Education Provision in the Midst of a Crisis: The Zimbabwean Experience after 1999

Autor/inn/en	Hove, Mediel; Ndawana, Enock
Titel	Education Provision in the Midst of a Crisis: The Zimbabwean Experience after 1999
Quelle	In: Journal of Peace Education, 16 (2019) 2, S.215-246 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hove, Mediel) ORCID (Ndawana, Enock)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
DOI	10.1080/17400201.2019.1627663
Schlagwörter	Educational History; Case Studies; Government Role; Economic Climate; Financial Exigency; Violence; Political Attitudes; Conflict; Peace; Socioeconomic Status; Employment Opportunities; Conflict Resolution; Foreign Countries; Role of Education; Elementary Secondary Education; Elections; Economic Development; Attendance; Access to Education; Higher Education; Educational Finance; Politics of Education; Patriotism; Teaching Methods; Racial Relations; History Instruction; Required Courses; Textbooks; Poverty; Zimbabwe + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Case study; Fallstudie; Case Study; Wirtschaftslage; Finanzielle Härte; Gewalt; Political attitude; Politische Einstellung; Konflikt; Frieden; Socio-economic status; Sozioökonomischer Status; Berufschance; Beschäftigungschance; Conflict solving; Konfliktlösung; Konfliktregelung; Ausland; Bildungsauftrag; Election; Wahl; Wirtschaftsentwicklung; Anwesenheit; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsfonds; Educational policy; Bildungspolitik; Patriotismus; Teaching method; Lehrmethode; Unterrichtsmethode; History lessons; Geschichtsunterricht; Pflichtkurs; Textbook; Text book; Schulbuch; Lehrbuch; Armut; Simbabwe
Abstract	This article discusses the provision of education in Zimbabwe between 2000 and 2008 which occurred in the midst of a crisis. It is based on the case study of Harare and data collected from primary and secondary sources. It argues that the government's capacity to ensure the provision of education was crippled by the economic meltdown generated by the economic structural adjustment programme and political violence among other challenges that emerged since the late 1990s. Further, the fact that apart from being severely affected by the conflict, education in Zimbabwe was part of the crisis has essentially been ignored. This had severe consequences for the country's peace, socio-economic and political development. The article affirms that education is a dependable vehicle for the promotion of peace and development provided that its curriculum reacts satisfactorily to the country's technical needs and is accessible to all in a milieu that generates employment opportunities. It asserts that given the significance and influence of education, it should be at the core of Zimbabwe's post-conflict reconstruction, peacebuilding and development efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01