The much-hyped transition from the CALA syllabus to a heritage-based curriculum was supposed to relieve parents of financial strain. Unfortunately, what began as a promising shift has turned into a nightmare of additional costs and financial exploitation, with teachers now at the center of parents’ frustrations. Across the country, particularly in urban areas like Chitungwiza, teachers have devised ways to extract money from families through extra lessons, overpriced supplies, and restrictive uniform policies.
The most pressing issue is the rampant abuse of “extra lessons,” which have become a new illegal revenue stream for teachers. These lessons are no longer optional but have instead morphed into an unofficial requirement, with parents fearing their children will fall behind if they don’t pay. A parent of Tamuka Primary School lamented, “These extra lessons are a scam. If we don’t pay, our children are deliberately left behind in class .” Parents report that teachers are intentionally withholding critical material during extra lesson hours, compelling students to attend extra lessons to keep up. These lessons are conducted off school premises, in homes, churches, fowl runs, and even garages, making them difficult to monitor and raising concerns about the safety of the students. Parents are paying between $4 and $5 per week for these lessons, an amount that exceeds regular school fees.
The financial strain doesn’t end there. Teachers are demanding that parents provide reams of bond paper and other stationery items, which many parents allege are tied to specific domestic book suppliers and printers with whom the teachers have financial arrangements. These supplies are not only overpriced but also compulsory, leaving parents with no choice but to comply. “We are being forced to pay for supplies that seem to benefit the teachers directly,” one parent stated angrily. “It’s clear this is more about lining their pockets than supporting education.”
Equally troubling is the issue of school uniforms. In many schools, particularly in Chitungwiza, parents are required to purchase uniforms directly from the school before they are allowed to pay school fees. This mandatory policy leaves families unable to source more affordable options elsewhere. At Fungisai Primary School, for example, parents were told that their children would not secure a place at the school unless they first bought the uniforms. This practice, which many parents view as extortionate, has sparked widespread outrage.
Attempts to seek clarification from school authorities have been met with evasion. At Fungisai Primary School, the headmaster refused to comment, instead directing questions to the District School Inspector (DSI). This refusal to engage only fueled suspicions that the DSI might be complicit in these practices. “If the headmaster won’t speak, what are they hiding?” one parent asked. “We need accountability, not silence.”
The frustration among parents is palpable, and their trust in teachers and the education system is rapidly eroding. Many parents argue that teachers, like other civil servants, should be able to sustain themselves without relying on additional income from extra lessons. They highlighted that many public sector employees, including those in Harare City Council and private companies, often endure significant hardships, such as going months without pay. In contrast, teachers appear to be in a comparatively stable position, prompting parents to question the morality of their demands for extra payments. “Teachers should be focusing on educating our children, not on turning schools into money-making schemes,” one parent remarked bitterly.
The financial burden these practices place on families is enormous. In the current economic climate, where many are struggling to make ends meet, these additional costs are unsustainable. Parents are now calling for urgent intervention from the Ministry of Education, Sports, Arts and Culture, and other authorities to investigate these exploitative practices and implement immediate reforms.
The message from parents is clear: this cannot continue. The education system must return to its core purpose, providing quality education that is accessible and fair. If these issues are not addressed swiftly, the fallout could undermine the very foundations of Zimbabwe’s educational future. The authorities must act decisively to restore confidence in the system and protect families from further exploitation.
