The next stage of the lab process is to identify what policies have been implemented before (those enforced today and others that were overturned or changed). This will continue to frame a historical understanding of the problem and the solutions that have been tried.
Policy Measures
| Period | Policy Description |
| September 1980 | Introduction of free primary education– The government introduced free and compulsory education for children between 6-12 years. This was an attempt to address colonial regime disparities that discriminated against the black majority. |
| June 1987 | Zimbabwe Education Act– Provided a framework for the education system, emphasizing accessibility and equity |
| 1990 | National Education Policy-Outlined goals for education, including universal access and vocational training |
| 1994 | ZIMSEC (Zimbabwe School Examinations Council) Act -Established a National Examination Board. |
| 1995 | Technical and Vocational Education and Training (TVET) Policy -This focused on practical skills development. |
| 1996 | Education Amendment Act – Introduced measures to improve education quality. |
| 2001 | National Education Policy Framework– Updated policy goals, emphasising inclusivity and relevance. |
| 2001 | Introduction of the Basic Education Assistance Module (BEAM) -The module provided financial support to disadvantaged students. |
| 2006 | Education Sector Strategic Plan (ESSP) –Outlined sector development goals. |
| 2012 | National Education Policy -Emphasised decentralisation, community involvement, and skills development. |
| 2013-2018 | Zimbabwe Agenda for Sustainable Socio-Economic Transformation (ZimAsset) The agenda included education sector development goals for instance improving access to education through an increase in enrollment rates, reducing dropout rates, and enhancing equity. The education sector was allocated 19.5% of the total ZIMASSET budget. |
| 2015 | National Qualifications Framework (NQF)-A structured system ensuring quality education and training promotes standardised qualifications and certifications for education, training, and skills development. |
| 2017 | Updated Zimbabwe Curriculum Framework 2015-2022: This was meant to modernize the education system at the infant, junior, and secondary levels, so they are in line with global trends and with modern technology |
| 2017 | Creation of two ministries dedicated to education of Primary and Secondary Education and then the Ministry of Higher and Tertiary Education- In 2017 Zimbabwe split its education ministry into two separate entities to improve focus on specific education levels and enhance effectiveness and efficiency. MoPSE’s mandate is to oversee primary and secondary education and to develop and implement curriculum while MoHTESTD’s mandate is to oversee higher and tertiary education (universities, colleges, vocational training) and to promote science, technology, engineering, and mathematics (STEM) education |
| 2019 | Education Amendment Act, 2019 (Act 15-2019- Every child shall be entitled to compulsory basic state-funded education. Any parent who deprives their child of the right to basic state-funded education shall be guilty of an offense and liable to a fine not exceeding level 6 or imprisonment for a period not exceeding two years. |
| 2020 | Education 5.0 Policy -Focuses on innovation, entrepreneurship, and industrialization. |
| 2021 | National Development Strategy (NDS1)– NDS1 aims to improve access to quality education for all in Zimbabwe by expanding the tertiary education system and adopting new strategies. This has led to the transition from Education 3.0 to 5.0, with the goal of building capacity in key public institutions, diversifying revenue sources for higher education, adapting technology to support effective learning, and strengthening loan facilities for underprivileged students. |
| 2022 | Curriculum Framework Review – Aims to revise curriculum to align with Education 5.0 Policy. |
| 2022 | Amendment of State Universities Statutes Act of 2022– (Act 4 of 2022) aligns state universities with the Constitution of Zimbabwe. Placing them under the influence of the Government and state actors leads to a decline in academic freedom, a fundamental human right protected by Section 61 of the Constitution of Zimbabwe. This alignment limits academic freedom for Zimbabwe’s academic community. |
| 2024 | Zimbabwe Early Learning Policy – to enhance quality education which will serve as a foundation for basic learning and strengthen existing policies on education. |
| 2024 | Heritage Based Education 2024-2030 – A Curriculum Framework which is expected to transform the Education system to produce citizens with relevant skills applied knowledge, values, and dispositions that are key to national development |