The Debt-Education Nexus – Lessons from Zimbabwe, Eritrea, South Sudan, and South Africa

Throughout this series, we’ve delved into the intricate relationship between public debt and the right to education, revealing how financial constraints and governance issues can profoundly impact access to adequate education and learning outcomes. Our exploration of Zimbabwe , Eritrea, South Sudan , and South Africa underscores the critical intersection of debt management and educational access, shedding light on how economic policies and fiscal pressures influence the ability of these nations to fulfil their educational commitments. In Zimbabwe, the legacy of hyperinflation and economic mismanagement has severely impacted the country’s ability to invest in public services, including education. This has been compounded by the significant debt burden which has diverted resources away from essential services, exacerbating an already strained education system. Schools are underfunded, and the quality of education suffers as a result. The scarcity of financial resources has led to inadequate infrastructure, insufficient teacher training, and low enrolment rates, especially in rural areas. This cycle of underinvestment not only hampers the immediate educational prospects of Zimbabwean children but also undermines long-term national development and progressive realization of all rights. Eritrea presents a unique case where extreme notions of self-reliance and isolation have resulted in tight control over resources, including those allocated for education. The heavy burden of debt and the prioritization of military spending over essential services have further stifled educational opportunities. Compulsory national service disrupts educational trajectories, limiting access to quality education for many young Eritreans. The financial strain and lack of international support have further complicated efforts to improve the educational system, highlighting the need for a rebalancing of resource allocation priorities.