School in Zimbabwe

ECD usually covers ages four to five. Infant Education combines ECD A and B with Grades 1 and 2, Junior Education covers Grades 3 to 7, and together they form Primary Education. Lower Secondary runs from Form 1 to Form 4, while Upper Secondary runs from Form 5 to Form 6. These stages do not correspond exactly to German school types and should be understood through Zimbabwe’s own education structure. Section 5 of the Education Act defines compulsory basic state-funded education from ECD through Form 4. Parents may not prevent a child from accessing it. The legal framework also prohibits admission or exclusion discrimination based on origin, language, religion, gender, pregnancy, disability or social and economic status. A government school normally serves the nearest primary or secondary school to the child’s residence. If that school is full, it should issue a written certificate so the child can seek the next reachable school; if that school cannot be reached, the original school must admit the child. The law describes basic state-funded education as free of fees and levies, with the state providing learning materials, infrastructure and other resources. At the same time, Statutory Instrument 240 of 2023 lists government-school tuition and boarding charges, including USD 5–20 for local primary pupils, USD 20–40 for local secondary pupils, higher extra-territorial rates and additional boarding charges. This is the latest located government tariff schedule, and its status in 2026 is not established here. Non-government schools require prior approval for fees and levies, and a child should not be excluded solely because a payment has not been made. The Ministry of Primary and Secondary Education (MoPSE) sets the curriculum and examination framework for government and non-government schools. The Heritage-Based Curriculum for 2024–2030 emphasizes heritage and Indigenous Knowledge, STEAM, humanities and languages, visual and performing arts, design and technology, commercial subjects and technology-oriented pathways. Forms 5 and 6 use five pathway areas: STEAM; Visual and Performing Arts; Humanities and Languages; Design and Technology; and Commercials. Some private and international schools use Cambridge or International Baccalaureate programmes under local approval and regulation. Zimbabwe recognizes 16 official languages, including English, Shona, Ndebele and Sign Language. ECD teaching commonly uses a locally familiar Indigenous Language or mother tongue, and schools are expected to teach official languages. The language used for teaching and examinations must be compatible with the applicable school arrangements. Infant and junior education include languages, mathematics, science or technology, heritage studies, ICT, arts, physical education and related subjects. Forms 1–4 normally include at least ten learning areas, cross-cutting subjects and elective choices. Assessment combines continuous or formative work with summative examinations. Continuous Assessment Learning Activities (CALA) are school-based projects and related assessed work. Under the current reform arrangement, Grade 7, Ordinary Level and Advanced Level results are approximately 80% summative and 20% continuous assessment. The Zimbabwe School Examinations Council (ZIMSEC) registers examination centres and candidates, conducts national examinations, marks them and issues certificates. Grade 7 assessment connects primary education with Form 1, Form 4 leads to Ordinary Level (O-Level), and Form 6 leads to Advanced Level (A-Level). Missing required CALA work can result in no examination result. The Basic Education Assistance Module (BEAM) supports vulnerable children, generally between about six and nineteen years old, with tuition, levies and examination fees in primary, secondary and special-needs education. The Ministry of Public Service, Labour and Social Welfare administers this support. The Disability Act 2025 requires inclusive education, reasonable accommodation, Braille, Sign Language and individual support where needed. Schools may also provide feeding schemes, sanitary facilities, boarding hostels and special classes or schools. No single nationwide school-transport model is established by the available evidence, so transport arrangements need to be checked with the school. MoPSE handles national policy, curriculum, registration, inspection and funding coordination. Provincial Education Directors, District Schools Inspectors, school heads and teachers manage implementation at successive levels. Local authorities provide primary and secondary school services and land, while the Ministry of Local Government and Public Works handles government-school sites, construction, design and maintenance. A School Development Committee or School Parents Assembly supports local governance and development. Responsible authorities manage individual schools, including non-government institutions operated by private, mission, church or international providers. Shortages of public-school places, overcrowding, satellite schools and hot seating affect access in some areas. A satellite school is a temporary or underdeveloped school structure intended to serve an underserved community, while hot seating means that different groups share classrooms at different times. These conditions can affect class size, timetable, facilities and access to the nearest school.