HARARE – A new parliamentary report has exposed the shocking state of Zimbabwe’s public education infrastructure, revealing that thousands of schoolchildren across the country are being taught in abandoned tobacco barns, fowl runs, and even under open skies.
The findings come from a detailed investigation by the Portfolio Committee on Primary and Secondary Education and the Thematic Committee on Gender and Development, which jointly assessed access to basic education across urban and rural areas.
At Herbert Chitepo Primary School in Zvimba, where more than 1,000 pupils are enrolled, dilapidated tobacco grading sheds are being used as makeshift classrooms. In similarly dire conditions, ECD learners at Tore Primary School are receiving lessons in a converted fowl run, while Chimedza Primary School in another district is reportedly holding classes in open spaces, according to the report.
Overcrowding and Teacher Shortages
Beyond infrastructure decay, the report also highlighted widespread overcrowding, with most schools exceeding the standard 1:40 teacher-pupil ratio.
“This overburdening of teachers limits their ability to offer individual support to learners, worsening the quality of education delivered,” the committee warned.
In urban centres, the committee found schools implementing “hot-sitting” systems, rotating pupils between morning and afternoon classes due to a shortage of space. However, the system is ill-suited for learners with disabilities, who are especially disadvantaged by the split schedules.
Rural Learners Walk 13–16km Daily
The crisis is more severe in rural communities, where children walk up to 16 kilometres one way to attend school, notably in Bubi and Gwanda districts. At Dabengwa Primary School, the report notes that such long daily treks cause fatigue and reduced concentration, further lowering academic performance.
Parents and teachers told the committee that the time and energy spent walking to school means less time for homework and rest, negatively affecting learner outcomes.
Urgent Call for Government Action
The committee called for urgent government investment in new classroom blocks, teacher recruitment, and improved transport infrastructure. They also stressed the need for special facilities to support inclusive education for children with disabilities.
“These challenges are a fundamental barrier to quality education and violate the right to learning enshrined in the Constitution,” the joint report concluded.
Education stakeholders and human rights advocates are now urging the Ministry of Primary and Secondary Education to treat the issue as a national emergency.
