Zimbabwe’s education system is poised for a significant overhaul, with the Ministry of Primary and Secondary Education set to implement a new curriculum framework starting next term. This follows the discontinuation of the Continuous Assessment Learning Activities (CALAs), which were in place from 2021 until earlier this year.
The new framework, dubbed the Heritage-Based Curriculum, aims to equip students with the skills and knowledge necessary to navigate the challenges of a rapidly evolving world. In an interview with The Sunday Mail, Mr Taungana Ndoro, the Ministry’s communications and advocacy director, explained the rationale behind the shift.
“In 2025, a new curriculum framework, the Heritage-Based Curriculum, will be implemented for subsequent cohorts. This new framework addresses current educational needs and trends, ensuring that students are better prepared for future challenges,” Mr Ndoro stated.
The Heritage-Based Curriculum represents a departure from the previous 2015-2022 framework, under which the current Grade Seven, Form Four, and Form Six students completed their education. “This means these students completed their education under the guidelines established in that framework, which has been in place for several years,” Mr Ndoro clarified. He emphasised that the 2024 cohort will be the last to follow the older framework.
A key component of the new curriculum is the introduction of School-Based Projects (SBPs) as a method of continuous assessment. This replaces the discontinued CALAs, providing a practical, hands-on approach to evaluating student learning.
“The mention of school-based projects for continuous assessment is under the Heritage-Based Curriculum and indicates that, while the CALA has been phased out, students will still engage in practical projects that contribute to their overall assessment,” Mr Ndoro explained. “SBPs are designed to evaluate students’ learning and skills in a more hands-on, practical manner, aligning with the educational goals of fostering critical thinking and creativity.”
The transition to the Heritage-Based Curriculum will involve more than just a change in assessment methods. The Ministry anticipates updates to teaching methodologies and learning outcomes to ensure alignment with the new framework’s objectives.
“The transition to this new curriculum may include updated teaching methodologies, assessment strategies and learning outcomes. It’s part of a broader effort to enhance educational quality and relevance,” Mr Ndoro said.
The emphasis on practical skills development within the SBPs reflects a recognition of the importance of preparing students for the demands of a digital age. These skills, Mr Ndoro added, will equip learners to seamlessly adapt to the evolving technological landscape.
“These skills, he added, will help the learners to easily adapt in a digital world.”
The Ministry’s decision to implement the Heritage-Based Curriculum signals a commitment to modernising Zimbabwe’s education system. The shift away from CALAs and the introduction of SBPs represent a significant change, aimed at fostering a more engaging and relevant learning experience for students. The focus on practical skills and critical thinking is expected to better prepare students for the challenges and opportunities of the future.
