Right to Education Index: Promoting the Right to Education in Zimbabwe

Abstract

The Right to Education Index (RTEI) survey sought to explore the national level progress towards realising the right to education as enshrined in national and international human rights framework. The survey used the RTEI Questionnaire as an instrument for data collection. The instrument was structured into themes of governance and the 4As (Availability, Accessibility, Acceptability, and Adaptability), along with respective subthemes. The RTEI themes revealed a number of challenges that inhibit the full realization of the right to education. This was evident by the Acceptability indicators which appeared to present challenges to the fulfilment of the right to education; with indications of considerable deficits concerning learning environments. The learning environments emerging were not friendly but rather punitive with corporal punishment being highly administered in schools. Limited education financing or underfunding was also revealed to be a major hindrance towards the realization of the right to education. For the right to education to be fully realised, the survey recommends educational authorities to push for alignment of national laws with international conventions which Zimbabwe ratified. Furthermore, educational authorities and stakeholders ought to increase financing for capital projects in education to enable provision of adequate infrastructure and teaching and learning materials.