Zimbabwe literacy rate for 2022 was 89.85%, a 1.16% increase from 2014.

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

<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>0.07% increase</strong> from 1992.</li>
<li>Zimbabwe literacy rate for 1992 was <strong>83.51%</strong>, a <strong>5.72% increase</strong> from 1982.</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).

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 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: 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.

97,00 (%) in 2014.

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).

96,80 (%) in 2014.

97,20 (%) in 2014.

99,00 (%) in 2014.

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.

89,85 (%) in 2022. Adult literacy rate is the percentage of people ages 15 and above who can, with understanding, read and write a short, simple statement on their everyday life.

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

Zanzibar

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 Zanzibar was 'all pupils in Standard 6 in 1995 in the ninth month of the school year who were attending registered government or nongovernmental schools in the country'. The numbers of pupils in the desired, excluded, and defined population have been presented in Table 2.2 of the Survey Report provided as external resources.

There were 11 'small' schools excluded from the desired target population. These schools were excluded because they did not have more than 10 pupils in Standard 6. This resulted in 104 pupils being excluded out of 11,712 Standard 6 pupils. One other school in North Unguja region was excluded because it was a new school and the staff and pupils had not settled into a normal school routine. Within each selected school, a simple random sample of 20 pupils was selected from among all Standard 6 pupils. The figure of 20 pupils was determined by the SACMEQ NRCs because conditions in many schools would not permit a valid administration of the reading test if more than 20 pupils per school were involved.

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

Once the data-collection instruments were returned to the Ministry they were checked to ensure that the instruments for each pupil, each teacher, and each school head were there. Each questionnaire was checked for completeness because it was intended that there should not be any missing data. A team of 10 data-entry staff had been trained by the National Research Co-ordinator. One personal computer was available to be used full-time for each data entry clerk. The Data Entry Manager (DEM) computer software developed at the IIEP (Schleicher,1995) was used to manage the data entry. This software was adapted specifically for the entry of SACMEQ data and no problems were encountered in the installation and use of this software. The data entry took four weeks. All data were entered once and a sample of schools was taken for double entry. No major problems were encountered but in some schools, the data collector had mixed up identification codes and these had to be corrected. After the first stage of data cleaning, the data were returned to IIEP in January, 1996.

Response rate

The response rate for schools was 100 percent and the rate for pupils was 89.2 percent. The non-responding pupils were those who were absent on the day of testing. This absenteeism amounted to around 10 percent, which was higher than expected. However, it should be noted that the testing took place in a holiday period when the Ministry had opened the schools for the purpose of testing. This may well account for the high rate of absenteeism.

Sampling error estimates

An inspection of the sampling weights showed that they did not vary greatly in size. In addition, the sample represented around 20 percent of the defined target population and hence the finite population correction was relatively large compared with other countries. These two features of the sample design resulted in the conclusion that the sampling error for each sample estimate could be approximated by using standard formulae for simple random sampling.

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: 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 .

In 2022, Zimbabwe was ranked as the most miserable country in the world with a misery index score of 414.7. Venezuela ranked second with an index score of 330.8.

Quality of life around the world The misery index was created by the economist Arthur Okun in the 1960s. The index is calculated by adding the unemployment rate, the lending rate and the inflation rate minus percent change of GDP per capita.

Another famous tool used for the comparison of development of countries around the world is the Human Development Index, which takes into account such factors as life expectancy at birth, literacy rate, education level and gross national income (GNI) per capita.

Better economic conditions correlate with higher quality of life

Economic conditions affect the life expectancy, which is much higher in the wealthiest regions. With a life expectancy of 85 years, Japan led the ranking of countries with the highest life expectancy in 2020. On the other hand, Lesotho was the country with the lowest life expectancy, where men were expected to live 50 years as of 2022.

The Global Liveability Index ranks the quality of life in cities around the world, basing on political, social, economic and environmental aspects, such as personal safety and health, education and transport services and other public services. In 2022, Vienna was ranked as the city with the highest quality of life worldwide.

In South Africa, the insurance penetration rate was 16.99 percent in 2017, which was the highest rate in Sub-Saharan Africa. South Africa was followed by Namibia, Lesotho, Mauritius and Zimbabwe, which had insurance penetration rates ranging between four and seven percent. Over half of the countries in the region had a rate of less than one percent.

What is insurance penetration? Insurance penetration refers to the ratio between the value of premiums written in a particular year in a particular country to the GDP of the respective country. Most countries in Sub-Saharan Africa have lower than average insurance penetration rates, when compared with other parts of the world.

The future of insurance in Africa This low penetration is due to the fact that the African insurance industry is still in its infancy, premiums are financially out of reach of many people and financial literacy is relatively low. However, African insurers believe that rising education and financial literacy levels, the growth of the black middle class and the increase in the working population will have a large impact in the insurance industry in the region.

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。