Despite receiving the largest share of the 2025 national budget, the Ministry of Primary and Secondary Education in Zimbabwe faces challenges as the bulk of its allocation is consumed by employment costs and recurrent expenditure, leaving minimal funds for critical capital projects.
The ministry was allocated ZWG46.6 billion, accounting for 14.5% of the ZWG322.6 billion national budget. However, a staggering ZWG43.43 billion—approximately 93.2%—is earmarked for salaries and operational costs, leaving only 6.8% for infrastructure development and modernization.
“This heavy skew towards recurrent expenditure, while essential for daily operations, severely limits the funding available for infrastructure projects, new school construction, rehabilitation of facilities, and technological upgrades,” stated the Portfolio Committee on Primary and Secondary Education in its post-budget analysis.
Critical concerns include a US$63 million arrears burden, delayed Treasury disbursements, and outdated equipment at the Zimbabwe School Examinations Council (ZIMSEC), including an obsolete examination printing machine that threatens the smooth running of future examinations. The machine’s replacement is estimated to cost US$4 million.
Challenges also extend to inadequate funding for learner welfare programs such as school feeding initiatives, sanitary wear provision, and support for learners with special needs. The Infant Education Programme, crucial for early childhood development, is similarly underfunded, affecting infrastructure, teaching materials, and staffing.
With rural schools lacking electricity and internet access, the implementation of ICT-driven curriculums and the Education 5.0 strategy remains hindered, widening the digital divide and limiting students’ ability to develop workforce-ready skills.
Disaster risk management also receives insufficient attention, with minimal funds dedicated to rehabilitating school infrastructure damaged by climate change-induced events like floods and cyclones.
The ministry’s financial strain is further exacerbated by staff shortages, delayed payments to contractors, and legal disputes arising from these delays. Universities are owed approximately US$8 million, negatively impacting teacher training programs crucial for professional development and curriculum upgrades.
The committee warned that these funding challenges undermine progress toward achieving Sustainable Development Goal 4, which aims for inclusive and equitable quality education. Without addressing these issues, Zimbabwe’s education sector risks stagnation and diminished service delivery.