The development paradigm that has seen countries especially in Asia dominate in terms of economic growth has largely been attributed to their education system which has been placed in sync with local priorities.

Zimbabwe has followed the same path and there is agreement that in order for the country’s new curriculum to succeed, there should be more resources for teacher training, acquisition of complementary learning material and infrastructure upgrading and availability must be scaled up.

In countries such as Cuba and China, there has been a deliberate plan of action to have all subjects taught in the student’s mother language.

This has led to better understanding of concepts.

In addition, technology too has played a major role in the teaching of the subjects.

For information technology expert, Mr Shepherd Chimuriri, Zimbabwe’s new curriculum entails a close interaction with technology and as such, there is need to acclimatise teachers as well as have students relate to the use of information communication technologies at an early age.

Educationist, Mrs Janet Zengeni said teachers must be trained on the subject areas that are covered in the new curriculum and infrastructure that compliments its demands must be set up.

She noted that the ultimate aim is to produce a student who is in tandem with the national development agenda.

As part of the new curriculum, the Ministry of Primary and Secondary Education has set 10 subjects as the maximum number that students would be required to sit for with seven of them set as compulsory subjects.

All students will have to sit for mathematics, English language, general science, indigenous languages, agriculture, physical education, sport and mass display and heritage studies.