Fungai B. Mutizwa
THE recent promulgation of Statutory Instrument (SI) 13 of 2025 marks a watershed moment in the ongoing efforts to create an inclusive and equitable education system in our country. As an educationist deeply invested in the advancement of learning opportunities for all children, I find this regulatory framework a bold and commendable step forward.
It demonstrates the Government’s unwavering commitment to ensuring that every child, regardless of socio-economic status, gender or personal circumstances, is afforded the right to quality education. This landmark policy is not just a reform; it is a statement of intent, a proclamation that education shall be a right and not a privilege.
One of the most crucial aspects of these new regulations is the prohibition of schoolchildren from visiting teachers’ quarters without a valid reason. This measure seeks to uphold the integrity of the learning environment by clearly delineating the boundaries between students and educators. While the teacher-student relationship is fundamentally built on mentorship, guidance and support, it is imperative to maintain professional boundaries to prevent any undue influence, exploitation or inappropriate interactions.
By restricting unwarranted visits, the Government has taken a decisive step towards safeguarding both learners and teachers, fostering a culture of mutual respect and ensuring that schools remain institutions of learning rather than spaces of unchecked interactions. This regulation aligns with global best practices in educational management, where clear boundaries between educators and students help cultivate a professional and conducive learning atmosphere.
Even more significantly, SI 13 of 2025 guarantees that no child will be denied access to education due to unpaid fees or levies, lack of a birth certificate, pregnancy, or poor academic performance. This provision is a progressive leap towards breaking the cycle of exclusion that has historically barred many children from continuing their education. For years, the inability to pay school fees has been one of the most formidable barriers to education, with countless children forced to drop out simply because their families could not afford the costs. This regulation provides a lifeline to such learners, ensuring that financial constraints do not become an insurmountable obstacle to acquiring knowledge.
The provision that allows children without birth certificates to enrol in school is particularly laudable. Across the country, thousands of children, often due to circumstances beyond their control, lack birth registration documents. Many of them are orphans, children from marginalised communities, or those born in remote areas where administrative processes are difficult to navigate.
Denying these children access to education based on documentation issues has long been an injustice, systematically excluding them from opportunities to learn and develop their potential. This regulation corrects that wrong and affirms the principle that education is a fundamental human right, not contingent on bureaucratic requirements. It ensures that every child, regardless of their legal documentation status, has a seat in the classroom and an equal chance to shape their future.
Equally commendable is the Government’s stance on ensuring that pregnancy does not become a reason for excluding young mothers from education. In many societies, teenage pregnancy has often led to school dropouts, with young girls being forced to abandon their studies due to stigma, institutional regulations or lack of support systems.
By explicitly protecting the right of pregnant students to continue their education, SI 13 of 2025 sends a strong message that motherhood should not mark the end of a girl’s academic aspirations. Instead of punishing young mothers, this regulation calls for a more compassionate, supportive, and practical approach one that acknowledges the challenges of teenage pregnancy but upholds the right to education as non-negotiable. This policy will empower countless young women, enabling them to complete their education and create better futures for themselves and their children.
The inclusion of provisions that protect students from being expelled due to poor academic performance is another forward-thinking element of this Statutory Instrument. The traditional approach, which often saw struggling students being dismissed or neglected, has perpetuated cycles of failure and disenfranchisement.
Learning is a journey, and not all students progress at the same pace. Some face personal, social, or economic challenges that affect their academic performance. Instead of being punished for these difficulties, students should be provided with the necessary support structures to help them improve. By ensuring that no child is excluded based on academic struggles, the Government is fostering an education system that prioritises support over exclusion, encouragement over dismissal. This move will encourage teachers and school administrators to focus on remedial programs, differentiated instruction, and student-centred teaching methodologies that accommodate diverse learning needs.
These regulations will undoubtedly yield far-reaching benefits. With barriers to education being dismantled, we can expect increased enrolment and retention rates, particularly among marginalised children. More children will have the opportunity to complete their education, which will subsequently lead to improved literacy rates, better employment prospects, and enhanced economic development in the long term. By removing financial and bureaucratic obstacles, the Government is setting the stage for a more literate and skilled population, which is critical for national progress.
Furthermore, these provisions will significantly contribute to the improvement of educational outcomes. When students are assured of their place in the school system regardless of financial difficulties or personal circumstances, they are more likely to remain engaged and committed to their studies. Schools will be compelled to adopt more inclusive teaching strategies, tailor learning experiences to suit diverse needs, and implement targeted interventions for students facing difficulties. This shift towards a more holistic and supportive educational environment will enhance academic performance and student well-being.
Beyond the classroom, the impact of these regulations extends to the broader societal landscape. An inclusive education system fosters social cohesion, reduces inequalities, and promotes a culture of empathy and support. Children who are educated in an environment that values every learner regardless of financial status, personal background, or academic ability grow into adults who are more tolerant, understanding, and equipped to contribute positively to society. These regulations, therefore, are not just about education; they are about nation-building.
It is also worth noting that SI 13 of 2025 aligns with international commitments to education, including the United Nations Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education for all. By implementing these regulations, the Government is positioning the country as a leader in education reform, demonstrating that national policies can be aligned with global aspirations for a more educated and empowered world.
As an educationist, I am immensely encouraged by this progressive step. However, while the policy framework is strong, its success will ultimately depend on effective implementation. Schools, teachers, and administrators must be adequately equipped and supported to uphold these regulations. There must be mechanisms in place to ensure that students who are allowed to continue their education despite financial hardships are provided with the necessary resources such as books, uniforms, and meals to fully benefit from their learning experience. Teachers must be trained to support diverse student needs, and communities must be sensitised to embrace these progressive changes.
Moreover, this landmark reform should be accompanied by increased investment in the education sector. Infrastructure development, teacher recruitment and training, provision of learning materials, and strengthening of guidance and counselling services will all be crucial in ensuring that the vision behind SI 13 of 2025 translates into tangible benefits for students. The Government’s commitment must, therefore, be complemented by adequate budget allocations and partnerships with stakeholders who can support the education sector’s growth.
Ultimately, this policy is a victory for every child who has ever been denied education due to circumstances beyond their control. With SI 13 of 2025, the Government has sent a clear message that education is a fundamental right, unrestricted by financial hardship, legal status, gender, or ability. This is the future of education that we have long envisioned, and it is now within reach.
Fungai B. Mutizwa is the founder of Makumbe Hilltop College as well as a social entrepreneur and educationist dedicated to transforming rural communities through the introduction of the latest technologies and innovations. For comments and feedback, call cell 0772 315 282, 0712 547 694.
Please note, due to circumstances beyond our control, this column will be taking a sabbatical. It is our hope that throughout its brief existence it has given the relevant stakeholders a platform to discuss pertinent issues on Zimbabwe’s education system. — EDITOR
