Public Turns Up the Heat on ZIMSEC Bill Over Disability and Cultural Exclusion

MASVINGO – Disability rights advocates and educators have strongly criticized the ZIMSEC Amendment Bill for failing to address the needs of disabled learners, warning that its silence violates Zimbabwe’s Constitution and international education standards.

The concerns were voiced at a public hearing held at Mucheke Hall in Masvingo, where the Parliamentary Portfolio Committee on Primary and Secondary Education gathered feedback on the proposed legislation.

One of the most urgent issues raised was the Bill’s lack of provisions for learners with disabilities.

Critics argued that the draft contradicts Section 22 and Section 75 of the 2013 Constitution, which mandate the State to guarantee access to education and support for persons with disabilities.

Henry Chivanga, Director of the Disability Amalgamation Community Trust (DACT) in Masvingo Province, said the Bill fails to represent disabled learners at policy level.

“ZIMSEC should have disabled persons represented on its board. Without inclusion at policy level, the challenges we face in the education sector will remain unresolved,” he said.

Chivanga also highlighted that the Bill does not define disability or accommodate diverse learning needs in its grading system.

“There’s not even a definition of disability in the Bill and the pass rate is not categorized to reflect different learning capacities,” he added.

He further cited Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD), which obliges signatory states like Zimbabwe to ensure inclusive education systems and lifelong learning that promote dignity and human development.

The hearing drew a wide range of voices — including teachers, headmasters, ZIMSEC markers, private college directors, politicians, and members of parliament who expressed frustration over the Bill’s lack of inclusivity and practical relevance.

Although the legislation aims to reform ZIMSEC’s operations, many attendees argued that it overlooks grassroots realities and fails to meet constitutional obligations.

According to Midweek Watch, participants urged lawmakers to revise the draft to reflect the challenges faced by disabled learners and rural educators.

Language of instruction also came under scrutiny, with attendees questioning the dominance of English in a curriculum meant to reflect Zimbabwe’s heritage.

One speaker challenged the curriculum’s authenticity:

“How do we say it is a heritage based curriculum if it is written in English?

“Our children should be examined in languages like Shona, Ndebele and others that reflect our cultural identity,” he said.

Masvingo Rural District Councillor Sarah Munemo, who also runs a private college, raised concerns over examination fee disparities.

“Private college students pay double what public school candidates pay to sit for the same ZIMSEC examinations,” she argued.

Several attendees also condemned ZIMSEC’s failure to fairly compensate exam markers, some of whom reportedly earn less than a dollar per script.

With the Bill still under review, the Portfolio Committee — led by Masvingo South legislator Tanatsiwa Mukomberi was urged to incorporate public feedback and ensure the final legislation promotes an inclusive, accessible and equitable education system.