New schools curricula in 2016

Government will introduce the new schools curricula in January 2016.

Primary and Secondary Education Deputy Minister Professor Paul Mavhima said education experts were working on prototype syllabi, which would include proposals from the 2014-2015 draft curriculum review.

He said the process was due for completion this year and implementation would start in 2016 with gradual infusion of components of the new curricula throughout the school calendar.

“We are now doing the prototype syllabus. Next year we should start teaching some subjects based on the new syllabus proposed in the curriculum,” he said. “We will continue rolling out the new syllabus into other subjects during the year and I think we will be done with the infusion of the new curriculum by 2017.

“We are working on subjects such as Agriculture, languages, Information Communication Technology, Science, Maths, Science, Statistics and Physics. There has been a lot of emphasis on technical education with stakeholders suggesting subjects like Maths, Science and Technology should be taught from as early as Early Child Development.

“Thus these prototypes are looking at how these subjects should be taught in schools. The way these subjects are taught should prepare the students for self-reliance.

“This is being done at all levels and the syllabus prototypes will be presented to Cabinet together with the proposed draft curriculum review, but we are saying everything should be done this year.”

The draft curriculum proposes introduction of compulsory languages like Chinese, French, Swahili and Portuguese.

It also proposes a new grading system which will see Grade Seven final results determined by 50 percent of continuous assessment and 50 percent on national examinations.

At Form Four, the framework proposes that learners’ grades be based 40 percent on theoretical examination, 30 percent practical examination and 30 percent continuous assessment.

Progressive Teachers Union of Zimbabwe president Mr Takavafira Zhou said the ministry should consult intensively on the draft before presenting it to Cabinet.

“I think to implement the curriculum now will be over ambitious as little time has been given in discussing the zero draft curriculum framework which is set to be presented before Cabinet soon,” he said.

“The current document mainly hinges on examinations rather than on the practical side of education and this is likely to produce the same students that we have today.

“As much as we commend the curriculum review, we need to have something that is not half-baked; (we want) something that resonates with the world, something that will produce students set for life, but at the moment we do not have it.”

Education expert Dr Peter Kwaira added: “I think it is an honourable thing that Government has proposed to work on implementing the new curriculum next year.

“The curriculum review is an ongoing process and there is need for everyone to participate so that there is continuous review.”

The Ministry of Primary and Secondary education started the review in October 2014, and included recommendations of the 1999 Presidential Commission of Inquiry on Education and Training.

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  • Wilson Magaya

    A great step in the right direction. 2 questions comes to mind. Is this curriculum in line with Zimbabwe’s vision for next 20+ years and is it in line with global trends? Zimbabwe does need new curricula, for it to build a Zimbabwe brand aimed at deliverying zimbabwe that is self determining and at same time able to participate at par with others on the global marketplace.

    I look forward to a future citizen who is patriotic, democratic and entrepreneurial with the republic at heart and understands the value of giving.

  • simba

    Great initiative, the current system has managed to create “worker-bees” whose main focus is simply to excel above the rest. Yes as humans we need to aim excel in all we do, but the minute we lose sight of all else needed to be a well rounded individual then we are headed for disaster……….like the situation we find ourselves in. As a people we are so self centered, selfish we only care about ” being the only one who makes it”. We are too competitive, we compete amongst ourselves: who has the flashiest car, who has the biggest house, who can afford to send their kids to the most expensive school and so on and so on. Being competitive is good but certainly not in the manner exhibited by most Zimbabweans. We need to compete on an international level as a country, together. I blame the educational system currently in place, the whole concept yekuti mwana aita number 1 muclass only produces a selfish people, the breed that makes up well over 90% of the current workforce unfortunately. As a people we are imprudent in our priorities, buying 10cars, building 10houses all just so people can say ” haaa ana NHINGI madhara kaa aye, wakamboona mota dzaainadzo?” really people?? that is capital tied up in immovable property, in vehicles that in no way generate any cash-flows unless ts a mushikashika or kombi but then again, how many of those last long enough to produce “meaningful” returns? Our people need to re-orient their way of thinking. Our thought process needs serious makeover and i strongly believe the Gvt’s new initiative in “catching em young” deserves a standing ovation. i sincerely hope we will follow through with the initiative once the document is polished. Implementation is key and those of our generation who desire a better future for not only their children but also their grandchildren and their great grandchildren we ought to support our Gvt 100% on this one. Ooh and yes ICT, mathematics, Science & Technology are great when introduced at a young age but do please include Ethics in the curriculum. it is pointless to produce a highly productive generation that is as corrupt as ours if not worse! We need the next generation to have a core value system based on strong, good principles.

  • Regai Tsunga

    I note that Grade 7 is the final grade at primary school and marks the end of the primary school course. Accordingly, if continuous assessment at Grade 7 level has to be adopted, such assessment must start at Grade 1 ( primary school course entry level) through to mid-year of Grade 7. Students attainment must be measured and marks collected and recorded at every grade level for objectivity. There will thus be a need for massive in-service teacher training on continuous assessment techniques. Also, a system of tracking transferees and their assessment records will need to be put in place. Again, how to standardise the continuous assessment for all schools will need to interrogated and dissected. Here is a case for more investment in chewing before swallowing.