22,3percent of school-age children out of school

Patrick Chitumba, [email protected]

DESPITE ongoing efforts by the Government and its partners to ensure inclusive and equitable education, a significant number of children in the country are out of school, raising concerns about the country’s future workforce and economic growth.

According to the 2024 annual statistical report, 22,3 percent of school-age children nationwide are not attending school, with Mashonaland Central and Matabeleland North provinces experiencing the highest rates at 25,8 percent and 25,2 percent, respectively.

The situation is even more alarming at secondary school level, where dropout rates peak in Form 5 at a staggering 80,39 percent, the highest in the entire education cycle.

A deeper analysis reveals that girls are disproportionately affected, with early marriage and pregnancy being the leading causes of their withdrawal from school.

The report indicates that 27,63 percent of girls drop out due to early marriage, while 18,60 percent leave due to pregnancy. Financial constraints remain a significant barrier for boys, accounting for 38,97 percent of male dropouts.

These statistics were revealed by the Minister of Primary and Secondary Education, Torerayi Moyo, while addressing participants at the early warning system workshop in Kwekwe on Wednesday. The workshop focused on strategies to mitigate school dropouts and equipping trainers with the skills to support teachers and stakeholders in identifying students at risk of leaving the school system.

Minister Moyo stressed that achieving the national vision of becoming an upper-middle-income society by 2030 depends on ensuring that children remain in school and receive quality education.

“Financial constraints are also a significant barrier to education, particularly for boys, accounting for 38,97 percent of dropouts. However, the issue of girls dropping out of school due to early marriage and pregnancy requires immediate attention,” he said.
“It is essential to address the root causes of these issues, including poverty, cultural norms, and lack of access to education and economic opportunities. By doing so, we can ensure that every child, regardless of gender, remains in school, learns effectively, and progresses successfully to the next level.”

Minister Moyo highlighted the critical role played by development partners such as Unicef, Camfed, and ECOZI in curbing school dropouts across all provinces.

“The future of Zimbabwe, as set out by President Mnangagwa, is implicitly hinged on the work of the ministry, as we should not leave anyone behind. We develop and nurture the future human capital that will drive the wheels of industry and production for our motherland,” he said.

“We must not take a short-term view of where Zimbabwe can be but instead look at the future of Zimbabwe in 2030 and beyond.”

Minister Moyo stressed that the country’s future workforce and leaders are in the school system, making it imperative for all stakeholders to work together to prevent dropouts.
As part of the ministry’s strategy, the early warning system is being expanded to additional provinces to mitigate school

dropouts.
“Today marks the second phase of our efforts to extend the early warning system, a key initiative that recognises education as one of the most powerful tools for human capital development, economic growth, and social empowerment.
“The system proactively identifies at-risk students and implements timely interventions to keep them in school,” Minister Moyo said.
He noted that the early warning system was piloted in 2023 in Gokwe North, Lupane, Gwanda, Makonde, and Mbire, yielding promising results.
Minister Moyo said the system is designed to identify students at risk of dropping out, implement timely interventions, and provide the necessary support to ensure their continued education.
“In 2023, we piloted the early warning system in Gokwe North, Lupane, Gwanda, Makonde, and Mbire, and the results were promising. A total of 76 percent of the 103 pilot schools recorded an increase in enrolment, demonstrating that early identification and intervention are effective strategies for reducing dropout rates,” he said.
“Educators, school heads, and communities were trained to monitor attendance, academic performance, and behavioural patterns, allowing for proactive measures before students disengage completely.”