Source: Zimsec forum to benchmark assessment across Sadc – herald
Sikhumbuzo Moyo
ZIMBABWE has called for a harmonised education system that also ring-fences against any leakage of examinations in any member State of the Southern African Development Community.
Primary and Secondary Education Minister Torerayi Moyo made the call on Friday as he addressed delegates attending the Southern African Association for Educational Assessment (SAAEA) Research Forum organised by the Zimbabwe School Examinations Council (Zimsec) in Bulawayo.
He said education assessment reflects the progress of learners, the effectiveness of the teaching methodologies and the relevance of curricula.
Moyo said the gathering reaffirms the shared vision as a region, which is to ensure that assessment practices are not only credible, valid, and reliable, but also responsive to the evolving needs of learners and societies.
“I am informed that one of the core pillars of the SAAEA is the benchmarking of educational assessment practices across member states. It is, therefore, both timely and fitting that this research forum is being hosted here in Zimbabwe,” said Minister Moyo.
“Assessment, indeed, is the mirror of learning — it reflects the progress of our learners, the effectiveness of our teaching methodologies, and the relevance of our curricula. “Robust assessment systems enable us to identify learning gaps, celebrate achievements, and inform evidence-based policy decisions,” said Minister Moyo.
He said that without such systems, the education reforms risk losing coherence and direction.
Under the National Development Strategy 2 (NDS2), Zimbabwe already provides a comprehensive and results-oriented policy framework that directly aligns with the objectives of the forum, particularly in strengthening educational quality, enhancing assessment systems, and building human capital for sustainable national development.
As a key implementation instrument on the pathway towards Vision 2030, NDS2 places strong emphasis on skills development, innovation, and evidence-based policy formulation, recognising education as a critical enabler of socio-economic transformation, said Minister Moyo.
“In this context, robust, credible, and transparent assessment systems are indispensable, as they generate the data required to inform curriculum reforms, monitor learner achievement, and ensure accountability across the education sector,” he said.
“This forum, therefore, constitutes a vital platform for advancing NDS2 priorities by promoting benchmarking of assessment practices across the region, encouraging research-driven innovations, and fostering collaboration to enhance the efficiency, equity, and responsiveness of education systems, in alignment with national development goals.”
Minister Moyo said the forum also directly contributes to the realization of President Mnangagwa’s Vision 2030, which seeks to transform Zimbabwe into an upper-middle-income economy through inclusive, sustainable, and knowledge-driven development.
By fostering regional cooperation and the harmonization of standards within SADC, the forum supports Zimbabwe’s broader aspirations for integration, trade competitiveness, and shared prosperity.
Minister Moyo the Heritage-Based Curriculum promotes a deeper understanding of the environment while equipping learners with knowledge of their heritage, including flora and fauna, topography, rivers, mountains, and wildlife.
Unlike other countries that have adopted competence-based or knowledge-based approaches, Zimbabwe’s model is rooted in local identity, values, and real-life application. Learners are encouraged to identify challenges within their communities and develop research-driven solutions, aligning education with societal needs.
Zimbabwe’s curriculum reforms have attracted international attention, with noted similarities drawn between the Heritage-Based Curriculum and the Harmony philosophy championed by King Charles III. The monarch is said to have taken an interest in Zimbabwe’s approach, extending a rare invitation for engagement on the initiative at a global level.
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