THE Ministry of Primary and Secondary Education says it will tighten its policies on subject capping for both Ordinary and Advanced Level students this year, allowing students a maximum of nine subjects at O-level while A-level students will not exceed the standard three subjects.
The move is aimed at ensuring that learners study and sit for examinations in accordance with recommended standards that promote quality learning and better outcomes under the Heritage Based Curriculum that goes full throttle this year. The initiative follows arguments resurrected by the remarkable achievement of Mukudzei Ziveyi, a student from Pamushana High School in Masvingo Province, who scored 56 points in the 2025 A-level examinations after sitting for 12 subjects, far exceeding the standard three.
While his grades were highly impressive, they attracted a running fire of verbal criticism from certain sections of society, who argued that the number of subjects was “unnecessarily burdensome” for learners and could inspire a wrong culture in the education system where learners would compete to do more than the necessary subjects.
Director of Communication and Advocacy in the Ministry of Primary and Secondary Education Mr Taungana Ndoro clarified the ministry’s position regarding students registering for more subjects than the stipulated number for public examinations.
“The ministry has a clear and revised policy on this matter. To ensure depth of learning, quality of instruction and the integrity of learner outcomes, MoPSE has instituted a cap on the number of examinable subjects. The standard is a maximum of nine subjects at Ordinary Level and three principal subjects at Advanced Level in the Heritage-Based Curriculum,” he said.
Mr Ndoro stated that this policy is designed to encourage focused, in-depth mastery of the core curriculum rather than the accumulation of numerous subjects. Additionally, he highlighted that the strict capping enhances competency.
“Ministry has already implemented a strict cap. This decisive move aims to promote profound understanding and competency in core learning areas, prevent pupil burnout from excessive academic loads and align all schools and learners with a standardised, manageable curriculum framework,” he said.
Previously the Government would subsidize 55 percent of the total cost of final examinations for all learners in public, local authority and mission schools, including private candidates who register seven subjects at O-level and three subjects at A-level. Learners who register for more than the stipulated number of subjects were responsible for paying the full cost of all additional subjects. In an interview with Zimpapers last week, Ziveyi, the Pamushana High School student, shared that he endured long nights studying for all 12 subjects, with only 15-minute breaks between exams.
To facilitate a smooth transition from one examination to another, the school applied for a timetable deviation from the Zimbabwe Schools Examination Council (Zimsec) to prevent clashes in subjects scheduled on the same day.
He also attended only one lesson per week for each of his 12 subjects, compared to the adequate time allocated per subject by the ministry.
Mr Ndoro emphasised that the policy of limiting A-level subjects to three was not enacted in isolation.
“We align this with tertiary expectations to meet the standard entry requirements of universities and colleges, both locally and internationally. Our focus now is on ensuring compliance and supporting schools and learners in achieving excellence within this structured framework,” he said.
In Zimbabwe, universities typically require a maximum of 15 points at A-level for admission into various degree programmes. The minimum entry requirement to progress to A-level is five O-levels, with some tertiary courses also having specific prerequisites.
The ministry refuted claims of systemic grade inflation.
“The ministry firmly rejects unsubstantiated claims of systemic grade inflation. The Zimbabwe School Examinations Council (Zimsec) employs a rigorous, multi-stage quality assurance process, including pre-marking standardization, continuous moderation and post-marking statistical reviews,” Mr Ndoro said.
He added that increased pass rates reflect improved teaching methodologies, learner diligence and targeted ministerial interventions — not a lowering of standards.
“We remain confident in the robustness and credibility of our national examination system,” he added.
