A section of the Grade Three textbook Ventures Primary: Family, Religion, and Moral Education has sparked debate over gender roles in Zimbabwe’s education system. 
The textbook describes boys as “strong, unemotional, dominant, and competitive,” while portraying girls as “emotional, submissive, nurturing, and less competitive.”
These characterisations, embedded in the national curriculum, have raised concerns about the impact of such narratives on the development of young learners.
Chido Sango, a girl-child empowerment advocate, warned that discouraging boys from expressing vulnerability may lead them to suppress their emotions. 
She said teaching girls to be submissive could leave them feeling unqualified for leadership roles. She described the messaging in the textbook as a form of “indoctrination” that reinforces limiting gender stereotypes. Said Sango:
<blockquote>
When children internalise these roles, boys may suppress empathy, while girls may avoid leadership. I have always told my daughter that she is not docile. 
She may get it wrong in the exam because of what she was taught in class, but at least I would have groomed her to be the woman she has to be, assertive. This isn’t education, its indoctrination.
</blockquote>
A teacher at a Government primary in Sakubva, who requested anonymity, said:
<blockquote>
I am also not in agreement with some of the characteristics stated in that section. We teach it because that is what is in the approved syllabus.
However, as an individual, before I teach that section, I always make sure I emphasise to the learners that they are all equal and the girl child can be as competitive as the boy child. With the correct mentality, they can even do better.
</blockquote>
Manicaland Provincial Education Director Richard Gabaza said that the textbook in question was developed under the Competence-Based Curriculum (CBC), which is now being phased out in favour of the new Heritage-Based Curriculum. He said:
<blockquote>
The curriculum is still being implemented now, and they are still writing the textbooks.
We expect some changes in line with the tenets of the Heritage-Based Curriculum.
</blockquote>
More: <a href="https://www.manicapost.co.zw/textbook-gender-bias-sparks-debate/">The Manica Post</a>

Pindula News

A Grade Three textbook in Zimbabwe has caused a debate about gender roles. Boys are described as strong, while girls are seen as submissive. Some people worry this may affect how kids grow up. An advocate says boys should be allowed to show emotions and girls should be encouraged to be leaders. A teacher disagrees with the textbook but teaches it because it's required. The government is working on a new curriculum that may change these stereotypes in textbooks. It's important to treat all kids equally and allow them to be who they want to be.

Gender Stereotypes In Grade Three Textbook Spark National Debate

Officials in the Ministry of Primary and Secondary Education have said that continuous assessment learning activities (CALA) are here to stay.
The Government is currently in the process of reviewing the competence-based curriculum and CALA has been the major contentious issue under the new curriculum.
Some parents, learners as well as teachers have been resisting the implementation of CALA.
The competence-based curriculum is being reviewed after its first seven-year cycle came to an end last year after being introduced in 2015.
Primary and Secondary Education Ministry Permanent Secretary Tumisang-Thabela said curriculum review does not mean that the Government was doing away with the new curriculum.
Addressing journalists during a curriculum review media engagement workshop, in Darwendale, Zvimba, Mashonaland West Province, Thabela said:
<blockquote>
Our curriculum must be positioned to provide a sustainable base for the production of critical and skilled human capital that will propel the country into an upper-middle-income economy by 2030.
… The new assessment model takes into cognisance pupils’ different abilities and flairs, including skills, inherent talents, values and other achievements both in and out of class.
These soft and hard skills observed over a period of time are then incorporated into the final examination marks.
The CALA have thus become a key part of how we accredit the overall performance of a learner as a system.
As we review the curriculum, all these aspects will also be reviewed to ensure they are in line with the educational aspirations of the country.
</blockquote>
Thabela said the ministry will be conducting nationwide consultative meetings before producing the curriculum for the next seven-year cycle. She said:
<blockquote>
The Ministry will also avail various platforms through which stakeholders can make their submissions while also holding external meetings with special interest groups.
Once all the contributions from stakeholders have come through, the Ministry will produce the 2023-2030 Curriculum Framework for Primary and Secondary Education (another seven-year cycle).
</blockquote>
Zimbabwe School Examinations Council (ZIMSEC) research manager Francis Chirume said:
<blockquote>
We are now assessing 21st-century skills, teamwork, time management, unhu/ubuntu, and leadership, all those skills will be assessed because they are pertinent and significant in our day-to-day lives.
We focus on peer and self-assessment. The learners should be in a position to judge the work of others so that they can improve.
Gone are the days when we teach for competition, we don’t assess for competition, we assess so that we find out what the learners are able to do and what they are not able to do. We assess so that we can tap the talent of our learners.
</blockquote>
He said CALA are not extra work for teachers as this is similar to homework that has always been part of the education system.
The only difference, according to Chirume, is that the work is being standardised within schools.
Chirume said it is academic fraud when parents pay some individuals to do CALA assignments for their children.
More: <a href="https://zero.pindula.co.zw/">Pindula News</a>

New Curriculum And CALA Here To Stay

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>

New Curriculum Latest News

Latest Jobs