Please use this identifier to cite or link to this item: https://cris.library.msu.ac.zw//handle/11408/1148
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dc.contributor.authorMuzvidziwa, Ireneen_US
dc.date.accessioned2016-04-29T12:46:57Z-
dc.date.available2016-04-29T12:46:57Z-
dc.date.issued2010-
dc.identifier.issn1813-2227-
dc.identifier.urihttp://hdl.handle.net/11408/1148-
dc.description.abstractThis essay focuses mostly on the Zimbabwean experience. Poverty reached endemic levels in Zimbabwe during the first decade of the twenty first century partly due to economic mismanagement and the devastating effects of western backed economic sanctions.Education is touted as one of the key factors that can contribute to poverty reduction,minimising of social exclusion and social marginalisation. Zimbabwe once a buoyant middle income country is characterised by growing poverty', inequality, and lack of effective utilisation of resources. To many education is the answer to these social ills. Education for some has the ability' to play a positive role in reducing HIV and AIDS, poverty and growing social inequality.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesLWATI: A Journal of Contemporary Research;Vol.7, No.1; p.10-27-
dc.subjectPoverty, cultural marginalisation, dynamic educational systemen_US
dc.titleThe resolution of poverty and cultural marginalisation in Zimbabwe through a dynamic educational systemen_US
dc.typetexten_US
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item.languageiso639-1en-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextopen-
item.cerifentitytypePublications-
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