The COVID-19 pandemic prompted governments globally to implement extraordinary public health measures, including vaccination campaigns. In Zimbabwe, institutions of higher learning adopted various strategies to promote vaccine uptake, including, controversially, compulsory vaccination. This article critically examines the implications of mandatory vaccination policies on student rights and agency within Zimbabwean tertiary institutions. Drawing on insights from an interview with Monash O’Brien Gutu, Secretary-General of the Zimbabwe National Students Union (ZINASU) in Harare Province, the article explores the intersection of public health policy, constitutional rights, and student activism.
Introduction
The rollout of COVID-19 vaccinations in Zimbabwe, as in many other countries, was a critical step in the government’s efforts to return society to normalcy. However, the implementation of vaccination policies on university campuses has sparked intense debate regarding the balance between public health imperatives and individual rights. Institutions of higher learning, acting as state agents, have implemented what are perceived as coercive measures—restricting access to educational spaces and services for unvaccinated students. This has led to concerns about the violation of students’ constitutional rights, particularly the right to personal security and education.
The Institutionalization of Compulsory Vaccination
According to Gutu, several institutions, including Harare Polytechnic and the Harare Institute of Technology, have implemented policies effectively barring unvaccinated students from entering campuses or participating in examinations without either a vaccination certificate or a valid PCR test. These measures, while ostensibly aimed at safeguarding public health, raise significant questions about legality and proportionality under Zimbabwe’s Constitution.
Gutu argues that while the government has a legitimate interest in promoting public health and achieving herd immunity, the manner in which these policies are being implemented lacks transparency and respect for informed consent. Section 52 of the Constitution of Zimbabwe, which guarantees the right to personal security, allows for limitations only under specific circumstances—namely, in the interest of public safety and order. However, such limitations must be proportionate, necessary, and non-arbitrary. The use of coercive tactics, he suggests, undermines this constitutional framework.
Suspicion and Vaccine Hesitancy in the Student Community
A recurring theme in the discussion is the widespread suspicion among students regarding the vaccine and the intentions behind its compulsory promotion. Gutu contends that rather than vaccine refusal, students exhibit a critical questioning of the methods and motivations surrounding the vaccination campaign. This skepticism is exacerbated by the proliferation of misinformation on social media and the absence of robust, science-based communication strategies from state and institutional authorities.
Moreover, the government’s initial approach to vaccine distribution prioritized frontline workers and civil servants without a clearly communicated plan for student access. As a result, when universities reopened and students were suddenly required to be vaccinated, the lack of prior engagement or targeted information dissemination created confusion and mistrust.
The Role of Student Organizations and Civil Society
In response to the challenges posed by vaccine hesitancy, ZINASU and its affiliates have taken a proactive role in fostering dialogue and disseminating credible information among the student body. Initiatives such as community dialogues, online seminars, and peer education involving students from medical and scientific faculties have been used to demystify the vaccination process. Gutu emphasizes that student unions are uniquely positioned to bridge the information gap between the government and the student population due to their proximity to the concerns of young people.
Nevertheless, he argues that these efforts must be complemented by structural reforms in how institutions and the government engage with students. He calls for the integration of COVID-19 information portals on university websites, greater collaboration with student bodies in policy formulation, and a sustained information campaign grounded in the principles of transparency and scientific integrity.
Recommendations and the Way Forward
To reconcile public health objectives with the protection of student rights, Gutu outlines a two-pronged approach. First, institutions must prioritize the principle of informed consent, ensuring that students are equipped with accessible, accurate, and comprehensible information. Coercion, he notes, breeds resistance, while education fosters agency.
Second, students themselves must adopt a proactive stance. While the government bears constitutional responsibility for ensuring access to healthcare information, students are encouraged to independently seek out credible sources, engage in critical dialogue, and disseminate scientifically grounded knowledge within their communities. In a crisis where misinformation abounds, the intellectual leadership of students is more critical than ever.
Finally, Gutu underscores the urgency of returning to normalcy, particularly given the limitations of online education in a context marked by deep digital inequalities. Vaccination, he argues, remains a key pathway toward restoring the full functioning of universities—but only if pursued in a manner that respects rights and builds trust.
Conclusion
The discourse on compulsory vaccination in Zimbabwe’s tertiary institutions reveals broader tensions between state authority, individual rights, and democratic governance in times of crisis. While vaccination remains an essential public health tool, its enforcement must adhere to constitutional safeguards and principles of participatory decision-making. The experience of Zimbabwean students underscores the importance of centering human rights and informed consent within health interventions. Ultimately, fostering a culture of trust, dialogue, and mutual respect between institutions and their constituencies will be vital in navigating the path toward post-pandemic recovery.
