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Zimbabwe - A review of primary and secondary education from successful expansion to equity of learning achievements : Main report (English)

Over the past decade, Zimbabwe has rapidly expanded primary and secondary education. There has been a dramatic increase in enrollments, primary and secondary schools and the number of teachers. These achievements reflected the determination of the majority of the population to contribute towards and take advantage of the new educational opportunities open to them, and also take advantage of the government's fulfillment of its pre-independence commitment to expand the schooling system. Despite these achievements, however, a number of critical issues could be seen by the end of the 1980s. With nearly all primary-age children in school and with a large proportion of older children participating in secondary education, the major concern was no longer the need to increase access to education. Instead, there were concerns about low levels of learning achievements, especially in the recently-established secondary schools, and also about the unattractive prospects for many school-leavers due to the high amount of youth unemployment in the country. This report is a review of the major challenges facing primary and especially secondary education. It focuses largely on the formal system of education, though it includes systems of distance education.


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    Pre-2003 Economic or Sector Report

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    Main report

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    informal sector;Primary and Secondary Education;education and training system;small and medium size enterprise;inequitable distribution of resources;Technical and Vocational Education;high rates of employment;annual population growth rate;achievement need;wage employment;primary school enrollment;youth training center;secondary school student;trained teacher;Access to Education;informal sector employment;annual economic growth;supply of teacher;rural service centers;child in school;achievement in school;availability of credit;lack of investment;conventional teacher training;teacher training program;private training sector;skill training programs;vocational training center;vocational education program;secondary school enrollment;small scale enterprise;Minimum Wage Policy;urban informal sector;income earning opportunities;gross enrollment ratio;resources for education;informal sector entrepreneur;secondary school graduate;employment in agriculture;public sector employment;market for good;lack of credit;structure of employment;secondary school level;primary level education;types of school;family planning program;rate of investment;total population size;expenditure per capita;cost of education;budget deficit reduction;stock of capital;increase in expenditure;foreign exchange control;domestic regulatory policies;number of teachers;economic policy reform;interest rate control;access to land;exchange rate management;job security regulation;protectionist trade policy;foreign exchange shortage;higher technical education;projections of growth;proportion of girl;higher level skill;expenditure per student;supervision of school;improving learning achievement;management of school;primary school cycle;system of teacher;conventional secondary school;technical college;skill need;rural area;formal employment;secondary level;communal area;Labor Market;educated youth;school leaver;learning material;farming area;age cohort;wage sector;written comment;constant price;untrained teacher;work force;open unemployment;total employment;Job Creation;student-teacher ratio;subsistence agriculture;existing resources;Rural Sector;productive employment;youth unemployment;analytical capacity;study group;commercial agriculture;expenditure restraint;old children;governmental resources;employment creation;personal service;resource equalization;educational opportunity;retail trade;formal system;school infrastructure;commercial farm;urban employment;effective school;young person;labor policy;municipal zoning;positive discrimination;fiscal deficit;equitable allocation;international competition;examination development;increased revenue;social context;administrative capacity;private college;eliminating barriers;large enterprise;red tape;public training;direct training;craft skills;Technical Training;enterprise training;public system;resource research;trade testing;rural employment;Labor Policies;public deficit;skill development;employer having;working life;negative effect;apprenticeship system;modern sector;efficient training;land cost;mining industry;adult mortality;financing arrangement;employment projection;future demand;Rural Growth;communal sector;skill requirement;conventional schooling;affordable cost;skilled professional;expenditure education;skill profile;rural market;regulatory environment;governmental expenditure;governmental funds;employment growth;Capital Investments;world market;skilled workforce;skill shortage;primary enrollment;gdp deflator;population estimate;education expenditure;fiscal change;Private School;lackluster performance;socio-economic status;Basic Education;financial constraint;pilot school;local research;pupil-teacher ratio;dropping out;community effort;boarding student;qualified teacher;primary sector;school financing;policy question;educational expansion;school facility;african population;school-age population;socialist government;Business Regulation;tracer study;improving information;secondary enrollment;financing for school



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Zimbabwe - A review of primary and secondary education from successful expansion to equity of learning achievements : Main report (English). Washington, D.C. : World Bank Group.