The Member of Parliament for Emakhandeni Luveve, Discent Bajila (CCC), has raised concerns about the country’s readiness to implement the heritage-based curriculum, with just eight weeks remaining before the start of the 2025 school calendar.
Speaking in the National Assembly, Bajila argued that teachers have not been adequately prepared to implement the new curriculum, warning that it may encounter the same issues as the CALAs. He said:
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I rise on a point of national interest in respect of the heritage-based curriculum which is set to be examined in Zimbabwe for the first time in 2025. Indications from educators are that our education delivery system is not ready.
For education to be effective, educators throughout the country must have a uniform template of learning materials and the implementing tools.
To this date, which is eight weeks before the resumption of the 2025 schooling calendar, teachers have not been capacitated to implement the new curriculum.
Grade six and seven teachers of 2025 do not know yet what to implement. They are presented with the same dilemma they had under the CALA curriculum.
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Bajila urged Parliament to swiftly conduct an inquiry into the country’s readiness to implement the heritage-based curriculum, rather than simply accepting the statements from the Minister of Primary and Secondary Education. He said:
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Mr. Speaker, the use of heritage in teaching science and innovation requires capacitation. It is not the kind of stuff that learners will get from their parents. The schools need to be capacitated to deliver such.
The heritage-based curriculum has a strict emphasis on projects for learners and some of them require long-term observation to the extent that examination classes of 2025 should have started these projects in 2024 but to date, they have not.
Furthermore, effective project supervision remains impossible when there is a very high ratio of learners to teachers.
Any further delay in addressing the teacher-to-learner ratio will negatively affect the inception, implementation and efficiency of the heritage-based curriculum.
Therefore, Mr. Speaker, I call upon this House to conduct a speedy enquiry on the country’s readiness to implement the heritage-based curriculum because readiness is far more than just policy pronouncements and official launching.
If need be, I pray that the Speaker summons the Minister of Primary and Secondary Education to present a Ministerial Statement on Zimbabwe’s readiness to implement the heritage-based curriculum. I thank you.
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In response, the Speaker of the National Assembly recommended that Bajila bring up the issue in the next parliamentary session, allowing the responsible minister to address it directly.
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Member of Parliament Discent Bajila is worried that teachers in Zimbabwe are not ready for the new curriculum starting in 2025. He says teachers need the right materials and tools to teach effectively. Bajila wants an inquiry to check if schools are prepared for the changes. He thinks the new curriculum needs better supervision and more teachers. The Speaker of the National Assembly suggests Bajila bring up the issue in the next parliament session for the minister to talk about it. Bajila is concerned about the readiness of schools for the new curriculum.

CCC MP, Discent Bajila, Questions Readiness Of Teachers For New Curriculum

An opposition Member of Parliament has expressed concern over the Cabinet’s proposal to make the payment of radio licences for motorists mandatory.
Emakhandeni-Luveve MP, Discent Bajila (CCC), described the move as “parasitic and symptomatic of a government that is continuously on the lookout for opportunities to fleece its citizens of hard-earned cash.”
On Tuesday this week, Information Minister Jena Muswere announced that Cabinet had approved principles of a bill to amend laws that will compel motorists to buy radio licences before renewing their vehicle licences in a bid to raise over US$73 million annually for the Zimbabwe Broadcasting Corporation (ZBC).
Speaking to <a href="https://cite.org.zw/lawmaker-challenges-mandatory-radio-licence-for-motorists/">CITE</a>, Bajila said the move must be resisted with “maximum effort from all and sundry.”
He explained that the announcement is not law and therefore should not be used to bind citizens. Bajila said:
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Anyone enforcing a Cabinet Press Statement, whose contents are neither a Statutory Instrument nor an Act of Parliament is acting unlawfully. Law-abiding citizens must not be complicit in such.
Specifically, these cabinet principles are not law until they have been taken for public hearings as a Bill wherein the views of every citizen must be taken on board.
Thereafter, Parliament has to debate the principles as a Bill and pass or reject them.
Every law-abiding citizen is encouraged to report to the nearest police station anyone coaxing them to be complicit to an unlawful process.
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The Permanent Secretary in the Ministry of Information, Publicity and Broadcasting Services, Nick Mangwana said the government’s position on the issue of mandatory radio licence has been misunderstood. 
Posting on X (Twitter), Mangwana said that while the approval of amendments to Acts of Parliament is significant, it does not automatically mean that the proposed changes take immediate effect.
He explained that when the Cabinet passes principles to a Bill, it represents a legislative intent, but it is not yet the Act itself, nor is it the finalized Bill. The following steps in the legislative process determine whether the proposed changes become law. These are:
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1- A draft Bill will be done by the AG. 
2-The Draft Bill will go to the Cabinet Committee on Legislation(CCL) where it will be scrutinized. 
3-Then it will go to full Cabinet where Cabinet will make comments. 
4-The AG will tidy up the draft taking into account Cabinet input. 
5-The Bill will be gazetted. 
6-The Bill will be scrutinized by the Parliamentary Legal Committee (PLC), checking on compliance and alignment with the Constitution. 
7-Public consultations will be held. 
8-The Bill will be debated in Parly. 
9-Senate Input. 
10-Presidential Assent.
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