Gukurahundi ghost haunts Matabeleland schools

Fortune Nkosi

Bulawayo—Despite a slight national improvement in the Grade 7 pass rate from 45.57% in 2023 to 49.01% in 2024, Matabeleland continues to struggle with alarmingly poor results.

Last year, several schools in the region reported zero percent pass rates, prompting concerns over the long-term effects of the Gukurahundi atrocities on education.

In Matabeleland North, schools such as Somankantana, Hompane, and Makhasane in Binga, Bubi, Hwange, Lupane, Tsholotsho, and Umguza recorded no pass rates.

Similarly, Matabeleland South saw schools like Zindele, Koodooval, and Driehoek in Gwanda, and others in Insiza, also achieving zero pass rates.

Bulilima District, with schools such as Ndutshwa, Phumuza, and Riverblock, faced similar results.

Activists point to the legacy of Gukurahundi, the violent events of the 1980s, as a key factor behind these educational disparities.

The region experienced massive destruction of schools, the loss of qualified teachers, and displacement of communities, all of which continue to affect local education systems.

Paul Themba Nyathi, former politician and activist, highlighted the profound impact of Gukurahundi, noting that the destruction of schools and loss of educators set Matabeleland’s educational progress back for decades.

Nyathi also criticised the deployment of non-local teachers, which has contributed to cultural erosion in the region.

“Many teachers are unfamiliar with the local culture and language, which affects students’ connection to their heritage,” Nyathi told NewsHub.

He cited the example from a cultural event where children performed a traditional dance but lacked a deep understanding of their culture due to non-local educators.

Challenges persist, particularly in rural schools, where there is a shortage of qualified teachers, especially for critical subjects like Science and Mathematics.

Tshela Zwelithini Sibanda, head of the education department at the 1893 Matabeleland Human Rights Restoration Movement (MHRRM), noted that poor road infrastructure and a lack of resources further exacerbate the region’s educational struggles.

“Most rural schools lack science laboratories, and the few that exist are poorly equipped. This leaves learners at a disadvantage in subjects such as Physics, Chemistry, and Biology,” said Sibanda.

“There is a shortage of qualified teachers and rural schools often lack qualified teachers for Science and Mathematics, contributing to poor performance in these critical subjects.

“When qualified teachers are deployed, they often seek transfers to more accessible locations,” he said, stressing that these challenges perpetuate educational inequalities and limit opportunities for students in Matabeleland,” added Sibanda.

In addition to infrastructure issues, the continued deployment of non-Ndebele-speaking teachers has sparked debate about the preservation of cultural identity.

Khanyile Mlotshwa, a critical studies scholar, argued that the ongoing marginalisation of Ndebele-speaking teachers reflects a broader pattern of cultural suppression in Matabeleland, which began during Gukurahundi and persists today.

“Gukurahundi continues through other means, among them the fact that Ndebeles cannot teach their own children, even if they are trained and qualified to do so. Ndebeles are arrested by Shona people, who speak a language they don’t comprehend,” he explained.

“In public government offices, even the private sector, Ndebele people have to deal with non-Ndebele people. Gukurahundi now continues, especially in its cultural and economic elements.”

While the 2025 National Budget allocated ZiG46.6 billion to education, the largest share among government ministries, activists remain skeptical about its impact on Matabeleland’s education sector.

They argue that resources and policies continue to be disproportionately directed elsewhere, leaving Matabeleland’s schools underfunded and struggling.

Sibanda emphasised the need for focused investments in infrastructure, particularly science laboratories, and the recruitment of qualified local teachers who can preserve cultural identity.

Mlotshwa also called for improvements in road infrastructure to make rural schools more accessible and attractive to qualified educators.

Nyathi urged a comprehensive assessment of the damage to Matabeleland’s education system. “Only with a full understanding of the historical damage can we begin to heal and rebuild the region’s educational infrastructure.”

As Matabeleland’s education system faces these long-standing challenges, activists urge both the government and civil society organisations to prioritise systemic reforms that will ensure equitable access to quality education for all children in the region.