Mat South Minister Calls for Action Against Non-Performing Teachers

By Southerton Business Times Reporter BEITBRIDGE — August 21, 2026

Matabeleland South Minister of Provincial Affairs and Devolution Albert Nguluvhe has called for non-performing teachers to be removed from the classroom, arguing that Zimbabwe has a growing pool of unemployed teachers who have returned from South Africa. Nguluvhe made the remarks during the recently concluded Provincial Schools Sports, Science, Arts Festival (PASSAF) in Beitbridge, where he raised concern over the province’s low academic performance.

“We should identify teachers that are not working, they should pack their bags and go. We have a lot of teachers who want jobs. I saw a lot of teachers who have returned from SA,” Nguluvhe said.

The minister said poor educational outcomes in Matabeleland South were unacceptable, pointing to the low number of students from the province graduating from Gwanda State University, the province’s local university.

“Teachers should work hard so that children will also work hard. Out of 68 students who graduated from Gwanda State University last year, only three were from Mat South. We cannot tolerate such,” he said.

The minister’s comments come against the backdrop of concerns over teacher performance and education outcomes in Matabeleland South, with available figures showing that 11 schools in the province recorded a zero per cent pass rate at Grade Seven level in 2025.

However, his call for teachers to be dismissed is likely to reignite debate over teachers’ salaries and working conditions in Zimbabwe. Teachers have repeatedly complained that their remuneration is inadequate, with average earnings cited at around US$250 plus ZiG5 500. After statutory and other deductions, many reportedly take home approximately US$200. The low salaries have been blamed by teachers’ representatives for undermining morale and making it difficult for educators to meet basic household expenses.

The contrasting positions highlight a broader challenge facing Zimbabwe’s education sector: how to improve learner outcomes while addressing the working conditions and remuneration of teachers. While Nguluvhe argued that teachers who fail to perform should make way for unemployed educators, the issue of teacher accountability is closely linked to how performance is measured and what support is available to educators working in under-resourced schools.

Matabeleland South has also faced challenges associated with access to quality education, particularly in rural communities where schools can struggle to attract and retain experienced teachers. The minister’s remarks nevertheless place renewed focus on the province’s academic performance and the need for stronger accountability within the education system.

The reference to teachers returning from South Africa also points to the changing labour market, as Zimbabwean educators who previously sought employment across the border increasingly look for opportunities back home.

For parents and learners, the central concern remains whether schools can improve pass rates and provide students with the skills required to progress to higher education. Nguluvhe’s intervention is therefore likely to fuel further discussion among Government, teachers, unions and parents about the balance between teacher accountability, fair remuneration and improved educational outcomes in Matabeleland South.

Mat South teachers