Online Reporter
Nqobile Tshili, [email protected]
GOVERNMENT has introduced a teacher capacity development programme for Science, Technology, Engineering and Mathematics (STEM) teachers to ensure inclusive education and uplifting rural schools on the main who were being shunned by specialised educators.
Primary and Secondary Education Deputy Minister, Angelina Gata, revealed this on Wednesday in Parliament where she noted that Government recruited at least 10 000 teachers in 2023 to address shortage of educators in the country’s schools.
The Public Service Commission further approved the recruitment of 8 000 teachers this year.
Deputy Minister Gata said Government continues to implement strategies to address shortage of teachers in schools in the work of skills flight, especially among (STEM) teachers.
“Our skilled STEM educators are increasingly sought after within SADC nations and beyond, from Europe to Asia and America, which intensifies competition for these specialised professionals,” she said.
“To counter this, the ministry has prioritised strategic capacity building initiatives. Central to this effort is the teacher capacity development programme designed to upskill existing educators and align their expertise with evolving demands.
“For instance, primary school teachers with STEM specialisations are pursuing advanced degrees to transition into secondary-level instruction in subjects like mathematics, physics, chemistry, biology and computer science.”
Gata said diploma-holding secondary teachers are upgrading their qualifications to teach advanced-level STEM subjects.
She said this strategy has proved to be effective and a long-term solution to elevate the quality of STEM education nationwide. The ministry is also collaborating with academic institutions to further strengthen the strategy.
“Through a Memorandum of Understanding with Zimbabwean universities, we are expanding pre-service enrolment for STEM-focused teacher trainees while simultaneously enhancing in-service training for current educators,” said the Deputy Minister.
“This dual focus ensures a steady pipeline of qualified teachers while empowering existing staff to meet higher curriculum standards,” she said.
For rural schools such as Simbumbumbi Secondary School in Gwanda, it is worrying that despite the Government deploying teachers to those schools, the recruited science teachers do not report for duty, said Gata.
She said in 2023 agriculture and combined science teachers were recruited but none of them reported for duty.
“Records indicate that two pairs of educators were assigned to the school in 2023 and early 2024, but regrettably, neither reported for duty. Such incidents disrupt learning and underscore the complexities of rural postings,” said Gata.
“However, I am pleased to confirm that as of January 2024, qualified agriculture and science teachers have been successfully deployed to Simbumbumbi, resolving the staffing gap.”
Deputy Minister Gata commended legislators for identifying systematic bottlenecks in the education sector, which helps in refine strategies for equitable and inclusive education.
“We remain committed to addressing disparities, particularly in STEM fields to ensure every learner, whether in Gwanda North or Harare has access to quality instruction. Rest assured that the ministry will continue to monitor recruitment outcomes, invest in teacher development and strengthen partnerships to safeguard Zimbabwe’s educational future,” she said.
“Your advocacy for this cause is deeply appreciated. We welcome ongoing dialogue to process together,” said Deputy Minister Gata.
She said despite experienced teachers leaving the country’s education sector, the Government makes strides towards replacing them.
“The Ministry of Primary and Secondary Education operates a systematic quarterly recruitment process to address staffing gaps created by attrition including retirements, resignations, health-related departures and other unforeseen circumstances,” said the Deputy Minister.
“In 2023 alone, we recruited 10 011 educators nationwide to ensure continuity of learning in communities across the country. However, as you rightly highlighted, the unique challenge of replacing STEM teachers persists due to the high demand, both regionally and globally.” — @nqotshili.
