Online Reporter
Fairness Moyana in Hwange
ZIMBABWE’S drive to revive and preserve minority indigenous languages took centre stage at Hwange College of Education’s 3rd Graduation Ceremony on Thursday, where the Deputy Minister of Higher and Tertiary Education, Innovation, Science and Technology Development, Simelisizwe Sibanda, celebrated the emergence of a new generation of teachers dedicated to safeguarding the nation’s linguistic heritage.
Framing language as the backbone of cultural memory, identity and national unity, Deputy Minister Sibanda said the surge in graduates specialising in indigenous languages marks a critical step in protecting Zimbabwe’s diverse heritage.
Of the 92 graduating teachers, 31 specialised in ChiTonga, 16 in ChiNambia and 45 in IsiNdebele — figures he described as a profound declaration that no learner, no community and no heritage shall be left behind.
“Language is identity, language is memory, and language is power. By training educators in these tongues, the college is not just teaching — it is preserving the soul of Zimbabwe,” said Deputy Minister Sibanda.
The graduating cohort, comprising 17 males and 75 females, also highlighted a persistent challenge in teacher training: attracting more men to the profession. Since its inception, the institution has enrolled 549 active students, with women overwhelmingly dominating the numbers. Deputy Minister Sibanda urged communities and families to encourage male participation in education, warning that the imbalance may affect the sector’s diversity and long-term stability.
The presence of two students living with disabilities was hailed as a milestone in inclusive education. Their participation, the Deputy Minister said, was “not symbolic, but revolutionary,” aligning with the ministry’s directive for institutions to partner with organisations supporting persons with disabilities.
He emphasised the need to remove both physical and attitudinal barriers to ensure full participation for all learners.
Adding to this, College Principal Mr Royal Ntini highlighted that the institution supports nine students who are differently abled, reaffirming its commitment to ensuring that no student is ever turned away because of economic or physical limitations.
He reminded guests that inclusive education is central to the college’s ethos, echoing Unesco’s position that inclusive schools are the most effective way of building cohesive, equitable societies.
While celebrating the growth in indigenous-language education, Deputy Minister Sibanda also stressed that the country’s industrialisation vision depends heavily on Stem education. He commended the 19 students who specialised in Stem subjects, describing these disciplines as the “backbone of the mines, factories, hospitals and digital infrastructure” essential for Zimbabwe’s prosperity.
Mr Ntini linked the college’s achievements to the national shift toward Education 5.0, an approach designed to transform higher education institutions into centres of innovation, industrial productivity and community upliftment.
“Education 5.0 demands that our institutions produce problem-solvers, innovators and entrepreneurs — not job seekers,” he said.
Mr Ntini reinforced this message, noting that the 2025 education calendar had been proclaimed the “Year of Innovation Commercialisation”, stating that the college was already contributing through applied research, including a joint project with Nust, which has produced 15 prototypes designed to help communities mitigate human-wildlife conflict.
“As a young institution, we spare no effort and see no task as insurmountable in contributing our fair share to national goals,” he said.
A key highlight was the ministry’s ongoing integration of Artificial Intelligence into higher and tertiary curricula. In this regard, Deputy Minister Sibanda said AI is now a present-day necessity, urging institutions to embed digital tools, algorithms and data literacy into teaching and research so that Zimbabwe’s graduates remain globally competitive.
He applauded Hwange College of Education for extending Education 5.0 beyond campus walls and transforming communities through hands-on empowerment programmes. Through its partnership with Amalima Loko, the college equipped 14 women in Jambezi with garment-production skills and trained 35 villagers in Lupinyu in apparel design to launch commercial ventures.
Further community impact was seen through its collaboration with the Traffic Safety Council of Zimbabwe, where 17 disadvantaged youths obtained learner’s driver’s licences. Another group of 20 young people were trained in First Responder skills, giving them life-saving competencies needed in emergencies.
Ten students completed their studies under the “Work for Fees” programme — an initiative inspired by President Mnangagwa’s call to ensure that “no one and no place is left behind.” The Deputy Minister described the programme as “not charity, but justice,” ensuring opportunity for students from financially vulnerable backgrounds.
Mr Ntini also emphasised this point, reaffirming that Hwange College of Education will never turn away a student because of economic circumstances.
Deputy Minister Sibanda challenged the graduating teachers to embrace their role as builders of an industrialised Zimbabwe. He encouraged them to be lifelong learners, innovators and mentors who embody integrity and excellence.
“You are not just teachers, you are nation-builders. Carry this mantle with pride, purpose and passion,” he said.
While the day celebrated academic achievement, it was the strengthened pipeline of indigenous-language teachers that defined the ceremony, symbolising not only the preservation of the country’s cultural identity but its commitment to a future where education drives both tradition and transformation.
