Abstract
This conceptual discourse examined the changing trends in the provision of education in post-colonial Zimbabwe in light of political and economic turmoil. We acknowledge the impact of global capitalism and the influence of neoliberal policies in transforming secondary education from a public good to a commodity to be bought and sold at a market for profit to those who can afford it. However, we examined the detrimental effects of the commodification of education on Zimbabwean secondary schools such as entrenching social inequalities among already unequal groups, denigration of local languages, the creation of hostility, and adversarial relationships in the school and alienating the teacher. We recommended that the state as the main agent of social justice should bear the major responsibility to educate instead of surrendering the social good to the vestiges of the market-led establishments rooted in neoliberal globalism with an eye for profit.