Poverty

International Journal of Business and Management Review
Vol.4, No.2, pp.78-103, March 2016

___Published by European Centre for Research Training and Development UK (www.eajournals.org)
THE EDUCATED YOUTH UNEMPLOYMENT DEBACLE IN ZIMBABWE: AN
EVALUATION OF THE IMPACT OF INTERVENTION PROGRAMMES
Bhebhe Thomas B1, Professor Nair Sulochana2 and Jecheche Petros3
1
Chinhoyi University of Technology
2
Binary University of Management and Entrepreneurship
3
University of Zimbabwe
ABSTRACT: This study was an evaluation of the intervention programmes which were put in
place by the Government of Zimbabwe (GoZ) and its cooperating partners to address youth
unemployment with specific reference to educated youths. Such a study was viewed as critical
because it informs policy on what needs to be done correctly or improved in future endeavours
to avoid repeating the same mistakes given that educated youth unemployment continues to rise
in Zimbabwe. The study took the form of a survey in which 955 unemployed educated youths
selected from the country’s ten provinces using multi-stage sampling techniques were used as
respondents. The study found out that the intervention programmes did not achieve the desired
impact as judged by most of the respondents who were supposed to be beneficiaries. Most
respondents indicated that they had never heard about the existence of most of the fifteen
intervention programmes identified in this research. The study recommended transparency
through marketing initiatives which targeted youths in their final years of full-time education.
The study found out that the intervention programmes were not adequately funded and this
caused the selection of beneficiaries difficult leading to lack of trust with most intended
beneficiaries suspecting corruption. Given the magnitude of the unemployment problem among
educated youths, it was also recommended that Government and its cooperating partners should
adequately fund the intervention programmes so that they achieve the desired impact of reducing
the educated youth unemployment debacle.
KEYWORDS: Youth Unemployment, Intervention Programmes, Unemployment
INTRODUCTION
It is common cause that the government of Zimbabwe has been live to its oldest problem of youth
unemployment since attaining independence in 1980. At independence, the government of
Zimbabwe had a mammoth task of creating employment for demobilized former freedom
fighters and war collaborators most of whom were youths aged between 15 to 35 years. There
were also thousands of refugees who had taken refuge in neighbouring countries who were
returning home to a free Zimbabwe not to mention thousands of Zimbabwean citizens who had
gone into the Diaspora to work or further their education as a way of evading the harsh colonial
laws which oppressed the majority Black people. Inside the country, there were also ex-detainees
and members of the general public who had been rendered jobless in an economy which had
fallen to its knees because of not only the effects of the war of liberation but also because of
economic sanctions that had been imposed on the then colonial government of Rhodesia. All this
caused the majority government of the independent state of Zimbabwe from its first day in office
to start crafting employment strategies aimed at absorbing the affected citizenry. In that regard,
it can therefore be argued with certainty that unemployment is the independent Government of
Zimbabwe’s oldest problem and expectations are high that with 35 years of independence or
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ISSN: 2052-6393(Print), ISSN: 2052-6407(Online)
Vol.4, No.2, pp.78-103, March 2016
experience on its side, the government should have by now found a solution to the unemployment
debacle. This research evaluates the several programmes and projects whose thrust was to
address the youth unemployment problem.
This study adopts the definition of ‘youths’ as stated in the Constitution of Zimbabwe
Amendment No. 20 Act (2013) and the National Youth Policy (2013) both of which define
youths in Zimbabwe as those persons who are aged between 15 and 35 years. Such a definition
conforms with the definition given in the African Youth Charter (2006: p3). Educated youths are
those who successfully completed O’ level including those who went further to complete A’
level and those who went on to obtain post-secondary training, certificates, diplomas and
degrees.
Objectives of the Study

This research sought to fill a gap in literature, where no studies have been carried out to
understand why the problem of educated youth unemployment has been escalating in Zimbabwe
yet Government has been live to the problem since 1980 by putting in place several intervention
programmes. Such a study was seen to be most effective if it studied the intervention programmes
by getting information from the intended beneficiaries, the educated youths themselves as the
primary source. The main objective of this study therefore was to evaluate the impact of policies
and programmes that were initiated to reduce unemployment among educated youths in
Zimbabwe and make recommendations that could lead to a paradigm shift in policy whose end
result would be the reduction of high unemployment levels among educated youths.
The study was based on the following hypothesis:
H1There was significant impact achieved by the programmes that were launched by government
to mitigate unemployment among youths.
H0 There was no significant impact achieved by the programmes that were launched by
government to mitigate unemployment among youths.
Background to the Study
Zimbabwe National Employment Policy Framework (2009) noted that Zimbabwe faces a
formidable challenge in terms of resolving the high levels of un- and under-employment, and
endemic poverty. Zimbabwe is facing very high levels of unemployment with some sources
putting the unemployment rate at 80% and 95% (Robertson, 2007 and the World Factbook, 2013
respectively). From the beginning of the new millennium in 2000, Zimbabwe faced severe
economic challenges which led to hyperinflation which reached its peak of 89 700 000 000 000
000 000 000% (Eighty-nine thousand seven hundred quintillion percent) by end of November
2008; (http://www.rbz.co.zw/about/ inflation.asp.) as supported by Globalization and Monetary
Policy Institute Annual Report (2011 & 2013), Hartmann and Werner (2011) and IMF’s World
Economic Outlook Database [2008]. The hyperinflation in Zimbabwe led to the collapse of the
national currency and the adoption of the multi-currency regime as dominated by the United
States dollar and the South African Rand from February 2009. The economic down-turn also led
to the closure of industries with some workers walking out of jobs because an individual worker’s
monthly earnings which had gone up to the regions of quadrillion Zimbabwe dollars had become
valueless and meaningless as there was nothing to buy on the shelves of shops. This drove
unemployment to unprecedented levels. By 2008, Zimbabwe’s industry capacity utilisation had
dropped to 10% according to the Confederation of Zimbabwe Industries (CZI Reports 2013). To
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eke a living, most Zimbabweans turned to the informal sector and flooded the streets selling
anything from vegetables to cheap imported goods and second-hand clothes, but most of such
chaotic street vending activities are illegal in Zimbabwe and this study did not count illegal
activities as employment.
Educated youths were the most affected. They discovered that their education which had been
modelled for absorption into formal jobs was no longer relevant since only 10% of industries
were operational. Educated youths found themselves armed with high qualifications which could
not fit in the new economic dispensation which favoured self-employment. Hyperinflation which
ended in February 2009 was followed by a liquidity crunch when citizens who previously had
lots of valueless money chasing very few goods because of hyperinflation woke up into deflation
of around -3% from March 2009. This was characterised by too much goods in shops with little
money (United States dollars and South African Rands) in circulation to buy them. Most of the
goods were imported goods and this meant that the money in circulation was actually being given
away to other countries to buy imports. This also fuelled unemployment among educated youths
because with the closure of industries, importing goods meant exporting employment
opportunities. This, added to droughts, economic sanctions imposed by Western countries, lack
of foreign direct investment, corruption, a contested political environment, the shrinking
economy, poor management of natural resources such as the mineral wealth and inappropriate
curricula to mention but just a few exacerbated the situation for the unemployed educated youths
as supported by Chirisa and Muchini (2011), Blanche and Munzwembiri (2014), Yorke (2008),
Matunhu (2012) and Mamvuma (2002).
As stated above, the Government of Zimbabwe has been trying very hard to address the
unemployment problem by crafting several policies, programmes and projects to assist the youths
with employment opportunities. This research evaluates of such endeavours.
LITERATURE REVIEW
This study singled out fifteen intervention programmes which were put in place by the
Government of Zimbabwe in collaboration with other non-state players as a way of addressing
unemployment among educated youths and other youths in general. Universities and colleges
continue to churn out educated youths who face problems getting employment. The 13 registered
universities in Zimbabwe, indicated that the combined total of graduates for the year 2012 was
over 15 000. Most of these were youths aged below 35 years. According to Garwe (2014) in
2012 graduation season the University of Zimbabwe and Midlands State University topped the
list with 2 700 and 2 338 graduands respectively. The Zimbabwe Open University had 1560,
National University of Science and Technology had 1 450, Chinhoyi University of Technology
674, Bindura University of Science Education 673, Women University of Africa 500 and Lupane
State University 131 graduates according to Garwe (2014). Africa University, Harare Institute of
Technology, Catholic University, Solusi University and Great Zimbabwe University also
contributed their shares of graduands too. Robertson (2007) noted that the formal unemployment
rate in Zimbabwe stood at 80 percent due to shrinking productivity. He indicated that few of the
2 million young people inclusive of graduates who turned 18 since the year 2000 found jobs with
a regular income, training, and advancement or career prospects.
Cabinet approved the Zimbabwe Youth Employment Network (ZIYEN) in 2006 which is part of
the world-wide Youth Employment Network which was established at the Millennium Summit,
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held at the United Nations in September 2000 (Government of Zimbabwe, 2009). According to
Ibid (2009), world leaders at the summit resolved to develop and implement strategies that give
young people a chance to find decent and productive work. The ZIYEN framework sought to
harmonize national policies across different line Ministries engaged in youth empowerment.
Government of Zimbabwe (2009) gives the objectives of the ZIYEN as
- To develop a National Action Plan on Youth Employment as an integral part of the
National Employment Policy Framework;
- To promote youth entrepreneurship training and development;
- To promote access to finance for the youth who aspire to implement projects;
- To review education and training curriculum in order to enhance youth
employability;
- To develop strategic partnerships and mobilise resources for promoting youth
employment;
- To improve labour market information in order to guide youth in their career choices and
available employment opportunities.
The Ministry of Youth, Indigenisation and Empowerment is guided by ZIYEN objectives as spelt
above in many of its youth development and empowerment programmes. Garwe (2014) carried
out a study on graduate employability in Zimbabwe and concluded that crafting relevant curricula
as outlined in one of ZIYEN’s objectives would have impact in realising economic and societal
needs. Zinhumwe (2012) averred that a result of the disjuncture between the curriculum and
economic needs causes graduates’ skills not to be in sync with the needs of the communities and
nation at large. As a solution, Blanche (2014) advised that existing courses needed to be
reviewed, new courses should be recommended and approved and the overall efficacy of courses
needs to be periodically re-evaluated to ensure the skills being taught, are aligned to the
requirements of industry.
METHODOLOGY
This Scientific Research study took the form of a survey and was largely quantitative with few
qualitative questions. The study made use of self completing questionnaires to collect data from
unemployed educated youths across the country’s ten administrative provinces.
Population and sampling techniques

In this study, the population of unemployed educated youths in Zimbabwe was derived from the
Zimbabwe Statistical Agency (ZIMSTAT) Census Report (2012) which gave the population of
youths (those aged 15 – 35 years) as 43.7% of the national population. Thus computation arrived
at 708,904 as the population of unemployed educated youths in Zimbabwe
The sample size calculator www.surveysystem.com/sscalc.htm at 99% confidence level and at
4% margin of error was used to compute the sample size and the result was 1040. The response
rate in this study was 92% bringing the number of respondents to 955.
Pre-Testing, Validity Testing and Reliability Testing of the Data Collection Instrument
The questionnaire was pre-tested on 20 subjects selected from among the unemployed educated
youths. The fixed response questions were tested for construct validity using Kaiser-Meyer-
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Olkin (KMO) and the Principal Component Analysis. The sampling adequacy value of 0.860
was achieved using the Kaiser’s scale and according to Kaiser (1974) such a result is very good.
To test for reliability and internal consistency, Cronbach’s alpha correlation coefficient was used
and the global scale of 0.784 was arrived at and that showed a high correlation between the items
to prove that the questionnaire was consistently reliable because all alphas were greater than•
0.70.
Socio demographic profile of respondents

Gender of respondents
Out of a total of 955 unemployed educated youths respondents, 552 (57.8%) were male and 403
(42.2%) were female. The bias towards male respondents was explained through the random
sampling technique which used social places which were more frequented by males than females
such as townships, Growth Points and street corners. The gender bias was also attributed to the
general gender imbalance among the educated youths in Zimbabwe where according to Feresu
(2010) as supported by Adato and Haddad (2004) the number of females reduced as the levels
of education increased. This makes the gender imbalance of unemployed educated youth
respondents noted in the study to be a true reflection of the demographic situation in Zimbabwe.
Distribution of Unemployed Educated Youths (UEY) by age group
247 (25.9%) of the unemployed educated youths who were respondents in this research were
aged 15-20years, 361 (37.8%) were aged 21-25 years, 210 (22%) were aged between 26 and 30
years while 137 (14.3%) were aged 31-35 years. The age distribution shows that most
unemployed educated youths who were respondents in this research were in the 21-25 year age
range (37.8%) followed by the 15-20 year age group (25.9%), the 26-30 years (22%) and the
31-35 year age range comes last with 14.3%.
Distribution of Unemployed Educated Youth respondents by highest educational attainment
Most of the unemployed educated youths who were respondents in this study were those who
had passed O’ level where the number was 435 (45.6%), followed by 242 who had passed A’
Level (25.4%) and 123 holders of Bachelor’s degrees (12.9%). 63 Diploma holders constituted
6.6% of the respondents and 58 holders of National Certificate were 6% of the respondents while
9 Masters degree holders and 3 PhD holders made up 0.9% and 0.3% of the respondents
respectively. It was clear from the statistical facts that authorities tasked with addressing
educated youth unemployment needed to focus more on programmes which could absorb the O'
level and A' level youths as these constitute the majority.
The Intervention Programmes Put in Place by Government

The following fifteen programmes are some of the intervention programmes introduced by
Government and its cooperating partners in an effort to address the problem of youth
unemployment.
- Graduate Entrepreneurship Employment Programme (GEEP)
- The National Youth Service
- Kurera/ Ukondla Youth Fund
- Youths in Agriculture Programme
- Decent Work Country Programme
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- Training for Rural Economic Empowerment (TREE);
- Quality Improvement in Informal Apprenticeship Programme (QiA)
- Integrated Skills Outreach Programme (ISOP)
- Community Share Ownership Scheme/ Trust (CSOS/T).
- Youth Empowerment and Transformation Trust (YETT)
- Youth Empowerment Fund (YEF)
- Wealth Creation Fund
- Training for Enterprise Programme (TFE)
- Technical and Vocational Education and Training Programme (TVET)
- Out Growers Scheme
In order to achieve rigor, the essence of each intervention programme will be discussed before
analyzing the responses on the impact of the programme as assed by the unemployed educated
youths respondents who were supposed to be beneficiaries of the programmes.
FINDINGS
For purposes of interpreting the rating to conclude whether a programme was successful or not,
this study adopted a strategy where the rating scale responses were compressed into two as
illustrated below:
 Never heard about the programme.

 Programme was a failure These were added and interpreted to mean
programme was a failure
 Programme marginally succeeded
 Programme satisfactorily succeeded

 Programme was very successful These were interpreted to mean programme was a
success
 Programme was extremely successful.
The impact of the Graduate Entrepreneurship Employment Programme (GEEP) in

addressing educated youth unemployment (EYU) in Zimbabwe
This is one of the programmes aimed at assisting the educated youths to start entrepreneurial
ventures. It involves availing funds to graduate youths who would have come up with viable
project proposals. The programme operates in each of the country's ten provinces. Respondents
rated the impact of GEEP as explained and illustrated below.
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Table 1: The impact of GEEP
N=950
Frequenc Cumulative
How do you rate the success of GEEP?
y Percent Percent
Never heard about the programme 790 83.2 83.2
Programme was a failure 76 8.0 91.2
Programme marginally succeeded 46 4.8 96.0
Programme satisfactorily succeeded 18 1.9 97.9
Programme was very successful 12 1.3 99.2
Programme was extremely successful 8 0.8 100.0
Total 950 100
Table 1 above indicates that a total of 912 (96%) of the respondents rated the GEEP proramme
as a failure as compared to 38 (4%) who rated it as a success. It is clear from these statistics that
the unemployed educated youths view the Graduate Entrepreneurship Employment Programme
as a failure. More worrying from the findings from Table 1 above was the fact that 790 (83.2%)
of the unemployed educated youths who were respondents in this study stated that they never
heard about this national programme which is aimed at assisting them to start entrepreneurial
ventures at very low interest rates and without other stringent conditions as demanded by banks
such as collateral. It is common cause that if a national programme is launched, the first step is
vigorous marketing of the new initiative so that all intended beneficiaries are in the know lest
authorities get accused of selective information dissemination which may be viewed as
corruption. The programme needs to be restructured in order to make it more transparent and
inclusive.
The impact of the National Youth Service in addressing educated youth unemployment
(EYU)
The National Youth Service programme was established before independence in 1979 through
the National Service Act by the Zimbabwe Rhodesia government in what was then commonly
called ‘call-up’. The programme then was aimed at exploiting the youth population by
compulsorily making them assist in the military in fighting against freedom fighters. The
government of Zimbabwe amended the National Service Act in July 2001 to come up with the
new Zimbabwe National Youth Service Programme (NYSPZ) which focuses on instilling in
youth the five values of national identity, patriotism, unity and oneness, discipline and self
reliance. Such values are indispensible to any educated youth and that makes the programme so
important that it should be made compulsory like in many countries. The curriculum of the
programme which sought to achieve self reliance values was crafted in a manner which
inculcated self-employment skills. The NYSPZ programme takes the form of voluntary, small
scale training that is aimed at skills enhancement. However, McGovern (2013) carried out a study
of the NYSPZ and concluded that evidence on the ground strongly suggests that the NYSPZ has
become a politically focused and partisan program, with only a small component of the
curriculum centering on community service and engagement. This according to Ibid (2013) has
made the programme to be widely unpopular with most educated youths shunning it. In light of
the foregoing, it may be prudent to rebrand NYSPZ so that it focuses on the original five outlined
values which are indispensible to any educated youth.
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Table 2A: The impact of the Zimbabwe National Youth Service Programme (NYS)
N=949
How do you rate the success of the Cumulative

National Youth Service Programme? Frequency Percent Percent
Total 949 100
Table 2A above shows that out of 949 respondents, 830 (87.5%) rated the National Youth Service
as a failure while 119 (12.5%) rated it as a success. Table 2B below further illustrates the
findings.
Table 2B: NYS rating illustrated as a bar graph
Respondents'rating of the impact of the National Youth Service in addressing

EYU as a percentage
Programme was extremely successful 3
Programme was very successful 4.6
Programme satisfactorily succeeded 4.8
Programme marginally succeeded 16.8
Programme was a failure 25.5
Never heard about the programme 44.6
0 10 20 30 40 50
Based on the statistics above, the unemployed educated youths rated the National Youth Service
as a failure in that it had little impact in reducing the high unemployment rate among the youths.
This high failure rating to a very useful programme which exists in several developing and
developed countries of the world is a cause for concern. The NYS Programme can be used as a
safety net to enroll and train those unemployed educated youths who left school without any
specific vocational skills, technopreneurial, business proposal writing, entrepreneurship and
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project management skills. The findings above are very worrying if those who are supposed to
benefit from the programme do not know of its existents as depicted by 44.6% of the respondents.
Impact of Kurera/ Ukondla Youth Fund administered by Central African Building Society
in addressing educated youth unemployment (EYU)
The Ministry of Youth, Indigenisation and Economic Empowerment in its bid to promote
entrepreneurship and facilitate employment creation, launched the Old Mutual Kurera/Ukondla
Youth Fund in 2012. The Commercial Bank of Zimbabwe (CBZ) and the Central African
Building Society (CABS) administer the fund according to Muradzi (2014) and Government of
Zimbabwe (2013).
Table 3: Measuring the impact of the Kurera/Ukondla Youth Fund

N=950
How do you rate the success of the

Kurera/ Ukondla Youth Fund Cumulative
Programme? Frequency Percent Percent
Programme was very successful 19 2 99.1
Total 950 100
Table 3 above shows that 885 (93%) respondents rated the Kurera/ Ukondla Programe as a failure
against 65 (7%) who rated it as a success. According to the unemployed educated youths, the
Kurera/ Ukondla Programme was a failure. Another worrisome feature of the responses was that
71% (678) of the respondents stated that they never heard about the programme. This study
advocates for wide information dissemination to intended beneficiaries of any programme.
The impact of Youths in Agriculture Programme (YAP) in addressing educated youth
unemployment (EYU)
As the name implies, the fund was put in place by Government to assist youths who opted to
venture into agriculture with start-up funds to buy inputs and implements according to
Government of Zimbabwe (2009). The programme mainly focused on youths in rural areas.
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Table 4A: Measuring the impact of YAP
N=949

Youths in Agriculture Programme? Frequency Percent Percent
Programme was a failure 133 14 77.1
Total 949 100
Table 4A above shows that 838 (88%) of the unemployed educated youths rated the Youth in
Agriculture Programme (YAP) as a failure against 111 (12%) who rated it as a success. 599
(62.7%) indicated that they had never heard about the programme and such anomalies need to
be addressed if any programme is to bear fruits. Table 4B below further illustrates the findings.
Table 4B: Respondents' rating of the impact of the Youth in Agriculture Programme in
addressing EYU
(N=949)
70
62.7
60
50
40
30 Series1
20
13.9
10 11.1
5.1 4.6
1.9
0
Never heard Programme was a Programme Programme Programme was Programme was
about the failure marginally satisfactorily very successful extremely
programme succeeded succeeded successful
Many educated youths or their families have access to land in Zimbabwe and 62.7% indicated
that they have never heard about the Youth in Agriculture programme. The problem of high
educated youth unemployment will be difficult to address unless such issues (of not informing
beneficiaries) are addressed. The agricultural sector is the biggest employer in Zimbabwe which
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can produce raw materials to feed into the mainstream manufacturing sector to boost the
economy and it can make a difference if such programmes are well managed.
The impact of the Decent Work Country Programme in addressing educated youth
unemployment (EYU)
The programme was launched on 14 February 2013, by the Minister of Youth, Indigenisation
and Empowerment who advised that given their energy, enthusiasm and innovativeness, youth
have the potential to contribute immensely to the socio-economic development of Zimbabwe as
such they should be placed at the forefront of building the economy (Government of Zimbabwe,
2013 and supported by ILO , 2002).
Table 6: Measuring the impact of the Decent Work Country Programme

N=950

Decent Work Country Programme? Frequency Percent Percent
Total 950 100
Table 6 shows that 912 (96%) respondents indicated that the Decent Work Country Programme
was a failure against 38 (4%) who viewed it as a success. It can therefore be concluded that the
Decent Work Country Programme was a failure according to the unemployed educated youths
who were supposed to be beneficiaries of it. According to Zimbabwe Statistical Agency 2012
Census Report, more than 70% of the Zimbabwean population lives in rural areas. According to
Adato and Haddad (2004) if a programme which was crafted to benefit youth in rural areas is not
known by the youths themselves, it is a cause of concern which should be corrected by
authorities.
The impact of Training for Rural Economic Empowerment Programme (TREE) in
addressing educated youth unemployment (EYU)
The programme (TREE) together with the Quality Improvement in Informal Apprenticeship
Programme (QiA) were launched by the Ministry of Youth, Indigenisation and Economic
Empowerment under the Skills for Youth Employment and Rural Development Programme with
technical assistance from the International Labour Organisation (ILO) and with financial
assistance from the Government of Denmark. The projects which started in 2010 targeted over
10 000 beneficiaries specifically unemployed youths. The programmes comprised two main
components designed to promote decent productive employment and income generation
opportunities for youth through skills development initiatives. The whole aim was to increase
capacity of rural community groups to identify local economic opportunities, develop
appropriate training programmes to access jobs and provide post-training support to community
and private small-scale enterprises. Such a strategy is supported by Development of Education
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in Africa (2014) who state that by promoting employment creation and self employment
opportunities for youths, they will be empowered to make enlightened economic decisions. The
impact of the two programmes is assessed separately below:
Table 7A: The impact of the TREE Programme
N=949
How do you rate the success of the TREE Cumulative

Total 949 100
Table 7A above shows that 875 respondents (92.2%) rated the TREE Programme as a failure
against 74 (8%) who rated it as a success. It can be concluded that that the programme was a
failure as it did not have any significant impact. Table 7B below further illustrates the findings:
Table 7B: Graph illustrating the rating of the TREE Programme
Frequencies of respondents' rating of the impact of the TREE Programme in

addressing EYU (N=949)
Programme was extremely successful 23
Programme was very successful 21
Programme satisfactorily succeeded 30
Programme marginally succeeded 48
Programme was a failure 94
Never heard about the programme 733
TREE was another programme which targeted the rural youths but was not known to them as
indicated by 77.2% of the unemployed educated youths who indicated that they never heard
about the programme. All programmes which are not known by their intended beneficiaries can
be viewed as having had very low impact.
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The impact of Quality Improvement in informal Apprenticeship Programme (QiA) in
addressing educated youth unemployment (EYU)
Table 8: The impact of QiA programme
N=948
How do you rate the success of the QiA Cumulative
Never heard about the programme 758 80 80.0
Programme satisfactorily succeeded 31 3.3 97
Total 948 100
Table 8 above shows that 888 respondents (93.7%) rated the QiA Programme as a failure against
60 (6.3%) who rated it as a success. This was yet another programme with very good intentions
of bringing quality improvement by developing skills in unemployed educated youths who had
left school but 79.4% of the intended beneficiaries who were respondents did not know about the
existence of the programme.
The impact of the Integrated Skills Outreach Programme (ISOP) in addressing educated
youth unemployment (EYU)
The Integrated Skills Outreach Programme (ISOP) was launched in 2006 to address the problem
of youth unemployment according to the Government of Zimbabwe and UN Country Team
Report (2010). The programme seeks to provide specific skills training through short courses
lasting between 1 and 3 weeks. The ISOP training mode is done within the community using
local experts to develop a range of skills at a given time. Trainees are given specific skills such
as moulding bricks, bee-keeping, soldering leaking pots, making coffee tables, mending vehicle
tyres, repairing domestic electric gadgets, including growing vegetables to mention but just a
few. Graduates are awarded certificates of competence from the Ministry of Youth Development.
According to the ISOP document, youths are supposed to get tool kits at the end of training to
assist them in starting their own enterprises after training. The youths are expected to go and
practice the skills within their local communities. Lack of post-training support is the major
problem of the ISOP programme.
Table 9: Impact of ISOP

N=948
Cumulative
How do you rate the success of the ISOP?
Frequency Percent Percent
Total 948 99.3
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Table 9 above indicates that 880 (92.8%) of the respondents rated the ISOP Programme as a
failure against 68 (7.2%) who rated it as a success. Therefore the ISOP Programme was a failure.
Of note on Table 9 is the high number (76.9%) who indicated that they never heard about the
ISOP Programme. This common feature in all programmes is very worrying and it points to the
fact that eradicating educated youth unemployment in Zimbabwe will not be easy if intended
beneficiaries of good programmes are not informed about the existence of such programmes.
The impact of the Community Share Ownership Scheme/ Trust (CSOS/T) in addressing
educated youth unemployment (EYU)
The CSOS/Ts were created through Section 14 of the Indigenisation and Empowerment Act
which aimed at creating wealth for the locals and to act as a vehicle for employment creation for
the youths including educated youths. The Act stipulates that companies operating in rural
communities should cede 10% of their profits to local communities. According to the Act, the
money would be ploughed back at developing the community and creating jobs for the youths.
By 2013, Zimbabwe had 50 Community Share Ownership Schemes across the country
dominated by mining companies such as Marange Diamonds, Zimbabwe Platinum (Zimplats),
Unki, Blanket Mine, Mimosa to mention but just a few (Government of Zimbabwe, 2013).
Table 10A: Impact of the CSOS/T

N=944
CSOS/T? Frequency Percent Percent
Total 944 100
Table 10A above shows that 827 (87.6%) respondents rated the Community Share Ownership
Scheme as a failure in creating employment for educated youths against 117 (12.4%) who rated
it as a success. It can therefore be concluded that the Community Share Ownership Scheme had
no impact in creating employment for the educated youths. The pie chart below further clarifies
these findings.
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Table 10B: Respondents rating of the impact of the Community Share Ownership Scheme
N=944
Respondents'rating of the impact of the Community Share Ownership Scheme

in addressing EYU
35 23
59
Never heard about the
88 programme
Programme was a failure
120
619 Programme marginally
succeeded
Programme satisfactorily
succeeded
The Community Share Ownership Scheme/ Trust was put in place as a noble idea to control the
exploitation of natural resources by companies some of which are foreign owned without
ploughing back their income to the local communities which invariably are suffering from high
unemployment among educated youths. If such noble programmes were successful, then the
problem of EYU would be considerably reduced yet Table 10B above shows that 619 out of 944
unemployed educated youths who were respondents did not even know about the existence of
the programme.
The impact of the Youth Empowerment and Transformation Trust (YETT) in addressing
educated youth unemployment (EYU)
YETT was launched in 2004 as a networking organisation for advocacy and capacity building of
youths to achieve sustainable development and create the next generation entrepreneurs. YETT
was launched through government and its partner organizations Interchurch Swiss Agency,
Bethlehem Mission Immense and Fund for Development and Partnership in Africa (FEPP). It
was registered as a Trust in 2009 to operate in both rural and urban areas. According to
Government of Zimbabwe (2010), YETT's core values are transparency, fairness, commitment,
integrity, participation, inclusiveness and accountability. It operates through projects which
would help youths to focus on their future and desist from engaging in conflict. (Government of
Zimbabwe, 2009)
Table 11A: Measuring the impact of YETT

N=947
How would you rate the success/ impact of Cumulative
YETT? Frequency Percent Percent
Total 947 100
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Table 11A above shows that 870 (91.9%) of the respondents rated the YETT Programme as a
failure while 77 (8.1%) rated it as a success. The YETT Programme therefore had no impact in
reducing the unemployment problem faced by educated youths as further illustrated by the Table
below.
EYU Respondents rating of the success of the YETT Programme

Table 11B: Impact of the YETT Programme
N=947
Respondents' rating of the impact of the YETT Programme
Programme was extremely successful 1.8
Programme was very successful 2.1
Programme satisfactorily succeeded 4.2
Programme marginally succeeded 8.5
Programme was a failure 11.8
Never heard about the programme 70.8
0 10 20 30 40 50 60 70 80
What is worth noting is that most UEY (70.8%) who were respondents had never heard about
the YETT, yet as the name of the programme depicts it was put in place to empower and
transform the unemployed youths. Such anomalies would need to be addressed if such
progrommes were to achieve desired impact.
The impact of the Youth Empowerment Fund (YEF)

This security-free on-lending scheme was launched by Government in 2006 and is administered
by CBZ as a revolving loan facility offering loans at 10% interest per annum to youths payable
in 36 months according to Government of Zimbabwe (2013). The loans are for supporting
entrepreneurship development in youths.
93
Vol.4, No.2, pp.78-103, March 2016
Table 12: The impact of YEF
N=947
How do you rate the success of the YEF Cumulative

Total 947 100
Table 12 above shows that the YEF programme was rated as a failure by 849 (89.6%) against 98
(10.4%) who rated it as a success. It can therefore be concluded that the YEF Programme had no
impact in reducing the unemployment programme among the unemployed educated youths,
therefore programme was a failure. 62.5% of the unemployed educated youths who were
respondents indicated that they never heard about the programme, again another indicator of low
impact which must be addressed in any such endeavours in the future.
The impact of the Wealth Creation Fund administered through Stanbic Bank, CBZ Bank
and IDBZ Bank in addressing educated youth unemployment (EYU)
The fund is administered by Stanbic bank as its indigenization quota. It started with a US$20
million injection in the form of a revolving loan facility for youth empowerment and
entrepreneurship. Through the fund, successful youths would get loans ranging from US$5,000
to US$20,000 per project. Loans are only open to youths aged between 21 and 35 years.
Table 13A: Impact of the Wealth Creation Fund

N=945
Rate the success/ impact of the Wealth Cumulative

Creation Fund Frequency Percent Percent
Total 945 100
Table 13A above shows that 861 (91.1%) of the unemployed educated youths who were
respondents rated the Wealth Creation Fund as a failure against 84 (8.9%) who rated it as a
success. Given the statistics above, the Wealth Creation Fund was a failure because it had no
impact on reducing the unemployment problem being faced by educated youths. Table 13B
below further illustrates this point.
94
Vol.4, No.2, pp.78-103, March 2016
Table 13B: UEY rating of the impact of the Wealth Creation Fund
Respondents'rating of the impact of the Wealth Creation Fund
Never heard about the

programme
2.8 2.4
3.6 Programme was a failure
6.5
Programme marginally
10.1 succeeded
Programme satisfactorily
succeeded
Programme was very
successful
73.6 Programme was extremely
successful
Table 13B shows that 73.6% of the UEY never heard about the Wealth Creation Fund yet they
were part of the intended benefiriaes. This serves to prove that the programme had very low
impact.
The impact of the Training for Enterprise Programme (TFE) in addressing educated youth
unemployment (EYU)
Ministry of Youth, Indigenisation and Economic Empowerment launched the Training for
Enterprise programme (TFE), which aims to capacitate young people with the requisite skills to
start up their own businesses or for employment. This is supported by Bonga (2014) after
analysing Zimbabwe's economic policies.
Table 14: Impact of TFE

N=947

TFE Porgramme? Frequency Percent Percent
Total 947 100
95
Vol.4, No.2, pp.78-103, March 2016
Table 14 above shows that 874 (92.3%) respondents rated the Programme as a failure against 73
(7.7%) who rated it as a success. Given the above statistics, it can therefore be concluded that
the Training for Enterprise Programme was a failure. There is no doubt that the objectives of the
programme to train youths with skills on how to establish and run their own enterprises before
qualifying for funding was a noble idea, but how can it work if 76.8% of the intended
beneficiaries who were respondents in this study do not even know about the existence of the
programme? Such issues need to be addressed first.
The impact of the Out Growers Scheme in addressing educated youth unemployment
(EYU)
This was a scheme launched in 2012 and operated by the Infrastructure Development Bank of
Zimbabwe (IDBZ) as the bank’s indigenization quota with a capital injection of $200,000 for
youths empowerment targeting youths in horticulture and livestock production (Muradzi, 2014).
It mostly benefits youths in rural areas who have access to land.
Table 15:Impact of the Out Growers Scheme

N=945

TVSD Programme? Frequency Percent Percent
Total 945 100
Table 15 above shows that of the 945 who rated the TVSD Programme, 813 (86.1%) rated the
programme as a failure against 132 (13.9%) who rated it as a success. The interpretation would
therefore conclude that the TVSD Programme was a failure. This programme was very crucial
in that its objective was to train unemployed educated youths with technical and vocational skills
for purposes of self-employment but this study noted that however good a programme can be, as
long as its existence is not known by its intended beneficiaries such a programme can be viewed
as meaningless. This research implores upon the authorities to ensure that unemployed educated
youths are informed of such opportunities which have a potential to change their lives.
The impact of the Technical and Vocational Education and Training Programme (TVET)
in addressing educated youth unemployment (EYU)
According to Government of Zimbabwe (20110 this programme was launched by government
to train youths in technical and vocational skills so that they can be absorbed in the formal
employment market or become self employed. It involves practical imparting practical skills in
welding, carpentry, joinery, plumbing, electrical fittings and repairs of computers, electrical
appliances and many others (Mambo, 2010 supported by Murinda, 2014). The constraining
factors include the mismatch between the skills being developed by the training system and what
is needed in the labour market, the mismatch between the technology used in institutions of
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Vol.4, No.2, pp.78-103, March 2016
learning and industry and the general economic decline that has affected the labour absorption
capacity of industry
Table 16A: The impact of TVET

N=947
Rate the impact of the TVET Cumulative

Programme in addressing EYU. Frequency Percent Percent
Total 947 100
Table 16A shows that 788 (83.2%) of the respondents rated the TVET Programme as a failure
while 159 (16.8%) rated it as a success. The TVET Programme was therefore a failure. Table 23
below further illustrates the point.
Table 16B: UEY rating of the impact of the TVET Programme
Respondents' Rating of the impact of the TVET Programme in addressing EYU

(N=947)
700
600
500
400
646
300
200
100
0 67 75
52
Never heard
Programme
62
about the Programme 45
was a failure Programme
programme marginally
satisfactorily Programme
succeeded was very Programme
succeeded was
successful
extremely
successful
Possession of technical and vocational skills in an economic environment whose industry

capacity utilisation is less than 30% is indeed an advantage but Table 16B does not seem to
support this notion if 646 out of 947 do not even know that such a programme exists. This is an
area of correction if the problem of high unemployment among educated youths is to be resolved.
97
Vol.4, No.2, pp.78-103, March 2016
Whether the unemployed educated youths have ever applied for funding in any
Government programme aimed to assist youths in getting jobs or venturing into self-
employment projects
Table 17: Responses to whether respondents ever applied for funding in any of the
intervention programmes
N=948
Have you ever applied for funding in any

Government programme aimed at
assisting youths to get jobs or to be self- Cumulative
employed? Frequency Percent Percent
Yes 194 20.5 20.5
No 754 79.5 100.0
Total 948 100
Table 17 shows that 194 (20.5%) of the respondents had once applied for funding in one of the
intervention programmes aimed at assisting youths with jobs or in creating self-employment
ventures. The fact that the educated youths were still unemployed is in itself an indicator that
they did not get favourable responses from their applications. 754 (79.5%) had not applied for
funding at all. While the reasons for not applying could be varied, the low rate of success could
have dissuaded educated youths from applying. Also given that the main response to the
questions on intervention programmes was ‘Never heard about the programme’, it meant that
most educated youths did not know about such opportunities. However, what is documented by
the Bankers Association of Zimbabwe (BAZ) Annual Reports of 2013 is that youths have a high
default loan repayment rate as such they are a high risk group.
A study of the systems in Ghana by Collier and Garg (1995) noted that the reason for high default
rate was that youths belong to traditional initiation groups and solid age groups/ peer groups and
these institutions transcend the strict family framework in Africa. Belonging to an age group is
non-elective; its members are bound by a system of sharing, of mutual aid and reciprocal
obligations under the threat of retaliation, of which exclusion is just one example. For that reason,
if one of the members were to get a loan from a bank for a project, invariably other members
would find themselves getting something out of the money because of close bonds and this causes
collapse of funded projects and failure to repay. For that reason, banks shun supporting youths
projects more so because most youths do not have collateral. Such a situation also exists in
Zimbabwe according to the BAZ Annual Report 2013.
Intervention Programmes which the educated youths have applied for.

The unemployed educated youths who were respondents indicated the following as some of the
programmes they had applied for funding:
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Vol.4, No.2, pp.78-103, March 2016
Table 18: Responses of UEY on which programmes they had applied for funding
The names of Government Programmes which the Unemployed Educated

Youths have applied for
60 54
50 39
40 29
30 20
14 15 14
20
5
10
0
The reasons why very few unemployed educated youths applied for funding opportunities could
be the low success rate and lack of information. The high failure rate could be linked to the lack
of knowledge in drafting bankable business proposals and lack of entrepreneurial skills which
was proved in another analysis above. There is no funder who can voluntarily pass on a loan to
individuals who have no bankable business proposals and no knowledge on how to manage
projects. These are issues that require attention.
Reasons for not applying for funding

The reasons for not applying for funding cited by the unemployed educated youths include lack
of response, lack of awareness, corruption, nepotism, lack of stipulated qualifications/skills, lack
of collateral required by funders and lack of interest in the opportunities offered. Table 19 below
is a summary of the findings:
The Table 19: Reasons for not applying for funding.
Reasons why respondents were not applying for Government Programmes

aimed at funding self-employment projects
9% 9% No response to applications
12.3%
Lack of awareness
Not interested in job offered

17%
Corruption and nepotism
52.7%
Inadequate qualifications/ no
collateral
99
Vol.4, No.2, pp.78-103, March 2016
Table 19 above shows that the main reason why unemployed educated youths did not apply for
funding was that they were not aware of the existence of the funding opportunities (52.7%), lack
of interest came second with 17%, followed by corruption and nepotism while lack of response
and lack of collateral came last with 9%.
Table 30 above shows that any future efforts to address the unemployment problem among
educated youths should therefore ensure that information about funding opportunities is well
disseminated to the targeted beneficiaries. That will also help to dispel perceptions of corruption
and nepotism.
Testing Hypotheses
This study was based on the Hypothesis that there was no significant impact achieved by
programmes put in place to reduce unemployment among educated youths. This hypothesis was
tested using the logistic regression model.
The general model is given by: (Y) a function of previous employment status = a + BiXi
H0: all Bi=0

H1: Some Bi≠0
Table 6.36: Logistic Regression Model – Impact of Youth Employment Programmes
B S.E. Wald df Sig. Exp(B)
q17.3 Rating impact of - 0.308 10.58 1 0.001 0.367
Kurera/Ukondla(X1) 1.003 9
q17.4_ Rating impact of YAP (X2) 0.767 0.267 8.264 1 0.004 2.154
q17.5_ Rating impact of YERDP (X3) -.731 0.284 6.634 1 0.010 0.482
q17.9_ Rating impact of ISOP (X4) -.693 0.297 5.450 1 0.020 0.500
q17.11_ Rating impact of YETT (X5) 1.022 0.311 10.81 1 0.001 2.778
7
Constant 0.437 0.382 1.309 1 0.253 1.548
Y= 0.437 -1.003X1+0.767X2-0.731X3-0.693X4+1.022X5 where,

X1= Kurera/ Ukondla Youth Fund (Administered through CABS).
X2=Youths in Agriculture Programme
X3=Skills for Youth Employment and Rural Development Programme
X4=Integrated Skills Outreach Programme (ISOP)
X5=Youth Employment and Transformation Trust (YETT)
We reject H0 in favour of the alternative hypothesis and conclude that some programmes had an
impact on youth unemployment namely: Kurera/ Ukondla Youth Fund (Administered through
CABS), Youths in Agriculture Programme, Skills for Youth Employment and Rural
Development Programme, Integrated Skills Outreach Programme (ISOP) and Youth
Employment and Transformation Trust (YETT). The other nine intervention programmes did
not achieve any significant impact.
100
Vol.4, No.2, pp.78-103, March 2016
RECOMMENDATIONS
1 Given the findings that most unemployed educated youths never applied for funding in any
of the fifteen evaluated intervention programmes mainly because of lack of awareness, it
is recommended that when intervention programmes are introduced or launched, a
concerted effort should be put in place to reach out to the intended beneficiaries so that they
are aware about the existence of such programmes.
2 Given the magnitude of the educated youth unemployment problem, intervention
programmes should have significant capital injection so that they achieve the intended
impact where a significant number of unemployed educated youths can benefit.
3 Intervention programmes should be run in a transparent manner so that the selection
process of beneficiaries is fair and clear to all.
4 Intervention programmes such as the National Youth Service Programme should not be
operated in a partisan manner.
5 The turnaround time for responses to applications for funding should be improved so that
those youths who apply are informed in good time about the success or failure of their
applications. This will make the applicants try other endeavours rather than to wait
for responses which would never come.
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International Journal of Business and Management Review

Vol.4, No.2, pp.78-103, March 2016

Objectives of the Study

Population and sampling techniques

Socio demographic profile of respondents

The Intervention Programmes Put in Place by Government

 Never heard about the programme.

 Programme satisfactorily succeeded

The impact of the Graduate Entrepreneurship Employment Programme (GEEP) in

How do you rate the success of the Cumulative

Table 2B: NYS rating illustrated as a bar graph

Respondents'rating of the impact of the National Youth Service in addressing

Programme was extremely successful 3

Programme was very successful 4.6

Programme satisfactorily succeeded 4.8

Programme marginally succeeded 16.8

Programme was a failure 25.5

Never heard about the programme 44.6

Table 3: Measuring the impact of the Kurera/Ukondla Youth Fund

How do you rate the success of the

How do you rate the success of the Cumulative

Table 6: Measuring the impact of the Decent Work Country Programme

How do you rate the success of the Cumulative

How do you rate the success of the TREE Cumulative

Frequencies of respondents' rating of the impact of the TREE Programme in

Programme was extremely successful 23

Programme was very successful 21

Programme satisfactorily succeeded 30

Programme marginally succeeded 48

Programme was a failure 94

Never heard about the programme 733

Table 9: Impact of ISOP

Table 10A: Impact of the CSOS/T

Respondents'rating of the impact of the Community Share Ownership Scheme

Table 11A: Measuring the impact of YETT

EYU Respondents rating of the success of the YETT Programme

Respondents' rating of the impact of the YETT Programme

Programme was extremely successful 1.8

Programme was very successful 2.1

Programme satisfactorily succeeded 4.2

Programme marginally succeeded 8.5

Programme was a failure 11.8

Never heard about the programme 70.8

The impact of the Youth Empowerment Fund (YEF)

How do you rate the success of the YEF Cumulative

Table 13A: Impact of the Wealth Creation Fund

Rate the success/ impact of the Wealth Cumulative

Respondents'rating of the impact of the Wealth Creation Fund

Never heard about the

Table 14: Impact of TFE

How do you rate the success of the Cumulative

Table 15:Impact of the Out Growers Scheme

How do you rate the success of the Cumulative

Table 16A: The impact of TVET

Rate the impact of the TVET Cumulative

Respondents' Rating of the impact of the TVET Programme in addressing EYU

Possession of technical and vocational skills in an economic environment whose industry

Have you ever applied for funding in any

Intervention Programmes which the educated youths have applied for.