Fungai Lupande
Mashonaland Central Bureau
A school where children still learn under the tree, teachers share a single staff house and a growing gully threatens to swallow its sports ground would not ordinarily be associated with success.
Yet, against all odds, Muzarabani Primary School has quietly become a symbol of resilience in one of Zimbabwe’s most challenging environments.
The school, established in 1962 and now located at Muzarabani Growth Point after relocating from its previous site, has transformed from an institution battling a dismal 7,7 percent Grade Seven pass rate into one steadily rebuilding confidence through improved academic performance, community partnerships and innovative income-generating projects.
The school head, Jacob Chikaiwa recalls arriving at the school in 2021 as a newly promoted deputy head, only to find himself immediately assuming acting headmaster duties.
“The first challenge I found was the pass rate. It was only 7,7 percent. For a school at a growth point, that was unacceptable, so we knew we had to change the situation,” he said.
Academic improvement became the school’s first priority.
Within a year, the pass rate climbed dramatically to 48 percent, restoring confidence among parents and the wider community.
Alongside academic recovery came an ambitious drive to improve infrastructure.
With support from World Vision, the school erected a 750-metre security fence, ending years of unrestricted access where strangers freely crossed school grounds and classrooms.
The same partnership, together with community contributions and assistance from Muzarabani Member of Parliament Zhemu Soda, helped complete a classroom block that had stalled at window level.
New ablution facilities were constructed, including disability-friendly and girl-child-friendly toilets.
The community supplied sand, quarry stones and labour, demonstrating a shared commitment to improving learning conditions.
“Today, the school proudly boasts its first-ever teachers’ house, accommodating three teachers in six rooms,” said Mr Chikaiwa.
“Before construction of the staff accommodation, teachers were forced to rent accommodation elsewhere or travel long distances to work.”
Beyond bricks and mortar, the school embraced self-reliance.
A nutrition garden was established to support the Government’s school feeding programme, providing vegetables for learners while generating modest income.
The initiative later expanded into poultry production after CAMFED donated 100 chicks.
Income from the project has enabled the school to purchase furniture and learning materials, particularly benefiting Early Childhood Development learners.
Despite these achievements, challenges remain daunting.
“Five classes still learn outdoors because of inadequate classroom space, while the school has only one teachers’ house for its 15-member staff,” said the school head.
Textbooks remain in short supply, levy collection is low, and only two laptops serve more than 500 learners.
The recent installation of a Government-provided Starlink internet kit has raised hopes of improving digital learning, but the school still lacks a computer laboratory and adequate ICT equipment.
Another pressing concern lies just beyond the classrooms.
A rapidly expanding gully, formed by runoff stream from the nearby residential area, is steadily eating away at the school’s sports grounds.
Mr Chikaiwa fear the soccer field could disappear within three years, while the classrooms themselves may be at risk within a decade if erosion is left unchecked.
“We are worried because the erosion continues to grow every rainy season. If nothing is done, the school itself could eventually be affected,” said he said.
Water shortages also continue to disrupt learning.
The school depends on piped water from Zimbabwe National Water Authority (ZINWA), which sometimes goes for nearly two weeks without flowing, forcing learners to carry water from home while making it difficult to maintain proper sanitation.
Situated in a district often associated with child marriages, school dropouts and teenage pregnancies, Muzarabani Primary has intensified awareness campaigns through partnerships with organisations like the National AIDS Council (NAC), promoting children’s rights and education.
However, Mr Chikaiwa said another emerging challenge is the rapid growth of private schools, with nine now operating within the school’s catchment area, reducing enrolment as some learners transfer.
Even so, optimism remains.
Parents continue contributing towards new classroom construction, while school authorities hope additional support will help provide more classrooms, teachers’ accommodation, textbooks, ICT equipment and a permanent solution to the advancing gully.
For a school that has survived relocation, poor results, infrastructure shortages and environmental threats, every new mml, every improved examination result and every child who remains in school represents another milestone in a remarkable journey of determination and hope.
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