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*Heritage-Based Education Curriculum Divides Teachers*

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Teachers’ unions have expressed mixed views on the proposed Heritage-Based Education 2024-30 Curriculum.

Under the Heritage-Based Education 2024-30 Curriculum Framework, learning the History of Zimbabwe will become compulsory, and national shrines, cultural heritage sites and the national pledge will be accorded special emphasis.

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Speaking to NewsDay, Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ) president Obert Masaraure said the current history being taught in schools is flawed. He said:

> We, however, take exception to the issue of emphasising the learning of a flawed history of Zimbabwe. The current history was written to simply praise those who assumed power in 1980.

> The true history of Zimbabwe, including the important roles of ZAU, Ndabaningi Sithole and all liberation war heroes should be taught.

> The missteps of the ruling party and violations of human rights post-independence, including Gukurahundi, must be taught in our schools.

> The heroic sacrifices of people like Morgan Tsvangirayi towards producing the current Constitution must be part of the taught history.

> History should not be a eulogy of ZAPU PF, but a detailed account of our past to inform our future endeavours…

> Funding of these good intentions is also important. The Treasury has shown a stinking austerity attitude which is not in line with realising these big promises.

Educators Union of Zimbabwe secretary-general Tapedza Zhou said the Government has to explain how the proposed curriculum differs from the previous one and how education will be funded to ensure a smooth implementation of the framework. He said:

> Does the New Heritage-based curriculum differ from the previous one which was competence-based, what are the areas of continuity and change?

> How does the minister intend to overcome the resource question given that the previous curriculum was paralysed due to failure to address this question?

> One critical error made, therefore, is to rely on local resources in bankrolling the New Curriculum despite the bankruptcy of the teachers, learners and parents.

> Another Concern is to have both teachers and learners being forced to endure a huge curriculum shift each time an education minister is changed.

However, Zimbabwe Teachers’ Association (ZIMTA) spokesperson Goodwill Taderera said the proposed curriculum was a welcome development. He said:

> As ZIMTA we submitted a paper to the Education minister to the effect that almost everything had to be revised, particularly the CALA which was hovering around 30% and the number of learning areas which we thought needed to be reduced.

> We are yet to study the proposed new curriculum, but it is a welcome development. We hear that they have now made it a Heritage-Based curriculum and that they have reduced from the primary sector about 11 subjects to 6 and from the secondary 7 to 5 and we think this is a welcome development.

Under the the proposed Heritage-Based Education 2024-2030 curriculum framework, the infant level (ECD A to Grade 2), learning areas are being reduced from the previous eleven to six. The reduction will also apply at Junior Level (Grades 3 to 7).

At secondary school level, the core and compulsory learning areas are being reduced from seven to five.

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