Online Reporter
Sikhumbuzo Moyo, Senior Zimpapers Writer
BULAWAYO has been hit by a shortage of indigenous language primary school textbooks, a development likely to affect learners as schools opened this week.
A survey of major bookshops in the city has revealed severe shortages of indigenous language textbooks for primary school learners, particularly in isiNdebele, tjiKalanga, chiTonga, chiNambya, tshiVenda and other officially recognised languages.
“Parents and schools have been flooding our shop looking for indigenous language textbooks, but we simply do not have them,” said bookshop owner Mr Witness Dingani. Zimbabwe recognises 16 official languages under the 2013 Constitution — chiChewa, chiBarwe, English, tjiKalanga, Tshwa, chiNambya, chiNdau, IsiNdebele, xiTsonga, isiXhosa, Sign Language, seSotho, chiTonga, seTswana, tshiVenda and chiShona. The Book Sellers Association of Zimbabwe national chairperson, Mr Paul Masuku, said engagements with publishers had yielded little progress.
“One publisher has only one set of IsiNdebele books for Grade Seven, while the rest have absolutely nothing. We hope the situation will improve as we move forward, but at the moment it is a serious cause for concern,” said Mr Masuku.
Zimbabwe Teachers Association (Zimta) chief executive officer, Dr Sifiso Ndlovu, said the shortage of indigenous language textbooks directly affects lesson preparation, content delivery and learner outcomes. He said the unavailability of these books posed a major teaching and learning challenge with real consequences for both learners and teachers.
“This is a problem that the ministry should have addressed well ahead of teacher preparation strategies and long before the opening of the formal school calendar,” said Dr Ndlovu.
He added that artificial intelligence resources have little to no recognition of Zimbabwean indigenous languages, further compounding the problem.
Dr Ndlovu noted that academic studies have shown that highly developed nations that excel in technology, mathematics and science have prioritised language development from early childhood.
“For instance, the Ministry of Primary and Secondary Education cannot demand pedagogical excellence in Ndebele, Kalanga, Tonga, Venda or Sotho while starving the system of textbooks, readers and teacher support materials,” he said.
Dr Ndlovu called on the ministry to hold publishers to account, work with State procurement in granting publishing rights and introduce incentives that promote the production of textbooks in all indigenous languages.
He said Zimta’s role was to serve as the vanguard of education. The president of the Zimbabwe Book Publishers Association, Mr Masimba Madondo, had not responded to questions at the time of going to print.
Primary and Secondary Education Minister Torerayi Moyo said he was not yet aware of the shortages but pledged to investigate.
“Personally, I was not aware that there were challenges regarding indigenous language resources. I am hearing this from you, but I will be able to provide a comprehensive response from the Ministry’s position tomorrow (today),” said Minister Moyo.
Speaking at the National Languages Conference in Victoria Falls in 2022, President Mnangagwa underscored the importance of indigenous languages in strengthening social cohesion, fighting corruption and promoting unity, peace and non-violence.
He said broader use of indigenous languages — including sign language — would encourage inclusive participation in nation-building and socio-economic development from ward level upwards.
The President also noted that revitalising indigenous languages is critical for preserving culture, customs and history, and pledged continued Government support for policies and programmes that promote linguistic diversity and heritage preservation.
