The shame of zero pass rates: Govt’s threats to fire rural school teachers exposes neglect

A threat by the Primary and Secondary Education ministry to dismiss teachers in Matabeleland South’s Bulilima district for recording a zero pass rates in the past five years has renewed focus on the neglect of rural schools in the country.

The circular has sparked outrage among education unions, who accuse authorities of failing to address systemic challenges facing rural schools.

Zimbabwe’s rural schools are crippled by systemic neglect, underfunding, and teacher attrition, perpetuating cycles of poverty.

While non-governmental organisations and parliamentary efforts highlight solutions -like infrastructure investment and teacher incentives -the government’s failure to meet constitutional education guarantees remains the core challenge.

Many schools operate without electricity, proper classrooms, or furniture, forcing students to learn under trees or in dilapidated structures.

Learners walk up to 20 km daily, with young children, especially in early childhood development (ECD), unable to cope, leading to high dropout rates.

Some schools share one book among five pupils, and lack science labs, ICT equipment, or even chalkboards.

Reports last week said teachers in Bulimia were facing disciplinary action for recording zero pass rates mainly in subjects that include Heritage Studies, Geography, Combined Science and Mathematics.

In a circular addressed to Bulilima district secondary school heads, Bulilima district schools inspector (DSI), Gobile Gobile, said a number of schools in the district recorded zero pass rates in the past five years.

“Schools of focus that have recorded zero pass rate in the past five years include Zenzele (Heritage Studies; Geography; Combined Science; Mathematics), Ntunungwe (Mathematics), Mzwanyana (Agriculture; Commerce; English; Combined Science), Mazwaligwe (Agriculture; Geography), Maqhekeni (Mathematics), Madlambudzi (Combined Science), Himago (Mathematics), Matjinge (Mathematics) and Siyaphambili (Mathematics),” his circular reads in part.

“Heads of schools listed above should go through the pupils’ answer scripts and attach a detailed report attached to the subject marks schedule.

“Any 0% record from the teachers this year will attract a charge for incompetence that will result in a member’s discharge from service.

“For the past fiveyears teachers of the above subjects have been scoring 0% and that can’t be tolerated anymore.”

In response, unions representing teachers said punishing educators for results largely influenced by inadequate resources is unjust and counterproductive.

The Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ) strongly condemned the Ministry of Primary and Secondary Education’s move, labelling it as misinformed and unfair.

ARTUZ asserted that the 0% pass rates in Bulilima and other rural districts across the country stem from severe underfunding and neglect, rather than teacher incompetence.

“Teachers cannot be expected to perform miracles in classrooms with no textbooks, lab equipment, or teaching materials,” the union stated.

“Learners walk long distances to school, often tired and hungry.

“Schools lack electricity, ICT support, and basic infrastructure, while class sizes reach unsustainable levels of 60:1 or more.”

This lack of proper classroom space has led to the use of “composite classes” – the combination of learners from two different grade levels into a single classroom.

ARTUZ argued that dismissing teachers under such conditions amounts to scapegoating, rather than solving the real issues.

Instead, the government should focus on improving working conditions, providing adequate resources, and ensuring teachers receive a living wage, the union said.

The union outlined several critical demands, including a living wage of US$1,260 to restore teacher motivation and dignity, reduction of class sizes through urgent recruitment and deployment of more teachers, provision of textbooks and learning materials to ensure effective teaching, infrastructure development as well as improved access to schools to reduce the long distances learners travel daily.

“Education must be fully funded as a constitutional right, not a charity,” ARTUZ emphasised.

“Threatening teachers with dismissal without investigating root causes violates natural justice. We demand an independent audit of learning conditions before any disciplinary action is taken.”

The Progressive Teachers Union of Zimbabwe (PTUZ) also condemned the government’s stance,

with its leader, Takavafira Zhou, dismissing the Bulilima district schools inspector’s remarks as “callous and misinformed”.

“The educational landscape is not a terrain for small heads who assume knowledge is acquired through osmosis in a big office,”Zhou said.

“We condemn the attack on teachers who are doing so much with so little.”

Zhou highlighted deeper structural issues affecting Zimbabwe’s education system such as lack of infrastructure, teacher shortages and overcrowded classrooms.

Some classes have up to over 50 pupils, with composite teaching becoming the norm due to staff shortages, he said.

Zhou painted a grim picture of the challenges faced by rural teachers:

“Some walk 20 km to reach the nearest bus stop to access their salaries,” he said. “Others trek 14 km for drinking water. “Accommodation shortages are dire, with instances of 15 teachers sharing two huts in some areas.

“Such appalling conditions limit teachers’ contact time with learners.”

Poverty is another significant barrier, as it leads to high rates of school dropouts, especially among girls.

A 2022 report by the Union of Education Norway in conjunction with the Zimbabwe Teachers Association a few months ago also revealed that there had been a 20% increase in school dropouts since 2020.

Another report by the United States embassy in 2021 said an estimated 840 000 schoolchildren quit school since 2020.

A global study ranked Zimbabwe’s education as one of the most expensive, leading to a rise in school dropouts.

According to a World Remit 2022 Cost of School report, the cost of education in Zimbabwe is six times higher than the total average income of an average family.

Beyond infrastructure and staffing woes, Zhou pointed to a broader crisis of motivation among students.

With unemployment rampant and degreed individuals resorting to informal trading, many pupils no longer see education as a viable path to success.

“Students in border areas are merely going to school as a rite of passage before becoming artisanal miners or border jumpers,” he said.

“When they see school dropouts like controversial businessman Wicknell Chivayo amassing wealth, they question the value of education.”

Zhou called for a holistic approach to revamping the education sector.

“Economic recovery to restore faith in education as a pathway to employment,” he said.

“Increased investment in quality public education, teacher training, and resource provision.

“Political will to address systemic decay rather than blaming teachers.

“Myopic reasoning that reduces pass rates to teacher effort alone, while ignoring government neglect, is sheer madness.”

At the time of writing, neither the Ministry of Primary and Secondary Education spokesperson, Taungana Ndoro, nor the Public Service Commission had commented on the unions’ statements.

ARTUZ also called on civil society organisations, human rights defenders, parents, and learners to reject the “criminalization of rural teachers” and demand meaningful investment in public education.

“Teachers are not the problem; they are victims of policy failure,” the union stated.

“If the government is serious about improving education, it must fix the system, not punish those holding it together.”

The government pledged to build 3 000 schools by 2025 under the National Development Strategy, but audits reveal abandoned projects and makeshift classrooms in beer halls.

The dire situation in Zimbabwe’s rural schools is emblematic of the broader educational challenges facing the country.

Decades of underinvestment, mismanagement, and political turmoil have left the system in a precarious state.

Education receives only less than 14% of the national budget, below the Dakar Framework recommended 20%, exacerbating rural-urban disparities.

Observers said this requires urgent, systemic intervention rather than punitive measures. Standard