News / National
Zimbabwe faces shortage of Nambya teachers
9 hrs ago | Views
Zimbabwe is grappling with a serious shortage of Nambya language teachers as Hillside Teachers College in Bulawayo has yet to incorporate the language into its curriculum, despite earlier government assurances.
This came to light in Parliament on Wednesday, when Hwange East MP Joseph Bonda pressed the government for updates on efforts to integrate Nambya into the college's teacher training programme.
Responding to the inquiry, Deputy Minister of Higher and Tertiary Education Simelisizwe Sibanda confirmed that Nambya had not yet been included. He, however, noted that four indigenous languages-Tonga, Kalanga, Sotho and Venda-have already been introduced at Hillside Teachers College.
"These programmes are designed to equip trainee teachers with the linguistic and cultural competencies necessary to serve diverse communities effectively," said Sibanda.
The deputy minister said the college had engaged Great Zimbabwe University, which already produces graduates in indigenous languages, to assist in sourcing qualified Nambya lecturers.
He indicated that if all goes according to plan, the Nambya language programme could begin in January 2026.
Sibanda reiterated the ministry's awareness of the importance of integrating local languages in education to promote inclusivity and cultural preservation.
"I wish to assure the House that the ministry is providing full support to expedite this process, ensuring that Nambya is introduced without further delay," he said.
The government has directed all higher and tertiary institutions to introduce at least four indigenous languages into their curricula as part of broader efforts to promote Zimbabwe's rich linguistic heritage.
Sibanda also highlighted progress on establishing a National Language Institute, which will serve as a centre for the development, standardisation and promotion of indigenous languages.
"The ministry remains committed to working collaboratively with all stakeholders to achieve these goals," he said.
The continued absence of Nambya from teacher training institutions has raised concerns among education and cultural rights advocates, particularly in Matabeleland North, where the language is predominantly spoken.
This came to light in Parliament on Wednesday, when Hwange East MP Joseph Bonda pressed the government for updates on efforts to integrate Nambya into the college's teacher training programme.
Responding to the inquiry, Deputy Minister of Higher and Tertiary Education Simelisizwe Sibanda confirmed that Nambya had not yet been included. He, however, noted that four indigenous languages-Tonga, Kalanga, Sotho and Venda-have already been introduced at Hillside Teachers College.
"These programmes are designed to equip trainee teachers with the linguistic and cultural competencies necessary to serve diverse communities effectively," said Sibanda.
The deputy minister said the college had engaged Great Zimbabwe University, which already produces graduates in indigenous languages, to assist in sourcing qualified Nambya lecturers.
He indicated that if all goes according to plan, the Nambya language programme could begin in January 2026.
Sibanda reiterated the ministry's awareness of the importance of integrating local languages in education to promote inclusivity and cultural preservation.
"I wish to assure the House that the ministry is providing full support to expedite this process, ensuring that Nambya is introduced without further delay," he said.
The government has directed all higher and tertiary institutions to introduce at least four indigenous languages into their curricula as part of broader efforts to promote Zimbabwe's rich linguistic heritage.
Sibanda also highlighted progress on establishing a National Language Institute, which will serve as a centre for the development, standardisation and promotion of indigenous languages.
"The ministry remains committed to working collaboratively with all stakeholders to achieve these goals," he said.
The continued absence of Nambya from teacher training institutions has raised concerns among education and cultural rights advocates, particularly in Matabeleland North, where the language is predominantly spoken.
Source - newsday
