Chronicle Editor
Rainos Mukanya
THE Ministry of Primary and Secondary Education introduced the Heritage-Based Curriculum (HBC) Framework 2024-2030 with the aim of integrating Zimbabwe’s rich cultural and historical heritage into the educational framework.
This curriculum, aligned with the heritage-based Education 5.0 model and Vision 2030, seeks to cultivate innovative learners, who are prepared to drive national development and excel in the modern economy.
With the implementation of the HBC having commenced in May, it is important that stakeholders take note of the way it is being executed.
A key aspect of the HBC is its inclusive implementation strategy, which guarantees that all learners, regardless of their background, benefit from this transformative educational approach.
By integrating continuous assessments with traditional examinations, the HBC provides a balanced and fair evaluation of each learner’s abilities and progress.
The curriculum framework from 2024 onwards is structured in a way that accommodates the diverse needs of learners, ensuring a smooth transition and equal opportunities for success.
Grading and certification
The model for grading and certification will continue as a combination of continuous assessment and summative forms of evaluation.
This approach, defined in the syllabus and in line with the curriculum framework 2024-2030, ensures a balanced evaluation of learners’ competencies.
Transition to school-based projects
In 2024, examination candidates in Grade Seven and Forms Four and Six will complete the last two continuous assessment learning activities (CALAs) for terms one and two with a total of five CALAs per learning area, as per the competence-based curriculum framework that is being replaced by the HBC model.
These assessments are crucial in providing a comprehensive evaluation of learners’ progress and contribute towards their final grading at these levels.
From May 2024, school-based projects (SBPs) have replaced CALAs at all levels, from early childhood development (ECD) A upwards, except for examination learners.
These projects, one per learning area per year, will be for continuous assessment, fostering a hands-on practical approach to learning.
This shift emphasises real-world application and a deeper understanding of subject matter.
Contribution to Zimsec grading
From January 2025, the contribution of continuous assessment to the Zimbabwe School Examinations Council (Zimsec)’s grading at Grade Seven, Form Four and Form Six will derive from SBPs completed at Grades Six-Seven, Forms Three-Four and Forms Five-Six levels.
This method ensures that learners’ ongoing work throughout the year plays a significant role in their final evaluation.
New examinations framework
The new examinations framework for Grade Seven, Form Four and Form Six will commence in January 2025.
It will be based on a 20 percent continuous assessment and 80 percent summative Zimsec examinations ratio, providing a balanced measure of both theoretical knowledge and practical skills.
Old curriculum’s continuation for exam classes
In 2025, Grade Seven, Form Four and Form Six learners will continue with the old curriculum for their exams, except for the continuous assessment component, where they will undertake SBPs, instead of CALAs.
This transitional phase ensures that current learners are not abruptly shifted into the new system, allowing for a smoother transition.
The implementation of the HBC syllabi will commence in January 2025 for all other levels.
This full-scale rollout will integrate Zimbabwe’s tangible and intangible heritage into the fabric of the education system, promoting environmental awareness, economic growth and a strong sense of national identity.
The implementation matrix, with its blend of continuous assessment and summative evaluations, ensures that every learner receives a holistic education.
As the HBC is being rolled out, the Ministry of Primary and Secondary Education remains steadfast in its commitment to fostering an environment where every learner can thrive, innovate and lead.
This transformative journey is poised to redefine Zimbabwe’s educational landscape, ensuring that the country’s future leaders are well-equipped to navigate and shape the world.
Rainos Mukanya is a communications and advocacy officer in the Ministry of Primary and Secondary Education.
Bongani Ndlovu