Lawyers ask court to order equal teaching of Ndebele, Shona and English

TWO lawyers have approached the High Court seeking to compel the Government to enforce a law requiring Shona, Ndebele and English to be taught on an equal-time basis in all Zimbabwean schools up to Form Two.

Admire Rubaya and Tymon Tabana, represented by Advocate Thabani Mpofu, are seeking an order directing Primary and Secondary Education Minister Paul Mavhima to issue a directive within seven days compelling schools to comply with the law.

The lawyers argue that the Government has been in wilful default of Section 62(1) of the Education Act (Chapter 25:04), which came into effect on May 12, 2006.

The provision states: "Subject to this section, all the three main languages of Zimbabwe, namely Shona, Ndebele and English, shall be taught on an equal-time basis in all schools up to Form Two level."

Currently, Ndebele is taught mainly in Matabeleland North, Matabeleland South, Bulawayo and parts of the Midlands, while Shona is taught across the Mashonaland provinces, Harare, Manicaland, Masvingo and parts of the Midlands. English is taught in schools nationwide.

In his affidavit, Tabana, who identifies as a Venda from Beitbridge, said he studied his mother tongue up to Grade Three before switching to Ndebele. He later learnt Shona and other indigenous languages.

He said his experience had strengthened his belief that Zimbabweans should have opportunities to learn the country's major languages to promote cultural understanding and national unity.

"Language is an embodiment of a culture," Tabana argued, adding that it brings people closer together and serves as a vehicle for social cohesion, stability and unity.

He said Zimbabweans should not remain strangers to one another because of language barriers and argued that citizens should be able to communicate in at least the three main languages.

Tabana also criticised politicians who address audiences in Shona in predominantly Ndebele-speaking areas without making an effort to speak Ndebele, describing the practice as cultural imperialism.

Rubaya, a Karanga from Chivi in Masvingo Province, supported the application, saying he had learnt Shona and English at school but had never been taught Ndebele.

He described this as one of his greatest regrets and said he wanted his children to have the opportunity to learn all three languages.

Rubaya said that although the law provides for equal-time teaching, parents have limited ability to compel schools to implement the requirement without government intervention.

The lawyers argue that enforcing the provision would help break down linguistic barriers and strengthen national cohesion by ensuring that pupils are exposed to Zimbabwe's three main languages during their formative years.

Minister Mavhima had not responded to the application at the time of publication.