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*Heritage-Based Education Curriculum Divides Teachers* *Follow Pindula on WhatsApp for daily new updates* https://whatsapp.com/channel/0029Va84dngJP21B2nWeyM3v?xj 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. ---------- Latest itel A06 on Pindula: 32GB storage, 4GB RAM $69 USD WhatsApp: +263715068543 Calls: 0772464000 ---------- 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. More: Pindula News _If you found this article useful_ *Please support Pindula by forwarding to friends and groups*
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