Left Behind at the Starting Line: Zimbabwe’ s Rural Learners Struggle Amid Calls for Early Education Reform

"…children spend their time kicking plastic balls instead of learning"

By Delicious Mathuthu

As Zimbabwe continues to assert its reputation as one of Africa’s most educated nations, the country's Senate chamber has expressed a deep concern over glaring inequalities in the country’s education system, particularly for rural children.

Senators across party lines spoke in unison, exposing the disturbing realities of access to early childhood and basic education in rural Zimbabwe, where long distances, crumbling infrastructure and under-resourced schools threaten to turn dreams of learning into lost opportunities.

In two impassioned debates in July 2025, the Senate discussed the state of universal access to primary and secondary education and the urgent need for the construction of Early Childhood Development (ECD) centres in rural villages.

The proceedings were marked by heartfelt testimonies, constitutional arguments and practical recommendations all aimed at rescuing Zimbabwe’s future from the margins of its current educational system, if implemented correctly

One contribution that lingers came during debate on the Report of the Joint Portfolio Committee on Primary and Secondary Education and the Thematic Committee on Gender and Development.

Honourable (Hon.) Senator Annah K. Katumba from Mashonaland Central Province, painted a picture of a school system in crisis.

“Imagine a Grade One pupil walking for more than five kilometres to school. Sometimes they walk 15 kilometres in the morning and 15 in the evening.

"They must wait for older learners to go home together because of the dangers in the bush. This leads to school dropouts and girls falling pregnant, while boys turn to gold panning or drugs,” she said.

Her concerns were echoed by Hon. Senator Ellen Zindi from Manicaland Province, who pointed to poor infrastructure and parental inability to pay fees as compounding the problem.

“Only 50 learners out of 1,000 may pay fees, and yet from those few, we expect to buy books, pay caretakers and run sports.

"So what happens? Libraries are empty. Classrooms are filthy. Children spend their time kicking plastic balls instead of learning," she said.

Zindi also said Zimbabwe’s educational excellence is in danger of collapse.

“Our pass rate at O-Level is now less than 33%. That should shock us. We are failing at the foundation level, which means we are failing as a country.”

ECD Centres: A Missing Piece of the Puzzle

Later in the session, Zaka representative, Hon. Senator Tapfumanei Mavenyengwa moved a separate motion calling for the construction of Early Childhood Development centres in every village.

“Children under five cannot walk seven kilometres to school.

“By the time they arrive, they are so tired that instead of learning, they fall asleep. Some even stop attending altogether, only starting school years later, which delays their development permanently,” he said.

Mavenyengwa called for age-appropriate classrooms, trained teachers and ECD-specific learning materials in rural areas, noting that the ECD phase is the foundation of intellectual, emotional and social development.

He challenged the Ministry of Primary and Secondary Education to partner with local authorities and development organisations in building these centres.

Supporting him, Hon. Senator Musa Sibanda from Matabeleland South Province, warned of the physical and psychological dangers rural children face.

“Learners walk long distances and sometimes get trapped by veld fires. If their schools were nearby, villagers could protect them. Instead, they walk alone through forests, past rivers and dangerous places.”

Senator Sibanda also called for ECD centres to be separate from primary schools with structures and furniture suitable for toddlers.

“Teachers must not just be qualified; they must have motherly care and patience. Children must not be rushed or left unattended," said Sibanda.

Overcrowding and Understaffing

Like in most urban high density areas, though a little different infrastructure wise, the crisis of understaffed and overcrowded rural schools was another recurring theme.

Bulawayo's
Hon. Senator Fanyana Mlilo who participated in school inspections, noted that classrooms in some rural districts were so packed that a single teacher might face more than 100 children.

“The Constitution guarantees the right to education,” Mlilo reminded the chamber, adding, “But in reality many schools are under-resourced, lack proper infrastructure and are located too far from communities.”

Senators further described the psychological toll on children who must travel, some, up to 20km daily or miss school entirely during the rainy season due to unbridged rivers.

Community Willingness and Government Responsibility

Despite these challenges, communities are not sitting idle.

One Hon. Senator Katumba highlighted parents’ willingness to help.

“They told us, if we are given some assistance, we will mould bricks ourselves. They want to improve their children’s future. All they need is a push,” Senator Katumba said.

Lack of a coordinated government strategy, however, continues to stunt progress, the Senators said.

Senator Zindi noted that Ministries work in silos, but the Ministry of Education must coordinate with Health, Public Works, and even Finance, as education cannot succeed in isolation.

A Call for Urgent Intervention

Across both debates, senators spoke with one voice, united in their call for urgent government intervention. The motions set the stage for policy recommendations likely to be carried forward during the next Parliamentary sessions.

Zimbabwe’s Constitution guarantees every child the right to basic education but many rural children can only dream of it.

“We are either preparing these children to lead our future ministries, or we are sending them to play with plastic balls in the dust. The future depends on what we decide now,” Senator Zindi said.

Community groups and civil society organisations are lobbying for ECD inclusion in future rural development budget in order to upgrade the standard of education and access to infrastructure in underdeveloped communities.

A review of Zimbabwe’s Early Childhood Development (ECD) sector reveals deepening disparities between urban and rural learners.

A 2023 research by the United Nations Education, Scientific and Culture Organisation (IICBA) says only 28% of 3-4-year-olds nationwide attend ECD programmes, with rural areas worst affected.

The 2022 Zimbabwe Early Learning Assessment data also shows that rural Grade 2 pupils scored just 14% in English and 19% in Maths, compared to 60% and 63% respectively in urban areas, a situation that is argued still prevails to date.