Transition to Co-Education: Single-Sex Schools Facing Extinction

The transition to co-education has become a significant trend among formerly single-sex schools. In recent years, Zimbabwe has witnessed a significant shift from single-sex education towards integrating the other gender.

Many prestigious single-sex institutions have transitioned to co-education, driven by declining enrollment. In turn, this has led to some schools losing their former prestige.

While co-education aims to enhance social adaptability and help students become more confident in interacting with the opposite gender, single-sex schools were traditionally known for their impressive academic achievements. This shift has sparked debate among educators, parents, and policymakers.

This post explores the schools that have integrated, the challenges they have faced, and the factors that have led them to transition.

Schools that have Integrated

In 2020, St. George’s College began accepting girls into the Sixth Form for the first time. However, in 2025, the school announced that starting in 2026, it will also welcome girls into Form 1 and Form 2 for the first time in its history.

In addition to St George's, Kutama College took a groundbreaking step in 2024 by admitting its first female students.

In 2018, St John's College started enrolling girls into its sixth form. Falcom College, Hamilton High School, Embakwe High School, and Mzingwane High School have since adopted a similar approach, progressively incorporating female students. Meanwhile, Cyrene High School is preparing to introduce girls and is actively developing the required facilities to accommodate this change.

Similarly, former girls' schools such as Minda High School and Usher High School have begun admitting boys. However, the number of boys enrolled at these institutions remains relatively low.

Challenges Faced by Formerly Single-Sex Schools Transitioning to Co-Education

One of the main challenges faced by formerly single-sex schools transitioning to co-education is the decline in popularity.

Moreover, the shift to co-education in some cases has resulted in a loss of the prestige these schools once held. Once celebrated for their high academic standards and exclusive environments, many of these institutions are struggling to preserve their historical identity and reputation as they adapt to the growing trend of co-education.

This transition, while necessary for survival, has not come without its challenges, as these schools grapple with the evolving demands of modern education.

Factors Leading to the Transition to Co-Education

The shift towards co-education in formerly single-sex schools has been driven by several factors:

1. Declining Enrolment Numbers: Many traditionally single-sex schools, particularly boarding institutions, have seen a significant drop in enrolment over the past decade. This decline has made it difficult for these schools to sustain their operations.

2. Changing Educational Preferences: Parents and guardians are increasingly opting for mixed-gender schools, as they believe these institutions better prepare children for social interaction in the real world.

3. Social and Behavioural Concerns: Reports of same-sex relationships and behavioural issues, including unruly behaviour and gang violence, have been a major concern for single-sex schools. Additionally, there is concern that boys and girls who have been isolated in single-sex schools may struggle with socialisation when they eventually interact with the opposite gender.

4. A Need for Social Integration: As highlighted by Olicah Kaira, the push for co-education is driven by the desire to socialise students in a manner that reflects societal norms. Co-education aims to help boys and girls learn how to interact with each other in a controlled and healthy environment, reducing the likelihood of them becoming unruly upon interacting later in life.

5. Maximizing Infrastructure Use: Schools with low enrolments, such as Minda High School, have opted for co-education as a way to better utilise their existing infrastructure. Introducing both boys and girls allows these schools to make full use of their facilities and improve their financial sustainability by increasing their student intake.

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