The MOEVT also focuses on improving vocational training through strengthening and expansion of existing institutions and establishing new ones. Two training centres for outof-school youth have been established with a capacity of 600. Measures taken to abolish corporal punishment - The Nyalali Commission Report of 1992 identified corporal punishment as among the set of ‘forty oppressive laws’ in the country and recommended that it be repealed. The Law Reform Commission in its 1996 report to the Ministry of Justice and Constitutional affairs recommended, however, that corporal punishment should continue to exist though with necessary safeguards to its administration. NGOs and other civil society organizations have been advocating and lobbying for the abolishment of corporal punishment in schools. In 1996 and 1997, the NGO Kuleana and five partner institutions undertook studies on corporal punishment in six regions of Tanzania. The study found that corporal punishment was the most commonly used method of discipline. In 2000 a campaign against corporal punishment by Kuleana was launched by the Minister of Community Development Gender and Children Affairs. The campaign47 aimed to stimulate debate on the appropriate ways for adults and children to interact. For Corporal punishment as a sentence in criminal justice in Tanzania Mainland please see article 17 Leisure, recreation and cultural activities - Tanzania developed a Cultural Policy in 1997. This states that children must be availed of every opportunity for cultural development. 48 The Ministry of Information, Culture and Sports is the responsible ministry. Children’s recreational or cultural activities utilize about one per cent of the total budget for culture. Special priorities to date include: 47 Several NGOs and CBOs took part in the campaign which included dissemination of materials; publication of newspaper articles and press releases, radio and television programmes and dialogue in various part of the country. 48 This stipulates that cultural education be an integral part of the entire education process - from pre-primary, primary to secondary levels, and is examined also at these levels. 56