HARARE – For decades, Zimbabwe’s elite private schools have operated as bastions of educational autonomy, often aligning more closely with the venerable traditions of Cambridge than with the directives of the local Ministry of Primary and Secondary Education. This long-standing independence, however, has been decisively curtailed by a sweeping government mandate issued on 12 February 2026. This directive compels every private institution to adopt the state-prescribed Heritage-Based Curriculum (HBC), a move that has ignited considerable apprehension across the education sector. It marks the most profound shift in national educational policy since the nation’s independence, effectively drawing a close to an era defined by the prevalence of independent international syllabi.
The announcement, delivered with an air of unyielding resolve, took place during a pivotal meeting at the University of Zimbabwe. Addressing a gathering of representatives from the Association of Trust Schools (ATS), the Minister of Primary and Secondary Education, Professor Torerayi Moyo, conveyed an unequivocal message: the state’s tolerance for educational divergence had reached its limit. “The Education Act explicitly provides the Ministry with the authority to determine curricula and examinations for all schools in Zimbabwe,” Minister Moyo asserted to the leaders of the country’s most esteemed schools. “The choice to sit for international examinations should serve as an addition to, not a replacement of, the national standard.”
For the institutions that constitute the core of the ATS, this mandate transcends mere administrative adjustments; it signifies a fundamental redefinition of their educational identity. For many years, parents have willingly paid substantial fees, specifically to afford their children an education rooted in international qualifications, thereby circumventing the local Zimbabwe School Examinations Council (ZIMSEC). These parents now confront a new reality where ZIMSEC examinations are compulsory, and the once-primary Cambridge qualifications are relegated to an optional, supplementary status, often at an additional cost.
The Imperative of “National Identity”
Central to this educational overhaul is the government’s ambitious vision for “Education 5.0″—a decolonial framework designed to foster a standardised national identity across all socio-economic strata. The Ministry contends that the previous educational landscape inadvertently cultivated a “parallel” society, where affluent students received an education that, by its nature, detached them from the nation’s rich history and cultural values. By enforcing the Heritage-Based Curriculum, the government aims to ensure that every child, irrespective of their family’s financial standing, is steeped in a common understanding of the nation’s historical narratives.
Minister Moyo articulated the ideological underpinnings of this transformation with clarity. “The transition to a Heritage-Based Curriculum is not merely a pedagogical shift but a necessary statutory requirement aimed at aligning our educational output with national development goals and the preservation of our cultural heritage,” he explained. He further underscored the objective to ensure that “every child, irrespective of the institution they attend, attains a deep understanding of their national identity and the socio-economic aspirations of our nation.”
The Ministry outlines the core tenets of the new curriculum as “discipline, manifestation of patriotism, Ubuntu, volunteerism, honesty and pride in being Zimbabwean.” However, critics argue that these seemingly laudable principles may serve to obscure a more calculated agenda: the control and standardisation of historical interpretation. An examination of the “Heritage-Based” textbooks reveals a pronounced emphasis on the liberation struggle and a specific, government-sanctioned version of “patriotic” history, which leaves little scope for alternative perspectives or critical inquiry.
The Unseen Burden of Compliance
While the government frames this initiative as a matter of national pride and unity, the practical ramifications for private schools are considerable. The “Heritage Curriculum Trap” extends far beyond a simple change in reading materials; it necessitates a comprehensive retraining of teaching staff and a significant overhaul of existing administrative frameworks. Many educators within private schools, long accustomed to the pedagogical approaches of the Cambridge system, now find themselves ill-equipped to deliver a curriculum that prioritises indigenous languages, local social sciences, and “patriotic” studies.
The financial implications are equally substantial. Schools are now faced with the dual challenge of upholding international standards for those students whose parents can still afford them, while simultaneously allocating resources to implement the state system. This includes the procurement of new, government-approved textbooks and the funding of mandatory Ministry-led training sessions, which are slated to commence with remarkable speed—within a week of the official announcement.
Mr Abe Gatsi, the Chairperson of the Association of Trust Schools, acknowledged the gravity of the situation with a carefully worded statement. “We have noted all that has been stated by the Government and will be working to ensure that we implement,” he affirmed. Nevertheless, confidential sources within the ATS indicate that the prevailing sentiment behind closed doors is one of profound frustration and concern regarding the feasibility and long-term impact of these changes.
A Broader Pattern of Centralised Control
This curriculum mandate is not an isolated event but rather a continuation of a broader strategy by the Ministry to exert greater control over the private education sector. In December 2025, the government initiated a rigorous crackdown on what it designated as “illegal” or unregistered private schools. Across various provinces, including Manicaland and Masvingo, numerous institutions faced threats of closure if they failed to formalise their operations by the year’s end. The official justification for these actions was to “restore sanity” and “uphold educational standards,” particularly in the wake of disappointing results in the Grade 7 national examinations.
Furthermore, the Ministry has significantly tightened its oversight of school finances. In accordance with the Education Act, Chapter 25:04, no non-government school is permitted to increase its fees or levies without obtaining prior written approval from the Permanent Secretary. Such approval is contingent upon the school demonstrating that at least 50% of parents have formally consented to the proposed increase during a duly constituted meeting. In a further measure to regulate the economic environment within schools, Minister Moyo reiterated that institutions are obligated to accept multiple currencies. “We are operating under a multi-currency system, and therefore parents should be able to pay in USD, Rand and ZiG,” he clarified.
The Ministry has also intensified its monitoring of admission and expulsion policies. Reports of schools expelling students for non-payment of fees have been met with stern warnings, as the government maintains that the legal obligation for education rests with the parent, not the child, and therefore students should not be penalised for their parents’ financial difficulties. This stance aligns with the broader objective of ensuring equitable access and treatment within the educational system.
The Spectre of “Politicised Robot Machines”
The most vociferous opposition to the new curriculum has emanated from the country’s teacher unions. Obert Masaraure, the outspoken leader of the Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ), has consistently been a trenchant critic of the HBC since its inception. He argues that the curriculum’s true purpose is not to celebrate heritage but to serve as a vehicle for indoctrination. Masaraure has condemned the framework, suggesting it is designed to cultivate “politicised robot machines” rather than fostering independent, critical thinkers capable of contributing meaningfully to a dynamic, modern society.
Even former education officials have voiced profound apprehension. David Coltart, who previously served as Minister of Education, characterised the Heritage-Based Curriculum as “disastrous” for the sector. He cited concerns regarding the inadequate provision of resources and the precipitate speed at which the curriculum has been imposed upon schools. This rapid implementation has led many observers to question whether the system is inherently flawed, or if its primary objective is simply to ensure that no educational institution remains beyond the ideological purview of the state.
Despite the growing chorus of dissent, the Ministry appears resolute in its commitment. An official evaluation of the curriculum is scheduled for the end of February 2026. “We want to see how well the Heritage-Based Curriculum is helping our students to connect with Zimbabwe’s culture, traditions and history,” Minister Moyo remarked concerning the forthcoming review. “The first assessment of the Heritage-Based Curriculum will be done by the end of February and we are optimistic that it will yield valuable insights to enhance teaching and learning outcomes across our schools.”
The Paradox of Private Education in a Centralised System
The current situation presents a striking paradox. In early February 2026, Minister Moyo publicly appealed to the private sector to construct additional schools, citing a national deficit of nearly 3,000 institutions. Yet, concurrently, the government is systematically eroding the very autonomy and distinctiveness that have historically made private education an attractive and viable investment for many. This dual approach—encouraging private investment while simultaneously imposing stringent controls—creates an environment of uncertainty and potential conflict.
By standardising the “national identity” across all social classes, the government is, in effect, blurring the lines between public and private education. For the affluent families who have traditionally relied on private schools to provide a globally oriented education for their children, the “Heritage Curriculum Trap” serves as an unambiguous declaration: in the evolving landscape of Zimbabwe, there is now a singular, overarching narrative—one history, one identity, and one educational system. No individual, irrespective of their wealth or social standing, is permitted to opt out of this centralised vision.
As the initial training sessions for private school educators are set to commence next week, the full weight of this new reality is beginning to settle. The “Heritage-Based” textbooks are being distributed, ZIMSEC registration forms are being processed, and the international syllabi that once defined these institutions are being systematically marginalised. The struggle for the fundamental character of Zimbabwean education has undeniably entered a new, more restrictive phase, and for the nation’s private schools, the true cost of “patriotism” is proving to be exceptionally high.
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