As schools reopen today, 10 September 2024, a looming crisis threatens to disrupt the academic year: Zimbabwe’s teachers are on the brink of a mental health breakdown, driven by cripplingly low salaries and a worsening economic environment.
The Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ), the country’s largest teachers’ union, has issued a stark warning, urging its members to take sick leave, citing the devastating impact of the “incapacitation crisis” on their mental wellbeing.
In a powerful statement, ARTUZ outlined the dire situation facing teachers: “Noting that schools open on 10 September 2024 for a demanding 3rd term during which public examinations will be written; I do hereby advise you as follows; On 10 September 2024, I will seek mental health support from experts as I prepare for the third term. The outcome of the therapy will be advised at the end of the day.”
The union has provided a template for teachers to use when submitting their sick leave applications, highlighting the deep distress they are experiencing. This bold move underscores the gravity of the situation and the union’s determination to bring attention to the plight of educators.
“I am hopeful that the employer addresses the incapacitation crisis as soon as practically possible. I am waiting for guidance from my union on the way forward if the employer fails to address the incapacitation crisis,” the letter continues, reflecting the teachers’ desperate hope for a resolution to their financial struggles.
ARTUZ is demanding a minimum salary of US$1 260 for all teachers, a significant increase from their current earnings. The union also calls for the right to strike, the disbanding of the National Joint Negotiating Council (NJNC), and the enactment of a Collective Bargaining Council, all aimed at empowering teachers and ensuring their voices are heard.
The union’s criticism of “fake revolutionaries” who have abandoned the teachers’ cause in favour of government elite is a scathing indictment of those who have turned their backs on the plight of educators. “The battle lines are no longer blurred, we can now clearly see all the enemy forces on one side as we build workers’ power in this protracted struggle for teacher dignity,” ARTUZ asserts, highlighting the deep divisions that exist between teachers and those in power.
The third term is crucial for examination pupils as it is devoted to revisions. Grade 7 examinations begin this month and end on October 7, followed by Ordinary and Advanced level examinations next month. The potential disruption caused by teacher absences could have devastating consequences for students, particularly those preparing for these critical exams.
The government has been locked in a protracted battle with its employees over salaries, with workers demanding a minimum wage above US$500. However, the government claims it is facing severe financial constraints, citing the ongoing El Niño-induced drought that has plunged more than half of the population into hunger.
The introduction of the Zimbabwe Gold (ZWG) currency in April, initially hailed as a solution to the economic crisis, has failed to deliver on its promises. The local currency is depreciating rapidly against the US dollar on the parallel market, leading to a surge in prices and further eroding the purchasing power of salaries.
The tough economic environment has left employees struggling to make ends meet, with salaries failing to keep pace with the rising cost of living. The situation is exacerbated by the depreciation of the local currency, which has more than doubled prices since April, wiping out the gains made by many workers.
This dire economic situation has created a perfect storm for teachers, leaving them feeling undervalued, overworked, and financially insecure. The mental health crisis facing educators is a direct consequence of these challenges, and it threatens to cripple the education system, leaving students without the support they need to succeed.
The situation calls for urgent action from the government. Addressing the teachers’ demands for a living wage, improving working conditions, and providing adequate support for their mental health are crucial steps towards ensuring a quality education for all Zimbabwean children. Failure to do so will not only exacerbate the current crisis but also have long-term consequences for the future of Zimbabwe’s education system.
For parents with children writing examinations this year, the situation is particularly concerning. They are facing the difficult decision of whether to dig deeper into their already strained pockets to pay for extra lessons or risk their children falling behind. The economic hardship faced by families across Zimbabwe adds another layer of complexity to the challenges facing the education sector.
