By Chantelle Muzanenhamo
Harare — A joint parliamentary committee has raised serious concerns over the worsening overcrowding in Zimbabwean schools, warning that the dire conditions are severely compromising the quality of education and weakening teacher effectiveness across the country.
In a comprehensive report released by the Portfolio Committee on Primary and Secondary Education in collaboration with the Thematic Committee on Gender and Development, lawmakers highlighted alarming overcrowding levels and inadequate infrastructure that are affecting both learners and educators.
The report revealed that many classrooms are operating far beyond the recommended teacher-pupil ratio of 1:40, especially in urban areas where space constraints are most acute. This overcrowding hampers teachers’ ability to give individualized attention, resulting in diminished learning outcomes and widening educational disparities.
“Numerous schools are exceeding the standard teacher-pupil ratio of 1:40. This overburdening of teachers impairs their capacity to engage effectively with students, thereby negatively impacting the quality of education,” the report stated.
The committee also pointed out that urban schools are resorting to “hot-sitting” arrangements where teachers share classrooms or facilities particularly affecting learners with disabilities. In Gwanda District, a severe shortage of both teachers and school infrastructure was noted, with vacancies remaining unfilled for up to three years due to recruitment challenges.
“This situation hampers the delivery of critical subjects such as sciences, mathematics, and agriculture. Teachers who remain face very high pupil-teacher ratios, which compromise their ability to deliver quality instruction,” the report added.
A key factor contributing to the high turnover of teachers, the committee found, is the acute shortage of adequate staff housing, especially in rural and remote areas. Poor living conditions are forcing many teachers to commute long distances from towns or growth points, often arriving late and unable to perform optimally.
“Teacher accommodation in some areas is substandard, with reports of two to three teachers sharing a single room. Such living conditions make it nearly impossible to attract and retain talented educators in rural schools,” the report emphasized.
The committee warned that these challenges threaten the very foundation of Zimbabwe’s education system, with declining student outcomes, deteriorating school facilities, and a shrinking pool of qualified teachers. Without urgent intervention, the quality of education and the future prospects of Zimbabwe’s learners remain at grave risk.