Online Reporter
Lovemore Kadzura
Post Reporter
MANICALAND Province has emerged as the country’s hub for Early Childhood Development (ECD) education, boasting the highest number of teachers — both trained and untrained — at a time when Zimbabwe has recorded a remarkable surge in qualified ECD educators over the past four years.
Education experts hail this growth as a milestone to President Emmerson Mnangagwa’s Government that is strengthening learning outcomes and laying a solid foundation for children’s future academic success.
According to the 2025 Schools Census Report released by the Ministry of Primary and Secondary Education, the number of trained ECD teachers increased from 13 198 in 2021 to 17 493 in 2025.
This growth reflects sustained efforts by Government and its partners to professionalise infant education and ensure that learners receive quality instruction during their formative years.
The report further highlights a significant improvement in the learner–teacher ratio at ECD level, which dropped from 50:1 to 37:1.
This shift has enhanced lesson delivery, as teachers are now able to dedicate more time and attention to each child, fostering a more supportive and effective learning environment.
Manicaland Province which has a total of 1 282 primary schools stands out in the findings, with 2 402 trained ECD teachers — representing 70,79 percent of the total — compared to 991 untrained teachers (29,21 percent).
The province also boasts a learner–teacher ratio of 29:1, while the learner–trained teacher ratio is 40:1, underscoring the strides made in improving access to qualified educators at the foundational level.
Education specialists note that these developments are crucial in shaping the future of Zimbabwe’s education system, as early childhood learning is widely regarded as the bedrock of lifelong academic achievement.
“At ECD level, trained teachers rose from 13 198 in 2021 to 17 493 in 2025, reflecting sustained professionalism. Primary school education maintained very high training coverage throughout the period, increasing from 78 267 trained teachers in 2021 to 89 471 in 2025. Secondary school education similarly recorded growth, with trained teachers increasing from 43 698 in 2021 to 49 507 in 2025, indicating overall strengthening of teacher capacity across the system.
“At ECD, the percentage of trained teachers rose from 73,58 percent in 2021 to 81,75 percent in 2025 alongside improvements in the learner-teacher ratio from 50 to 37 per teacher. Primary school education remained highly professionalised with over 97 percent of teachers trained throughout the period, and learner-teacher ratio improving from 37 to 32. Secondary school education recorded an increase in trained teachers from 89,66 percent to 91,42 percent, while learner-teacher ratio declined from 25 to 23, reflecting gradual workload improvements.
“In 2025, a total of 17 493 ECD teachers (81,75 percent) were trained nationally, while 3 904 (18,25 percent) were untrained,” the report noted.
Education experts have welcomed the development, describing qualified ECD teachers as essential for nurturing children’s cognitive, emotional and social development during formative years.
Progressive Teachers union of Zimbabwe (PTUZ) Manicaland provincial coordinator and Educational Coalition of Zimbabwe, Manicaland Chapter chairperson, Mr Charles Musembwa, said children exposed to trained educators at an early age are more likely to develop foundational literacy, numeracy and communication skills that support future learning.
“The Government did very well to change the primary education cycle from seven to nine years, prefixing it with ECD A and B. This helped to minimise the crèche system where untrained personnel taught learners. Most schools now have qualified ECD teachers, save for some rural schools where classes are being manned by untrained staff. The proliferation of private and sometimes unregistered ECD centres which are manned by unqualified teachers remains a concern.
“These teachers lack educational pedagogies and techniques to impart knowledge to develop minds. These days the thrust is no longer learning through play, but it is now a carefully structured learning system specifically designed for young minds,” said Mr Musembwa.
Beyond teacher recruitment, the Government is also rolling out infrastructure to accommodate ECD learners.
Minister of State for Manicaland Provincial Affairs and Devolution, Advocate Misheck Mugadza on Monday commissioned two ECD classroom blocks at Tsvingwe Primary School, in Mutasa South Constituency, highlighting Government’s commitment and prioritisation of infant learning.
“The Government places great importance on Early Childhood Development because it provides the foundation upon which future learning and development are built. Research has consistently shown that children who receive quality early childhood education are more likely to perform better academically and become productive citizens.
“These new classroom blocks will provide a safe, secure and child-friendly environment for young learners. They will significantly improve teaching and learning conditions, reduce overcrowding and enhance the overall quality of education. As Government pursues Vision 2030 of transforming Zimbabwe into an upper middle-income economy, infrastructure remains a priority. The future engineers, doctors, teachers, miners, entrepreneurs and leaders of our country are seated in classrooms today. Therefore, providing quality educational facilities is not merely an investment in buildings but an investment in Zimbabwe’s future,” said Minister Mugadza.
