By Admore Mbonda in Karoi
Karoi – Over 800 educators from the Kariba and Hurungwe districts gathered recently at Chikangwe High School for a groundbreaking workshop hosted by the Ministry of Primary and Secondary Education (MoPSE).
The event focused on the newly-introduced Heritage-Based Curriculum (HBC), a revolutionary educational reform set to reshape Zimbabwe’s academic landscape.
Gabriel Mhuma, the Provincial Education Director for Mashonaland West, opened the session with a call for educators to fully engage with the details of the HBC.
“This curriculum is not just a reform; it’s a pivotal shift towards aligning our education with Vision 2030 and the National Development Strategy 1 (NDS1),” Mhuma said, encouraging teachers to harness the HBC’s potential in fostering a deeper sense of Zimbabwean identity among students.
Facilitated by MoPSE officials Edson Fana and Ishmael Mujaji, the workshop provided an in-depth exploration of the HBC.
This new curriculum is designed to build upon the Competence-Based Curriculum (CBC), while taking into account Zimbabwe’s unique socio-economic needs.
Fana emphasized that the HBC is more of an evolution than a complete overhaul of the CBC, with initial implementation focusing on syllabus updates rather than finalized textbooks, allowing for flexibility and practicality in classrooms.
One of the standout features of the HBC is its innovative dual-pathway education system, which offers students the choice between academic and vocational tracks. This flexibility caters to diverse interests, giving Form 4 learners the option to either pursue A-levels or engage in vocational training in fields like nursing, engineering, and more.
The curriculum is structured around five core pillars: curriculum infrastructure, staffing, physical and digital infrastructure, legal regulation, and financing. At the workshop, particular focus was given to the curriculum’s infrastructure, which is divided into four modules for various educational stages: the Infant Module (ECD A to Grade 2), Junior Module (Grades 3 to 7), Lower Secondary Module (Forms 1 to 4), and Upper Secondary Module (Forms 5 to 6). Each module is designed to equip students with skills for lifelong learning and career readiness.
Major changes to the curriculum were also revealed, with primary education reducing its learning areas from 12 to six core subjects: Indigenous Languages, English, Mathematics, Science and Technology, Physical Education and Arts, and Social Sciences. At the secondary level, the curriculum has been streamlined to nine subjects, with Mathematics, Combined Science, and Heritage Studies as compulsory.
A-levels have also been revamped to offer specialized pathways, requiring students to select three principal subjects.
The enthusiasm among educators was palpable. Many expressed excitement over the HBC’s potential to make education more relevant and inclusive. “This curriculum empowers us to nurture well-rounded individuals ready for both local and global challenges,” said one teacher.
As the Ministry of Primary and Secondary Education moves forward with the implementation of the HBC, it’s clear that the workshop has been a crucial step toward an educational framework that blends academic excellence with a strong cultural identity and practical skills.
The future looks bright for Zimbabwean learners, as they prepare for a dynamic and globally competitive world.
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