Online Reporter
Gibson Mhaka
Zimpapers Politics Hub
A DISTURBING pattern of corruption is emerging within Zimbabwe’s primary and secondary education sector, acting as a silent pandemic that siphons crucial resources and undermines the future of vulnerable communities.
Consequently, this corruption poses a major threat to the achievement of Sustainable Development Goal (SDG) Number 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
Further highlighting the gravity of this threat, reports of acts of corruption within the sector are frequent, with recent accounts detailing a range of illicit activities, from embezzlement and fraudulent procurement to alleged bribery and cover-ups, painting a grim picture of the challenges plaguing the nation’s schools.
A stark illustration of this abuse of process is the conviction of Roseline Boroma, the deputy headmistress of Avondale Primary School in Harare, for corruptly hand-picking a sports equipment supplier, a case that highlights the abuse of procurement processes.
Boroma was convicted after a full trial by Harare regional magistrate Feresi Chakanyuka and subsequently sentenced to two years’ imprisonment, with one year suspended on the condition of good behaviour.
The scale of corruption within Zimbabwe’s education system appears even more profound when considering the accusations at Blakiston Junior School in Harare, where an ongoing investigation is underway.
A damning internal audit uncovered a staggering discrepancy of nearly US$60 000 in banked funds over three years.
This revelation has triggered allegations of systematic fraud, bribery, improper procurement, and widespread financial mismanagement, leading to the suspension of the school head and implicating the school development committee (SDC) leadership.
The audit’s findings of numerous unaccounted withdrawals, devoid of essential supporting documentation, starkly expose a severe breakdown in fundamental financial controls.
The severe breakdown in financial controls and alleged corruption in schools is not isolated to Harare.
The rot appears to extend beyond the capital, as evidenced by another ongoing case in Hurungwe, where Vuti High School Headmaster Brain Chigudu was arrested for allegedly flouting procurement regulations by corruptly awarding a substantial US$155 000 tender for a school bus to a company that had not even applied.
Similarly, in Bulawayo, Kumalo Primary School has been embroiled in a scandal that saw its headmistress, Stella Mhlanga, and four other staff members arrested following an audit that revealed the alleged embezzlement of US$12 000 in school funds.
This case is also currently before the courts, with ongoing proceedings to determine the outcome.
There are also several reports of school heads and SDC chairpersons being arrested for misusing funds for personal gain, thereby prejudicing learners.
These incidents across different regions underscore a deeply concerning pattern of financial impropriety within Zimbabwe’s primary and secondary education system.
The siphoning of funds meant for resources and infrastructure directly compromises the quality of education that schools can provide. For vulnerable communities, this impact is magnified.
Children from disadvantaged backgrounds, who rely most heavily on the public education system as their pathway to a better future, are disproportionately affected.
They are often the first to be denied opportunities when resources are mismanaged or embezzled, perpetuating cycles of poverty and limiting their chances for social mobility.
Beyond the tangible losses of resources, these acts of corruption erode trust in the education system itself.
When communities witness officials entrusted with the care of schools engaging in illicit activities, it breeds cynicism and undermines the very foundation of public institutions.
This can lead to decreased parental involvement, a decline in morale among educators, and ultimately, a weakening of the social fabric.
While Zimbabwe Anti-Corruption Commission (Zacc) in its 1st Quarterly Report outlines its mandate to investigate and expose corruption across both public and private sectors, combat abuse of power and misappropriation, address unethical conduct, and act on public complaints — efforts which identified Harare as the province with the highest incidence of fraudulent activities, it is important to note that the publicly available breakdown of these corruption cases does not specifically detail the extent or nature of the cases occurring within the education sector.
This absence of specific data for the education sector in Zacc’s report highlights a potential gap in the publicly available information regarding the full scope of corruption plaguing Zimbabwe’s schools, despite the concerning individual cases that have come to light.
Illustrating the broader concern despite the lack of specific data in their report, Zacc public education officer Mrs Charity Mudavanhu, speaking at a recent Sensitisation and Education Workshop in Karoi, highlighted the significant harm caused by the persistent issue of corruption in Zimbabwean schools, necessitating proactive measures by the commission.
She expressed concern over the noticeable increase in corruption cases and urged school administrators to exercise vigilance.
Mrs Mudavanhu stated that Zacc aims to curb this vice and ensure the effective utilisation of school resources for the benefit of students and the education system by educating administrators on transparency and accountability.
She affirmed Zacc’s commitment to collaborating with schools to foster transparency and accountability, believing that collective efforts can cultivate a culture of integrity within the education system.
Echoing this stance, Mashonaland West provincial education director Mr Gabriel Mhuma stated that the ministry would not hesitate to take action against corrupt school officials, emphasising the responsibility of educators to uphold the highest standards of integrity and accountability and affirming the ministry’s dedication to working closely with Zacc to ensure schools are free from corruption.
Progressive Teachers’ Union of Zimbabwe (PTUZ) president Dr Takavafira Zhou highlighted the need for such robust mechanisms to combat corruption across the education sector.
“It is prudent to base the appointment of school heads not only on merit but also on integrity, honesty, and credibility,” he said.
To enhance financial oversight at the school level, Dr Zhou proposed the establishment of a budget tracking committee in every school to analyse finances and expenditure.
“This would involve the procurement committee making procurement receipts available to the administration and the budget tracking committee for verification,” he explained.
“Crucially, this system of budget tracking needs to be implemented structurally at district, provincial, and national levels to provide comprehensive oversight.
“Complementing this, it must also be mandatory for school accounts to be audited annually by reputable companies, providing an independent layer of financial scrutiny.”
It is noteworthy that while Zacc has commendably launched an inclusive and coordinated campaign against corruption within the education sector, proactively engaging with tertiary institutions and holding integrity committee meetings with university staff to cultivate a culture of integrity and weed out corrupt tendencies within higher education, it is equally imperative that similar integrity-focused engagements be extended to Government school headmasters.
Such proactive measures could serve as a significant deterrent, encouraging headmasters to desist from committing corrupt acts and fostering a more ethical and transparent management of resources within primary and secondary schools, ultimately safeguarding the future of Zimbabwe’s students.
