Montessori Education in Africa: 2025 Baseline Study
Montessori Education in Africa: A Zimbabwe Case Study presents findings from the African Montessori Hub’s 2025 Baseline Research led by Prof. Oswell Hapanyengwi (University of Zimbabwe). The study examines the relevance of Montessori education within Zimbabwe’s Heritage-Based Curriculum (2024–2030), situating Montessori as a viable, culturally aligned pedagogy capable of advancing decolonised and transformative education.
Drawing on literature review, policy analysis, interviews, and school observations, the research highlights strong philosophical alignment between Montessori principles and Ubuntu-based education, particularly in learner-centred pedagogy, holistic development, community engagement, and practical skill acquisition. While Montessori practice in Zimbabwe remains limited, urban-centred, and largely inaccessible to disadvantaged communities, comparative insights from Kenya and Tanzania demonstrate its potential for equity-driven education.
The report concludes that integrating Montessori principles into Zimbabwe’s education system can strengthen quality, inclusivity, and relevance, and recommends broader teacher training and policy support to realise this potential.
About the author
Prof. Oswell Hapanyengwi is Dean of Education and a senior scholar at the University of Zimbabwe, with extensive expertise in philosophy of education, curriculum studies, indigenous knowledge systems, and postcolonial educational reform. He holds a D.Phil, MA, and BA (Hons) from the University of Zimbabwe, with specialist training in special needs education locally and internationally. His scholarship spans Ubuntu/Hunhu philosophy, multicultural education, human rights, inclusion, and the relevance of education in African contexts. Prof. Hapanyengwi has published widely in peer-reviewed journals and edited volumes, and has contributed to national and regional education policy discourse, with a strong focus on culturally grounded, transformative education systems.
