Zimbabwe Teachers Criticize New Heritage-based Curriculum as Politically Motivated

Teachers' unions in Zimbabwe have voiced strong opposition to the newly introduced Heritage-based Curriculum, arguing that it closely resembles the ruling ZANU-PF party's manifesto. The unions contend that the mandatory inclusion of 'heritage studies' in the curriculum was not the result of widespread consultation but rather a top-down imposition driven by political expediency.

Educators point to the recently abandoned Continuous Assessment Learning Activities (Cala) program as a cautionary tale, asserting that it too was implemented without sufficient national buy-in and ultimately failed. They caution that the Heritage-based Curriculum risks a similar fate of rejection and premature demise due to the lack of stakeholder involvement and the potential to demotivate teachers.

Why this matters: The controversy surrounding Zimbabwe's new Heritage-based Curriculum highlights the ongoing tensions between the government and educators over the direction of the country's education system. The outcome of this debate could have significant implications for the quality and political neutrality of education in Zimbabwe for years to come.

Higher and Tertiary Education minister Amon Murwira defended the curriculum, claiming it aims to produce graduates capable of generating goods and services, in contrast to the previous Education 3.0 model that emphasized teaching, research, and community service. However, educators maintain they were not consulted and criticize the curriculum as highly politicized.

Industry minister Mangaliso Ndlovu acknowledged the importance of addressing the skills gap in Zimbabwe, stating that the government is working on incentivizing industries to invest in research and development.

The unions stress that education should reflect the principles enshrined in the Constitution and involve all relevant stakeholders, rather than being dictated by a select few. They suggest that without national consensus, the proposed curriculum, like the Cala program before it, is fated to fail.

Key Takeaways

• Zimbabwe teachers' unions oppose new Heritage-based Curriculum as politically driven
• Unions cite failed Continuous Assessment Learning Activities (Cala) program as cautionary tale
• Government defends curriculum as producing job-ready graduates, but educators criticize lack of consultation
• Industry minister acknowledges skills gap, plans to incentivize industry research and development
• Unions stress education should reflect Constitution, involve all stakeholders, not be dictated by few