HARARE — A deep-seated crisis is unfolding within Zimbabwe’s education system, where the pursuit of knowledge has been commodified, leaving struggling parents at the mercy of educators demanding exorbitant fees for unauthorised extra lessons. At the epicentre of this growing scandal is Houghton Park Primary School in Harare, where some teachers are reportedly pocketing as much as US$700 a month on top of their regular salaries. The situation has escalated to the point where Early Childhood Development (ECD) learners, whose parents cannot afford these illicit fees, are being subjected to punitive measures, sparking outrage among parents and drawing the attention of the Ministry of Primary and Secondary Education.
The controversy at Houghton Park Primary School came to light after disgruntled parents, unable to bear the financial strain, penned an Open Letter to the school administration. The letter laid bare a system of exploitation where education has been turned into a lucrative business. According to the parents, teachers are charging US$15 for extra lessons and selling homework books for US$10, fees that are demanded on top of the regular school tuition.
“Our cries are being ignored at Houghton Park Primary School and we can’t stay silent anymore,” the parents wrote in their impassioned plea. “For how long are we supposed to suffer in silence? This has gone too far. You are still selling homework books for US$10 and charging US$15 for ‘extra lessons,’ on top of the school fees we are already paying. For what?”
The most alarming aspect of the Houghton Park scandal involves the treatment of ECD learners. These young children, who typically finish their school day at 12:00 PM, are being held hostage within the school yard if they do not participate in the extra lessons. Because hired transport services, such as kombis, cannot collect the pupils separately, the non-participating children are forced to wait for hours until the extra lessons conclude.
“What is more disturbing and abusive is how they are keeping ECD learners hostage at the school, upon finishing their lessons, waiting to be collected together with their seniors by the drivers,” one frustrated parent noted in a WhatsApp group that includes both parents and teachers. The parent added, “We are not against extra lessons but the charges are too exorbitant considering that some parents have more than one child.”
The parents’ Open Letter further questioned the logic and fairness of these compulsory sessions for such young children. “Why are extra lessons being made compulsory? And why are you charging so much money, especially for ECD classes? These children finish school at 12pm. What time are these extra lessons even happening? It makes no sense. The reality is that children whose parents cannot afford to pay for these unauthorised extra lessons are being left behind and ignored.”
The situation at Houghton Park is not an isolated incident but rather a symptom of a broader, systemic issue plaguing Zimbabwe’s public schools. The Ministry of Primary and Secondary Education has repeatedly warned that charging for extra lessons is illegal and constitutes corruption. Taungana Ndoro, the Director of Communications and Advocacy in the Ministry, confirmed that the government is aware of the situation at Houghton Park.
“We received complaints from Houghton Park Primary School parents about the extra lessons being carried by teachers,” Ndoro stated. “We have since sent a team for investigations and we are expecting to receive their report.”
Ndoro has been vocal about the illegality of these practices across the country. In a recent statement addressing similar issues nationwide, he equated the demand for extra lesson fees to outright corruption. “If the teacher says, ‘I’m not earning enough and I’m trying to supplement,’ that is corruption. It’s just like an immigration officer who stamps your passport and asks for US$50,” Ndoro explained. “Or a ZIMRA officer who asks for something after discovering goods that have not paid duty. They are abusing public office. It’s the same with teachers.”
The Ministry has warned that teachers found engaging in such practices could face severe consequences, including disciplinary action under public service regulations and criminal prosecution. “You go to court and can end up behind bars just for asking US$10 from every child, trying to enrich yourself,” Ndoro warned. “If you are that smart, why don’t you leave that classroom and form your own school?”
Despite these stern warnings, the practice remains rampant. In January 2024, the government cracked down on 23 schools across the country for various infractions, including conducting illegal extra lessons and demanding fees exclusively in United States dollars. The list of offending institutions included prominent schools such as Allan Wilson High School, Glenview 2 High, and Hatcliffe High, highlighting the widespread nature of the problem.
Primary and Secondary Education Minister Torerai Moyo has also weighed in on the crisis, reiterating that no learner should be turned away or disadvantaged due to non-payment of fees, including those for extra lessons. During a fact-finding mission to several schools in Harare, Moyo emphasised that the contract for school fees is between the parents and the school, and learners should not be used as pawns in financial disputes.
For the parents at Houghton Park, the lack of action from the school’s leadership has been a major source of frustration. They allege that school supervisors are turning a blind eye to the exploitation because some of them are benefiting from the extra lesson packages.
“I have been doing this research for a while, and I have the names of every teacher charging for these US$10 books,” a parent declared in the Open Letter. “We already asked for a meeting with the Headmaster, but nothing has been done and our concerns continue to be ignored. We are not asking for favours. We are demanding fairness and transparency. Education should not be a business at the expense of struggling parents and children. Fix this. The Headmaster vari kuitei! Honestly we’re tired of this.”
The parents also expressed their dismay over the school’s academic performance, noting that despite the prevalence of these costly extra lessons, the Grade 7 pass rates remain unsatisfactory. This raises serious questions about the true motive behind the extra classes — whether they are genuinely intended to improve educational outcomes or simply serve as a money-making scheme for underpaid teachers.
The emotional toll on the parents and the children is palpable. The Open Letter directly addressed the teachers, accusing them of exploiting already struggling families. “Ma teachers matinyanyira. We’re all battling to make ends meet and you keep usurping from the very pockets that are dry. Mumwe anotukira vana mari yema extra lessons. Yes, we know you, we know what you are doing. Kana zviri zvakanaka why don’t you post in your class groups about mari dzema lessons and homework books Why are you depriving the less privileged of their time in class 0730-1pm? Handiti iyoyo akaibhadharira here?”
The situation in Zimbabwe’s schools reflects a complex intersection of economic hardship and ethical compromises. While teachers argue that their salaries—often falling short of the US$700 they can make through extra lessons—are insufficient to meet their basic needs, parents argue that they too are struggling in a challenging economic environment. Many parents choose public schools precisely because they cannot afford the exorbitant fees of private institutions, only to find themselves trapped in a system of informal, compulsory payments.
As the Ministry of Primary and Secondary Education conducts its investigation into Houghton Park Primary School, the nation watches closely. The outcome of this probe could set a precedent for how the government handles the pervasive issue of illegal extra lessons. Until decisive action is taken, the classrooms of Zimbabwe risk remaining spaces where education is sold to the highest bidder, and the most vulnerable learners are left waiting in the school yard.