Working thesis title
SDG Education: a case-study of EU implementation in Zimbabwe
Theses
My research explores whether Zimbabwe’s SDG4 implementation strategy is capable of achieving all SDG4 targets and what role for the EU in a competitive development environment and to what extent the mechanisms of support from the EU promote achievement of SDG4? Zimbabwe is under borrowing restrictions due to Zimbabwe’s inability to service its previous loans from international financial institutions, however the European Union (EU) continues to engage Zimbabwe for sustainable development by pledging to play a leadership role , technical role and pledging financial support towards SDGs implementation policies. The study explores the challenges and implications for achieving SDG4 through the current Zimbabwe implementation strategy from a Critical realist’s context of “structure and agency” theoretical viewpoint to gather an in-depth understanding as to how structure and agency contributes to achievement of SDGs. Evidence gathered to date suggest that there is a disconnection between theory, development partners rhetoric and practice for successful implementation of SDG4 in Zimbabwe. Policy fragmentation, lack of coherence, and programme duplication sabotage the SDGs policy implementation, outcomes and the EU’s efficiency and impact.
Zimbabwe will require meaningful partnership that goes beyond lip service and significant global collaboration and investment to achieve the SDGs. The research aims to provide some possible rectifications strategies, propose operational alignment strategies and provide evidence-based recommendations for robust partnerships across sectors which would increase the likelihood of success and achievement of agenda 2030.
