The Effects of Zimbabwe's 2007-2008 Economic Crisis on its Primary and Secondary Education Sector
Chigwedere, Chido F.
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This paper seeks to ascertain whether there is a correlation between dropout rates and hyperinflation in Zimbabwe. In light of the introduction of bond notes, this paper aims is to provide grounds for strategic planning to protect the education system in the event of a second hyperinflationary crisis. The economic crisis in Zimbabwe seriously crippled its primary and secondary education sector. Its fiscal budget allocation was cut, and the erosion of real wages resulted in the exodus of many qualified teachers as well as collective action being taken by those who remained in the country. Due to the high number of dropout rates at the primary and secondary school level; and higher education institutions' reluctance to accept students without five Ordinary (O') Level Examination passes, a large proportion Zimbabwe's population is not adequately equipped to contribute meaningfully to the economy. The presence of a relationship between hyperinflation and dropout rates would provide a starting point from which to combat the problem; and grounds for the creation of a mechanism to cushion the blow of economic turmoil to primary and secondary schools. The results show no correlation between hyperinflation and dropout rates. Instead, they prove consistent with implications made by quantity theory of money. Dropout rates are still very high. For this reason, looking at the effects of hyperinflation on the quality of education pupils receive rather than the number of children who attend or drop out of school may provide more telling results and help in the bid to lower dropout rates..