Download ESAP AND EDUCATION IN ZIMBABWE: The effects of economic

ESAP AND EDUCATION IN ZIMBABWE: The effects of economic policy on educational practice
Definition: ESAP stands for the Economic Structural Adjustment Programme
The programme was implemented between 1991 and 1995 in Zimbabwe. Economic Structural
Adjustment Programmes have been used in a number of countries in efforts to revamp and redirect
their economies and to spur economic growth and development.
Aim
This lecture aims to show how economic affairs affect education. It raises the educator’s awareness
of the close relationship between economic policies and educational realities. Education is directly
and indirectly influenced by circumstances in the wider society, and economic conditions are one of
the most influential. It is important that the teacher appreciates the role he/she can play in
alleviating the challenges faced by pupils through the way he/she carries out his/her duties by
understanding and catering for the vulnerable groups in the classroom. Economic conditions also
affect the teacher directly as an employee.
Historical Background
At independence in 1980, the Zimbabwean government adopted policies that were in line with its
Socialist ideology. These included universal access to services like education. Racial segregation was
also dismantled and admission to schools was no longer done on racial grounds. Universal access to
services necessitated a vast expansion in social services, such as education and health. This meant
that government departments grew tremendously in a very short period of time. As a result,
government expenditure on services equally multiplied, which led to a government budget deficit.
This was a situation where government expenditure exceeded government revenue (up to 10.5% in
1991). The budget deficit forced the government to borrow in order to finance its expenditure.
Consequently, as government borrowed more from the private sector and from foreign institutions,
the private sector business was starved of finance, and interest rates rose, marking the beginning of
inflation. Zimbabwe was then encouraged to embark on an economic structural adjustment
programme to rectify the situation.
The Aims of ESAP
The main aims of ESAP were:
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to spearhead sustainable, higher and long-term economic growth of at least 5% per annum
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to reduce the levels of poverty in society
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to reduce the government budget deficit and encourage investment in the economy
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to change from the socialist ideology that was being followed to a more liberal system
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to deregulate the economy by removing controls on exchange rates, prices of goods and
wages/salaries
In the words of the then Minister of Finance, Bernard Chidzero in July 1990:
Government has seen this to be the opportune time to do away with most ... economic
regulations, (and will now) allow market forces to operate in directing both the pace and the
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course of economic activities in Zimbabwe. ...the economy is currently subjected to a host of
economic regulatory mechanisms on prices, incomes, employment of labour and foreign
exchange. ...government is now convinced that these regulatory mechanisms have served their
purpose. (Balleis, 1993:20)
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to foster trade liberalisation, encouraging to trade more freely with other countries
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to reform the public sector by privatising some of the parastatals and reducing the size of
the civil service
Expectations from ESAP
ESAP was expected to achieve the following:
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a big reduction in government expenditure, especially on education, health and other public
services. This would reduce the government budget deficit and the national debt.
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the use of a significant proportion of government revenue for investment. This would boost
economic development and attract further foreign and domestic private investment
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a significant increase in government revenue from cost-recovery measures, e.g. in the form
of school fees and hospital fees collections
The provision of services was expected to be maintained at former levels despite these changes.
This would be achieved by ‘cushioning’ the disadvantaged groups through safety nets in Social
Welfare programmes such as the Social Dimensions Fund which assisted the very poor with
school fees and hospital costs.
The Results of ESAP
Economic Outcomes
The outcomes of ESAP were a far cry from what had been expected when the programme was
adopted. On the economic front, these included:
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increased government expenditure
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a very low GDP growth rate (less than 1% in the period 1991 to 1995). This was much lower
that the envisaged 5%+ economic growth rate. Over the same period, neighbouring
countries experienced real economic growth, Botswana – 3.45%, Mozambique – 3.08%,
Swaziland – 2.51%
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government debt increased and it rose to $43 billion and continued to spiral upwards. It was
not reduced.
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poverty levels rose. More people fell below the Poverty Datum Line (PDL)
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unemployed soared, especially after the retrenchment of up to 25% of the civil service. Only
the Ministries of Health and Education were spared the retrenchment exercise.
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inequalities grew as the rich got richer while the poor became even poorer
ESAP Outcomes in education
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school fees were reintroduced in urban primary schools as a cost recovery measure
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increased drop out rates were witnessed, with more children joining street life of begging
and vending for a livelihood
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efforts to achieve universal education and equity in access to education were significantly
reversed
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funding for schools declined sharply. The budget for the Ministry of Education fell as a
percentage of the total budget from 25% in 1989 to 18% in 1990 and just 8.72% in 1994.
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as a result, school facilities, including textbooks, equipment and infrastructure, deteriorated
to very low levels
The drought of the 1991/2 season added to the problems that were already severe. Most
parents failed to fund their children’s education and the government needed more funds to
import food to avert starvation, worsening its budget deficit.
Generally, ESAP led to a sharp increase in the cost of education for most private individuals. This
was accompanied by the development of very exclusive private schools, which segregated
against many people by charging exorbitant school fees and levies. The conditions of service for
public servants, including teachers were eroded. This greatly demotivated the civil service and
encouraged the brain drain that saw many of the most productive and highly skilled workers
emigrating to other countries in Africa and beyond. The quality of tuition and pupil performance
in schools also plunged, compromising all the gains that had been made in the education system
between 1980 and 1989.
CONCLUSION
It is clear from this analysis that economic policies and developments in the economy have a
direct effect on education. Educational problems cannot be solved without due attention being
paid to economic and other social problems. The teacher is a better practitioner if he/she is well
informed of the effects of economic factors on the learning and performance of his/her pupils.
Efforts should be made by a good teacher to help the worst affected learners to learn better in
spite of the economic hardships they suffer.
Think about it: What have been the effects of the hyperinflation conditions in Zimbabwe
between 2005 and 2009 on the learner and the teacher?
REFERENCES
Balleis, P. (1993) A Critical Guide to ESAP. Mambo Press: Gweru.
Kadenge, P.G. (1992) Zimbabwe’s Structural Adjustment Programme. SAPES: Harare.
Zvobgo, R.J. (1997) State, Ideology and Education. Mambo Press: Gweru.
Government of Zimbabwe. Budget Statement (1990, 1991, 1992, 1993, 1994, 1995)
Government Printers: Harare.
C. Manyumwa
April, 2009
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