Online Reporter
Ivan Zhakata
Herald Correspondent
GOVERNMENT has directed all schools to fully implement the Heritage-Based Curriculum Framework, a move aimed at aligning Zimbabwe’s education system with national development priorities.
In a circular to stakeholders, Secretary for Primary and Secondary Education Mr Moses Mhike said the framework, which runs from 2024 to 2030, replaces previous guidelines and sets the tone for teaching and learning across the country.
“The underlying principle is an education system that produces goods and services useful to the economy, based on heritage,” he said.
The curriculum builds on the competence-based framework but places greater emphasis on harnessing Zimbabwe’s natural and human resources, including minerals, agriculture and indigenous knowledge systems.
Mr Mhike said the new framework also strengthens the integration of science and technology in line with the Government’s skills development thrust.
“It integrates and reinforces a strong scientific and technological bias as part of the Government’s skills development strategy,” he said.
Under the new structure, learners at secondary level will take compulsory subjects such as Mathematics, Combined Science and Heritage Studies, while selecting electives from a range of disciplines including sciences, humanities, commercial and technical subjects.
At Advanced Level, learners will follow career pathways that include Science, Technology, Engineering, Arts and Mathematics (STEAM), Technical and Vocational Education and Training, Humanities, Commercials, as well as Visual and Performing Arts.
The circular also confirms the replacement of Continuous Assessment Learning Activities (CALA) with school-based projects for most learners.
“With effect from May 1, 2024, the School Based Project replaced CALA, except for examination classes completing their final assessment cycle,” said Mr Mhike.
Full implementation of the curriculum began in 2025 for most classes, with transitional arrangements for examination groups.
Mr Mhike said the success of the curriculum hinges on effective implementation at school level, with heads, teachers and communities expected to play a central role.
“The responsibility for the quality of educational provision in individual schools rests with heads, teachers, parents, business and the community,” he said.
He said the ministry will continue to monitor progress through inspections and evaluation mechanisms to ensure compliance.
“It is incumbent upon every school to effectively implement the provisions of this circular,” said Mr Mhike.
