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:
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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.
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A teacher at a Government primary in Sakubva, who requested anonymity, said:
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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.
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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:
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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.
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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

Schools reopened on 14 January for the first term of 2025, with the Government introducing the new Heritage-Based Curriculum (HBC).
Authorities say the revised curriculum is designed to equip learners with the skills, values, and attitudes essential for life and work, with a strong emphasis on scientific and technological integration.
In an interview with <a href="https://www.sundaymail.co.zw/capping-subjects-for-o-and-a-level-learners-makes-sense">The Sunday Mail</a>, Moses Mhike, the Permanent Secretary in the Ministry of Primary and Secondary Education, explained that the HBC aims to address the specific educational needs of Zimbabweans by utilizing the country’s unique resources and cultural heritage.
When asked to clarify the new school-based projects, introduced under HBC, and how they differ from CALAs, Mhike responded:
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School-based projects (SBP) are practical initiatives conducted at the school level, grounded in the local environment and circumstances.
Unlike CALAs, which assess a broad range of subjects, these projects allow learners to focus on specific areas of interest, fostering creativity and minimising costs.
A major difference, too, is that one SBP is conducted throughout the year per learning area, while CALAs were conducted per school term.
The assessment of the SBP will follow both continuous assessment (CA) and summative assessment (SA).
Continuous assessment will include recorded activities from the SBP and other activities done by the learners for assessment, while summative assessment will include end of week, month, term, year or checkpoints assessments which was not done in CALAs.
For ECD (early childhood development), the model will mainly be continuous, with profiling and school-based projects, which is another shift from CALAs.
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Mhike also revealed that the updated curriculum introduces several new learning areas that were not present in the previous cycle, responding to public feedback. He said:
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In addition to core subjects like Mathematics and English, we now have Science and Technology (which include Science, Agriculture, Information and Communication Technology), Social Sciences (which include Social Studies; Heritage Studies; Family, Religious and Moral Education; Guidance and Counselling) and Physical Education and Arts (which include Physical Education, Mass Displays and Visual Performance and Arts).
This restructuring aims to create a more holistic and engaging learning environment for learners.
Technological developments have improved learner engagement in education by providing fun and enjoyable learning opportunities, such as simulations and blended learning.
ICTs have reshaped the learning landscape, utilising tools like artificial intelligence (AI) and machine learning to transform virtual learning spaces.
This shift has fostered personalised learning, improved accessibility and encouraged collaboration. Technology has also provided accessible modes of instruction for learners with mobility challenges, assistive devices, corrective hearing devices and speech therapy.
Therefore, the curriculum framework should emphasise on investment in digital infrastructural development and retooling to leverage technological opportunities.
In order to strengthen a conducive learning environment, the curriculum will promote use of the internet of things (IoT), robotics, AI and block chain. Avoidance of explicit content and upsetting visuals are important aspects of digital safety.
Ensuring universal design elements are incorporated into every new school building to improve accessibility and everyone’s safety is also a priority.
There is also encouragement of the construction of safe infrastructure, such as playgrounds, water sanitation and hygiene facilities, furniture and sanitary restrooms, that are age- and disability-appropriate.
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More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Schools reopened with a new curriculum called Heritage-Based Curriculum (HBC) focused on skills and values. The curriculum includes new school-based projects (SBP) that differ from Continuous Assessment Learning Activities (CALAs). SBPs are practical, focused on specific interests, conducted throughout the year, and assessed continuously and summatively. The updated curriculum includes new learning areas like Science and Technology, Social Sciences, and Physical Education and Arts. Technology is used for fun learning experiences and improving accessibility. The curriculum emphasizes investment in digital infrastructure and safety. It also promotes safe school buildings and infrastructure for all learners.

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