A major milestone in Zimbabwe’s education system has been achieved through the successful completion of a comprehensive Education Sector Analysis (ESA), led by the University of Wolverhampton’s Centre for International Development and Training (CIDT) in partnership with Development Data, UNICEF and the Government of Zimbabwe.
Commissioned by Zimbabwe’s Ministry of Primary and Secondary Education (MoPSE) and UNICEF, the ESA represents one of the most extensive reviews of the country’s education system undertaken in recent years. The analysis will serve as the evidence base for the development of Zimbabwe’s new Education Sector Strategic Plan (2026–2030), helping shape policy and investment decisions that will impact millions of learners across the country. The project examined every aspect of the education system, putting access, equity and inclusion at the heart of the study, documenting learning outcomes, governance, financing and institutional capacity. Importantly, it placed a strong focus on the experiences of disadvantaged learners, including girls, children with disabilities, out-of-school children and those living in remote and underserved communities.
Working with our longstanding partner, evidence specialists Development Data and a core technical team of Ministry officials, the CIDT team adopted a highly participatory and systems-based approach. Rather than producing a traditional consultancy report, the team embedded capacity strengthening throughout the process, enabling government officials to actively contribute to data collection, analysis and interpretation. This collaborative model strengthened local ownership while building institutional capability for future evidence-based planning.
The ESA offers a comprehensive understanding of the challenges facing Zimbabwe’s education system through extensive consultations with learners, teachers, parents, school leaders, civil society organisations and development partners.
It identifies seven cross-cutting strategic priorities that will guide future strategies and continue to improve coordination between government and development partners.
The ESA recognises that education challenges stem not from a lack of policy, but from uneven implementation capacity and operational constraints. This insight aims to support shifts in national discussions towards practical solutions focused on delivery, equity and system effectiveness.
As Zimbabwe prepares its next educational strategic plan for 2026-2030, the ESA provides a clear roadmap for transforming educational opportunities and outcomes for all children across the country.
Photos from the study
