Sithembinkosi L Jiyane
Sports Reporter
Zimbabwe\u2019s public education system is under renewed scrutiny following criticism from the Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ), which has accused the Zimbabwe School Examinations Council (ZIMSEC) of lacking transparency in the administration of public examinations.
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\u200e In an end-of-year reflection, ARTUZ Deputy Secretary Cde Munyaradzi Masiyiwa, in his statement warned that secrecy surrounding grading, moderation, and standardization processes is steadily eroding confidence in the national education system, at a time when teacher welfare continues to decline and learner morale remains low.
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\u200eThe union said that despite two curriculum changes since 2017, examination outcomes have shown little improvement. ARTUZ argues that ZIMSEC\u2019s approach to grading appears designed to preserve a stable national pass rate rather than accurately reflect learner performance, creating a misleading picture of progress while masking deep inequalities across schools, regions, and socio-economic settings.
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\u200e\u201cAn examination system cannot be credible when the public does not understand how grades are determined. Secrecy in grading and moderation only fuels suspicion and mistrust,” said Masiyiwa.
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\u200eARTUZ compared ZIMSEC with South Africa\u2019s quality assurance body, Umalusi, which publicly outlines its principles and procedures for standardization.
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\u200e In contrast, ZIMSEC does not disclose its grading criteria or moderation processes, a situation the union says raises serious concerns about fairness, accountability, and integrity in national examinations.
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\u200eAlthough national examinations are administered twice a year, ARTUZ says there is little evidence of systematic evaluation to determine whether the system remains relevant or effective.
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\u200e Official figures indicate that the average O-Level pass rate over the past nine years stands at approximately 29.9 percent, a statistic the union argues conceals inconsistencies in grading standards over time.
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\u200eZIMSEC statistics for November O-Level examinations show fluctuating pass rates, with 28.7 percent in 2017, 32.83 percent in 2018, 31.6 percent in 2019, 24.8 percent in 2020, 26.34 percent in 2021, 28.96 percent in 2022, and 29.41 percent in 2023. ARTUZ maintains that these national averages hide stark disparities between provinces, districts, school types, and rural\u2013urban communities.
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\u200e\u201cA single national pass rate hides the struggles of rural and marginalized learners. Without disaggregated data, inequality remains invisible,” Masiyiwa said.
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\u200eTo restore credibility in the examination system, ARTUZ has proposed reforms that include publishing district- and provincial-level pass rates, separating public and private school results, and clearly highlighting rural\u2013urban disparities.
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\u200eThe union is also calling on ZIMSEC to publish its grading criteria and fully disclose its standardization and moderation processes.
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\u200eBeyond examination reforms, ARTUZ stressed that sustainable improvement in education cannot occur without addressing teacher welfare. The union called for competitive remuneration, improved working conditions, and meaningful collective bargaining, arguing that teacher dignity is central to learner success.
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\u200e\u201cYou cannot fix examinations without fixing the conditions under which teachers work. Teacher dignity and learner outcomes are inseparable,” he said.
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\u200eCde Masiyiwa further criticized education policymakers for neglecting public schools while enrolling their own children in private institutions that follow Western-oriented examination boards such as Cambridge.
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\u200e He said this trend has fueled the rapid growth of private schools, many of which are owned by politically connected individuals, while public education continues to deteriorate.
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\u200eARTUZ concluded that while Zimbabwe\u2019s education crisis is complex, it is not beyond repair. The union urged government, educators, parents, and civil society to engage in open dialogue and push for meaningful reforms, insisting that education for all must translate into equitable access to quality education for every learner.<\/p>\n\n\n\n
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