Zimbabwe literacy rate for 2022 was 89.85%, a 3.38% decline from 2019.

<ul style='margin-top:20px;'>

<li>Zimbabwe literacy rate for 2019 was <strong>93.23%</strong>, a <strong>4.53% increase</strong> from 2014.</li>
<li>Zimbabwe literacy rate for 2014 was <strong>88.69%</strong>, a <strong>5.11% increase</strong> from 2011.</li>
<li>Zimbabwe literacy rate for 2011 was <strong>83.58%</strong>, a <strong>0.42% decline</strong> from 1992.</li>
</ul>Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.

Zimbabwe ZW: Literacy Rate: Youth: % of People Age 15-24 data was reported at 90.428 % in 2014. This records a decrease from the previous number of 90.931 % for 2011. Zimbabwe ZW: Literacy Rate: Youth: % of People Age 15-24 data is updated yearly, averaging 90.679 % from Dec 1982 (Median) to 2014, with 4 observations. The data reached an all-time high of 95.411 % in 1992 and a record low of 89.022 % in 1982. Zimbabwe ZW: Literacy Rate: Youth: % of People Age 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Zimbabwe – Table ZW.World Bank: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Zimbabwe ZW: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 88.693 % in 2014. This records an increase from the previous number of 83.583 % for 2011. Zimbabwe ZW: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 83.548 % from Dec 1982 (Median) to 2014, with 4 observations. The data reached an all-time high of 88.693 % in 2014 and a record low of 77.794 % in 1982. Zimbabwe ZW: Literacy Rate: Adult: % of People Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Zimbabwe – Table ZW.World Bank: Education Statistics. Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Historical dataset showing Zimbabwe literacy rate by year from 1982 to 2022.

Zimbabwe ZW: Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 93.188 % in 2014. This records an increase from the previous number of 92.125 % for 2011. Zimbabwe ZW: Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 92.656 % from Dec 1982 (Median) to 2014, with 4 observations. The data reached an all-time high of 94.353 % in 1992 and a record low of 84.812 % in 1982. Zimbabwe ZW: Literacy Rate: Youth Female: % of Females Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Zimbabwe – Table ZW.World Bank: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Zimbabwe ZW: Literacy Rate: Adult Male: % of Males Aged 15 and Above data was reported at 89.185 % in 2014. This records an increase from the previous number of 87.765 % for 2011. Zimbabwe ZW: Literacy Rate: Adult Male: % of Males Aged 15 and Above data is updated yearly, averaging 88.329 % from Dec 1982 (Median) to 2014, with 4 observations. The data reached an all-time high of 89.185 % in 2014 and a record low of 84.175 % in 1982. Zimbabwe ZW: Literacy Rate: Adult Male: % of Males Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Zimbabwe – Table ZW.World Bank: Education Statistics. Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Zimbabwe: Female literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Zimbabwe de 1982 à 2022. La valeur moyenne pour Zimbabwe pendant cette période était de 92.7 pour cent avec un minimum de 85 pour cent en 1982 et un maximum de 95.65 pour cent en 2009.

Zimbabwe ZW: Literacy Rate: Youth Male: % of Males Aged 15-24 data was reported at 87.592 % in 2014. This records a decrease from the previous number of 89.591 % for 2011. Zimbabwe ZW: Literacy Rate: Youth Male: % of Males Aged 15-24 data is updated yearly, averaging 91.709 % from Dec 1982 (Median) to 2014, with 4 observations. The data reached an all-time high of 96.541 % in 1992 and a record low of 87.592 % in 2014. Zimbabwe ZW: Literacy Rate: Youth Male: % of Males Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Zimbabwe – Table ZW.World Bank: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Abstract

The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of Ministries of Education and Culture located in the Southern Africa subregion. This consortium works in close partnership with the International Institute for Educational Planning (IIEP). SACMEQ’s main aim is to undertake co-operative educational policy research in order to generate information that can be used by decision-makers to plan the quality of education. SACMEQ’s programme of educational policy research has four features which have optimized its contributions to the field of educational planning: (1) it provides research-based policy advice concerning high-priority educational quality issues that have been identified by key decision-makers in Southern Africa, (2) it functions as a co-operative venture based on a strong network of Ministries of Education and Culture, (3) it combines research and training components that are linked with institutional capacity building, and its future directions are defined by participating ministries. In each participating country, a National Research Co-ordinator is responsible for implementing SACMEQ’s projects.

The SACMEQ I Project commenced in 1995 and was completed in 1999. The SACMEQ I main data collection was implemented in seven SACMEQ Ministries of Education (Kenya, Mauritius, Malawi, Namibia, Zambia, Zanzibar, and Zimbabwe). The study provided "agendas for government action" concerning: educational inputs to schools, benchmark standards for educational provision, equity in the allocation of educational resources, and the reading literacy performance of Grade 6 learners. The data collection for this project included information gathered from around 20,000 learners; 3,000 teachers; and 1,000 school principals.

This co-operative sub-regional educational research project collected data in order to guide decisionmaking in these countries with respect to questions around high priority policy issues. These included: • What are the baseline data for selected inputs to primary schools? • How do the conditions of primary schooling compare with the Ministry of Education and Culture’s own bench-mark standards? • Have educational inputs to schools been allocated in an equitable fashion? • What is the basic literacy level among pupils in upper primary school? • Which educational inputs to primary schools have most impact on pupil reading achievement at the upper primary level?

In 1995 there were five fully active members of SACMEQ: Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe. These Ministries of Education and Culture participated in all phases of SACMEQ’s establishment and its initial educational policy research project. There are also four partially active members of SACMEQ: Kenya, Tanzania (Mainland), Malawi, and Swaziland. These Ministries of Education and Culture have made contributions to the preparation of the Project Plan for SACMEQ’s initial educational policy research project. Three other countries (Botswana, Lesotho, and South Africa) had observer status due to their involvement in SACMEQ related training workshops or their participation in some elements of the preparation of the first proposal for launching SACMEQ.

Geographic coverage

National Coverage

Analysis unit

• Pupils
• Schools
• Teachers

Universe

The target population for SACMEQ's Initial Project was defined as "all pupils at the Grade 6 level in 1995 who were attending registered government or non-government schools". Grade 6 was chosen because it was the grade level where the basics of reading literacy were expected to have been acquired.

Kind of data

Sample survey data [ssd]

Sampling procedure

A stratified two-stage sample design was used to select around 150 schools in each country. Pupils were then selected within these schools by drawing simple random samples. A more detailed explanation of the sampling process is available under the 'Sampling' section of the report provided as external resources.

All sample designs applied in SACMEQ'S initial project were selected so as to meet the standards set down by the International Association for the Evaluation of Education Achievement (Ross, 1991). These standards require sample estimates of important pupil population characteristics to be (a) adjusted by weighing procedures designed to remove the potential for bias that may arise from different probabilities of selection, and (b) have sampling errors for the main criterion variables that are of the same magnitude or smaller than a simple random sample of 400 pupils (thereby providing 95 percent confidence limits for sample estimates of population percentages of plus or minus 5 percentage points, and 95 percent confidence limits for sample estimates of population means of plus or minus one tenth of a pupil standard deviation unit).

The desired target population in Zimbabwe was all pupils at the Grade 6 level in 1995 at the tenth month of the school year who were attending registered government or nongovernment schools in the country. The numbers of pupils in the desired, excluded, and defined populations have been presented in Table 2.2 of the Survey Report, provided as external resources. All schools which had a Grade 6 enrolment of fewer than 20 pupils were excluded. Table 2.2 of the Survey Report indicates that Harare had the lowest number of excluded schools (5) and pupils (24). On the other hand, Matabeleland North had the highest number of excluded schools (77) and pupils (864).

The 304 excluded schools covered 6.7 percent of the desired target population of schools, but this represented only 3,327 pupils, which was just 1 .0 percent of the pupils in the desired target population. Sampling weights were applied to 'adjust' for missing data and also to ensure that the relative size of the defined target population across regions was accurately represented in the relative sizes of the weighted sample data across regions. From the defined population, a probability sample of schools (with probability proportional to the total enrolment in Grade 6 in each school) was drawn. Twenty schools were sampled from regions with more than 600 schools, while 15 schools were sampled from regions where the number of schools was below this figure. This resulted in a planned national sample of 150 schools and 3,000 pupils (see Table 2.3 of the Survey Report). The sample design was designed to provide an 'equivalent sample size' (Ross and Wilson, 1994) of 400 pupils, based on an estimated intra-class correlation (rho) for pupil reading test scores of around 0.30.

Within selected schools, simple random sample of 20 pupils from all Grade 6 pupils was drawn. The figure of 20 pupils was chosen because, from practical experience, it was known that increasing the number of pupils within scl~ools above this figure would increase the accuracy of sampling by a negligible amount, but would increase the cost of the data collection considerably. There were also concerns among the SACMEQ NRCs that conditions in many schools would not permit a valid administration of the reading test if more than 20 pupils per school were involved.

At the first stage of sampling, schools were selected with probability proportional to the number of pupils who were members of the defined target population. To achieve this selection a 'random start-constant interval' procedure was applied (Ross, 1987). In several strata there were some schools with numbers of pupils in the defined target population that exceeded the size of the 'constant interval', and therefore each of these schools was randomly broken into smaller 'pseudo schools' before the commencement of the sampling. At the second stage of sampling a simple random sample of 20 pupils was selected within each selected school. Sampling weights were used to adjust for the disproportionate allocation of the sample across regions and also to account for the loss of student data due to absenteeism on the day of the data collection.

Mode of data collection

Face-to-face [f2f]

Research instrument

The data collection for SACMEQ's Initial Project took place in October 1995 and involved the administration of questionnaires to pupils, teachers, and school heads. The pupil questionnaire contained questions about the pupils' home backgrounds and their school life; the teacher questionnaire asked about classrooms, teaching practices, working conditions, and teacher housing; and the school head questionnaire collected information about teachers, enrolments, buildings, facilities, and management. A reading literacy test was also given to the pupils. The test was based on items that were selected after a trial-testing programme had been completed.

The SACMEQ Data Collection Instruments include the following documents: - SACMEQ Questionnaires - which are administered to pupils, teachers, and school heads. - SACMEQ Tests - which are administered to pupils and teachers (covering reading mathematics, and HIV-AIDS knowledge). - Other SACMEQ Data Collection Instruments - such as take-home pupil questionnaires, school context proformas, and within-school project management documents.

Cleaning operations

The data entry exercise started at the beginning of January 1996. A separate room equipped with two personal computers and a laptop computer was set aside for this exercise. A data entry committee was set up, consisting of an overall supervisor, a technical officer and data entry clerks. The data entry committee started with the Pupil Booklet followed by the School Head and Teacher Questionnaires. By 30 January 1996 data entry was complete. The last instruments

Zimbabwe: Male literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Zimbabwe de 1982 à 2022. La valeur moyenne pour Zimbabwe pendant cette période était de 90.95 pour cent avec un minimum de 86.75 pour cent en 2022 et un maximum de 97 pour cent en 1992.

96,80 (%) in 2014.

99,00 (%) in 2014.

97,00 (%) in 2014.

Abstract

The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of Ministries of Education and Culture located in the Southern Africa subregion. This consortium works in close partnership with the International Institute for Educational Planning (IIEP). SACMEQ’s main aim is to undertake co-operative educational policy research in order to generate information that can be used by decision-makers to plan the quality of education. SACMEQ’s programme of educational policy research has four features which have optimized its contributions to the field of educational planning: (1) it provides research-based policy advice concerning high-priority educational quality issues that have been identified by key decision-makers in Southern Africa, (2) it functions as a co-operative venture based on a strong network of Ministries of Education and Culture, (3) it combines research and training components that are linked with institutional capacity building, and ? its future directions are defined by participating ministries. In each participating country, a National Research Co-ordinator is responsible for implementing SACMEQ’s projects.

SACMEQ’S Initial Project commenced in February 1995. During 1995-1998 seven Ministries of Education participated in the Project, in Kenya, Malawi, Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe.This co-operative sub-regional educational research project collected data in order to guide decisionmaking in these countries with respect to questions around high priority policy issues. These included: • What are the baseline data for selected inputs to primary schools? • How do the conditions of primary schooling compare with the Ministry of Education and Culture’s own bench-mark standards? • Have educational inputs to schools been allocated in an equitable fashion? • What is the basic literacy level among pupils in upper primary school? • Which educational inputs to primary schools have most impact on pupil reading achievement at the upper primary level?

In 1995 there were five fully active members of SACMEQ: Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe. These Ministries of Education and Culture participated in all phases of SACMEQ’s establishment and its initial educational policy research project. There are also four partially active members of SACMEQ: Kenya, Tanzania (Mainland), Malawi, and Swaziland. These Ministries of Education and Culture have made contributions to the preparation of the Project Plan for SACMEQ’s initial educational policy research project. Three other countries (Botswana, Lesotho, and South Africa) had observer status due to their involvement in SACMEQ related training workshops or their participation in some elements of the preparation of the first proposal for launching SACMEQ.

Geographic coverage

The surveys had national coverage of the countries participating in the project, which include Kenya, Malawi, Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe.

Analysis unit

Units of analysis in the survey included schools and individuals

Universe

The target population for SACMEQ's Initial Project was defined as "all pupils at the Grade 6 level in 1995 who were attending registered government or non-government schools". Grade 6 was chosen because it was the grade level where the basics of reading literacy were expected to have been acquired.

Kind of data

Sample survey data [ssd]

Sampling procedure

A stratified two-stage sample design was used to select around 150 schools in each country. Pupils were then selected within these schools by drawing simple random samples.

Mode of data collection

Face-to-face [f2f]

Research instrument

The data collection for SACMEQ’s Initial Project took place in October 1995 and involved the administration of questionnaires to pupils, teachers, and school heads. The pupil questionnaire contained questions about the pupils’ home backgrounds and their school life; the teacher questionnaire asked about classrooms, teaching practices, working conditions, and teacher housing; and the school head questionnaire collected information about teachers, enrolments, buildings, facilities, and management. A reading literacy test was also given to the pupils. The test was based on items that were selected after a trial-testing programme had been completed.

Zimbabwe ZW: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data was reported at 1.064 Ratio in 2014. This records an increase from the previous number of 1.028 Ratio for 2011. Zimbabwe ZW: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data is updated yearly, averaging 1.003 Ratio from Dec 1982 (Median) to 2014, with 4 observations. The data reached an all-time high of 1.064 Ratio in 2014 and a record low of 0.904 Ratio in 1982. Zimbabwe ZW: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Zimbabwe – Table ZW.World Bank: Education Statistics. Gender parity index for youth literacy rate is the ratio of females to males ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

96,80 (%) in 2014.

Zimbabwe: PISA reading scores: The latest value from is index points, unavailable from index points in . In comparison, the world average is 0.000 index points, based on data from countries. Historically, the average for Zimbabwe from to is index points. The minimum value, index points, was reached in while the maximum of index points was recorded in .

The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of Ministries of Education and Culture located in the Southern Africa subregion. This consortium works in close partnership with the International Institute for Educational Planning (IIEP). SACMEQ’s main aim is to undertake co-operative educational policy research in order to generate information that can be used by decision-makers to plan the quality of education. SACMEQ’s programme of educational policy research has four features which have optimized its contributions to the field of educational planning: (1) it provides research-based policy advice concerning high-priority educational quality issues that have been identified by key decision-makers in Southern Africa, (2) it functions as a co-operative venture based on a strong network of Ministries of Education and Culture, (3) it combines research and training components that are linked with institutional capacity building, and ? its future directions are defined by participating ministries. In each participating country, a National Research Co-ordinator is responsible for implementing SACMEQ’s projects. SACMEQ’S Initial Project commenced in February 1995. During 1995-1998 seven Ministries of Education participated in the Project, in Kenya, Malawi, Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe.This co-operative sub-regional educational research project collected data in order to guide decisionmaking in these countries with respect to questions around high priority policy issues. These included: • What are the baseline data for selected inputs to primary schools? • How do the conditions of primary schooling compare with the Ministry of Education and Culture’s own bench-mark standards? • Have educational inputs to schools been allocated in an equitable fashion? • What is the basic literacy level among pupils in upper primary school? • Which educational inputs to primary schools have most impact on pupil reading achievement at the upper primary level? In 1995 there were five fully active members of SACMEQ: Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe. These Ministries of Education and Culture participated in all phases of SACMEQ’s establishment and its initial educational policy research project. There are also four partially active members of SACMEQ: Kenya, Tanzania (Mainland), Malawi, and Swaziland. These Ministries of Education and Culture have made contributions to the preparation of the Project Plan for SACMEQ’s initial educational policy research project. Three other countries (Botswana, Lesotho, and South Africa) had observer status due to their involvement in SACMEQ related training workshops or their participation in some elements of the preparation of the first proposal for launching SACMEQ.

ZW：非文盲率：成年人：占15岁及以上人群百分比在12-01-2014达88.693%，相较于12-01-2011的83.583%有所增长。ZW：非文盲率：成年人：占15岁及以上人群百分比数据按年更新，12-01-1982至12-01-2014期间平均值为83.548%，共4份观测结果。该数据的历史最高值出现于12-01-2014，达88.693%，而历史最低值则出现于12-01-1982，为77.794%。CEIC提供的ZW：非文盲率：成年人：占15岁及以上人群百分比数据处于定期更新的状态，数据来源于World Bank，数据归类于Global Database的津巴布韦 – 表 ZW.世界银行：教育统计。