In Zimbabwe’s classrooms, teachers learn to code before their pupils
In Harare, technology is changing how lessons are taught.
When Uncommon introduced its teacher training program at a national School Heads’ Conference earlier this year, Mrs. Kaisi invited the team to run an intensive two day workshop at her school.
The training, held in Haig Park’s computer lab, was practical and fast moving. Teachers refreshed their digital and coding skills and explored how to use AI in daily lessons.
The teachers can now create their own documents, including lesson plans, schemes and mark schedules, thereby saving time they would otherwise spend on typing,” Mrs Kaisi said.
Teachers also learned about generative AI tools like ChatGPT, Gemini and Perplexity, how to use them for lesson planning and research, and how to guide pupils towards ethical use. With most staff already pursuing further qualifications, she believes the new skills will strengthen both classroom teaching and professional development.
She sees the program as an enabler of Zimbabwe’s heritagebased curriculum. Traditionally the domain of a specialist teacher, ICT is now entering every subject. “The teacher training program aligns with and also enables the implementation of the ICT pillar,” she said, noting that teachers can now access digital resources for an under-resourced syllabus.
The momentum has spread beyond her school. In the nearby Warren Park Cluster, Schools Inspector Mr Muyambo, once trained in ICT and Scratch coding but long confined to administrative work, joined Uncommon’s next pilot cohort himself.
Muyambo saw how the approach demystified coding, integrated technology into ordinary lessons and aligned with the national curriculum.
Uncommon is helping teachers bring technology into the heart of the classroom, where it belongs. If we scale this, we won’t just catch up, we’ll lead.
By the end of the course, Muyambo had become one of its strongest advocates. He urged Uncommon to expand its training team and called for a national rollout “so every teacher can teach ICT and coding, and every student learns to code in the classroom.”
At Haig Park, Kaisi says Uncommon has “left a challenge” with her administration: the organisation delivered its promise to teachers, and now the school must mobilise the infrastructure to sustain it. She plans to work with the School Development Committee to equip every classroom with the technology needed for digital teaching.
The school also hopes to extend the partnership. Its Early Childhood Development IT Play Centre is not yet fully functional, and Haig Park is seeking Uncommon’s support to introduce child friendly coding and robotics, giving learners early exposure to technology.
For schools like Haig Park, Uncommon’s teacher training is creating the conditions for teachers to teach with technology rather than around it, a small but significant shift in how Zimbabwe prepares its students for the digital age.
Uncommon.org is working to bridge the digital divide across Zimbabwe by expanding access to practical technology education and pathways into the digital workforce.
Its core programs train unemployed young adults in ICT, coding and AI skills, while also equipping school students with early digital literacy through after-school coding classes. Uncommon is now partnering with teachers, school leaders and Government officials to embed digital learning in classrooms nationwide through a new teacher training model.
Together, these efforts aim to unlock economic opportunity for young Zimbabweans and build a more inclusive, digitally skilled workforce.
