Online Reporter
Gibson Mhaka, [email protected]
THE Zimbabwe Teachers Association (ZIMTA) has called for urgent investment in teacher retooling, digital literacy and the establishment of rural technology hubs, saying educators must be equipped with the knowledge and competencies needed to thrive in a rapidly evolving digital learning environment.
Speaking on the sidelines of the ongoing Fourth Edition of the National Education Summit Zimbabwe (NESZ) 2026 at Lakeside Events Centre on the outskirts of Bulawayo along Plumtree Road, ZIMTA chief executive officer Dr Sifiso Ndlovu said teacher capacitation must go beyond merely supplying gadgets to schools.
He said the focus should be on equipping educators with the skills to effectively use technology in teaching, learner support and school management systems.
“Here, in terms of continuous professional development in teachers, we are not talking about simply equipping them with gadgets, but equipping them with the knowledge and competencies for using those gadgets,” said Dr Ndlovu.
“The issues we are facing today are about teachers having the knowledge of how to access a computer and use it effectively.
“This is exactly what we are talking about — knowledge proliferation around gadgets and knowledge about how to use them to help learners.”
He said digital literacy should also strengthen engagement between teachers, learners and parents through integrated learning management systems.
“What we are talking about here is the whole learning management system where parents, teachers and students can interact within a computerised or digitalised world,” said Dr Ndlovu.
“This is exactly what we are talking about in terms of enhancing and retooling teachers.”
Dr Ndlovu noted that many teachers, particularly in rural schools, continue to face serious barriers in accessing technology.
“What we currently have is a group of teachers who have not had access to computers because they are not even available in schools, and teachers cannot afford to buy computers from their personal resources,” he said.
“Now we are saying to schools, can you buy them? And when they buy them, we are saying to the Ministry of Education, can you now capacitate teachers in terms of knowledge? This is the retooling that we are talking about.”
He said artificial intelligence (AI) had become a critical area that could no longer be ignored in teacher development.
“Why are we not helping teachers in terms of artificial intelligence? This is a critical area because this is the ‘in thing’ now and we cannot continue to have students who can interact with data while our teachers cannot interact with data,” said Dr Ndlovu.
“They cannot go into chat platforms and research. The only thing we have been talking about is Google, which is now an old approach.
“Even programmes under Microsoft require enhancement and understanding.”
Dr Ndlovu proposed the establishment of Government-supported rural digital hubs to promote inclusive teacher and learner development.
He said while Government efforts to distribute tablets to rural schools were commendable, infrastructure challenges continued to undermine their effectiveness.
“We have seen a lot of distribution of tablets to schools in rural areas, but those schools are lacking energy,” he said.
“So why don’t we create, for example, a technology hub serving about five schools, where children can walk in and access computers that are fully supported through energy and connectivity?”
He said it was difficult for individual School Development Committees to independently establish and sustain such facilities.
“Why not have a Government-centred hub that can be developed as a starting point to help learners within an accessible vicinity?
“That is a recommendation we are making to the Government,” said Dr Ndlovu.
“Yes, we have seen efforts towards connectivity in schools and where there is no connectivity, steps are being taken to address that.
“But we must move faster in connecting computers and helping teachers and learners access these digital spaces.”
Supporting Dr Ndlovu’s remarks, National Education Summit Zimbabwe (NESZ) chief executive officer Ms Violet Nkathazo said strengthening digital education remained one of the summit’s key objectives.
She said the summit was bringing together the Government, the private sector, civil society and development partners to build partnerships that enhance digital capacity in schools.
“Part of the objective of the summit is to see how best we can work together as the private sector with the Ministry of Primary and Secondary Education to enhance digital skills and build capacity not just for teachers, but also for schools,” said Ms Nkathazo.
“We want teachers to be able to effectively instruct learners, while ensuring schools have the necessary digital infrastructure to prepare students to compete in the global economy.”
She said collaborative partnerships would be key to delivering quality education outcomes.
“We are bringing together different stakeholders — Government, civil society and the corporate sector — to create public-private partnerships that help ensure our schools are capacitated, our teachers are capacitated and our schools can offer learners the best outcomes possible,” said Ms Nkathazo.
Held under the theme, “From Policy to Practice: Driving Innovation and Investment in Zimbabwe’s Education System,” the summit has brought together policymakers, educators, financiers, development partners and private sector players to discuss practical solutions for strengthening Zimbabwe’s education sector.
The summit is convened by Action for Empowerment Zimbabwe (AEZ) in partnership with Business Diary and in collaboration with the Ministry of Primary and Secondary Education.
