Online Reporter
Ray Bande
Senior Reporter
A SHOCKING trend of teacher truancy has plagued most rural schools in Manicaland, with some educators reportedly attending work only two or three days per week, leaving learners unattended as they pursue lucrative ventures in urban areas, The Manica Post can reveal.
The situation is particularly concerning, given Government’s efforts to enhance the learning environment and mobilise resources, especially in sciences and ICT-related subjects in marginalised areas in line with President Mnangagwa’s mantra of leaving no place and no person behind in the national development trajectory.
Rural schools have historically lagged behind when compared with their urban counterparts in terms of pass-rates and access to learning and teaching resources, despite a marginal improvement in recent years.
A two-week investigation by The Manica Post established that most rural teachers in Nyanga, Mutasa, Marange, Chipinge, Buhera, Makoni, and Chimanimani are abandoning their workstations for extended periods, opting to pursue alternative sources of income, leaving learners unattended most of the time.
At one rural school in Nyanga, secondary learners bitterly complained to The Manica Post that their Building teacher is often absent, attending to private construction work in the urban part of the tourist destination area.
They said he can spend up to a week without visiting the school and conducting lessons, a feat that has seen them lagging behind the syllabus.
A teacher at a rural school in Mafararikwa in Mutare District also revealed that his colleagues have various business ventures in Mutare, which they attend to during the week, sparing only two days for their official school work.
Some high school teachers, particularly those specialising in practical subjects like Building, Technical Graphics, and Agriculture, are seeking clients in urban areas, offering their services and expertise for the extra dollar.
Such shocking levels of absenteeism, which have left learners without mentors for most of the week, are not limited to practical subject teachers as teachers of non-practical subjects are also engaging in diverse income-generating projects in urban areas, further exacerbating the crisis.
In a bid to supplement their income, teachers at most boarding schools in the province have also joined their urban counterparts in offering extra lessons, for which parents are required to pay.
This trend has raised concerns about the commercialisation of education and its potential impact on the quality of teaching.
Manicaland Provincial Education Director (PED), Mr Richard Gabaza denied any knowledge of the developments in schools.
“I am not aware of the situation. This requires research or investigation. Findings will inform decisions. I cannot make uninformed comments,” he said. Ministry of Primary and Secondary Education spokesperson, Mr Taungana Ndoro said supplementary income is, not peculiar to the teaching profession, but rather a phenomenon driven by economic pressures that has long existed.
“Economic pressures have historically driven educators to seek supplementary income. However, our interventions are transforming this dynamic. Key among them is community oversight by School Development Committee (SDC) members, who assist in monitoring attendance and report to respective authorities at the district offices,” said Mr Ndoro, emphasising that charging for extra lessons remains illegal. Mr Ndoro also argued that low pass-rates in rural schools are primarily due to resource gaps, rather than teacher absenteeism.
“Charging for extra lessons is a clear violation of the Education Act. Our zero-tolerance policy includes unannounced school inspections by the provincial taskforces, and violations will lead to staff suspension. Lower rural pass-rates stem from resource gaps, not lack of learner potential. Our equity-focused strategy targets infrastructure by constructing 2 800 new schools with boarding facilities and solar electrification.
“Zimbabwe’s education system is on an upward trajectory, with measurable gains in teacher retention, infrastructure, and learning outcomes.
“While challenges persist, they reflect decades of global pressures – not Government apathy. Our strategy – prioritising teachers, technology, and community collaboration – is restoring Zimbabwe’s legacy as Africa’s education beacon. Education is the bedrock of our national vision. Every child in every village deserves a future forged by knowledge, not circumstance,” said Mr Ndoro, adding that the ministry acknowledges the concerns raised regarding rural education and reaffirms its commitment to transforming the education system through evidence-based reforms, strategic investments, and community partnerships.
“Teacher absenteeism is not systemic negligence. As confirmed by our 2024 audits, absenteeism rates have declined by 18 percent since 2023 due to attendance registers deployed in all schools, both urban and rural to ensure accountability. Rural educators receive subsidised housing, and transport as they stay at the schools. Our teachers are heroes, not villains. Our initiatives have already reduced attrition nationwide,” he said.
However, Amalgamated Rural Teachers Association of Zimbabwe (ARTUZ) national president, Mr Obert Masaraure appealed to Government to address the issue of teachers’ salaries to rekindle their motivation and work ethic.
“We urge Government to urgently resolve the salary crisis to ensure that our learners do not lose out on the right to education,” he said.
