Authors :
Dr. Evershine Ndongwe
Volume/Issue :
Volume 11 - 2026, Issue 1 - January
Google Scholar :
https://tinyurl.com/mpbywda6
Scribd :
https://tinyurl.com/ycx8r7rh
DOI :
https://doi.org/10.38124/ijisrt/26jan824
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
Zimbabwe’s Heritage-Based Curriculum (HBC) 2024–2030 represents a significant paradigm shift aimed at aligning education with national heritage, socio-economic transformation, and global development agendas. Anchored in Heritage-Based Education 5.0, Vision 2030, the National Development Strategy 1 (NDS1), and the Education Sector Strategic Plan (ESSP) 20212025, the curriculum seeks to produce competent, innovative, and patriotic pupils. This paper analyses the philosophical foundations, structure, pedagogy, and assessment mechanisms of the HBC using qualitative document analysis. Findings show that the HBC provides a coherent framework for competence-based, inclusive education aligned with Sustainable Development Goal 4, though its success depends on teacher capacity, infrastructure, financing, and sustained research support.
Keywords :
Heritage-Based Curriculum; Competence-Based Education; Zimbabwe; Vision 2030; SDG 4; Curriculum Reform.
References :
- Ministry of Primary and Secondary Education. (2023). Heritage-Based Curriculum Framework 2024–2030. Harare: MoPSE.
Ministry of Primary and Secondary Education. (2021). Education Sector Strategic Plan 2021–2025. Harare: MoPSE.
- Mukucha, M. & Ndongwe, E. (2025). Integrating Artificial Intelligence in implementing the Heritage- Based Curriculum at Infant Level in Selected Primary Schools in Mudzi District. international journal of humanities social sciences and education volume12 no11pp159-169 DOI: https://doi.org10/20431/2349-0381.1211016.
- Ndongwe, E. (2025), The Heritage based curriculum.; Challenges and Opportunities. International Journal of Humanities, Social Sciences and Education 12(8):8-11DOI https://doi.org10.20431/2349-0381.1208002
- Republic of Zimbabwe. (2020). National Development Strategy 1 (2021–2025). Harare: Government Printers.
- UNESCO. (2021). Reimagining our futures together: A new social contract for education. Paris: UNESCO.
Zimbabwe’s Heritage-Based Curriculum (HBC) 2024–2030 represents a significant paradigm shift aimed at aligning education with national heritage, socio-economic transformation, and global development agendas. Anchored in Heritage-Based Education 5.0, Vision 2030, the National Development Strategy 1 (NDS1), and the Education Sector Strategic Plan (ESSP) 20212025, the curriculum seeks to produce competent, innovative, and patriotic pupils. This paper analyses the philosophical foundations, structure, pedagogy, and assessment mechanisms of the HBC using qualitative document analysis. Findings show that the HBC provides a coherent framework for competence-based, inclusive education aligned with Sustainable Development Goal 4, though its success depends on teacher capacity, infrastructure, financing, and sustained research support.
Keywords :
Heritage-Based Curriculum; Competence-Based Education; Zimbabwe; Vision 2030; SDG 4; Curriculum Reform.
