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SENATE HANSARD 26 JUNE 2025 Vol. 34 No. 60

PARLIAMENT OF ZIMBABWE

Thursday, 26^th June, 2025

The Senate met at Half-past Two o’clock p.m.

PRAYERS

(THE ACTING PRESIDENT OF SENATE in the Chair)

ANNOUNCEMENT BY THE ACTING PRESIDENT OF SENATE

APOLOGIES RECEIVED FROM MINISTERS

THE ACTING PRESIDENT OF SENATE (HON. SEN. KAMBIZI):  Today being a Thursday, it is time for Questions Without Notice. With me here, I have got a list of apologies as follows: Hon. Gen. Rtd. Dr. C. G. D. N.  Chiwenga, Vice President; Hon. Rtd. Col. K. C. D. Mohadi, Vice President; Hon. Prof. M. Ncube, Minister of Finance, Economic Development and Investment Promotion; Hon. T. Machakaire, Minister of Youth Empowerment, Development and Vocational Training; Hon. D. Garwe, Minister of Local Government and Public Works; Hon. W. Chitando, Minister of Mines and Mining Development; Hon. M. N. Ndlovu, Minister of Industry and Commerce; Hon. Dr. D. T. Mombeshora; Minister of Health and Child Care; Hon. C. Sanyatwe, Deputy Minister of Home Affairs and Cultural Heritage; Hon. O. Marupi, Deputy Minister of Information, Publicity and Broadcasting Services; Hon. D. Phuti, Deputy Minister of Information Communication Technology, Postal and Courier Services; Hon. A. Gata, Deputy Minister of Primary and Secondary Education; Hon. Dinha, Deputy Minister of Public Service, Labour and Social Welfare; Hon. R. Modi, Deputy Minister of Industry and Commerce; Hon. J. Sacco, Deputy Minister of Transport and Infrastructural Development; Hon. M. Ncube, Deputy Minister of National Housing and Social Amenities; and Hon. D. Marapira, Deputy Minister of Lands, Agriculture, Fisheries, Water and Rural Resettlement.

In the House, we have the following Ministers: Hon. B. Rwodzi, Minister of Tourism and Hospitality Industry; Hon. M. Mavhunga, Minister of Veterans of the Liberation Struggle; Hon. T. Moyo, Minister of Primary and Secondary Education and Hon. E. Ndlovu, Minister of Environment and Climate Change.  

ORAL ANSWERS TO QUESTIONS WITHOUT NOTICE

+HON. SEN. MLOTSHWA:  Thank you Mr. President, for the opportunity awarded. My question is directed to the Minister of Primary and Secondary Education. People from Matopo are disturbed by a 13-year old who gave birth. This child gave birth in an aeroplane. What programmes are under your Ministry that focus on children learning about sexual issues and their protection? We are disturbed as villagers if a 13-year-old falls pregnant. What is your Ministry saying regarding this issue? Thank you.

         THE MINISTER OF PRIMARY AND SECONDARY EDUCATION (HON. T. MOYO): Thank you. Mr. President, I want to thank the Hon. Senator for the question. This is a specific question, Mr. President, and I would request the Hon. Senator to put it in writing, then I can give a response.

^^HON. SEN. MOHADI: Thank you Mr. President, I do not know if the interpretation is coming in well. My question is directed to the Minister of Primary and Secondary Education. It focuses on children who are doing elementary education, the ECD.  If I am to register an ECD teaching place, I can do that from my place in rural areas, especially if we are talking of children who are around four years old, who will be travelling long distances. Are there any preparations regarding how these children can be helped? Thank you.

THE MINISTER OF PRIMARY AND SECONDARY EDUCATION (HON. T. MOYO): Mr. President, I would like to thank Senator Mohadi for the question. I think the question is premised on the registration of ECD centres or infant centres to cater for learners who are one year old up to five. These are the students who attend infant education or kindergarten. The circulars that we have are that anyone wishing to register an early childhood centre is supposed to identify a piece of land, whether in rural or urban areas. Then would follow the procedure for registration. For us to register such a centre, certain requirements must be met, which include availability of sanitary facilities including running water, ablution facilities and that the infrastructure must provide a conducive environment which would enable effective learning to happen.

When those conditions have been met, we do not hesitate to register such infant centres. In fact, we want to encourage stakeholders and anyone who wants to invest in education in the construction of infant schools and schools in general, as we still have a shortage, we have a deficit. We want new schools to be built, to be registered, so that they operate legally, not illegally. We do not want schools that operate illegally, those that are not registered, because Ministry of Primary and Secondary Education is the regulator. We want to inspect those schools, to look at the qualifications of teachers, so that we are satisfied with their qualifications and when those have been met, we will register their schools. This includes infant schools. I thank you, Mr. President.

HON. SEN. MAVENYENGWA: Thank you, Mr. President. My question is directed to the Minister of Environment, Climate and Wildlife. I understand most of our tobacco farmers use firewood for drying their tobacco, which means they also cut down trees, which is now a worry to some communities, as most of the areas are being left without trees. So, I want to find out from the Ministry, Mr. President, what programmes they have, especially in the areas where tobacco is being grown, to make sure they replace those trees, and what mechanisms for monitoring purposes do they have as a Ministry? Thank you, Mr. President.

THE MINISTER OF ENVIRONMENT, CLIMATE AND WILDLIFE (HON. E. NDLOVU): I would like to thank the Hon. Senator for raising a very important topic in this House. As Zimbabweans, we are always worried about climate change, climate change emanates from the loss of tree cover. A lot of deforestation that takes place affects our climate. I think everybody knows that last year we had a severe drought, which could not be understood by anyone in this country. As a Ministry, we have policies in place to make sure that we plant trees. His Excellency, the President of the Republic of Zimbabwe, Dr. E.D. Mnangagwa, initiated a tree planting day together with the First Lady Dr. A. Mnangagwa to make sure that in December, when it is raining, we plant our trees to make sure that we populate our landscape to avoid the drought or to avoid heavy rains and so forth.

So, we have a programme which was initiated by His Excellency and the First Lady. We have brought in new partners since I came in myself. We have members of the Diplomatic Corps headed by Rwanda, who have come to my office and we planted trees recently, because I am only one month in that Ministry. We planted trees when I was two weeks in the office. So, that programme is going to complement the programme that His Excellency has started.

His Excellency's programme itself complements the programme that the Ministry usually has. They plant trees under the parastatal known as the Forestry Commission and the Environmental Management Agency (EMA), also has  programmes at times with schools to plant trees so that we populate our landscape. Without trees, we are nothing, because oxygen that we breathe comes from trees. We appreciate the Ministry of Agriculture for introducing the levy, which is within the Ministry of Finance, Economic Development and Investment Promotion but was intended to be in this Ministry where I serve. We have been fighting to get the Ministry of Finance, Economic Development and Investment Promotion to move that fund to our Ministry so that we can use that money because the farmers pay that levy. However, after farmers pay that levy, the money is not being utilised appropriately.

Therefore, we are canvassing this House to talk to the Ministry of Finance, Economic Development and Investment Promotion to assist us in having that fund distributed to the Ministry of Environment, Climate Change and Wildlife Management and the Ministry of Health and Child Care, which are the two Ministries that are affected.

The Ministry of Environment is to plant trees, whilst the Ministry of Health is to make sure that those who are affected by the tobacco that we plant are treated. I thank you.

+HON. SEN. L. SIBANDA: My question goes back to the Minister of Environment, Climate Change and Wildlife Management. Since we are going to be having this Ramsar Conference, do we have people from the rural areas who are not Members of Parliament or Government officials but representatives from the rural areas who will take part in this Ramsar Conference? Thank you.

+HON. E. NDLOVU: We are running and preparing for this Ramsar Conference, which is going to be held from the 23^rd of July to the 31^st of July, 2025. This Conference is going to be held in Victoria Falls.  We chose Victoria Falls because it is part of the Ramsar-designated heritage sites due to the falls and the wetlands in this area.

 As a Ministry, we sat down with Ramsar, which is a United Nations body and planned on how we can engage in this conference, who is it that we can talk to in making sure that wetlands are well protected.  There shall be people from rural areas, especially those from areas around Victoria Falls, that is, Hwange, because this is where the wetlands that are protected by the Environment Management Agency (EMA) are.

When I was there last week, those wetlands looked like old wetlands, but we have resuscitated them through EMA. These people are growing vegetables, butternuts and beans. If you look at water bodies and trees that were dead in the forest, which wereabandoned, we need these people to go and talk about how they marvelled at what EMA did under the Presidency of Dr. E. D. Mnangagwa.

Therefore, they will be there and they will take buses, because right now we have more than a thousand people who have registered to attend Ramsar. This morning, I met others who also want to come, those from the United Nations who do not have anything to do with this but they want to take part.

So many buses will be going to these wetlands that we have resuscitated.  In Masvingo, there are other wetlands that we have resuscitated and people from the rural areas are happy. Thank you.

*HON. SEN. BIMHA: My question is directed to the Minister of War Veterans and Liberation Struggle Affairs and those who assisted War Veterans during the struggle. In the past, there was a vetting process for war collaborators during this period. In the past two years, there have been others who were given medals at the National Sports Stadium when the nation was celebrating the Defence Forces Day.  I want to find out whether this was for that particular time or this is an ongoing programme. Thank you.

 THE MINISTER OF WAR VETERANS AND LIBERATION STRUGGLE AFFAIRS (HON. SEN. MAVHUNGA): This is a Government programme which is led by His Excellency, President E.D Mnangagwa and it is meant to honour our war veterans, including honouring them with medals. We normally say that war veterans fall into four different categories: war veterans, non-combatants, xx-detainees, and war collaborators. In the beginning, medals were given to war veterans because some were in the military, some were in the police force and some were in Government departments and they would get their medals.

However, in the past two years, we initiated a programme that recognised war collaborators and non-combatants and ex-detainees.  We also continued last year and honoured 2,000 who are in different provinces. So, this programme is an ongoing programme and the Government is going to continue awarding those who deserve to get medals.

I believe that even as we commemorate the Heroes period, those who did not get recognition are going to be recognised and given medals. I thank you.

         THE ACTING PRESIDENT OF SENATE: Thank you Hon. Minister, your answer is quite clear.  I want to announce that in the Senate, we have also been joined by the Minister of Justice, Legal and Parliamentary Affairs, Hon. Ziyambi.

HON. SEN. ZVIDZAI: Thank you Hon. President, my question is directed to the Minister of Environment, Climate and Wildlife. What immediate and long-term interventions is the Ministry contemplating or implementing to address increasing cases of human-wildlife conflict, particularly in areas bordering conservancies, game parks, where lives, crops and livestock are being lost?  

THE MINISTER OF ENVIRONMENT, CLIMATE AND WILDLIFE (HON. E. NDLOVU):  Thank you Mr. President of the Senate Sir. I would like to thank the Hon. Member of the Senate for a good question which touches on all of us. We have relatives who live near a wildlife conservancy. I am glad to inform this Senate that last week I was in Hwange National Park to commission equipment that we have put in place as a Ministry under the Parks and Wildlife organisation, which is our parastatal. This equipment was brought in by a partnership between Zimbabwe, which is National Parks and IFAO, an organisation that looks at wildlife conservancy. This partnership brought in new equipment for us to observe the movement of elephants because they are the most effective in destabilising our people's peace, especially during the drought period like now and during the time when we are harvesting our crops or during the farming season. This equipment facilitates the tagging of elephant’s ear and then you sit behind the screen to see the movement of all those elephants. When they are getting nearer to the population, the population is empowered.

Each headman has identified a coordinator with National Parks. That coordinator has been given a tool, which is a phone like this one, to make sure that they contact and are in touch with the machine centre whenever the animal is getting nearer and nearer to the people. So, this measure is going to reduce the conflict that we are talking about and this programme is now in Hwange. What we are looking forward to is acquiring more of such equipment and making sure that every conservancy area, especially those that are nearer to the people have such equipment inserted  

This week, I managed to meet innovative children at the University of Zimbabwe as a follow-up to my trip to Hwange, to call upon the children at the UZ to be innovative so that they come up with such equipment locally and we do not import, as that will reduce the importation bill of the Ministry of Finance. These children are geared to be innovative, to come up with similar equipment so that we can be able to track the wildlife in smaller conservancies.

We are doing quite a lot to make sure that we preserve the lives of our people. At the same time, our teams are always on the ground working with hunters like the hunting safari companies.  This is to ensure that they will reach any place where wildlife is causing trouble, like in Madlambudzi, my constituency; they were called this week. Immediately, we called Parks and Wildlife to immediately come and deal with the issue of elephants so that they could be driven back where they came from. I thank you.

*HON. SEN. CHAKABUDA: Thank you Hon. President. I want to direct my question to the Hon. Minister of Primary and Secondary Education. In the different constituencies that we represent, we find a lot of children who are failing to go to school because of poverty.

We appreciate the BEAM Programme. However, not every child is able to benefit from BEAM. So, our children are being disadvantaged because they are not going to school because of poverty. My question is, is there anything that the Ministry can do to assist in terms of taking these children to school so that they are not left behind? The reason is that in some areas you will find that there are some children who go to school and those who do not go to school. So, we need your assistance. I thank you.

THE MINISTER OF PRIMARY AND SECONDARY EDCATION (HON. T. MOYO): I want to thank Hon. Senator Chakabuda for that pertinent question. The BEAM programme is quite an important programme and it is the initiative of the President, Dr. E. D. Mnangagwa, which is meant to benefit all Zimbabwean children so that they have equal opportunities, which is in line with Section 75 of the Constitution and the Education Amendment Act of 2020, which specifies that every child who is of school-going age should be in school. Even for adults, we also have the right to go to school and to receive support from Government. If there are students who are not going to school, then this is not understandable because every school has a certain number of BEAM students. There is a committee which is responsible for the database of those who lack, who come from families which cannot afford to take their children to school. It is not limited and it caters for every child who comes from a poor background and that child has a right to benefit from BEAM.

In other provinces, there is Grant in Aid of tuition; for example, in Gokwe North where I come from, which means that in Gokwe North, in Lupane and other areas, all primary schools in those districts, their students do not pay any fees. They learn for free. So, there is no limited number, everyone has a right from ECD to Form 6. The request should be that BEAM must be extended to university level but from primary school to Form 6, BEAM caters the for fees of the vulnerable.

The issue of drop-outs is addressed in the early warning system, in which we look at potential drop-outs as a result of different challenges. When we see such children, the early warning system would then inform us that a certain student might drop out and the system would identify such students so that they benefit. Through the early warning system, there are three pillars which talk about reducing, this means that we do not want to see any student dropping out.  For those who are in school, we want to make sure they continue with their education.  Those who are out should be readmitted. So, I want to thank Government for that good programme. Thank you.

THE ACTING PRESIDENT OF SENATE:  We have also been joined by three other Hon. Ministers and these are as follows;

The Minister of Home Affairs and Cultural Heritage – Hon. K. Kazembe,

The Minister of Women Affairs, Community, Small and Medium Enterprises Development, Hon. Sen. M. Mutsvangwa and

The Minister of State for National Security – Hon. L. Matuke.

Hon. Senators, if you have any other questions that you have reserved for them, they are well prepared to entertain them.

HON. SEN. MBOHWA:  Thank you Mr. President and my question is directed to the Minister of Tourism. We saw on television and from social media that Zimbabwe won a bid to host the UN Africa Women in Tourism Conference next year, 2026.  What does this mean for our women entrepreneurs in tourism and others in other industries?  What benefit is it for us as a country?  Secondly, what is the state of preparedness for the Cricket World Cup in 2026 for Under-19 and the World Cup for Men for the men's teams in 2027 in terms of accommodation during this prestigious World Cup? I thank you Mr. President.

THE MINISTER OF TOURISM AND HOSPITALITY INDUSTRY (HON. RWODZI):  Thank you Mr. President and I also would like to thank the Honourable Senator for the questions, which I will respond to in two parts. The first one is about the United Nations Africa Women in Tourism, a Conference that will be held in Zimbabwe in 2026.

Mr. President, let me start by saying we give our gratitude to our First Lady, Her Excellency, Dr. Auxillia Mnangagwa who made us not to even compete for a bid but to be given this in honour of the works that she is doing in Africa, particularly in tourism – [HON. SENATORS: Hear, hear.] – It is a conference that will give exposure to our SMEs, particularly those women who are in tourism business.  Again, within the value chain of tourism and as well as a whole of Government approach, we will realise that there will be women who are in agriculture, women in food processing and going all the way to the gastronomy tourism that the First Lady has introduced.  The First Lady is the patron of our Ministry as well as to the consumer. After the United Nations realised that our First Lady is touching a whole spectrum of promotion of entrepreneurs all the way to the promotion of Zimbabwean food, they thought that Zimbabwe must host this Conference.

Mr. President, African countries will be gathering here, which will give an opportunity to our women entrepreneurs to share ideas and to know what others are doing in their own countries. As a country, once you have United Nations accepts to host such an event in your country, it means an endorsement of the destination.  To us, it is good because it is putting our country at another level, whereas many years ago, people thought Zimbabwe was not a good country to visit. We all know why we were perceived as that.

Mr. President, this event or any other events where a world organ like United Nations has accepted to come to your country is an endorsement.  In tourism, it is an endorsement of Zimbabwe. For example, last year 2025, we hosted the first ever African Gastronomy Conference and from that time in July until as we speak, a number of tourists are coming into the country freely. Now, they know if United Nations can go and host such a big Conference, it means the destination is worth coming or visiting.

The second part would be about the two World Cups that our country is co-hosting with Namibia and South Africa. In 2026, we have Under-19 of the whole world playing cricket in these three countries. Then in 2027, the men teams of the whole world will be playing only in Zimbabwe and South Africa, which is again a milestone for our tourism industry, particularly in the Southern Region [ HON. SENATORS: Hear, hear.] - It would have been South Africa only but they also chose to come to us.

Mr. President, to start with, let me also say, once you win a bid, they would have assessed your country and see that you have enough resources.  They will have noticed that you have enough requisites that such a World Cup can be hosted in your country. Yes, we need a lot of accommodation, particularly in Victoria Falls.  I am sure most of us have realised that the Cricket Stadium is being constructed in Victoria Falls, in the land of Masuwe Special Economic Zone for tourism. Technically, there will be teams that will be exchanging venues, Zimbabwe, Namibia and South Africa. As tourism, it is an opportunity for us to bring a number of people to come and watch these games. So technically, the teams have enough accommodation to stay in Victoria Falls but we want them to come in their numbers. We are inviting Zambians to come, we want Botswana people to come and many others.   We are encouraging those teams to come with supporters. Hence, we need more accommodation in Victoria Falls and we are working on that. However, what is important is that Zimbabwe is becoming a hub in the Southern region through our Victoria Falls Airport. Mr. President, this is another thing why it was chosen to host the 2026 World Cup for Under-19 and 2027 for men's teams – [HON. SENATORS: Hear, hear.] - I submit Hon. President.

         *HON.  SEN. MAVENYENGWA: Thank you Mr. President, for giving me this opportunity. My supplementary question is, we thank the Hon. Minister for that response, which clarifies that people now understand that Zimbabwe is a free country which is worth of visiting because it is peaceful. I want to hear from the Minister that even though we are receiving a lot of tourists from other countries, for those who are local, there are some who might not know the places to visit. Some even reach an advanced age and some die before they visit Great Zimbabwe and other beautiful places. I wanted to find out what the Ministry is doing in terms of motivating domestic tourism, together with foreign tourism? I thank you.

         *THE ACTING PRESIDENT OF SENATE: Hon. Senator Mavenyengwa, this is not a supplementary question but it is a new question. However, I am going to indulge you Hon. Minister, please go ahead and respond.

         *HON. RWODZI: Thank you Mr. President of the Senate. I want to thank Hon. Senator. Mavenyengwa for that question. Indeed, we normally advertise to foreign tourists who come to visit Zimbabwe. Let me start by saying that in 2024, the Ministry of Industry and the Ministry of Tourism, contributed to the GDP through domestic tourism. There are a lot of different visitors who visit for business, some for leisure, some for just gastronomy reasons, some for sporting activities and some for church activities.

         When we look at where they get the accommodation, we are talking of tourism. On top of that, as the Ministry of Hospitality and Tourism, from what the Hon. Senator said, we can add to our tourists by educating local people about domestic tourism by telling them the benefits of tourism and touring locally. When you visit people at Morgenster and Karanda, and then you have lunch that is tourism. You become a tourist and that is domestic tourism.

         This is a lesson that we do not have, but when we go to Nando's from this place, this is arrival in English and the takeaways that are bought from different outlets like Nando's, et cetera, this is part of tourism. When you visit Bulawayo for a soccer match between Highlanders and Dynamos, that is tourism. When you sleep in Bulawayo, you become a local tourist. That is why the President initiated the devolution programme, so that tourism in Bulawayo, Gweru, Matabeleland South and other areas, you would find that this is a result of soccer matches.

         There is religious tourism but indeed, we need to add to domestic tourism. Even when we go around with our gastronomy programme, this is part of tourism. We urge people to partake in domestic tourism. I thank you.

         *HON. SEN. ZINDI: Thank you Mr. President. My supplementary is that we thank the Hon. Minister for that response. On the issue of domestic tourism, my question is on the issue of taxes that are paid, especially those that are charged by hotels and lodges. They are quite exorbitant. For example, if I have a hotel with 200 televisions, then I must pay for all 200 televisions. When I sell liquor, I need liquor licence. When you look at the laws, there are quite a lot of laws which affect the owners of hotels and lodges, and they end up charging these taxes and cascading them down to those who will be booking hotels and lodges.

This affects domestic tourism because local people earn salaries which cannot sustain domestic tourism. When you visit, you require accommodation in places like Kariba, Victoria Falls, Nyanga, Masvingo and other tourist attractions. What is the Ministry doing to promote domestic tourism by looking at taxes and even the charges for hotel accommodation? I thank you.

         *HON. RWODZI: Thank you President of the Senate, I want to thank the Hon. Senator. There are two things that are happening in our economy regarding the hiking of tourism charges. Tourism licences are indeed quite exorbitant. When we look at this issue together with His Excellency, we are going to require your support in reviewing the Bill. These things are going to be covered in the Bill that is going to come into this august House. The issue of licences is an issue that we are seized with. Together with the Ministry of Finance, Economic Development and Investment Promotion we engaged the World Bank so that we can carry out research that will inform us, together with tourism players.

Yesterday, the World Bank gave us an account of their findings. We cannot say that a hotel owner or the owner of a guest house should pay for each and every television set, just a single unit, where there are 100 television sets. The research shows that even toilets are taxed in every room. Operators in the tourism industry normally say that the prices are quite exorbitant. We also noted that besides the licences, the business owners sometimes take advantage of that, and they end up overcharging customers. These are the issues that we are really looking into, because at the end of the day, even when they pay for the licences, this is going to affect tourists, especially domestic tourists.

So, the Bill which is coming to this august House is going to address this because the Zimbabwe Tourism Authority, was looking at the issue of grading and standardising of hotel facilities. We look at whether they are giving lunches, breakfast and other meals. We look at the issue of stars, whether it is a five-star, a four-star or a three-star and this determines the prices of accommodation. When you look at the Holiday Inn Resort in Mutare and the one which is found in Mozambique, they have different charges. Hotels in Livingstone and Victoria Falls are different and ours are more expensive but we are looking at these issues so that we can determine the reason behind the discrepancies. We need your support in Parliament. I thank you Senate President.

Questions Without Notice were interrupted by THE ACTING PRESIDENT OF SENATE in terms of Standing Order Number 67.

HON. SEN. MLOTSHWA: Thank you Mr. President. I am appealing for the extension of time for Questions Without Notice by 30 minutes.

HON. SEN. CHAPFUDZA:  I second.

THE ACTING PRESIDENT OF SENATE: Considering that we have quite a number of ministers in the House today, I will allow the extension with 30 minutes.

HON. SEN. ZINDI: Thank you Mr. President. My question is directed to the Minister of Tourism. The Government has got structures in place and in this particular case, boards for good corporate governance, including accountability, also equity and gender representation in boards, equally the same regional representation. Therefore, in case of ZTA, it has not had a board in place for quite some time and equally the same we have a (CEO) Chief Executive Officer who has also been in an acting capacity for quite some time as well. My question is, when does the Hon. Minister envisage when to put a board in place and also appointing a Chief Executive Officer in place? I thank you.

THE MINISTER OF TOURISM AND HOSPITALITY INDUSTRY (HON. RWODZI): Thank you Madam President. Thank you Hon. Senate for the question. We will have the board for Zimbabwe Tourism Authority in place by the end of August, following the processes that we have been going through.  As we all know ZTA has been with a number of indiscrepancies since 2018 when the Second Republic took place. There have been a lot of issues that we have been cleaning up in the institution and in 2024, we asked our principals to run a forensic audit, which would speak to the finances, the human resources issues and many others. This forensic audit started around March 2024 and ended end of the year.

 We then went on to seek guidance and recommendations from our principals. Again, other processes have been done and I promise that end of August, the board will be in place. If we start looking in the newspapers this coming weekend, Sunday, there is an advertisement for a CEO who is to be appointed by an Ad-hoc Committee that was put in place by our principals while at least we are working on the vetting of the members of the board, I submit.

HON. SEN. ADV. PHULU: Thank you Madam President. My question is directed to the Minister of Home Affairs. What is the policy for local people to obtain gambling licences in Zimbabwe? Additionally, is there a limit on the number of such licences that can be issued?

THE MINISTER OF HOME AFFAIRS AND CULTURAL HERITAGE (HON. KAZEMBE): Thank you Madam President. May I kindly ask the Hon. Senator to repeat the question? I did not get it. Thank you.

THE TEMPORARY PRESIDENT OF SENATE (HON. SEN. A. DUBE): Hon. Senator Adv., can you repeat your question please?

HON. SEN. ADV. PHULU: What is the policy for local people to obtain gambling licences? Gambling licences for lotteries and so forth. Additionally, is there a limit on the number of such licences that can be issued?

HON. KAZEMBE: Thank you Madam President. Let me start by thanking the Hon. Senator for the question. Yes, the criteria for issuance, there are a number of things that we have for the Lotteries Gaming Board. That is the one that is responsible for the initial checking, so to speak, to see if any applicant meets the required criteria. One of those is that you must be of good standing, clean criminal record and present a police clearance. Secondly, you must have the financial resources. Thirdly, you must have the premises which meet the requirements. The Lotteries and Gaming Board, has a list of requirements that those premises should meet. Those are some of the things that you are supposed to have. If there is a limit in terms of the numbers of licences, there is a limit per area, per density. They call it a licence density, so to speak. We cannot, for example, have 10 gambling places in a very small area. I would not be in a position to give an exact number but the Lotteries and Gaming Board, indeed, they do have a limit. I hope I have managed to answer the question.

         HON. SEN. CHIEF. MUTASA: Thank you Madam President. I want to direct my question to the Minister of Environment, Climate and Wildlife. The other part goes to the Mines Ministry. I want to thank you for stopping riverbank mining in Mazowe, Mutare and other areas. My question is, indeed you stopped riverbank mining but there is nothing that was done after that. What is the plan to correct the siltation that was caused by illegal miners?

THE MINISTER OF ENVIRONMENT, CLIMATE AND WILDLIFE (HON. E. NDLOVU): Thank you Hon. Senator Chief Mutasa for the good question that you have asked. It is a question that everyone is asking us as a Ministry. Let me say that before I joined the Ministry, there was a Cabinet Committee that was put in place to address the issue of riverbank mining and the rehabilitation thereof. It is chaired by Hon. Masuka, Minister of Agriculture because he is in charge of water and all the rivers and dams that are there in the country. We are destined to identify companies that can rehabilitate our rivers. We are working on that and are supposed to meet this week. Unfortunately, some of our members were not available but we are meeting next week to make sure that we come up with a plan of action.

So far, one river in Mashonaland West, we have already appointed a company that is working with EMA and ZINWA to rehabilitate a certain portion, which is a demonstration plot which will then give us results. If there are good results, we will then proceed that way but if we are not satisfied with the demonstration plot that is being rehabilitated along Sanyati River, we will then start afresh. At the moment, we are planning to meet and design the number of rivers that we want to recommend for rehabilitation. The programme is going to proceed accordingly but we are meeting all Ministers of State to make sure that we clearly state who is relevant in doing what so that we clarify the roles and responsibilities of the Committee. I thank you.

HON. SEN. BVUMO: Thank you Madam President for allowing me to ask the question which I wish to direct to Minister Z. Ziyambi in his capacity as the Leader of Government Business.

THE TEMPORARY PRESIDENT OF SENATE: Order Hon. Senator, Hon. Minister Ndlovu, can you switch off your mic? Thank you, you can proceed Hon. Senator. Bvumo.

HON. SEN. BVUMO: Late last year, the President of the Republic of Zimbabwe, His Excellency Dr. Emmerson Mnangagwa, launched the Land Tenure Policy, a policy that sought to empower close to 400 000 beneficiaries of the Land Reform Programme, a policy that was also received well across all sectors of Zimbabwean society.

I had the privilege of listening to the Chairperson of the Implementation Committee, Mr. Tagwirei, when he was moving around the country explaining the facts about the Land Tenure Policy. My question Minister is, what are the financial strategies that have been put in place to ensure that the farmer is enabled to be more productive in the land after the completion of the policy? Thank you.

THE MINISTER OF JUSTICE, LEGAL AND PARLIAMENTARY AFFAIRS (HON. Z. ZIYAMBI): Thank you Madam President. I want to thank the Hon. Senator for the question pertaining to land tenure. Madam President, the whole thrust of His Excellency is to ensure that Zimbabweans are empowered. Whatever piece of land we are on, we should be able to sleep soundly knowing that nobody is going to issue a withdrawal letter for re-planning when you have just drilled a borehole or built a house or bought a centre pivot. Then all of a sudden, those with the powers will say, I am giving you notice that I intend to withdraw and if you have any objections, which can be disregarded, do so within a certain timeline. The President is saying the land reform is done and dusted.

We have about 390 000 beneficiaries of A1 and about 23 000 A2 beneficiaries against a population of slightly above 15 to 16 million. His Excellency is saying that those who are on land must be given a discount and be allowed to buy that particular land. Why this route? It will allow equitable distribution across the entire population because now we only have slightly below half a million benefiting from the so-called, if you want to move to an urban area, everyone is buying this agricultural land. We have been keeping it like that and we have had headaches in terms of financing agriculture. The President is now saying, the new policy thrust is, let us have a title. Allow financial institutions to come into play and be allowed to participate in the development of agriculture, which is one of the core principles in the Constitution, that agricultural land, the President must ensure that it is productive besides the leeway to alienate it for value.

What the President is now saying is, we issue title deeds for value and then financial institutions, we have had discussions with CBZ, AFC, POSB, FBC to structure some form of financing. That will not be burdensome to our farmers but allow them to grow with the assistance of the financial institutions and our AREX Department to be more productive than they are. We are then going to put in a provision where, if you are not productive, you should not hold on to the land. If you borrow money and you fail to pay, the financial institution will then be allowed to sell it to a qualifying individual. In other words, the Government now would say, you can sell to these qualifying individuals, those who want to be in the farming business.

This is also a kind of audit Madam President. At the end of this exercise, we will be able to know who is who on land. Even the multiple farm owners will be known because this exercise is being extended to an individual per farm. If you have various farms, you will be able to identify that.

Coming to the specific question, how is an individual going to be helped? An individual is going to be helped when we are now going to strengthen our AREX Department to work closely with our banks and put in programmes that will ensure there is productivity. Even the farmer now, if you allow me, Madam President to speak in Shona, if you are given a loan and you do not honour the loan, the bank will then dispose of your collateral. We have been sponsoring agricultural programmes, some people do not pay their loans, some will say that this is a Government programme or this is an ARDA programme.  So, we are saying you will have the bank, yourself and AREX as the Government supporting you to be productive.  Very soon you saw the thrust, AREX officers are now getting vehicles to be more mobile, they are getting tablets, they are going to be assessed on the number of tonnes that the farmers under their purview have produced.  So, we believe this will be less burdensome to the fiscus because we will allow the economy to come into play.

Not only that Madam President, if you may allow me, our land was a dead asset because it did not have value. Now we are putting in probably another 15 billion to our GDP because land now has an asset.  So, this is a revolutionary decision that was made by His Excellency that is going to help change the way agriculture has been viewed in the country. I submit Madam President.

+HON. SIBANDA:  Supplementary question Madam President!  Thank you Madam President.  My question goes back to the Hon. Minister. I heard you Hon. Minister, answering. You said there is plenty of land and you even gave us a figure of how big the land is and the land audit. When are you going to complete the land audit?  We are still waiting to be allocated land. There are people who have been staying at some places for over 25 years. Although they are farming, they cannot build proper homes because they are waiting for the land audit.  For how long is it going to stay like that? We made our own applications and ministers have been changing portfolios. How long is it going to take for us to get a response? Thank you.

HON. Z. ZIYAMBI:  Madam President, if the Hon. Senator was listening, there is no better audit than the audit that we are doing now.  We are surveying all the acquired land and giving titles. We already know the number of farms that were acquired. So, the process that we are doing, of giving everyone a title will result in us knowing the vacant plots.

All the agricultural land that was acquired by the Government had a title, which means it was surveyed land. Now, we are doing surveys in subdivisions.  So, we will be able to identify farms that are vacant and to identify farms that belong to one person at the end of this exercise because our system will not allow, at this juncture, to allocate two farms or to allow you to buy two farms.  So, this is the best land audit that you can ever think of, I submit.

HON. SEN. ZVIDZAI:  Supplementary Madam President!  Thank you very much Madam President. My supplementary to the Hon. Minister is related to a need to assure the nation that there is a vaccination against the total dispossession of the so-called people who will get title deeds through a loan system. Are we sure that there is no danger that the majority will lose these farms to the financial institutions?

HON. Z. ZIYAMBI:  Thank you Madam President.  Madam President, firstly, our Constitution did not indicate that agricultural land is there for people to just stay.  It stipulates that Government must ensure that it is productive. Those who want pieces of land to stay on do not belong to the A1 and A2 agricultural land, that is the first point. They must go back to the communal land, which is administered differently.  Secondly, banks are not going to acquire the farms. Banks are going to lend. If you fail to pay, they then advertise and get clearance to sell to qualifying individuals. So, there is no prejudice. Thirdly, I have indicated the number of farms against the population. The minority are on farms, which is natural and this is a business. Those who want to be called farmers must farm. Farming is a business. Those who have goose bumps do not want to farm.  The real farmers are extremely happy. I submit Madam President.

*HON. SEN. MALULEKE:  Thank you very much Madam President, for allowing me the opportunity to ask my question. My question is directed to the Minister of Finance, Economic Development and Investment Promotion.  However, in his absence, I will direct it to the Leader of the House. Hon. Minister, we want to know the prices of different crops this year. We need that information because our constituents are asking for such prices.  Thank you.

*THE MINISTER OF JUSTICE, LEGAL AND PARLIAMENTARY AFFAIRS (HON. Z. ZIYAMBI):  Thank you Senate President. Firstly, the Government allows farmers to sell their produce to different markets. Those who sell to Government are those who were in the ARDA programme through the Strategic Grain Reserves or Dura Redu. We now encourage farmers who farm on their own to look for their markets. We do not force them to sell to GMB but they are allowed to sell even if they are involved in contract farming then they are allowed to sell. 

Those who are asking about GMB, GMB is buying from those who benefited from such Government programmes, but for me to mention the prices, I cannot do so because the Hon. Minister has not yet announced the prices. The cost is like maize which is $375 per tonne. I thank you.

ORAL ANSWERS TO QUESTIONS WITH NOTICE

UPDATE ON MONEY COLLECTED FOR LEARNING AND MATERIAL FUNDS

6. HON. SEN. RITTA NDLOVU asked the Minister of Primary and Secondary Education to update the House on the money collected under the Learning and Materials fund for the 2025 first and second terms.

THE MINISTER OF PRIMARY AND SECONDARY EDUCATION (HON. T. MOYO):  Madam President, may I request that the question be deferred to next week. I did not bring the response.

REVENUE GENERATED FROM HUNTING LICENCES DURING THE FIRST QUARTER

8. HON. SEN. MAVENYENGWA asked the Minister of Tourism and Hospitality Industry to update the House on revenues generated in the first quarter of 2025 from Hunting Licenses.

THE MINISTER OF TOURISM AND HOSPITALITY INDUSTRY (HON. RWODZI):  Thank you Madam President. I see question number 8, the Hon. Senator is asking to update the House on revenues generated in the first quarter of 2025 from hunting licenses. Madam President, that question should have been directed to the Minister of Environment, Climate and Wildlife. They are the regulators of hunting activities, including licensing those who come into or those who go out there to hunt. They are the ones who then forward the funds that they would have generated to us as tourism. We are not directly involved in the generation of the money. I thank you.

THE TEMPORARY PRESIDENT OF SENATE: Hon. Senator Mavenyengwa, I think you heard what the Minister is saying.

HON. SEN. MAVENYENGWA:  Yes, Madam President but also, I do not know.  I did not ask you that question. I just saw it on the Order Paper. It is not me. I think there is a mix-up on the names.

MOTION

BUSINESS OF THE HOUSE

THE MINISTER OF STATE FOR NATIONAL SECURITY (HON. SEN. MATUKE):  Madam President, I move that Order of the Day, Number 1, be stood over until the rest of the Orders of the Day have been disposed of.

Motion put and agreed to.

MOTION

REPORT OF THE JOINT PORTFOLIO COMMITTEE ON PRIMARY AND SECONDARY EDUCATION AND THE THEMATIC COMMITTEE ON GENDER AND DEVELOPMENT ON THE STATE OF UNIVERSAL ACCESS TO PRIMARY AND SECONDARY EDUCATION IN ZIMBABWE

HON. SEN. NDEBELE:  Madam President, I move the motion standing in my name that this House considers and adopts the Report of the Joint Portfolio Committee on Primary and Secondary Education and the Thematic Committee on Gender and Development on the state of universal access to primary and secondary education in Zimbabwe.

HON. SEN. MAVENYENGWA:  I second.

HON. SEN. NDEBELE: 

1.0 Introduction

Madam President, in March 2024, the Joint Portfolio Committee on Primary and Secondary Education and the Thematic Committee on Gender and Development initiated an inquiry into the State of Universal Access to Basic Primary and Secondary Education in Zimbabwe. Universal education is anchored on providing all individuals, regardless of their background, with access to quality education. The success does not only depend on the availability of educational institutions, but also on the removal of barriers that prevent individuals from attending and succeeding in attaining education. More importantly, its key components include availability, affordability, accessibility, inclusivity, quality and support services. This report summarises the findings, observations and recommendations by the Joint Committee.

2.0 Objectives                                                                                                                               

The objectives of the inquiry were:

i.)      To assess the current status of universal access to education in public schools;

ii.)    To identify barriers hindering universal access to education;

iii.)   To engage with stakeholders, including students, parents, teachers and community members, to gather input on improving access to education; and

iv.)    To assess the effectiveness of existing policies and programs aimed at promoting inclusive education. 

3.0 Methodology

3.1 The Joint Committee received oral evidence from the Ministry of Primary and Secondary Education on 05 March 2024 on the achievements and challenges in attaining inclusive education. 

3.2 The Joint Committee analysed written submissions from the Ministry on achievements and challenges associated with the status of universal access to education in schools

3.3 It also analysed written submissions on menstrual health management and hygiene in schools

3.4 From 10 to 16 September 2024, two teams from the Joint Committee conducted field visits to selected schools across the country's ten provinces. Team one (1) visited the following schools: Dabengwa Secondary and Siganda Primary in Matabeleland North; Mtshabezi High and Esigodini Primary in Matabeleland South; Hyde Park Primary and Fairbridge Primary in Bulawayo; Chengeta Primary, Chengeta Secondary, Herbert Chitepo Primary and Herbert Chitepo Secondary Mashonaland West and Dotito Primary and Secondary in Mashonaland Central.  Team Two (2) visited the following schools: Epworth Primary in Harare; Tore Primary and Hunters Secondary in Kwekwe, Stanley Primary in Gweru, Chigwagwa Primary and Chimedza Primary in Zaka Masvingo; Mount Makomwe Primary, Marange High in Mutare and Matututu Primary in Murehwa. 

4.0 Background

 Sections 27 and 75 of the Constitution explicitly lay the legal foundation for promoting universal access to education, while the Education Amendment Act also puts particular importance on universal access to quality education through provision for compulsory basic state funded education for all children as well as free sanitary wear for all school girls within adolescence stage. Under the Act, no pupil should be excluded from school for non-payment of school fees or based on pregnancy. Additionally, the Inclusive Education Policy speaks to the need for ensuring that all learners, including those with disabilities, have access to the most appropriate learning environments and opportunities for them to best achieve their fullest potential. It is against this background that the Joint Committees resolved to inquire into the State of Universal Access to Basic Primary and Secondary Education in Zimbabwe.                     

5.0 Committee Findings 

5.1 Disability friendly infrastructures.

The Joint Committee's visits to various schools, except Stanley Primary School in Gweru (Midlands Province) and Mtshabezi High School in Matabeleland South, revealed significant concerns regarding the lack of facilities for learners with disabilities. Parents of these learners and school authorities expressed deep concern about the absence of essential infrastructure, such as ramps, accessible toilets with grab rails and designated pathways, which present challenges for learners with mobility impairments to navigate the premises. In particular, the Joint Committee noted that lack of proper ablution facilities disproportionately affects girls. At Epworth Primary School, a parent submitted that she has to take her child with a disability home during break time daily to use the toilet because the school lacks appropriate facilities.

Additionally, the Joint Committee found that most classrooms in the schools visited were not equipped with special furniture or learning aids necessary for learners with physical or sensory disabilities, such as braille materials or adjustable desks. Moreover, the available school transport services were often not equipped to accommodate learners with disabilities, limiting their ability to attend school.

The Joint Committee was dismayed to find that most schools had unpaved paths, dirt yards, and uneven surfaces, which are not conducive to wheelchair movement. Teachers highlighted that the unpaved school premises make it extremely difficult for students with mobility impairments to navigate their environment. This situation effectively denies students with disabilities access to universal education, especially in rural areas where these challenges are more pronounced. The Joint Committee was informed that most schools visited lacked teachers who are literate in sign language and other disability specialised skills making the delivery of education less inclusive.

5.2 Distances and Geographical Barriers.

The Joint Committee was informed that a significant number of primary and secondary learners in rural areas are compelled to walk more than 13 kilometers one way to the nearest school, particularly secondary schools, which are few and far between. For example, at Dabengwa Primary School in Bubi, some pupils walk 16 kilometers one way to school. These long distances result in learner fatigue, negatively impacting their concentration and performance in class.

Learners, teachers, and parents expressed that the time spent traveling reduces the hours available for studying and completing homework and thus adversely affects academic success. At Chigwagwa Primary School in Zaka and Hunters Secondary School in Kwekwe, it was reported that students routinely miss school days during the rainy season when rivers are flooded.

Students with disabilities, the girl child, and Early Childhood Development (ECD) pupils are disproportionately affected by these long distances, creating significant barriers to universal education. The Joint Committee learnt that walking long distances to school particularly affects the girl child, as they are more vulnerable to dangers such as rape and pregnancy. Some girls choose to get married, thereby losing their right to education

5.3 Water, Sanitary, and Hygiene (WASH)

Water, Sanitation, and Hygiene (WASH) are critical components for ensuring a safe and conducive learning environment in schools. However, the Joint Committee found that many schools visited lacked adequate WASH facilities, particularly running clean water. This situation adversely affects student health, especially the girl child attendance, and overall educational outcomes. For instance, Epworth Primary School, with an enrollment of over 2,000 pupils, relies on a single borehole whose tank cannot supply water to the school beyond 10:00 a.m. daily due to electricity load shedding and lack of a solar power connection. This situation is unsustainable given the school's growing student population. 

Most schools in rural areas with access to water rely on a single manual borehole, which frequently breaks down. This inadequate water supply violates the Education Amendment Act [Chapter 25:04], which mandates a conducive learning environment, including adequate clean water facilities in schools. It also contravenes the Public Health Act [Chapter 15:09], which requires the establishment of safe and hygienic conditions in public institutions, including schools.

Access to proper sanitary wear is essential for the health, dignity, and academic performance of students. However, the Joint Committee found out that many schools lacked a consistent and adequate supply of sanitary wear, leaving students without essential hygiene products during their menstrual cycles. In the absence of adequate supplies, teachers often resort to sewing reusable pads. While these initiatives are commendable as temporary solutions, they raise concerns about hygiene, risks of infection, safety and the overall well-being of the affected students.

The Joint Committee learnt that some schools lack washrooms for girls to maintain hygiene during their menstrual cycles. In addition, many schools do not have incinerators for the disposal of sanitary wear. As a result, many girls miss their lessons during their cycles due to the lack of supporting sanitation facilities.

5.4 School Feeding Schemes

The Ministry of Primary and Secondary Education implements feeding programmes for learners, especially during times of drought. School feeding programmes (SFPs) have emerged as a crucial strategy to enhance educational access and improve learning outcomes for children. These programmes provide nutritious meals to students, addressing both hunger and educational disparities, particularly in vulnerable communities. At Chengeta Primary and Secondary schools in Chegutu District, students were provided with food effectively. 

The Joint Committee, however, noted inconsistencies and unreliable support for the School Feeding Programme in the majority of schools visited. Schools frequently faced delays and shortages in food.  The implementation of the feeding programmes was restricted to primary schools and varied widely between schools, leading to discrepancies in programme effectiveness. While school officials highlighted that feeding programmes were instrumental in curbing dropout rates and absenteeism among learners, many schools lacked the necessary resources and infrastructure, such as kitchens and storage facilities, to effectively implement feeding programmes.

5.5 Information Communication Technology ICT facilities at schools

In a world increasingly becoming digital, access to Information and Communication Technology (ICT) is essential for providing quality education and preparing learners for future opportunities. The Joint Committee was informed of a severe lack of necessary ICT infrastructure in many schools. These include computers, internet access and digital learning tools, especially in remote rural schools such as Chigwagwa Primary School in Masvingo and Siganda Primary School in Bubi, among others.

Teachers and parents expressed concerns that the lack of ICT infrastructure poses significant challenges to both the teaching and learning processes. They lamented this deficiency, stating that it deepens the digital divide and exacerbates educational inequalities for disadvantaged pupils in rural areas. They indicated that without adequate ICT resources, students are unable to develop essential digital skills, leaving them unprepared for the demands of the modern world.

The Joint Committee was dismayed by this situation, as it violates several important regulations. The Education Amendment Act [Chapter 25:04] mandates the integration of ICT in educational practices to improve learning outcomes. The Disability Act [Chapter 17:01] requires the provision of appropriate educational facilities for students with disabilities, including access to assistive technologies. Additionally, the National ICT Policy (2016) emphasizes the integration of ICT in the educational curriculum.

5.6 Basic Education Assistance Module (BEAM)

The Joint Committee was informed that while the BEAM programme has made significant strides in promoting inclusivity, it currently faces numerous challenges that hinder its effectiveness. Delays in BEAM disbursements, exacerbated by inflation and exchange rate volatility, were reported to disrupt the timely provision of support, affecting schools' ability to access necessary infrastructural and educational materials and services. For instance, at Hyde Park Primary School in Bulawayo, Makomwe Primary School, Chimedza Primary School, and Chigwagwa Primary School, the Joint Committee was told that BEAM funds had last been received between 2019 and 2022. Similarly, secondary schools such as Herbert Chitepo in Mashonaland West and Dotito High in Mashonaland Central experienced the same delays. This inconsistency in funding creates significant difficulties for schools in maintaining essential services and infrastructure.

The Joint Committee was also concerned to receive reports that a large number of learners who do not meet the criteria for assistance were applying for and receiving BEAM support. This misallocation of resources strains the programme’s capacity and limits its ability to support those who truly deserve it, especially the girl child, who is often left out when circumstances become difficult.

 It was noted that in most rural schools, a larger number of pupils were beneficiaries of the BEAM programme, with only a few paying fees for themselves. According to several school officials, this affected the administration and development of schools due to the late and non-disbursement of funds. For example, at Chigwagwa Primary School, out of an enrollment of 245 students, 200 were on BEAM, leaving only 45 paying for themselves. Similarly, at Chimedza Primary School, 400 students were on BEAM, and at Epworth Primary School, 575 students were receiving BEAM support. This widespread dependence on BEAM highlights the pressing need for stringent eligibility verification to ensure the programme benefits the most vulnerable.

5.7 School Improvement Grant

The Joint Committee noted that the School Improvement Grant (SIG) in Zimbabwe has been generally well-received by school authorities. According to school officials, the grant has contributed to a more conducive learning environment by providing necessary resources that were otherwise unavailable. Schools have reported improvements in student engagement and performance due to the availability of proper educational materials and infrastructure. Moreso, it was reported that the grant has been a lifeline for many financially constrained schools, allowing them to meet some basic operational needs. This support has been crucial in maintaining the functionality of these institutions and ensuring that students have access to quality education. For instance, Mount Makomwe has been receiving US$1,550 annually for the past three years, enabling the school to purchase furniture, stationery and run a school poultry project. These initiatives have not only improved the school's infrastructure but also provided additional learning opportunities for students.

However, despite its positive impact, the Joint Committee learnt that the SIG has faced several challenges that hinder its overall effectiveness. For instance, delayed and erratic disbursements of SIG funds have affected the ability of some schools to plan and execute infrastructure projects. Epworth Primary School and Chigwagwa Primary School reported that they have never received SIG funds, while Tore Primary School last received the grant in 2021. Furthermore, inconsistency in funding has created significant difficulties for schools in maintaining essential services and infrastructure. This has led to frustration among school authorities who rely on these funds to meet their operational needs.

5.8 Inadequate School Blocks and Classrooms

The importance of adequate school blocks and classrooms for universal education cannot be overstated. The Joint Committee was dismayed to observe and receive submissions indicating that many schools are housed in dilapidated buildings with insufficient classrooms, most of them lacking libraries, which adversely affects the learning environment. Overcrowded classrooms hinder effective teaching, learning, student engagement and overall educational outcomes.

The Joint Committee was informed that at Herbert Chitepo Primary School in Zvimba District, with an enrolment of over 1,000 pupils, abandoned tobacco grading sheds were being used as classrooms. Similarly, Early Childhood Development (ECD) classes at Tore Primary School were conducted in a fowl run, and some classes at Chimedza Primary School were held in open spaces.

The Joint Committee was informed about the shortage of classrooms and the poor condition of buildings, particularly at Dabengwa, Chigwagwa and Tore Primary Schools. Dilapidated structures fail to provide a conducive teaching and learning environment, especially for teachers and pupils with disabilities. The Joint Committee was informed about land shortages at some schools, such Tore Primary School, which lacks grounds for sports due to a land dispute with a local farmer. A similar situation was reported at Chigwagwa Primary School, where part of the school land was being encroached by community.

The Joint Committee, noted that most schools visited lacked libraries. The absence of libraries limits students' access to a variety of books and educational materials, restricting their reading and research opportunities. Schools often rely solely on insufficient textbooks provided by the government, which may not be updated regularly, leading to a narrow curriculum.

5. 9 Teacher Pupil Ratio

The teacher-pupil ratio is a crucial indicator of the quality of education in any country. The Joint Committee observed that the Ministry of Primary and Secondary Education is experiencing a significant shortage of qualified teachers, leading to a high teacher-pupil ratio. This situation adversely affects the quality of education provided to students. In the Mabvuku-Tafara Epworth District, it was noted that several teaching posts are currently awaiting Cabinet approval for recruitment. As a result, many schools are operating with overcrowded classrooms, often exceeding the recommended limits. This scenario compromises both the quality of education and teacher effectiveness.

The Joint Committee found out that many schools are exceeding the standard teacher-pupil ratio of 1:40. This overburdening of teachers hinders their ability to provide individual attention to students, further negatively impacting learning outcomes. The situation is even worse in urban schools where most schools have resorted to hot sitting as a temporary measure, which disproportionately affects pupils with disabilities. For instance, in Gwanda District, there is an acute shortage of both schools and teachers, the Joint Committee learnt that once teachers leave or retire, it takes up to three years to fill these vacancies. In the meantime, the delivery of some essential subjects such as sciences, mathematics and agriculture is negatively affected by teacher shortages and those who remain face very high pupil-teacher ratios, compromising the quality of their teaching.

5.10 Lack of Teachers’ Accommodation

The Committee noted that a severe lack of accommodations for teachers is a major factor in the high rates of teacher turnover. Overall student outcomes, educational quality, and school stability are all negatively impacted by this circumstance. It is practically impossible to recruit and retain talented instructors in rural locations due to a lack of adequate housing amenities.

According to information provided to the Joint Committee, available accommodation is frequently in poor condition, which results in living circumstances that deter staff retention. Two to three teachers were sharing a room, according to some headmasters and members of school development committees. Their performance suffers as a result of the majority of teachers choosing to commute from neighbouring towns or growth points, frequently arriving at school as late as 0900 hours.

The Committee discovered that 18 teachers were living in seven houses at Mount Makomwe Primary School in Marange, forcing them to share restrooms and toilets. There is a significant teacher turnover rate in schools with housing issues since many teachers relocate to towns and cities in search of better amenities like electricity and running water.

5.11. Lack of Access to Psychological Support Services

The Committee found out that a lack of access to psychological support services in most schools visited considerably restricted universal access to education. For instance, the lack of readily available and effective psychological support services has caused pupils at Herbert Chitepo Primary School in Zvimba District and Dotito Primary and Secondary Schools to experience higher levels of stress and anxiety, which has a negative impact on their focus and academic performance. Similar to this, the majority of the urban, peri-urban, and rural schools that were visited had lower student involvement and greater absenteeism rates due to a lack of mental health support, as students face emotional and psychological difficulties without adequate professional help.

Increased dropout rates brought on by adolescent pregnancies and drug and substance abuse further worsen this situation. For example, school administrators in Mashonaland Central Province indicated that adolescent pregnancies have led to greater rates of school dropout among girls, which has an impact on their education. Furthermore, teen substance consumption, especially in cities, has been recognised as a serious public health concern that affects their general well-being and academic performance by encouraging risky behaviour. Many Zimbabwean students are unable to realise their full potential in the absence of sufficient psychological assistance, underscoring the critical need for mental health services in schools to guarantee that all students have access to high-quality education.

6.0 Committee’s Observations

1. Lack of Facilities for Learners with Disabilities

Section 83(e) of the Constitution mandates the State to provide special facilities for learners with disabilities to ensure they can access universal basic education like other children. However, the Committee observed a significant gap in disability-inclusive education facilities at most schools. This reflects the Ministry of Primary and Secondary

Education's failure to fulfil the government’s obligations under the United Nations Convention on the Rights of Persons with Disabilities (CRPD) to ensure universal access to inclusive education. ii. Long Distances to Schools 

Despite the policy that a child should not walk more than five kilometres to the nearest school, the joint Committee observed that in rural and remote areas, the scarcity of schools’ results in long travelling distances. This disproportionately affects rural children, especially girls who face additional societal barriers. The long distances present significant barriers to education, impacting attendance, academic performance and overall student well-being.

iii.     Inadequate WASH Facilities

The Joint Committee noted that Water, Sanitation, and Hygiene (WASH) facilities are crucial for ensuring proper sanitary hygiene, school attendance and performance, particularly for girls. However, not all schools have managed to access WASH initiatives, such as reliable water sources, the supply of sanitary pads and private, clean ablution facilities and incinerators.

1. Challenges in School Feeding Programmes

The effectiveness of School Feeding Programmes continues to be hampered by erratic funding, inconsistent food supplies and a lack of variety in meals. This inconsistency affects schools' ability to provide regular meals to students, which is particularly needed in rural areas.

1. Digital Divide and Educational Inequalities

Socio-economic disparities contribute to a digital divide and educational inequalities, with students from low-income families lacking access to devices and the internet both at home and at school. This hinders their ability to engage in online learning. Furthermore, the absence of electricity in public schools greatly limits the use of essential technologies and resources, including lighting for study and access to information.

1. Issues with BEAM and SIG Programmes

The Joint Committee observed that the Basic Education Assistance Module (BEAM) programme is hindered by late disbursement, mismanagement and inadequate funding, which impacts its contribution to universal access to quality education in Zimbabwe. Similarly, the inconsistent and erratic nature of the School Development Grant (SIG) distribution and disbursement limits its impact on universal access to education and the development of school infrastructure.

vii.    Inadequate School Infrastructure

Many schools are housed in dilapidated buildings with insufficient classrooms and lack libraries, compromising the learning environment, teacher performance and student outcomes. Overcrowded classrooms and extremely high pupil-teacher ratios hinder effective teaching, learning, and student engagement. 

viii.   Acute Shortage of Teachers’ Accommodation: 

A critical lack of accommodation for teachers significantly contributes to high turnover rates. This issue adversely affects school stability, the quality of education, and overall student outcomes. In rural areas, the scarcity of proper housing facilities makes it nearly impossible to attract and retain qualified educators.

1. Lack of Access to Psychological Support Services

Lack of access to psychological support services in most schools visited significantly hinders the universal access to basic education. This is evidenced by increased stress and anxiety among students, higher absenteeism rates, and lower student engagement. The situation is exacerbated by increased dropout rates due to teenage pregnancies and drug and substance abuse.

7.0          Recommendations

Based on the findings and observations, the Joint Committee recommends the following:

7.1. As of 30 June 2025, the Ministry of Finance, Economic Development and Investment Promotion should approve the recruitment of teachers to reduce the high pupil-teacher ratio and ensure more effective individualised attention, leading to improved education outcomes.

7.2. By 31 March 2025, the Ministry of Primary and Secondary Education, using allocated funds, should commence constructing new schools to decongest existing facilities and ensure that learners do not travel more than five kilometres to the nearest school. 

7.3 The Ministry of Primary and Secondary Education should initiate engagements with parents and community members, through local leadership such as Councillors and Members of Parliament, to support the planning and execution of school feeding programs at both primary and secondary schools countrywide at the beginning of every term, starting from 6 May 2025.

7.4 The Ministry of Primary and Secondary Education should strengthen its collaboration with other stakeholders, including the Ministry of Information Communication Postal and Courier Services, to effectively invest in ICT infrastructure, particularly in rural schools by 31 December 2025.

7.5 The Ministry of Information Communication Postal and Courier Services in collaboration with the Ministry of Primary and Secondary Education by 31st August 2025 should launch the expansion of internet connectivity and provision of modern computing facilities in less privileged and under developed schools by partnering with local communities and collaborating with mobile technology service providers to bridge the gaps on internet accessibility and enhance digital learning opportunities.

7.6 By 31 October 2025, before the commencement of the 2026 National budget processes, the Ministry of Public Service, Labour and Social Welfare, should collaborate with the Ministry of Primary and Secondary Education and other relevant Ministries to review the management, control, and accountability of the BEAM program.

7.7 In the 2026 National Budget, Parliament should ensure the allocation of at least US$1000 .00 budget per school for the construction and upgrading of school facilities, to ensure accessibility by all learners through the installation of ramps, accessible toilets and proper signage. 

7.8 In the 2026 National Budget, the Ministry of Primary and Secondary Education should submit bids for acquiring learning and teaching aids, such as Braille materials, assistive technology devices, visual and audio aids, and tactile and interactive aids to cater for pupils with disabilities.

7.9 By 31 July, 2025, the Ministry of Primary and Secondary Education should conduct a comprehensive assessment of current teachers’ accommodation requirements and prioritise the construction and renovation of teachers' housing in rural areas to attract and retain qualified educators in these areas. 

7.10 The Joint Committee recommends the training and development of school counsellors to provide psychological support services in schools, focusing on high-need areas such as those with high dropout rates due to teenage pregnancies and substance abuse, utilising the budget under the training and development programme by 31st October 2025.

7.11 The Joint Committee recommends the integration of mental health programmes into the school curriculum, including regular mental health check-ups and awareness campaigns and establish partnerships with local health services to provide comprehensive mental health support for students by 30 September 2025. 

8.0 Conclusion

The findings of this report highlight the pervasive challenges faced by learners in accessing universal quality education. The lack of facilities for learners with disabilities, long distances to schools, inadequate school infrastructure, and acute shortage of teachers' accommodation collectively undermine the learning environment. These challenges not only hinder the academic progress of learners but also perpetuate systemic inequalities. It is imperative that urgent attention is given to addressing these gaps to ensure that all learners have equal opportunities to access quality education. I thank you.

         HON.  SEN. NDEBELE: I move that the debate do now adjourn.

         HON. SEN. RITTA NDLOVU: I second.

         Motion put and agreed to.

         Debate to resume: Tuesday, 8^th July, 2025.

         On the motion of HON. SEN. GOTORA, seconded by HON. SEN. C. MUTSVANGWA, the Senate adjourned at Ten Minutes to Five o’clock p.m. until Tuesday, 8^th July, 2025.