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Heritage-Based Curriculum hit by shortage of textbooks
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Zimbabwe's newly introduced Heritage-Based Curriculum (HBC) is facing early implementation challenges due to the non-availability of primary school textbooks in most indigenous languages, raising concerns over the country's preparedness ahead of the curriculum's full rollout.
The Ministry of Primary and Secondary Education unveiled the Heritage-Based Curriculum Framework 2024–2030 as part of efforts to integrate Zimbabwe's cultural and historical heritage into the education system. The HBC aims to make learning more practical, relevant and economically productive by drawing on indigenous knowledge systems, natural resources and cultural values.
Under the new framework, education shifts away from rote learning towards skills development, with a strong emphasis on leadership, problem-solving, innovation, business and financial literacy, entrepreneurship, patriotism and Ubuntu. Learners are expected to sit for HBC-aligned examinations at Grade Seven, Form Four and Form Six, with the first examinations scheduled for September 2026, beginning with Grade Seven.
However, a survey of major bookshops in Bulawayo has revealed serious shortages of indigenous language textbooks for primary school learners, particularly in languages such as IsiNdebele and others taught at primary level.
"Parents and schools have been flooding our shop looking for indigenous language primary textbooks, but we don't have them," said Bulawayo bookshop owner Mr Witness Dingani.
Similar concerns were echoed by other bookshop operators across the city, who said demand for the books has surged while supply remains extremely limited.
Book Sellers Association of Zimbabwe national chairperson Mr Paul Masuku said the association has been engaging publishers to urgently supply the required textbooks, but progress has been slow.
"One publisher has one set of IsiNdebele books for Grade Seven only; the rest have nothing. We hope the situation will improve as we move forward, but at the moment it's a cause for concern," Masuku said.
Education stakeholders have warned that the shortages could undermine effective teaching and learning under the new curriculum. Zimbabwe Teachers Association (Zimta) chief executive officer Mr Sifiso Ndlovu said the lack of indigenous language textbooks directly affects lesson preparation, content delivery and learner performance.
"This is not an abstract debate about equity. It is a real teaching and learning challenge with immediate consequences for both teachers and learners," Ndlovu said.
"It is an issue the Ministry of Primary and Secondary Education must address urgently, ahead of teacher preparation strategies and well before the opening of the formal tuition calendar."
Efforts to obtain a comment from the Zimbabwe Book Publishers Association were unsuccessful by the time of publication, while the Ministry of Primary and Secondary Education had not yet issued an official response on the shortages.
The curriculum's success, analysts say, will largely depend on the timely availability of learning materials and adequate support for teachers as Zimbabwe transitions to the Heritage-Based Curriculum.
The Ministry of Primary and Secondary Education unveiled the Heritage-Based Curriculum Framework 2024–2030 as part of efforts to integrate Zimbabwe's cultural and historical heritage into the education system. The HBC aims to make learning more practical, relevant and economically productive by drawing on indigenous knowledge systems, natural resources and cultural values.
Under the new framework, education shifts away from rote learning towards skills development, with a strong emphasis on leadership, problem-solving, innovation, business and financial literacy, entrepreneurship, patriotism and Ubuntu. Learners are expected to sit for HBC-aligned examinations at Grade Seven, Form Four and Form Six, with the first examinations scheduled for September 2026, beginning with Grade Seven.
However, a survey of major bookshops in Bulawayo has revealed serious shortages of indigenous language textbooks for primary school learners, particularly in languages such as IsiNdebele and others taught at primary level.
"Parents and schools have been flooding our shop looking for indigenous language primary textbooks, but we don't have them," said Bulawayo bookshop owner Mr Witness Dingani.
Similar concerns were echoed by other bookshop operators across the city, who said demand for the books has surged while supply remains extremely limited.
Book Sellers Association of Zimbabwe national chairperson Mr Paul Masuku said the association has been engaging publishers to urgently supply the required textbooks, but progress has been slow.
"One publisher has one set of IsiNdebele books for Grade Seven only; the rest have nothing. We hope the situation will improve as we move forward, but at the moment it's a cause for concern," Masuku said.
Education stakeholders have warned that the shortages could undermine effective teaching and learning under the new curriculum. Zimbabwe Teachers Association (Zimta) chief executive officer Mr Sifiso Ndlovu said the lack of indigenous language textbooks directly affects lesson preparation, content delivery and learner performance.
"This is not an abstract debate about equity. It is a real teaching and learning challenge with immediate consequences for both teachers and learners," Ndlovu said.
"It is an issue the Ministry of Primary and Secondary Education must address urgently, ahead of teacher preparation strategies and well before the opening of the formal tuition calendar."
Efforts to obtain a comment from the Zimbabwe Book Publishers Association were unsuccessful by the time of publication, while the Ministry of Primary and Secondary Education had not yet issued an official response on the shortages.
The curriculum's success, analysts say, will largely depend on the timely availability of learning materials and adequate support for teachers as Zimbabwe transitions to the Heritage-Based Curriculum.
Source - The Chronicle
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