Zimbabwe’s education sector has recorded a landmark achievement after the 2025 Ordinary Level results produced the highest national pass rate since independence in 1980, signaling a major turnaround driven by sustained reforms.
Primary and Secondary Education Minister Dr Torerayi Moyo confirmed that the 2025 O’ Level pass rate climbed to 35,26 percent, up from 33,19 percent in 2024, marking the strongest performance in more than four decades.
Dr Moyo praised both learners and teachers for the milestone, saying the results reflect steady progress made through targeted reforms aimed at improving teaching quality and learner outcomes.
“This is a historic achievement for our education system. Surpassing 35 percent is the highest pass rate we have recorded since 1980 and shows clear progress from last year,” said Dr Moyo.
Education analysts say the rise in pass rates over the past three years suggests that the reforms are beginning to yield results, with the Government addressing teacher shortages. The Government employed 7 472 teachers who were set to be deployed across the country for the beginning of the 2026 school calendar in line with President Mnangagwa’s job creation drive and his quest to improve education outcomes.
Meanwhile, school heads have indicated readiness to implement a ministerial directive restricting the number of subjects candidates may sit for at both Ordinary and Advanced Level.
“We commend our teachers for their dedication and congratulate our candidates. Our next target is to reach a 50 percent pass rate, and measures to achieve this goal will be announced soon.”
The improved results come amid sweeping changes in the education sector under the Second Republic, including enhanced teacher capacitation, syllabus realignment and learner support programmes. These reforms are being rolled out as Zimbabwe transitions from the Competency-Based Curriculum to the Heritage-Based Curriculum.
Under the Heritage-Based Curriculum Framework (2024–2030), emphasis has shifted towards skills development, innovation, entrepreneurship, problem-solving, patriotism and Ubuntu. The approach seeks to move learners away from rote learning and equip them with practical skills for employment, self-reliance and national development.
Government has also strengthened teacher training, improved continuous assessment systems and expanded ICT infrastructure and digital learning tools, particularly in rural and marginalised areas. These efforts have been supported by partnerships with development agencies to boost
