HARARE — A disagreement has emerged between the Government of Zimbabwe and Cambridge University Press & Assessment over the implementation of the country's Heritage-Based Curriculum (HBC), raising fresh uncertainty for schools, parents, and learners about the future relationship between local and international education systems. The dispute centres on whether learners will be allowed to choose between the Heritage-Based Curriculum and international curricula such as Cambridge

A Harare father has filed a High Court challenge against a policy limiting O-Level candidates to nine subjects, arguing that it unfairly restricts academically gifted learners and violates constitutional rights.

Speaking in the Senate last week, Torerayi Moyo said the move is aimed at aligning the country’s education system with national development goals and strengthening the teaching of Zimbabwe’s history, culture, and indigenous languages. The Heritage-Based Curriculum was introduced to produce learners who are not only “job seekers” but also “job creators,” grounding education in Zimbabwe’s natural resources, cultural identity, and economic realities.