Teachers raise concerns over salary structure

Harare-The Educators’ Union of Zimbabwe (EUZ) has formally raised serious concerns regarding the recently implemented salary structure and grading system affecting teachers across the country.

According to the EUZ, this comes after nationwide consultations conducted from April 20-22, where the Union established that there is overwhelming dissatisfaction among educators.

EUZ Communications Department Herzel Mushayabasa said, the current salary framework has failed to deliver meaningful improvement in teachers’ earnings, particularly in the context of rising living costs largely indexed in foreign currency.

“The uniform USD component across grades has resulted in wage compression, eroding professional recognition and diminishing morale.

“Additionally, the newly introduced grading system has been widely rejected by educators for undermining career progression, disregarding qualifications and experience, and eliminating key promotional posts such as Senior Teacher and Head of Department.

“The Union notes that these changes have been implemented without adequate consultation and in ways that raise concerns about fairness and compliance with labour standards.

“EUZ maintains that these developments pose a direct threat to the quality of education by demotivating teachers and weakening institutional capacity within schools.

“The Union is therefore calling for a significant review of the salary structure, with an increased and differentiated USD component, full payment of the US$80 teaching allowance in USD, immediate review and suspension of the current grading system pending stakeholder engagement and reinstatement of critical allowances, including housing, transport, and rural incentives.”

The Union has given the employer a 14-day window to respond to these concerns.

“Should there be no meaningful engagement or resolution within this period, EUZ members have indicated their intention to take further action, including incapacitation and legal recourse. “EUZ remains committed to constructive dialogue but emphasises that the dignity, welfare, and professional standing of teachers must be safeguarded as a matter of urgency.”