Tendai Gukutikwa
Lovemore Kadzura
Post Reporter
THE 2024 Annual Statistical Report by the Ministry of Primary and Secondary Education has revealed that Manicaland boasts the highest number of schools in the country, with a total of 1 735 institutions – comprising 1 259 primaries and 476 secondary schools.
The report provides a comprehensive overview of the nation’s education sector, covering key areas such as facilities, teaching staff, learner enrolment, formal education, access to education, demand for education, and internal efficiencies.
Recent data from the Manicaland Provincial Education Director’s Office shows that 94 new primary and secondary schools are currently under construction, leaving the province with a requirement for an additional 104 new educational facilities to alleviate pressure on overcrowded schools as some urban learners end up seeking places in peri-urban schools due to limited availability in their local areas.
The high number of schools in Manicaland translates to a greater number of teachers and learners, providing wider opportunities for education and bolstering the province’s literacy rates.
“In 2024, Zimbabwe had 11 371 schools, of which 8 014 were primary schools, while 3 357 were secondary schools. The majority of the schools (15,26 percent) are in Manicaland, followed by Midlands (12,36 percent).
On the other hand, Bulawayo has the minority of schools (4,25 percent).
“Manicaland has the highest percentages of both primary and secondary schools, 15,71 percent and 14,18 percent, respectively.
“Midlands has the second highest percentage of primary schools (12,52 percent), while Mashonaland West has the second highest percentage of secondary schools (13,43 percent). In contrast, Bulawayo has the lowest percentage of both primary and secondary schools, 4,65 and 3,28 respectively,” reveals the report, highlighting that the country has made notable progress in teacher training as from Early Childhood Development (ECD) to secondary, classes are being manned by trained teachers.
Besides the quality of teachers, the report also noted that the teacher-learner ratio in the province is within the acceptable and recommended ranges.
“Zimbabwe’s current workforce of trained teachers stands at 16 742 for ECD, 88 413 (primary) and 48 298 (secondary). In comparison, the 2020 teaching staff levels were 11 032 (ECD), 74 265 (primary) and 42 665 (secondary).
Over the four-year period from 2020-2024, Zimbabwe witnessed a steady annual increase in teacher numbers across all the three education levels.
“Zimbabwe has made notable strides in training its ECD teachers. Currently 79,74 percent of the country’s 20 997 ECD teachers have received training, marking significant increase from 67,69 percent in 2020.
“This upward trend has continued annually from 2020 to 2024. In terms of teacher-learner ratios, the ECD sector has shown improvement. The current ratios stand at 31 for all teachers and 39 for trained teachers. Although these ratios have decreased annually from 40 and 59 in 2020, they still exceed the recommended ration of 20.
“Zimbabwe’s primary school teacher-learner ratio has remained relatively stable with a current ratio of 33 for both all teachers and trained teachers. The teacher-learner ratios have ranged from 33 to 38 for all teachers and 33 to 39 for trained teachers. Notably, these teacher-learner ratios fall within the acceptable range recommended by the Ministry of Primary and Secondary Education.
“The secondary school sector also boasts a high percentage of trained teachers with 91,03 percent of the 53 055 teachers having received training. In 2020, a significant 89,18 percent of teachers had received training and this percentage has seen a steady upward trajectory each year since then,” added the report. Manicaland PED, Mr Richard Gabaza could not be drawn to comment on the report, saying he was on official leave, and needed time to reflect on the report.
“I am on leave, and also need time to go through the report so that I can comment from an informed perspective,” said Mr Gabaza.
Zimbabwe Rural Teachers Union president, Mr Martin Chaburumunda commended the report for its transparency, highlighting key factors that indicate the sector’s progress.
While acknowledging Manicaland’s achievement in having the most schools and teachers in the country, Mr Chaburumunda emphasised that shortages still persist.
“We applaud the ministry for its open approach, providing key data and statistics. This enhances engagement with stakeholders, highlighting areas that require attention. While the province boasts the most schools and teachers, this achievement should be celebrated cautiously. Our schools are overcrowded, and we urgently need at least 104 new primary and secondary schools.
“Local authorities in urban areas have neglected their duty to provide land for essential services like education. New locations are being developed without schools, and resettlement areas require swift school construction to combat child labour. Government must employ more teachers to cater for the growing enrolment and maintain the recommended teacher-to-learner ratios. The report also noted that some schools employ untrained teachers, despite many trained teachers waiting to be absorbed by the ministry,” said Mr Chaburumunda.
Online Reporter