Harnessing heritage for inclusive economic growth, social progress

28 Jul, 2024 - 00:07 0 Views
Harnessing heritage for inclusive economic growth, social progress The Heritage-Based Education aims to mould pupils that are innovative, capable of driving national development and can thrive in the modern economy

Rainos Mukanya

Imagine a classroom where the rich tapestry of Zimbabwe’s cultural and historical heritage comes to life, shaping young minds and equipping them with skills needed for today and tomorrow’s challenges.

This vision underpins the recently introduced heritage-based curriculum (HBC), a transformative approach aligned with the heritage-based Education 5.0 model and Vision 2030.

Rooted in the nation’s identity, the HBC is aimed at moulding learners into innovative individuals, who are capable of driving national development and can thrive in the modern economy.

The HBC is a culmination of the nationwide review of the competence-based curriculum (CBC) 2015-2022 carried out last year.

It, thus, builds on the strengths of its predecessor, while also boldly incorporating Zimbabwe’s cultural, historical and natural heritage, as it is designed to foster balanced knowledge and skills acquisition.

The new curriculum prepares schoolchildren for a knowledge-driven economy, while cherishing their Zimbabwean identity.

It emphasises theoretical and practical learning, developing competencies such as critical thinking, creativity and problem-solving, which are crucial for the socio-economic transformation of the nation.

A curriculum rooted in heritage

At its core, the HBC weaves Zimbabwe’s tangible and intangible heritage — its land; flora and fauna; cultural values; and historical legacy — into the fabric of the education system.

This innovative approach fosters environmental awareness and drives economic growth. The comprehensive blueprint integrates indigenous knowledge systems and practices, fostering a sense of nationalism, unity and patriotism.

The HBC promotes inclusivity and standing and tolerance.

It instils values of respect for self, others and the environment, creating a generation of assertive, open-minded and optimistic Zimbabweans.

Additionally, it aligns with higher education’s heritage-based Education 5.0 philosophy. This ensures competencies acquired at the primary and secondary levels transition seamlessly into higher education and beyond.

The HBC integrates and reinforces a strong scientific and technological bias as part of the Government’s skills development strategy.

The focus is on creating a knowledgeable, skilled and adaptable workforce that can produce goods and services, driving the nation’s economy towards the attainment of Vision 2030.

Pathways to success

A standout feature of the HBC is its two-route progression system, accommodating diverse learner strengths and career aspirations.

Learners can pursue academic excellence through the Advanced Level route leading to tertiary education or opt for the Zimbabwe National Qualifications Framework (ZNQF) skills pathway, offering practical training at polytechnics, industrial training colleges, vocational training centres and agricultural colleges.

This dual approach ensures all learners have the opportunity to develop their talents and skills, contributing to the nation’s human capital development, as envisaged in the National Development Strategy 1 (NDS1) and NDS2 (2021-2030).

Learning areas

The study areas are determined by learning outcomes.

At the primary school level, the areas have been rationalised from eight to six, and from 11 to six at infant and junior levels, respectively.

The Infant School Module (ECD [early childhood development] A to Grade Two) focuses on six key learning areas — the indigenous language; English language; Mathematics; Science and Technology; Physical Education and Arts; and Social Sciences — nurturing early literacy, numeracy and cognitive skills, setting a strong foundation for future learning.

The Junior School Module (Grades Three to Seven) builds on foundational knowledge and skills, with learning areas designed to enhance competencies in language, literacy, numeracy and technical areas.

This module promotes self-learning, problem-solving and an appreciation of the national heritage.

At the lower secondary level (Forms One to Four), the HBC adopts a broad-based approach to achieve general education learning outcomes over four years.

Learners are categorised according to preferred areas of proficiency upon enrolling in secondary school.

They study three compulsory learning areas — Mathematics, Combined Science and Heritage Studies — alongside a maximum of six electives from diverse categories, including sciences; humanities; physical education and arts; languages; commercials; and technical and vocational education.

This stage develops proficiency in theoretical and practical operations, enhances communication and problem-solving skills, and prepares learners for Advanced Level courses, tertiary education or occupational training.

The curriculum’s emphasis on Heritage Studies ensures learners remain connected to their cultural roots, while electives provide opportunities for specialisation based on individual interests and career aspirations.

Upper secondary (Forms Five and Six) learners study three areas, chosen based on the pathways followed in Forms Three and Four.

The Advanced Level pathways include Sciences; Visual and Performing Arts; Languages and Humanities; Commercials; and Technical and Vocational Education.

This structure allows learners to specialise in areas that best suit their interests and future career goals, ensuring a tailored and relevant educational experience.

At all levels, there are cross-cutting themes, such as health; disaster risk management; climate change; information and communication technology (ICT); business enterprise skills; and career guidance, embedded in the various learning areas.

Inclusivity

The HBC is designed to be inclusive, ensuring that learners with special needs are accommodated through customised curricula and functional assessments that guide their educational placement and intervention measures.

Assessment and continuous improvement

Assessment in the HBC framework is both formative and summative, tracking learner progress and informing teaching practices. School-based continuous assessments (SBCAs) play a crucial role in measuring competencies, from academic knowledge to values such as leadership, collaboration and problem-solving.

SBCAs focus on school-based projects to ensure acquisition of knowledge, skills, values, attitudes and dispositions through creative, innovative and hands-on activities.

This is complemented by learner profiling to better understand individual learning needs, strengths and preferences. This culminates in a learner profile report and certificate.

Additionally, the HBC provides for assessment checkpoints at specific milestones, measuring progress, providing feedback and evaluating readiness for the next steps.

Implementation

All 2024 examination classes (Grade Seven, Form Four and Form Six) will continue with the CBC and its assessments, while all other classes are now operating under the HBC regime, which means school-based projects will be part of the assessment from 2025.

A mindset shift is crucial to effectively operate under the HBC, as it requires embracing a holistic approach to education that values the Zimbabwean heritage, while fostering modern competencies.

Rainos Mukanya is a communications and advocacy officer in the Ministry of Primary and Secondary Education.

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