Teachers Voice Concerns Over Unfunded Heritage-Based Curriculum

The launch of Zimbabwe's Heritage-Based Curriculum (HBC) in 2025 has prompted significant backlash from educators, who warn that a lack of funding will hinder its implementation. Designed to integrate the nation’s cultural heritage into education, the HBC aims to create a more holistic learning environment. However, teachers argue that without proper financial backing, both students and parents will bear the brunt of its challenges.

Takavafira Zhou, President of the Progressive Teachers Union of Zimbabwe (PTUZ), stressed the need for a dedicated budget to support the new curriculum. He noted that without adequate resources, training teachers and facilitating school projects will be nearly impossible, echoing the issues faced under the previous Continuous Assessment Learning Activity (CALA) model.

The Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ) also criticized the government for its chronic underfunding of education during this year's Education Week. They highlighted that many teachers remain untrained and underprepared for the new curriculum, particularly in rural areas.

As the debate unfolds, teachers are united in their call for immediate financial support. Their voices are essential in ensuring that the Heritage-Based Curriculum meets the needs of Zimbabwean students and truly promotes national development.