“Education Without Inclusion Is Exclusion: Are We Really Leaving No One Behind?”

By Tafadzwa Nyamuzihwa | Hannover, Germany

Education is often hailed as the key to success — a leveller of inequalities, a bridge to independence. But when it comes to persons with disabilities, we must ask ourselves: how many truly have access to that key?

Zimbabwe has made visible progress in opening doors for persons with disabilities in education. Policies are in place. Institutions are beginning to adapt. But while we clap for the steps taken, let us not ignore the distance still ahead.

This graduation season offers us a moment to reflect — and to celebrate resilience. One name stands out: Tsepangi Nhare, a young man with cerebral palsy who uses a wheelchair. Against all odds, and thanks to the intervention of community support and the Department of Social Welfare, Tsepangi is now a proud holder of a Bachelor’s Degree in Local Governance from Midlands State University. If the system had ignored him — as it so often does for many others — we might have been telling a very different story.

But Tsepangi is not alone. Hazel Muchuma, who is blind, graduated from Women’s University in Africa. Dumisani Komo, who is deaf, also walked the same stage at the same institution. These success stories are not miracles. They are proof that when we invest, include, and adapt, persons with disabilities can thrive.

As the United Nations’ Sustainable Development Goal 4 boldly declares:

“Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

That means all. Not just the able-bodied majority.

Yet, many schools in Zimbabwe still lack basic infrastructure for accessibility. Ramps, braille materials, sign language interpreters, adaptive technologies — these are not luxuries; they are rights. And when they are missing, we are excluding potential doctors, teachers, entrepreneurs, and leaders simply because they were born different.

It’s time to challenge our institutions: Are you truly inclusive? Or just compliant?

It’s time to challenge the state: Is funding for disability education increasing? Or just stagnating in policy documents?

And it’s time to challenge ourselves: Do we see persons with disabilities as burdens to carry or as minds to empower?

Zimbabwe has shown glimpses of what is possible. But a few graduation gowns are not enough. We need systematic investment, ongoing infrastructure reform, inclusive curriculum development, and above all, a cultural shift that places persons with disabilities at the heart of our national development agenda.

Because an education system that is not inclusive is not just incomplete — it is unjust.