Rebranding Zimbabwe's Education System: Stakeholder Perspectives on the Implementation of the Heritage-Based Curriculum.

Abstract

This study explores the implementation of the Heritage-Based Curriculum (HBC) as a rebranding strategy within Zimbabwe's Ministry of Primary and Secondary Education, focusing on stakeholder perspectives. The HBC, introduced to align education with Zimbabwean cultural values, history, and indigenous knowledge systems, represents a significant shift from previous curricula. This research investigates how stakeholders including -educators, policymakers, parents, and students perceive this curriculum reform as a tool for rebranding the nation’s education system. Using a qualitative approach, data was collected through interviews, focus group discussions, and document analysis to capture diverse viewpoints. Findings reveal that while many stakeholders view the HBC as a positive step toward reclaiming cultural identity and fostering national pride, challenges such as inadequate resources, teacher training gaps, and concerns about global competitiveness hinder its effective implementation. The study highlights the tension between preserving cultural heritage and meeting the demands of a globalised world. Stakeholders emphasised the need for a balanced approach that integrates heritage education with modern skills development. The research concludes that while the HBC has potential as a rebranding strategy, its success depends on addressing systemic challenges and fostering collaboration among all stakeholders. This study contributes to ongoing debates about curriculum reform in post-colonial contexts and offers insights for policymakers aiming to leverage education as a tool for cultural and national revitalisation.