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Rainos Mukanya
THE Ministry of Primary and Secondary Education has introduced the Heritage-Based Curriculum (HBC), running from 2024 to 2030, which builds on the strengths of previous educational frameworks while introducing innovative changes aimed at better aligning learners’ education with national economic needs and career aspirations.
One of the key innovations in this curriculum is the pathway system, which seeks to address the diverse talents, skills and abilities of Zimbabwean learners.
Through this, the HBC offers a progression model under which learners have the flexibility to choose between the academic and vocational routes as they advance through the education system.
Understanding the pathway system
The pathway system is designed to offer learners an educational route that caters for their interests and future career goals, allowing for better preparation for both tertiary education and the job market. It accommodates a two-route progression system for all learners.
One follows the academic route.
This pathway is intended for learners who choose to progress to Advanced Level (A-Level) and eventually university education.
Learners following this route will engage in subjects aligned with their academic strengths, preparing them for higher education and professional careers in fields like sciences, humanities and commerce.
This route caters for learners whose goal is to enter tertiary institutions for degree programmes that contribute to the country’s intellectual and professional workforce.
The other option is the skills-based route. This route is designed for learners with a focus on vocational skills and practical training.
Learners opting for this path engage in vocational courses while at school and are trade-tested at the National Foundation Certificate level (equivalent to Ordinary Level) and the National Certificate level (equivalent to A-Level). This route aligns with the Zimbabwe National Qualifications Framework and prepares learners to directly join the workforce or continue their skills development at polytechnics, vocational training centres, industrial colleges or agricultural institutions.
It offers learners practical qualifications, making them job-ready and empowering them to contribute meaningfully to Zimbabwe’s economic transformation through sectors like agriculture, engineering and technology.
Key components of the pathway system
The identification of learners’ achievements and competencies starts at the early childhood development (ECD) stage.
Through continuous learning activities such as project work and learner profiling, children’s strengths, interests and skills are assessed.
These assessments help guide them towards the most suitable pathway as they progress through their educational journey.
Learner profiling, a critical component of the HBC, will be strengthened throughout their schooling to ensure proper development and nurturing of their talents. Certification at key points, based on readiness, is facilitated by the relevant authorities to ensure learners are placed onto appropriate paths.
By the time learners reach lower secondary school (Forms One to Four), they would have explored a broad-based curriculum, gaining exposure to subjects such as mathematics, sciences, humanities and arts. This foundational stage ensures that they develop the necessary skills across various disciplines.
As they transition to upper secondary school (Forms Five to Six), learners are assessed and placed onto pathways based on their achievements, interests and career aspirations.
Whether choosing academic disciplines like sciences and humanities or vocational options such as metalwork and design, learners are encouraged to select a combination of subjects that aligns with their future goals.
The value of pathway selection
The pathway system promotes a balanced approach to education by offering both theoretical knowledge and practical skills.
It is responsive to the socio-economic realities of Zimbabwe, particularly in terms of equipping learners with skills aligned to the five key economic sectors: primary, secondary, tertiary, quaternary and quinary industries.
The system ensures that learners are not only academically prepared but also equipped with the technical and vocational skills necessary to excel in the modern job market.
By introducing early assessments and project-based learning, the HBC pathway system helps learners and educators make informed decisions about children’s educational and career directions. This system nurtures each learner’s individual strengths, while ensuring they are capable of contributing meaningfully to the country’s socio-economic development.
Ultimately, the HBC and its pathway system provide learners with a more personalised education, preparing them for success in both tertiary studies and employment.
It is a forward-looking approach designed to address the evolving needs of Zimbabwe’s economy, offering learners multiple avenues for success, whether in advanced academics or practical skills-based professions.
Rainos Mukanya is a communication and advocacy officer in the Ministry of Primary and Secondary Education.
Online Reporter