Story by Tanyaradzwa Magamu
GOVERNMENT’S Heritage-Based Education curriculum is gaining international recognition through cultural exchange programmes that are giving Zimbabwean learners opportunities to showcase the country’s heritage while gaining global exposure.
Learners from Mother Touch Academy recently returned from the United Kingdom, where they represented Zimbabwe at the Llangollen International Musical Eisteddfod in Wales, performing alongside participants from across the world.
Chief Executive Officer and Founder of the Mother Touch Group of Schools, Dr Salome Mutsinze said the school’s participation has helped raise Zimbabwe’s profile on the international stage.
“Whenever we go there, we are proudly representing Zimbabwe. We competed in the children’s folk dance and instrumental ensemble categories and finished fourth. We are proud of that achievement because it came at an international competition. Most of the time, we are the only school representing Zimbabwe, and I encourage others to take advantage of this platform,” she said.
School authorities said the experience highlighted the value of international cultural exchange and expressed hope that more schools will participate in similar programmes to showcase Zimbabwe’s rich cultural heritage.
Deputy Head of Selous Senior School, Mr Brian Ruzvidzo said the visit also provided valuable insights into science and technology education.
“Seeing our students perform confidently on the global stage deepened my appreciation of Zimbabwe’s culture, which we must preserve and promote. The trip was not only about culture. We also visited a STEM Centre, where we learnt about advanced scientific learning environments and digital pedagogy. The experience gave us fresh ideas on how to redesign our STEM curriculum in Zimbabwe,” he said.
Zimbabwe continues to implement the Heritage-Based Education curriculum as part of efforts to strengthen learners’ cultural identity while exposing them to international experiences that promote innovation and global competitiveness.
