The politics of literacy and schooling in Zimbabwe

Abstract

According to a recent paper by Fay Chung (1988), then the Minister of Primary and Higher Education in Zimbabwe, there have been many significant educational achievements since the country gained independence in 1980. While acknowledging gains that have been made, this Briefing argues that an imbalance exists between quantitative expansion and qualitative change in education. Noting an absence in the Zimbabwe case of the use of markers traditionally applied when assessing qualitative change, a number of such criteria are suggested, against which performance of the education system can be evaluated.