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BACHELOR OF ARTS HONOURS AFRICAN HERITAGE AND KNOWLEDGE SYSTEMS (HAHKS)

BACHELOR OF ARTS  HONOURS AFRICAN HERITAGE AND KNOWLEDGE SYSTEMS (HAHKS)

Module CodeModule NameDescription
HAHKS101 Introduction to Heritage Studies This module provides a foundational introduction to Heritage Studies, positing that the study of heritage must be situated within its proper historical context to be fully understood. It covers the essential definitions and distinct categories of the field, distinguishing between natural and cultural, moveable and immovable, and tangible and intangible forms, while also examining underwater, archaeological, and geological resources, among others. In alignment with the broader programme, special attention is given to Indigenous Knowledge Systems (IKS) and liberation heritage as critical components of the African narrative. Students will evaluate the concepts of heritage values and significance, analyzing how these are determined and contested at local, regional, and international levels.
HAHKS 102 African Societies, Heritage and Indigenous Knowledge Systems This module employs an interdisciplinary approach, drawing from anthropology, archaeology, and history to explore the depth of African societies and their heritage. It examines the preservation and transmission of knowledge prior to written systems, emphasizing the role of language, socialization, and oral traditions in passing down wisdom. Students will investigate Indigenous Knowledge Systems (IKS) across a broad spectrum of disciplines, including agriculture, metallurgy, environmental forecasting, astronomy, mathematics, and traditional medicine. Furthermore, the module critically assesses the impact of the colonial interface, highlighting the legacy of colonialism and the enduring resilience of African value and thought systems. The module contextualizes all these themes within the African Renaissance, discussing the transformation of beliefs and the relevance of indigenous worldviews in the contemporary era.
HAHKS 105 Heritage of Zimbabwe The Heritage of Zimbabwe module provides an in-depth analysis of the nation’s identity, weaving together its natural and cultural legacies across both tangible and intangible forms. This study begins with the environment, exploring how Zimbabwe’s unique geology, geography, and biodiversity have historically shaped the symbiotic relationship between nature and human society. In the cultural heritage sphere, students examine population distributions, historical traditions, archaeological remains, the liberation war and its memorialisation, cultural practices with enduring value, and the sophisticated evolution of indigenous architecture, technology and socio-cultural institutions and practices. Ultimately, the module concludes by investigating the dual processes of knowledge preservation and creation, ensuring that Zimbabwe’s rich heritage remains a dynamic and thriving force for future generations.
HAHKS 104 Introduction to Heritage Management This module traces the global development and growth of heritage management, highlighting its foundational connections to the evolution of archaeology and the post-World War impetus for cultural protection. Students will examine the core technical pillars of the field, including documentation, conservation, and safeguarding mechanisms. The module fosters critical thinking by addressing contentious debates on restoration, reconstruction, and the diverse factors that influence the interpretation and presentation of the past. Central to the module are theoretical frameworks, such as Authorised Heritage Discourse (AHD), Actor Network Theory, and the vital processes of decolonization and value assessment. Participants will exposed to the roles of higher education and international organizations like UNESCO, ICOMOS, and ICCROM in shaping modern practice
HAHKS 106 Heritage Survey Project This is a project based module where students are expected to visit communities to apply what they would have learnt in their introductory modules. Students are expected to identify heritage places, landscapes, heritage institutions, traditions, protected areas or natural phenomena with heritage value(s) and systematically report and record them using national and international formats of heritage recording. Key issues learnt in the module include heritage site identification, heritage recording, significance assessment and site illustration. The students are expected to research and document oral traditions, cultural practices, acquiring skills in conducting archival research, heritage surveys, documentation, condition surveys, identification of heritage values, interpretation and reporting. Students are expected to complete the module by showing the report of their work.
HAHKS 202 Collections Conservation and Management This module provides a comprehensive overview of the historical development and functional evolution of galleries, museums, and archives as central pillars of cultural heritage. Students will explore the intricate lifecycle of collections, beginning with the formal procedures for accessioning and the strategic development of acquisition policies. A significant portion of the module is dedicated to the technical requirements of conservation, exhibition and presentation of diverse objects. The module examines the collections environment, focusing on how physical factors such as light, temperature, and humidity are controlled within storage and display spaces. The module also addresses the sensitive and highly regulated procedures for collections disposal, providing students with an ethical and legal framework for responsible deaccessioning. Finally, the module culminates in the interpretation of collections, teaching students how to translate physical artifacts into meaningful narratives that facilitate public engagement and education.
HIA 202 History of Zimbabwe Before 1890 The module dwells on the internal and external dynamics of pre-colonial polities in Zimbabwe. It explores the nature of socio-economic and political organization of these states as well as their interaction with global forces.
HAHKS 201 Research Methods and Field Techniques This critical module not only equips but also empowers students with life skills-sets to conduct qualitative and quantitative heritage based research relevant for different kinds of sustainable community development. The module also deals with different research methods for data collection and ethical issues involved when researching, especially where individuals and communities are involved.
HIA 208 History of Zimbabwe, 1890 to 1980

The module explores the political, social and economic features of colonial Zimbabwe paying particular attention to the marginalization of Africans. The responses of Africans to colonial domination and the subsequent liberation struggle are also examined. The topics that the module covers are: the occupation of Mashonaland and Matabeleland by the white settlers, African resistance to occupation, the establishment of the colonial economy and political systems, rise of African nationalism and the armed struggle for independence.
HAHKS 204 Safeguarding Intangible Heritage

The range of tourist attractions has expanded to include components of intangible heritage. The module brings to the fore the significance of tourism that is based on intangible cultural heritage. This includes cultural performances, ethnomusicology, indigenous knowledge systems, indigenous lifeways and cuisines. Students will research and present on case studies of this kind of tourism.
HAHKS 203 Heritage and the Law This module exposes students to the complex intersection of various legal systems in heritage preservation, focusing on the relationship between traditional customary laws and formal national and international legislations. It traces the historical development of these legal frameworks, highlighting how they have evolved over time to meet the growing needs of modern heritage management. Students will critically analyze the impact of regional and international treaties, charters, and conventions that establish the standards for global heritage protection. A central component of the course involves evaluating the adequacy and effectiveness of existing laws in safeguarding both tangible and intangible assets against modern threats.
 HAHKS 302  Heritage, Conflict and Peace Building in Africa  

This module highlights the intersections between conflict, heritage, and conflict resolutions strategies. Students examine causes of conflicts, theories on conflicts, ethnicity, identity, values, sacredness, beliefs, examples of heritage based conflicts, and heritage-based approaches to conflict management. It also discusses the Hague conventions, the Blue Shield, the 1970 UNESCO convention and the UNESCO convention of 2005 on Cultural Diversity
 HAHKS 303  

Heritage Risk and Impact Assessment

  

The module focuses on the origins, aims and practice of Heritage Impact Assessment within the overall context of Cultural Resource Management. These are examined against the background of heritage risks and the need to save the heritage. Risks include development undertakings, climate change, conflicts, wars and various factors that pose different kinds of threats to the preservation of heritage. The module discusses various ways of carrying out impact assessments in order to determine the extent of the risks and generating disaster mitigation strategies.
HAHKS 304   Heritage and Sustainable Development  This module critically examines the intersection of heritage management and sustainable development, utilizing UNESCO and ICOMOS frameworks to explore how cultural assets contribute to economic growth and community well-being. Students will analyze cultural economics, emphasizing heritage-based entrepreneurship, employment generation, and the delicate balance between increasing GDP and preserving the heritage. A significant portion of the module focuses on heritage tourism planning, covering feasibility studies, visitor management, and legal frameworks across niche sectors such as religious, medical, and archaeo-tourism. The curriculum addresses the inherent tensions between development and conservation, evaluating stakeholder interests and the threats tourism poses to fragile sites.
HAHKS 305 Museum Management Focus on different aspects of the practice of museology including the display and exhibition of museum objects, influenced by the nature of collections and knowledge of visitor learning behaviour. Purpose-built museums should plan for the conservation of collections and visitor safety and learning behaviour. Collections management can be facilitated by designing the museum environment.
HAHKS 306 Heritage Project Students undertake a heritage project that involves processing heritage materials for purposes of conservation.
HAHKS 401 Cultural Heritage Technologies This module explores the intersection of cultural heritage and technology, focusing on the role of digital tools and innovations in enhancing visitor experiences, preservation efforts, and destination management. It examines a range of technologies used in cultural heritage tourism, including virtual reality, augmented reality, mobile applications, digital storytelling, and geospatial technologies. The module also addresses the challenges and ethical considerations associated with the use of technology in cultural heritage contexts.
HAHKS 404 Management of World Heritage Listing places on the World Heritage List is an important approach in the protection, management, and utilization of heritage. This module covers discussion of the significance of World Heritage Places and the complexities surrounding their management. It explores issues surrounding decision-making, international collaboration with organizations such as the World Heritage committee, ICOMOS, ICCROM and national governments. It provides students with a thorough knowledge of the World Heritage Convention and its application in solving heritage conservation problems. It examines the position of African conservation science as science can be exploited at global levels. In addition, the module also critically examines tourism development and management at world heritage sites.
HAHKS 402 Heritage Education and Tourism Planning Heritage is an important element of education. The memories of the past that are embedded in heritage require an educational strategy for them to be usable. Heritage organisations, including the government should cultivate heritage education for social cohesion, understanding of the other and peace.
HAHKS 403 Heritage Entrepreneurship Research has shown that the protection and management of heritage for its own sake is not always sustainable. The module is meant to cultivate entrepreneurial skills amongst heritage students. The module may be co-taught with the department of Business Studies. Students can come up with a project that shall reflect their entrepreneurship skills development. The project should be based on an aspect of heritage.
HAHKS 405 Critical Issues in African Heritage and Knowledge Systems This module provides students with the opportunity to reflect on the programme and identify critical issues that concern African societies and their perspectives on heritage. It prepares the students to face the African realities and think of solutions.
HAHKS450 Dissertation The dissertation shall be submitted at the end of level 4 second semester.

 

 

BACHELOR OF ARTS HONOURS ARCHAEOLOGICAL SCIENCES AND HUMAN DEVELOPMENT (HASHD)

BACHELOR OF ARTS HONOURS ARCHAEOLOGICAL SCIENCES AND HUMAN DEVELOPMENT (HASHD)

Module CodeModule NameDescription
 HASHD 101  

Introduction to Archaeological Methods

  In this module students learn the nature of archaeology, that is what archaeology is about, the key concepts used in archaeology, main branches of archaeology, archaeological methods (field and laboratory methods), dating techniques, interpretation of archaeological data. Students should know how archaeological sites are discovered and how the evidence/data is recovered, recorded, documented, analysed and interpreted. Students will participate in field visits, demonstrations and laboratory work that equips them with the required knowledge, skills and competences expected of an archaeologist.
 HASHD 102  

Survey of World Prehistory

  Students learn the developments and achievements of past societies in different parts of the world. The module highlights the knowledge (technology), economic and political activities, environmental context associated with the recovered evidence. The module is meant not only to present evidence of human achievements but to explain the developments and inspire the student to want to contribute to human development, to cultivate the sense of identity and provide evidence that can be used in innovations and production of goods and services.
HAHKS 105

Heritage of Zimbabwe

 In this module the student learns the various definitions and categories of heritage (natural vs cultural, tangible vs intangible, underwater) covering archaeological, geological, indigenous knowledge systems, liberation heritage, museums, galleries and archives. The student learns about heritage values (local, regional and international) and how to conduct significance assessment. While the module imparts knowledge about the heritage of Zimbabwe in its broad sense, it then details what is known about the archaeological heritage of Zimbabwe. The students will visit archaeological and other heritage places and interact with communities to understand the values of the places visited. From this module, the students should be able to identify heritage items in their communities, thus spreading heritage awareness leading to the protection and safeguarding of the heritage.
HAHKS 102 African Societies, Heritage and Indigenous Knowledge Systems By the end of the module students should be able to describe, identify and present the nature of African Societies, African knowledge systems, knowledge on preservation and transmission of heritage values. The module allows students to have an introspection of their communities, understand their structure, organisation and challenges that may be a product of their history and how they dealt with the challenges. The module makes use of approaches used in various disciplines that include Cultural Anthropology, Archaeology, History, Architecture, Technology, Religious Studies and Philosophy to present the nature of African societies today and in the past. Focus will be on African world views, knowledge and thought systems, knowledge archiving and transmission and resilience of African Traditions.
HASHD 104 Archaeology and Human Development Students learn the meaning of human development and how archaeology plays a part in the construction of that knowledge and development. Students learn the concepts and theories of development in its broadest sense, and are provided with demonstrations of case studies that show how archaeology has contributed to development of nations and communities. Students will learn the concepts of entrepreneurship/creativity involving archaeology and other heritage so as to realise the potential of archaeology to economic and other forms of human development. From Economic History students learn the concepts and theories of development. From archaeologists they learn how archaeology contributes to human development. Students should be able to appreciate the importance of archaeology in the development of societies by learning how it has been applied to contemporary issues such as increasing agricultural productivity.
HASHD105

Archaeological Survey Report

 The student learns and puts into practice identification of archaeological heritage, recording and documentation of the heritage and writing the survey report. Students are expected to identify archaeological heritage places and systematically record and report using standard formats. Module delivery will include site visits to selected places for practice and demonstrations, and to engage communities at or around archaeological places to assess their awareness of the heritage, the values they attach to it and their thoughts on how the heritage can benefit them.
HASHD201 Archaeological Theory The student learns about the development of archaeology as a discipline in different regions of the world. The student learns about the motivations for the development of archaeology and its use in different states and regions of the world. The student learns about the theories that archaeologists use in explaining and interpreting archaeological evidence. By the end of the module students should be able to outline the key tenets at different periods and of different theories and be able to debate the strengths and weaknesses of these theories. Students should be able to identify the usage of these theories in selected archaeological literature and critique the resultant interpretations. By the end of the module they should be able to use these theories in their own research.
HASHD202 Research Methods and Field Techniques in Archaeology The module takes students through qualitative and quantitative methods, multidisciplinary approaches, e.g use of oral traditions, archival research, research design, proposal writing and grants application. The ability to plan and organise fieldwork, conduct site surveys, surveying and production of site plans and maps, excavations, documentation work, remote sensing, geophysics, forensic investigations, ethnoarchaeology, archival research is essential for an archaeologist. Students will go on field visits to apply and learn more about the research methods and field techniques taught. They will learn remote sensing techniques, image analysis, surveying and GIS from the Department of Geoinformatics and Surveying and be able to apply them in data collection. From History they will learn using oral traditions and archival sources to collect data and get useful insight into the research problem.
HASHD203 Data Management and Statistical Analysis The module is offered by the Department of Statistics to train students in the management of data, especially using digital techniques. It also exposes the students to statistical approaches used in analysing data: descriptive and inferential statistics, chi-square, regression, co-relation, CA and PCA, among others. Archaeologists will offer archaeological situations for application of skills acquired.
HASHD204

Palaeosciences and Human Development

 In this module the student is introduced to scientific methods and analytical techniques used in archaeological research to recover data that enables reconstruction of past environments and climate as well as patterns of human developments in those contexts. The students should be able to examine physiological, cognitive, and sociocultural aspects of human development within their environmental and ecological contexts, drawing on evidence generated through palaeobotany and palaeozoology, (ancient flora and fauna), palaeontology (fossilized remains), palaeoanthropology (fossil records of hominins), and palaeopathology (ancient diseases and trauma). By the end of the module, students will be equipped with foundational knowledge and analytical skills necessary for interpreting human-environment interactions in deep time and for engaging with more advanced archaeological and paleoanthropological studies.
HASHD206

Conservation of Archaeological Materials

 In this module students learn the conservation of archaeological materials in order to satisfy requirements for data preservation,structural preservation and to maintain chemical and physical integrity of materials for future study, use and accessibility. They will learn ethical considerations and processes of conservation (investigation, intervention, preventive care); multidisciplinary collaborations with other professions (bio-archaeologists, paleobotanists, archaeochemists); care of specific archaeological materials e.g. metals (stabilization for excavation and lifting) and organic materials (wood, skeletal materials, fibres etc), siliceous and related materials. Students should be able to detect deterioration and preservation of archaeological materials (water, oxygen, salts etc).  Students should have an understanding of factors that might bring about deterioration of archaeological materials and be able to carry out conservation work and stop deterioration of collections.
HASHD 205

Materials Analysis

 The module equips the students/graduates with scientific skills needed in analysing archaeological materials. The students will be trained in basic chemistry for purposes of material characterisation, compositional analysis, diagnostic imaging, residue analysis, DNA and phylogenetic analysis, isotope analyses, among others. Materials analysed will include lithics, clay objects, dhaka structures, faunal remains, metal objects, glass, plant remains, soil, sediments.
HASHD306 Forensic Archaeology Students are equipped with special scientific knowledge and technical skills for the location, recovery, identification, sorting and interpretation of human remains. The module will cover identification of human remains, recovery of samples for DNA analysis and the actual analysis, scene analysis and interpretation, finger print, excavation among other aspects. After going through this module the students would be useful in various instances and incidents where such skills are required including court proceedings related to human remains, mass burials associated with liberation wars and pandemics. The Department of Biological Sciences will train the students in non-archaeological techniques.
HASHD302 Archaeological Ethics and the Law Students learn about the ethical and legal issues confronting the practice of archaeology in the contemporary world. Students are taught about legal statutes (national), professional codes of ethics, general ethical issues, intellectual property (where applicable). The student is equipped with knowledge of why archaeological practice needs regulation and how it is regulated. From Law, the students will learn the application and interpretation of heritage laws which they can use to help communities protect their heritage against pillage.
HASHD 303

Archaeology of Southern Africa

 Students should be able to articulate and explain the cultural developments that took place during the Pleistocene and the Holocene periods. They should be able to trace and explain the origins of modern human behaviour. The module coverage includes the technological, social and economic developments that occurred during these critical periods in human history. It also deals with origins of farming and the development of complex societies in southern Africa. This entails detailed examination of the appearance of early farming communities in the region and various activities and innovations that include mining, trade, architectural developments, socio-political organization and the changes that took place among them leading to the growth of socio-political complexity. Students should be able to explain the emergence of early chiefdoms and state systems such as Mapungubwe in the Shashe-Limpopo basin, Toutswe in north eastern Botswana up to Zimbabwe and Mutapa in Zimbabwe, as well as their decline and collapse. They should also be able to explain the persistence of hunting and gathering in some parts of southern Africa. Students should be able to connect these issues to contemporary aspirations and challenges.
HASHD 304

Archaeological Heritage and Museum Management

 The module equips the students with knowledge and skills for the management of archaeological heritage and museums. Critical issues are the conservation of archaeological heritage places and archaeological material and other collections in museums. This module covers different aspects of museological practice including the acquisition/collection, documentation, curation and display of cultural and natural material. Other important aspects covered include the philosophy behind the establishment of museums as public institutions as well as theoretical developments relating to the origins and development of different types of museums.
HAHSD 305

Archaeology Project

 The student will write a project based on archaeological research. The project will be on either conservation, survey data, or any other aspects that relate to archaeology. The project should solve challenges faced by relevant government departments, institutions and communities.
HASHD 301 Work Related Learning Students shall engage in activities whose cumulative effect is to satisfy requirements for industrial attachment. They go into communities and stakeholder institutions to identify and take part in activities that solve challenges facing those entities. Students are expected to come up with ideas or solutions to an archaeological problem that can be presented in the form of seminars and written reports.
HASHD401

Archaeological Informatics

 In this module students learn computational archaeology which deals with computer-based analytical methods and digital archaeological productions such as virtual realities, simulations, models (including predictive models) and be able to apply ICT knowledge to archaeological issues. Students are expected to come up with digital products relevant in archaeology or that solve contemporary problems. Computer Science will offer software engineering, programming and knowledge of digital creations. Archaeology will provide the base data and context that require a solution.
HASHD402 Public Archaeology and Community Development The module allows students to discuss the public importance of archaeology, the nature of public archaeology, and how to engage the public in archaeological research, archaeological exhibitions and interpretation. Students should carry out community needs surveys, report on outcomes and give recommendations on engagements.
HASHD 403

Heritage Entrepreneurship

 Students should be able to use archaeological data or knowledge for the transformation of society or use the evidence to resuscitate technologies that can impact positively on society. The module allows students the opportunity to apply the skills learnt in the University-wide module that includes the Enterprise Development and Practice component offered by the Department of Business Studies in semester 1 of this level (Level 4). Students have to come up with a business plan which should be tested for feasibility. The business plan should make use of archaeological knowledge or material.
HASHD404 Developmental Projects and Impact Assessments By the end of the module students have knowledge of and would be able to conduct archaeological impact assessments. The students should know the legal requirements and best practices that are considered in archaeological impact assessments. Students should be able to evaluate heritage risks and proffer mitigatory measures that lead to sustainable development whilst at the same time safeguarding and protecting the heritage. The module also equips students with skills relevant in managing heritage projects. Where the opportunity arises, students may participate in a real archaeological impact assessment for development facilitation.
 SDLSAH401  Student Development and Life Skills  Students are given an opportunity to build skills for academic success and beyond, explore identity, motivation, and goal-setting. The module probs students to develop self-awareness, resilience, and leadership and also be able to navigate life and make the most of it.
 HASHD405  Archaeology of a Special Area  This module explores the archaeology of a defined geographical area as a flexible and evolving framework for engaging with contemporary social, environmental, technological, and heritage-related challenges. Rather than following a fixed thematic structure, the module is deliberately designed to be adaptive: in any given academic year or semester, the facilitator selects a specific theme that is most relevant to current global, regional, or local issues. That theme then forms the core focus of teaching, discussion, and assessment, and is explored collaboratively with students through archaeological evidence from the selected area. In subsequent years, the thematic focus may change in response to emerging challenges, research developments, or policy priorities. Possible thematic foci include, but are not limited to, climate change and human resilience, environmental adaptation and landscape sustainability, conflict archaeology and post-conflict reconstruction, social justice and decolonial heritage, migration, mobility, and identity formation, digital archaeology and the ethics of artificial intelligence and big data, heritage at risk and digital preservation, and the role of archaeology in sustainable development, tourism, and community livelihoods. Through these themes, archaeology is used to generate long-term perspectives on human behaviour, environmental impact, and social transformation, demonstrating the discipline’s relevance to contemporary problem-solving. Aligned with the principles of Heritage Based Education 5.0, the module emphasises innovation, community engagement, and knowledge application beyond the classroom. Students are encouraged to critically analyse archaeological data from the special area and to translate this knowledge into socially responsive outcomes, such as heritage-based development initiatives, digital documentation projects, or policy-relevant insights. By the end of the module, students will have developed advanced analytical and critical skills, as well as the capacity to apply archaeological knowledge in addressing real world challenges in dynamic and changing contexts.
 HASHD450  Project  This is a project based module. The project shall be on an approved topic and should be submitted at the end of the Second Semester of Level 4. The topic should satisfy the expectations of Education 5.0 by focussing on transforming archaeological knowledge into production of goods and services, being able to solve community challenges or being innovative to cause communities to behave in certain beneficial ways. It may be on digital creations with educational, economic and social value or that enhances service delivery in relevant stakeholder institutions.

 

 

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