Out of school children in the context of new policy trajectories and interlocking crises in Zimbabwe: a transformative social policy perspective

Abstract In the past two decades, Zimbabwe has been confronted with a concerning increase in the number of out-of-school children and youth (OOSC). Emerging evidence suggests that nearly a million children fall into this category, representing approximately half of the country’s adolescent population. This phenomenon has significantly impacted on Zimbabwe’s educational landscape and socio-economic fabric. Despite its gravity, research on OOSC remains limited. To address this gap, our study triangulates data from various sources to explore OOSC prevalence, examining geographical disparities and underlying causes. In addition, we investigate the nexus between OOSC and the prevailing socio-economic crises in the country. Our analysis reveals that, despite Zimbabwe’s robust education policies and legislative framework, OOSC prevalence rates remain high. Implementation gaps persist, hindering effective solutions. The challenge of OOSC is seen being intertwined with the multifaceted crises and socio-economic dynamics affecting the nation. Geographical, wealth-based, social, religious, cultural, and economic disparities all contribute to the persistence of OOSC. To combat this challenge, we propose several recommendations rooted in the political economy-oriented concept of transformative social policy. These are crystallised around the need to develop a social contract prioritising the fulfilment of rights, social justice, human capacity, and agency. Emphasis is on the importance of a holistic approach, aligning economic policies with social goals to foster an environment conducive to education. By transforming social institutions and structures, we argue that the scourge of OOSC can be addressed and pave way for a more equitable and inclusive education system.