Chronicle Editor
Nqobile Tshili, [email protected]
ZIMBABWE is charting new frontiers in its skills development drive through incorporating vocational training and creative art disciplines at high school level to equip learners with hands-on experience and practical skills essential for today’s job market.
The broadening of the curriculum is a departure from the previously academic biased, positioning learners for global competencies and entrepreneurial self-sustenance through various trades and professions.
The combination of academic subjects with vocational and artistic disciplines promotes a well-rounded education, buttressing the ideals of the new Heritate-Based Curriculum.
Through massive empowerment of learners at a tender age, Zimbabwe will be able to develop a broad range of skills for the modern economy, while harnessing technical abilities essential for personal growth and global development contribution.
The model creates favourable ground for enhanced partnerships with local industries, and arts organisations to further enhance impact with multiple economic benefits.
As Lower Six classes resumed across the country yesterday, schools have begun pioneering the new disciplines that include wood or metal technology (previously known as woodwork or metalwork), to be examined at Advanced Level for the first time. Advanced Level now has five segments — sciences, humanities, commercials, visual and performing arts and technical and vocational education and training.
Sciences combination covers Mathematics, Pure Mathematics, Additional Mathematics, Statistics, Physics, Chemistry, Biology, Software Engineering, Computer Science, Agriculture, Geography, Agriculture Engineering, Crop Science, Animal Science, Horticulture and Sports Science. From these, learners are recommended to take three.
Visual and performing arts include Film, Theatre Arts, Art, Sport Management, Musical Arts, Physical Education and Mass Displays, as well as Dance while humanities will include Heritage Studies, Family and Religious Studies, Indigenous Languages, Foreign Languages, Literature in English, History, Sociology, Economic History, Guidance and Counselling, Life Skills Education and Communication Skills.
The department of economics will teach Economics, Accounting, Business Enterprise Skills and Business Studies while the Technical and Vocational Education and Training department will cover Wood Technology and Design, Metal Technology and Design, Food Technology and Design, Building Technology and Design, Technical Graphics and Design, Textile Technology and Design, Home Management and Design and Design and Technology.
Director for communications and advocacy in the Ministry of Primary and Secondary Education, Mr Taungana Ndoro, said the expansion of learning areas at secondary schools will yield positive impact for the country.
“The introduction of vocational technologies and performing arts at the advanced level within the Heritage-Based Curriculum is a significant development for several reasons,” he said.
“By incorporating vocational training, learners gain hands-on experience and practical skills that are essential in today’s job market. This prepares them not just academically but also equips them with the competencies needed for various trades and professions,” said Mr Ndoro.
“The inclusion of visual and performing arts fosters creativity, critical thinking and self-expression, which are vital in numerous fields, including arts, media and design.”
At a time when the formal job market is constrained, hopes are high that the new model ensure that graduates are not only employable but can create their own employment.
“With vocational training, learners are not only prepared for employment but also empowered to start their own businesses, fostering entrepreneurship and innovation,” said Mr Ndoro.
“The Heritage-Based Curriculum emphasises local culture and traditions, ensuring that students appreciate and understand their identity. This connection to heritage can enhance pride in one’s culture and encourage learners to contribute positively to their communities.
“The combination of academic subjects with vocational and artistic disciplines promotes a well-rounded education. Students develop a broad range of skills, from technical abilities to creative talents, which is essential for personal growth and societal contribution.”
In this journey, Government expects to partner with local players to ensure successful implementation.
“Continued partnerships with local industries and arts organisations will further enhance these programmes, ensuring they remain relevant and impactful.
“Ongoing training for educators in these new areas will also be essential for successful implementation,” said Mr Ndoro.
St Columba’s High School in Bulawayo has already hit the ground running with its strong practical subjects programmes at Ordinary Level.
The school head, Reverend Canon Albert Ncube, said the new curriculum was crucial as it prepares learners for post school life.
“At St Columba’s we are already riding on the vocational education with a viable technical department, which is now escalated to A-level,” he said.
“We are now combining vocational education with our Advanced Level. We are now offering the technical subjects at A-level, which were traditionally taught at O-level,” said Rev Ncube.
“This means we can now channel out learners with advanced skills to participate in the industry. We have wood technology and design, metal technology and design, food technology and design and other vocational training courses, which were done under Higher Education Examination Council, which include machine technology engineering. We also have computer technology at that level and all these courses are blending well.”
He said in terms of visual and performing arts, the school has engaged the ministry to provide teachers for those subjects. Government has already hinted on plans to employ about 8 000 teachers countrywide.
Rev Ncube said a “whole of a society approach” is needed for the heritage based curriculum to be effective.
“The new curriculum is a continuation of the hands -on education system. Our children are becoming more relevant, it is no longer about academic prowess but productivity, it is about engaging with the industrial world,” he said.
“Now they are more relevant. Heritage-based curriculum taps on their own heritage and belonging, they belong to this country and this community and are now information, which is available within their vicinity to develop their career pathways,” said Rev Ncube.
“Children these days need more support from parents more than what is happening in schools. Parents need to embrace the new curriculum, as a society and a nation we need these changes. This curriculum links well with Education 5.0, it is more on production and delivering.”
Labour expert,Mr Davis Ndumiso Sibanda said the reviewed curriculum was a step in the right direction as employers have moved from seeking for qualifications but skills.
“It was long overdue to have a skill based curriculum. If you look at countries such as India and China, they have approached education from a skills-based education approach,” he said.
“Children in those countries are learning skills from a junior school. Employers worldwide are no longer looking for qualifications but what skills individuals possess for one to be considered for employment,” said Mr Sibanda.
The new thrust is expected to organise the arts sector, which at the moment is unstructured and needs formalisation, Mr Baya added. —@nqotshili
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