The education system has been proven unsuitable, particularly with regards to the manner in which indigenous and minority children under-perform when instructed in an unfamiliar language and their outlook on life is forced to conform to that of a particular language. Creative capacity of the child is extremely affected as all that has been learnt in the preschool period is lost.
All the things that the child has learnt in the informal setting, at home through parents and peers suddenly becomes „wrong‟ as the child is forced to learn a new language. The issue of language marginalization through the education system is deeply embedded in the political system and teachers have been used to drive the inequalities that exist and further disadvantage minority communities. Mr. Nyoni went further to identify ways in which the education system could be used to promote and develop minority languages.
The first port of call was to get all languages taught at all levels of education, instead of limiting it to primary education as was the case. This would encourage the development of the lexicography of local languages so that they became compliant with modern development. In order to have all languages taught, it is important that the teachers themselves have a solid multi-lingual training. All this would mean that education planners and the government of Zimbabwe would have to exhaust huge amounts of their budget in developing the indigenous languages through lexicography work, research, translations production of reading materials and multilingual teacher training.
Education planers also had to explore the prospects of devolving the education system so that it captures and relates to the multiple realities, experiences and talents that are alive in Zimbabwe.
Thabani Nyoni demonstrated how the education system in Zimbabwe has been used to economically and politically marginalize and how it can be used to empower all people across the board.