Over 22k Sign Petition Calling for Urgent Investment in Zim’s Ailing Education Sector

A staggering 22,567 individuals have added their names to a petition demanding that the government prioritize investment in Zimbabwe’s education sector, according to the Amalgamated Rural Teachers Union of Zimbabwe (Artuz).

This groundswell of support follows a week-long protest by teachers as schools opened for the first term two weeks ago.

Artuz organized a series of “teach-outs” – 72 in total – showcasing innovative solutions and community-driven initiatives to sustain learning despite challenging circumstances.

“These milestones reflect a growing collective commitment to advancing education in Zimbabwe,” the union said in a statement.

The petition, which will be submitted to the government on a yet-to-be-announced date, marks a crucial step in holding policymakers accountable and amplifying demands for a better education system.

As Artuz emphasized, “Quality education is not a privilege but a right, and it must be prioritized in Zimbabwe’s national development agenda.”

The Education Week initiative highlighted the dire issues plaguing schools and communities, including infrastructural deficits, with schools lacking basic facilities, furniture, and learning materials, teacher shortages, resulting in overcrowded classrooms and compromised education quality and communities facing extreme challenges, such as students and teachers in Chiredzi being forced to cross flooded rivers due to inadequate infrastructure

Artuz urged stakeholders – including the government, educators, parents, NGOs, and community leaders – to collaborate in addressing these pressing challenges.

“We urge the Ministry of Primary and Secondary Education to acknowledge the reality on the ground and champion increased financial support for education,” the union said.

Furthermore, Artuz challenged the government to address the underfunding of the education sector, particularly with regards to the new Heritage-Based Curriculum.

“Teachers remain untrained for this curriculum, which has not been backed by adequate financial resources or the provision of updated syllabi.

“The gap between policy and implementation has left both teachers and students struggling, particularly in rural and underserved areas,” the union pointed out.