Textbook shortages threaten smooth rollout of Heritage-Based Curriculum

Zimbabwe’s new Heritage-Based Curriculum (HBC) is facing early implementation challenges amid the non-availability of primary school textbooks in most indigenous languages at local bookshops, raising concerns about preparedness ahead of its full rollout.

 

The Ministry of Primary and Secondary Education introduced the Heritage-Based Curriculum Framework 2024–2030 to integrate Zimbabwe’s rich cultural and historical heritage into the education system. The curriculum is designed to make learning practical, relevant and economically productive by drawing on indigenous knowledge systems, natural resources and cultural values.

 

Under the HBC, education shifts from rote learning to skills development, with 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, starting with Grade Seven.

 

However, a survey of major bookshops in Bulawayo revealed glaring shortages of indigenous language textbooks for primary school learners

“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 responses were recorded at other bookshops across the city.

 

Book Sellers Association of Zimbabwe national chairperson, Mr Paul Masuku, said the association has been engaging publishers to urgently supply the missing 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,” said Mr Masuku.

 

Zimbabwe Teachers Association (Zimta) chief executive officer, Mr Sifiso Ndlovu, said the shortage of indigenous language textbooks directly affects lesson preparation, content delivery and learner outcomes.

“This is not an abstract debate about equity. It is a real teaching and learning challenge with immediate consequences for both teachers and learners,” said Mr Ndlovu.

“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.”

 

The Zimbabwe Book Publishers Association is yet to respond to the questions sent to them.

Herald