rural and urban areas

are within the recommended threshold (LTR of 40 for primary schools)-see Table 7.15.

Table 7.15: Primary School Teachers, Learner to Teacher Ratio by Location, Zimbabwe, 2020

Location Trained Teachers, No. Total Teachers, No. Learners, no. LTR LTTR

Rural 55 436 56 566 2 126 639 38 38

Urban 18 829 19 394 743 096 38 39

Grand Total 74 265 75 960 2 869 735 38 39

At provincial level, primary school LTRs range from 33 in Bulawayo, to 43 in Harare. Mashonaland Central and Harare with primary school LTRs of respectively 42 and 43, are the only provinces with ratios that above the recommended LTR of 40. This means primary school teachers in Harare and Mashonaland Central on average are working with ‘over-sized’ classes (see Table 7.16).

Harare has the highest (44) primary school LTTR, followed by Mashonaland Central with 42. Bulawayo has the least (34) primary LTTR. As shown in Figure 7.16, all provinces exhibit marginal differences between LTR and LTTR, indicating minimal reliance on untrained primary school teachers

4 1

01

3 0

76

63

35

4

12

55

4 1 7

77

10

0

28

27

0 37

17

5

11

4

1 2

42

69

4 67

15

7 22

4 4

37 5

3

0

10 000

20 000

30 000

40 000

50 000

60 000

70 000

80 000

Head

Dep

uty H

ead

Senio

r Teache

r

Teacher

Teacher in

-Ch

arge

Temp

orary

Relief

ECD

Para P

rofessio

nal

Oth

er

Nu

mb

er o

f Te

ach

ers

Substantive Grade

Male Female

139

Table 7.16: Primary School Teachers and Learner to Teacher Ratio by Province, Number, Zimbabwe, 2020

Province Trained Teachers, No.

Total Teachers, No.

Primary School Learners, No.

Learner to Teacher Ratios

Learner to Trained Teacher Ratios

Bulawayo 3 502 3 596 119 171 33 34

Harare 7 220 7 478 318 150 43 44

Manicaland 11 817 12 057 449 046 37 38




Masvingo 10 628 10 792 377 440 35 36



Midlands 9 875 10 066 372 821 37 38

Grand Total 74 265 75 960 2 869 735 38 39

Figure 7.8: Primary School Teachers by Learner to Teacher Ratios and Province, Zimbabwe, 2020

7.5 Secondary School (Form 1-6) Teacher

As shown in Table 7.17, 89.18 percent of the 47 839 secondary school teachers in

Zimbabwe are trained. At provincial level, Matabeleland South has the highest

proportion (93.18 percent) of trained secondary school teachers, followed by Manicaland

with 92.14 percent. Harare has the least proportion (86.23 percent) of trained secondary

school teachers (see Table 7.17).

43 42 40 39 38 37 37 35 35 33

38

44 42 41 41 3

8 38 38 36 36 34

39

05

101520253035404550

Harare

Mash

on

aland

Cen

tral

Mash

on

aland

West

Matab

eleland

No

rth

Matab

eleland

Sou

th

Man

icaland

Mid

land

s

Mash

on

aland

East

Masvin

go

Bu

lawayo

Zimb

abw

e

Rat

io

Province

LTR LTTR

140

Table 7.17: Secondary School Teachers by Training and Province, Number and Percentage, Zimbabwe, 2020

Province Secondary School Teachers (Form 1-6) , No.

% Trained Trained Untrained Grand Total

Bulawayo 2 410 319 2 729 88.31

Harare 5 252 839 6 091 86.23

Manicaland 7 230 617 7 847 92.14

Mashonaland Central 3 020 437 3 457 87.36



Masvingo 5 408 678 6 086 88.86

Matabeleland North 2 375 296 2 671 88.92

Matabeleland South 2 240 164 2 404 93.18

Midlands 5 195 667 5 862 88.62

Grand Total 42 664 5 175 47 839 89.18

There are 32 181 secondary school teachers in the rural areas, and 15 658 in urban areas, of which, the proportions of the trained are 89.82 percent and 87.88 percent respectively. Furthermore, female secondary school teachers in both rural and urban are more likely to be trained than their male counterparts (see Table 7.18).

Table 7.18: Secondary School Teachers by Location, Training, and Sex, Number and Percentage, Zimbabwe, 2020

Location

Secondary School Teachers (Form 1-6), No. % Trained

Trained Untrained Grand Total


Rural 15 468 13 436 28 904 2 007 1 270 3 277 17 475 14 706 32 181 88.52 91.36 89.82

Urban 5 667 8 093 13 760 1 119 779 1 898 6 786 8 872 15 658 83.51 91.22 87.88

Grand Total 21 135 21 529 42 664 3 126 2 049 5 175 24 261 23 578 47 839 87.12 91.31 89.18

As shown in Table 7.19, the most likely highest qualification among secondary school teachers is a Diploma or Certificate followed by graduate with teaching qualification. Secondary school teachers with a Diploma or Certificate and graduates with teaching qualification constitute 46.54 percent and 42.64 percent, respectively. The least likely qualification among secondary school teachers is other (unqualified). The other (unqualified) constitutes 2.67 percent. The proportion of female secondary school teachers with different qualifications ranges from 38.82 percent among the secondary school graduates without teaching qualification to 52.25 percent for those with Diplomas or Certificates

141

Table 7.19: Secondary School Teachers by Qualification Status and Sex, Number and Percentage, Zimbabwe, 2020

Highest Qualification Secondary School Teachers, No.

% Total %Female Male Female Total

Diploma or Certificate 10 631 11 633 22 264 46.54 52.25

Graduate with Teaching Qualification 10 504 9 896 20 400 42.64 48.51

Graduate without Teaching Qualification 2 384 1 513 3 897 8.15 38.82

Other (unqualified) 742 536 1 278 2.67 41.94

Grand Total 24 261 23 578 47 839 100.00 49.29

As portrayed graphically, there are more female secondary school teachers with Diplomas or Certificates than their male counterparts. However, more male secondary school teachers have other qualifications (see Figure 7.9).

Figure 7.9: Secondary Teachers by Qualification Status and Sex, Number, Zimbabwe, 2020

In Zimbabwe, there are 42 680 secondary school teachers (21 179 males and 21 501 females) employed permanently by the Public Service Commission. The majority (20 437) of these hold Diplomas or Certificates, followed by 18 351 graduates with teaching qualifications. Only 113 secondary school teachers (55 males and 58 females) are employed by the Public Service Commission on contractual basis. The majority (42) of secondary school teachers on PSC contract have Diplomas or Certificates, followed by 33 graduates with teaching qualifications. There are also 5 046 secondary teachers on other type of employment (other than PSC), of which, the majority (2 016) are graduates with teaching qualifications (see Table 7.20).

10

63

1

10

50

4

2 3

84

74

2

11

63

3 9 8

96

1 5

13 5

36

0

2 000

4 000

6 000

8 000

10 000

12 000

14 000

Diploma or Certificate Graduate with TeachingQualification

Graduate without TeachingQualification

Other (unqualified)

Nu

mb

er o

f Te

ach

ers


Male Female

142

Table 7.20: Secondary School Teachers by Type of Employment, Sex and Qualification Status, Number, Zimbabwe 2020


Secondary School Teachers (Form 1-6), Type of Employment, No.

Permanent PSC Contract PSC Other Grand Total Male Female Total Male Female Total Male Female Total

Diploma or Certificate 9 520 10 917 20 437 19 23 42 1 092 693 1 785 22 264

Graduate with Teaching Qualification 9 370 8 981 18 351 16 17 33 1 118 898 2 016 20 400

Graduate without Teaching Qualification 1 761 1 175 2 936 14 11 25 609 327 936 3 897

Other (unqualified) 528 428 956 6 7 13 208 101 309 1 278

Grand Total 21 179 21 501 42 680 55 58 113 3 027 2 019 5 046 47 839

As shown in Table 7.21, the majority (56.93 percent) of secondary school teachers have 10 years and above of teaching experience, followed by 6.70 percent with 8 years teaching experience. There are marginal differences in teaching experiences between male and female secondary school teachers (Table 7.21 and Figure 7.10).

Table 7.21: Secondary School Teachers by Teaching Experience, Number and Percentage, Zimbabwe, 2020

Experience Secondary School Teachers (Form 1-6)


Less than one year 816 872 1 688 3.53

1 years 1 128 1 234 2 362 4.94

2 years 715 820 1 535 3.21

3 years 525 560 1 085 2.27

4 years 510 502 1 012 2.12

5 years 1 030 932 1 962 4.10

6 years 1 156 1 230 2 386 4.99

7 years 1 320 1 434 2 754 5.76

8 years 1 431 1 772 3 203 6.70

9 years 1 108 1 477 2 585 5.40

10 years and above 14 512 12 724 27 236 56.93

Not Stated 10 21 31 0.06

Grand Total 24 261 23 578 47 839 100.00

143

Figure 7.10: Secondary School Teachers by Teaching Experience, Number, Zimbabwe, 2020

The majority (76.67 percent) of secondary school teachers are substantive senior teachers, followed by 16.75 percent that are substantive teachers. The least proportion of 0.06 percent are relief secondary school teachers. Female secondary teachers are least likely to occupy senior substantive positions (Head, Deputy Head and Teacher-In-Charge). Female secondary school teachers are more likely to be substantive senior teachers and teachers, in comparison to their male counterparts (see Table 7.22). Gender disparities is exhibited in Figure 7.11, where women are more visible for middle-level substantive positions (teacher and senior teacher).

Table 7.22: Secondary School Teachers by Teacher Substantive Grade and Sex, Number and Percentage, Zimbabwe, 2020

Substantive Grade Secondary School Teachers, No. % of Total

% Female Male Female Total Male Female Total

Head 1 275 283 1 558 5.26 1.20 3.26 18.16

Deputy Head 639 209 848 2.63 0.89 1.77 24.65

Teacher in-Charge 291 196 487 1.20 0.83 1.02 40.25

Senior Teacher 18 007 18 671 36 678 74.22 79.19 76.67 50.91

Teacher 3 897 4 114 8 011 16.06 17.45 16.75 51.35

Relief 18 9 27 0.07 0.04 0.06 33.33

Temporary 104 73 177 0.43 0.31 0.37 41.24

Other 30 23 53 0.12 0.10 0.11 43.40

Grand Total 24 261 23 578 47 839 100.00 100.00 100.00 49.29

81

6

1 1

28

71

5

52

5

51

0

1 0

30

1 1

56

1 3

20

1 4

31

1 1

08

14

51

2

87

2

1 2

34

82

0

56

0

50

2

93

2

1 2

30

1 4

34

1 7

72

1 4

77

12

72

4

0

2 000

4 000

6 000

8 000

10 000

12 000

14 000

16 000

18 000

Less thanone year

1 years 2 years 3 years 4 years 5 years 6 years 7 years 8 years 9 years 10 yearsand above

Nu

mb

er o

f Te

ach

ers

Experience

Male Female

144

Figure 7.11: Secondary School Teachers by Teacher Substantive Grade and Sex, Number, Zimbabwe, 2020

7.6 Secondary School Learner (Form 1-6) -Teacher Ratios

At national level, secondary school Learner to Teacher Ratio (LTR) and Learner to

Trained Teacher Ratio (LTTR) are 24 and 27, respectively. Rural and urban secondary

school LTR are respectively 24 and 23, while the LTTR is 27 for rural and 26 for urban.

There are marginal differences in the LTR for the two domains, and the same is true for

LTTRs (see Table 7.15).

Table 7.23: Secondary School (Form 1-6) Learner to Teacher Ratio by Location, Number, Zimbabwe, 2020

Location Teachers, No.

Learners, No. LTR LTTR Trained Teachers Total Teachers

Rural 28 904 32 181 778 676 24 27

Urban 13 760 15 658 358 502 23 26

Grand Total 42 664 47 839 1 137 178 24 27

At provincial level, secondary school LTRs range from 21 in Bulawayo, to 26 in Masvingo and Midlands. Mashonaland Central has highest (29) secondary school LTTR, followed by Midlands and Masvingo with 28 each. Bulawayo has the least LTTR of 24. As shown in Figure 7.24 all provinces exhibit marginal differences between LTR and LTTR.

1 2

75

63

9

29

1

18

00

7

3 8

97

18

10

4 30

28

3

20

9

19

6

18

67

1

4 1

14

9

73 23

0

2 000

4 000

6 000

8 000

10 000

12 000

14 000

16 000

18 000

20 000

Head Deputy Head Teacher in-Charge

SeniorTeacher

Teacher Relief Temporary Other

Nu

mb

er o

f Te

ach

ers

Substantive Grade

Male Female

145

Table 7.24: Secondary School (Form 1-6) Teachers and Learner to Teacher Ratio by Province, Number, Zimbabwe, 2020

Province

Secondary School (Form 1-6) Teachers, No Secondary Learners

(Form 1-6), No Learner to Teacher Ratios

Learner to Trained Teacher Ratios Trained

Teachers Total Teachers

Bulawayo 2 410 2 729 58 555 21 24

Harare 5 252 6 091 139 330 23 27

Manicaland 7 230 7 847 182 431 23 25




Masvingo 5 408 6 086 151 616 25 28



Midlands 5 195 5 862 144 786 25 28

Grand Total 42 664 47 839 1 137 178 24 27

Figure 7.12: Distribution of Secondary School Teachers’ Learner to Teacher Ratio, Zimbabwe, 2020

7.7 Conclusion

The current teacher establishment in Zimbabwe is at 16 298 for ECD, 75 960 for primary schools and 47 841 for secondary schools. In 2016, the teacher establishments for ECD,

25

.70

24

.91

24

.70

23

.89

23

.95

22

.87

23

.80

23

.25

21

.96

21

.46

23

.77

29

.41

28

.04

27

.87

27

.11

26

.54

26

.53

25

.54

25

.23

24

.69

24

.30

26

.65

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

Rat

ios

Province

LTR LTTR

146

primary and secondary school were 14 006, 72 410 and 45 326, respectively. During the period 2016-2020, the number of teachers increased annually, save for 2017 that had a drop in the number of primary school teachers, and 2020 that witnessed a noticeable drop in the number of both ECD and secondary school teachers. The proportion of trained ECD teachers, primary school teachers and secondary school teachers are 67.69 percent, 97.77 percent and 89.18 percent, respectively. At national level, the ECD Learner to Teacher Ratios (LTR) and Leaner to Trained Teacher Ratio (LTTR) are 40 and 59, respectively, LTR and LLTR for nation and respective domains (rural and urban) are well above the recommended LTR of 20 for ECD. Nationally, the primary school Learner to Teacher Ratios (LTR) and Learner to Trained Teacher Ratio (LTTR) are 38 and 39, respectively. The LTR for rural and urban are the same (38), while the LTTR for urban marginally higher than the rural one (39 viz 38). LTR for both rural and urban areas are within the recommended threshold (LTR of 40 for Primary Schools). At national level, secondary school Learner to Teacher Ratio (LTR) and Learner to Trained Teacher Ratio (LTTR) are 24 and 27, respectively. Rural and urban LTR are respectively 24 and 27, while the LTTR is 27 for rural and 26 for urban.

147

CHAPTER 8: Internal Efficiency in the Education System

This chapter examines the internal efficiency in the educational system of Zimbabwe.

Internal efficiency of an education systems concerns the optimal use of resources (inputs)

in producing outputs4. The key measures of internal efficiency of an education system

considered for this report are i) Repetition Rate5 (RR) or Percentage of Repeaters ii)

Dropout Rate6 (DR), Promotion Rate7 (PR), Transition Rates8 (TR), Survival Rate9 (SR)

and Completion Rate (CR).

8.1 Repetition

The purpose of computing percentage of repeaters is to assess the magnitude of learners

from the cohort that are repeating a grade and its effect on internal efficiency of

educational system. The percentage of primary school repeaters is 0.40 percent (the

lowest over the period 2016-2020). In 2016, the percentage of primary school repeaters

was 0.91 percent. During the period 2016-2019, the proportions of primary school

repeaters were oscillating between 0.66 to 0.96 percent.

The percentage of secondary school repeaters is 0.84 percent. In 2016 the percentage of

secondary school repeaters was 1.76 percent. Since then, the percentages of secondary

school repeaters continuously decreased on annual basis, reaching a low of 0.84 percent

in 2020 (see Table 8.1).

4 https://learningportal.iiep.unesco.org/en/glossary/internal-efficiency

5 Repetition rate is the proportion of learners from a cohort enrolled in a given grade at a given school year who study the same grade in the following year. Source: UNESCO: Education Indicators -Technical Guidelines, 2009

6 Dropout rate is a proportion of learners from a cohort enrolled in a given school year who no longer enrolled in the following year. Source: ibid

7 Promotion rate is the proportion of learners from a cohort in a given year at a given school year who study in the next grade in the following year. Source: ibid

8 Transition rate is the number of learners admitted into the first grade of a high level of education in a given year, expressed as a percentage of the number of learners enrolled in the final grade of the lower grade. Source: ibid

9 Survival rate is the percentage of a cohort of learners enrolled in first grade of a given level or cycles of education in a given school year who are expected to reach successive grades: Source ibid

148

Table 8.1: Repeaters by Level of Education and Sex, Number and Percentage, Zimbabwe, 2016-2020

Year Primary (including ECD) Secondary (Form 1-6) Grand

Total % repeaters

Primary % repeaters Secondary Male Female Total Male Female Total

2016 16 228 13 115 29 343 10 615 8 086 18 701 48 044 0.91 1.76

2017 17 852 13 905 31 757 8 077 7 578 15 655 47 412 0.96 1.46

2018 14 356 10 887 25 243 6 639 5 961 12 600 37 843 0.75 1.16

2019 12 687 9 953 22 640 5 610 5 283 10 893 33 533 0.66 0.97

2020 7 444 6 503 13 947 5 690 3 823 9 513 23 460 0.40 0.84

Figure 8.1 presents the trends (in percentages) of primary and secondary school repeaters.

As depicted on the graph, the proportions of secondary school repeaters were above

those of primary schools throughout the period 2016-2020.

Figure 8.1: Percentage Repeaters by Level of Education, Zimbabwe, 2016-2020

As shown in Table 8.2, Grade 2 has the highest proportion (0.69 percent) of male primary

school repeaters, followed by Grade 3 with 0.51 percent. Grade 7 has the least proportion

of male primary school repeaters. The highest proportion (0.59 percent) of female

primary school repeaters are in Grade 2, followed by ECD B with 0.53 percent. Grade 7

has the least proportion (0.15 percent) of female primary school repeaters. Overall, the

proportions of primary school repeaters range from 0.17 in Grade 7 to 0.64 percent in

Grade 2. ECD A and B have gender disparities in favour of females (GPIs of 1.04 and

1.69), while the rest of the grades have gender disparities in favour males (GPIs ranging

from 0.69 to 0.85). This resonates well with the graphical illustration of the numbers of

male and female repeaters in primary schools (Figure 8.2).

0.91 0.96

0.750.66

0.40

1.76

1.46

1.16

0.970.84

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40

1.60

1.80

2.00

2016 2017 2018 2019 2020

% R

epea

ters

Year

% repeaters Primary % repeaters Secondary

149

Table 8.2: Primary Education Level Repeaters as a Percentage of Enrolment by Sex, GPI and Grade, Number and Percentage, Zimbabwe, 2020

Figure 8.2: Percentage Repeaters by Grade and Sex, Primary Schools, Zimbabwe, 2020

As shown in Table 8.3, Form 3 has the highest proportion (2.52 percent) of male secondary

school repeaters, followed by Form 4 with 1.65 percent. Form 1 has the least proportion

(0.05 percent) of male primary school repeaters. The highest proportion (1.48 percent) of

female secondary school repeaters are in Form 4, followed by Form 3 with 1.26 percent.

Form 1 has the least proportion (0.04 percent) of female secondary school repeaters.

Overall, the proportions of primary school repeaters range from 0.04 in Form 1 to 1.89

percent in Form 3. There are gender disparities of repeaters that are in favour of males in

all the Forms (GPIs ranging from 0.50 to 0.91). This augurs well with the graphical

illustration of the numbers of male and female repeaters in secondary schools (Figure

8.3).

0.2

6

0.3

1

0.4

3

0.6

9

0.5

1

0.4

3

0.4

3

0.4

3

0.1

9

0.4

2

0.2

7

0.5

3

0.3

2

0.5

9

0.4

3 0.3

5

0.3

4 0.3

0

0.1

5

0.3

7

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

ECD A ECD B Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grand Total

% R

epea

ters

Grade

Male Female

Grade Repeaters, No. Enrolment % Repeaters


ECD A 390 405 795 150 051 149 947 299 998 0.26 0.27 0.27 1.04

ECD B 553 924 1 477 177 441 175 691 353 132 0.31 0.53 0.42 1.69

Grade 1 1 014 724 1 738 235 138 229 779 464 917 0.43 0.32 0.37 0.73

Grade 2 1 558 1 310 2 868 227 085 223 472 450 557 0.69 0.59 0.64 0.85

Grade 3 1 130 937 2 067 220 223 219 273 439 496 0.51 0.43 0.47 0.83

Grade 4 879 734 1 613 206 334 208 876 415 210 0.43 0.35 0.39 0.82

Grade 5 825 666 1 491 192 026 193 641 385 667 0.43 0.34 0.39 0.80

Grade 6 776 540 1 316 180 284 182 769 363 053 0.43 0.30 0.36 0.69

Grade 7 319 263 582 170 783 173 316 344 099 0.19 0.15 0.17 0.81

Grand Total 7 444 6 503 13 947 1759 365 1756 764 3516 129 0.42 0.37 0.40 0.87

150

Table 8.3: Secondary Education Level Repeaters as a Percentage of Enrolment by Sex, GPI and Form, Zimbabwe, 2020

Grade Repeaters, No. Enrolment % Repeaters


Form 1 70 51 121 135 575 142 661 278 236 0.05 0.04 0.04 0.69

Form 2 421 401 822 131 007 137 246 268 253 0.32 0.29 0.31 0.91

Form 3 3 184 1 626 4 810 126 174 128 568 254 742 2.52 1.26 1.89 0.50

Form 4 1 958 1 702 3 660 118 440 115 284 233 724 1.65 1.48 1.57 0.89

Lower 6 28 20 48 26 432 26 056 52 488 0.11 0.08 0.09 0.72

Upper 6 29 23 52 25 033 23 808 48 841 0.12 0.10 0.11 0.83

Grand Total 5 690 3 823 9 513 562 661 573 623 1 136 284 1.01 0.67 0.84 0.66

Figure 8.3: Percentage Repeaters by Form and Sex, Secondary Schools, Zimbabwe, 2020

As shown in Table 8.4, the total number of repeaters at ECD, primary (G1-7) and secondary levels of education are 2 272, 11 675 and 9 513, respectively. Masvingo, Midlands and Harare have the largest number of ECD, primary and secondary repeaters (587, 3 338 and 3 303, respectively). On the contrary, Matabeleland South, Bulawayo and Manicaland have the least numbers of repeaters in ECD (15), primary school (105) and secondary (398), respectively.

0.0

5

0.3

2

2.5

2

1.6

5

0.1

1

0.1

2

1.0

1

0.0

4

0.2

9

1.2

6

1.4

8

0.0

8

0.1

0

0.6

7

0.00

0.50

1.00

1.50

2.00

2.50

3.00

Form 1 Form 2 Form 3 Form 4 Lower 6 Upper 6 Total

% R

epea

ters

Form

Male Female

151

Table 8.4 : Repeaters by Level of Education, Sex and Province, Number and Percentage, Zimbabwe, 2020

Province

Repeaters, No.

ECD A and B Grade 1-7 Form 1-6


Bulawayo 44 37 81 55 50 105 255 276 531

Harare 34 34 68 192 163 355 2 443 860 3 303

Manicaland 68 56 124 240 218 458 215 183 398




Masvingo 101 486 587 837 657 1 494 431 392 823



Midlands 258 309 567 1 802 1 536 3 338 773 723 1 496

Grand Total 943 1 329 2 272 6 501 5 174 11 675 5 690 3 823 9 513

In proportional and comparative terms, Midlands has the highest proportion (0.69 percent) of EDC repeaters, whilst Matabeleland South has the least (0.04 percent). Similarly, the proportion of primary school repeaters, range from 0.09 percent in Bulawayo to 0.90 percent in Midlands. The highest proportions of secondary school repeaters are in Harare (2.38 percent), while the lowest is in Manicaland (0.22 percent) -see Table 8.5.

Table 8.5: Percentage of Repeaters by Level of Education, Sex and Province, Zimbabwe, 2020

Province ECD A and B Grade 1-7 Form 1-6


Bulawayo 0.34 0.28 0.31 0.09 0.08 0.09 0.93 0.88 0.91

Harare 0.14 0.14 0.14 0.12 0.10 0.11 3.60 1.21 2.38

Manicaland 0.12 0.10 0.11 0.11 0.10 0.10 0.23 0.20 0.22




Masvingo 0.22 1.05 0.63 0.44 0.35 0.40 0.57 0.52 0.54



Midlands 0.62 0.75 0.69 0.97 0.82 0.90 1.10 0.97 1.03

Grand Total 0.29 0.41 0.35 0.45 0.36 0.41 1.01 0.67 0.84

The disparities in the percentage distribution of repeaters are visually illustrated in Figure 8.4. In all provinces, the proportions of repeaters are higher at secondary level of education than in either at ECD or primary levels, save Mashonaland East and Masvingo.

152

Figure 8.4: Percentage of Repeaters by Level of Education and Province, Number, Zimbabwe, 2020

8.2 Dropouts

Dropouts are the learners from a cohort enrolled in a given grade at a given school

calendar who no longer enroll in the following year. In Zimbabwe, the proportion of

primary and secondary school dropouts are 0.53 percent and 3.28 percent, respectively.

The proportion of primary school dropouts declined annually from the high of 0.90

percent in 2016 to the low of 0.53 percent in 2020. During the same period, 2017 had the

highest proportion of 3.99 percent secondary school dropouts, while 2019 had the lowest

proportion (3.09 percent). During the period 2016-2020, males constituted the majority of

yearly dropouts at primary level of education, whilst the majority of dropouts at

secondary level of education were females (see Table 8.6).

Table 8.6: Dropouts by Level of Education, Number and Percentage, Zimbabwe, 2016-2020

Year Primary Secondary Grand

Total % Dropouts

Primary % Dropouts Secondary Male Female Total Male Female Total

2016 15 588 13 715 29 303 18 174 21 468 39 642 68 945 0.90 3.72

2017 14 941 12 708 27 649 19 687 23 272 42 959 70 608 0.84 3.99

2018 11 070 9 330 20 400 16 423 20 658 37 081 57 481 0.61 3.41

2019 10 058 8 401 18 459 15 630 19 178 34 808 53 267 0.54 3.09

2020 9 746 8 904 18 650 15 551 21 698 37 249 55 899 0.53 3.28

0.3

1

0.1

4

0.1

1

0.4

7

0.2

3

0.3

5

0.6

3 0.2

6

0.0

4

0.6

9 0.3

50.0

9

0.1

1

0.1

0

0.5

7

0.4

7

0.4

9

0.4

0

0.6

3 0.1

6

0.9

0 0.41

0.9

1

2.3

8

0.2

2

0.6

3

0.3

8

0.6

9

0.5

4

0.8

7

0.9

3

1.0

3

0.8

4

0.000.501.001.502.002.503.003.50

Bu

lawayo

Harare

Man

icaland

Mash

on

aland

Cen

tral

Mash

on

aland

East

Mash

on

aland

We

st

Masvin

go

Matab

eleland

No

rth

Matab

eleland

Sou

th

Mid

land

s

Zimb

abw

e

% R

epea

ters

Province


153

Figure 8.5 depicts graphically the proportions of primary and secondary school dropouts during the period 2016-2020. As shown on the line graph, the proportions of dropouts at secondary level of education were well above those at primary level during each calendar year. In 2020, the proportion of dropouts increased for secondary schools whilst it dropped for primary schools.

Figure 8.5: Percentage Dropout by Level of Education, Zimbabwe, 2016-2020

The highest proportion of drop outs in primary school were males and females who

absconded (43.94 percent for males and 39.99 percent for female. On the contrary, the

lowest proportions (0.15 percent and 0.29 percent) of male and female primary school

dropouts, respectively were expelled from school. Overall, the highest proportion of

42.05 percent primary school dropouts absconded, while the least proportion of 0.22

percent was expelled from school. The second highest proportions of 36.63 percent for

males and 36.00 percent for females dropped out of school as a result of financial

constraints (see Table 8.7).

0.90 0.840.61 0.54 0.53

3.723.99

3.41

3.093.28

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

2016 2017 2018 2019 2020

% D

rop

ou

ts

Year

% Dropouts Primary % Dropouts Secondary

154

Table 8.7: Primary School Dropouts by Reasons, Number and Percentage, Zimbabwe, 2020

Reason Dropouts, No. % of Total


Absconded 4 282 3 561 7 843 43.94 39.99 42.05 45.40

Death 413 348 761 4.24 3.91 4.08 45.73

Expulsion 15 26 41 0.15 0.29 0.22 63.41

Illness 175 198 373 1.80 2.22 2.00 53.08

Marriage 21 336 357 0.22 3.77 1.91 94.12

Other 542 487 1 029 5.56 5.47 5.52 47.33

Pregnancy 6 187 193 0.06 2.10 1.03 96.89

Financial 3 570 3 205 6 775 36.63 36.00 36.33 47.31

Learners with Special Needs 464 402 866 4.76 4.51 4.64 46.42

Child labour 258 154 412 2.65 1.73 2.21 37.38

Grand Total 9 746 8 904 18 650 100.00 100.00 100.00 47.74

Figure 8.6 graphically depicts the disparities between males and females across the reasons for dropping out of primary school. More males than females were more likely to drop out of primary school due to abscondment, financial constraints, death, child labour, special needs and other. On the contrary, more females were more likely to drop out of primary school as a result of illness, marriage, pregnancy and expulsions.

Figure 8.6: Primary School Percentage Dropouts by Reasons, Zimbabwe, 2020

The highest proportions (50.14 percent and 32.23 percent, respectively) of male and

female secondary school dropped out of school on financial grounds. On the contrary,

the lowest proportions (0.23 percent for males and 0.16 percent for females), respectively,

dropped out of school as a result of expulsion. Overall, the highest proportion (39.71

0.15

0.06

0.22

1.80

2.65

4.24

4.76

5.56

36.63

43.94

0.29

2.10

3.77

2.22

1.73

3.91

4.51

5.47

36.00

39.99

0.00 5.00 10.00 15.00 20.00 25.00 30.00 35.00 40.00 45.00 50.00

Expulsion

Pregnancy

Marriage

Illness

Child labour

Death

Learners with Special Needs

Other

Financial

Absconded

% Dropouts

Rea

son

Female Male

155

percent) of secondary school learners dropped out of school on financial grounds, while

the least proportion (0.19 percent) was expelled from school. The second highest

proportions (35.86 percent for males, 22.86 percent for females), respectively, absconded

and got married. It is also important to note that, the third highest proportion of female

secondary dropped out of school after falling pregnant (see Table 8.8).

Table 8.8: Secondary School Dropouts by Reasons, Number and Percentage, Zimbabwe, 2020

Reason Dropouts, No. % of Total


Absconded 5 577 3 687 9 264 35.86 16.99 24.87 39.80

Death 193 161 354 1.24 0.74 0.95 45.48

Expulsion 36 35 71 0.23 0.16 0.19 49.30

Illness 121 169 290 0.78 0.78 0.78 58.28

Marriage 371 4 960 5 331 2.39 22.86 14.31 93.04

Other 845 762 1 607 5.43 3.51 4.31 47.42

Pregnancy 93 4 583 4 676 0.60 21.12 12.55 98.01

Financial 7 798 6 993 14 791 50.14 32.23 39.71 47.28

Learners with Special Needs 257 171 428 1.65 0.79 1.15 39.95

Child labour 260 177 437 1.67 0.82 1.17 40.50

Grand Total 15 551 21 698 37 249 100.00 100.00 100.00 58.25

Figure 8.7 graphically depicts the disparities between males and females across the reasons for dropping out of secondary school. More males than females dropped out of secondary school due to financial constraints, abscondment, child labour, special needs, death, and expulsion. On the contrary, more females dropped out of schools as a result of marriage and pregnancy.

Figure 8.7: Secondary Level Percentage Dropout by Reason, Zimbabwe, 2020

0.23

0.78

1.24

1.65

1.67

5.43

0.60

2.39

35.86

50.14

0.16

0.78

0.74

0.79

0.82

3.51

21.12

22.86

16.99

32.23

0.00 10.00 20.00 30.00 40.00 50.00 60.00

Expulsion

Illness

Death

Learners with Special Needs

Child labour

Other

Pregnancy

Marriage

Absconded

Financial

% Dropout

Rea

son

Female Male

156

8.3 Promotion, Repetition and Dropout Rates

Promotion measures the performance of the education system in promoting learners

from a cohort from grade to grade and its effect on internal efficiency of the educational

system.

The total number of promotions at primary level of education was 2 666 260 (1 339 507 females, 1 326 753 males). At secondary level of education, the total number of promotions was 878 656 (442 190 females, 436 466 males). The total number of primary school repeaters was 11 675 (5 174 females, 6 501 males), while the total number of secondary school repeaters is 9 513, of which 3 823 are females and 5 690 are males (see Table 8.9)

Table 8.9: Enrolments, Repeaters and Promotion by Grade/ Form, Number, Zimbabwe 2019 and 2020

Grade /Form Enrolment 2019 Enrolment 2020 Repetition 2020, No. Promotion 2020, No.

Female Male Total Female Male Total Female Male Total Female Male Total

Grade 1 227 274 234 823 462 097 229 779 235 138 464 917 724 1 014 1 738 222 162 225 527 447 689

Grade 2 221 202 225 125 446 327 223 472 227 085 450 557 1 310 1 558 2 868 218 336 219 093 437 429

Grade 3 212 612 211 843 424 455 219 273 220 223 439 496 937 1 130 2 067 208 142 205 455 413 597

Grade 4 194 793 194 671 389 464 208 876 206 334 415 210 734 879 1 613 192 975 191 201 384 176

Grade 5 184 202 184 253 368 455 193 641 192 026 385 667 666 825 1 491 182 229 179 508 361 737

Grade 6 180 313 180 178 360 491 182 769 180 284 363 053 540 776 1 316 173 053 170 464 343 517

Grade 7 165 571 163 294 328 865 173 316 170 783 344 099 263 319 582 142 610 135 505 278 115

Total Primary 1 385 967 1 394 187 2 780 154 1 431 126 1 431 873 2 862 999 5 174 6 501 11 675 1 339 507 1 326 753 2 666 260

Form 1 141 321 133 953 275 274 142 661 135 575 278 236 51 70 121 136 845 130 586 267 431

Form 2 133 113 128 160 261 273 137 246 131 007 268 253 401 421 822 126 942 122 990 249 932

Form 3 128 367 127 700 256 067 128 568 126 174 254 742 1 626 3 184 4 810 113 582 116 482 230 064

Form 4 112 339 118 581 230 920 115 284 118 440 233 724 1 702 1 958 3 660 26 036 26 404 52 440

Total 1-4 515 140 508 394 1023 534 523 759 511 196 1034 955 3 780 5 633 9 413 403 405 396 462 799 867

Lower 6 24 978 25 851 50 829 26 056 26 432 52 488 20 28 48 23 785 25 004 48 789

Upper 6 23 596 26 032 49 628 23 808 25 033 48 841 23 29 52 15 000 15 000 30 000

Total 5-6 48 574 51 883 100 457 49 864 51 465 101 329 43 57 100 38 785 40 004 78 789

Total Secondary 563 714 560 277 1 123 991 573 623 562 661 1 136 284 3 823 5 690 9 513 442 190 436 466 878 656

As shown in Table 8.10, the promotion rate for Form 5 (22.71 percent) is well below the promotion rates of other Grades/Forms, which have promotion rates ranging from 84.57 percent in Form 1 to 98.64 percent in Grade 5. The low promotion rates at Form 5, are a result of strict selection process (bottle neck) for learners who transit Form 4 to upper secondary. As alluded to earlier, passing ‘O Level is a requisite for one to qualify for Advanced Level of education.

Form 4 has the highest (1.88 percent) repetition rate, followed by Form 5, with a repetition rate of 1.58 percent. Form 2 has the least (0.04 percent) repetition rate.

157

Form 5 and Form 1 with dropout rates of respectively, 75.71 percent and 15.25 percent, are not comparable to the dropout rates of the other Forms/Grades, which range from 0.94 percent in Grade 5 to 8.28 percent in Form 4 (see Table 8.10).

Table 8.10: Promotion, Repetition and Dropout Rates by Grade/Form, Zimbabwe, 2019 and 2020

Promotion 2019 to 2020 Repetition 2020 Dropout 2020


To Grade 2 96.04 97.75 96.88 0.43 0.32 0.38 3.53 1.93 2.74

To Grade 3 97.32 98.70 98.01 0.69 0.59 0.64 1.99 0.70 1.35

To Grade 4 96.98 97.90 97.44 0.53 0.44 0.49 2.48 1.66 2.07

To Grade 5 98.22 99.07 98.64 0.45 0.38 0.41 1.33 0.56 0.94

To Grade 6 97.42 98.93 98.18 0.45 0.36 0.40 2.13 0.71 1.42

To Grade 7 94.61 95.97 95.29 0.43 0.30 0.37 4.96 3.73 4.34

To Form 1 82.98 86.13 84.57 0.20 0.16 0.18 16.82 13.71 15.25

To Form 2 97.49 96.83 97.15 0.05 0.04 0.04 2.46 3.13 2.81

To Form 3 95.97 95.36 95.66 0.33 0.30 0.31 3.71 4.33 4.03

To Form 4 91.22 88.48 89.85 2.49 1.27 1.88 6.29 10.25 8.28

To Form 5 22.27 23.18 22.71 1.65 1.52 1.58 76.08 75.31 75.71

To Form 6 96.72 95.22 95.99 0.11 0.08 0.09 3.17 4.70 3.92

Figure 8.8 illustrates the gender disparities in dropout rates at both primary and

secondary level of education. As shown on the graph, the proportions of females

dropping out of secondary school (save for Form 5) are higher than the proportions of

their male counterparts. In contrast, the proportions of males dropping out of primary

school are higher than the proportions of their female counterparts.

Figure 8.8: Dropout Rates by Grade/Form and Sex, Percentage, Zimbabwe, 2020

Figure 8.9 illustrates the gender disparities in promotion rates at both primary and

secondary level of education. As shown on the graph, there are marginal gender

3.5

3

1.9

9

2.4

8

1.3

3

2.1

3

4.9

6

16

.82 2

.46

3.7

1

6.2

9

76

.08

3.1

7

1.9

3

0.7

1.6

6

0.5

6

0.7

1

3.7

3

13

.71 3

.13

4.3

3

10

.25

75

.31

4.7

0.0010.0020.0030.0040.0050.0060.0070.0080.0090.00

100.00

Dro

po

ut

Rat

e

Grade/Form

Male Female

158

disparities in promotion rates that are in favour of females across all primary school

grades, and first years of Lower and Upper Secondary. However, the gender disparities

are in favour of males in Form 2, 3, 4 and 6.

Figure 8.9: Promotion Rate by Grade/ Form and Sex, Percentage, 1212Zimbabwe, 2020

8.4 Transition Rates

Transition conveys information on the degree of access or transition from one cycle or

level of education to a higher one. Table 8.12 presents transition rates from Grade 7 to

Form 1 and From Form 4 to Lower 6 and corresponding GPIs. The national transition rate

from Grade 7 to Form 1 is 84.57 percent (82.98 percent for males, 86.13 percent for

females). During the period 2015-2019, the transitions rates from Grade 7 to Form 1 were

oscillating between 78.65 percent to 82.16 percent, reaching the high of 84.57 percent in

year 2019 to 2020. There was gender parity (GPIs ranging from 1.01 to 1.03) relative to the

transition rates for the period 2015-2018. Thereafter, there were slight gender disparities

(GPI of 1.04) in favour of females.

Nationally, the transition rate from Form 4 to Form 5 is 22.71 percent (22.27 percent for

males, 23.18 percent for females). During the period 2015-2019, the transitions rates From

Form 4 to Form 5 were oscillating between 22.31 percent and 25.15 percent. In 2020, the

transition rate dropped to 22.71 percent. Transition rates (from Form 4 to Form 5) for the

period 2015-2017 exhibited gender disparities that were in favour of males (GPIs ranging

from 0.88 to 0.93). In the year 2018-2019 there was parity (GPI of 1.03), followed a slight

gender disparity (GPI of 1.04) in favour of females (see Table 8.12).

96

.04

97

.32

96

.98

98

.22

97

.42

94

.61 82

.98

97

.49

95

.97

91

.22

22

.27

96

.72

97

.75

98

.7

97

.9

99

.07

98

.93

95

.97

86

.13

96

.83

95

.36

88

.48

23

.18

95

.22

0.00

20.00

40.00

60.00

80.00

100.00

120.00

Pro

mo

tio

n R

ate

Grade/Form

Male Female

159

Table 8.11: Transition Rates, Grade 7 to Form 1 and Form 4 to Form 5, by Sex and GPI, Percentage, Zimbabwe 2015-2016 to 2019 – 2020

Transition Rate, % GPI Transition Rate, % GPI

Years From Grade 7 to Form 1 From Form 4 to Lower 6


2015 to 2016 80.27 81.16 80.72 1.01 24.08 21.30 22.73 0.88

2016 to 2017 77.88 79.41 78.65 1.02 23.18 21.41 22.31 0.92

2017 to 2018 78.87 80.96 79.92 1.03 24.28 22.58 23.44 0.93

2018 to 2019 80.70 83.59 82.16 1.04 24.84 25.49 25.15 1.03

2019 to 2020 82.98 86.13 84.57 1.04 22.27 23.18 22.71 1.04

Figure 8.10 comparatively illustrates transition rates (from Grade 7 to Form 1 that is,

transitioning from a primary education cycle to lower secondary cycle) and (from Form

4 to Form 5, that is, transitioning from lower secondary into upper secondary). As

portrayed graphically, Grade 7 to Form 1, transition rates are predominantly higher than

Form 4 to Form 5 rates throughout the period 2015-2020. Notably, in 2020, Grade 7 to Form

1, transition rate increased, while it decreased for Form 4 to Form 5 transition.

Figure 8.10: Transition Rates, Grade 7 to Form 1 and Form 4 to Form 5, by Sex, Percentage, Zimbabwe, 2015-2016 to 2019 – 2020

80.72 78.65 79.9282.16

84.57

22.73 22.31 23.44 25.1522.71

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

2015 to 2016 2016 to 2017 2017 to 2018 2018 to 2019 2019 to 2020

Tran

siti

on

Rat

e, %

Years

Grade 7 to Form 1 Form 4 to Lower 6

160

8.5 Survival Rates

Survival rate measures the retention capacity and internal efficiency of an education system. It illustrates the situation regarding retention of learners from grade to grade in schools and conversely, the magnitude of dropouts by grade (UNESCO, 2009).

Across the primary school grades, Grade 2 has the highest (97.25 percent) survival rate, followed by Grade 3 with a survival rate of 95.93 percent. Grade 7 has the least (87.72 percent) survival rate. At primary level of education, the survival rates for males range from 84.56 percent in Grade 7, to 96.46 in Grade 2, while rates for females range from 91.00 percent in Grade 7, to 98.06 percent in Grade 2 (see Table 8.13)

Table 8.12: Survival Rates by Education Level, Grade and Sex, Zimbabwe, 2020

Grade Survival Rate, %

Male Female Total

To Grade 2 96.46 98.06 97.25

To Grade 3 94.53 97.37 95.93

To Grade 4 92.17 95.74 93.93

To Grade 5 90.94 95.21 93.04

To Grade 6 88.99 94.53 91.71

To Grade 7 84.56 91.00 87.72

Figure 8.11 comparatively illustrates gender disparities in survival rates across primary

school grades. As portrayed graphically, female survival rates were above rates for males

in all the grades. The gender difference in survival rates for Grade 2 is marginal, but the

disparities widen in favour of females along the primary school ladder; in sync with some

decreases in survival rates that are more pronounced for males than their female

counterparts.

Figure 8.11: Primary School Survival Rate by Grade and Sex, Zimbabwe, 2020

96.4694.53

92.1790.94

88.99

84.56

98.06 97.3795.74 95.21 94.53

91.00

75.00

80.00

85.00

90.00

95.00

100.00

To Grade 2 To Grade 3 To Grade 4 To Grade 5 To Grade 6 To Grade 7

Surv

ival

Rat

e, %

Grade

Male Female

161

At secondary level of education, Form 2 has the highest (97.19 percent) survival rate, followed by Form 3 with a survival rate of 93.27 percent. Form 6 has the least (19.00 percent) survival rate. The survival rates for males range from 19.36 percent in Form 6, to 97.54 in Form 2, while rates for females range from 18.67 percent in Form 6, to 96.87 percent in Form 2 (see Table 14).

Table 8.13: Survival Rates by Education Level, Form and Sex, Zimbabwe, 2020

Form Survival Rate, %

Male Female Total

To Form 2 97.54 96.87 97.19

To Form 3 93.91 92.66 93.27

To Form 4 87.86 83.04 85.40

To Form 5 19.99 19.59 19.78

To Form 6 19.36 18.67 19.00

Figure 8.12 comparatively depicts gender disparities in survival rates from Form 2 to

Form 6. As portrayed graphically, there are almost equal survival rates for females and

males in all Forms. Evidentially, survival rates for both sexes, sharply declined for Form

5, in contrast to some steady decreases for Forms 3 and 4, and a hardly noticeable decline

for Form 6.

Figure 8.12: Secondary School Survival Rate by Form and Sex, Zimbabwe, 2020

8.6 Completion Rate

Completion indicates how many persons in a given age group have completed a given

level of education, say, ECD, primary, lower secondary and upper secondary. It shows

how many children and adolescents enter school on time and progress the education

system without excessive delays.

97

.54

93

.91

87

.86

19

.99

19

.36

96

.87

92

.66

83

.04

19

.59

18

.670.00

20.00

40.00

60.00

80.00

100.00

120.00

To Form 2 To Form 3 To Form 4 To Form 5 To Form 6

Surv

ival

Rat

e, %

Form

Male Female

162

Nationally, the completion rate for ECD is 76.36 percent (77.33 percent for males, 75.39

percent for females). During the period 2016-2019, ECD completion rates were oscillating

from 90.00 to 94.54 percent, before dropping to 76.36 percent in 2020. During the period

2016-2020, the GPIs for ECD completion rates were ranging from 0.97 to 1, indicating

gender parity.

At national level, the primary school completion rate is 86.78 percent (86.49 percent for

males, 87.07 percent for females). The completion rates increased annually, from 79.56

percent in 2016, to 86.78 percent in 2020. In 2018, the GPI for primary school completion

rates was 1.04, indicating a slight gender disparity in favour of females. However, the

primary school completions rates GPIs for other years were ranging from 1.01 to 1.03,

indicating gender parity.

Nationally, the completion rate for lower secondary level of education is 64.05 percent

(64.75 percent for males, 63.34 percent for females). During the period 2016-2020, the

completion rates were oscillating from 63.12 percent to 71.80 percent, before reaching the

low of 64.05 percent in 2020. For the years 2016, 2017 and 2020, the GPIs for lower

secondary completion rates were 0.97, 0.98 and 0.98 respectively, indicating gender

parity. However, GPIs for lower secondary completions rates for each of other years was

0.95, indicating gender disparity in favour of males.

At national level, the completion rate for upper level of education is 14.36 percent (14.67

percent for males, 14.05 percent for females). The completion rates increased annually,

from 12.82 percent in 2016 to 15.87 percent in 2019, before dropping to 14.36 in 2020.

Furthermore, during the same period, GPIs for upper secondary school completion rates

marginally increased on annual basis from 0.77 in 2016 to 0.96 in 2020, indicating gender

disparities in favour of males that were progressively closing (see Table 8.15).

Table 8.14: Completion Rate by Level of Education and Sex, Percentage, Zimbabwe 2016-2020

Year

Education Level

ECD Primary Lower Secondary Upper Secondary

Ma

le

Fem

ale

To

tal

GP

I

Ma

le

Fem

ale

To

tal

GP

I

Ma

le

Fem

ale

To

tal

GP

I

Ma

le

Fem

ale

To

tal

GP

I

2016 90.17 89.82 90.00 1.00 78.88 80.24 79.56 1.02 66.79 64.53 65.67 0.97 14.53 11.18 12.82 0.77

2017 94.12 93.25 93.68 0.99 77.74 79.83 78.78 1.03 68.06 66.65 67.35 0.98 16.61 13.29 14.92 0.80

2018 92.68 91.91 92.29 0.99 76.20 78.96 77.57 1.04 64.76 61.47 63.12 0.95 16.04 13.88 14.94 0.87

2019 95.00 93.96 94.54 0.99 74.50 76.75 75.65 1.03 73.38 70.06 71.80 0.95 16.98 14.81 15.87 0.87

2020 77.33 75.39 76.36 0.97 86.49 87.07 86.78 1.01 64.75 63.34 64.05 0.98 14.67 14.05 14.36 0.96

Figure 8.13 graphically depicts trends of completion rates for the four levels of education

(ECD, primary, lower secondary and upper secondary) over the period 2016-2020.

163

Comparatively, upper secondary has the lowest completion rates for the entire period,

followed sequentially by lower secondary, primary and ECD (save for 2020 completion

rates for primary and ECD).

Figure 8.13: Completion Rate by Level of Education, Percentage, Zimbabwe, 2016-2020

8.6.1 ECD Completion Rate

Nationally, ECD completion rate is 76.36 percent. Manicaland has the highest ECD completion rate (94.20 percent), followed by Masvingo with an ECD completion rate of 84.82 percent. Harare has the least (47.12 percent) completion rate.

Table 8.15: ECD Completion Rate by Sex, GPI and Province, Number and Percentage, Zimbabwe, 2020

Province Enrolment ECD B less Repeaters Population Aged 5 Completion Rate, %


Bulawayo 6 912 7 091 14 003 8 387 9 353 17 739 82.42 75.82 78.94 0.92

Harare 16 079 15 516 31 595 32 154 34 904 67 058 50.01 44.45 47.12 0.89

Manicaland 29 487 29 273 58 760 31 349 31 030 62 379 94.06 94.34 94.20 1.00




Masvingo 24 823 24 270 49 093 28 786 29 095 57 881 86.23 83.42 84.82 0.97



Midlands 22 476 22 206 44 682 28 981 29 527 58 508 77.55 75.21 76.37 0.97

Total 176 888 174 767 351 655 228 736 231 804 460 539 77.33 75.39 76.36 0.97

The GPIs for completion rates for Bulawayo and Harare are 0.92 and 0.89 respectively,

indicating gender disparities in favour of males, while the rest of the provinces have GPIs

ranging from 0.97 to 1.03, indicating gender parity. This resonates well with the graphical

90.0093.68 92.29 94.54

76.3679.56 78.78 77.57 75.65

86.78

65.67 67.3563.12

71.8064.05

12.82 14.92 14.94 15.87 14.36

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

2016 2017 2018 2019 2020

Co

mp

leti

on

Rat

e, %

Year

ECD Primary Lower Secondary Upper Secondary

164

representation of completion rates by sex (see Figure 8.14). As visually portrayed, Harare,

Bulawayo, Masvingo, Mashonaland East, Midlands, and Mashonaland West have

slightly higher ECD completion rates for males than females, whilst other provinces have

marginal differences.

Figure 8.14: ECD Completion Rate by Sex and Province, Zimbabwe, 2020

8.6.2 Primary School Completion Rate

At national level, the primary school completion rate is 86.78 percent. Manicaland has the

highest (97.86 percent) primary school completion rate, followed by Bulawayo with

primary school completion rate of 97.26 percent. Harare has the least (71.40 percent)

completion rate (see Table 8.17).

94

.06

86

.23

83

.13

81

.18

82

.42

78

.21

75

.99

77

.55

72

.09

50

.01

77

.33

94

.34

83

.42

81

.77

82

.81

75

.82

78

.70

78

.11

75

.21

71

.95

44

.45

75

.39

0.0010.0020.0030.0040.0050.0060.0070.0080.0090.00

100.00

Man

icaland

Masvin

go

Mash

on

aland

East

Matab

eleland

Sou

th

Bu

lawayo

Mash

on

aland

Cen

tral

Matab

eleland

No

rth

Mid

land

s

Mash

on

aland

West

Harare

Zimb

abw

eC

om

ple

tio

n R

ate,

%

Province

Male Female

165

Table 8.16: Primary School Completion Rate by Sex, GPI and Province, Number and Percentage, Zimbabwe, 2020

Province Enrolment Grade 7 less Repeaters Population Aged 12 Completion Rate


Bulawayo 7 046 7 380 14 426 6 806 8 026 14 832 103.52 91.96 97.26 0.89

Harare 18 071 18 794 36 865 24 237 27 392 51 629 74.56 68.61 71.40 0.92

Manicaland 26 748 26 537 53 285 27 445 27 007 54 452 97.46 98.26 97.86 1.01




Masvingo 22 339 22 793 45 132 24 824 24 487 49 311 89.99 93.08 91.53 1.03



Midlands 21 620 22 480 44 100 26 132 26 108 52 240 82.73 86.10 84.42 1.04

Total 170 464 173 053 343 517 197 094 198 761 395 855 86.49 87.07 86.78 1.01

The completion rates for Bulawayo and Harare have gender disparities in favour of males (GPIs of 0.89 and 0.92, respectively). Completion Rates for Mashonaland Central, and Matabeleland South have gender parities in favour of females (GPIs- 1.05 and 1.10 respectively). All the other provinces with GPIs ranging from 1.01 to 1.03, have attained gender parity (see Figure 8.15). As depicted, Harare and Bulawayo have slightly higher primary school completion rates for males than females, whilst the rest of provinces have marginal differences between male and female primary school completion rates that are marginally above the rates for males (see Figure 8.15)

Figure 8.15: Primary School Completion Rate by Sex and Province, Zimbabwe, 2020

97

.46

10

3.5

2 89

.99

88

.36

87

.65

82

.90

84

.71

82

.73

80

.11

74

.56

86

.49

98

.26

91

.96

93

.08

89

.02

88

.59

90

.82

85

.74

86

.10

83

.92 6

8.6

1

87

.07

0.00

20.00

40.00

60.00

80.00

100.00

120.00

Co

mp

leti

on

Rat

e, %

Province

Male Female

166

8.6.3 Lower Secondary School Completion Rate

At national level, the lower secondary school completion rate is 64.05 percent. Lower

secondary school completion rates range from 49.36 percent in Harare to 78.61 percent in

Manicaland.

Table 8.17: Lower Secondary School Completion Rate by Sex, GPI and Province, Number and Percentage, Zimbabwe, 2020

Province Enrolment less Repeaters Population Aged 16 Completion Rate, %


Bulawayo 5 650 6 530 12 180 7 585 10 522 18 107 74.49 62.06 67.27 0.83

Harare 13 786 14 167 27 953 23 485 33 151 56 636 58.70 42.73 49.36 0.73

Manicaland 19 305 17 311 36 616 24 592 21 986 46 578 78.50 78.74 78.61 1.00




Masvingo 15 851 14 965 30 816 21 220 20 195 41 415 74.70 74.10 74.41 0.99



Midlands 14 323 14 849 29 172 23 462 22 442 45 904 61.05 66.17 63.55 1.08

Total 116 482 113 582 230 064 179 889 179 316 359 205 64.75 63.34 64.05 0.98

Mashonaland Central and Masvingo (with GPIs of 0.98 and 0.99, respectively) are the

only provinces that have attained gender parity relative lower secondary completion

rates. The rest of the provinces have completion rates exhibiting gender disparities either

in favour of males or females. The aforementioned gender parities and disparities are

illustrated graphically in Figure 8.16.

Figure 8.16: Lower Secondary Completion Rate by Sex and Province, Zimbabwe, 2020

78

.50

74

.70

72

.33

74

.49 6

1.0

5

64

.21 4

8.6

4

56

.56 45

.31

58

.70

64

.75

78

.74

74

.10

76

.51 6

2.0

6

66

.17

59

.61

67

.27 55

.44

63

.73

42

.73

63

.34

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

Co

mp

leti

on

Rat

e, %

Province

Male Female

167

8.6.4 Upper Secondary Completion Rate

At national level, the upper secondary completion rate is 14.36 percent. Bulawayo has the

highest (21.26 percent) upper secondary completion rate, followed by Manicaland with

upper secondary completion rate of 18.99 percent. Matabeleland North has the least (7.54

percent) completion rate.

Table 8.18: Upper Secondary School Completion Rate by Sex, GPI and Province, Number and Percentage, Zimbabwe, 2020

Province Enrolment less Repeaters Population Aged 18 Completion Rate, %


Bulawayo 1 806 2 176 3 982 7 923 10 811 18 734 22.79 20.13 21.26 0.88

Harare 4 817 4 902 9 719 25 347 34 906 60 253 19.00 14.04 16.13 0.74

Manicaland 4 205 3 791 7 996 22 315 19 785 42 100 18.84 19.16 18.99 1.02




Masvingo 3 436 2 822 6 258 18 489 18 037 36 526 18.58 15.65 17.13 0.84

Matabeleland North 679 753 1 432 10 134 8 852 18 986 6.70 8.51 7.54 1.27

Matabeleland South 937 1 074 2 011 10 151 8 610 18 761 9.23 12.47 10.72 1.35

Midlands 2 985 2 806 5 791 21 807 20 749 42 556 13.69 13.52 13.61 0.99

Total 25 004 23 785 48 789 170 438 169 277 339 715 14.67 14.05 14.36 0.96

Midlands and Manicaland (with GPIs of 0.99 and 1.02, respectively) are the only

provinces with upper secondary completion rates reflecting gender parities. The rest of

the provinces have completion rates that reflect gender disparities either in favour of

males or females. The aforementioned gender parities and disparities are illustrated

graphically in Figure 8.17.

168

Figure 8.17: Upper Secondary Completion Rate by Sex and Province, Zimbabwe, 2020

8.7 Conclusion

In Zimbabwe, the percentage of primary and secondary repeaters are 0.40 percent and

0.84 percent respectively. Nationally, the proportion of school dropouts are 0.53 percent

for primary school and 3.28 percent secondary school. More males than females are likely

to drop out of primary school due to abscondment, financial constraints, deaths and child

labour. On the contrary, more females than males are more likely to drop out of primary

school as a result of illness, marriage, pregnancy and expulsion. On the other hand, more

males than females drop out of secondary school due to financial constraints,

abscondment, child labour, special needs, deaths and expulsions, while more females

drop out of school as a result of marriage and pregnancy.

Nationally, the transition rate from Grade 7 to Form 1 is 84.57 percent (82.98 percent for

males, 86.13 percent for females). The transition rate from Form 4 to Form 6 is 22.71

percent (22.27 percent for males, 23.18 percent for females). Across primary school grades

Grade 2 has the highest survival rate (97.25 percent), while Grade 7 has the least (87.72

percent). At secondary school level of education, Form 2 has the highest survival rate

(97.19 percent), while Form 6 has the least (19.00 percent).

At national level, ECD completion rate is 76.36 percent (77.33 percent for males and 75.39

percent for females). Primary school completion rate is 86.78 percent (86.49 percent males,

87.07 percent for females). The completion rate for lower secondary school is 64.05

percent (64.75 percent for males, 63.64 percent for females). The completion rate for upper

secondary is 14.36 percent (14.67 percent for males, 14.05 percent for females).

22

.79

18

.84

18

.58

19

.00

13

.61

13

.69

9.2

3

10

.46

9.7

3 6.7

0

14

.67

20

.13

19

.16 15

.65

14

.04

16

.13

13

.52

12

.47 9

.30

9.1

8

8.5

1

14

.05

0.00

5.00

10.00

15.00

20.00

25.00

Co

mp

leti

on

Rat

e, %

Province

Male Female

169

CHAPTER 9: Facilities

This chapter analyses the provision of or access to various school infrastructure and

services, namely classroom access, access to electricity, WASH facilities, access to water,

health and feeding, information on ICT and seating and writing places.

9.1 Classrooms

As shown in Table 9.1, from 2016 to 2020, the number of classrooms increased annually

at ECD, primary and secondary levels of education (besides a marginal decline in number

of primary schools in 2018). There were also yearly increases in enrolment for all levels.

The 2016-2020 annual learner to classroom ratios (LCR) for ECD, primary and secondary

schools are shown in Table 9.1.

The recommended learner to classroom ratio for ECD, primary and secondary schools

are 20, 40 and 30 respectively. As shown in Table 9.1, LCR for ECD is 58. Between 2016

and 2020, the LCR for ECD decreased annually from 72 to 58. Learner to classroom ratio

for primary schools is 46. From 2016 to 2018, the LCR for primary schools was at 45. In

2019, the LCR for primary increased to 46, and remained at the same level in 2020.

Between 2016 to 2020, the LCR for secondary school was oscillating from 39 to 42.

Table 9.1: ECD, Primary and Secondary Classrooms, Enrolment and Learner to Classroom Ratio Trend, Number, Zimbabwe 2016-2020

Year Classrooms, No. Enrolment Learner to Classroom Ratio

ECD Primary Secondary ECD Primary Secondary ECD LCR Primary LCR Secondary LCR

2016 7 163 59 645 26 597 517 950 2 658 415 1 026 984 72 45 39

2017 8 116 58 857 25 719 580 365 2 662 010 1 064 804 72 45 41

2018 9 142 59 288 25 799 623 981 2 676 485 1 075 325 68 45 42

2019 10 853 60 970 28 300 652 213 2 789 692 1 124 881 60 46 40

2020 11 219 61 790 28 568 653 130 2 869 735 1 137 178 58 46 40

Figure 9.1 illustrates the yearly disparities in LCRs for ECD, primary and secondary

schools during the period 2016-2020. As displayed on the graph, ECD had the highest

annual LCRs, followed sequentially by primary and secondary schools. However,

between 2019 and 2020, the LCRs for ECD remarkably improved.

170

Figure 9.1: ECD, Primary and Secondary Learner to Classroom Ratio, Number, Zimbabwe 2016-2020

At provincial level, the number of ECD classrooms ranges from 614 in Matabeleland North, to 2 077 in Manicaland. The ECD enrolment ranges from 26 112 in Bulawayo, to 110 676 in Manicaland. Mashonaland Central has the highest LCR for ECD (80), followed by Masvingo with an LCR of 70. Bulawayo has the least LCR for ECD (34) - see Table 9.2.

Table 9.2: Classrooms, Enrolments, and Learner to Classroom Ratio (LCR) by Province, Number, Zimbabwe, 2020

Province ECD Classrooms, No.

Enrolment Learner to Classroom Ratio

Bulawayo 763 26 112 34

Harare 1 126 49 530 44

Manicaland 2 077 110 676 53

Mashonaland Central 803 64 187 80



Masvingo 1 333 93 021 70

Matabeleland North 614 41 548 68

Matabeleland South 625 39 819 64

Midlands 1 316 82 461 63

Grand Total 11 219 653 130 58

Figure 9.2, graphically depicts LCRs for ECD at provincial and national levels. As shown

in the graph, LCRs for ECDs in Mashonaland Central, Masvingo, Matabeleland North,

Matabeleland South, Midlands and Mashonaland West are above the national average of

58. The LCRs for all the provinces are above the recommended ECD LCR of 20.

72 7268

60 58

45 45 45 46 46

39 41 42 40 40

0

10

20

30

40

50

60

70

80

2016 2017 2018 2019 2020

Lear

ner

to

Cla

ssro

om

Rat

io

Year

ECD LCR Primary LCR Secondary LCR

171

Figure 9.2: Learner to Classroom Ratio (LCR) by Province, Number, Zimbabwe, 2020

At provincial level, the number of primary school classrooms ranges from 2 398 in Bulawayo, to 10 502 in Manicaland. The primary school enrolment ranges from 119 171 in Matabeleland South, to 449 046 in Manicaland. Harare has the highest LCR for primary schools (61), followed by Mashonaland Central with an LCR of 52. Matabeleland South has the least LCR for primary schools (38) - see Table 9.3.

Table 9.3: Primary Level Classrooms, Enrolments, and Learner to Classroom Ratio (LCR) by Province, Number, Zimbabwe, 2020

Province Primary School Classrooms, No.

Enrolment, No. LCR

Bulawayo 2 398 119 171 50

Harare 5 251 318 150 61

Manicaland 10 502 449 046 43




Masvingo 8 713 377 440 43



Midlands 8 091 372 821 46

Grand Total 61 790 2 869 735 46

80

70 6864 63 61

54 53

44

34

58

0

10

20

30

40

50

60

70

80

90

ECD

LC

R

Province

172

Figure 9.3, graphically depicts LCRs for primary schools at provincial and national levels.

As shown in the graph, the primary school LCRs for Harare, Mashonaland Central,

Mashonaland West, and Bulawayo are above the national average of 46. Besides

Matabeleland South, LCRs for all other provinces are above the recommended primary

school LCR of 40.


At provincial level, the number of secondary school classrooms ranges from 1 397 in Bulawayo, to 4 572 in Manicaland. Secondary school enrolment ranges from 57 209 in Matabeleland South, to 182 431 in Manicaland. Mashonaland Central has the highest LCR of 43 for secondary schools, followed by Bulawayo and Mashonaland West with LCR of 42. Matabeleland South has the least LCR for secondary schools (36) - see Table 9.4.

61

52 51 5046

43 43 43 4238

46

0

10

20

30

40

50

60

70

Pri

mar

y LC

R

Province

173

Table 9.4: Secondary Level Classrooms, Enrolments, and Learner to Classroom Ratio (LCR) by Province, Number, Zimbabwe, 2020

Province

Secondary School Classrooms, No.

Enrolment, No LCR

Bulawayo 1 397 58 555 42

Harare 3 801 139 330 37

Manicaland 4 572 182 431 40




Masvingo 3 754 151 616 40



Midlands 3 532 144 786 41

Grand Total 28 568 1 137 178 40

Figure 9.4, graphically depicts LCRs for secondary schools at provincial and national

levels. As shown in the graph, the secondary school LCRs for Mashonaland Central,

Bulawayo, Mashonaland West, Midlands are above the national average of 40. However,

secondary school LCRs for all provinces are above the recommended secondary school

LCR of 30.

174


9.2 Access to Electricity

Electricity provides multiple services in the classroom. Lighting makes it possible for

classes to be taught early in the morning or late at night. Access to electricity facilitates

the introduction of ICTs into the classroom. Furthermore, electrified schools are more

attractive to qualified teachers. The main source of electricity for primary schools is the

grid (50.15 percent), while the least source is gas turbine (0.18 percent). Almost six

percent of primary schools have access to solar energy. Primary schools without access

to electricity constitute 39.75 percent. Similarly, the main source of electricity for

secondary schools is the grid (62.15 percent), while the least source is gas turbine (0.37

percent). Five percent of the secondary schools have access to solar. Secondary schools

without access to electricity constitute 27.52 percent (see Table 9.5).

43 42 42 41 40 40 39 3837 36

40

0

5

10

15

20

25

30

35

40

45

50

Seco

nd

ary

LCR

Province

175

Table 9.5: Schools Main Source of Electricity by Type and Level of Education, Number and Percentage, Zimbabwe, 2020

Main Electricity Source Primary Secondary

No % Primary No % Secondary

Gas Turbine 12 0.18 11 0.37

Generator 200 2.94 121 4.06

Grid 3409 50.15 1852 62.15

None 2702 39.75 820 27.52

Other 79 1.16 19 0.64

Solar 396 5.83 157 5.27

Figure 9.5 depicts the sources of electricity for both primary and secondary schools.

Comparatively, there are higher proportions of primary schools than secondary schools

without access to electricity, and that are using solar and other sources of electricity. The

opposite is true for other sources of electricity.

Figure 9.5: Schools Source of Electricity by Level of Education, Percentage Distribution, Zimbabwe, 2020

Primary schools without electricity are 2 702, constituting 39.75 percent of the 6 798 primary schools in the country. At provincial level, Masvingo has the highest proportion of primary schools without access to electricity (56.39 percent), followed by Matabeleland North with 52.65 percent of primary schools without electricity. Harare has the least proportion of primary schools without access to electricity (4.11 percent). The total

50.15

39.75

5.832.94 1.16 0.18

62.15

27.52

5.27 4.060.64 0.37

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

Grid None Solar Generator Other Gas Turbine

Per

cen

tage

Main Source of Electricity

Primary Secondary

176

number of secondary schools without electricity are 820, constituting 27.52 percent of 2 980 of secondary schools in the country (see Table 9.6).

Table 9.6: Schools Without Electricity by Education Level and Province, Number and Percentage, Zimbabwe, 2020

Province

Primary Level Secondary Level

Grand Total Schools, Total, No

Schools without

electricity

% Schools without

Total Number schools

Schools without

electricity

% schools without

Bulawayo 299 18 6.02 88 5 5.68 23

Harare 365 15 4.11 285 23 8.07 38

Manicaland 1 098 369 33.61 441 100 22.68 469

Mashonaland Central 578 201 34.78 265 81 30.57 282

Mashonaland East 776 283 36.47 388 101 26.03 384

Mashonaland West 777 333 42.86 396 161 40.66 494

Masvingo 876 494 56.39 359 100 27.86 594

Matabeleland North 623 328 52.65 207 93 44.93 421

Matabeleland South 532 236 44.36 175 42 24.00 278

Midlands 874 425 48.63 376 114 30.32 539

Grand Total 6 798 2 702 39.75 2 980 820 27.52 3 522

Figure 9.6 visually portrays the distribution of primary and secondary schools without

electricity in the provinces. Besides, Harare, other provinces have higher proportion of

primary schools without electricity than secondary schools. Masvingo, Matabeleland

North, Midlands, Matabeleland South and Mashonaland West have higher proportions

of primary schools without electricity that are above the national average of 39.75 percent.

The proportions of secondary schools without electricity in Masvingo, Matabeleland

North, Midlands, Mashonaland West and Mashonaland Central are above the national

average of 27.52 percent.

177

Figure 9.6: Schools Without Electricity by Level of Education and Province, Percentage, Zimbabwe, 2020

Table 9.7 presents the distribution of schools by grant classification and main sources of electricity. Grid is main source of electricity for P1, P2 and P3 schools, constituting 84.68 percent, 83.05 percent and 42.24 percent, respectively. Gas turbine is the least source for P1, P2 and P3 schools, constituting 1.11 percent, 0.42 percent and 0.07 percent, respectively. P1, P2 and P3 schools without access to any source of power constitute 6.69 percent, 8.58 percent and 47.26 percent respectively.

Grid is main source of electricity for S1, S2 and S3 schools, constituting 90.57 percent, 86.36 percent and 53.86 percent, respectively. Gas turbine is the least source for S1, S2 and S3 schools, constituting 0.82 percent, 0.41 percent and 0.31 percent, respectively. S1, S2 and S3 schools without access to any source of power constitute 2.46 percent, 7.64 percent and 34.50 percent, respectively.

56

.39

52

.65

48

.63

44

.36

42

.86 3

6.4

7

34

.78

33

.61

6.0

2

4.1

1

39

.75

27

.86

44

.93

30

.32 2

4.0

0

40

.66

26

.03

30

.57 2

2.6

8

5.6

8

8.0

7

27

.52

0.00

10.00

20.00

30.00

40.00

50.00

60.00

Sch

oo

ls W

ith

ou

t El

ectr

icit

y, %

Province

Primary Secondary

178

Table 9.7: Schools by Grant Classification and Main Source of Electricity, Number and Percentage, Zimbabwe, 2020

Source of Power P1 P2 P3 S1 S2 S3

No % No % No % No % No % No %

Gas Turbine 4 1.11 4 0.42 4 0.07 2 0.82 2 0.41 7 0.31

Generator 15 4.18 23 2.44 162 2.95 8 3.28 13 2.69 100 4.44

Grid 304 84.68 784 83.05 2 321 42.24 221 90.57 418 86.36 1 213 53.86

None 24 6.69 81 8.58 2 597 47.26 6 2.46 37 7.64 777 34.50

Other 6 1.67 21 2.22 52 0.95 1 0.41 3 0.62 15 0.67

Solar 6 1.67 31 3.28 359 6.53 6 2.46 11 2.27 140 6.22

Grand Total 359 100.00 944 100.00 5 495 100.00 244 100.00 484 100.00 2 252 100.00

9.3 Water and Sanitation Hygiene (WASH) Facilities

The Water and Sanitation Hygiene (WASH) sector falls under a number of government

ministries and departments. Ministry of Primary and Secondary Education oversees

WASH in schools. WASH in schools is the first step towards ensuring a health

environment, and is important in lessening the spread of diseases.

9.3.1 Learner and Teacher to Toilet Ratios

The recommended learner-toilet-ratio is 20 for females and 25 for males, that is, if it is a male’s toilet with a urinary. As shown in Table 9.8 the learner-to-toilet ratios for males and females in primary school are 23 and 22, respectively. From 2016 to 2020, the primary school learner-to-toilet ratios were oscillating between 21 to 26 for males and 20 to 25 for females. Primary school teacher-to -toilet ratios for males and females are 2 and 4, respectively.

The learner-to-toilet ratios for males and females in secondary school is 18 for both sexes. From 2016 to 2019, the secondary school learner-to-toilet ratios for males were at 18, with one-point drop in 2017 and 2018. For female secondary learners, the learner-to-toilet ratio were at 18, with one-point drop in 2018. Secondary school teacher-to-toilet ratio for males and females are 2 and 3, respectively. From 2016 to 2019, the secondary school teacher-to-toilet ratio for males were constantly at 3, and then dropped to 2 in 2020. In 2016, the female teacher-toilet ratio was 2, and for the period 2017 to 2020, it remained constant at 3.

179

Table 9.8: Learners and Teachers to Toilet Ratios by Sex, Zimbabwe, 2016-2020

Year

Primary School Learner and Teacher to Toilet Ratio by Sex Secondary School Learner and Teacher Toilet Ratio by Sex

Learner Teachers Learner Teachers

Male Female Male Female Male Female Male Female

2016 21 20 2 3 18 18 3 2

2017 25 24 2 3 17 18 3 3

2018 22 21 2 3 17 17 3 3

2019 26 25 2 4 18 18 3 3

2020 23 22 2 4 18 18 2 3

Table 9.9 presents ECD and primary teacher and learner to toilet ratios by province. The

teacher-to-toilet ratio is 2 for male primary school teachers in all the provinces. Teacher-

to-toilet ratios for female primary teachers are 9 and 10 for Bulawayo and Harare,

respectively, and the teacher-to-toilet ratios oscillate between 3 and 4 in other provinces.

Learners-to-toilet ratios at ECD level, range from 16 in Mashonaland East to 36 in

Bulawayo, while learner-to-toilet ratios for females range from 15 in Mashonaland East,

to 33 in Harare. Male learner-to-toilet ratios at primary level of education ranges from 18

in Matabeleland North and Matabeleland South, to 38 in Harare, while the ratios for

females range from 16 in Matabeleland South, to 39 in Harare. Notably, ECD and primary

schools’ toilet facilities in Bulawayo and Harare are overwhelmed; the learner-to-toilet

ratios for both male and female learners are well above the recommended thresholds.

180

Table 9.9: ECD and Primary Teacher and Learner to Toilet Ratios by Sex and Province, Zimbabwe, 2020

Province

To

ilets for

teach

ers

To

ilets for E

CD

To

ilets for

Prim

ary

Teach

er to T

oilet

Ra

tio

EC

D L

earn

er to

To

ilet Ra

tio

Prim

ary L

earn

er

to T

oilet R

atio

Male Female Male Female Male Female Male Female Male Female Male Female

Bulawayo 353 445 1 819 1 884 1 737 1 898 2 9 36 30 34 32

Harare 748 751 4 256 4 313 4 120 4 112 2 10 34 33 38 39

Manicaland 2 928 2 912 9 160 8 701 10 680 10 773 2 3 19 19 21 21




Masvingo 2 629 2 755 7 141 6 994 9 764 9 802 2 3 18 17 19 19

Matabeleland North 933 997 3 095 3 319 4 719 5 051 2 4 22 21 18 17

Matabeleland South 983 1 045 3 249 3 353 4 388 4 634 2 3 20 19 18 16

Midlands 2 086 2 134 6 482 6 438 7 924 7 900 2 4 20 19 24 24

Grand Total 16 168 16 515 51 073 50 537 63 142 63 983 2 4 20 20 23 22

Figure 9.7 graphically depicts ECD and primary school (Grade 1-7) learner-to-toilet ratios. As shown on the graphs, there are almost equal learner-toilet ratios between male and female learners at both ECD and primary levels. At ECD level, provinces with female learner-to toilet ratios above the recommended threshold are Harare, Bulawayo, Mashonaland West, Mashonaland Central and Matabeleland North. At primary school level, provinces with female learner-to-toilet ratios above the recommended 20 are Harare, Bulawayo, Mashonaland West, Mashonaland Central, Midlands and Manicaland.

181

Figure 9.7: Primary School Learner to Toilet Ratio by Sex, Zimbabwe, 2020

Table 9.10 presents secondary school teacher and learner-to-toilet ratios by province.

Secondary school learner-to-toilet ratios for males range from 13 in Matabeleland South,

to 28 in Bulawayo and Harare. Secondary schools’ learner to-toilet ratios for females

range from 15 in Matabeleland South and Mashonaland East, to 28 in Bulawayo.

Secondary female teacher to toilet ratios are 8 and 5 for Bulawayo and Harare,

respectively, and oscillate between 2 and 3 for other provinces. Noteworthy, secondary

school toilet facilities in Bulawayo and Harare are congested (see Table 9.10).

Table 9.10: Secondary Learner and Teacher to Toilet Ratios by Sex and Province, Number, Zimbabwe, 2020

Province

To

ilets for

Lea

rners,

No

.

To

ilets for

Teach

ers,

No

.

Seco

nd

ary

Lea

rner to

T

oilet R

atio

Teach

er to

To

ilet Ra

tio

Male Female Male Female Male Female Male Female

Bulawayo 977 1 112 249 217 28 28 4 8

Harare 2 424 2 661 843 744 28 27 3 5

Manicaland 5 815 5 543 1 659 1 519 16 16 3 2


Mashonaland East 4 335 4 178 1 565 1 393 15 16 2 2


Masvingo 4 628 4 476 1 494 1 284 16 17 2 2


Matabeleland South 2 038 2 108 532 484 13 15 2 3

Midlands 4 010 4 046 1 330 1 207 17 18 2 2

Grand Total 31 930 31 999 9 789 8 919 18 18 2 3

34

36

22 21

22 20

20 19 18 16

20

33 30

23 21 21 19 19

19 17 15

20

05

10152025303540

ECD

LTR

Province

ECD Level

Male Female

38 3

4

26 25 24 21 19 19 18 18

23

39

32 2

6 24 24 21 19

19 17 16

22

05

1015202530354045

Pri

mar

y LC

R

Province

Primary Grade 1-7 Level

Male Female

182

As illustrated in Figure 9.9, secondary school learner-to-toilet ratios for males and females are almost equal in each of the provinces. Furthermore, only two provinces (Harare and Bulawayo) have secondary learner-to-toilet ratios that are above the recommended threshold of 20.

Figure 9.8: Secondary School Learner to Toilet Ratio by Sex, Zimbabwe, 2020

9.3.2 Number of Toilets by Type and Province

Table 9.11 presents types of toilets used by ECD learners. There are 30 894 Blair toilets for

male ECD learners and 32 241 for female ECD learners in the country. The largest number

of the Blair toilets for male ECD learners is in Manicaland (6 250), followed by Masvingo

with 5 275. The least number of Blair toilet for male ECD learners is in Bulawayo (60). The

largest number of Blair toilets for female ECD learners is in Manicaland (6 379), followed

by 5 514 in Masvingo. The least number of Blair toilets for female ECD learners is in

Bulawayo (48).

Out of 1 238 pit latrines for male ECD learners, the largest number is in Midlands, (229),

followed by 197 in Mashonaland East. The least number of pit latrines for male ECD

learners is in Bulawayo (7). Out of 1 242 pit latrines for female ECD learners, the largest

number is in Midlands (230), followed by 194 in Mashonaland East. Bulawayo has the

least number of female ECD learners using pit latrines (13). Out of 4 687 ECD male

28 28

19 18 17 1

6 16 15 15

13

18

27

28

17

18

18 1

7 16 16

16

15

18

0

5

10

15

20

25

30

Seco

nd

ary

LTR

Province

Male Female

183

learners with access to urinals, the majority are in Harare (1 043), followed by Manicaland

with 807 urinals. Matabeleland North has the least number of urinals (138).

In the country, there are 14 370 water closets for male ECD learners and 16 938 water

closets for female ECD learners. Harare has the largest number of male ECD water closets

(3 045), followed by Manicaland with 1 997 water closets for male ECD learners.

Matabeleland North has the least number of male ECD learners with access to water

closets (492). ECD water closets for females range from 619 in Matabeleland North to 4

111 in Harare (see Table 9.11).

Table 9.11: ECD Toilets for Learners by Type and Province, Number, Zimbabwe, 2020

Province

Type of Toilet, No.

Blair Toilets Pit Latrines Urinals Water Closets

Male Female Male Female Male Male Female

Bulawayo 60 48 7 13 347 1 409 1 819

Harare 157 176 18 19 1 043 3 045 4 111

Manicaland 6 250 6 379 156 143 807 1 997 2 129




Masvingo 5 275 5 514 162 172 408 1 303 1 301



Midlands 4 299 4 497 229 230 517 1 449 1 699

Grand Total 30 894 32 241 1 238 1 242 4 687 14 370 16 938

Table 9.12 presents types of toilets used by primary school learners. There are 47 260 Blair

toilets for male primary school learners and 49 121 for female primary school learners in

the country. The largest number of Blair toilets for male primary school learners is in

Manicaland (8 711), followed by Masvingo with 8 666. The least number of Blair toilets

for male primary school learners is in Bulawayo (78). The largest number of Blair toilets

for female primary school learners is in Manicaland (9 135), followed by 8 828 in

Masvingo. The least number of female primary school learners are in Bulawayo (88).

Out of 1 378 pit latrines for male primary school learners, the largest number is in

Manicaland (229), followed by 224 in Midlands. The least number of pit latrines for male

primary school learners is in Bulawayo (0). Out of 1 381, pit latrines for female primary

school learners, the largest number is in Midlands (227), followed by 225 in Mashonaland

East. Bulawayo has the least number of female primary school learners using pit latrines

(1). Out of 3 297 male primary school learners with access to urinals, the majority are in

184

Harare (717), followed by Manicaland with 574 urinals. Matabeleland North has the least

number of urinals (66).

In the country, there are 11 338 water closets for male primary school learners, and 13 350

water closets for female primary school learners. Harare has the largest number of

primary school males using water closets (3 189) followed by Bulawayo (1 417).

Matabeleland North has the least number of male primary school learners with access to

water closets (365). Primary school water closets for females range from 469 in

Matabeleland South to 3 866 in Harare (see Table 9.12).

Table 9.12: Primary Toilets for Learners by Type and Province, Number, Zimbabwe, 2020

Province

Type of Toilet, No.

Blair Toilets Pit Latrines Urinals Water Closets


Bulawayo 78 88 0 1 249 1 417 1 802

Harare 187 205 36 32 717 3 189 3 866

Manicaland 8 711 9 135 229 217 574 1 198 1 389




Masvingo 8 666 8 828 131 126 209 776 830



Midlands 6 245 6 395 224 227 388 1 077 1 268

Grand Total 47 260 49 121 1 378 1 381 3 297 11 338 13 350

Table 9.13 presents types of toilets used by secondary school learners. There are 18 765

Blair toilets for male secondary school learners and 19 630 for female secondary school

learners in the country. The largest number of the Blair toilets for male secondary school

learners is in Manicaland (3 953), followed by Masvingo with 3 178. The least number of

Blair toilet for male secondary school learners is in Bulawayo (41). The largest number of

Blair toilets for female secondary school learners is in Manicaland (4 019), followed by 3

337 in Masvingo. The least number of female secondary school learners are in Bulawayo

(29).

Out of 815 pit latrines for male secondary learners, the largest number is in Midlands.

(147), followed by 144 in Mashonaland East. The least number of pit latrines for male

secondary school learners is in Bulawayo (6). Out of 855 pit latrines for female secondary

school learners, the largest number is in Midlands (149), followed by Mashonaland East

with 144. Harare has the least number of female secondary school learners using pit

185

latrines (11). Out of 2 946 secondary school male learners with access to urinals, the

majority are in Harare (599), followed by Manicaland with 502 urinals. Matabeleland

North has the least number of urinals (105).

In the country, there are 9 460 water closets for secondary school male learners and 11

458 water closets for female secondary school learners. Harare has the largest number of

secondary school male water closets (1 726), followed by Manicaland with 1 295 water

closets for male secondary school learners. Matabeleland North has the least number of

secondary school male learners with access to water closets (305). Secondary school water

closets for females range from 435 in Matabeleland North, to 2 533 in Harare (see Table

9.13).

Table 9.13: Secondary Toilets for Learners by Type and Province, Number, Zimbabwe, 2020

Province Blair Toilets Pit Latrines Urinals Water Closets


Bulawayo 41 29 6 13 200 734 1 066

Harare 94 112 10 11 599 1 726 2 533

Manicaland 3 953 4 019 100 100 502 1 295 1 389




Masvingo 3 178 3 337 120 138 315 1 018 998



Midlands 2 575 2 704 147 149 289 999 1 193

Grand Total 18 765 19 630 815 855 2 946 9 460 11 458

9.4 Access to Water in Schools

Water is used in schools for many purposes that include but not limited to the following;

drinking, cleaning, food preparation, gardening, recreational purposes, laboratory

experiments, and water closets. The sources of water include borehole, dam, piped water,

protected well, stream/river, unprotected well and abstraction spring.

Table 9.14 presents primary schools’ access to water and the main sources of water. There

are 173 schools without access to a water source, ranging from 1 each in Bulawayo and

Harare to 39 in Midlands. Mashonaland Central has the highest proportion of primary

schools without access to a water source (5.02 percent), followed by Midlands with 4.46

186

percent of primary schools without access to a water source. Harare has the least

proportion of primary schools without access to a water source (0.27 percent).

Table 9.14: Primary Schools with Access to Water and Water Sources by Type and Province, Number and Percentage, Zimbabwe, 2020

Pro

vin

ce

To

tal P

rimary

With Water Source Without Water Source Water source

No

.

%

No

.

%

Bo

reho

le

Da

m

Oth

er

Pip

ed W

ater

Pro

tected W

ell

Strea

m/

Riv

er

Un

pro

tected w

ell

Ab

stractio

n S

prin

g

Bulawayo 299 298 99.67 1 0.33 116 1 2 261 7

Harare 365 364 99.73 1 0.27 262 1 1 220 30 4

Manicaland 1 098 1 084 98.72 14 1.28 640 6 4 403 122 61 29 1

Mashonaland Central 578 549 94.98 29 5.02 390 18 4 145 54 13 19

Mashonaland East 776 762 98.20 14 1.80 541 10 204 148 14 33

Mashonaland West 777 757 97.43 20 2.57 564 23 3 181 51 27 22

Masvingo 876 862 98.40 14 1.60 629 41 4 163 53 55 45

Matabeleland North 623 598 95.99 25 4.01 404 14 11 145 32 35 32

Matabeleland South 532 516 96.99 16 3.01 362 15 13 114 12 42 15

Midlands 874 835 95.54 39 4.46 544 20 9 223 73 42 47

Grand Total 6 798 6 625 97.46 173 2.54 4 452 149 51 2 059 582 289 246 1

At provincial level, Mashonaland West has the highest proportion of primary schools with borehole as the main source of water (64.75 percent), while Bulawayo has the least proportion (29.97 percent). The proportion of primary school with Dam as their main source of water ranges from 0.19 percent in Harare, to 4.14 percent in Masvingo. Bulawayo has the highest proportion of primary schools with piped water as their main source of water (67.44 percent), while Masvingo has the least proportion (16.46 percent). The proportion of primary schools with protected wells as the main source of water ranges from 1.81 percent in Bulawayo to 15.58 percent in Mashonaland East. Matabeleland South has the highest proportion of primary schools using streams/rivers as main sources of water (7.33 percent), while Bulawayo and Harare have none of primary schools using this source of water. The proportion of primary schools using unprotected wells as the main source of water range from 0 percent in Bulawayo, to 4.91 percent in Midlands. Manicaland with 0.08 percent of primary schools using abstraction springs; and is the only province with primary schools having abstraction springs as the main source of water. The proportion of other sources of water range from 0 percent in Mashonaland East to 2.27 in Matabeleland South (see Table 9.15).

187

Table 9.15: Primary Schools by Source of Water, Percentage Distribution, Zimbabwe, 2020

Pro

vin

ce

Water Source, %

Bo

reho

le

Da

m

Oth

er

Pip

ed

Wa

ter

Pro

tected

Well

Strea

m/

Riv

er

Un

pro

tecte

d w

ell

Ab

stractio

n

Sp

ring

To

tal

Bulawayo 29.97 0.26 0.52 67.44 1.81 0.00 0.00 0.00 100.00

Harare 50.58 0.19 0.19 42.47 5.79 0.00 0.77 0.00 100.00

Manicaland 50.55 0.47 0.32 31.83 9.64 4.82 2.29 0.08 100.00




Masvingo 63.54 4.14 0.40 16.46 5.35 5.56 4.55 0.00 100.00



Midlands 56.78 2.09 0.94 23.28 7.62 4.38 4.91 0.00 100.00

Grand Total 56.87 1.90 0.65 26.30 7.43 3.69 3.14 0.01 100.00

Nationally, the proportion of primary schools whose distance to the main source of water is greater than 500 metres is 27.35 percent. Masvingo has the highest proportion of primary schools whose distance to the main source of water is greater than 500m (34.13 percent), while Harare and Bulawayo have the lowest and second lowest proportions (13.97 percent and 14.72 percent, respectively) -see Table 9.16. At national level, 85.14 percent of primary schools have access to safe drinking water. Bulawayo and Harare have highest and second highest proportions of primary schools with access to safe drinking water (97.99 percent and 97.26 percent, respectively), while for other provinces the proportions range from 79.78 percent in Matabeleland North to 89.44 percent in Manicaland. Nationally, 68.02 percent of primary schools have sufficient water. Bulawayo and Harare have highest and second highest proportions of primary schools with sufficient water (92.98 percent and 91.23 percent, respectively), while for other provinces the proportions range from 62.47 percent in Midlands, to 71.78 percent in Mashonaland East. In the country at large, water is consistently available in 63.34 percent of primary schools. At provincial level, the highest proportion of primary schools with consistently available water is in Harare (85.48 percent), while the least proportion is in Midlands (58.24 percent). In Zimbabwe, 32.19 percent of the primary schools use treated water. The proportion of primary schools using treated water ranges from 18.42 percent in Matabeleland South, to 88.96 percent in Bulawayo. At national level, 60.65 percent of primary schools’ water sources are also used by their respective communities. Bulawayo and Harare have lowest and second lowest

188

proportions of primary schools with water sources that are also used by their respective communities (21.74percent and 39.18 percent, respectively), while for other provinces the proportions range from 55.54 percent in Matabeleland North to 73.86 percent in Masvingo. At national level, 69.96 percent of primary schools have main water sources within the school. Bulawayo and Harare have highest and second highest proportions of primary schools with main water sources within the school (93.31 percent and 91.23 percent, respectively), while for other provinces the proportions range from 55.08 percent in Matabeleland South, to 77.58 percent in Mashonaland East (see Table 9.16). Table 9.16: Primary Schools by Access to Water and Use of Water, Number and Percentage, Zimbabwe, 2020

Province Total Primary

Distance from Source Safe to Drink Sufficient Consistently

Available Water is Treated

Used by the community

Within the School

< 500 metres

> 500 metres

% > 500

meter No % No % No % No % No % No %

Bulawayo 299 255 44 14.72 293 97.99 278 92.98 221 73.91 266 88.96 65 21.74 279 93.31

Harare 365 314 51 13.97 355 97.26 333 91.23 312 85.48 291 79.73 143 39.18 333 91.23

Manicaland 1 098 842 256 23.32 982 89.44 756 68.85 747 68.03 395 35.97 676 61.57 829 75.50

Mashonaland Central 578 411 167 28.89 482 83.39 378 65.40 353 61.07 143 24.74 384 66.44 392 67.82

Mashonaland East 776 575 201 25.90 672 86.60 557 71.78 495 63.79 234 30.15 509 65.59 602 77.58

Mashonaland West 777 558 219 28.19 635 81.72 487 62.68 454 58.43 207 26.64 512 65.89 543 69.88

Masvingo 876 577 299 34.13 738 84.25 548 62.56 519 59.25 192 21.92 647 73.86 522 59.59

Matabeleland North 623 454 169 27.13 497 79.78 406 65.17 377 60.51 118 18.94 346 55.54 409 65.65

Matabeleland South 532 374 158 29.70 432 81.20 335 62.97 319 59.96 98 18.42 298 56.02 293 55.08

Midlands 874 579 295 33.75 702 80.32 546 62.47 509 58.24 244 27.92 543 62.13 554 63.39

Total 6 798 4 939 1 859 27.35 5 788 85.14 4 624 68.02 4 306 63.34 2 188 32.19 4 123 60.65 4 756 69.96

Table 9.17 presents secondary schools’ access to water and the main sources of water.

There are 100 secondary schools without access to a water source, ranging 0 in Harare to

20 in Mashonaland West. Mashonaland West has the highest proportion of secondary

schools without access to a water source (20.00 percent), followed by Mashonaland East

and Midlands with 15.00 percent each. Harare has none of its secondary schools without

access to a water source.

189

Table 9.17: Secondary Schools with Access to Water and Water Sources by Type and Province, Number and Percentage, Zimbabwe, 2020

Pro

vin

ce

No

. of S

econ

da

ry

With Water Source Without Water Source Water Source

No

%

No

%

Bo

reho

le

Da

m

Oth

er

Pip

ed W

ater

Pro

tected W

ell

Strea

m/

Riv

er

Un

pro

tected

well

Ab

stractio

n

Sp

ring

Bulawayo 88 87 3.02 1 1.00 39 66 1 0

Harare 285 285 9.90 0 0.00 172 1 2 179 34 2 0

Manicaland 441 431 14.97 10 10.00 267 4 4 164 59 28 22 0

Mashonaland Central 265 251 8.72 14 14.00 191 7 3 64 19 6 8 0

Mashonaland East 388 373 12.95 15 15.00 276 8 2 106 63 7 19 0

Mashonaland West 396 376 13.06 20 20.00 287 7 4 108 31 11 17 0

Masvingo 359 353 12.26 6 6.00 254 12 2 124 23 15 12 0

Matabeleland North 207 196 6.81 11 11.00 131 3 1 59 10 7 8 0

Matabeleland South 175 167 5.80 8 8.00 112 5 57 5 10 4 0

Midlands 376 361 12.53 15 15.00 211 8 6 136 27 28 25 0

Grand Total 2 980 2 880 100.00 100 100.00 1 940 55 24 1 063 272 112 117 0

At provincial level, Mashonaland Central has the highest proportion of secondary schools with borehole as the main source of water (64.09 percent), while Bulawayo has the least proportion (36.79). The proportion of secondary school with Dam as the main source of water range from 0.00 percent in Bulawayo, to 2.71 percent in Masvingo. Bulawayo has the highest proportion of secondary schools with piped water as the main source of water (62.26 percent), while Mashonaland Central has the least proportion (21.48 percent). The proportion of secondary schools with protected wells as the main source of water range from 0.94 percent in Bulawayo, to 13.10 percent in Mashonaland East. Midlands has the highest proportion of secondary schools using streams/rivers as main sources of water (6.35 percent), while Bulawayo and Harare have none of secondary schools using this source of water. The proportion of secondary schools using unprotected wells as the main source of water range from 0 percent in Bulawayo, to 5.67 percent in Midlands. None of secondary schools are using abstraction springs as the main source of water. The proportion of other sources of water range from 0 percent in Bulawayo and Matabeleland South, to 1.36 in Midlands (see Table 9.18).

190

Table 9.18: Secondary Schools by Source of Water, Percentage Distribution, Zimbabwe, 2020

Pro

vin

ce

Water Source, %

Bo

reho

le

Da

m

Oth

er

Pip

ed W

ater

Pro

tected W

ell

Strea

m/

Riv

er

Un

pro

tected

well

Ab

stractio

n

Sp

ring

To

tal

Bulawayo 36.79 0.00 0.00 62.26 0.94 0.00 0.00 0.00 100.00

Harare 44.10 0.26 0.51 45.90 8.72 0.00 0.51 0.00 100.00

Manicaland 48.72 0.73 0.73 29.93 10.77 5.11 4.01 0.00 100.00




Masvingo 57.47 2.71 0.45 28.05 5.20 3.39 2.71 0.00 100.00



Midlands 47.85 1.81 1.36 30.84 6.12 6.35 5.67 0.00 100.00

Grand Total 54.14 1.54 0.67 29.67 7.59 3.13 3.27 0.00 100.00

Nationally, the proportion of secondary schools whose distance to the main source of water is greater than 500 metres is 23.89 percent. Mashonaland Central has the highest proportion of secondary schools whose distance to the main source of water is greater than 500m (29.06 percent), while Harare and Bulawayo have the lowest and second lowest proportions (10.18 percent and 11.36 percent, respectively) -see Table 9.19. At national level, 86.41 percent of secondary schools have access to safe drinking water. Bulawayo and Harare have highest and second highest proportions of secondary schools with access to safe drinking water (96.59 percent and 96.49 percent, respectively), while for other provinces the proportions range from 80.19 percent in Matabeleland North to 88.44 percent in Manicaland. Nationally, 67.25 percent of secondary schools have sufficient water. Harare and Bulawayo have highest and second highest proportions of secondary schools with sufficient water (95.09 percent and 87.50 percent, respectively), while for other provinces, the proportions range from 61.62 percent in Mashonaland West, to 67.43 percent in Matabeleland South. In the country at large, water is consistently available in 63.96 percent of secondary schools. At provincial level, the highest proportion of secondary schools with consistently available water is in Harare (88.42 percent), while the least proportion is in Mashonaland East (55.93 percent).

191

In Zimbabwe, 34.46 percent of the secondary schools use treated water. The proportion of secondary schools using treated water ranges from 23.67 percent in Matabeleland North, to 88.64 percent in Bulawayo. At national level, 55.60 percent of secondary schools’ water sources are also used by their respective communities. The proportion of secondary schools whose sources of water are also used by the community range from 27.27 percent in Bulawayo to 65.28 percent in Mashonaland Central. At national level, 74.09 percent of secondary schools have main water sources within the school. Harare and Bulawayo have highest and second highest proportions of secondary schools with main sources of water within the school premises (91.58 percent and 85.23 percent, respectively), while for other provinces the proportions range from 66.29 percent in Matabeleland South, to 76.87 percent in Manicaland (see Table 9.19).

Table 9.19: Secondary Schools by Access to Water and Use of Water, Percentage and Number, Zimbabwe, 2020

Province Total

Distance from Source Safe to Drink Sufficient Consistently

Available Water is Treated

Used by the community

Within the School

< 500 m

> 500 m

% > 500 m

No % No % No % No % No %

No %

Bulawayo 88 78 10 11.36 85 96.59 77 87.50 59 67.05 78 88.64 24 27.27 75 85.23

Harare 285 256 29 10.18 275 96.49 271 95.09 252 88.42 221 77.54 129 45.26 261 91.58

Manicaland 441 348 93 21.09 390 88.44 289 65.53 288 65.31 134 30.39 266 60.32 339 76.87

Mashonaland Central 265 188 77 29.06 223 84.15 164 61.89 156 58.87 66 24.91 173 65.28 195 73.58

Mashonaland East 388 286 102 26.29 339 87.37 241 62.11 217 55.93 105 27.06 239 61.60 286 73.71

Mashonaland West 396 281 115 29.04 326 82.32 244 61.62 238 60.10 114 28.79 240 60.61 270 68.18

Masvingo 359 271 88 24.51 316 88.02 235 65.46 219 61.00 94 26.18 221 61.56 255 71.03

Matabeleland North 207 153 54 26.09 166 80.19 137 66.18 136 65.70 49 23.67 107 51.69 144 69.57

Matabeleland South 175 132 43 24.57 148 84.57 118 67.43 108 61.71 49 28.00 72 41.14 116 66.29

Midlands 376 275 101 26.86 307 81.65 228 60.64 233 61.97 117 31.12 186 49.47 267 71.01

Total 2 980 2 268 712 23.89 2 575 86.41 2 004 67.25 1 906 63.96 1 027 34.46 1 657 55.60 2 208 74.09

9.5 Health and Feeding

This section presents the presence of trained health teachers, supplementary feeding

programmes and functional health clubs at school. Noteworthy, the MoPSE expects

schools to intensify Home Grown School feeding programmes where learners are

provided with hot, nutritionally balanced meals at school. The storage, preparation and

serving of meals and the cleaning of utensils are expected to be in full compliance with

Food Safety and Standards. All food handlers are expected to have valid Public Health

Screening.

192

At national level, there are 4 864 primary schools with health teachers, 5 483 with

supplementary feeding programmes and 5 627 percent with school health programmes.

Matabeleland South has the highest proportion of primary schools with trained health

teachers (83.65 percent), followed by Masvingo with 80.14 percent. Harare has the least

proportion of primary schools with trained health teachers (61.87 percent). The

proportion of primary schools with supplementary feeding range from 58.86 percent in

Harare to 91.10 percent in Masvingo. Matabeleland South has the highest proportion of

primary schools offering school health programmes (90.98 percent), followed by

Masvingo with 89.04 percent. Harare has the least proportion of primary schools offering

school health programmes (66.22 percent) – see Table 9.20.

Table 9.20: Percentage of Primary Schools with Trained Health Teachers, Supplementary Feeding Programmes and Functioning Health Clubs by Province, Number and Percentages, Zimbabwe, 2020

Pro

vin

ce

To

tal N

o. o

f Prim

ary

Sch

oo

ls

No. of Primary Schools with: % of Primary Schools with:

Tra

ined

Hea

lth

Teach

ers

Su

pp

lemen

tary

Feed

ing

Pro

gra

mm

e

Sch

oo

l Hea

lth

Pro

gra

mm

e

Tra

ined

Hea

lth

Teach

er

Su

pp

lemen

tary

Feed

ing

Pro

gra

mm

e

Sch

oo

l Hea

lth

Pro

gra

mm

e

Harare 299 185 176 198 61.87 58.86 66.22

Bulawayo 365 255 262 279 69.86 71.78 76.44

Manicaland 1 098 783 893 852 71.31 81.33 77.60

Mashonaland Central 578 430 495 479 74.39 85.64 82.87



Masvingo 876 702 798 780 80.14 91.10 89.04

Matabeleland North 623 454 565 543 72.87 90.69 87.16

Matabeleland South 532 445 462 484 83.65 86.84 90.98

Midlands 874 611 691 753 69.91 79.06 86.16

Grand Total 6 798 4 864 5 483 5 627 71.55 80.66 82.77

Nationally, there are 2 013 secondary schools with health teachers, 380 with

supplementary feeding programmes and 2 226 with school health programmes.

Manicaland has the highest proportion of secondary schools with trained health teachers

(78.91 percent), followed by Matabeleland South with 75.43 percent. Bulawayo has the

least proportion of secondary schools with trained health teachers (51.14 percent). The

proportion of secondary schools with supplementary feeding range from 4.55 percent in

Bulawayo, to 23.58 percent in Manicaland. Manicaland has the highest proportion of

secondary schools offering school health programmes (80.73 percent), followed by

193

Masvingo with 79.39 percent. Bulawayo has the least proportion of secondary schools

offering school health programmes (57.95 percent).

Table 9.21: Percentage of Secondary Schools with Trained Health Teachers, Supplementary Feeding Programmes and Functioning Health Clubs by Province, Number and Percentage, Zimbabwe, 2020

Pro

vin

ce

To

tal S

econ

da

ry

No. of Secondary Schools with: % of Secondary Schools with:

Tra

ined

Hea

lth

Teach

er

Su

pp

lemen

tary

Feed

ing

Pro

gra

mm

e

Sch

oo

l Hea

lth

Pro

gra

mm

e

Tra

ined

Hea

lth

Teach

er

Su

pp

lemen

tary

Feed

ing

Pro

gra

mm

e

Sch

oo

l Hea

lth

Pro

gra

mm

e

Bulawayo 88 45 4 51 51.14 4.55 57.95

Harare 285 162 17 171 56.84 5.96 60.00

Manicaland 441 348 104 356 78.91 23.58 80.73

Mashonaland Central 265 181 39 201 68.30 14.72 75.85



Masvingo 359 250 19 285 69.64 5.29 79.39

Matabeleland North 207 140 26 161 67.63 12.56 77.78

Matabeleland South 175 132 8 134 75.43 4.57 76.57

Midlands 376 239 53 285 63.56 14.10 75.80

Grand Total 2 980 2 013 380 2 226 67.55 12.75 74.70

9.6 ICT, Computer Access, Use and Connectivity

Information and Communication Technology (ICT), is the infrastructure and components

that enable modern computing. ICT in education improves teaching and learning.

Harare and Bulawayo have disproportionately higher proportions of primary and

secondary school, with internet. Besides Bulawayo and Harare, other provinces have

proportions of primary schools with internet that are less than the national average of

39.60 percent. On the other hand, Mashonaland West, Mashonaland Central and

Matabeleland North have proportions of secondary school with internet that are less than

the national average of 22.55 percent (see Figure 9.9).

194

Figure 9.9: Schools with Internet Connectivity by Level of Education and Province, Percentage, Zimbabwe, 2020

As shown in Table 9.22, out of 6 798 primary schools, 22.55 percent are with internet.

Harare has the highest proportion of primary schools with internet connection (71.78

percent), followed by Bulawayo with 50.50 percent of primary schools with internet.

Matabeleland North has the least proportion of primary schools with internet (12.36

percent).

Out of 2 980 secondary schools, 39.60 percent have internet. Bulawayo has the highest

proportion of secondary schools with internet (79.55 percent), followed by Harare with

71.93 percent. Matabeleland South has the least proportion of secondary schools with

internet (28.99 percent) - see Table 9.22.

79

.55

71

.93

40

.16

39

.23

37

.88

37

.14

32

.22

29

.55

29

.43

28

.99

22

.55

50

.50

71

.78

20

.48

19

.40

14

.95

18

.98

22

.29

21

.24

14

.01

12

.36

39

.60

0.0010.0020.0030.0040.0050.0060.0070.0080.0090.00

100.00

% o

f Sc

ho

ols

wit

h In

tern

et

Province

Secondary Primary

195

Table 9.21: Schools With and Without Internet by Education Level and Province, Number and Percentage, Zimbabwe, 2020

Province

Primary Schools, No.

% W

ith In

ternet

Secondary Schools, No

% W

ith In

ternet

With

Intern

et

With

ou

t

To

tal

With

Intern

et

With

ou

t

To

tal

Bulawayo 151 148 299 50.50 70 18 88 79.55

Harare 262 103 365 71.78 205 80 285 71.93

Manicaland 213 885 1 098 19.40 173 268 441 39.23

Mashonaland Central 81 497 578 14.01 78 187 265 29.43

Mashonaland East 173 603 776 22.29 125 263 388 32.22

Mashonaland West 165 612 777 21.24 117 279 396 29.55

Masvingo 131 745 876 14.95 136 223 359 37.88

Matabeleland North 77 546 623 12.36 60 147 207 28.99

Matabeleland South 101 431 532 18.98 65 110 175 37.14

Midlands 179 695 874 20.48 151 225 376 40.16

Grand Total 1 533 5 265 6 798 22.55 1 180 1 800 2 980 39.60

As shown in Figure 9.10, primary schools are more likely to be connected to Radio Link,

than secondary schools; and the opposite is true for other types of connectivity. VSAT is

the most common type of internet connection for secondary schools (13.76 percent),

followed by Fibre Optic with 9.46 percent. ADSL is the most common type of connection

for primary schools (7.55 percent), followed by Radio Link (4.75 percent). LTE is the least

common internet connection for both primary schools (1.04 percent) and secondary

schools (1.31 percent).

196

Figure 9.10: Types of Internet by Level of Education, Percentage, Zimbabwe, 2020

As shown in Tables 9.23 and 9.24, the most common type of internet connection for

primary schools in Zimbabwe is ADSL, followed by Radio Link, VSAT and Optic Fibre

in sequential order. Primary schools connected to ADSL, Radio Link, VSAT and Optic

Fibre are 513 (7.55 percent), 323 (4.75 percent), 293 (4.31 percent) and 234 (3.44 percent),

respectively.

ADSL is the most common type of internet connection for primary schools in Harare and

Bulawayo. Primary schools connected to ADSL in Harare and Bulawayo are 135 (36.99

percent), and 100 (33.35 percent), respectively. Fibre Optic is the second most common

type of internet connection for primary schools in Harare and Masvingo, and it is

connected to respectively, 20.55 percent and 3.31 percent of primary schools. VSAT is the

most common type of internet connection for primary schools in Manicaland,

Mashonaland East and Masvingo. Primary schools in Manicaland and Mashonaland East

and Masvingo connected to VSAT are 62 (5.65 percent, 43 (5.54 percent) and 38 (4.34),

respectively. Radio Link is the most common type of internet connection for primary

schools in Mashonaland Central, Mashonaland West, Mashonaland East, Midlands and

Matabeleland. The proportion of primary schools connected to Radio Link in these

provinces ranges from 3.53 percent to 6.58 percent (see Tables 9.23 and 9.24).

4.7

5

7.5

5

3.4

4

1.7

4

4.3

1

1.3

8

1.0

4

77

.45

2.9

5

9.0

9

9.4

6 3.6

9

13

.76

1.7

4

1.3

1

60

.40

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

Radio Link ADSL Fibre Optic Dongle VSAT SHDSL/XDSL LTE % of SchoolsWithout

% S

cho

ols

Type of Connectivity

Primary Secondary

197

Table 9.22: Primary Schools by Type of Connectivity and Province, Number, Zimbabwe, 2020

Province

Type of Connectivity Ra

dio

Lin

k

AD

SL

Fib

re

Op

tic

Do

ng

le

VS

AT

SH

DS

L/

XD

SL

LT

E

No

ne

Bulawayo 16 100 16 6 5 14 7 148

Harare 8 135 75 24 12 21 6 103

Manicaland 43 55 19 17 62 12 19 885




Masvingo 27 12 29 13 38 11 8 745

Matabeleland North 22 17 17 7 22 4 546


Midlands 54 53 20 6 39 11 4 695

Grand Total 323 513 234 118 293 94 71 5 265

Table 9.23: Primary Schools by Type of Connectivity and Province, Percentage Distribution, Zimbabwe, 2020

Pro

vin

ce

Ra

dio

Lin

k

AD

SL

Fib

re Op

tic

Do

ng

le

VS

AT

SH

DS

L/

XD

SL

LT

E

% o

f Sch

oo

ls

With

ou

t

% o

f To

tal

Sch

oo

ls

Bulawayo 5.35 33.44 5.35 2.01 1.67 4.68 2.34 49.50 100.00

Harare 2.19 36.99 20.55 6.58 3.29 5.75 1.64 28.22 100.00

Manicaland 3.92 5.01 1.73 1.55 5.65 1.09 1.73 80.60 100.00




Masvingo 3.08 1.37 3.31 1.48 4.34 1.26 0.91 85.05 100.00



Midlands 6.18 6.06 2.29 0.69 4.46 1.26 0.46 79.52 100.00

Grand Total 4.75 7.55 3.44 1.74 4.31 1.38 1.04 77.45 100.00

As shown in Tables 9.25 and 9.26, the most common type of internet connection for

secondary schools in Zimbabwe is VSAT, followed by Optic Fibre, ADSL and Dongle in

sequential order. Primary schools connected to VSAT, Optic Fibre, ADSL and Dongle are

410 (13.76 percent), 282 (9.46 percent), 271 (9.09 percent) and 110 (3.69 percent),

respectively.

ADSL is the most common type of internet connection for secondary schools in

Bulawayo, and it is connected to 33 secondary schools in the province (constituting, 37.50

198

percent). Fibre Optics is the most common type of internet connection for secondary

schools in Harare, and it is connected to 33 secondary schools in the province

(constituting, 27.72 percent). VSAT is the most common type of internet connection for

secondary schools in Midlands, Mashonaland Central, Mashonaland West, Mashonaland

East, and Matabeleland South, Matabeleland North, Manicaland and Masvingo. The

proportion of secondary schools connected to these provinces ranges from 10.10 percent

to 23.43 percent (see Tables 9.25 and 9.26).

Table 9.24: Secondary Schools by Type of Connectivity and Province, Number, Zimbabwe, 2020

Province


Ra

dio

Lin

k

AD

SL

Fib

re Op

tic

Do

ng

le

VS

AT

SH

DS

L/

XD

SL

LT

E

No

ne

Bulawayo 33 21 12 1 4 1 18

Harare 6 75 79 26 15 13 11 80

Manicaland 16 33 28 15 83 8 2 268




Masvingo 11 12 44 12 56 4 4 223


Matabeleland South 4 11 9 41 2 3 110

Midlands 13 36 21 12 66 8 4 225

Grand Total 88 271 282 110 410 52 39 1 800

199

Table 9.25: Secondary Schools by Type of Connectivity and Province, Percentage Distribution, Zimbabwe, 2020

Province


Ra

dio

Lin

k

AD

SL

Fib

re Op

tic

Do

ng

le

VS

AT

SH

DS

L/

XD

SL

LT

E

% o

f Sch

oo

ls

With

ou

t

% o

f Sch

oo

ls

Bulawayo 0.00 37.50 23.86 13.64 1.14 4.55 1.14 20.45 100.00

Harare 2.11 26.32 27.72 9.12 5.26 4.56 3.86 28.07 100.00

Manicaland 3.63 7.48 6.35 3.40 18.82 1.81 0.45 60.77 100.00




Masvingo 3.06 3.34 12.26 3.34 15.60 1.11 1.11 62.12 100.00



Midlands 3.46 9.57 5.59 3.19 17.55 2.13 1.06 59.84 100.00

Grand Total 2.95 9.09 9.46 3.69 13.76 1.74 1.31 60.40 100.00

Save for Harare, other provinces have higher proportion of computers in secondary

schools than primary schools. Besides Bulawayo, Harare, Midlands and Masvingo, other

provinces’ proportions of primary schools with computers are below the national average

of 65.98 percent. Similarly, in Mashonaland East Mashonaland Central, Mashonaland

West and Matabeleland North the proportions of secondary schools with computers are

below the national average of 76.61 percent (see Figure 9.11).

200

Figure 9.11: Primary and Secondary Schools, Percentage with Computers, by Province, Zimbabwe, 2020

Save for Harare, other provinces have higher proportion of computers for learner in

secondary schools than primary schools. The disparities are wide in predominantly rural

provinces. The proportion of primary schools with computers for learners are below the

national average (33.11 percent) in Masvingo, Mashonaland Central, Midlands,

Mashonaland West and Matabeleland North. The proportion of secondary schools with

computers for learners below the national average (51.58 percent) are in Mashonaland

East, Masvingo, Mashonaland Central, Midlands, Mashonaland West and Matabeleland

North (see Figure 9.12).

Figure 9.12: Primary and Secondary Schools, Percentage with Computers for Learners, by Province, Zimbabwe, 2020

As shown in Figure 9.13, the average number of computers per school are in favour of

secondary schools across the provinces. Harare and Bulawayo are the only provinces

95

.5

90

.5

80

.6

78

.7

77

.7

77

.7

73

.7

72

.5

67

.7

62

.8

76

.61

90

.0

92

.9 70

.1

65

.6

72

.4

61

.8

69

.5 55

.4

59

.6 41

.6

65

.98

0.020.040.060.080.0

100.0120.0

% S

cho

ols

Province

Secondary Primary

81

.10

76

.92

36

.21

34

.15

33

.46

26

.94

24

.22

23

.80

22

.91

20

.71

33

.11

74

.74

77

.27 4

5.6

2

53

.06

62

.86

50

.14

45

.28

49

.47

39

.90

43

.96

51

.58

0.0010.0020.0030.0040.0050.0060.0070.0080.0090.00

% S

cho

ols

Province

Primary Secondary

201

with average numbers of computers per primary school that are above the national

average of 6. Similarly, Bulawayo, Harare, Matabeleland South and Manicaland are the

only provinces with average numbers of computers per secondary school that are above

the national average of 14.

Figure 9.13: Primary and Secondary Schools, Average Computers per School, by Province, Zimbabwe, 2020

As shown in Figure 9.14, the average number of learners per computer are larger in

primary school than secondary schools. The disparities are more pronounced in

predominantly rural provinces. Harare, Bulawayo, Matabeleland North and

Matabeleland South are the only provinces with average numbers of primary school

learners per computer that are below the national average of 85. Mashonaland Central,

Masvingo, Mashonaland West, Midlands and Mashonaland East are the only provinces

with average numbers of secondary school learner per computer that are above the

national average of 36.

3025

17 1513 13 12 11 10 9

1413

24

6 5 4 6 4 4 5 46

0

5

10

15

20

25

30

35

Co

mp

ute

rs p

er S

cho

ol

Province

Secondary Primary

202

Figure 9.14: Primary and Secondary Schools, Average Learners per Computer by Province, Zimbabwe, 2020

In Zimbabwe there are 4 485 primary schools with functional computers, 2 251 with

computers for learners, 41 761 primary schools with total functional computers and 33

856 primary schools with computers for learners. The proportion of primary schools with

computers ranges from 42.00 percent in Matabeleland North, to 93.00 percent in Harare.

Harare also has the highest proportion of primary schools with computers for learners

(81.00 percent, while Matabeleland North has the lowest proportion (21.00 percent).

Average computers per school in primary schools ranges from 4 in four provinces

(Mashonaland Central, Mashonaland West, Masvingo, and Midlands), to 24 in Harare.

Mashonaland Central has the highest number of learners per computer in primary

schools (157), while Bulawayo has the least (32) – see Table 9.27.

157145 141 134

10793

53 51 4632

85

37 46 52 42 31 3723

38 27 34 36

020406080

100120140160180

Lear

ner

per

Co

mp

ute

r

Province

Primary Secondary

203

Table 9.26: Primary School Computers for Learners, Teachers and Administration, Number and Percentages, Zimbabwe, 2020

Province

To

tal N

o. o

f Sch

oo

ls

Sch

oo

ls with

fun

ction

al

com

pu

ters

Sch

oo

ls with

com

pu

ters for

learn

ers

To

tal F

un

ction

al C

om

pu

ters

Co

mp

uters fo

r learn

ers

Lea

rners

% o

f scho

ols w

ith

com

pu

ters

% o

f scho

ols w

ith

com

pu

ters for lea

rners

Av

erag

e com

pu

ters per

scho

ol

Lea

rners p

er com

pu

ter

Bulawayo 299 269 230 3 872 3 771 119 171 90 77 13 32

Harare 365 339 296 8 742 6 909 318 150 93 81 24 46

Manicaland 1 098 720 375 5 362 4 202 449 046 66 34 5 107

Mashonaland Central 578 320 140 2 593 1 699 266 346 55 24 4 157

Mashonaland East 776 539 281 4 318 3 272 304 513 69 36 6 93

Mashonaland West 777 463 178 3 254 2 402 337 794 60 23 4 141

Masvingo 876 634 236 3 555 2 610 377 440 72 27 4 145

Matabeleland North 623 259 129 3 164 3 353 171 315 42 21 5 51

Matabeleland South 532 329 178 3 148 2 865 153 139 62 33 6 53

Midlands 874 613 208 3 753 2 773 372 821 70 24 4 134

Grand Total 6 798 4 485 2 251 41 761 33 856 2 869 735 66 33 6 85

In the country, there are 2 283 secondary schools with functional computers, 1 537 with

computers for learners, 42 170 secondary schools with total functional computers and 31

940 secondary schools with computers for learners. The proportion of secondary schools

with computers ranges from 62.80 percent in Matabeleland North, to 95.45 percent in

Bulawayo. Bulawayo also has the highest proportion of secondary schools with

computers for learners (77.27 percent), while Mashonaland West has the lowest

proportion (39.90 percent). Average computers per school in secondary schools ranges

from 9 in Mashonaland West, to 30 in Bulawayo. Mashonaland West has the highest

number of learners per computer in secondary schools (52), while Matabeleland South

has the least number (23).

204

Table 9.27: Secondary Schools Computers for Learners, Teachers and Administration, Number and Percentages, Zimbabwe, 2020

Province

To

tal N

o. o

f Seco

nd

ary

Sch

oo

ls

Sch

oo

ls with

fun

ction

al co

mp

uters

Sch

oo

ls with

com

pu

ters for lea

rners

To

tal F

un

ction

al

Co

mp

uters

Co

mp

uters fo

r

learn

ers

Lea

rners

% o

f scho

ols w

ith

com

pu

ters

% o

f scho

ols w

ith

com

pu

ters for lea

rners

Av

erag

e com

pu

ters

per sch

oo

l

Lea

rners p

er com

pu

ter

Bulawayo 88 84 68 2 623 1 712 58 555 95.45 77.27 30 34

Harare 285 258 213 7 163 5 249 139 330 90.53 74.74 25 27

Manicaland 441 347 234 6 794 5 887 182 431 78.68 53.06 15 31

Mashonaland Central 265 192 120 3 028 2 387 88 832 72.45 45.28 11 37

Mashonaland East 388 286 177 4 885 3 576 131 654 73.71 45.62 13 37

Mashonaland West 396 268 158 3 468 2 376 124 118 67.68 39.90 9 52

Masvingo 359 279 180 4 601 3 299 151 616 77.72 50.14 13 46

Matabeleland North 207 130 91 2 050 1 540 58 647 62.80 43.96 10 38

Matabeleland South 175 136 110 2 942 2 436 57 209 77.71 62.86 17 23

Midlands 376 303 186 4 616 3 478 144 786 80.59 49.47 12 42

Grand Total 2 980 2 283 1 537 42 170 31 940 1 137 178 76.61 51.58 14 36

9.7 Seating and Writing Places

The provision of appropriate seating and writing places creates a conducive environment

for learning. The recommended Learner-to-Seating Place Ratio/Learner to writing

rationis 1:1. The ratios above one means that the seating/writing places are shared by

more than learners.

Nationally, the primary school Learner-to-Seating Place Ratio is 1:40. As shown in Table

9.29, all provinces have primary school Learner-to-Seating Place Ratio that are above the

ideal ratio of 1:1 Mashonaland Central has the highest primary school Learner-to-Seating

Place Ratio (1.56), while Bulawayo has the least (1.12). The proportion of primary school

learners without seating places range from 17.13 percent in Matabeleland South to 35.86

percent in Mashonaland Central.

At national level, the primary school Learner-to-Writing Place Ratio is 1:56. As shown in

Table 9.29, all provinces have primary school Learner-to-Writing Place Ratio that are

above the ideal ratio of 1:1 Mashonaland West has the highest primary school Learner-

to-Writing Place Ratio (1.69), while Matabeleland South has the least (1.36). The

proportion of primary school learners without seating places range from 26.40 percent in

Matabeleland South to 40.84 percent in Mashonaland West.

205

Table 9.28: Primary School (ECDA to Grade 7) Seating and Writing Places by Province, Number and Percentage, Zimbabwe, 2020

Province

Seating Places Writing Places

Sea

ting

Pla

ces, No

.

Lea

rner to

Sea

ting

Pla

ce Ra

tio

No

Req

uired

% P

up

ils With

ou

t

Sea

ting

Writin

g P

laces, N

o.

Lea

rner to

Writin

g

Pla

ce Ra

tio

No

. Req

uired

% P

up

ils With

ou

t

Writin

g

Bulawayo 129 821 1.12 15 462 10.64 98 367 1.48 46 916 32.29

Harare 287 541 1.28 80 139 21.80 250 176 1.47 117 504 31.96

Manicaland 410 054 1.36 149 668 26.74 371 576 1.51 188 146 33.61

Mashonaland Central 212 005 1.56 118 528 35.86 204 613 1.62 125 920 38.10

Mashonaland East 270 173 1.40 107 504 28.46 257 011 1.47 120 666 31.95

Mashonaland West 272 385 1.51 138 021 33.63 242 815 1.69 167 591 40.84

Masvingo 311 919 1.51 158 542 33.70 285 911 1.65 184 550 39.23

Matabeleland North 154 600 1.38 58 263 27.37 131 244 1.62 81 619 38.34

Matabeleland South 159 908 1.21 33 050 17.13 142 025 1.36 50 933 26.40

Midlands 306 621 1.48 148 661 32.65 274 384 1.66 180 898 39.73

Grand Total 2 515 027 1.40 1 007 838 28.61 2 258 122 1.56 1 264 743 35.90

Nationally, the secondary school Learner-to-Seating Place Ratio is 1:12. Besides Harare

and Manicaland, all other provinces have secondary school Learner-to-Seating Place

Ratio that are above the ideal ratio of 1:1. Harare and Manicaland with secondary school

Learner-to-Seating Place Ratios of 0.98 and 0.99, respectively, have more seating places

than they need. On the contrary, Masvingo has the highest proportion of secondary

schools without seating places (18.82 percent).

At national level, the secondary school Learner-to-Writing Place Ratio is 1:15. Besides

Harare, the other provinces have secondary school Learner-to-Writing Place Ratio that

are above the ideal ratio of 1:1. Harare has a Learner-to-Writing Place Ratio of 0.99.

Masvingo has the highest proportion of secondary school learners without seating places

(18.10 percent), while secondary schools in Harare have more writing place than the

number they need.

206

Table 9.29: Secondary School (Form 1-6) Seating and Writing Places, Number and Percentage, Zimbabwe, 2020

Province

Seating Places Writing Places

Sea

ting

Pla

ces, No

.

Lea

rner to

Sea

ting

P

lace R

atio

No

. Req

uired

% P

up

ils With

ou

t

Sea

ting

Writin

g P

laces, N

o.

Lea

rner to

Writin

g

Pla

ce Ra

tio

No

. Req

uired

% P

up

ils With

ou

t

Writin

g

Bulawayo 53 293 1.10 5 262 8.99 54 443 1.08 4 112 7.02

Harare 141 702 0.98 -2 372 -1.70 140 197 0.99 - 867 -0.62

Manicaland 184 945 0.99 -2 514 -1.38 154 684 1.18 27 747 15.21

Mashonaland Central 72 184 1.23 16 648 18.74 73 246 1.21 15 586 17.55

Mashonaland East 111 447 1.18 20 207 15.35 112 172 1.17 19 482 14.80

Mashonaland West 103 057 1.20 21 061 16.97 111 128 1.12 12 990 10.47

Masvingo 123 084 1.23 28 532 18.82 124 168 1.22 27 448 18.10

Matabeleland North 49 489 1.19 9 158 15.62 48 396 1.21 10 251 17.48

Matabeleland South 51 565 1.11 5 644 9.87 48 202 1.19 9 007 15.74

Midlands 125 351 1.16 19 435 13.42 126 139 1.15 18 647 12.88

Grand Total 1 016 117 1.12 121 061 10.65 992 775 1.15 144 403 12.70

9.8 Conclusion

The learner to classroom ratios for ECD, primary and secondary levels of education are 58, 46 and 40, respectively.

Grid is the main source of electricity for both primary and secondary schools (50.15 percent and 62.15 percent respectively), while turbine gas is the least source both (0.18 percent and 0.37 percent, respectively).

WASH in schools is the first step towards ensuring a health environment, and is important in lessening the spread of diseases. Information on access to toilet facilities shows that the learner to toilet ratios for males and females in both primary and secondary schools are 23 and 22 respectively. The learner to toilet ratios for males and females is 18 for both sexes. The sources of water for schools include, boreholes, dams, rivers, unprotected wells, piped in water, protected wells, and abstraction spring. At national level, the distance to the main source of water is greater than 500m for 27.35 percent of primary schools and 23.89 percent of secondary schools. Nationally, 85.14 percent of primary and 86.41 percent of secondary schools have access to safe drinking water. Furthermore, 68.02 percent of primary schools and 67.25 percent of secondary schools have sufficient water. Water is also consistently available to 63.34 percent of primary schools and 63.96 of secondary schools. In Zimbabwe, 32.19 percent of primary schools and 34.46 percent secondary schools use treated water. At national level, the water sources of 60.65 percent of primary schools and 55.60 percent of secondary schools

207

are also used by their respective communities. In addition, water sources are within the schools’ premises for 69.96 percent and 74.09 percent of primary secondary schools, respectively.

208

CHAPTER 10: Non-Formal Education

The chapter presents non-formal education enrolment and programmes at primary and secondary levels of education. Non formal education provides a second chance to children, youth and adults who have not been able to start school or who have not been able to complete their education.

10.1 Non-Formal Education Enrolment

The total number of learners enrolled in non-formal education (NFE) at both primary and

secondary levels of education is 96 819 (41 471 males, 55 348 females). Enrolment into

NFE varies from one province to another. Manicaland has the highest proportion of NFE

learners (22.36 percent), followed by Masvingo with 15.10 percent. Bulawayo has the least

proportion of primary and secondary school NFE learners (4.74 percent). The proportion

of males in primary and secondary school NFE programmes ranges from 4.58 percent in

Bulawayo to 20.58 percent in Manicaland, while the proportion for their female

counterparts ranges from 4.87 percent in Bulawayo to 23.68 percent in Manicaland. In

each of the provinces, the proportion for females is above the proportion for males

Table 10.1: Total Enrolment in NFE Programmes (Primary and Secondary Education Levels) by, Sex and Province, Number and Percentage, Zimbabwe, 2020

Province

NFE Enrolment (Primary and Secondary Levels) NFE Percentage of Total

% Female

Number Percentage


Bulawayo 1 898 2 694 4 592 4.58 4.87 4.74 58.67

Harare 6 234 6 622 12 856 15.03 11.96 13.28 51.51

Manicaland 8 536 13 108 21 644 20.58 23.68 22.36 60.56




Masvingo 6 549 8 069 14 618 15.79 14.58 15.10 55.20



Midlands 2 567 3 453 6 020 6.19 6.24 6.22 57.36

Grand Total 41 471 55 348 96 819 100.00 100.00 100.00 57.17

The total number of learners enrolled in non-formal education (NFE) at primary level of

education is 61 439 (25 800 males, 35 639 females). Enrolment in NFE varies from one

province to another. Manicaland has the highest proportion of primary school NFE

learners (23.23 percent), followed by Masvingo with 16.96 percent. Bulawayo has the least

proportion of primary school NFE learners (4.37 percent). The proportion of males in

209

primary school NFE programmes ranges from 4.75 percent in Bulawayo to 21.24 percent

in Manicaland, while the proportion for their female counterparts ranges from 4.09

percent in Bulawayo to 24.67 percent in Manicaland. In each of the provinces, the

proportion of females is well above the proportion for males. Within each province, the

proportion of females is above 50 percent, save for Harare.

Table 10.2: Enrolment in NFE Programmes (Primary Education Level) by, Sex and Province, Number and Percentage, Zimbabwe, 2020

Province

NFE Enrolment and Education Level, No.

Number % of Total % Female


Bulawayo 1 225 1 457 2 682 4. 75 4. 09 4. 37 54. 33

Harare 2 669 2 464 5 133 10. 34 6. 91 8. 35 48.00

Manicaland 5 479 8 792 14 271 21. 24 24. 67 23. 23 61. 61

Mashonaland Central 1 901 2 905 4 806 7. 37 8. 15 7. 82 60. 45

Mashonaland East 2 230 2 705 4 935 8. 64 7. 59 8. 03 54. 81

Mashonaland West 2 589 2 760 5 349 10. 03 7. 74 8. 71 51. 60

Masvingo 4 501 5 917 10 418 17. 45 16. 6 16. 96 56. 80

Matabeleland North 2 287 3 863 6 150 8. 86 10. 84 10. 01 62. 81

Matabeleland South 1 444 2 761 4 205 5. 6 7. 75 6. 84 65. 66

Midlands 1 475 2 015 3 490 5. 72 5. 65 5. 68 57. 74

Grand Total 25 800 35 639 61 439 100. 100. 100. 58. 01

The total number of learners enrolled in non-formal education (NFE) at secondary level

of education is 35 380 (15 671 males, 19 709 females). Enrolment into NFE varies from

one province to another. Harare has the highest proportion of secondary school NFE

learners (21.83 percent), followed by Manicaland with 20.84 percent. Matabeleland South

has the least proportion of secondary school NFE learners (3.4 percent). The proportion

of males in secondary school NFE programmes ranges from 3.19 percent in Matabeleland

South to 22.75 percent in Harare, while the proportion for their female counterparts

ranges from 3.56 percent in Matabeleland South, to 21.9 percent in Manicaland. Within

each province, the proportion of females is above 51 percent.

210

Table 10.3: Enrolment in NFE Programmes (Secondary Education Level) by, Sex and Province, Number and Percentage, Zimbabwe, 2020

Province

NFE Enrolment and Education Level, No.

Number % of Total % Female


Bulawayo 673 1 237 1 910 4. 29 6. 28 5. 4 64. 76

Harare 3 565 4 158 7 723 22. 75 21. 1 21. 83 53. 84

Manicaland 3 057 4 316 7 373 19. 51 21. 9 20. 84 58. 54

Mashonaland Central 980 1 213 2 193 6. 25 6. 15 6. 2 55. 31

Mashonaland East 1 481 1 704 3 185 9. 45 8. 65 9. 53. 5

Mashonaland West 1 455 1 709 3 164 9. 28 8. 67 8. 94 54. 01

Masvingo 2 048 2 152 4 200 13. 07 10. 92 11. 87 51. 24

Matabeleland North 820 1 080 1 900 5. 23 5. 48 5. 37 56. 84

Matabeleland South 500 702 1 202 3. 19 3. 56 3. 4 58. 4

Midlands 1 092 1 438 2 530 6. 97 7. 3 7. 15 56. 84

Grand Total 15 671 19 709 35 380 100. 100. 100. 55. 71

10.2 Non-Formal Education Programmes

In 2020, the majority of male primary school NFE learners enrolled for Functional

Literacy are 12 100, constituting 46.90 percent, while the least enrolled for ZABEC 3 are 1

489, constituting 5.77 percent. Similarly, the majority of female primary school NFE

learners enrolled for Functional Literacy are 19 392, constituting 54.41 percent, while the

least enrolled for ZABEC 3 are 1 644, constituting 4.61 percent. For each of the primary

school NFE programmes, the proportion of females is above 51 percent.

Table 10.4: Primary Level Enrolment in NFE Programmes by Sex and NFE Level, Number and Percentage, Zimbabwe, 2020

NFE Level Enrolment

%Female % of Total


Basic Literacy 5 135 6 867 12 002 57.22 19.90 19.27 19.53

Fit For Life 3 136 3 457 6 593 52.43 12.16 9.70 10.73

Functional Literacy 12 100 19 392 31 492 61.58 46.90 54.41 51.26

ZABEC 1 2 308 2 494 4 802 51.94 8.95 7.00 7.82

ZABEC 2 1 632 1 785 3 417 52.24 6.33 5.01 5.56

ZABEC 3 1 489 1 644 3 133 52.47 5.77 4.61 5.10

Grand Total 25 800 35 639 61 439 58.01 100.00 100.00 100.00

As shown in Table 10.5, the total number of NFE learners in registered primary schools is 56 841 (23 664 males, 33 177 females). The largest number of NFE learners in registered schools enrolled for Functional Literacy are 29 778, while the least enrolled for ZABEC 3

211

are (2 892). There are more females than males undertaking each of NFE programmes in registered primary schools.

A total of 4 581 (2 126 males, 2 455 females) was enrolled in satellite primary schools. The largest number of NFE learners in satellite primary schools are enrolled for Functional Literacy (1 699), while the least were enrolled for ZABEC 3 (241). In satellite primary schools there are more males than females enrolled for ZABEC 1 to 3, while the opposite is true for the rest of NFE programmes.

The total number of primary school learners enrolled in unregistered schools is 17 (10 males, 7 females). The NFE learners in unregistered primary schools only enrolled for Functional Literacy and Basic Literacy, of which the former constitutes the majority (15). Furthermore, more males than females are enrolled in unregistered schools (see Table 10.5).

Table 10.5: Primary Level Enrolment in NFE Programmes by Registration Status of School, Sex and NFE Level, Number and Percentage, Zimbabwe, 2020

Registered Satellite Unregistered Grand Total

NFE Level Male Female Total Male Female Total Male Female Total

Basic Literacy 4 573 6 208 10 781 560 659 1 219 2 0 2 12 002

Fit For Life 2 808 3 124 5 932 328 333 661 0 0 0 6 593

Functional Literacy 11 369 18 409 29 778 723 976 1 699 8 7 15 31 492

ZABEC 1 2 053 2 247 4 300 255 247 502 0 0 0 4 802

ZABEC 2 1 498 1 660 3 158 134 125 259 0 0 0 3 417

ZABEC 3 1 363 1 529 2 892 126 115 241 0 0 0 3 133

Grand Total 23 664 33 177 56 841 2 126 2 455 4 581 10 7 17 61 439

Figure 10.1 depicts the distribution of primary level enrolment in NFE by registration status. As shown on the graph, registered schools enroll disproportionately larger numbers of primary school NFE learners, in comparison to satellite and unregistered primary schools.

212

Figure 10.1: Distribution of Primary Level Enrolment in NFE Programmes by Registration Status of School and NFE Level, Number, Zimbabwe, 2020

As shown in Table 10.6, there are more primary NFE learners in rural areas than they

are in urban areas. The total number of primary school NFE learners enrolled in the

rural areas is 51 152 (20 896 males and 30 256 females), while the total number enrolled

in urban areas is 10 287 (4 904 males and 5 383 females.

Table 10.6: Primary Level Enrolment in NFE Programmes by Location, Sex and NFE Level, Number and Percentage, Zimbabwe, 2020

NFE Level Rural, No. Urban, No


Basic Literacy 3 711 5 456 9 167 1 424 1 411 2 835 12 002

Fit For Life 2 949 3 205 6 154 187 252 439 6 593

Functional Literacy 10 478 17 117 27 595 1 622 2 275 3 897 31 492

ZABEC 1 1 789 2 025 3 814 519 469 988 4 802

ZABEC 2 981 1 242 2 223 651 543 1 194 3 417

ZABEC 3 988 1 211 2 199 501 433 934 3 133

Grand Total 20 896 30 256 51 152 4 904 5 383 10 287 61 439

Figure 10.2 depicts the primary level enrolment in NFE programmes in both urban and

rural areas. As shown on the graph, the proportion of primary school NFE learners

enrolled for Functional Literacy and Fit for Life are higher in rural areas than urban areas.

However, the proportions of secondary school NFE learners enrolled for the rest of NFE

10

78

1 5 9

32

29

77

8

4 3

00

3 1

58

2 8

92

1 2

19

66

1

1 6

99 50

2

25

9

24

12 0

15 0 0 0

0

5 000

10 000

15 000

20 000

25 000

30 000

35 000

Basic Literacy Fit For Life FunctionalLiteracy

ZABEC 1 ZABEC 2 ZABEC 3

NFE

, Nu

mb

er

NFE Programmes

Registered Satellite Unregistered

213

programmes (Basic Literacy, ZABEC 1, ZABEC 2 and ZABEC 3) are higher in urban areas

than in rural areas.

Figure 10.2: Distribution of Primary Level Enrolment in NFE Programmes by Location, Sex and NFE Level, Number and Percentage, Zimbabwe, 2020

In 2020, the majority of male secondary school NFE learners enrolled for PTCEC were 10

399, constituting 66.36 percent, while the least enrolled for Fit For Life were 1 733,

constituting 11.06 percent. Similarly, the majority of female secondary school NFE

learners enrolled for PTCEC (12 611, constituting 63.99 percent while the least enrolled

for Fit for Life were 2 178, constituting 11.05 percent. For each of the secondary school NFE

programmes, the proportion of females was above 50 percent (see Table 10.7).

Table 10.7: Secondary Level Enrolment in NFE Programmes by Sex and NFE Level, Number and Percentage, Zimbabwe, 2020

NFE Level Enrolment

%Female % of Total


Fit For Life 1 733 2 178 3 911 55.69 11.06 11.05 11.05

Functional Literacy 3 539 4 920 8 459 58.16 22.58 24.96 23.91

PTCEC 10 399 12 611 23 010 54.81 66.36 63.99 65.04

Grand Total 15 671 19 709 35 380 55.71 100.00 100.00 100.00

As shown in Table 10.8, the total number of NFE learners in registered secondary schools is 30 972 (13 717 males, 17 255 females). The largest number of NFE learners in registered secondary schools enrolled for PTCEC was 20 976, while the least enrolled for Fit for Life were 3 257. There are more females than males undertaking each one of the NFE programmes in registered secondary schools.

17.92

12.03

53.95

7.464.35 4.30

27.56

4.27

37.88

9.60 11.619.08

0.00

10.00

20.00

30.00

40.00

50.00

60.00

Basic Literacy Fit For Life FunctionalLiteracy

ZABEC 1 ZABEC 2 ZABEC 3

Per

cen

tage

NFE Programme

Rural Urban

214

A total of 3 644 (1 613 males, 2 031 females) were enrolled in satellite secondary schools. The largest number of NFE learners in satellite secondary schools are enrolled for PTCEC (1 720), while the least is enrolled for Fit for Life (442). In satellite secondary schools, there are more females than males enrolled in each of NFE programmes.

The total number of learners enrolled in unregistered schools is 764 (341 males, 423 females). The largest number of NFE learners in unregistered secondary schools is enrolled for PTCEC (314), while the least enrolled for Fit for Life is (212) - see Table 10. More females than males are enrolled in unregistered secondary schools’ NFE programmes, besides PTCEC and fit for life that has a marginally lower number of females.

Table 10.8: Secondary Level Enrolment in NFE Programmes by School Registration Status, Sex and NFE Level, Number and Percentage, Zimbabwe, 2020

NFE Level

School Registration Status, No.

Registered Satellite Unregistered Grand Total


Fit For Life 1 448 1 809 3 257 178 264 442 107 105 212 3 911

Functional Literacy 2 818 3 921 6 739 645 837 1 482 76 162 238 8 459

PTCEC 9 451 11 525 20 976 790 930 1 720 158 156 314 23 010

Grand Total 13 717 17 255 30 972 1 613 2 031 3 644 341 423 764 35 380

Figure 10.1 depicts the distribution of secondary level enrolment in NFE by registration status. As shown on the graph, registered secondary schools enroll disproportionately larger numbers of secondary school NFE learners, in comparison to satellite and unregistered secondary schools.

Figure 10.3: Distribution of Secondary Level Enrolment in NFE Programmes by School Registration Status, Sex and NFE Level, Number, Zimbabwe, 2020

3 257

6 739

20 976

442 1 482 1 720212 238 314

0

5 000

10 000

15 000

20 000

25 000

Fit For Life Functional Literacy PTCEC

NFE

, Nu

mb

er

NFE Programme

Registered Satellite Unregistered

215

As shown in Table 10.9, there are more secondary NFE learners in rural areas than they are in urban areas. The total number of secondary school NFE learners enrolled in the rural areas is 20 179 (9 072 males and 11 107 females), while the total number enrolled in urban areas is 15 201 (6 599 males and 8 602 females).

Table 10.9: Secondary Level Enrolment in NFE Programmes by Location, Sex and NFE Level, Number and Percentage, Zimbabwe, 2020

NFE Level

Enrolment

Grand Total Rural Urban


Fit For Life 1 211 1 464 2 675 522 714 1 236 3 911

Functional Literacy 2 030 2 974 5 004 1 509 1 946 3 455 8 459

PTCEC 5 831 6 669 12 500 4 568 5 942 10 510 23 010

Grand Total 9 072 11 107 20 179 6 599 8 602 15 201 35 380

Figure 10.4 depicts the secondary level enrolment in NFE programmes in both urban and

rural areas. As shown on the graph, the proportions of secondary NFE learners enrolled

for Functional Literacy and Fit for Life are higher in rural areas than urban areas. However,

the proportions of secondary school NFE learners enrolled for PTCEC are higher in urban

areas than in rural areas.

Figure 10.4: Distribution of Secondary Level Enrolment in NFE Programmes by Location, Sex and NFE Level, Number and Percentage, Zimbabwe, 2020

10.3 Schools Offering NFE Programmes

As shown in Table 10.10, out of the 5 228 schools offering NFE programmes, 3 734 are

primary schools and 1 494 are secondary schools. During the period 2016 -2017, the

13.26

24.80

61.95

8.13

22.73

69.14

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

Fit For Life Functional Literacy PTCEC

NFE

, En

rolm

ent

NFE, Programme

Rural Urban

216

number of primary schools offering NFE programmes increased annually, from 1 467 to

3 044. Between 2017 and 2019, the number of schools offering NFE programmes

decreased on annual basis. In 2020, the number of primary schools offering NFE

dramatically increased.

Secondary schools offering NFE programmes follow a similar pattern. During the period

2016 -2017, the number of secondary schools offering NFE programmes increased

annually, from 2 431 to 4 779. Between 2017 and 2019, the number of schools offering NFE

programmes decreased on annual basis. In 2020, the number of primary schools offering

NFE programmes significantly increased.

Table 10.10: Primary and Secondary Schools Offering NFE programmes, Number, Zimbabwe, 2020

Year Education Level

Primary Secondary Total

2016 1 467 964 2 431

2017 3 044 1 735 4 779

2018 2 910 1 531 4 441

2019 2 852 1 549 4 401

2020 3 734 1 494 5 228

Functional Literacy is offered by the majority of primary schools offering NFE programmes (1 554), followed by Basic Literacy (638). ZABEC 3 is offered by the least number of schools (341) - see Table 10.11.

Table 10.11: Primary Schools Offering NFE programmes, Zimbabwe 2020

NFE Programme No

Basic Literacy 638

Fit for Life 374

Functional Literacy 1 554

ZABEC 1 484

ZABEC 2 343

ZABEC 3 341

PTCEC is offered by the majority of secondary schools offering NFE programmes (1 073), followed by Functional Literacy (293). Fit for Life is offered by the least number of secondary schools (128) see Table 10.12.

217

Table 10.12: Secondary Schools Offering NFE programmes, Zimbabwe 2020

NFE Programme No

Fit for Life 128

Functional Literacy 293

PTCE 1 073

10.4 Conclusion

The total number of learners enrolled in non-formal education (NFE) at both primary and

secondary levels of education is 96 819 (41 471 males, 55 348 females). The total number

of learners enrolled in non-formal education (NFE) at primary level of education is 61 439

(25 800 males, 35 639 females). The total number of learners enrolled in non-formal

education (NFE) at secondary level of education is 35 380 (15 671 males, 19 709 females).

In 2020, the majority of male primary school NFE learners enrolled for Functional

Literacy were 12 100, constituting 46.90 percent, while the least enrolled for ZABEC 3

were 1 489, constituting 5.77 percent. Similarly, the majority of female primary school

NFE learners enrolled for Functional Literacy were 19 392, constituting 54.41 percent,

while the least enrolled for ZABEC 3 were 1 644, constituting 4.61 percent. In 2020, the

majority of male secondary school NFE learners enrolled for PTCEC were 10 399,

constituting 66.36 percent. Similarly, the majority of female secondary school NFE

learners enrolled for PTCEC were (112 611, constituting 63.99 percent while the least

enrolled for Fit for Life were 2 178, constituting 11.05 percent.

The total number of NFE learners in registered primary schools is 56 841 (23 664 males, 33 177 females). The largest number of NFE learners in registered schools enrolled for Functional Literacy (29 778), while the least enrolled for ZABEC 3 (2 892). There are more females than males undertaking each of NFE programmes in registered primary schools. A total of 4 581 (2 126 males, 2 455 females) were enrolled in satellite primary schools. The largest number of NFE learners in satellite primary schools were enrolled for Functional Literacy (1 699), while the least enrolled for ZABEC 3 were 241. In satellite primary schools, there are more males than females enrolled for ZABEC 1 to 3, while the opposite is true for the rest of NFE programmes. The total number of learners enrolled in unregistered schools is 17 (10 males, 7 females). The NFE learners in unregistered primary schools only enrolled for Functional Literacy and Basic Literacy, of which the former constitutes the majority (15).

Out of the 5 228 schools offering NFE programmes at primary and secondary levels, 3

734 are primary schools and 1 494 are secondary schools. In 2020, the number of primary

and secondary schools offering NFE dramatically increased.

218

CHAPTER 11: Learning Outcomes

The chapter presents learning outcomes of the national education system, with particular

focus on primary and secondary levels of education. In Zimbabwe, the key measures of

learning outcomes are the national pass rates of public examinations at Grade 7, ‘O’ Level

and ‘A’ Level.

11.1 Grade 7 Pass Rates

In 2020, the Grade 7 pass rate was 37.00 percent. The pass rates for males and female learners were 34.27 percent and 39.58 percent, respectively. During the period 2016 to 2018, the Grade 7 pass rate increased from 43.31 percent to 52.87 percent. However, during the period 20182020, the Grade 7 pass rate dropped from 52.87 percent to 37.00 percent. From 2016 to 2020, there were gender disparities in Grade 7 pass rates that were in the favour of females (GPIs- 1.10 to 1.15). The ‘O’ Level pass rate was 25.64 percent in 2020. Male and female learners’ pass rates at ‘O’ Level were 26.66 percent and 24.67 percent, respectively. During the period 2016-2019, the ‘O’ Level pass rates were oscillating between 28.71 percent and 33.88. In 2020, the ‘O’ Level pass rate dropped to 25.64 percent. During the period 2016 to 2020, there were gender disparities in ‘O’ Level pass rates that were in the favour of males (GPIs- 0.86 to 0.95). The ‘A’ Level pass rate was 85.03 percent in 2020. The pass rates for male and female learners at ‘A’ Level were 83.24 percent and 86.93 percent, respectively. During the period 2016-2017, the ‘A’ Level pass rate declined from 88.73 to 86.05 percent, before increasing to 88.88 percent in 2018. Thereafter, the pass rate dropped annually, to 85.03 percent in 2020. From 2016 to 2020, there were gender disparities in ‘A’ Level pass rates that were in the favour of females (GPIs- 1.05 to 1.07). Table 11.1: Pass Rates by Level (Grade 7, ‘O' Level and ‘A' Level) and Sex and GPI, Percentage, Zimbabwe, 2016-2020

Year

Pass Rates, %

Grade 7 Pass Rate ‘O’ Level ‘A’ Level

Male Female Total GPI Male Female Total GPI Male Female Total GPI

2016 40.88 45.66 43.31 1.12 32.22 27.83 29.98 0.86 86.5 91.6 88.73 1.06

2017 42.61 46.81 44.76 1.10 30.66 26.85 28.71 0.88 83.49 89.2 86.05 1.07

2018 49.79 55.78 52.87 1.12 33.79 31.85 32.81 0.94 86.49 91.61 88.88 1.06

2019 43.65 50.00 46.89 1.14 34.75 33.03 33.88 0.95 84.68 89.13 86.76 1.05

2020 34.27 39.58 37.00 1.15 26.66 24.67 25.64 0.93 83.24 86.93 85.03 1.04

Figure 11.1, graphically depicts gender disparities in Grade 7 pass rates that are in

favour of females during the period 2016-2020. Annually, Grade 7 pass rates for females

were above the rates of their male counterparts during the entire period.

219

Figure 11.1: Grade 7 Pass Rates by Sex, Zimbabwe, 2016-2020

As shown in Table 11.2, Grade 7 pass rates vary from one province to another. In 2020,

Harare had the highest pass rate (68.48 percent), followed by Bulawayo with a pass rate

of 67.37 percent. Matabeleland North had the lowest Grade 7 pass rate of 16.46 percent.

Table 11.2: Grade 7 Pass Rates by Province and Sex, Zimbabwe, 2020

Province Candidates Passed % Pass Rates


Bulawayo 6 879 7 245 14 124 4 265 5 250 9 515 62.00 72.46 67.37

Harare 18 032 18 973 37 005 11 580 13 760 25 340 64.22 72.52 68.48

Manicaland 24 118 24 580 48 698 7 860 8 950 16 810 32.59 36.41 34.52

Mashonaland Central 12 976 13 854 26 830 2 773 3 440 6 213 21.37 24.83 23.16

Mashonaland East 17 473 17 399 34 872 4 850 5 819 10 669 27.76 33.44 30.59

Mashonaland West 17 898 18 349 36 247 4 537 5 231 9 768 25.35 28.51 26.95

Masvingo 19 894 21 517 41 411 7 309 8 869 16 178 36.74 41.22 39.07

Matabeleland North 8 659 9 862 18 521 1 134 1 914 3 048 13.10 19.41 16.46

Matabeleland South 8 036 9 012 17 048 1 669 2 806 4 475 20.77 31.14 26.25

Midlands 19 463 21 342 40 805 6 605 8 127 14 732 33.94 38.08 36.10

Total 153 428 162 133 315 561 52 582 64 166 116 748 34.27 39.58 37.00

The Grade 7 pass rates for males range from 13.10 in Matabeleland North to 64.22 percent in Harare, while the rates for females range from 19.41 percent in Matabeleland North to

0.00

10.00

20.00

30.00

40.00

50.00

60.00

2016 2017 2018 2019 2020

Gra

de

7 P

ass

Rat

e, %

Year

Male Female Total

220

72.52 percent in Harare. As graphically depicted, female learners out-performed male learners in all the provinces (Figure 11.2 and Table 11.2).

Figure 11.2: Grade 7 Pass Rates by Sex and Province, Zimbabwe, 2020

11.2 ‘O’ Level Pass Rates

Figure 11.3, graphically illustrates gender disparities in ‘O’ Level pass rates that are in

favour of males during the period 2016-2020. Annually, ‘O’ Level pass rates for males

were above the rates of their female counterparts during the entire period.

64

.22

62

.00

36

.74

33

.94

32

.59

27

.76

25

.35

20

.77

21

.37 13

.10

34

.27

72

.52

72

.46

41

.22

38

.08

36

.41

33

.44

28

.51

31

.14

24

.83

19

.41

39

.58

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

Gra

de

7 P

ass

Rat

e, %

Province

Male Female

221

Figure 11.3: ‘O’ Level Pass Rates by Sex, Zimbabwe 2016 -2020

As shown in Table 11. 3, ‘O’ Level pass rates vary from one province to another. In 2020,

Harare had the highest pass rate of 31.20 percent, followed by Mashonaland East with a

pass rate of 28.84 percent. Matabeleland North had the lowest pass rate of 18.63 percent.

Table 11.3: ‘O’ Level Pass Rates by Province and Sex, Zimbabwe 2020

Province Candidates Passed % Pass Rates


Bulawayo 4 197 5 290 9 487 1 063 1 267 2 330 25.33 23.95 24.56

Harare 9 363 10 030 19 393 2 767 3 283 6 050 29.55 32.73 31.20

Manicaland 14 749 14 169 28 918 4 025 3 701 7 726 27.29 26.12 26.72

Mashonaland Central 6 632 5 912 12 544 1 480 1 239 2 719 22.32 20.96 21.68



Masvingo 12 108 12 256 24 364 3 432 3 062 6 494 28.34 24.98 26.65

Matabeleland North 3 536 5 143 8 679 784 833 1 617 22.17 16.20 18.63

Matabeleland South 2 548 3 948 6 496 631 828 1 459 24.76 20.97 22.46

Midlands 9 263 10 695 19 958 2 366 2 299 4 665 25.54 21.50 23.37

Provinces not indicated 100 107 207 20 20 40 20.00 18.69 19.32

Total 81 330 85 900 167 230 21 681 21 195 42 876 26.66 24.67 25.64

The ‘O’ Level pass rates for males range from 22.17 percent in Matabeleland North to 29.55 percent in Harare, while the rates for females range from 16.20 percent in Matabeleland North to 32.73 percent in Harare. As graphically depicted, male learners

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

2016 2017 2018 2019 2020

'O' L

evel

Pas

s R

ate,

%

Year

Male Female Total

222

out-performed their female counterparts in most of the provinces except in Harare (Figure 11.4 and Table 11.3).

Figure 11.4: ‘O’ Level Pass Rates by Sex and Province, Zimbabwe, 2020

11.3 ‘A‘ Level Pass Rates

Figure 11.5, graphically depicts gender disparities in ‘A’ Level pass rates that are in

favour of females during the period 2016-2020. Annually, ‘A’ Level pass rates for

females were above the rates of their male counterparts during the entire period.

29

.55

29

.45

27

.29

28

.34

25

.33

24

.69

25

.54

24

.76

22

.32

22

.17

26

.66

32

.73

28

.24

26

.12

24

.98

23

.95

22

.09

21

.50

20

.97

20

.96 1

6.2

0

24

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0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

'O'L

evel

Pas

s R

ate,

%

Province

Male Female

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Figure 11.5: ‘A’ Level Pass Rates by Sex Trend, Zimbabwe 2016 -2020

As shown in Table 11. 4, ‘A’ Level pass rates vary from one province to another. In 2020,

Mashonaland East had the highest pass rate (94.41 percent), followed by Harare with a

pass rate of 90.17 percent. Bulawayo had the lowest ‘A’ Level pass rate of 75.38 percent.

Table 11.4: ‘A’ Level Pass Rates by Province and Sex, Zimbabwe 2020

Province Candidates Passed % Pass Rate


Bulawayo 1 348 1 776 3 124 979 1 376 2 355 72.63 77.48 75.38

Harare 3 207 3 131 6 338 2 820 2 895 5 715 87.93 92.46 90.17

Manicaland 3 968 3 405 7 373 3 429 3 043 6 472 86.42 89.37 87.78

Mashonaland Central 1 319 1 121 2 440 1 055 985 2 040 79.98 87.87 83.61



Masvingo 3 088 2 617 5 705 2 559 2 260 4 819 82.87 86.36 84.47

Matabeleland North 632 721 1 353 456 570 1 026 72.15 79.06 75.83

Matabeleland South 599 851 1 450 460 685 1 145 76.79 80.49 78.97

Midlands 2 437 2 301 4 738 1 837 1 835 3 672 75.38 79.75 77.50

Provinces not indicated 73 45 118 49 32 81 67.12 71.11 68.64

Total 20 642 19 581 40 223 17 182 17 021 34 203 83.24 86.93 85.03

78.00

80.00

82.00

84.00

86.00

88.00

90.00

92.00

94.00

2016 2017 2018 2019 2020

'A' L

evel

Pas

s R

ate,

%

Year

Male Female Total

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The ‘A’ Level pass rates for males range from 72.15 percent in Matabeleland North to 93.70 percent in Mashonaland East, while the rates of females range from 77.48 percent in Bulawayo to 95.15 percent in Harare. As graphically depicted, female learners out-performed their male counterparts across the provinces (Figure 11.6 and Table 11.4).

Figure 11.6: ‘A’ Level Pass Rates by Sex and Province, Zimbabwe, 2020

11.4 Conclusion

In 2020, the Grade 7 pass rate was 37.00 percent. The pass rates for males and female learners were 34.27 percent and 39.58 percent, respectively. During the period 2016 to 2018, the Grade 7 pass rate increased from 45.31 percent to 52.87 percent. However, during the period 2019-20, the Grade 7 pass rate dropped from 52.87 percent to 37.00 percent. From 2016 to 2020, there were gender disparities in Grade 7 pass rates that were in the favour of females (GPIs- 1.10 to 1.15). The ‘O’ Level pass rate was 25.64 percent in 2020. Male and female learners’ pass rates at ‘O’ Level were 26.66 percent and 24.67 percent, respectively. During the period 2016-19, the ‘O’ Level pass rates were oscillating between 28.71 percent and 33.88. In 2020, the ‘O’ Level pass rate dropped to 25.64 percent. During the period 2016 to 2020, there were gender disparities in ‘O’ Level pass rates that were in the favour of males (GPIs- 0.86 to 0.95). The ‘A’ Level pass rate was 85.03 percent in 2020. The pass rates for male and female learners at ‘A’ Level were 83.24 percent and 86.93 percent, respectively. During the period 2016-17, the ‘A’ Level

93

.70

87

.93

86

.42

83

.78

82

.87

79

.98

76

.79

75

.38

72

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72

.63

83

.24

95

.15

92

.46

89

.37

88

.85

86

.36

87

.87

80

.49

79

.75

79

.06

77

.48

86

.93

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

'A' L

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%

Province

Male Female

225

pass rate declined from 88.73 to 86.05 percent, before increasing to 88.88 percent in 2018. Thereafter, the pass rate dropped annually, to 85.03 percent in 2020. From 2016 to 2020, there were gender disparities in ‘A’ Level pass rates that were in the favour of females (GPIs- 1.05 to 1.07).

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Description of the Main Indicators Used in this Publication

1. Completion Rate

Definition - Persons in the relevant age group who have completed the last grade of the given level of education.

Purpose -The completion rate indicates how many persons in a given age group have completed primary, lower secondary, or upper secondary education. It indicates how many children and adolescents enter school on time and progress through the education system without excessive delays.

Calculation method: The number of persons in the relevant age group who have completed the last grade of the given level of education expressed as a percentage of the total population of the same age group.

2. Dropout Rate

Definition: Proportion of learners from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year.

Purpose: To measure the phenomenon of learners from a cohort leaving school without completion, and its effect on the internal efficiency of educational systems. In addition, it is one of the key indicators for analysing and projecting learners’ flow from one grade to the other within the educational cycle.

Calculation method: Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100 in the given school year. For cumulative dropout rate in primary education, it is calculated by subtracting the survival rate from 100 at a given grade (see survival rate).

3. Gender Parity Index (GPI)

Definition: Ratio of female to male values of a given indicator. A GPI of 1 indicates parity between sexes. In the case of learners, we calculate GPI in terms of GER. Therefore GPI = GER Female / GER Male. The Gender Parity Index can be applied to raw data or relative data such as NER, GER, Learner to Teacher Ratios.

Purpose: The Gender Parity Index represents the relative difference between a group of females and males. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favour of boys/men and a value greater than 1 indicates disparity in favour of girls/women. However, the interpretation should be the other way round for indicators that should ideally approach 0 percent (for

227

example, repetition, dropout, illiteracy rates). In these cases, a GPI of less than 1 indicates a disparity in favour of girls/women and a value greater than 1 indicates a disparity in favour of boys/men.

According to the Zimbabwe National Statistics Agency, 2015, Women and Men Profile, 2012 National Population Census, page 11-, parity indices such as the GPI are considered to reflect parity within + or – 0.03 percentage points from 1 percent.

Calculation method: Divide the number or percentage of females by the number or percentage of males.

4. Gross Enrolment Rate (GER)

Definition: Enrolment at a given level of education, regardless of age, expressed as a percentage of the population in the theoretical school-age group corresponding to this level of education. For the tertiary level, the population used is the five-year age group following on from secondary school theoretical leaving age.

Purpose: Gross Enrolment Rate is widely used to show the general level of participation in a given level of education. It indicates the capacity of the education system to enroll learners of a particular age-group. It is used as a substitute indicator to net enrolment rate (NER) when data on enrolment by single years of age are not available. Furthermore, it can also be a complementary indicator to NER by indicating the extent of over-aged and under-aged enrolment.

Calculation method: Divide the number of learners (or learners) enrolled in a given level of education regardless of age by the population of the age-group which officially corresponds to the given level of education, and multiply the result by 100.

5. Net Enrolment Rate (NER)

Definition: Enrolment of the theoretical school-age group for a given level of education, expressed as a percentage of the total population in that age-group.

Purpose: To show the extent of participation in a given level of education of children and youths belonging to the official age-group corresponding to the given level of education.

Calculation method: Divide the number of learners enrolled who are of the official age-group for a given level of education by the population for the same age-group and multiply the result by 100.

6. School Teachers having Required Academic Qualifications

Definition: The number of school teachers with at least the minimum academic qualifications required by MoPSE for teaching at a certain level of the education system (ECD, Primary or Secondary), expressed as a percentage of the total number of primary

228

school teachers. This indicator measures the proportion of primary school teachers who meet the basic requirement in terms of academic qualifications as specified by the authorities. It indicates the general quality of human capital involved in teaching in education. Teachers are persons who, in their professional capacity, guide and direct learners’ learning experiences in gaining the knowledge, attitudes and skills that are stipulated in a defined curriculum programme.

Unit of Measurement: Teachers with at least minimum academic qualifications as a percentage of the total number of primary school teachers

Discussion: A high percentage of teachers having the required academic qualifications denotes the availability of academically qualified teachers and the general quality of the teaching force. Teachers' academic qualifications, together with pre-service or in-service teacher training, correlate strongly and consistently with learners’ scholastic performance, which of course is also affected by other factors, such as the experience and status of teachers, teaching methods, teaching materials and the quality of classroom conditions.

7. Learner to Teacher Ratio (LTR)

Definition: Average number of learners per teacher at a specific level of education in a given school-year. Teachers are defined as persons whose professional activity involves the transmission of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to learners enrolled in a formal educational institution.

Calculation Method: Divide the total number of learners enrolled at the specified level of education by the number of teachers at the same level.

8. Repetition Rate by Grade or Form

Definition: Proportion of learners enrolled in a given grade in a given school year who study in the same grade the following school year. This indicator measures the phenomenon of learners repeating a grade, and is one of the measures of the internal efficiency of the primary school education cycle

Unit of Measurement: Percentage of repeaters in a grade to enrolment in that grade the previous year

Discussion: Repetition rates should ideally approach zero per cent. High repetition rates reveal problems in the internal efficiency of the education system and possibly reflect a poor level of instruction. When compared across grades, the patterns can indicate specific grades with relatively higher repetition rates, hence requiring more in-depth study of the causes and possible remedies. In some cases, low repetition rates merely reflect policies or practices of automatic promotion and may reflect poorly on the quality of a system. Repetition rate plays an important role in measuring the efficiency of the education system. The maximum repetition rate and the number of grade repetitions allowed may

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in some cases be determined by the education authorities in order to cope with limited capacity at certain grade levels and to increase the flow of learners through the education cycle

9. School Teachers who are Certified (Trained) to Teach According to National

Standards

Definition: The number of school teachers who are certified to have received the minimum stipulated teacher-training (pre-service or in-service) required for teaching in education, expressed as a percentage of the total number of school teachers at a particular level of the education system. This indicator measures the proportion of primary school teachers trained in pedagogical skills, according to national standards, to effectively teach and use the available instructional materials. It reveals also a state’s commitment to invest in the development of its human capital involved in teaching activities. Teachers are persons who, in their professional capacity, guide and direct learners’ learning experiences in gaining the knowledge, attitudes and skills that are stipulated in a defined curriculum programme.

Unit of Measurement: Percentage to total primary school teachers

Discussion: A high percentage of teachers certified to teach in primary schools implies that the majority of the teaching force is trained and has the necessary pedagogical skills to teach and use the available instructional materials in an effective manner. This indicator does not take into account differences in teachers’ experiences and status, teaching methods, teaching materials and variations in classroom conditions -- all being factors that also affect the quality of teaching/learning. The details of the training imparted, duration, training agency etc. may also be analysed along with the indicator.

10. Learner Enrolment

Learner enrolment is defined as the total number of learners (total, female) enrolled in a particular level of education (primary, secondary, tertiary). For secondary education, learner enrolment includes enrolment in general programmes as well as enrolment in technical and vocational programs. (Data Source: UNESCO Institute for Statistics)

11. Survival Rate to End an Education Cycle

Definition: Percentage of a cohort of learners who enrolled in the first grade of a level of education in a given school-year and who eventually reach the final year (or target year). Its purpose is to assess the “holding power” and internal efficiency of an education system. The survival rate to final year indicates the proportion of a learner cohort that completes each year and survives to final year. Conversely, it indicates the magnitude of dropout before final year.

Unit of Measurement: Percentage of a learner cohort actually reaching grade V

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Discussion: Survival rate to final year of education is of particular interest because the completion of at least primary schooling is commonly considered a pre-requisite for a sustainable level of literacy. The distinction between survival rate with and without repetition is necessary to determine the extent of wastage due to dropout and repetition. Given that this indicator is usually estimated using cohort analysis models that are based on a number of assumptions, care should be taken in making comparisons across states

12. Transition Rate

Definition: The number of learners (or learners) admitted to the first grade of a higher level of education in a given year, expressed as a percentage of the number of learners (or learners) enrolled in the final grade of the lower level of education in the previous year.

Purpose: To convey information on the degree of access or transition from one cycle or level of education to a higher one. Viewed from the lower cycle or level of education, it is considered as an output indicator, viewed from the higher educational cycle or level, it constitutes an indicator of access. It can also help in assessing the relative selectivity of an education system, which can be due to pedagogical or financial requirements.

Calculation method: Divide the number of new entrants in the first grade of the specified higher cycle or level of education by the number of learners who were enrolled in the final grade of the preceding cycle or level of education in the previous school year, and multiply by 100.

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List of Tables

Table 2.1: School Going Age Population Projections by Level of Education and Sex, Number, Zimbabwe, 2020 5

Table 2.2: Projected School Age Population by Single Age and Sex, Number, Zimbabwe, 2020 6

Table 2.3: Projected School-age Population by Level of Education, Sex and Province, Number and Percentage Distribution, Zimbabwe, 2020 8

Table 2.4: Percentage Distribution of Projected School-age Population by Level of Education, Sex and Province, Number and Percentage Distribution, Zimbabwe, 2020 8

Table 2.5: Projected School Age Population by Level of Education (ECD and Primary), Sex and Province, Number and Percent, 2020 10

Table 2.6: Schools by Level of Education and Year, Number and Percentage, Zimbabwe, 2016-2020 11

Table 2.7: Schools by Level of Education and Province, Number and Percentage, Zimbabwe, 2020 13

Table 2.8: Schools by Level of Education and Province, Number, Zimbabwe, 2020 16

Table 2.9: Schools by Level of Education and Province, Percentage Distribution, Zimbabwe, 2020 16

Table 2.10: Schools by Level of Education, Registration Status and Province, Number and Percentage, Zimbabwe, 2020 19

Table 2.11: Number of Schools by Level of Education, Registration Status and Province, Percentage Distribution, Zimbabwe, 2020 20

Table 2.12: Schools by Level of Education, Location (Rural and Urban) and Province, Zimbabwe, 2020 21

Table 2.13: Schools by Level of Education, Capitation Grant Classification and Province, Number, Zimbabwe, 2020 23

Table 2.14: Schools by Level of Education, Capitation Grant Classification and Province, Percentage, Zimbabwe, 2020 23

Table 2.15: Primary Schools by Type, Responsible Authority and Province, Number, Zimbabwe, 2020 27

Table 2.16: Primary Schools by Type, Responsible Authority and Province, Percentage, Zimbabwe, 2020 28

Table 2.17: Secondary Schools by Type, Responsible Authority and Province, Number, Zimbabwe, 2020 30

Table 2.18: Secondary Schools by Type, Responsible Authority and Province, Percentage, Zimbabwe, 2020 31

Table 2.19: Schools by Level of Education, Level of Operation and Province, Number, Zimbabwe, 2020 32

Table 2.20 : Schools by Level of Education, Level of Operation and Province, Percent, Zimbabwe, 2020 33

Table 3.1: ECD Enrolment by Sex, Number and Percentage Change, Zimbabwe, 2016-2020 35

Table 3.2: ECD Enrolments by School Capitation Grant Classification and Sex, Zimbabwe, 2020 36

232

Table 3.3: ECD Enrolments by School Registration Status, ECD Level and Sex, Number and Percentage, Zimbabwe, 2020 37

Table 3.4: ECD Enrolments by Level of Education, Sex and Age, Number and Percentage, Zimbabwe 2020 39

Table 3.5: ECD Enrolments by Level, Sex and Location, Number and Percentage, Zimbabwe, 2020 40

Table 3.6: Primary School Enrolment by Sex, Number and Percentage Change, Zimbabwe 2016-2020 40

Table 3.7: Primary School Enrolments by Sex and Grade, Number and Percentage, Zimbabwe 2020 42

Table 3.8: Primary Enrolment by Location, Sex and Grade, Number and Percentage, Zimbabwe, 2020 43

Table 3.9: Primary School Enrolment by School Capitation Grant Classification, Grade and Sex, Number and Percentage Zimbabwe, 2020 44

Table 3.10: Primary School Enrolment by School Registration Status, Grade and Sex, Number and Percentage, Zimbabwe, 2020 45

Table 3.11: Primary School Enrolment by Grade and Age, Number, Zimbabwe, 2020 46

Table 3.12: Primary School Enrolments by Grade and Province, Number and Percentage, Zimbabwe, 2020 47

Table 3.13: Secondary School Enrolment by Level and Sex and Change, Number and Percentage, Zimbabwe, 2016-2020 49

Table 3.14: Secondary School Enrolment by Sex and Form, Number and Percentage Females, Zimbabwe, 2020 50

Table 3.15: Secondary School Enrolment by Location, Sex and Form, Number and Percentage Females, Zimbabwe, 2020 51

Table 3.16: Secondary School Enrolments by School Grant Classification, Sex and Form, Number and Percentage, Zimbabwe, 2020 52

Table 3.17: Secondary School Enrolments by School Registration Status, Sex and Form, Number and Percentage, Zimbabwe, 2020 54

Table 3.18: Secondary School Enrolments by Form and Age, Number, Zimbabwe, 2020 54

Table 3.19: Secondary School Enrolment by Form and Province, Number and Percentage, Zimbabwe, 2020 55

Table 3.20: Total Enrolment ECD, Primary and Secondary by Sex and Grade, Number, Zimbabwe, 2020 56

Table 4.1: New Entrants into Grade 1 by Sex and Change, Number and Percentage, Zimbabwe 2016-2020 58

Table 4.2: New Entrants into Grade 1 by Sex, Age, Number and Percentage, Zimbabwe, 2020 60

Table 4.3: New Entrants into Grade 1 by Location, Sex and Age, Number and Percentage, Zimbabwe, 2020 61

Table 4.4: New Entrants into Form 1 by Sex and Change, Number and Percentage, Zimbabwe 2016-2020 62

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Table 4.5: New Entrants into Form 1 by Sex, Age and GPI, Number and Percentage, Zimbabwe, 2020 63

Table 4.6: New Entrants into Form 1 by Location, Sex and Age, Number and Percentage, 2020 65

Table 4.7: Apparent and Net Intake Rates Trends for Primary School by Sex and GPI, Percentage, 2016-2020 66

Table 4.8: Primary School Apparent Intake Rates by Sex and Province, Number and Percentage, Zimbabwe, 2020 67

Table 4.9: Primary School Net Intake Rates by Sex and Province, Number and Percentage, Zimbabwe, 2020 68

Table 4.10: Secondary School Apparent Intake Rate and Net Intake Rate Trends by Sex, Percentage, Zimbabwe, 2016-2020 69

Table 4.11: Secondary School Apparent Intake Rate by Sex and Province, Number and Percentage, Zimbabwe, 2020 70

Table 4.12: Secondary School Net Intake Rate by Sex and Province, Number and Percentage, Zimbabwe, 2020 70

Table 5.1: ECD Gross Enrolment Ratio and Net Enrolment Ratio and GPI, Zimbabwe, 2016-2020 72

Table 5.2: ECD School Age Population and Enrolment by Province and Sex, Number, Zimbabwe, 2020 73

Table 5.3: ECD Gross Enrolment Ratio, Net Enrolment Ratio by Sex, GPI and Province, Percentage, Zimbabwe, 2020 74

Table 5.4: ECD A School Age Population and Enrolments by Sex and Province, Number, Zimbabwe, 2020 75

Table 5.5: ECD A Gross Enrolment Ratio, Net Enrolment Ratio by Sex, GPIs and Province, Percentage, Zimbabwe, 2020 76

Table 5.6: ECD B School Age Population and Enrolments by Sex and Province, Number, Zimbabwe, 2020 77

Table 5.7: ECD B Gross Enrolment Ratio, Net Enrolment Ratio by Sex, GPIs and Province, Percentage, Zimbabwe, 2020 78

Table 5.8: Infant School Age Population and Enrolments by Sex and Province, Number, Zimbabwe, 2020 79

Table 5.9: Infant Gross Enrolment Ratio, Net Enrolment Ratio by Sex and GPIs by Province, Percentage, Zimbabwe, 2020 80

Table 5.10: Junior School Age Population and Enrolments by Sex and Province, Number, Zimbabwe, 2020 81

Table 5.11: Junior Gross Enrolment Ratio, Net Enrolment Ratio by Sex and GPIs and Province, Percentage, Zimbabwe, 2020 81

Table 5.12: Primary School Gross Enrolment Rate, Net Enrolment Rate and GPI, Percentage, Zimbabwe, 2016-2020 82

Table 5.13: Primary School Age Population and Enrolments, Number, Zimbabwe, 2020 84

234

Table 5.14: Primary Gross Enrolment Ratio, Net Enrolment Ratio and GPI by Sex and Province, Percentage, Zimbabwe, 2020 84

Table 5.15: Grade Specific Gross Enrolment Rate by Grade and Sex, Percentage and Number, Zimbabwe, 2020 86

Table 5.16: Grade Specific Net Enrolment Rate (NER) by Sex and Grade, Percentage, Zimbabwe, 2020 87

Table 5.17: Secondary School Gross Enrolment Rate (GER) by Level and Sex, Percentage, Zimbabwe 2016-2020 88

Table 5.18: Secondary School Net Enrolment Rate by Level and Sex, Number and Percentage, Zimbabwe, 2016-2020 91

Table 5.19: Secondary (Form 1-4) School-Age Population and Enrolment by Sex, Number, Zimbabwe, 2020 92

Table 5.20: Secondary School (Form 1-4) NER and GER by Province and Sex, Percentage, Zimbabwe, 2020 93

Table 5.21: Secondary School (Form 5-6) Age Population and Enrolment by Sex, Number, Zimbabwe, 2020 94

Table 5.22: Secondary School (Form 5-6) GER and NER, by Province and Sex, Percentage, Zimbabwe, 2020 94

Table 5.23: Secondary School (Form 1-6) Population and Enrolment by Sex and Province, Number, Zimbabwe, 2020 96

Table 5.24: Secondary School (Form 1-6) GER, NER and GPI by Sex and Province, Percentage, Zimbabwe, 2020 96

Table 5.25: Form Specific Gross Enrolment Rate (FSGER), Number and Percentage, Zimbabwe, 2020 97

Table 5.26: Form Specific Net Enrolment Rate, Number and Percentage, Zimbabwe, 2020 98

Table 5.27: Secondary School Age Specific Enrolment Rate (ASER) by Sex, Number and Percentage, Zimbabwe, 2020 99

Table 6.1: Orphaned and Vulnerable Children (OVC) by Sex and Level of Education and Change, Number and Percentage, Zimbabwe, 2016-2020 102

Table 6.2: ECD Orphaned and Vulnerable (OVC) by Sex and Province, Number and Percentage, Zimbabwe, 2020 104

Table 6.3: Primary School Orphaned and Vulnerable (OVC) by Sex and Province, Number and Percentage, Zimbabwe, 2020 105

Table 6.4: Secondary School Orphaned and Vulnerable Children (OVC) by Sex and Province, Number and Percentage, Zimbabwe, 2020 106

Table 6.5: ECD OVC by Type, Sex and Province, Number, Zimbabwe, 2020. 108

Table 6.6: ECD OVCs by Type and Province, Percentage Distribution, Zimbabwe, 2020 109

Table 6.7: Primary School OVC by Type, Sex and Province, Number, Zimbabwe, 2020 110

Table 6.8: Primary School OVCs by Type and Province, Percentage Distribution, Zimbabwe, 2020 111

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Table 6.9: Secondary School OVC by Type, Sex and Province, Number, Zimbabwe, 2020 112

Table 6.10: Secondary School OVCs by Type and Province, Percentage Distribution, Zimbabwe, 2020 113

Table 6.11: Impairments by Education Level, Sex and Province, Number, Zimbabwe, 2020 114

Table 6.12: Enrolment by Impairments by Level, Sex and Province as a Percentage of Total Enrolment, Zimbabwe 2020 115

Table 6.13: Impairments, Primary and Secondary Schools by Type and Sex, Number, Zimbabwe, 2020 117

Table 6.14: Primary School Learners Impairment by Type and Province, Percentage Distribution, Zimbabwe, 2020 118

Table 6.15: Secondary School Leaners Impairment by Type and Province, Percentage Distribution, Zimbabwe, 2020 119

Table 6.16: Primary Enrolments by Impairments and Province, Number, Zimbabwe, 2020 120

Table 6.17: Secondary Enrolments by Impairments and Province, Number, Zimbabwe, 2020 121

Table 6.18: ECD School Learners with Funding Assistance by Type, Sex and Province, Number and Percentage, Zimbabwe 2020 122

Table 6.19: Primary School Learners with Funding Assistance by Type, Sex and Province, Number and Percentage, Zimbabwe 2020 123

Table 6.20: ECD School Learners on BEAM, with Claims Outstanding and Paid for by Sex and Province, Number and Percentage, Zimbabwe, 2020 123

Table 6.21: Primary School Learners on BEAM, with Claims Outstanding and Paid for by Sex and Province, Number and Percentage, Zimbabwe, 2020 124

Table 6.22: Secondary School Learners with Funding Assistance by Type, Sex and Province, Number and Percentage, Zimbabwe 2020 125

Table 6.23: Secondary School Learners on BEAM, with Claims Outstanding and Paid for by Sex and Province, Number and Percentage, Zimbabwe, 2020 125

Table 7.1: Teachers by Level, Training, Learner to Teacher Ratio Trends, Number and Percentage, Zimbabwe, 2016-2020 128

Table 7.2: ECD Trained and Untrained Teachers by Province, Number and Percentage Zimbabwe, 2020 129

Table 7.3: ECD Teachers by Training, Sex and Location, Number and Percentage, Zimbabwe, 2020 129

Table 7.4: ECD Teachers by Qualification Status and Sex, Number and Percentage, Zimbabwe, 2020 130

Table 7.5: ECD Teachers by Type of Employment, Sex and Qualification Status, Number, Zimbabwe, 2020 131

Table 7.6: ECD Teachers by Teaching Experience and Sex, Number and Percentage, Zimbabwe, 2020 131

Table 7.7: ECD Teachers and Learner to Teacher Ratio by Location, Number, Zimbabwe, 2020 132

Table 7.8: ECD Teachers by Training, Learner to Teacher Ratio and Province, Number, Zimbabwe, 2020 133

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Table 7.9: Primary School Teachers by Training and Province, Number and Percentage Zimbabwe, 2020 134

Table 7.10: Primary School Teachers by Training, Sex and Location, Number and Percentage, Zimbabwe, 2020 134

Table 7.11: Primary School Teachers by Qualification and Sex, Number and Percentage, Zimbabwe, 2020 135

Table 7.12: Primary School Teachers by Type of Employment, Sex and Qualification Status, Number, Zimbabwe, 2020 136

Table 7.13: Primary School Teachers by Teaching Experience and Sex, Number and Percentage, Zimbabwe, 2020 136

Table 7.14: Primary School Teachers by Teacher Substantive Grade by Sex, Number and Percentage, Zimbabwe, 2020 137

Table 7.15: Primary School Teachers, Learner to Teacher Ratio by Location, Zimbabwe, 2020 138

Table 7.16: Primary School Teachers and Learner to Teacher Ratio by Province, Number, Zimbabwe, 2020 139

Table 7.17: Secondary School Teachers by Training and Province, Number and Percentage, Zimbabwe, 2020 140

Table 7.18: Secondary School Teachers by Location, Training, and Sex, Number and Percentage, Zimbabwe, 2020 140

Table 7.19: Secondary School Teachers by Qualification Status and Sex, Number and Percentage, Zimbabwe, 2020 141

Table 7.20: Secondary School Teachers by Type of Employment, Sex and Qualification Status, Number, Zimbabwe 2020 142

Table 7.21: Secondary School Teachers by Teaching Experience, Number and Percentage, Zimbabwe, 2020 142

Table 7.22: Secondary School Teachers by Teacher Substantive Grade and Sex, Number and Percentage, Zimbabwe, 2020 143

Table 7.23: Secondary School (Form 1-6) Learner to Teacher Ratio by Location, Number, Zimbabwe, 2020 144

Table 7.24: Secondary School (Form 1-6) Teachers and Learner to Teacher Ratio by Province, Number, Zimbabwe, 2020 145

Table 8.1: Repeaters by Level of Education and Sex, Number and Percentage, Zimbabwe, 2016-2020 148

Table 8.2: Primary Education Level Repeaters as a Percentage of Enrolment by Sex, GPI and Grade, Number and Percentage, Zimbabwe, 2020 149

Table 8.3: Secondary Education Level Repeaters as a Percentage of Enrolment by Sex, GPI and Form, Zimbabwe, 2020 150

Table 8.4 : Repeaters by Level of Education, Sex and Province, Number and Percentage, Zimbabwe, 2020 151

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Table 8.5: Percentage of Repeaters by Level of Education, Sex and Province, Zimbabwe, 2020 151

Table 8.6: Dropouts by Level of Education, Number and Percentage, Zimbabwe, 2016-2020 152

Table 8.7: Primary School Dropouts by Reasons, Number and Percentage, Zimbabwe, 2020 154

Table 8.8: Secondary School Dropouts by Reasons, Number and Percentage, Zimbabwe, 2020 155

Table 8.9: Enrolments, Repeaters and Promotion by Grade/ Form, Number, Zimbabwe 2019 and 2020 156

Table 8.10: Promotion, Repetition and Dropout Rates by Grade/Form, Zimbabwe, 2019 and 2020 157

Table 8.11: Transition Rates, Grade 7 to Form 1 and Form 4 to Form 5, by Sex and GPI, Percentage, Zimbabwe 2015-2016 to 2019 – 2020 159

Table 8.12: Survival Rates by Education Level, Grade and Sex, Zimbabwe, 2020 160

Table 8.13: Survival Rates by Education Level, Form and Sex, Zimbabwe, 2020 161

Table 8.14: Completion Rate by Level of Education and Sex, Percentage, Zimbabwe 2016-2020 162

Table 8.15: ECD Completion Rate by Sex, GPI and Province, Number and Percentage, Zimbabwe, 2020 163

Table 8.16: Primary School Completion Rate by Sex, GPI and Province, Number and Percentage, Zimbabwe, 2020 165

Table 8.17: Lower Secondary School Completion Rate by Sex, GPI and Province, Number and Percentage, Zimbabwe, 2020 166

Table 8.18: Upper Secondary School Completion Rate by Sex, GPI and Province, Number and Percentage, Zimbabwe, 2020 167

Table 9.1: ECD, Primary and Secondary Classrooms, Enrolment and Learner to Classroom Ratio Trend, Number, Zimbabwe 2016-2020 169

Table 9.2: Classrooms, Enrolments, and Learner to Classroom Ratio (LCR) by Province, Number, Zimbabwe, 2020 170

Table 9.3: Primary Level Classrooms, Enrolments, and Learner to Classroom Ratio (LCR) by Province, Number, Zimbabwe, 2020 171

Table 9.4: Secondary Level Classrooms, Enrolments, and Learner to Classroom Ratio (LCR) by Province, Number, Zimbabwe, 2020 173

Table 9.5: Schools Main Source of Electricity by Type and Level of Education, Number and Percentage, Zimbabwe, 2020 175

Table 9.6: Schools Without Electricity by Education Level and Province, Number and Percentage, Zimbabwe, 2020 176

Table 9.7: Schools by Grant Classification and Main Source of Electricity, Number and Percentage, Zimbabwe, 2020 178

Table 9.8: Learners and Teachers to Toilet Ratios by Sex, Zimbabwe, 2016-2020 179

Table 9.9: ECD and Primary Teacher and Learner to Toilet Ratios by Sex and Province, Zimbabwe, 2020 180

238

Table 9.10: Secondary Learner and Teacher to Toilet Ratios by Sex and Province, Number, Zimbabwe, 2020 181

Table 9.11: ECD Toilets for Learners by Type and Province, Number, Zimbabwe, 2020 183

Table 9.12: Primary Toilets for Learners by Type and Province, Number, Zimbabwe, 2020 184

Table 9.13: Secondary Toilets for Learners by Type and Province, Number, Zimbabwe, 2020 185

Table 9.14: Primary Schools with Access to Water and Water Sources by Type and Province, Number and Percentage, Zimbabwe, 2020 186

Table 9.15: Primary Schools by Source of Water, Percentage Distribution, Zimbabwe, 2020 187

Table 9.16: Primary Schools by Access to Water and Use of Water, Number and Percentage, Zimbabwe, 2020 188

Table 9.17: Secondary Schools with Access to Water and Water Sources by Type and Province, Number and Percentage, Zimbabwe, 2020 189

Table 9.18: Secondary Schools by Source of Water, Percentage Distribution, Zimbabwe, 2020 190

Table 9.19: Secondary Schools by Access to Water and Use of Water, Percentage and Number, Zimbabwe, 2020 191

Table 9.20: Percentage of Primary Schools with Trained Health Teachers, Supplementary Feeding Programmes and Functioning Health Clubs by Province, Number and Percentages, Zimbabwe, 2020 192

Table 9.21: Schools With and Without Internet by Education Level and Province, Number and Percentage, Zimbabwe, 2020 195

Table 9.22: Primary Schools by Type of Connectivity and Province, Number, Zimbabwe, 2020 197

Table 9.23: Primary Schools by Type of Connectivity and Province, Percentage Distribution, Zimbabwe, 2020 197

Table 9.24: Secondary Schools by Type of Connectivity and Province, Number, Zimbabwe, 2020 198

Table 9.25: Secondary Schools by Type of Connectivity and Province, Percentage Distribution, Zimbabwe, 2020 199

Table 9.26: Primary School Computers for Learners, Teachers and Administration, Number and Percentages, Zimbabwe, 2020 203

Table 9.27: Secondary Schools Computers for Learners, Teachers and Administration, Number and Percentages, Zimbabwe, 2020 204

Table 9.28: Primary School (ECDA to Grade 7) Seating and Writing Places by Province, Number and Percentage, Zimbabwe, 2020 205

Table 9.29: Secondary School (Form 1-6) Seating and Writing Places, Number and Percentage, Zimbabwe, 2020 206

Table 10.1: Total Enrolment in NFE Programmes (Primary and Secondary Education Levels) by, Sex and Province, Number and Percentage, Zimbabwe, 2020 208

Table 10.2: Enrolment in NFE Programmes (Primary Education Level) by, Sex and Province, Number and Percentage, Zimbabwe, 2020 209

239

Table 10.3: Enrolment in NFE Programmes (Secondary Education Level) by, Sex and Province, Number and Percentage, Zimbabwe, 2020 210

Table 10.4: Primary Level Enrolment in NFE Programmes by Sex and NFE Level, Number and Percentage, Zimbabwe, 2020 210

Table 10.5: Primary Level Enrolment in NFE Programmes by Registration Status of School, Sex and NFE Level, Number and Percentage, Zimbabwe, 2020 211

Table 10.6: Primary Level Enrolment in NFE Programmes by Location, Sex and NFE Level, Number and Percentage, Zimbabwe, 2020 212

Table 10.7: Secondary Level Enrolment in NFE Programmes by Sex and NFE Level, Number and Percentage, Zimbabwe, 2020 213

Table 10.8: Secondary Level Enrolment in NFE Programmes by School Registration Status, Sex and NFE Level, Number and Percentage, Zimbabwe, 2020 214

Table 10.9: Secondary Level Enrolment in NFE Programmes by Location, Sex and NFE Level, Number and Percentage, Zimbabwe, 2020 215

Table 10.10: Primary and Secondary Schools Offering NFE programmes, Number, Zimbabwe, 2020 216

Table 10.11: Primary Schools Offering NFE programmes, Zimbabwe 2020 216

Table 10.12: Secondary Schools Offering NFE programmes, Zimbabwe 2020 217

Table 11.1: Pass Rates by Level (Grade 7, ‘O' Level and ‘A' Level) and Sex and GPI, Percentage, Zimbabwe, 2016-2020 218

Table 11.2: Grade 7 Pass Rates by Province and Sex, Zimbabwe, 2020 219

Table 11.3: ‘O’ Level Pass Rates by Province and Sex, Zimbabwe 2020 221

Table 11.4: ‘A’ Level Pass Rates by Province and Sex, Zimbabwe 2020 223

240

List of Figures

Figure 1.1: The Structure of the Education System of Zimbabwe 1

Figure 1.2: Zimbabwe Administrative Boundaries by Province, Districts and Wards 4

Figure 1.3: Zimbabwe Ministry of Primary and Secondary Education Administrative Boundaries by Province, Districts and Wards 4

Figure 2.1: Distribution of Projected School Age Population by Single Age and Sex, Number, Zimbabwe, 2020 7

Figure 2.2: Projected School-Age Population by Province, Percentage Distribution, Zimbabwe, 2020 9

Figure 2.3: Schools by Level of Education and Year, Zimbabwe 2016-2020 12

Figure 2.4: School-Age Population and Schools by Province, Percentage Distribution, Zimbabwe, 2020 14

Figure 2.5: Schools by level of Education and Province, Percentage Distribution, Zimbabwe, 2020 15

Figure 2.6: Schools by Level of Education and Registration Status, Percentage, Zimbabwe, 2020 18

Figure 2.7: Schools by Level of Education and Location, Percentage, Zimbabwe, 2020 21

Figure 2.8: Schools by Level of Education and Per Capita Grant Classification, Zimbabwe, 2020 22

Figure 2.9: Schools by Level of Education, Capitation Grant Type and Province, Percentage, Zimbabwe, 2020 24

Figure 2.10: Schools by Level of Education and Whether Run by Government or Non-Government, Percentage and Number, Zimbabwe, 2020 25

Figure 2.11: Primary Schools, Government and Non-Government by Responsible Authority, Percentage Distribution, Zimbabwe, 2020 26

Figure 2.12: Secondary Schools, Government and Non-Government by Responsible Authority, Percentage Distribution, Zimbabwe, 2020. 29

Figure 2.13: Schools by Level of Education and Operation Mode, Percentage Distribution, Zimbabwe, 2020. 32

Figure 3.1: ECD Enrolment by Sex, Zimbabwe 2016-2020 36

Figure 3.2: ECD Enrolments by Age, Sex, Percentage Distribution, Zimbabwe, 2020 38

Figure 3.3: ECD Learners by Level, Age and Sex, Zimbabwe, 2020 39

Figure 3.4: Primary School Enrolment by Sex, Zimbabwe, 2016-2020 41

Figure 3.5: Primary School Enrolments by Location, Number and Percentage, Zimbabwe, 2020 42

Figure 3.6: Primary School Enrolment by School Capitation Grant Classification, Percentage, Zimbabwe, 2020 44

Figure 3.7: Primary School Enrolment by Grade and Age, Percentage Distribution, Zimbabwe, 2020 46

Figure 3.8: Enrolment in Lower and Upper Secondary Schools Zimbabwe, 2016-2020 48

Figure 3.9: Secondary School Enrolments (Form 1- 6) by Location, Number and Percentage, Zimbabwe, 2020 50

241

Figure 3.10: Secondary School Enrolment by School Grant Classification, Number and Percentage, Zimbabwe, 2020 52

Figure 3.11: Secondary School Enrolments by School Registration Status, Number and Percentage, Zimbabwe, 2020 53

Figure 3.12: Secondary School Enrolments by Form and Age, Percentage, Zimbabwe, 2020 55

Figure 3.13: Distribution of Enrolment by Grade/Form, Number, Zimbabwe, 2020 56

Figure 4.1: New Entrants into Grade 1 by Sex, Number and Percentage, Zimbabwe 2016-2020 59

Figure 4.2: New Entrants into Grade 1 by Age and Sex, Number, Zimbabwe, 2020 60

Figure 4.3: New Entrants into Form 1 by Sex, Number and Percentage, Zimbabwe 2016-2020 62

Figure 4.4: New Entrants into Form 1 by Age and Sex, Number, Zimbabwe, 2020 64

Figure 4.5: Primary School (Grade1) Apparent Intake Rate, Percentage, Zimbabwe 2016-2020 66

Figure 4.6: Primary School (Grade1) Net Intake Rate, Percentage, Zimbabwe 26-2020 66

Figure 4.7: Secondary School (Form 1) Apparent Intake Rate, Percentage, Zimbabwe, 2016-2020 69

Figure 4.8: Secondary School (Form 1) Net Intake Rate, Percentage, Zimbabwe, 2016-2020 69

Figure 5.1: ECD Gross Enrolment Ratio by Sex and Province, Percentage, Zimbabwe, 2020 74

Figure 5.2: ECD Net Enrolment Ratio by Sex and Province, Percentage, Zimbabwe, 2020 74

Figure 5.3: ECD A Net Enrolment Ratio by Sex and Province, Percentage, Zimbabwe, 2020 76

Figure 5.4: ECD B Net Enrolment Ratio by Sex and Province, Percentage, Zimbabwe, 2020 78

Figure 5.5: Primary School Gross Enrolment Ratio, Percentage, Zimbabwe, 2016-2020 83

Figure 5.6: Primary School Net Enrolment Ratio, Percentage, Zimbabwe, 2016-2020 83

Figure 5.7: Primary School NER by Province, Percentage, Zimbabwe, 2020 85

Figure 5.8: Grade Specific Gross and Net Enrolment Rates, Percentage, Zimbabwe, 2020 86

Figure 5.9: Secondary School (Form 1-4) GER, Percentage, Zimbabwe, 2016-2020 89



Figure 5.12: Secondary School (Form 1-4) NER, Percentage, Zimbabwe, 2016-2020 91



Figure 5.15: Secondary School (Form 1-4) NER by Province, Percentage, Zimbabwe, 2020 93

Figure 5.16: Secondary School (Form 5-6), NER by Province, Percentage, Zimbabwe, 2020 95

Figure 5.17: Secondary School (Form 1-6) NER, by Province, Percentage, Zimbabwe, 2020 97

Figure 5.18: Form Specific Net Enrolment Ratio, Percent, by Gender, Zimbabwe, 2020 98

Figure 5.19: Secondary School Age Specific Enrolment Rate (ASER) by Sex, Percentage, Zimbabwe, 2020 99

242

Figure 6.1: ECD Orphans and Vulnerable Children, Number, Zimbabwe 2016-2020 103

Figure 6.2: Primary School (Grade 1-7) Orphans and Vulnerable Children, Number, Zimbabwe 2016-2020. 103

Figure 6.3: Secondary School (Form 1-6) Orphans and Vulnerable Children, Number, Zimbabwe, 2015-2020. 103

Figure 6.4: ECD Orphaned and Vulnerable Children by Province, Percentage OVC, Zimbabwe, 2020. 104

Figure 6.5: Primary School Orphaned and Vulnerable Children by Province, Percentage OVC, Zimbabwe, 2020. 105

Figure 6.6: Secondary School Orphaned and Vulnerable Children by Province, Percentage OVC, Zimbabwe, 2020. 107

Figure 6.7: ECD OVCs by Type and Province, Number, Zimbabwe 2020 108

Figure 6.8: Primary School OVCs by Type and Province, Percentage Distribution, Zimbabwe 2020 110

Figure 6.9: Secondary School OVCs by Type and Province, Number, Zimbabwe, 2020 112

Figure 6.10: Primary and Secondary School Learners by Type of Impairment, Percent Distribution, Zimbabwe, 2020 116

Figure 7.1: Teachers by Level of Education, Zimbabwe, 2016-2020 127

Figure 7.2: ECD teachers by Qualification and Sex, Number, Zimbabwe, 2020 130

Figure 7.3: ECD Teachers by Teaching Experience and Sex, Number, Zimbabwe, 2020 132

Figure 7.4: ECD Teachers by Learner to Teacher Ratios and Province, Zimbabwe, 2020 133

Figure 7.5: Primary School Teachers by Qualification and Sex, Number, Zimbabwe, 2020 135

Figure 7.6: Primary School Teachers by Teaching Experience and Sex, Number, Zimbabwe, 2020 137

Figure 7.7: Primary School Teachers by Teacher Substantive Grade and Sex, Number, Zimbabwe, 2020 138

Figure 7.8: Primary School Teachers by Learner to Teacher Ratios and Province, Zimbabwe, 2020 139

Figure 7.9: Secondary Teachers by Qualification Status and Sex, Number, Zimbabwe, 2020 141

Figure 7.10: Secondary School Teachers by Teaching Experience, Number, Zimbabwe, 2020 143

Figure 7.11: Secondary School Teachers by Teacher Substantive Grade and Sex, Number, Zimbabwe, 2020 144

Figure 7.12: Distribution of Secondary School Teachers’ Learner to Teacher Ratio, Zimbabwe, 2020 145

Figure 8.1: Percentage Repeaters by Level of Education, Zimbabwe, 2016-2020 148

Figure 8.2: Percentage Repeaters by Grade and Sex, Primary Schools, Zimbabwe, 2020 149

Figure 8.3: Percentage Repeaters by Form and Sex, Secondary Schools, Zimbabwe, 2020 150

Figure 8.4: Percentage of Repeaters by Level of Education and Province, Number, Zimbabwe, 2020 152

Figure 8.5: Percentage Dropout by Level of Education, Zimbabwe, 2016-2020 153

243

Figure 8.6: Primary School Percentage Dropouts by Reasons, Zimbabwe, 2020 154

Figure 8.7: Secondary Level Percentage Dropout by Reason, Zimbabwe, 2020 155

Figure 8.8: Dropout Rates by Grade/Form and Sex, Percentage, Zimbabwe, 2020 157

Figure 8.9: Promotion Rate by Grade/ Form and Sex, Percentage, 1212Zimbabwe, 2020 158

Figure 8.10: Transition Rates, Grade 7 to Form 1 and Form 4 to Form 5, by Sex, Percentage, Zimbabwe, 2015-2016 to 2019 – 2020 159

Figure 8.11: Primary School Survival Rate by Grade and Sex, Zimbabwe, 2020 160

Figure 8.12: Secondary School Survival Rate by Form and Sex, Zimbabwe, 2020 161

Figure 8.13: Completion Rate by Level of Education, Percentage, Zimbabwe, 2016-2020 163

Figure 8.14: ECD Completion Rate by Sex and Province, Zimbabwe, 2020 164

Figure 8.15: Primary School Completion Rate by Sex and Province, Zimbabwe, 2020 165

Figure 8.16: Lower Secondary Completion Rate by Sex and Province, Zimbabwe, 2020 166

Figure 8.17: Upper Secondary Completion Rate by Sex and Province, Zimbabwe, 2020 168

Figure 9.1: ECD, Primary and Secondary Learner to Classroom Ratio, Number, Zimbabwe 2016-2020 170

Figure 9.2: Learner to Classroom Ratio (LCR) by Province, Number, Zimbabwe, 2020 171



Figure 9.5: Schools Source of Electricity by Level of Education, Percentage Distribution, Zimbabwe, 2020 175

Figure 9.6: Schools Without Electricity by Level of Education and Province, Percentage, Zimbabwe, 2020 177

Figure 9.7: Primary School Learner to Toilet Ratio by Sex, Zimbabwe, 2020 181

Figure 9.8: Secondary School Learner to Toilet Ratio by Sex, Zimbabwe, 2020 182

Figure 9.9: Schools with Internet Connectivity by Level of Education and Province, Percentage, Zimbabwe, 2020 194

Figure 9.10: Types of Internet by Level of Education, Percentage, Zimbabwe, 2020 196

Figure 9.11: Primary and Secondary Schools, Percentage with Computers, by Province, Zimbabwe, 2020 200

Figure 9.12: Primary and Secondary Schools, Percentage with Computers for Learners, by Province, Zimbabwe, 2020 200

Figure 9.13: Primary and Secondary Schools, Average Computers per School, by Province, Zimbabwe, 2020 201

Figure 9.14: Primary and Secondary Schools, Average Learners per Computer by Province, Zimbabwe, 2020 202

244

Figure 10.1: Distribution of Primary Level Enrolment in NFE Programmes by Registration Status of School and NFE Level, Number, Zimbabwe, 2020 212

Figure 10.2: Distribution of Primary Level Enrolment in NFE Programmes by Location, Sex and NFE Level, Number and Percentage, Zimbabwe, 2020 213

Figure 10.3: Distribution of Secondary Level Enrolment in NFE Programmes by School Registration Status, Sex and NFE Level, Number, Zimbabwe, 2020 214

Figure 10.4: Distribution of Secondary Level Enrolment in NFE Programmes by Location, Sex and NFE Level, Number and Percentage, Zimbabwe, 2020 215

Figure 11.1: Grade 7 Pass Rates by Sex, Zimbabwe, 2016-2020 219

Figure 11.2: Grade 7 Pass Rates by Sex and Province, Zimbabwe, 2020 220

Figure 11.3: ‘O’ Level Pass Rates by Sex, Zimbabwe 2016 -2020 221

Figure 11.4: ‘O’ Level Pass Rates by Sex and Province, Zimbabwe, 2020 222

Figure 11.5: ‘A’ Level Pass Rates by Sex Trend, Zimbabwe 2016 -2020 223

Figure 11.6: ‘A’ Level Pass Rates by Sex and Province, Zimbabwe, 2020 224

primary and secondary education statistics report 2020

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