News / National
Zimbabwe teachers not ready for January schools opening
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As Zimbabwean schools prepare to reopen on January 14 for the first term, teachers' unions have voiced serious concerns over educators' readiness, citing financial incapacitation and resource shortages.
The reopening coincides with the introduction of the new Heritage-Based Curriculum, which replaces the Competence-Based Curriculum. However, many teachers are struggling to cope with low salaries and a lack of essential resources at their workstations.
Currently, the average teacher earns around US$300, with part of their salary paid in Zimbabwe Gold (ZiG) currency. Teachers have long demanded the restoration of their pre-October 2018 salaries, which were at least US$540, but these calls remain unmet.
Progressive Teachers Union of Zimbabwe (PTUZ) president Takavafira Zhou expressed dismay at the current state of teacher preparedness.
"Teachers are ill-prepared for the opening of schools in 2025. Fundamentally, the year 2024 was one of the most precipitous years in labour relations with the government," Zhou told NewsDay.
He criticized the government for failing to restore teachers' purchasing power parity and neglecting to provide allowances for various responsibilities, including heads of departments, Early Childhood Development teachers, and those handling large or composite classes.
Obert Masaraure, president of the Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ), painted an even bleaker picture for rural educators.
"The Zimbabwe education sector has been suffering from aggressive socio-economic turmoil for over 20 years, with visible rot in all facets of the sector," Masaraure said.
He highlighted poor working conditions in rural areas, where over 82% of teachers face challenges such as a lack of water, decent accommodation, and crumbling school infrastructure. Political interference in rural schools, particularly by the ruling party, has further complicated the situation, Masaraure claimed.
Despite these challenges, the Ministry of Primary and Secondary Education is set to roll out the Heritage-Based Curriculum this year. The new framework emphasizes practical skills, critical thinking, and a hands-on approach to learning, replacing the previous Continuous Assessment Learning Activities (CALA).
Key changes under the curriculum include the introduction of School-Based Projects (SBPs) to assess students. These projects aim to provide a practical learning experience and contribute to students' overall evaluations.
For Ordinary Level (O-Level) students, five compulsory subjects are now required: Mathematics, English Language, Indigenous Language and Literature, Combined Science, and Heritage Studies.
Advanced Level (A-Level) students must take a minimum of three subjects but have the option to select additional ones.
As the new curriculum is implemented, teachers and stakeholders will need to address critical gaps in preparation and resources to ensure its success. However, the growing concerns from educators highlight the urgent need for dialogue and action to stabilize Zimbabwe's education sector.
The reopening coincides with the introduction of the new Heritage-Based Curriculum, which replaces the Competence-Based Curriculum. However, many teachers are struggling to cope with low salaries and a lack of essential resources at their workstations.
Currently, the average teacher earns around US$300, with part of their salary paid in Zimbabwe Gold (ZiG) currency. Teachers have long demanded the restoration of their pre-October 2018 salaries, which were at least US$540, but these calls remain unmet.
Progressive Teachers Union of Zimbabwe (PTUZ) president Takavafira Zhou expressed dismay at the current state of teacher preparedness.
"Teachers are ill-prepared for the opening of schools in 2025. Fundamentally, the year 2024 was one of the most precipitous years in labour relations with the government," Zhou told NewsDay.
He criticized the government for failing to restore teachers' purchasing power parity and neglecting to provide allowances for various responsibilities, including heads of departments, Early Childhood Development teachers, and those handling large or composite classes.
Obert Masaraure, president of the Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ), painted an even bleaker picture for rural educators.
He highlighted poor working conditions in rural areas, where over 82% of teachers face challenges such as a lack of water, decent accommodation, and crumbling school infrastructure. Political interference in rural schools, particularly by the ruling party, has further complicated the situation, Masaraure claimed.
Despite these challenges, the Ministry of Primary and Secondary Education is set to roll out the Heritage-Based Curriculum this year. The new framework emphasizes practical skills, critical thinking, and a hands-on approach to learning, replacing the previous Continuous Assessment Learning Activities (CALA).
Key changes under the curriculum include the introduction of School-Based Projects (SBPs) to assess students. These projects aim to provide a practical learning experience and contribute to students' overall evaluations.
For Ordinary Level (O-Level) students, five compulsory subjects are now required: Mathematics, English Language, Indigenous Language and Literature, Combined Science, and Heritage Studies.
Advanced Level (A-Level) students must take a minimum of three subjects but have the option to select additional ones.
As the new curriculum is implemented, teachers and stakeholders will need to address critical gaps in preparation and resources to ensure its success. However, the growing concerns from educators highlight the urgent need for dialogue and action to stabilize Zimbabwe's education sector.
Source - pindula