The Zimbabwe School Examination Council’s (Zimsec) lack of transparency is a ticking time bomb. Since 2017, the government has updated the school curriculum twice, yet the welfare of teachers continues to decline, and learners seem disillusioned with the education system. Zimsec’s opaque grading system attempts to maintain a consistent pass rate, but it’s a facade that hides significant disparities.
Unlike South Africa’s quality assurance body Umalusi, which publishes its principles and processes for standardization, Zimsec operates in secrecy. The standardization and moderation processes are not publicly disclosed, raising concerns about fairness and integrity. National examinations are held twice a year, but there’s little evaluation of the system’s relevance or effectiveness.
The average O-Level pass rate for the past 9 years stands at 29.9%, with inconsistent grading that can probably turn a Grade C score in 2017 to be a Grade A in 2025. Zimsec’s priorities are questionable, and moderation processes are shrouded in mystery. Below are the ZIMSEC Level pass rates for November Examinations from 2017 to 2024.
– 2017=28.7%
– 2018=32.83%
– 2019=31.6%
– 2020=24.8%
– 2021=26.34%
– 2022=28.96%
– 2023=29.41%
The pass rates mask significant disparities between regions and school types. Rural and marginalized communities suffer the most, while national averages render the data meaningless for local stakeholders. It’s time for change.
Proposals to address the crisis include:
1. Publishing district-based pass rates to reflect local realities
2. Offering provincial-level data, including pass rates for broader insights
3. differentiating between public and private institutions, publish separate pass rates
4. Highlighting rural-urban disparities through publishing their pass rates separately
5. Publishing grading criteria for transparency
6. Disclosing standardization and moderation processes
7. Restoring teacher dignity through competitive remuneration and collective bargaining
Those driving reforms often do not send their children to public schools, preferring Western-oriented examination board (Cambridge). This neglect has led to a proliferation of private schools, many owned by the ruling elite. The crisis is complex, but collective effort can steer Zimbabwe’s education system toward equity and quality.
As stakeholders, it’s crucial to engage in dialogue and propose action. Education for all should mean education for us all, not just a privileged few. The time for change is now.
Cde Munyaradzi Masiyiwa
ARTUZ Deputy Secretary General
Writes in his own capacity.
