THE Tongogara Refugee Camp in Chipinge’s remote east shelters over 15 000 people who fled war and persecution from countries such as Mozambique, the Democratic Republic of Congo and Sudan.
Nearly half of the population are children, with a third being the youth.
For them, education is a shield against despair and a bridge to dignity.
Yet for many in Tongogara, that bridge is fragile.
A right, not a favour
Section 75 of the Constitution of Zimbabwe guarantees every child the right to basic education.
Keep Reading
- In Full: Fifteenth post-cabinet press briefing, June 07, 2022
- Health talk: Mandatory wearing of masks can now be scrapped
- Zipra cries foul over vetting process
- Health talk: Let us remain vigilant about monkey pox
The Education Act and the Refugees Act [Chapter 4:03] extend this right to everyone within the country’s borders, including refugees.
Zimbabwe is a signatory to the 1951 Refugee Convention, the Convention on the Rights of the Child and the ICESCR, all of which oblige governments to ensure equal access to education without discrimination.
These legal promises, however, meet hard realities inside Tongogara.
The camp has just one primary and one secondary school — Tongogara Primary and St Michael’s Secondary — serving thousands of learners.
Classrooms are overcrowded, resources are scarce and specialised teachers are few.
While basic education is somewhat accessible, the jump to secondary and tertiary levels remains a cliff-edge.
Youths who complete O Level rarely proceed further because movement restriction and financial barriers prevent enrolment outside the camp.
The result is a generation trapped between survival and stunted opportunity.
The encampment paradox
The encampment policy, meant to protect and manage refugee populations, paradoxically curtails self-reliance.
Camp-based education operates in partial isolation from the national system; certificates are not always recognised and learners often struggle to integrate into Zimbabwean schools or universities.
This policy architecture inadvertently sustains dependency rather than empowerment.
The government, in partnership with United Nations High Commission for Refugees (UNHCR), the World Food Programme, World Vision and Jesuit Refugee Service, has built a functional framework — but not yet an equitable one.
Where reform must begin
Improving education in Tongogara Camp requires moving beyond humanitarian minimums towards sustainable inclusion.
The first step is infrastructure.
Both existing schools need expansion: additional classroom blocks, science laboratories and libraries could immediately reduce class sizes and improve quality.
The Primary and Secondary Education ministry should integrate the camp’s schools into its national planning and budget cycle rather than relying solely on donor grants.
Secondly, teacher support is essential. Many educators in the camp are refugees themselves, working under temporary conditions and modest stipends.
Providing accredited in-service training, psychosocial support and equitable remuneration would enhance quality and retention.
A structured teacher-mentorship programme run jointly by the Primary and Secondary Education ministry and UNHCR could build local capacity sustainably.
Third, curriculum alignment must be formalised so that every learner in Tongogara follows the Zimbabwean syllabus, sits national examinations and receives recognised certificates.
This eliminates the “parallel system” problem and opens doors to tertiary education.
The Zimbabwe Schools Examination Council could station mobile exam units or digital registration points inside the camp to ensure seamless participation.
Digital and vocational pathways
In today’s economy, connectivity equals opportunity.
Establishing solar-powered ICT hubs with reliable internetd allows blended learning, access to open-course resources and communication with universities.
However, digital expansion must be realistic — supported by proper maintenance, cybersecurity awareness and power reliability.
Equally, not every learner will reach university. Vocational and life-skills training — tailoring, carpentry, agriculture, ICT repair — should run alongside academics.
Linking these programmes to micro-grants or apprenticeships would give youths tangible livelihoods and reduce early marriage or idleness.
Inclusion and protection
Education reform must be inclusive by design.
Children with disabilities need assistive devices and trained aides.
Girls require safe WASH [water, sanitation and hygiene] facilities, sanitary supplies and protection from gender-based violence.
Language support for non-English speakers, trauma-informed teaching and psychosocial counselling are equally vital.
Every reform should place child protection at its core.
Partnerships and recognition
Sustainable change hinges on partnerships.
Universities could offer scholarships, distance learning and mentorship to outstanding refugee learners.
Non-governmental organisations should align interventions under a single education-in-emergencies framework coordinated by Primary and Secondary Education ministry and UNHCR, avoiding duplication.
Donors can shift from short-term project funding to multi-year education compacts tied to measurable outcomes — teacher retention, pass rates and post-school employment.
From dependency to empowerment
The story of children at Tongogara Camp is not one of helplessness but of untapped potential.
When a child learns, she begins to rebuild what conflict destroyed.
Enhancing education in the camp is not an act of generosity —it is the fulfilment of Zimbabwe’s constitutional promise and international duty.
The goal must be clear: to transform Tongogara’s classrooms from crowded shelters into incubators of hope, where every child, regardless of birthplace, gains the tools to write a future defined not by displacement, but by possibility.