Africa-Press – Zimbabwe. THE Primary and Secondary Education ministry is set to conduct the first official evaluation of the Heritage-Based Curriculum at the end of February following concerns from teacher unions and other critics that the curriculum is heavily politicised.
According to the ministry, the curriculum is meant to produce patriotic students.
Its introduction followed the scrapping of another controversial curriculum — Continuous Assessment Learning Activities.
Primary and Secondary Education minister Torerayi Moyo said the assessment would focus on gauging the effectiveness of the curriculum in enhancing students’ understanding of local culture, traditions and national history.
“We want to see how well the Heritage-Based Curriculum is helping our students to connect with Zimbabwe’s culture, traditions and history,” Moyo said.
“The first assessment of the Heritage-Based Curriculum will be done by the end of February and we are optimistic that it will yield valuable insights to enhance teaching and learning outcomes across our schools.”
Moyo said the curriculum, which was recently rolled out nationwide, aimed to integrate Zimbabwe’s cultural heritage and history into the teaching framework.
“By embedding local history and culture into the classroom, we are ensuring that future generations are aware of their roots and the values that define our nation,” he added.
The minister indicated that feedback from the assessment will inform adjustments to the curriculum to improve its delivery and relevance.
“Schools are expected to submit reports on the implementation process, including challenges faced and best practices observed.”
Moyo reiterated government’s commitment to continuous monitoring and improvement of educational programmes.
According to him, the core values of the Heritage-Based Curriculum are “discipline, manifestation of patriotism, Ubuntu, volunteerism, honesty and pride in being Zimbabwean.”
Educators, including Amalgamated Rural Teachers Union of Zimbabwe leader Obert Masaraure, have condemned the curriculum, saying it is meant to produce “politicised robot machines” rather than useful individuals in society.
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