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The director of communications and advocacy in the Ministry of Primary and Secondary Education, Taungana Ndoro, said that the revised school curriculum will have six learning areas at primary level and five compulsory learning areas from Form 1 to Form 4.
Ndoro said for Forms 5 and 6, schoolchildren are to continue to study strictly three learning areas.
Last month, Cabinet approved a framework to revamp the education curriculum, whose thrust is on imparting digital skills and modern research techniques critical for the 21st century to learners.
The unpopular continuous assessment learning activities (CALAs) will be replaced with the new school-based projects of practical applications system.
Speaking to <a href="https://www.sundaymail.co.zw/revised-curriculum-will-enhance-quality-education-delivery">The Sunday Mail</a>, Ndoro said the revised curriculum will reduce the burden on primary school learners while maintaining the quality and relevance of learning content. Said Ndoro:
<blockquote>
It was rationalisation that identifies the following six learning areas at primary level: Indigenous language; English language; Mathematics; Science and Technology; Physical Education and Arts; and Social Sciences.
At secondary school level, there will be five compulsory learning areas for Forms One to Four: Mathematics; English language; Indigenous language and Literature; Combined Science; and Heritage Studies.
There will be three elective learning areas from the following categories: sciences; languages; humanities; commercials; technical and vocational; and physical education and arts.
The recommended number of learning areas for study for a Form One to Four learner is eight.
For Forms Five and Six, schoolchildren are to continue to study strictly three learning areas.
The learning experience is made more focused for our learners.
This curriculum framework has rationalised the infant and junior school curriculum from the previous eight subjects into six learning areas.
This rationalisation was achieved through the elimination of duplication and overlaps and shifting of other concepts to next-grade levels and to other learning areas.
The process of rationalisation will see a review of syllabuses to factor in the changes in the framework.
The net effect should not overload primary school learners with both content and language learning materials in the bags and at the same time maintain quality and relevance of learning content.
Each learning area is allocated learning hours to avoid overload.
The rationalisation identifies the following six learning areas, which constitute the curriculum at infant school level: Indigenous language; English language; Mathematics; Science and Technology; Physical Education and Arts; and Social Sciences.
At secondary school, we have also reduced a number of compulsory learning areas to five so that we allow learners to choose learning areas that align with their desires and strengths and to focus on only essential learning areas.
</blockquote>
Ndoro said the Government will provide teachers with resources and training to support the effective implementation of the heritage-based curriculum.
He also said the 2024 examination candidates for Grade Seven, Form Four and Form Six will continue with CALAs as before.
They are expected to complete the last two CALAs per learning area for 2024.
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Pindula News

Revised Schools Curriculum To Reduce Burden On Primary School Learners - Ndoro

The Ministry of Health and Child Care, with support from the World Health Organisation, its partners and the UK’s Fleming Fund, has introduced an antimicrobial resistance (AMR) module in the nursing school curriculum for registered general nurses, primary care nurses, and midwifery, beginning in 2024, reported <a href="https://www.herald.co.zw/new-module-added-to-nursing-curriculum/">The Herald</a>.
As of November 2023, seven experts had trained a total of 106 registered nurses, primary care nurses, and midwifery educators from the country’s northern and southern regions on topics such as AMR in HIV, AMR in malaria, AMR in fungal, AMR in bacteria, sample collection, the role of nurses in the fight against AMR, the structure of bacteria, viruses, fungi, protozoa, and antimicrobial stewardship.
The acting WHO representative in Zimbabwe, Professor Jean-Marie Dangou, said WHO supported the training of 106 nursing educators on effectively delivering the new AMR module. He said:
<blockquote>
Recognising the crucial role of nurses in the fight against AMR, WHO actively supported this integration by training 106 nursing educators on effectively delivering the new AMR module. This proactive approach equips educators with the necessary skills and knowledge to confidently guide students through the intricacies of AMR prevention and control…
The WHO also helped to mobilise resources for Zimbabwe’s AMR program. The UK government provided financial assistance to the Republic of Zimbabwe through the Fleming Fund and the AMR Multi Partners Trust Fund.
</blockquote>
According to <a href="https://www.cdc.gov/drugresistance/about/how-resistance-happens.html#:~:text=Antimicrobial%20resistance%20happens%20when%20germs,and%20sometimes%20impossible%2C%20to%20treat.">Centres for Disease Control and Prevention</a>, antimicrobial resistance happens when germs like bacteria and fungi develop the ability to defeat the drugs designed to kill them. Resistant infections can be difficult, and sometimes impossible, to treat.
Antimicrobial resistance is a naturally occurring process, but AMR increases in antimicrobial resistance are driven by a combination of germs exposed to antibiotics and antifungals, and the spread of those germs and their resistance mechanisms.
AMR does not mean that the body is resistant to antibiotics or antifungals. It means the bacteria or fungi causing the infection are resistant to the antibiotic or antifungal treatment.
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Zimbabwe Adds Antimicrobial Resistance Module To Nursing Curriculum

The Ministry of Primary and Secondary Education has commenced reviewing the Competence-Based Curriculum as the current seven-year cycle is coming to an end this year.
This was revealed by the permanent secretary in the Ministry, Tumisang Thabela, while speaking at the presentation of the Secretary’s Merit Award to Nyamhunga Number 1 Government Primary School in Kariba on Saturday. She said:
<blockquote>
To date, a terminal evaluation has been undertaken. You are all invited to participate so that you can proffer suggestions on what to be taken on board or discard for the next cycle.
In light of the learning poverty that prevailed due to COVID-19-induced school closures, the ministry came up with a cocktail of alternative learning spaces. 
This entails blended learning, the development of catch-up materials and compressed syllabi for accelerated learning.
In 2017, the school attained a pass rate of 72%, 78% in 2018 and 89% in 2019. This is quite commendable.
I have been made aware, however, that the school experienced a slight decline of 86% pass rate in 2020 and 83% in 2021 due to the COVID-19 pandemic.
</blockquote>
The Secretary’s Merit Awards awarded to the school include the Head’s tablet and certificate of excellence, 40 tablets, a projector, an electronic interactive board, and a laptop. | <a href="https://www.newsday.co.zw/local-news/article/200006004/competence-based-curriculum-set-for-review">NewsDay</a>

Competence-Based Curriculum Set For Review

Several departments at the <a href="https://www.pindula.co.zw/University_of_Zimbabwe" rel="noopener noreferrer" target="_blank">University of Zimbabwe (UZ)</a> have written to the management expressing dismay over the changes that are being made to degree programmes offered by the institution.
The changes are being done in line with the government’s Education 5.0 thrust which expects state universities to embrace “(1) teach, (2) research and (3) community serve but (4) innovate and (5) industrialise Zimbabwe” mantra in their programmes.
In a petition to the UZ management, the Department of Sociology wrote:
<blockquote>We are dismayed by the realisation that changes proposed by discipline experts in the Department of Sociology have been largely ignored and in their place are impositions of new non-social science degrees from the executive who have no certified expertise in our disciplines.
We were open to ideas, open to change and open to constructive criticism. In the end, we submitted our proposed degree programmes, together with the scientific justifications for the changes we did and the programmes we retained.</blockquote>
The petition reveals that a number of undergraduate degrees programmes have been added to the department by “non-experts”.
The new disciplines include BSc Hons Smart Technology Applications and Community Development, BSc Hons Innovation and Community Development, BSc Urbanisation and Social Amenities Development, BSc Society and Heritage Studies, BSc Anthropology and Heritage Studies.
Higher and Tertiary Education Science and Technology Development Minister, <a href="https://www.pindula.co.zw/Amon_Murwira" rel="noopener noreferrer" target="_blank">Amon Murwira</a> said the review process is not yet complete and any misgivings should be dealt with internally and not discussed in the press.
Murwira, however, vowed to go ahead with the changes and chided those are resisting change as conservatives who have been at UZ “for a long time”.
<h4>More: <a href="https://www.theanchor.co.zw/2020/04/08/uz-curriculum-changes-cause-furore/" rel="noopener noreferrer" target="_blank">The Anchor</a></h4>

Uproar Over UZ Curriculum Changes

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