Removal of colonial school names is a national imperative

Schools are set to reopen for the second term on Tuesday. Our reporter DEBRA MATABVU sat down with Primary and Secondary Education Minister TORERAYI MOYO and discussed the sector’s preparedness, as well as new polices, including the recent directive making Heritage-Based Curriculum the core national syllabus from next year.

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Q: Schools are reopening for the second term this week. What is the ministry’s assessment of preparedness across the country, particularly in terms of staffing, learning materials and infrastructure readiness?

A: Our overall assessment across all 10 provinces is that schools are adequately prepared. In terms of staffing, we have worked with the Public Service Commission to ensure that teacher deployments are in place, and we are addressing residual gaps through redeployment. The distribution of textbooks and core learning materials, funded through Treasury and our partners, was completed during the holidays. On infrastructure, our district teams have confirmed that critical WASH (water, sanitation and hygiene) facilities are functional and emergency repairs have been carried out where Cyclone-damaged classrooms were reported last season. We are ready for learning to commence without delay.

Q: Are there any specific priorities or focus areas for the second term and what measures has the ministry put in place to ensure uninterrupted learning during the term?

A: This term, our focus areas are:

Learning recovery: Accelerated programmes to compensate for lost time, particularly in areas affected by weather disruptions last term.

STEM (Science, Technology, Engineering and Mathematic) and digital literacy: Intensifying the use of the computer labs we have deployed.

Inclusive education: Strengthening support for learners with disabilities through the newly trained resource units.

To ensure uninterrupted learning, we have prepositioned emergency teaching and learning supplies in disaster-prone districts, reinforced our school-level business continuity plans and will continue to collaborate with the Ministry of Health (and Child Care) on disease surveillance.

Q: Is the ministry deploying monitoring teams to assess compliance by schools with standing regulations, particularly regarding teacher attendance, learning time and school fees charges?

A: Yes, the ministry is deploying integrated monitoring teams . . . beginning this week. These teams will specifically audit compliance on teacher and learner punctuality and attendance; adherence to approved school fees schedules and the prohibition of fees exclusively in foreign currency; full utilisation of the prescribed learning time. Reports will be submitted daily via our electronic platform, and anomalies will be addressed in real-time.

Q: There have been concerns in some areas about teachers reporting late or absenteeism. What systems are in place to ensure accountability and full teacher attendance?

A: We have strengthened our accountability architecture. In addition to the traditional school inspection system, we are mulling the use of a digital teacher attendance platform that captures biometric data and generates daily absence alerts for district offices. School heads are required to report all cases of unreported absence within 24 hours. Where we find patterns of late reporting, we are empowered to invoke disciplinary procedures under the Public Service regulations without hesitation. The early results from this system will show a marked improvement, but we will not relent.

Q: What action will be taken against schools or administrators found violating Government regulations on fees or learner access?

A: Our position is zero tolerance. Any school or administrator found charging fees above the approved amount, charging exclusively in foreign currency, turning away learners for non-payment of fees or levies . . . will face immediate disciplinary action. School heads responsible will be charged under the Education Act, and repeat offenders risk deregistration of the school. We have already dismissed some heads of schools in the last six months for such violations and prosecutions are ongoing.

Q: The country continues to see the growth of unregistered and illegal schools in some communities. What is the Government’s position on these institutions and are there plans to regularise some of these schools or shut down those failing to meet minimum standards?

A: Government’s position is clear: Institutions operating without registration are breaking the law and putting children’s safety and quality of learning at risk. We are currently conducting a nationwide audit of these facilities. Where a school meets minimum infrastructure, safety and curriculum standards, we will guide the proprietor through a compliance and regularisation process within a set time frame.

Schools that fail to meet basic standards or that refuse to apply for registration will be shut down. Provincial task forces involving local authorities and law enforcement have been activated for this exercise.

Q: How serious is the current teacher shortage, especially in rural schools and fast-growing urban settlements, and what plans does the Government have regarding the recruitment of more teachers this year?

A: We acknowledge that shortages persist, especially in newly resettled farming areas, fast-growing peri-urban settlements and remote rural schools in the Zambezi Valley and Matabeleland provinces. Currently, Government, through the Treasury, has approved the recruitment of 2 500 teachers in this fiscal year. The first batch will be deployed this term, with priority given to critical-need districts. Medium-term, we are working with teacher training colleges to increase the output of specialised STEM and early childhood development educators.

Q: What is the Government’s position regarding the payment of school fees in ZiG and have schools been directed to accept ZiG without restrictions. Also, how is compliance being monitored?

A: The Zimbabwe Gold (ZiG) is legal tender, and Government has directed all schools to accept ZiG as full payment, without restrictions, and at the official scheduled fee levels. No school may refuse ZiG or demand conversion into any other currency. Compliance is being monitored through our financial audit teams and the WhatsApp reporting dashboard. Parents are encouraged to report any institution that violates this directive directly to our hotline, and we will act.

Q: What preparations have been made for the upcoming mid-year public examinations and is ZIMSEC (Zimbabwe School Examinations Council) fully prepared in terms of examination materials, security systems and logistics?

A: ZIMSEC has confirmed full readiness for the June examinations. All critical materials, including question papers and practical exam consumables, have been printed and are secured in provincial vaults. Security systems have been enhanced with the deployment of real-time cargo tracking for the distribution of papers. We have also recruited and trained additional invigilators to strengthen examination integrity. Logistics for all centres, including those in hard-to-reach areas, are in place.

Q: There have been reports that the Government plans to make ZIMSEC examinations mandatory in every school. Could you clarify this policy position?

A: We have given a directive to all schools in Zimbabwe that starting in 2027 it becomes mandatory for them to introduce the Heritage-Based Curriculum examinations administered by ZIMSEC.

We have a Cabinet approval to the effect that all schools — Government and private institutions — should offer ZIMSEC examinations. This directive arises from the Education Act, Chapter 25, Section 63, which states that there shall be one curriculum in Zimbabwe. The implementation of the Heritage-Based Curriculum in the so-called private schools has already begun. We started the exercise in March after an engagement meeting that was held in February at the University of Zimbabwe.

The chief director in charge of Curriculum Development and Technical Services, Mr Cyprian Masocha, is heading the workshops that are being conducted in all schools, independent colleges and private schools.

There is enough time for learners to prepare for the 2027 November examinations.

We have not banned international examinations like Cambridge or Baccalaureate. We have not banned Cambridge and Baccalaureate examinations.

The only school that has been exempted is the Harare International School, which houses mostly diplomats’ children.

However, for other schools, the directive is that they should register for the ZIMSEC examinations in 2027.

However, if schools want to offer two curricula — Heritage-Based Curriculum and Cambridge — they must first register for ZIMSEC and then later on register for Cambridge. They are allowed, but they should be granted permission by the Secretary for Education. They need to write to the ministry seeking permission to offer both curricula or curriculums and to justify how content coverage will be done.

Most of the private schools are ignoring indigenous languages like Shona, Ndebele, Kalanga, Tonga, Shangani, Nambia, and they are not teaching history of Zimbabwe and heritage studies.

It is important to offer the Heritage-Based Curriculum because it is aligned with the national vision of the President, Vision 2030.

The President’s vision can only be achieved or attained through the power of education, through the Heritage-Based Curriculum. Most of the independent colleges and private schools are not offering technical and vocational subjects which are offered by the Heritage-Based Curriculum.

These technical and vocational subjects are important to give life skills to learners so that they are able to be creators of goods and services for the people of Zimbabwe.

We can only drive innovation and industrialisation through the Heritage-Based Curriculum, which emphasises inculcation of critical thinking and problem-solving skills among our learners.

Q: But what would this mean for schools currently offering only foreign examination systems such as Cambridge?

A: Schools currently offering only foreign examinations like Cambridge will now be required, as a condition of their registration, to also offer the ZIMSEC pathway alongside them. This is a dual-offering model, not a ban on foreign examinations. Cambridge and other boards can continue, but a school that teaches the Zimbabwean curriculum cannot deny its learners the right to sit the nationally recognised qualification. Schools that fail to comply will face registration review.

Q: Can you update the nation on the rollout of the schools’ computerisation programme and how many schools have so far been connected to the internet, particularly in rural areas?

A: Phase Two of the computerisation programme is on course. To date, several schools have received computer labs, and of these, some are connected to the internet through the national broadband project. We have prioritised connectivity in rural areas, and over 8 000 rural secondary schools now have functional internet through Starlink. The target this year is to connect additional schools with support from our partners.

Q: Last term, the ministry launched a WhatsApp dashboard to track attendance, teacher deployment, infrastructure delivery and learning outcomes. How has the system performed so far?

A: The interactive WhatsApp dashboard, launched during ZITF (Zimbabwe International Trade Fair) as a pilot, has exceeded expectations. It is now being used by school heads, teachers and learners. The system has given us real-time visibility. Data accuracy has improved significantly, and it has become a powerful tool for teaching and learning.

Q: There was recent public debate following reports that the Government intends to rename schools with colonial-era names. Could you clarify the Government’s position on this issue?

A: Government’s position is that the rewriting of our narrative and the removal of colonial symbols, including school names that glorify a painful past, is a national imperative. However, this will be a consultative, school-by-school process involving parents, alumni and local communities. The ministry is developing guidelines to ensure names reflect indigenous heroes, local landmarks and national values. There will be no blanket immediate directive; it is a phased, participatory programme.

Q: What plans does the Government have for the construction of new schools, particularly in rapidly growing urban and rural communities?

A: Government has allocated resources for the construction of new schools this year, with priority sites in Harare’s Southlands, Bulawayo’s Cowdray Park, the growth points in Mashonaland West and the new settlements in Midlands. We are using a mixed model: direct Government construction, devolved funds through local authorities and public-private partnerships. We have also streamlined the registration of community-led schools to speed up service delivery in unserved areas.

Q: Are there plans to expand or strengthen school feeding programmes, especially in drought-prone and vulnerable communities?

A: The school feeding programme remains a cornerstone of our retention strategy. This term, we will commemorate the school feeding day in Chiredzi on May 21 as we are expanding the programme to cover additional learners in the hardest-hit districts.

We are working with the World Food Programme, as well as local suppliers, for the procurement of traditional grains, and strengthening community gardens to supply vegetables. No child should learn on an empty stomach, and our aim is universal coverage in the drought-prone provinces.