The Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ) has learnt with profound sadness of the passing of a teacher at Chibaya Primary School in Masvingo, reportedly due to suicide. The Union extends its deepest condolences and reiterates its unwavering commitment to fighting for improved working conditions and fair remuneration to prevent further tragic losses within the teaching profession.
This report presents the findings of a nationwide survey conducted by ARTUZ on the opening of the second term of the 2025 academic year. The survey paints a stark picture of an education system teetering on the brink of collapse, characterized by widespread teacher job action, alarmingly low learner attendance, and a lack of preparedness for effective learning.
Teacher Attendance and Industrial Action:
Teachers across Zimbabwe heeded the Union’s call to be present at their schools primarily for picketing purposes, demonstrating their collective dissatisfaction with prevailing conditions of service. While a national average teacher attendance of 68% was recorded, significant regional disparities were evident. Metropolitan provinces reported the highest levels of teacher presence, likely due to ease of access and stronger union networks. In contrast, Matebeleland North and Mashonaland Central provinces experienced the lowest teacher attendance rates, highlighting the challenges faced by educators in more remote areas, often exacerbated by transportation costs and infrastructure deficits. It is important to note that many teachers who struggled to reach their designated workstations opted to join pickets at schools closer to their homes, indicating a strong commitment to the collective action despite logistical hurdles.
The situation in rural areas is particularly concerning, with reports indicating that a significant number of teachers are facing considerable difficulties in returning to their workstations. This is often linked to inadequate transportation allowances, the high cost of living relative to their salaries, and the general economic hardships prevalent in these regions.
Attendance in boarding schools, while higher than other public schools, did not translate to learning activity. A staggering 95% of teachers interviewed across all school types confirmed their participation in the labor withdrawal, primarily driven by the persistent issue of inadequate remuneration. This widespread industrial action underscores the depth of the crisis and the urgent need for dialogue and resolution.
Learner Attendance and Access to Education:
Learner attendance figures paint an equally grim picture of the state of education in Zimbabwe. Nationally, the average learner attendance stood at a mere 59%. A school in Matebeleland South recorded an exceptionally low attendance rate of just 9%, indicative of severe challenges in that region, potentially including economic hardship and limited access to transportation.
Furthermore, a deeply concerning trend emerged in urban areas, where a significant number of learners who did present themselves at schools – a total of 197,628 – were reportedly turned away due to their failure to pay school fees. This practice effectively denies these children their fundamental right to education and exacerbates existing inequalities within the system. The fact that many families are unable to afford school fees highlights the broader economic challenges facing Zimbabwean households and their direct impact on access to education.
Absence of Learning:
The survey unequivocally indicates that no meaningful learning took place in any public school across Zimbabwe on the day of the survey. This is a direct consequence of the widespread teacher industrial action and the significant absence of learners. The combination of teachers withdrawing their labor and a substantial portion of the student population being absent creates a vacuum where educational activities cannot occur.
Funding Crisis:
The chronic underfunding of the education sector continues to be a major impediment to the smooth functioning of schools. Government’s failure to disburse Basic Education Assistance Module (BEAM) funds has left schools financially vulnerable and unable to adequately cater to the needs of disadvantaged learners. Simultaneously, parents are struggling to meet their financial obligations, with 89% of parents of learners in public schools (excluding boarding schools) yet to pay fees for the current term. Alarmingly, 61% of these parents also have outstanding arrears from previous terms, indicating a deepening financial strain on households.
Consequently, schools are facing severe difficulties in procuring essential teaching and learning materials, particularly for the newly introduced curriculum. This lack of resources further compounds the challenges faced by teachers and learners and undermines the quality of education delivery.
Challenges in Implementing the Heritage Based Curriculum (HBC):
The implementation of the Heritage Based Curriculum (HBC) is facing significant hurdles. The directive to complete two-year projects within a single academic year has placed an unsustainable burden on both learners and teachers. Many teachers report still lacking adequate training on the specific requirements and expectations of the HBC, leaving them ill-equipped to guide their students effectively. Critically, the government has not allocated any specific resources to facilitate the successful implementation of the Heritage Based Curriculum, further hindering its progress and potentially compromising its intended outcomes.
Recommendations:
In light of these critical findings, ARTUZ urgently calls for the following measures to address the deepening crisis in Zimbabwe’s education system:
Convening of an urgent Education Stakeholders Meeting:
A collaborative forum involving government representatives, teacher unions, parents’ associations, and other relevant stakeholders is essential to collectively analyze the current challenges and develop sustainable solutions.
Establishment of Bipartisan Dialogue
Open and constructive negotiations between teacher unions and the government regarding teachers’ conditions of service, including salaries and benefits, are crucial to resolving the ongoing industrial action and restoring stability to the education sector.
Urgent Review of Teacher Salaries
A significant and immediate upward review of teacher salaries is necessary to recognize their vital role, improve their morale, and alleviate the economic hardships that are driving the current labor unrest. This should aim to align their compensation with the cost of living and regional standards.
A minimum of USD 1 260 will address current impasse.
Scrapping of BEAM and Provision of State-Funded Education on an Equity Basis:
The current BEAM system has proven inadequate and inefficient. ARTUZ advocates for a fundamental shift towards a fully state-funded education system that ensures equitable access for all learners, regardless of their socioeconomic background. This would eliminate the burden of school fees on parents and ensure that no child is denied education due to financial constraints.
Comprehensive Review of the HBC Implementation Framework
A thorough review of the Heritage Based Curriculum implementation framework is urgently required. This review should address concerns regarding the unrealistic timelines for project completion, ensure adequate teacher training, and allocate the necessary resources for its effective delivery.
The findings of this survey underscore the urgent need for decisive action to rescue Zimbabwe’s education system from the precipice of catastrophe. Failure to address these critical issues will have profound and long-lasting negative consequences for the future of the nation’s children and the overall development of the country.
Meanwhile the Union encourages Teachers, Parents and learners to continue with the picketing until our demands are resolved. Teachers to withdraw their Labour and learners to join picket lines.