When education becomes a business, Zimbabwe loses its future

Published: 3 hours ago

Education, once the proud cornerstone of Zimbabwe's social and economic progress, is slowly being auctioned off to the highest bidder. What was once a public good - a right enshrined in the Constitution - is fast turning into a profit-driven enterprise where pupils are seen as customers and schools as commercial ventures.

The rapid rise of private schools and colleges across the country - from the leafy suburbs of Harare to the remotest corners of Tsholotsho - has undoubtedly expanded access to education. Yet beneath this growth lies a sobering truth: the commercialization of education is deepening inequality and eroding quality. Zimbabwe is edging toward a two-tier system - one for the privileged and another for the underprivileged.

Section 75 of the Constitution guarantees every citizen the right to education and obliges the State to ensure that basic education is free and compulsory. However, this constitutional promise is now under threat as learning becomes a luxury for those who can afford it. Parents in rural areas continue to struggle with unaffordable fees, while elite private institutions demand tuition equivalent to a family's annual income. When access to education is determined by one's wallet, the principle of equality collapses.

Supporters of private education often argue that competition encourages innovation and better infrastructure. But this argument overlooks the social cost of exclusion. The reality is that high fees, selective admissions, and profit-oriented management are locking out thousands of children from disadvantaged backgrounds. In rural and farming communities, where dropout rates remain high, commercialization further widens the gap between rich and poor, perpetuating poverty rather than alleviating it.

This situation raises an important question: who should be allowed to own and operate schools in Zimbabwe? Education is not an ordinary business. It is a moral and constitutional duty that shapes the intellectual and ethical fabric of the nation. School ownership should not be open to anyone with money to invest. It should be reserved for individuals and organizations with a proven commitment to educational excellence and a willingness to uphold government standards. Without firm regulation, schools risk becoming profit machines where teachers are exploited, standards are compromised, and learners are treated as paying customers rather than young minds in need of nurturing.

When education becomes a commodity, it loses its humanity. Teachers become salespeople, parents become clients, and students are reduced to consumers. This shift undermines the core purpose of education - to cultivate critical thinking, creativity, and civic responsibility. A profit-first approach corrodes the moral foundation of schooling and endangers the country's long-term development.

The government's initiatives, such as the Basic Education Assistance Module (BEAM), have provided vital support for vulnerable children. Yet these efforts are being undermined by the unchecked growth of private education, which often prioritizes revenue over inclusivity. To protect education as a social service, Zimbabwe must learn from successful global practices.

Countries like Germany and Finland make education not only compulsory but enforceable. Parents who neglect to send their children to school face legal penalties. Zimbabwe must strengthen its legal framework to ensure that every child, regardless of background, has a place in the classroom. Brazil's community-based school model could also offer inspiration by integrating local culture, training teachers for rural settings, and involving communities in decision-making. Similarly, India's experience with Public-Private Partnerships shows that collaboration between the state and private sector can expand access without placing unbearable financial burdens on parents.

South Korea provides another valuable lesson through its robust monitoring and evaluation systems, which ensure that all schools meet national standards and receive support when they fall short. Meanwhile, Finland demonstrates the power of professionalized teaching. Establishing a Teachers' Professional Council in Zimbabwe would help ensure that educators adhere to ethical and academic standards, safeguarding the integrity of the teaching profession. Teachers who engage in misconduct should be deregistered and barred from returning through the backdoor of private education. Without such regulation, the quality of education will continue to suffer.

If Zimbabwe is to preserve education as a public good, it must take decisive action. Laws enforcing compulsory education should be strengthened. The teaching profession should be regulated to ensure that only qualified and ethical individuals shape young minds. School ownership must be restricted to those genuinely committed to national development. At the same time, government schools should be adequately resourced so that public education meets, or even surpasses, private standards.

Education is not a commodity to be traded; it is the lifeblood of national progress. Turning it into a business may enrich a few, but it impoverishes the entire nation. Zimbabwe's future depends on an education system rooted in access, equity, and quality - not profit. The time has come to reclaim education as a public good, ensuring that every child, regardless of background or circumstance, can learn, grow, and contribute to the nation's future.
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