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 Female: % of Females Aged 15 and Above data was reported at 88.284 % in 2014. This records an increase from the previous number of 80.066 % for 2011. Zimbabwe ZW: Literacy Rate: Adult Female: % of Females Aged 15 and Above data is updated yearly, averaging 79.291 % from Dec 1982 (Median) to 2014, with 4 observations. The data reached an all-time high of 88.284 % in 2014 and a record low of 71.854 % in 1982. Zimbabwe ZW: Literacy Rate: Adult Female: % of Females 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).

In 2023, the rate of adult literacy as share of the country's population 15 years and above in Sub-Saharan Africa remained nearly unchanged at around 68.2 percent. Still, the rate of adult literacy reached its highest value in the observed period in 2023. The adult literacy rate refers to the share of individuals aged 15 years and older who can read and write as well as understand simple expressions about their daily lives.

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).

97,20 (%) in 2014.

Literacy rate of Manicaland increased by 1.04% from 96.00 % in 2012 to 97.00 % in 2014. Since the 7.68% surge in 1995, literacy rate shot up by 19.75% in 2014.

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).

96,80 (%) in 2014.

97,00 (%) in 2014.

99,00 (%) in 2014.

Zimbabwe: Ratio of female to male students in tertiary level education: The latest value from 2020 is 0.96 percent, unchanged from 0.96 percent in 2019. In comparison, the world average is 1.15 percent, based on data from 131 countries. Historically, the average for Zimbabwe from 1983 to 2020 is 0.7 percent. The minimum value, 0.41 percent, was reached in 1992 while the maximum of 0.96 percent was recorded in 2019.

General government expenditure on education (current, capital, and transfers) is expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.

99,30 (%) in 2014.

97,80 (%) in 2014.

96,80 (%) 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.

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 Zambia was 'all pupils at the Grade 6 level in the eleventh month of the school year, 1995, who were attending registered government and grant-aided schools in the country'. The number of schools and pupils in the desired, excluded, and defined population have been presented in Table 2.2 of the Sample Report provided as external resources. From the defined target population a probability sample of schools (with probability proportional to the Grade 6 enrolment in each school) was drawn. This resulted in a planned national sample of 165 schools and 3,300 pupils. This sample design was designed to yield 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. In fact, after the rho was calculated for the reading scores, it was found to be 0.3 1 - which was about the same as had been expected At the first stage of sampling, schools were selected with a 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 districts and also to account for the small 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

All of the team leaders for the data collectors returned the instruments to the Ministry Headquarters (for the attention of the NRC), during the second week after the test administration. Once the instruments were returned to the Headquarters, three data entry staff within the Statistical Section of the Ministry entered the data, using the Data Entry Manager (DEM) a software programme developed at the IIEP (Schleicher, 1995). This software was adapted specifically for the entry of SACMEQ data. The data entry took six weeks and the data were sent on diskette to IIEP in March, 1996. It must be mentioned that at the time of data entry, the earlier version of the DEM structure files was used, and this caused major problems in cleaning the data at a later stage and reconstituting the structure of the files as they were meant to be.

Response rate

The planned sample was designed to contain 165 schools allocated across provinces, as shown in the first column of figures in Table 2.3 of the Survey Report provided as external resources. The achieved sample of schools was 157. The response rates for the sample have been recorded in Table 2.3. The percentage response for schools was 95.2 percent and that of pupils was 77.5 percent. The non-responding pupils were those who were absent on the day of testing. By province, this absenteeism varied from 2 to 12 percent.

Sampling error estimates

In the survey report provided as external resources, standard errors were provided for all important variables. The calculation of these errors acknowledged that the sample was not a simple random sample - but rather a complex two-stage cluster sample that included weighting adjustments to compensate for variations in selection probabilities. The errors were

96,30 (%) in 2014.

Education indicators for Zimbabwe.

Contains data from the UNESCO Institute for Statistics bulk data service covering the following categories: SDG 4 Global and Thematic (made 2024 February), Other Policy Relevant Indicators (made 2024 February), Demographic and Socio-economic (made 2024 February)

97,00 (%) in 2014.