Zimbabwe Rule of Law Journal |79 criteria that the minister uses to authorize mother tongue education in indigenous languages which allows a wide discretion in choice of which language should be taught.75 According to Hachipola, nine trends have emerged in practice. First, Barwe, Chikunda, Doma, Sena and Tshwawo have neither been committed to writing nor taught in Zimbabwean schools even during the colonial era. Second, Venda is taught in primary and secondary schools.76 However, there is scarcity of teaching materials and shortage of Venda teachers. Third, Tswana has never been taught in Zimbabwe. Fourth, Tonga is currently being taught in Primary and Secondary schools particularly in Binga.77 Fifth, Sotho was taught in schools as early as the 1920s and, by the 1960s, Sotho was taught up to standard 6 in the Gwanda and Beitbridge Districts. It would appear though that no material was substantially developed and Sotho is no longer being taught in schools.78 However, Sotho is taught in Lesotho and materials can be bought from Lesotho for this language to begin to be taught in schools from primary school to tertiary level. Sixth, Shangani is taught in elementary education alongside English in the Chiredzi District. Seventh, Nambya is taught in primary schools in the Hwange District. The major challenge though is the shortage of materials and teachers. Eighth, the Fingo language has never been taught in schools in Zimbabwe. Finally, Chewa was taught as a language during the colonial era although it is not being currently taught in schools. The materials for teaching Chewa even up to tertiary level are available in Malawi. S 62(2) of the Education Act should be amended to achieve two purposes. The first would be to provide for the equitable teaching of all the 16 official languages with two limitations. First, the 16 75 Section 62(5) limits the minister’s discretion when it makes it peremptory for sign language to be taught as a medium of instruction for the deaf. It provides that “...Sign language shall be the priority medium of instruction for the deaf and hard of hearing.” 76 SJ Hachipola (n 44 above) 32-33. 77 SJ Hachipola op cit note 44 at 41. 78 SJ Hachipola op cit note 44 18-19.