Zimbabwe’s push to reclaim and institutionalise its cultural identity took a decisive step forward this week as the Panyatsime Global Community Engagement Heritage and Culture Centre officially positioned itself as a key partner in the rollout of the Heritage-Based Curriculum (HBC).
The development comes as education authorities intensify efforts to ground learning in local culture and history. Chief Executive Officer Mrs Rumbidzai Dihwa said engagements with other relevant government departments are already underway.
“The Ministry of Primary and Secondary Education has taken commendable steps towards implementing a Heritage-Based Curriculum aimed at fostering appreciation for Zimbabwe’s rich cultural diversity,” she said.
Operating under the Panyatsime Heritage and Culture Trust, the centre is designed to translate classroom theory into lived experience by offering cultural education tours, exhibitions, and community programmes aligned with national curriculum reforms.
“Our culture centre is more than just a destination for entertainment; it is a vital resource for learners and the public to explore, understand, and reclaim African and Zimbabwean heritage,” the statement read.
Education experts have long argued that the HBC is central to restoring African values, identity, and historical consciousness among learners. Panyatsime now provides a physical space where that vision can be tested, taught, and experienced by pupils, educators, and the wider public.
Beyond schools, the centre aims to serve as a national hub for cultural dialogue, hosting festivals, workshops, and intergenerational learning programmes. Organisers say the initiative also opens economic and social opportunities for artists, cultural practitioners, and local communities whose knowledge has often been marginalised.
Looking ahead, the centre says its mission is rooted in long-term community impact rather than short-term events.
“Together, we can build a community that celebrates diversity, champions inclusion, and creates unforgettable memories for generations to come,” said Mrs Dihwa.
As Zimbabwe intensifies efforts to decolonise education and strengthen national identity, initiatives such as Panyatsime are emerging as critical bridges between policy and practice.
With schools seeking meaningful HBC implementation and communities demanding ownership of their heritage, the success of centres such as Panyatsime may determine whether the curriculum reform becomes a lived national project or remains merely a policy aspiration.
