By Munacho Gwamanda- Zimbabwe is grappling with a severe shortage of Early Childhood Development (ECD) teachers, as well as science and mathematics educators, exacerbating the ongoing crisis in the education sector.
The dire situation has forced the government to authorize parents, through School Development Committees (SDCs), to employ temporary relief teachers in an effort to fill the gap.
The Ministry of Primary and Secondary Education has set a target to recruit 8,000 teachers this year to mitigate the critical teacher deficit in schools.
However, this measure alone is unlikely to resolve the crisis, given the worsening attrition of qualified educators due to poor salaries and deteriorating working conditions.
For years, Zimbabwean teachers have decried poor remuneration, with many earning salaries far below the poverty datum line.
Qualified educators, particularly those in specialized subjects such as science, mathematics, and ECD, have been leaving the profession in droves, either seeking better-paying opportunities abroad or transitioning to other industries.
Despite periodic salary increments, teachers continue to face economic hardships, struggling to afford basic necessities, transport costs, and housing.
In some cases, teachers resort to informal side jobs, including vending and tutoring, just to make ends meet.
The mass exodus of trained professionals has left schools—especially those in rural areas—without adequate teaching staff, leading to overcrowded classrooms and compromised education quality.
Responding to questions from legislators during a recent Question and Answer session in Parliament, Deputy Minister of Primary and Secondary Education Angeline Gata acknowledged the crisis, particularly in ECD and STEM subjects.
She confirmed that SDCs have been permitted to engage temporary relief teachers where funding allows.
“As a ministry, we have gone public on the shortage of teachers in ECD and other critical learning areas,” she said. “We have even extended that to other levels or grades experiencing similar shortages. We are grateful that our request for additional teachers is receiving attention from the employer, the Public Service Commission (PSC).”
Gata explained that, in previous years, the ministry had relied on para-professional teachers—unqualified or underqualified individuals engaged by SDCs to address the staffing gaps.
While this arrangement is a temporary solution, it highlights the gravity of the crisis and the government’s struggle to provide fully qualified educators.
“These para-professionals were contracted by schools, with agreements made between parents and teachers. Their employment was conditional on the availability of funds to pay them, as the government does not interfere with these contracts,” Gata said.
The reliance on temporary and unqualified relief teachers underscores the deepening crisis in Zimbabwe’s education sector.
Without urgent government intervention—through competitive salaries, improved working conditions, and a comprehensive strategy to retain trained professionals—ECD and other critical subjects will continue to suffer.