The Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ) has strongly criticized the government’s implementation of the new Heritage-Based Curriculum (HBC), calling it “frivolous” and lacking seriousness. The union argues that the rushed rollout of the curriculum has left teachers unprepared and students at a disadvantage, particularly in rural and underserved areas.
Last year, the government introduced the Heritage-Based Curriculum, replacing the Continuous Assessment Learning Activities (CALAs). While the move was meant to address concerns about CALAs burdening parents and widening disparities between urban and rural schools, ARTUZ says the new curriculum is a step backward and has been poorly implemented.
ARTUZ President Obert Masaraure highlighted the lack of preparation and consultation in developing the HBC. “A modern curriculum should be designed to equip learners with skills to solve the country’s problems, like unemployment and technological advancement. Unfortunately, the HBC was created without widespread consultation and fails to meet these needs. It is a step backward from the STEM-based curriculum, which focused on science, technology, engineering, and mathematics—skills critical for the 21st century.”
Masaraure added, “In developed countries, curriculum development involves extensive research, consultation with experts, and pilot testing. Here, the government simply imposed the HBC without proper planning or resources, leaving teachers and students to suffer the consequences.”
Teachers and parents have also expressed frustration with the new curriculum. Mrs. Tendai Moyo, a primary school teacher in rural Matabeleland, said, “We have not received any training or materials for the HBC. How are we supposed to teach something we don’t understand? The government expects us to implement a curriculum without even providing the syllabi.” Mr. Tinashe Chikomo, a parent from Harare, shared similar concerns. “The government keeps changing the curriculum, but nothing improves. My child is still struggling because schools lack textbooks and trained teachers. The HBC is just another poorly thought-out idea that will fail our children.”
Education expert Dr. Grace Ndlovu criticized the HBC for being outdated and irrelevant. “A good curriculum should be forward-thinking and aligned with global trends. The HBC focuses too much on heritage and tradition, which, while important, does not prepare students for the modern world. Countries like Finland and Singapore involve teachers, parents, and experts in curriculum development, ensuring it meets the needs of learners and the economy. Zimbabwe’s approach is the opposite—top-down and disconnected from reality.”
ARTUZ emphasized that a successful curriculum rollout requires:
Consultation: Engaging teachers, parents, and education experts to ensure the curriculum meets the needs of learners.
Training: Providing comprehensive training and resources for teachers before implementation.
Pilot Testing: Testing the curriculum in select schools to identify and address challenges before nationwide rollout.
Adequate Funding: Allocating sufficient resources for materials, infrastructure, and teacher support.
The HBC has been widely criticized as a regression from the STEM-based curriculum, which aimed to equip students with skills in science, technology, engineering, and mathematics. Instead of building on this foundation, the HBC focuses on heritage and cultural studies, which, while valuable, do not address the urgent need for technical and problem-solving skills in a rapidly changing world.
ARTUZ urged the government to engage in meaningful consultation with stakeholders. “The Heritage-Based Curriculum was introduced without meaningful consultation with teachers, parents, or education experts—the very people who understand the realities of our classrooms.” said Masaraure. “We urge the government to engage in genuine dialogue with stakeholders, and develop a curriculum that truly serves the best interests of our children and our nation..”