Zimbabwe’s Ministry Refutes Grade Inflation Allegations- iHarare News

Zimbabwe’s Ministry of Primary and Secondary Education has issued a forceful rebuttal against claims of eroding academic standards. This stern defence comes in the wake of a national sensation caused by a student’s unprecedented achievement of 56 points from 12 A-Level subjects, a feat that has ignited debate across the country.

The ministry’s statement directly addresses allegations of systemic grade inflation, allegations resurrected by the extraordinary performance of Mukudzei Ziveyi. The 19-year-old from Pamushana High School in Masvingo Province defied convention by sitting for 12 A-Level exams in the 2025 session, securing top grades in most. His family reportedly sold three cattle to cover the additional examination fees, a sum exceeding US$400 (ZAR 7,600).

“A Rigorous, Multi-Stage Process”: Ministry Defends Zimsec Integrity

In a detailed response, the ministry’s Director of Communication and Advocacy, Taungana Ndoro, categorically rejected any suggestion that the education system’s benchmarks have been lowered. He emphasised the robustness of the national examination body’s procedures.

“The ministry firmly rejects unsubstantiated claims of systemic grade inflation. The Zimbabwe School Examinations Council (Zimsec) employs a rigorous, multi-stage quality assurance process, including pre-marking standardization, continuous moderation and post-marking statistical reviews,” Ndoro stated.

Ndoro directly linked improved student results to pedagogical advances and hard work, not compromised standards.

“Increased pass rates reflect improved teaching methodologies, learner diligence and targeted ministerial interventions — not a lowering of standards. We remain confident in the robustness and credibility of our national examination system,” he added.

Concurrently, the ministry announced a decisive policy shift to cap subject numbers, framing it as a move to ensure depth over breadth in the new Heritage-Based Curriculum.

The Logistical Marathon Behind The 56-Point Record

Ziveyi’s record-breaking endeavour required exceptional planning and personal endurance. Speaking to Zimpapers in January 2026, the aspiring Aerospace Engineering student revealed the intense demands of his self-imposed challenge.

His school administration had to secure a special timetable deviation from Zimsec to manage the numerous examination paper clashes. Emmanuel Zingoni, the school’s deputy headmaster, explained the formal process undertaken.

“To ensure that we would be able to write all the 12 subjects, we applied for a timetable deviation from Zimsec 60 days before the examination for special arrangements. This is for candidates with clashing examination papers scheduled at the same time,” Zingoni said.

Ziveyi described the relentless examination schedule he endured.

“There are instances where I would write an examination and get a 15 minutes break before I could start the next one,” he recounted, highlighting the physical and mental toll of the marathon sitting.

New Policy Caps Subjects To Ensure “Depth Of Learning”

While defending the system’s integrity, the ministry is taking steps to prevent such scenarios from becoming commonplace. Ndoro outlined the new mandate, limiting students to a maximum of nine Ordinary Level and three Advanced Level subjects.

“The ministry has a clear and revised policy on this matter. To ensure depth of learning, quality of instruction and the integrity of learner outcomes, MoPSE has instituted a cap on the number of examinable subjects,” he asserted.

He connected this policy directly to the expectations of higher education institutions globally.

“We align this with tertiary expectations to meet the standard entry requirements of universities and colleges, both locally and internationally. Our focus now is on ensuring compliance and supporting schools and learners in achieving excellence within this structured framework,” Ndoro concluded.

The ministry’s dual announcement serves as a definitive statement. It simultaneously upholds the validity of a singular, exceptional achievement while drawing a clear regulatory line for the future. The era of students attempting a dozen A-Level subjects in Zimbabwe appears to be over, closed by a policy designed to prioritise what officials term “profound understanding” in a focused curriculum.