Online Reporter
THE 2026 learning calendar kicks off this Tuesday as schools across the country reopen for the first term. The new term comes at a time the country is gearing up for the rollout of the first Heritage-Based Curriculum 5.0 examinations later this year.The Sunday Mail’s REMEMBER DEKETEKE sat down with Primary and Secondary Education Minister TORERAYI MOYO to assess Government’s level of preparedness ahead of the reopening of schools, progress made in key areas such as teacher training, the distribution of learning and examination materials and ongoing investments in digital infrastructure.
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Q: As schools reopen nationwide, how prepared is the ministry to deliver a smooth back-to-school transition and what specific interventions are in place to ensure uninterrupted teaching and learning in both urban and rural schools, particularly in historically under-resourced areas?
A: The ministry of Primary and Secondary Education confirms full operational readiness for the commencement of the academic term. To ensure an immediate and seamless start to teaching and learning nationwide, the following concrete measures are in place: All teachers have completed lesson scheming and preparation; provincial, district and school leadership have confirmed staffing, administrative and learning material readiness. A high-level monitoring exercise will commence on Monday, 12 January 2026. Myself, the deputy minister and the Permanent Secretary will personally oversee the opening of schools across various provinces. The media is invited to accompany officials to observe the process firsthand. We urge all parents and guardians to ensure pupils are present from the first day, as academic programmes begin immediately.
Q: There have been persistent reports of learners being harassed, intimidated or inconvenienced while travelling to and from school, particularly by transport operators. What concrete measures has the ministry implemented to ensure the safety, dignity and protection of children as they travel to and from school each day?
A: The ministry prioritises the safety and dignity of all pupils. A multi-stakeholder approach is in effect. For boarding school pupils, travel must be conducted via official school or hired buses under teacher supervision or parents driving their children to school. Many schools have established structured transport arrangements for day scholars. We are continuously engaging with the Ministry of Transport and Infrastructural Development, local authorities and the Zimbabwe Republic Police to address reported incidents and safeguard all pupils during their commute.
Q: With the Heritage-Based Curriculum now being implemented, are all required learning materials complete, in circulation and readily accessible to schools nationwide; especially in remote and under-resourced areas where gaps have historically persisted?
A: The rollout of the Heritage-Based Curriculum (HBC) is on track. All syllabi were developed, distributed and introduced in 2024. To address material accessibility, especially in remote areas, the ministry is implementing a two-pronged strategy. Resource procurement is done in collaboration with UNICEF to procure an additional US$2 million worth of teaching and learning materials. The second pillar is digital enhancement through distributing 815 laptops, 708 projectors and 2 112 tablets, provided by UNICEF and the Global Partnership for Education, to rural schools in Manicaland and Matabeleland South to bolster digital literacy.
Q: Have all teachers across the country received adequate training and upskilling to effectively deliver the Heritage-Based Curriculum, and how is the ministry monitoring both the quality and consistency of classroom implementation?
A: Teacher capacity building is a continuous and prioritised process. Since the HBC’s introduction in 2024, we have conducted extensive in-service and Continuous Professional Development (CPD). Specific initiatives include assessment training of teachers on the newly integrated School-Based Projects for assessment; specialised skills development for over 500 teachers who have been trained in robotics and coding through a partnership with Perm State Pedagogical and Humanitarian University of Russia, with more sessions planned; quality assurance in the implementation of rigorously monitored programmes through our district, provincial and head office structures through lesson observations and school supervision.
Q: Parents continue to raise concerns about schools imposing tuition fees and levies that exceed approved thresholds, as well as forcing them to purchase uniforms from specific suppliers or through the school itself. What concrete enforcement mechanisms does the ministry have in place to curb these practices, and what is Government policy on protecting parents from unfair and coercive financial and procurement demands by schools?
A: The ministry maintains a strict policy to protect parents from financial exploitation. Fee regulations highlight that schools cannot unilaterally increase fees. Any increase requires a formal parents’ meeting with a 20 percent quorum, a majority vote and subsequent approval from the ministry’s Secretary. Non-compliant school heads face disciplinary action. Uniform policy is clear that parents have the absolute freedom to procure uniforms from suppliers of their choice. Forcing parents to use specific outlets is prohibited. Complaints regarding fees or uniforms should be reported directly to ministry command centres at district, provincial or head office levels for immediate investigation.
Q: Many parents contend that while the ministry regularly issues policy statements and circulars, implementation and enforcement at school level remain weak. What concrete steps are being taken to close this gap, and how will the ministry ensure that learners and parents are protected from financial or administrative exploitation by schools, including the penalties to be imposed on non-compliant school authorities?
A: The ministry has strengthened its enforcement framework to ensure policy pronouncements are effectively implemented at the school level. Robust reporting mechanism has been embraced in which we urge the public to formally report verified incidents rather than relying on social media. All formal complaints are professionally investigated and acted upon.
Stringent penalties against school heads or teachers found violating policies will be enforced and they could face serious sanctions, including suspension or dismissal. The ministry also collaborates with the Zimbabwe Republic Police (ZRP) and the Zimbabwe Anti-Corruption Commission (Zacc) for cases requiring criminal prosecution.
Q: Following the launch of a nationwide audit of public schools to assess compliance with regulations —including the acceptance of Zimbabwe Gold (ZWG) payments and the withholding of examination results over unpaid fees — what findings have emerged to date, and what sanctions or corrective actions will be taken against offending institutions?
A: The ongoing nationwide audit has shown that the majority of schools are compliant. Key progress and measures include stakeholder engagement to reinforcing regulations through platforms like the National Association of Primary Heads (NAPH) and the National Association of Secondary Heads (NASH); corrective action against schools withholding examination results over unpaid fees thereby risking having their examination centres deregistered. The audit is ongoing in collaboration with other Government departments to ensure full compliance, including the acceptance of ZiG payments.
Q: Within the framework of the ongoing audit, Government is targeting class sizes of between 20 and 30 learners and reviewing teachers’ qualifications. How achievable is this target in the short to medium term, particularly in overcrowded schools and what concrete measures are being implemented to address teacher shortages and infrastructure deficits?
A: The ministry is implementing a structured plan to achieve optimal class sizes and address resource gaps. Teacher rationalisation is being done and we are finalising a programme for the equitable deployment of teachers to ensure all schools have adequate staffing, supported by ongoing recruitment efforts from the Treasury.
Infrastructure development which is aligned with the National Development Strategy 2 (NDS2) shows that Government has a target to construct 1 800 new schools and expand classrooms, laboratories and ICT facilities. These interventions will progressively enable us to achieve the target of 20 to 30 learners per class in the short to medium term. The ministry remains committed to transparent communication, robust enforcement, and the continuous improvement of service delivery for all pupils, parents and stakeholders.
