The Zimbabwean government is stepping up efforts to address a growing concern over the neglect of the country’s indigenous languages and technical subjects in schools, a move that reflects broader ambitions to redefine the nation’s educational identity. Officials have made it mandatory for all schools—public, private, and trust institutions—to implement the Heritage-Based Curriculum (HBC), a policy aimed at integrating local history, languages, and technical skills into the classroom. The decision comes amid reports that some schools have been sidelining Zimbabwe’s indigenous languages and vocational training in favor of more traditional academic subjects, raising alarms among educators and policymakers about the erosion of cultural heritage and practical skills.
The push for the HBC is part of a wider curriculum overhaul that also includes a shift toward a single national examination system, with the Zimbabwe School Examinations Council (ZIMSEC) set to become the sole provider of national exams by 2027. This transition, while controversial, is intended to standardize education across the country and ensure that all students, regardless of school type, are assessed on a uniform curriculum. However, the new policy has sparked debate, particularly over the feasibility of teaching science, technology, engineering, and mathematics (STEM) subjects in indigenous languages like Shona and Ndebele, a move supporters argue could improve comprehension and engagement, while critics warn of resource constraints and logistical challenges.
Education Minister Torerai Moyo has confirmed that the government is drafting policy proposals to address these concerns, including the development of learning modules for indigenous languages and the expansion of technical and vocational education. The Ministry of Primary and Secondary Education is also working to address a shortage of textbooks in these languages, a problem that has hindered their widespread adoption. Surveys of major bookshops in cities like Bulawayo have revealed severe gaps in available materials, prompting the Department of Curriculum Development and Technical Services to prioritize the creation of new resources during the first quarter of the year.
Yet, the transition has not been smooth. Teachers and unions have expressed confusion and resistance, citing the complexity of the new curriculum and the lack of adequate training. Sithabile Tshuma, a secondary school teacher in Lower Gwelo, described the shift as “a dense document” that has left educators scrambling to adapt. The Zimbabwe Teachers Union has also criticized the mandatory ZIMSEC exams, calling the plan “flawed and inadequate” and warning that the rushed implementation could compromise educational quality. The union has called for more stakeholder consultations and better preparation to ensure the success of the reforms.
The Heritage-Based Curriculum: A New Vision for Education
The Heritage-Based Curriculum (HBC) marks a significant departure from the previous Colonial Assisted Learning Areas (CALA) curriculum, which was introduced shortly after Zimbabwe’s independence. The new curriculum is designed to reflect the country’s post-colonial identity, emphasizing local history, languages, and technical skills. Under the HBC, Ordinary Level students will take a maximum of eight subjects—five compulsory and three of their choice—while Advanced Level students will be limited to four subjects. This restructuring is intended to reduce the academic burden on students while ensuring a broader exposure to both academic and vocational disciplines.
One of the most contentious aspects of the HBC is the proposal to teach STEM subjects in indigenous languages. Supporters argue that this approach could make complex concepts more accessible to students, particularly those in rural areas where English proficiency may be lower. Education Minister Moyo has stated that teaching math and physics in Shona or Ndebele could help learners grasp difficult concepts more effectively. However, critics point to the lack of qualified teachers, appropriate textbooks, and classroom resources as major obstacles. The debate has intensified as the government moves to address these gaps, with some educators questioning whether the timeline for implementation is realistic.
Indigenous Languages and the Textbook Crisis
The shortage of textbooks in indigenous languages has long been a barrier to their inclusion in the curriculum. A recent government initiative aims to rectify this by developing new learning modules for primary school learners, with the Department of Curriculum Development and Technical Services leading the effort. The move follows an outcry from education stakeholders, who have highlighted the lack of materials as a key reason for the neglect of local languages in schools. While the government has pledged to address this issue, the process of creating and distributing new textbooks is expected to take time, leaving many educators and students to navigate the transition with limited resources.
Technical and Vocational Education: Filling the Skills Gap
Alongside the push for indigenous languages, the government is also seeking to strengthen technical and vocational education (TVE) in Zimbabwe’s schools. The inclusion of TVE subjects under the HBC is intended to better prepare students for the workforce, addressing a long-standing criticism that the education system is too academic and does not adequately equip graduates for employment. However, the integration of technical subjects has faced challenges, including a lack of trained instructors, inadequate facilities, and insufficient funding. Some schools, particularly in urban areas, have been able to offer basic technical education, but rural institutions often struggle with these limitations.
Stakeholder Reactions and the Road Ahead
The government’s education reforms have elicited mixed reactions from various stakeholders. While some educators and policymakers welcome the emphasis on indigenous languages and technical skills, others remain skeptical about the feasibility of the changes. The Teachers Union’s rejection of the mandatory ZIMSEC exams reflects broader concerns about the pace and preparation of the reforms. The union has called for more time and resources to ensure that teachers are adequately trained and that students are not disadvantaged by the transition.
Looking ahead, the Ministry of Primary and Secondary Education has set 2027 as the deadline for the full implementation of the single national exam system under ZIMSEC. Schools currently offering Cambridge examinations will be allowed to continue, but only as supplementary options. The government has also promised to provide clarifications and support to address concerns from parents, teachers, and students. The next major checkpoint will be the official rollout of the new curriculum and exam system, with updates expected as the ministry finalizes its plans and addresses outstanding challenges.
As Zimbabwe navigates these educational reforms, the success of the Heritage-Based Curriculum will depend on the government’s ability to overcome resource constraints, ensure adequate teacher training, and engage all stakeholders in the process. The goal of preserving indigenous languages and fostering technical skills is commendable, but its realization will require careful planning and sustained commitment.
For the latest updates on Zimbabwe’s education reforms, visit the official Ministry of Primary and Secondary Education website here.
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