In the heart of the South African education sector, the stories of Vusumuzi Dube and Nkosilathi Ncube stand out as poignant examples of the migration journey that many Zimbabwean educators have undertaken. Their narratives reveal both the promise of a new beginning and the ongoing challenges faced by migrant workers.
Vusumuzi Dube, a 48-year-old former lecturer from Gwanda North in Matabeleland South, made the bold decision to migrate to South Africa in 2007. Dube’s departure from his role at Joshua Mqabuko Nkomo Polytechnic was driven by a combination of poor remuneration and dissatisfaction with the ineffectiveness of teacher-representative organizations, which he felt were too aligned with government interests to advocate for meaningful change.
Reflecting on his journey, Dube expressed no regrets. “I migrated to South Africa in 2007 and was employed as a teacher by the government. Over time, I was promoted from post-level 1 educator to departmental head (level 2),” he recalled. The economic turmoil in Zimbabwe, marked by hyperinflation and deteriorating living standards, prompted many, including Dube, to seek stability and opportunity elsewhere.
Dube ensured his qualifications were recognized before making the move. He obtained diplomas in journalism and professional writing from Intec College, a Bachelor of Education (Honours) in Environmental Education from the University of South Africa (Unisa), and a Master’s in Public Administration from the University of the Free State. These qualifications not only facilitated his career advancement but also enabled him to build a successful life in South Africa. “The house I built in town and the business I registered in South Africa wouldn’t have been possible in Zimbabwe due to strict regulations,” Dube noted, highlighting the lower costs of starting a business in his new home.
Despite his success, Dube faces challenges related to labor practices. While fair initially, South Africa’s restrictions on employing non-ID holders in the education sector, implemented in 2015, have impacted many migrant educators. Dube’s family still resides in Zimbabwe, and he maintains a connection to his homeland through regular visits.
Similarly, Nkosilathi Ncube, 55, from Nkayi in Matabeleland North, left Zimbabwe in 2007 due to deteriorating salaries and government inaction on teachers’ grievances. “We were essentially slaves,” Ncube said, reflecting on the grim situation that led him to seek opportunities abroad. Initially working as a security officer in South Africa, Ncube eventually secured a teaching position at Gauteng Community Learning College, where he teaches critical subjects such as physical and natural sciences.
Ncube’s experience underscores a significant issue: the downgrading of Zimbabwean qualifications in South Africa. “Qualifications from Zimbabwe are often downgraded,” he explained, noting that a diploma is sometimes equated to a grade 12 (Matric) level. Despite this, Ncube has found better living standards in South Africa. He owns two cars and a house in Brakpan, a testament to the improved economic opportunities available to him.
In addition to his teaching career, Ncube has ventured into entrepreneurship by establishing his own security company. However, he also faces the persistent challenge of xenophobia, which creates a hostile environment for many Zimbabwean migrants. Gabriel Shumba, legal director at Global Immigration and Legal Consultancy, highlighted that migrant teachers and workers are protected under South African labor laws, such as the Labour Relations Act and the Basic Conditions of Employment Act. Nevertheless, he acknowledged that many migrant educators still experience unfair treatment and underpayment.
The Zimbabwean Ministry of Primary and Secondary Education reported that 826 out of approximately 7,307 teachers resigned in 2019 alone, driven by the search for better opportunities abroad. The brain drain has continued, with an estimated 1,000 to 1,800 teachers leaving between 2022 and 2023. The Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ) revealed that around 4,000 teachers had left Zimbabwe between October 2022 and October 2023, underscoring the ongoing exodus fueled by economic instability and low wages.
The International Labour Organisation (ILO) emphasizes that labor migration within Africa is predominantly intra-regional, with many workers moving to neighboring countries like South Africa in pursuit of improved employment and wages. The ILO calls for policies that support the rights and livelihoods of migrant workers, acknowledging the vital role they play in the regional labor market.
The stories of Vusumuzi Dube and Nkosilathi Ncube reflect both the opportunities and challenges that come with migration. Their successes in South Africa highlight the potential for a better life away from the economic struggles of Zimbabwe, while also shedding light on the barriers they face, from qualification downgrades to xenophobia. As the migration trend continues, it is crucial to address these challenges and support the rights of migrant workers, ensuring that their contributions are recognized and valued.
In other news – Seh Calaz postpones highly anticipated album launch to 2025
In a surprising turn of events, popular Zimdancehall artist Seh Calaz has announced the postponement of his highly anticipated album launch, originally scheduled for October 12, 2024. The decision to delay the event until 2025 comes as a strategic move to avoid the crowded release schedule of upcoming albums. King George, the publicist for Seh Calaz, explained that the postponement was a result of an unusually busy period in the music industry.
With over 15 albums slated for release in the next three months, the team behind Seh Calaz’s album, titled “Noah,” believes that pushing back the launch will allow it to stand out in a less congested market. Read More
