Behm 410

The Zimbabwean education system has undergone numerous changes since the country's
independence in 1980. The education system was characterized by a colonial legacy that
perpetuated inequality and exclusion for the black majority. However, the post-independence era
saw significant investment in the education system, resulting in high literacy rates and access to
education for many Zimbabweans. Despite these achievements, the education system is facing
numerous challenges, including the influence of capitalism. The government of Zimbabwe
adopted a capitalist economic model after gaining independence in 1980, which led to market-
oriented policies and privatization of certain sectors, including education. This shift towards
capitalism has resulted in both positive and negative implications for the education system in
Zimbabwe. This assignment seeks to explore the implications of capitalism on the Zimbabwean
education system.

The Zimbabwean education system has been significantly impacted by the forces of capitalism.
According to Karl Marx, capitalism is an economic system in which the means of production are
privately owned, and profit is the main driving force of economic activity (Marx, 1867). In
simple terms, capitalism is an economic system that emphasizes private ownership and control of
the means of production, leading to the accumulation of wealth and the pursuit of profit.
According to Apple (2001), capitalism has a significant impact on education. In capitalist
societies, education is often seen as a commodity that can be bought and sold, leading to the
privatization of education. As a result, access to education is limited to those who can afford it,
perpetuating inequality. For instance, after gaining independence in 1980, the government of
Zimbabwe adopted a capitalist economic model that promoted market-oriented policies. This led
to the introduction of a market-based education system that focused on private investment in
education, market competition, and privatization of education.

The introduction of capitalism in Zimbabwe has had profound implications for the education
system. According to Muzondidya (2017), the government introduced a market-based education
system that emphasized private investment in education, market competition, and privatization of
education after gaining independence in 1980. This resulted in the establishment of private
schools that offered better resources, facilities, and learning materials than public schools, as
noted by Gumbo (2018). The influence of the private sector on education in Zimbabwe is also
evident in the increasing number of private schools. According to the Ministry of Primary and
Secondary Education, the number of private schools in Zimbabwe increased from 100 in 1990 to
over 1,000 in 2019, indicating a significant shift towards privatization of education (Ministry of
Primary and Secondary Education, 2019). These schools offer better facilities, resources, and
learning materials than public schools, leading to higher academic performance by their students.
For instance, a study conducted by the Zimbabwe Council for Higher Education found that
students from private schools performed better in national exams than those from public schools
(Zimbabwe Council for Higher Education, 2015).

Chitiga-Mabugu and Mabugu (2012) however argues that, the trend of privatization has resulted
in a two-tiered education system, with private schools offering a higher quality of education
compared to public schools. As a result, the privatization of education in Zimbabwe perpetuates
inequality, as only a small portion of the population can afford to send their children to private
schools. This led to exclusion of children from poor families who could not afford the high fees
charged by these schools, resulting in a widening gap between the rich and the poor in terms of
access to quality education. For instance, according to a report by UNESCO, the gross
enrollment ratio (GER) in Zimbabwe's primary education sector declined from 120% in 1999 to
94% in 2014. Furthermore, there was a significant difference in GER between urban and rural
areas, with the GER in urban areas being 109%, compared to 81% in rural areas. This is a clear
indication of how the privatization of education have resulted in exclusion of students from poor
backgrounds who cannot afford to attend private schools (UNESCO, 2016).

Moreover, the influence of the private sector and corporations on education has also been a
crucial aspect of capitalism that has shaped the education system in Zimbabwe. In Zimbabwe,
corporations have been involved in funding education programs and projects. However, this
funding often comes with strings attached. According to Muchie and Baskaran (2014), the
influence of corporations on education can result in a narrow curriculum that prioritizes skills
that are beneficial to corporations. This trend can be seen in Zimbabwe, where there is an
emphasis on science, technology, engineering, and mathematics (STEM) subjects, to the
detriment of other disciplines such as the arts and humanities. Private companies have also
invested in education by establishing private schools, providing educational resources, and
sponsoring scholarships. However, the privatization of education has led to the proliferation of
unregulated private schools. According to Mupfukura (2019), the lack of regulation has led to a
situation where private schools prioritize profit over education quality, leading to a decline in the
quality of education offered. More so, according to a study by Makura and Mufanechiya (2021),
some private schools in Zimbabwe offer low salaries to teachers, leading to a high turnover rate
and a lack of experienced teachers in the sector. This has negatively affected the quality of
education provided, leading to poor performance by students in national examinations.

The commercialization of education is also another aspect of capitalism that has had a significant
impact on the Zimbabwean education system. The market-driven education system resulted in
the commodification of education, where education became a product that could be bought and
sold. This has resulted in a situation where access to education is determined by one's ability to
pay for it. The commodification of education has led to a situation where education is viewed as
a means to an end rather than an end in itself. According to Muchena and Tinarwo (2021),
students are encouraged to pursue courses that will lead to better-paying jobs, rather than those
that they are passionate about. This has led to a decline in the production of knowledge and
innovation. This has also resulted in a shift in focus from education for social development to
education for economic growth. This trend has resulted in the marginalization of certain subjects,
such as the arts and humanities, which are viewed as less relevant to economic growth (Ncube
and Moyo, 2020).

Moreover, Muzondidya (2017) opines that, commodification of education led to the emergence
of diploma mills that offered low-quality education at high costs, contributing to declining
academic performance in the country. For instance, according to a report by the Zimbabwe
National Statistics Agency (ZIMSTAT), the pass rate for the 2020 Ordinary Level examinations
was 31.6%, the lowest pass rate in the last five years. This is a clear indication of how
commercialization and privatization of education have negatively affected the quality of
education in Zimbabwe (ZIMSTAT, 2021). In addition, in Zimbabwe, the commercialization of
education has resulted in the proliferation of for-profit institutions that offer courses in various
disciplines (Masuka, 2017). These institutions often charge exorbitant fees, making education
unaffordable for many Zimbabweans. The commercialization of education in Zimbabwe has also
resulted in the exclusion of vulnerable groups from accessing education. The introduction of user
fees in the 1990s resulted in a decline in enrollment rates, particularly among vulnerable groups
such as girls and children from poor families. According to the Zimbabwe Demographic and
Health Survey, the net enrollment rate for primary education decreased from 86% in 2009 to
80% in 2015 (Zimbabwe Demographic and Health Survey, 2015). According to a report by the
Zimbabwe National Statistics Agency, in 2019, only 39.2% of children from poor families
completed secondary education, compared to 90.7% of children from wealthy families
(Zimbabwe National Statistics Agency, 2020). The commercialization of education has led to a
decline in the status and remuneration of teachers (Dzinotyiweyi 2020). This has resulted in a
shortage of qualified and motivated teachers, which has further exacerbated the challenges faced
by the education system in Zimbabwe.

Capitalism also contributed to brain drain in Zimbabwe, where skilled professionals leave the
country to seek better opportunities abroad, resulting in a shortage of skilled professionals to
teach and manage the education system (Muzondidya, 2017). According to Chikoko (2019),
many Zimbabweans are opting to study and work abroad due to the poor quality of education and
limited opportunities in the country. This brain drain has significant implications for the
development of the country, as it results in a loss of human capital and skills that are needed for
economic growth. Mlambo and Machekanyanga (2019) argues that, the emigration of skilled
personnel, including teachers, has led to a shortage of qualified teachers in public institutions.
This has resulted in a situation where the few remaining teachers are overworked, leading to poor
quality of education. According to a report by the International Organization for Migration
(IOM), Zimbabwe has lost over 3,000 skilled professionals, including teachers, since 2015,
resulting in a shortage of teachers and negatively affecting the quality of education (IOM, 2019).
Similarly the Zimbabwean Teachers' Association reported that, the country has lost over 10,000
teachers to other countries, contributing to a shortage of teachers in the country (Newsday
Zimbabwe, 2019). The loss of experienced teachers to other countries due to poor working
conditions and low salaries has resulted in a shortage of teachers in the country, particularly in
rural areas. According to a report by the United Nations Development Programme (UNDP), the
teacher-pupil ratio in Zimbabwe was 1:42 in 2019, which is above the recommended ratio of
1:30 (UNDP, 2020). This shortage of teachers has negatively affected the quality of education
provided in rural areas, perpetuating the cycle of inequality.

The impact of capitalism on the education system in Zimbabwe is also reflected in the widening
gap between the rich and poor. The privatization and commercialization of education have
resulted in disparities in access to education, with children from wealthy families having access
to better quality education than those from poor families. According to the Zimbabwe National
Statistics Agency (ZIMSTAT), in 2019, the proportion of children from the wealthiest quintile
who completed secondary education was 92%, compared to only 36% of those from the poorest
quintile (ZIMSTAT, 2020). This significant gap in access to education based on socioeconomic
status perpetuates a cycle of poverty and inequality. According to ZIMSTAT, the proportion of
children completing secondary education in urban areas is 71%, while in rural areas, it is only
35% (ZIMSTAT, 2020). This significant gap in access to education based on location
perpetuates a cycle of poverty and inequality, with children in rural areas being
disproportionately affected.

Moreover, another implication of capitalism on the Zimbabwean education system is the impact
on the teaching profession. Manyanhaire (2018), adds that, the marketization of education has
also led to a de-professionalization of the teaching profession, with teachers being viewed as
mere service providers rather than professionals. This has resulted in a decline in the status and
remuneration of teachers, leading to a shortage of qualified and motivated teachers. The
marketization of education in Zimbabwe has also led to a shift in focus from education as a
public good to education as a commodity. Mawoyo (2019) argues that, this trend has resulted in
a reduction in the quality of education, as private institutions prioritize profits over education.
Similarly Munyaradzi (2020) adds that, this trend has also resulted in a shift in focus from
education for social development to education for economic development. As a result, education
is now primarily viewed as a means to an end, which is economic growth, rather than as a public
good that contributes to social development. Therefore, the influence of capitalism on the
education system has led to a shift in the focus of education from the acquisition of knowledge to
the production of skills that meet the demands of the labor market. This has resulted in a neglect
of the social and humanistic aspects of education, which are essential for the development of
critical thinking and creativity among students (Mapolisa & Mapolisa, 2017).
Furthermore, the neoliberal policies that have been adopted by the government, such as
marketization and competition, have contributed to the decline of the education system in
Zimbabwe. According to Mambo and Chitsiko (2018), these policies have led to a situation
where schools compete for students, resulting in the exclusion of poor students who cannot
afford to attend private schools. The policies have also led to a focus on academic performance,
with little attention being paid to the holistic development of students. The influence of
neoliberal policies on education in Zimbabwe has led to a shift from a welfare-oriented approach
to education to a market-oriented approach. According to Mapfumo (2019), neoliberal policies
have resulted in limited funding for public education, with the government relying on private
sector investment in education. This trend has resulted in the marginalization of vulnerable
groups, such as children from low-income families, who cannot afford to attend private schools.
Similarly, the neoliberal policies that have influenced education in Zimbabwe have also resulted
in the marginalization of certain subjects, particularly those in the humanities and social
sciences. For instance, Nyagura (2019) avers that, this trend has resulted in a narrow curriculum
that prioritizes science, technology, engineering, and mathematics (STEM) subjects to the
detriment of other disciplines. This has significant implications for the development of critical
thinking and the production of knowledge in Zimbabwe.

In conclusion, the implications of capitalism on the Zimbabwean education system are numerous
and far-reaching. The privatization and commercialization of education have resulted in a two-
tiered education system that perpetuates inequality and limits access to quality education. The
influence of corporations on education has resulted in a narrow curriculum that prioritizes skills
that are beneficial to corporations, to the detriment of other disciplines. Additionally, the
marketization of education has resulted in the commodification of knowledge, which has
significant implications for the production and dissemination of knowledge in Zimbabwe. To
address these challenges, there is a need for the government to invest in public education and
regulate private schools to ensure that all Zimbabweans have access to quality education.
REFERENCES
Apple, M. W. (2001). Educating the “Right” Way: Markets, Standards, God, and
Inequality. Routledge.

Chikoko, V. (2019). A comparative analysis of student enrolment in secondary schools in

Zimbabwe. Journal of Education and Practice, 10(9), 100-105.

Chitiga-Mabugu, M., & Mabugu, R. (2012). Financing and Access to Education in Zimbabwe:
Public Expenditures and Private Contributions. Africa Development, 37(1), 45-69.

Gumbo, M. T. (2018). The Impact of Privatization on Education in Zimbabwe: A Review of

Literature. Journal of Education and Practice, 9(15), 76-82.

Makura, A., & Mufanechiya, E. (2021). Impact of Covid-19 on the Education Sector in
Zimbabwe. European Journal of Education Studies, 8(4), 161-172.

Mambo, A., & Chitsiko, V. (2018). Financing higher education in Zimbabwe: A critical analysis
of policy options. Journal of Education and Practice, 9(16), 9-16.

Mapfumo, C. (2019). The Challenges of Inclusive Education in Zimbabwe: A Review of

Literature. Journal of Educational and Social Research, 9(1), 69-75.

Mapolisa, T., & Mapolisa, P. (2017). The impact of free primary education on pupils’ academic
performance in rural Zimbabwe. Journal of Social Sciences, 52(2-3), 207-214.

Masuka, T. (2017). The Political Economy of Education Reforms in Zimbabwe: 1990-2015.

Journal of Education and Practice, 8(6), 117-124.

Ministry of Primary and Secondary Education. (2019). Education Sector Strategic Plan 2019-
2023. Government of Zimbabwe.
Mlambo, A., & Machekanyanga, C. (2019). Impact of Digital Technologies on the Quality of
Education in Zimbabwean Tertiary Institutions. Journal of Educational and Social Research,
9(1), 27-37.

Muchena, O., & Tinarwo, M. (2021). Implications of Covid-19 on the Right to Education in
Zimbabwe. Journal of Human Rights and Social Work, 6(1), 15-27.

Muchie, M., & Baskaran, A. (2014). The African Union and the challenges of building a
developmental state in Africa. African Journal of Science, Technology, Innovation and
Development, 6(2), 81-87.

Muzondidya, J. (2017). The Education System in Zimbabwe: The Challenges and Prospects.
Journal of African Studies and Development, 9(3), 25-36.

Ncube, S., & Moyo, S. (2020). Effects of teacher shortage on the provision of quality education
in Zimbabwe. Journal of Educational and Social Research, 10(3), 9-17.

Newsday Zimbabwe. (2019). Poverty pushing Zimbabwe’s children out of school. [online]
Available at: https://www.newsday.co.zw/2019/07/poverty-pushing-zimbabwes-children-out-of-
school/ [Accessed 15 March 2023].

Nyagura, L. M. (2019). Zimbabwean teachers’ motivation, job satisfaction and attrition. Journal
of Educational and Social Research, 9(2), 35-43.

UNDP. (2020). Human Development Report 2020. UNDP.

UNESCO. (2016). Education for people and planet: Creating sustainable futures for all.
UNESCO.

World Bank. (2017). Zimbabwe Economic Update: The State in the Economy. Washington,
DC: World Bank.

Zimbabwe Council for Higher Education. (2015). Zimbabwe Higher Education Landscape
Report. Retrieved from https://www.zimche.ac.zw/wp-content/uploads/2018/04/Zimbabwe-
Higher-Education-Landscape-Report.pdf

Zimbabwe Demographic and Health Survey. (2015). Ministry of Health and Child Care and
ICF International.
Zimbabwe National Statistics Agency. (2020). Poverty, Income, Expenditure and
Consumption Survey. Retrieved from
https://www.zimstat.co.zw/wp-content/uploads/publications/Poverty/Poverty-Income-
Expenditure-and-Consumption-Survey-2019.pdf