Online Reporter
Rainos Mukanya
As the Ministry of Primary and Secondary Education embarks on the implementation of the 2024–2030 heritage-based curriculum (HBC), this article seeks to address concerns and uncertainties surrounding this transition, particularly regarding the introduction of school-based projects (SBPs) and the discontinuation of continuous assessment learning activities (CALA).
Introduced in 2024, the HBC aims to align Zimbabwe’s education system with the nation’s rich heritage while fostering the development of graduates who are creative, innovative and equipped to contribute to the production of goods and services.
This curriculum represents a significant departure from the 2015–2022 framework, as it seeks to prepare learners for the demands of modern society.
Key features of the HBC
The HBC has streamlined primary school learning areas to prevent curriculum overload, emphasising six core areas: Indigenous Languages; English Language; Science and Technology; Mathematics; Social Science; and Physical Education and Arts.
At the secondary school level, a two-route system has been introduced to cater to learners’ diverse aspirations.
The academic route targets learners who plan to pursue higher education at universities, while the vocational route focuses on developing practical skills for trades and vocational careers.
For secondary school learners, three compulsory subjects — Mathematics, Combined Science and Heritage Studies — anchor the Science, Technology, Engineering, Arts and Mathematics (STEAM) thrust.
Additionally, learners can select up to six subjects from five pathways: Sciences; Languages and Humanities; Commercials; Physical Education and Arts; and Technical and Vocational Education.
At the Advanced Level, learners specialise in three subjects aligned with these pathways, ensuring deeper expertise in their chosen areas.
Transition to school-based projects
A key element of the HBC is the shift from CALA to school-based projects (SBPs) for all classes.
Each learner is now required to complete one SBP per learning area annually, emphasising practical application and hands-on learning.
It is important to note that CALA has been phased out.
Schools that continue implementing CALA are urged to cease immediately and align with the HBC guidelines.
To support this transition, the ministry has issued Secretary’s Circular No. 9 of 2024, which provides guidelines for the implementation of SBPs from infant school module to upper secondary school.
2025 examination classes
In 2025, Grade Seven, Form Four and Form Six learners will continue following the 2015–2022 curriculum framework for their Zimbabwe School Examinations Council (Zimsec) summative assessments.
However, as part of the transition to the heritage-based curriculum (HBC), these learners will undertake SBPs for their continuous assessment component instead of the previously used CALA.
Each learner will be required to complete an SBP per learning area, aligning with the ministry’s emphasis on practical application and hands-on learning.
This phased approach ensures continuity and stability in preparing learners for their Zimsec examinations while giving schools sufficient time to adopt and fully implement the revised syllabi.
To facilitate this transition, the ministry has committed to distributing updated syllabi to all schools by the end of 2024, ensuring a smooth and well-supported process.
Rationale behind the changes
The introduction of SBPs and elimination of CALA aim to enhance educational quality.
This shift prioritises creativity, problem-solving and innovation, equipping learners with the skills they need to succeed in their chosen pathways.
The ministry acknowledges that such extensive reforms require time and transparent communication to ensure all stakeholders — learners, parents, teachers and schools — fully understand and embrace the changes.
What this means for learners, parents
Parents are encouraged to collaborate closely with schools to support their children’s SBPs.
These projects offer learners an opportunity to explore their interests while applying their knowledge in practical and meaningful ways.
Schools, in turn, must ensure that SBPs are seamlessly integrated into teaching and learning processes.
For examination classes, the ministry assures stakeholders that the transition will not disadvantage learners.
The 2015–2022 curriculum framework remains the standard for Zimsec assessments in 2025, providing stability during this period of change.
Looking ahead
The HBC marks a bold step towards aligning education with Zimbabwe’s national aspirations and developmental goals.
As the framework is implemented, the ministry remains committed to addressing emerging challenges and ensuring that the curriculum serves the best interests of learners and the nation.
Stakeholders with questions or concerns are encouraged to engage with their local district education offices or call. By working together, we can realise the vision of the HBC, nurturing capable, innovative graduates ready to contribute meaningfully to Zimbabwe’s progress.
Rainos Mukanya is a communication and advocacy officer in the Ministry of Primary and Secondary Education.
