Govt rolls out comprehensive ICT syllabus

 

Lovemore Kadzura
Post Reporter

 

THE Ministry of Primary and Secondary Education has launched a comprehensive Information, Communication, and Technology (ICT) syllabus, rooted in the Heritage-based curriculum to accelerate acquisition of digital literacy and skills among pupils and teachers.

 

Manicaland Provincial Education Director, Mr Richard Gabaza, announced the latest development during the provincial Science, Sport, and Arts festival held in Mutare – themed: ‘Promoting Literacy in the Digital Era and Skills Development through a Heritage-Based Curriculum.’

 

Mr Gabaza highlighted additional initiatives designed to spread digital skills among youths and adults who missed out on formal education. These include community learning centres, evening classes, mobile training sessions, and lifelong learning programmes.

 

“In the digital era, literacy has evolved. It is no longer simply the ability to read and write on paper, but the power to navigate a world shaped by information, devices and virtual platforms. Digital literacy – the ability to access, analyse, create and communicate using digital tools, has become a basic human right and an economic necessity.

 

“Through non-formal education pathways, we are widening the door of opportunity. Community learning centres, evening classes, mobile training sessions and lifelong learning initiatives are bringing digital skills to youths and adults, who might have missed out on formal schooling. Who might have missed out on formal schooling.

 

“It is inspiring to see learners of all ages with mobile apps, online courses and digital content to improve their livelihoods, their businesses and their understanding of the world. We must acknowledge the challenges such as inconsistent access, lack of devices and limited digital infrastructure in rural areas. But therein also lie our opportunities, to innovate, collaborate with stakeholders, empower teachers through ICT capacity building and to harness blended learning models that work even in resource-constrained settings. We must continue to leverage technology not as a luxury, but as a bridge to opportunity, inclusion and innovation,” he said.

 

Mr Gabaza emphasized that the new technology is, not a replacement of the country’s values and culture, but should be adopted to suit the local environment and called upon the strengthening and blending of indigenous knowledge systems.

 

“At the same time we must never lose sight of who we are. Our second focus of promoting skills development through a Heritage-Based Curriculum reminds us that our past is not a limitation, but a foundation. Our heritage is rich with wisdom, creativity and resilience. From traditional weaving, stone carving, pottery, iron smelting and indigenous agriculture to storytelling, folklore, music and dance. These are not just cultural expressions, they are skills. Skills that can build businesses, solve problems and root learners in identity.

 

“The Heritage-based curriculum brings relevance and pride into the classroom. It encourages innovation rooted in tradition and it teaches our learners that creativity doesn’t always begin with the latest gadget. We have already seen success stories with pupils creating eco-friendly products inspired by traditional practices, science projects exploring indigenous knowledge systems and art performances blending history and modern expression,” said Mr Gabaza.

 

Zimbabwe Rural Teachers Union president, Mr Martin Chaburumunda said although there are programmes and policies to promote digital literacy, a lot still need to be done to accelerate the implementation and teaching of information, communication and technology syllabus, especially in rural schools.

 

He said rural schools still lag behind.

 

“There is still a lot of ground to be covered when it comes to digital literacy. It starts with the training and equipping the teachers right from training colleges and universities. It requires critical and enabling infrastructure such as electricity either from the grid or solar to connect the electrical gadgets. At the moment very limited rural schools are offering ICT subjects thereby disadvantaging the rural child who will find it very difficult to catch up later in life. We can no longer afford to treat technology as for a select few but we must fully embrace it and spread it into all corners of the country,” said Mr Chaburumunda.