Education is often hailed as the key to personal and societal development. It serves as a vital stepping stone from childhood into adulthood and acts as a foundation for future success. For many, higher education is seen as a means to climb the social ladder, opening doors to stable employment, homeownership, and family security. However, the situation is drastically different for many young Zimbabweans, where the value of education has diminished, leaving many disillusioned about its ability to offer social mobility. This shift is the result of a combination of long-standing political, economic, and social challenges that have undermined education’s traditional role as a pathway to progress.
Over the past two decades, Zimbabwe has faced severe economic, financial, political, and social crises that have severely impacted various sectors, including education. This crisis has not only affected the quality of education but has also eroded its ability to guarantee employment and social mobility. According to a recent survey by Afrobarometer, while 90% of young Zimbabweans have attained secondary or post-secondary education, a staggering 41% remain unemployed and actively seeking work. In contrast, only 26% of Zimbabweans between the ages of 36 and 55 are unemployed, indicating a significant generational divide in terms of economic stability.
This dire situation is reflected in the country’s popular culture, particularly in the genre of Zimdancehall music, which resonates strongly with Zimbabwean youth. Themes of “hustling” (attempts to create income-generating opportunities), the prevalence of informal livelihoods, and the collapse of dreams are commonly expressed in the lyrics of songs like Winky D’s “Twenty Five” and She Calaz’s “Kurarama.” These musical narratives shed light on the frustrations and disillusionment felt by many young people who, despite their educational qualifications, struggle to find meaningful work and financial stability.
Research into the experiences of recent graduates further reveals the widespread belief that education no longer holds the same promise for upward mobility as it once did. Interviews conducted by scholars studying the Zimbabwean context show that many graduates feel betrayed by the education system. The direct link between education and employment, which was once a given, has all but disappeared. Despite this, many of the graduates interviewed still maintain hope, with some pursuing additional qualifications in the hope of better economic conditions in the future. Protests like the Coalition of Unemployed Graduates and the #ThisGown protests have highlighted the issue of graduate unemployment, signaling a demand for change in the educational and political systems.
To understand this current crisis, it is important to consider the historical context of education in Zimbabwe. During the colonial period, education was racially segregated, with academic education reserved for white students, while Black students received a more vocational education designed to prepare them for manual labor. In the 1930s, education became a tool for the formation of a Black middle class, but the system remained deeply unequal. After independence in 1980, the new government worked to democratize education, leading to increased enrollment rates. However, the subsequent economic decline in the 1990s placed immense pressure on the education system, leading to a rise in graduates with degrees that were not suited to the labor market.
The decline of education’s role in facilitating upward mobility in Zimbabwe is largely due to several systemic issues. These include a reduction in government funding for education, deteriorating working conditions for teachers, political interference, and a brain drain of skilled professionals leaving the country. The collapse of the formal job sector and the shrinking of employment opportunities have further exacerbated the problem. As a result, many young people have turned to the informal sector for survival, with many resorting to small-scale businesses or vending.
One significant aspect of this situation is the growing interest in entrepreneurship education. In response to the failure of traditional education to provide employment, the Zimbabwean government introduced the Education 5.0 framework in 2018, which emphasizes entrepreneurship. However, it remains too early to assess its success, and historical resistance to vocational training models suggests that the implementation of such reforms may face significant obstacles. Many students and parents continue to prefer traditional academic education, particularly the British-designed Cambridge curriculum, which is seen as more prestigious.
Despite these challenges, there is a growing sense of urgency among Zimbabwean youth and activists to reform the education system. Many graduates and former student leaders advocate for an educational approach that focuses on practical skills and entrepreneurship, enabling young people to create their own opportunities rather than relying on a shrinking formal job market. However, the tension between the promise of academic education and the reality of economic hardships continues to define the educational landscape in Zimbabwe, leaving many young people feeling let down and disillusioned.
In conclusion, the devaluation of education as a tool for social mobility in Zimbabwe is a complex issue rooted in historical, economic, and social factors. The country’s youth face a challenging reality where education, once seen as the key to success, no longer guarantees a better future. While there are efforts to adapt the education system to current realities, the road to meaningful change is fraught with difficulties. For many young Zimbabweans, education is no longer the key to success, but a symbolic key to a door that no longer exists.
