Government Raises Alarm Over Declining Teacher Graduates as Schools Face Staffing Challenges

HARARE, Zimbabwe – The Zimbabwean government has expressed concern over the declining number of graduates emerging from teacher training colleges, warning that the trend could worsen staffing shortages in schools at a time when the education sector is already grappling with recruitment and retention challenges.

Speaking at the Nyadire Teachers College graduation ceremony, Deputy Minister of Higher and Tertiary Education Simelisizwe Sibanda said the low number of graduating teachers was worrying and called on communities to encourage more young people to pursue careers in education. The warning comes amid growing concerns about the attractiveness of the teaching profession, with many prospective students opting for alternative career paths due to low salaries, difficult working conditions, and limited incentives.

Sibanda revealed that only 151 students graduated from Nyadire Teachers College this year, comprising 132 women and 19 men.

"Only 151 students are graduating, 132 female and 19 male, representing 87 percent female graduates, making Nyadire the only teachers' college in Mashonaland Province producing the lowest figures nationally," he said.

"When you look at our graduating figures for colleges this year, there is no college that is below 600. This is not a good picture for us as a province of Mashonaland, which is the hub of this nation."

The deputy minister urged communities to support teacher training institutions by encouraging school leavers to enrol, arguing that local recruitment would help address teacher shortages in the province.

Zimbabwe's education sector continues to face staffing pressures, particularly in rural schools where shortages of qualified teachers remain a persistent challenge. Teacher unions have repeatedly raised concerns over remuneration, arguing that current earnings are insufficient to meet rising living costs. Many educators receive salaries ranging from approximately US$400 to US$500, excluding allowances, while the cost of basic household needs continues to rise.

The situation has contributed to concerns about teacher retention, with some educators leaving the profession or seeking opportunities in neighbouring countries and beyond. Rural schools are particularly affected, facing challenges that include inadequate infrastructure, overcrowded classrooms, staff shortages, and limited access to electricity and internet connectivity.

Despite concerns over teacher enrolment, Sibanda praised Nyadire Teachers College for embracing the government's Heritage-Based Education 5.0 model and expanding Technical and Vocational Education and Training (TVET) programmes. The institution now offers practical skills-based courses, including a National Certificate in Professional Cookery and a National Foundation Certificate in Bakery and Food Preparation.

"We request that communities take this programme, that is, TVET, very seriously, looking at the number of students that are graduating today. It is very low," Sibanda said. "We believe in making sure that in every community, we find all the necessary skills so that whenever we need someone to do something within the communities, we don't go to Harare."

The deputy minister also commended the college for promoting inclusive education. According to Sibanda, the institution enrolled four students living with disabilities and five beneficiaries under the government's Web4Fees programme, which assists disadvantaged learners in accessing tertiary education. He further praised graduates who have contributed to community development initiatives, including the establishment of three primary schools in underserved areas of Uzumba-Maramba-Pfungwe, Mutoko, and Chipinge.

The government's concerns highlight broader debates about the sustainability of Zimbabwe's education workforce as authorities seek to balance traditional teacher training with the growing emphasis on skills-based and vocational education. Education experts say attracting more students into teaching will require improvements in working conditions, career progression opportunities, and remuneration to ensure schools have adequate staffing levels in the years ahead.

Declining teacher graduates Zimbabwe