In Zimbabwe, education is slowly shifting from being a fundamental social service to a profitable business venture.Education has become a lucrative business venture with pupils increasingly seen as customers and the private players in some cases prioritizing profit over quality education.What was once a societal responsibility has now become the playground of private players, with schools mushrooming in both urban peri-urban and rural areas. While this development has increased access to education indeed, it raises significant concerns about equity and quality in a country striving to achieve Sustainable Development Goal 4 (SDG4) and uphold the principles of Education for All (EFA).
The proliferation of private schools and colleges in Zimbabwe is creating a two-tier system. This growing commercialization threatens to entrench a two-tier education system, one for the privileged and one for the underprivileged-raising critical questions about the future of education in Zimbabwe. This scenario undermines Zimbabwe’s constitutional commitment to education. Section 75 of the Constitution of Zimbabwe guarantees every citizen the right to education, obliging the state to ensure that basic education is free and compulsory. The growing divide in education quality has far reaching implications for Zimbabwe.
The government has introduced programs like the Basic Education Assistance Module (BEAM) .BEAM was introduced to aid orphans and vulnerable children and ensure they access learning opportunities. However, the growing trend of commercialization undermines these efforts, as private schools often prioritize profit over equitable and quality education. While proponents of private education argue that it fosters competition, innovation, and better infrastructure, the downside is glaring. High tuition fees charged by some private schools exclude children from underprivileged backgrounds, especially in rural areas and farms, where many still drop out of school. This creates a two-tier system, where the wealthy enjoy quality education while the vulnerable are left behind. Such disparities not only hinder social mobility but also perpetuate cycles of poverty. If quality education is reduced to a privilege for the few, Zimbabwe risks creating a society where the gap between the rich and the poor becomes unbridgeable. This has potential to undermine the country’s development as a whole, as a well- educated population is the bedrock of economic growth and social progress.
The proliferation of private schools raises the question- Who qualifies to own and run schools in Zimbabwe? Education is not just a business; it is a service that shapes the nation’s future. School ownership should not be open to anyone with financial resources but should be restricted to individuals and organizations that meet strict criteria, including demonstrated commitment to educational excellence and adherence to government standards. Allowing unqualified individuals or entities to run schools risks turning education into a commodity, where profits take precedence over student welfare and learning outcomes. When education becomes a business, children are seen as customers rather than learners. This approach erodes the core values of education, which should prioritize critical thinking, creativity, and the holistic development of individuals. Commercializing education undermines its role as a fundamental human right. It fosters inequality, diminishes teaching quality, and shifts the focus from students’ needs to financial gain. In rural and farming communities, where dropout rates remain high, commercialization exacerbates existing disparities.
In rural setups, despite government efforts like the Early Warning System (EWS)—designed to track and retain dropouts—education remains inaccessible for many. This is due to socio-economic challenges and, to some extent, the lack of a robust legal framework to hold parents and guardians accountable for failing to send their children to school.
A call to Action::Learning from International Best Practices
To address these challenges, Zimbabwe can draw lessons from successful international education systems:
Countries such as Germany and Finland have laws that make education compulsory for all children. Parents and guardians who fail to comply face legal consequences, including fines or community service. Zimbabwe must strengthen its legal framework to ensure parents and guardians who neglect their duty are held accountable.
In Brazil, community schools in rural and underserved areas have proven effective. These schools integrate local culture, train teachers specifically for rural settings, and involve community members in decision-making. Zimbabwe could adopt this model to bridge the urban-rural education gap.
In India, Private Public Partenerships (PPPs) have been used to expand access to education. Governments partner with private entities to build schools and provide resources, while keeping tuition fees affordable for low-income families. Zimbabwe could adopt Public –Private –Partnerships (PPPs) to improve infrastructure in rural areas without overburdening parents with high fees. To address these challenges, stakeholder engagement is crucial. If engaged, Public-Private Partnerships (PPPs) have the potential to offer a potential solution to improve education quality while ensuring inclusivity. By bringing together government, private entities, non-governmental organisations (NGOs) and community leaders, PPPs can mobilise resources, enhance infrastructure and improve teacher training and curriculum development. However, these partnerships must be carefully managed to prioritize national development over profit. The government should establish clear frameworks to regulate private education providers and ensure that their operations align with constitutional and developmental goals. Transparency accountability and equity must guide these collaborations to avoid further marginalizing vulnerable groups.
In South Korea, robust monitoring and evaluation systems are in place to ensure schools meet national standards. Schools that underperform are supported with resources to improve .Zimbabwe could establish a similar system to ensure both public and private schools align with national educational goals.
Finland, known for its world-class education system, emphasizes teacher professionalization.. Introducing a Teachers’ Professional Council in Zimbabwe would ensure the teaching fraternity adheres to high ethical and professional standards, improving the overall quality of education. In Zimbabwe, the teaching profession remains unregulated, unlike doctors and nurses, who are governed by professional councils. This gap leaves teachers vulnerable to exploitation and compromises the quality of education. The gap also leaves the teaching profession also very vulnerable to not- worth individuals. A Teachers’ Professional Council would regulate teacher qualifications, enforce ethical practices, and uphold standards of professionalism. Without such a body, private institutions may prioritize cost-cutting measures—such as hiring unqualified teachers or even employing those discharged from service by the government—over the delivery of quality education. How can Zimbabwe expect to achieve high educational standards when the very individuals responsible for shaping the minds of future generations are not held to the highest professional standards? The demands of the Teacher Professional Standards (TPS) should be reinforced for the private schools. Teachers who commit serious offences like improper association, engaging in Satanism, rape, murder and embezelment of funds should be blacklisted and also be deregistered. They should not be left to find refuge in private institutions, let alone be left to introduce own private schools.
To address these challenges, Zimbabwe must take bold steps to protect education as a social service:
- Introduce laws to enforce compulsory education and hold parents and guardians accountable for failing to send children to school.
- Regulate the teaching profession to ensure only qualified and ethical individuals are entrusted with educating Zimbabwe.
- Set strict guidelines to ensure only individuals and organizations committed to educational excellence can run schools.
- Establish Public Private Partnerships to strengthen public schools by improving infrastructure, training teachers, and providing adequate resources to reduce dependence on private education. The number of government owned schools should increase .The quality of education at a government owned school should equate or surpass the operations and standards of a private school.
- Zimbabwe should learn from successful education systems worldwide to create a more equitable and sustainable education framework.
Education should not be a privilege for the few but a fundamental human right for all. Zimbabwe’s future depends on a well-educated population, and this can only be achieved by prioritizing access, equity, and quality over profit. The government, private players, and communities must work together to create an education system that leaves no one behind—whether in urban areas, rural areas, or farming communities. Only then can Zimbabwe realize its commitment to SDG4 and EFA Goals by ensuring that every child has the opportunity to thrive and education remains a social service.
By Aleta Makomeke
Opinionist and Senior Educationist
Disclaimer: l write in my own capacity, the views expressed in this article are my own and do not represent those of my employer or any organization l am affiliated to.
