Nziramasanga Commision of Inquiry

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The Nziramasanga Commision of Inquiry was a commission of Inquiry which was commissioned by former President Robert Mugabe in 1998 to inquire in the Education System of Zimbabwe. A team of led by Prof. Caiphas Nziramasanga conducted the inquiry and gave the feedback to the then Presidential administration. The report gave recommendations on what can be improved in the Zimbabwean Education sector.

Background

The commission of Inquiry was conducted to review the then and future needs of the education system in Zimbabwe.

The Report Commision of Inquiry

Nziramasanga_Commision.pdf

Structure of the Team that Conducted the Inquiry

Secretariat

  • Secretary to the Commission = Mr. B Masango
  • Mr R.H Chakamba
  • Mr J Manganye
  • Ms F.S Chasokela
  • Mrs Manyuchi
  • Mr E Gudza
  • Mr E Mari
  • Mr C C Kuona
  • Mr A .N Moyo
  • Mr M .T.Nyahasha

Admnistrative Staff

  • Mr M Guhu
  • Ms L Nyakumbi
  • Ms M B Duma
  • Mrs R Sambizi - Muchenje
  • Mrs J Mundangepfupfu
  • Mrs E Chifamba
  • Mrs T D Bangure
  • Mr J Chihera
  • Ms W Mupindu
  • Ms P Haruzibwi
  • Mr C Nyika
  • Mr O Makovere
  • Ms I Mutema

A highlight of Recommendations from the Commision of Inquiry

  • The National Budget should include estimates to adequately finance the construction of infrastructure and remuneration of teachers for the early childhood development programme.
  • Substantial sums of money are required to purchase equipment and train manpower for technical/vocational education.
  • Sporting equipment needs to be purchased to develop and promote the sport in schools.
  • Nine years of basic education must be guaranteed for every child and extended education beyond this was encouraged.
  • Provide access to education at all levels, from pre-school to tertiary and life-long education.
  • Develop good citizenship and the philosophy Hunhu/Ubuntu (civility).
  • Promote the development of indigenous languages.
  • promote practical skills in primary school; the introduction of vocational education followed by vocational training in secondary school, leading on to a range of qualifications in different occupation areas: Professional, academic, practical and technical.
  • Provide guidance and counseling.
  • Give special attention to marginalized groups such as the girl child, the disabled and children in especially difficult circumstances.
  • Set up education structures which ensure good quality education and efficient management of resources.[1]

References

  1. Dokora experimenting with children’s future , , Published: 19 January 2017 , Retrieved: 30 January 2018

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