This report argues that, while the introduction of citizenship education, as proposed by some
Zimbabwean scholars, may be desirable in Zimbabwe, there are a number of pre-conditions that
need to be met before it can be meaningful, some of which I will demonstrate. In this report, I
will demonstrate the conditions of teachers in the context of de-professionalization. I will also
argue that unless the de-professionalization of teachers is addressed it will be meaningless and
unproductive to implement the much needed citizenship education in Zimbabwean.
