Opportunities and Challenges in the Heritage-Based Curriculum for Sustainable Development in Zimbabwe The Case of One Secondary School in Masvingo Urban

Abstract

Curriculum change is inevitable, as society changes and develops new needs, so does the 
curriculum. Curriculum is a product of its time, hence the Zimbabwean education system has 
adopted the Heritage-Based Curriculum as an educational innovation popularly known as 
Education 5.0.  The Heritage-based Curriculum seeks to impart in learners practical and 
entrepreneurial skills for the development of industry, thus creating jobs and reducing 
unemployment. This study sought to assess the effectiveness of the Heritage-Based Curriculum 
for sustainable development in Zimbabwe, focusing on opportunities and challenges. The study 
sought to assess the impact of the Heritage-Based Curriculum in attaining the set goals as 
envisioned in the Vision 2030 global proclamation. The study also aimed at examining the 
opportunities that are associated with the implementation of the Heritage-Based Curriculum in 
secondary schools in Zimbabwe and to identify the strategies that can be implemented to overcome 
the challenges of the Heritage-Based Curriculum.  The descriptive survey method was adopted for 
this research study.  The qualitative research design was adopted for the study and the researchers 
used purposive sampling to select participants. The study established that the Heritage-Based 
Curriculum emphasises practical skills such as problem solving as well as entrepreneurship for 
modernisation and industrialisation of the economy, in line with Vision 2030. The primary aim is 
to produce graduates who are job creators rather than job seekers. This would alleviate problems 
brought about by unemployment and produce goods and services useful to the economy, using 
available natural resources. The study also revealed the following challenges: lack of resources, as 
well as lack of support from parents and other stakeholders for effective implementation of the 
curriculum. The study recommended that workshops and in-service training be organised to 
empower the teachers with the appropriate skills, and that resources should be made available for 
successful implementation of the Heritage-Based Curriculum.