Zimbabwe’s Public Service Act, in its current form, has long been a weapon of control rather than a framework for fair governance of public service workers. For teachers, the Act has institutionalised poverty wages, stripped away the right to meaningful collective bargaining, and reduced educators to voiceless implementers of government dictates.
The Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ) has consistently argued that the Act must be overhauled, not patched with cosmetic amendments. Teachers need a law that recognises their professional dignity, ensures fair labour rights, and guarantees that education is treated as the public good it is.
“The Public Service Act is a relic of colonial-style governance designed to control workers, not to empower them. It must be dismantled and rebuilt with justice at its core.” — ARTUZ President
At the heart of the problem is the absence of sector-specific bargaining councils. Teachers, as part of the broader civil service, are lumped into a one-size-fits-all framework that ignores the unique challenges of the education sector.
“Education is not like any other sector. Teachers need a bargaining council of their own, where their unique challenges can be addressed by those who live them daily.” — ARTUZ Secretary General
ARTUZ proposes the establishment of an Education Sector Collective Bargaining Council, ensuring that education-specific issues like salaries, workloads, promotions, and working conditions are negotiated by teachers, for teachers.
The current Act also undermines the right to strike by giving the state excessive power to declare services “essential.” Education has repeatedly been threatened with this designation, despite clear international standards that only life-and-death services, such as hospitals and emergency response, qualify. Teachers’ right to strike must be protected and procedures for lawful job action clearly defined. The Act also fails to guarantee remedies against unfair labour practices. Cases of arbitrary transfers, denial of leave, and discrimination are common, with teachers left helpless. The law must empower educators with legal recourse beyond the Public Service Commission.
“Declaring education an ‘essential service’ is a cynical attempt to ban strikes. Education is essential to development, but it is not life and death. Teachers deserve the right to withdraw labour when they are ignored.” — ARTUZ Labour Justice Officer
Ultimately, the Public Service Act is a relic of authoritarian governance. For Zimbabwe to build a motivated teaching force and a fair public service, the law must enshrine binding collective bargaining, gender-sensitive labour rights, sector-specific councils, and clear appeal mechanisms.
As long as this Act remains unreformed, the constitutional promise of labour justice and inclusive access to education will remain broken. ARTUZ’s position is clear: teachers will continue to mobilise until a fair and democratic Public Service Act is delivered.