Only One In Six Zimbabwe Children Can Read After Primary School

Zimbabwe’s Shocking School Crisis: Only One In Six Children Can Read After Primary School

A devastating new report has exposed a deep crisis within Zimbabwe’s primary schools. The study reveals that the vast majority of children are finishing their primary education without the most basic skills, unable to read or perform simple mathematics.

The findings, published in the Spotlight Report on Foundational Learning in Africa, paint a grim picture of the educational outcomes for a generation of Zimbabwean children. The report was launched jointly by the African Union, UNESCO, and the African Centre for School Leadership on 30 October 2025 in Ghana. According to the report, the situation in Zimbabwe is particularly stark.

“Only one in six Zimbabwean children who finish primary school can read or do basic maths at minimum proficiency.”

A Continent-Wide Problem Hits Zimbabwe Hard

Across Africa, the crisis is even more severe. The report reveals that only one in ten children on the continent are leaving primary school able to read or perform basic maths. Zimbabwe’s rate of one in six is above that average, but the country still faces an enormous education emergency.

The Director of UNESCO’s Global Education Monitoring Report, Manos Antoninis, emphasised the systemic nature of the problem. He stated:

“The most concerning element is not just that learning levels are so low, but that systems are operating in the dark. When only 20% of countries have national assessment frameworks in place, it means the vast majority lack the clear learning objectives required to drive targeted reform. Until countries invest in robust data and clear targets, even the most dedicated school leaders will continue fighting this crisis with one hand tied behind their backs.”

Poverty And Paperwork Cripple Learning

The crisis is intensified when high dropout rates are considered. The report states that 22 percent of the poorest children never finish primary school at all. For the remaining 78 percent who do graduate, the chances of being functionally literate are slim.

It further highlights systemic deficiencies:

“Zimbabwe does not have a textbook policy in place for primary school, and does not provide teacher guides for mathematics or reading, helping teachers to implement the curriculum and achieving learning objectives.”

The report notes that 78 percent of headteachers say paperwork and financial management take precedence over teaching and learning. Manos Antoninis explained:

“Headteachers told us they are clerks, teachers and accountants all in one. We are demanding instructional leadership while burying principals under a mountain of forms.”

A Glimmer Of Hope Amidst The Gloom

Despite overwhelming challenges, the report praised Zimbabwe’s school-feeding programme, calling it one of the continent’s strongest.

“The report also notes that Zimbabwe’s school-feeding programme remains one of the continent’s strongest, reaching two-thirds of all primary-school pupils and fully funded by government.”

The scheme is credited with improving attendance and concentration among learners from food-insecure communities. But the report closes with a stark warning:

“Access without learning is a betrayal of hope. It is not enough to open the school gate; children must also walk out of it literate and empowered.”

The findings directly challenge the national mantra of “leaving no one and no place behind,” underlining that poverty remains the single biggest barrier to learning in Zimbabwe.

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