Diagram 9: Illustrating whether there were any other community based voter education other than ZEC The following could be deduced from diagrams 5 – 9 above: ● A generalised voter education was fairly provided across the country. Nevertheless, it was scarce in the so called minority languages such as Tonga, Nambya, Kalanga, Venda, sign language, braille and other languages illustrated in the constitution. More could have been done to enable voters' access voter education in the languages they best understood. ● There was no specific targeting, especially of first time voters (who are also the youth) and women. Voter education should therefore be carried out throughout the electoral cycle in order to have enough time to consider the gender, generational and the lingual dimensions ● There were few organisations that complemented ZEC's voter education, especially in remote and marginalized areas. More could have been done in identifying other organisations with structures that reach the most remote and marginalised areas to complement ZEC's voter education. 4.2.2 BVR Process: More "Speed" in Registration and Ablution Facilities at BVR Points CCJPZ carried out a survey in all Zimbabwe's ten provinces to understand voters' feelings toward the BVR process. A total sample of 109 responded to a questionnaire distributed in the 8 Catholic dioceses of Zimbabwe with an error of 9.4% and a confidence level of 95%. The following is a summary of the results. 19