4 mandatory languages for Zimbabwe teachers

The implementation of a language policy, aimed at addressing the language barrier in the primary and secondary education sector, is being considered. This policy would require teachers to have proficiency in at least four mandatory languages.
Introduced in 2019, the policy mandates all students at teachers' colleges to learn three additional languages, in addition to their native language. Professor Amon Murwira, the Minister of Higher and Tertiary Education, stated that implementing this policy would result in more multilingual teachers, thus mitigating the challenges posed by language barriers in teaching.

He explained, "Since 2019, the policy for training teachers requires all enrolled teachers at teachers' colleges to learn three more languages other than their own. This means that a graduate from a teachers' college will have the ability to work in regions where they are competent in terms of language. Moreover, we are expanding the number of Zimbabweans who are multilingual. As we move forward, this will eliminate language barriers and the logistical challenges associated with deploying teachers to areas where their native languages are not spoken."

According to training schedules, there is still a shortage of trained teachers in Zimbabwe, with approximately 15,000 to 20,000 vacancies. The Ministry is continuously training more teachers and has also introduced programs to empower graduates and establish additional schools.

The graduate employment program encourages graduates to form consortiums, such as innovation clubs, to generate ideas for starting new schools. These schools are funded through the Integrated Skills Outreach Program. A school called Gangaragwe School, located in Chiwundura, is currently under construction and will be staffed by graduates who have completed their training at Mkoba Teachers' College. This approach is aimed at addressing the shortage of schools in Zimbabwe, which currently stands at around 3,000 to 4,000.

The government is leveraging Section 75 (2) of the constitution, which allows individuals to establish schools. They are providing financial support to expand school infrastructure, particularly within the private school sector. The construction of schools by students from polytechnics and other institutions will be complemented by trained teachers who will serve as educators. This approach aims to reduce the pressure on existing schools and provide a more dignified education system for the people.