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Zimbabwe new education curriculum uproar
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The Progressive Teachers' Union of Zimbabwe (PTUZ) has called for an urgent review of the recently introduced heritage-based curriculum, describing it as unnecessarily demanding, complicated, and detached from reality.
The call comes after the government scrapped the controversial Continuous Assessment Learning Activity (CALA) last year following widespread backlash from education stakeholders and parents. CALA was replaced by the School-Based Projects (SBPs) curriculum for all classes, focusing on six core areas: indigenous languages, English language, science and technology, mathematics, social science, and physical education and arts.
The government has maintained that the SBPs curriculum is designed to align with Zimbabwe's rich cultural heritage while fostering innovation, creativity, and practical skills among learners. However, in a letter addressed to the Minister of Primary and Secondary Education, Dr. Torerayi Moyo, PTUZ Secretary-General Raymond Majongwe expressed deep concerns that the SBPs have failed to address the issues raised about CALA.
Majongwe stated, "We have a strong conviction that the current form of SBPs is far detached from reality and cannot assist in the transformation of our education system based on the facts on the ground." He lamented that the ministry had not yet responded to the union's earlier letter dated March 6, 2025, regarding the burdensome and cumbersome nature of the SBPs.
According to Majongwe, the number of projects required is overwhelming for learners. He highlighted that Grade 7 students are expected to complete 12 projects this year-six carried over from 2024 and six for 2025. The same applies to Form 4 and Form 6 students, who must complete projects from both years with a September 2025 deadline. The union leader described this workload as "practically impossible" and accused the ministry of focusing on ticking boxes rather than genuinely assessing student learning.
He further criticised the SBPs for being more theoretical than skills-oriented, failing to produce tangible outcomes that address national challenges. "In their current form, they are more of improved CALAs and seemingly meant to tick boxes because the marks are needed by the Zimbabwe School Examinations Council (Zimsec) for final rating," Majongwe said.
The union also raised concerns about the lack of adequate training for teachers, who are underpaid and overstretched. "Teachers, who are supposed to mark, supervise and moderate the projects, are already demotivated due to poor salaries," he said. "Adding another burden on already overwhelmed teachers is purely unfair and dangerous. Zimsec continues to abuse teachers by supplying continuous assessment marks without any reward."
Majongwe urged that this exploitation of teachers must end, calling on Zimsec to compensate educators supervising and marking the projects.
He recommended a reduction in workload, suggesting that only one project per learning area is sufficient for skill development, and that non-examination classes should be exempted from the SBPs. "Only those writing national examinations should do a reasonable number of projects," he added.
The PTUZ asserted that the SBPs are creating confusion and tension within schools due to the volume and complexity of projects required. Majongwe described the curriculum's introduction as "ill-conceived, haphazard and hurriedly done without exhausting all necessary avenues" to develop an effective and workable solution.
Responding to the union's claims, Primary and Secondary Education ministry spokesperson Taungana Ndoro rejected the notion that the Heritage-Based Curriculum (HBC) and SBPs are detached from reality. "The ministry welcomes constructive feedback as essential to refining our education reforms. While we reject PTUZ's characterisation of the HBC and SBPs as ‘detached from reality,' we take their concerns seriously," Ndoro said.
He emphasized that the HBC and SBPs were designed to equip pupils with skills to solve Zimbabwean challenges, including food security and climate resilience, and that dismissing them as detached ignores their alignment with national priorities. Ndoro also refuted the claim that SBPs are just improved CALAs, stating that the projects promote critical thinking and tangible problem-solving.
"The PTUZ is advised that solutions demand dialogue, not declarations," Ndoro said. "We won't discard progress for perfection. The HBC and SBPs are vital shifts towards skills-based learning. Are adjustments needed? Yes. Is the vision flawed? Absolutely not."
He added that Minister Moyo will respond formally to the union's letter in due course, and that the ministry is finalizing actionable solutions to address concerns while safeguarding the curriculum's transformative goals.
The call comes after the government scrapped the controversial Continuous Assessment Learning Activity (CALA) last year following widespread backlash from education stakeholders and parents. CALA was replaced by the School-Based Projects (SBPs) curriculum for all classes, focusing on six core areas: indigenous languages, English language, science and technology, mathematics, social science, and physical education and arts.
The government has maintained that the SBPs curriculum is designed to align with Zimbabwe's rich cultural heritage while fostering innovation, creativity, and practical skills among learners. However, in a letter addressed to the Minister of Primary and Secondary Education, Dr. Torerayi Moyo, PTUZ Secretary-General Raymond Majongwe expressed deep concerns that the SBPs have failed to address the issues raised about CALA.
Majongwe stated, "We have a strong conviction that the current form of SBPs is far detached from reality and cannot assist in the transformation of our education system based on the facts on the ground." He lamented that the ministry had not yet responded to the union's earlier letter dated March 6, 2025, regarding the burdensome and cumbersome nature of the SBPs.
According to Majongwe, the number of projects required is overwhelming for learners. He highlighted that Grade 7 students are expected to complete 12 projects this year-six carried over from 2024 and six for 2025. The same applies to Form 4 and Form 6 students, who must complete projects from both years with a September 2025 deadline. The union leader described this workload as "practically impossible" and accused the ministry of focusing on ticking boxes rather than genuinely assessing student learning.
He further criticised the SBPs for being more theoretical than skills-oriented, failing to produce tangible outcomes that address national challenges. "In their current form, they are more of improved CALAs and seemingly meant to tick boxes because the marks are needed by the Zimbabwe School Examinations Council (Zimsec) for final rating," Majongwe said.
The union also raised concerns about the lack of adequate training for teachers, who are underpaid and overstretched. "Teachers, who are supposed to mark, supervise and moderate the projects, are already demotivated due to poor salaries," he said. "Adding another burden on already overwhelmed teachers is purely unfair and dangerous. Zimsec continues to abuse teachers by supplying continuous assessment marks without any reward."
Majongwe urged that this exploitation of teachers must end, calling on Zimsec to compensate educators supervising and marking the projects.
He recommended a reduction in workload, suggesting that only one project per learning area is sufficient for skill development, and that non-examination classes should be exempted from the SBPs. "Only those writing national examinations should do a reasonable number of projects," he added.
The PTUZ asserted that the SBPs are creating confusion and tension within schools due to the volume and complexity of projects required. Majongwe described the curriculum's introduction as "ill-conceived, haphazard and hurriedly done without exhausting all necessary avenues" to develop an effective and workable solution.
Responding to the union's claims, Primary and Secondary Education ministry spokesperson Taungana Ndoro rejected the notion that the Heritage-Based Curriculum (HBC) and SBPs are detached from reality. "The ministry welcomes constructive feedback as essential to refining our education reforms. While we reject PTUZ's characterisation of the HBC and SBPs as ‘detached from reality,' we take their concerns seriously," Ndoro said.
He emphasized that the HBC and SBPs were designed to equip pupils with skills to solve Zimbabwean challenges, including food security and climate resilience, and that dismissing them as detached ignores their alignment with national priorities. Ndoro also refuted the claim that SBPs are just improved CALAs, stating that the projects promote critical thinking and tangible problem-solving.
"The PTUZ is advised that solutions demand dialogue, not declarations," Ndoro said. "We won't discard progress for perfection. The HBC and SBPs are vital shifts towards skills-based learning. Are adjustments needed? Yes. Is the vision flawed? Absolutely not."
He added that Minister Moyo will respond formally to the union's letter in due course, and that the ministry is finalizing actionable solutions to address concerns while safeguarding the curriculum's transformative goals.
Source - Newsday
