Nature of violations People with disabilities faced discrimination in accessing public facilities and utilities. They had limited access to tertiary training, employment and the provision of government services. The marginalization of people with disabilities in the governance systems of the country is well documented, as is their lack of participation in these issues. In the arena of politics, for instance, people with disabilities are wary of active involvement, as they are aware that the attendant violence will serve only to compound their disability. An issue of concern, however, is that of the political violence in 2008, which had the unfortunate effect of increasing the number of people with disabilities in the country. The exact numbers have yet to be captured and the extent of the problem acknowledged. People with disabilities constitute ten per cent of the population. Incidences of violence against people with disabilities are not easy to document for a number of reasons: people with disabilities suffer from systemic discrimination and lack of access to fundamental rights and freedoms that other people take for granted. This has a knock-on effect on their self-esteem and self-efficacy and they are more apt to keep quiet and not report violence against their person and other people with disabilities so as not to appear to be ‘rocking the boat’. 4.5 Violations of socio-economic and cultural rights Socio-economic and cultural rights involve rights to education and health; transparency, account­ ability and integrity; and property and labour rights. 4.5.1 Violation of the right to education Violation of the right to free and compulsory basic education for all children as a human right recognized by the United Nations, including state obligations to eliminate discrimination at all levels of the educational system. Policy The right to education is enshrined in article 26 of the UDHR, to which Zimbabwe is a party. The ACRWC, article 3(d), provides that state parties should take measures to encourage regular attendance at schools. In local legislation, this is covered under the Education Act, where section 4 stipulates that education is a right for every child and primary education is compulsory and free in Zimbabwe. Specific measures put in place by the government to improve access to education by poor children include the Basic Education Assistance Module (BEAM), which was introduced in the late 1990s as part of social protection programmes to assist vulnerable children with school fees and levies. The situation on the ground in 2009, however, did not reflect government’s commitment to ensuring that education is accessible to all children. Nature of violations Access and availability of education was compromised by economic challenges at household level, massive staff turnover deriving from low salaries and the political victimization of teachers, and poorly planned and random settlements emanating from the land reform programme. 22 Zimbabwe Human Rights Report – 2009