By Princess Eugene Majuru
The recent announcement of Zimbabwe’s 2026 National Budget, with its focus on stability and growth, has understandably sparked hope across the nation. For a country endowed with immense mineral wealth, the true measure of this budget’s success will be its investment in its people—and nowhere is this investment more critical than in the education sector.
The budget documents show that the education sector has been granted the largest chunk of the allocation, receiving ZiG$47.4 billion (Zimbabwe Gold, the newly introduced currency). This prioritisation on paper is a welcome sign, reflecting the government’s stated consistency with the National Development Strategy two (NDS2) aspirations. The allocation is intended to finance key social services, and education’s lead position is a clear indication of its recognized role in national development.
The Pillars of Educational Investment
While the final details on how the ZiG$47.4 billion will be distributed across various educational sub-sectors are keenly awaited, current and prior discussions suggest several key areas of focus:
Infrastructure and Modernisation: There is a clear need for increased capital allocation for infrastructure, including accessibility infrastructure, WASH facilities, and classroom construction. Reports suggest calls for at least 5% of the Ministry of Primary and Secondary Education (MoPSE) budget for capital spending.
Early Childhood Development (ECD): Calls have grown to ring-fence ECD funding, potentially suggesting a dedicated programme with a protected allocation (proposed at 8-12% of the MoPSE budget) to cover teacher training, kits, and community centres. This is a crucial area, as stakeholders recognise that a strong foundation is essential for improved learning outcomes.
Addressing Learning Gaps and Quality: Previous announcements from the government have indicated a focus on delivering book grants and a new Literacy and Numeracy Series to address learning gaps. This points to a drive for quality alongside access.
Teacher Welfare: A long-standing concern, the majority of the education budget (historically around 83% or more) is consumed by salaries. While necessary, this leaves insufficient non-wage expenditure, which directly impacts the day-to-day operations and quality of teaching in schools. Increased teacher support and resourcing are vital.
Basic Education Assistance Module (BEAM): The budget includes allocations under the Ministry of Public Service, Labor, and Social Welfare for BEAM, a programme intended to support vulnerable children’s basic education.
Education is the aaster key to national Prosperity. It is very doable. The hope the budget brings is intrinsically linked to the philosophical truth that education is the key to every person’s life. A well-educated citizenry is the bedrock of a stable, innovative, and prosperous nation. A good early start, beginning with accessible and quality Early Childhood Development (ECD) and Grade 1, sets a child on a positive lifelong trajectory. It is an investment whose returns are exponential—not just in higher earning potential for individuals, but in lower crime rates, improved public health, and greater democratic participation for the entire society.
The Call for Phased Free Education
To truly unlock this potential, Zimbabwe must now boldly address the critical barrier of affordability. The suggestion to introduce free education in government schools, starting with a phased approach for Grade 1 and Form 1, is a powerful and practical step.
This phased strategy beginning with the entry points of primary and secondary education and gradually expanding allows the Treasury to manage the fiscal load while immediately impacting the most vulnerable cohorts.
This is not an uncharted territory. Other African countries have successfully commenced and expanded free education initiatives:
Kenya, Uganda, Malawi, and Lesotho have long-standing free primary education policies, with Uganda having also implemented free secondary education.
More recently, Zambia (in 2022) implemented a free education policy from early childhood through secondary school in public institutions.
Sierra Leone (in 2023) adopted a law guaranteeing a full 13 years of free education.
These examples prove that universal, quality education is an attainable goal, not a dream.
Zimbabwe’s has a great resource sdvantage and this should be used to the maximum to benefit its citizens.
Zimbabwe is indisputably a mineral-rich country, boasting the world’s second-largest platinum deposits, significant lithium reserves, and a diverse range of valuable minerals like gold and chrome. The mining sector is a powerhouse, contributing substantially to GDP and generating billions in export earnings.
The revenue generated from this colossal mineral wealth, if harnessed through rigorous transparency and accountability, can and must be directed towards the foundational pillars of national development, chief among them being education. The challenge is clear: Zimbabwe cannot afford to be left behind by regional counterparts who, in some cases, possess fewer mineral resources yet have successfully ring-fenced funds to guarantee a fully free and quality education for their children.
The 2026 Budget has set the right tone by prioritising education spending. Now, the government must translate this allocation into tangible, transformative policy beginning with a commitment to a phased introduction of free primary and secondary education. It is time for the nation’s mineral wealth to decisively fund its human capital, ensuring every child has the opportunity to shine.
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