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The Zimbabwe School Examinations Council (ZIMSEC) says Ordinary and Advanced Level candidates who do not have a Continuous Assessment Learning Area (CALA) mark, will not get their results even if they have written the theoretical part of the examinations, reported <a href="https://www.herald.co.zw/no-cala-no-results-for-o-and-a-level-learners/">The Herald</a>.
Speaking at the release of June O and A-Level results at a Press conference in Harare on Tuesday, 06 August, ZIMSEC board chairperson Professor Paul Mapfumo said:
<blockquote>
The Ministry of Primary and Secondary Education’s position is that if a candidate does not have a CALA mark, then there will be no results even if the theoretical part of the examination was written.
</blockquote>
In February 2024, the Government announced changes to the education curriculum, with CALA now being called school-based projects.
At the infant level of ECD A to Grade 2, subjects under CALA were reduced from the previous 11 to six and this reduction was extended to apply at the junior level of Grades 3 to 7.
At the secondary school level, the core and compulsory learning areas were reduced from seven to five.
Meanwhile, Prof Mapfumo said a total of 32 026 candidates registered for the O-Level June 2024 examinations and of these, there were 919 school candidates and 31 107 private candidates.
He also said a total of 30 088 of the 32 026 who registered for O-Level sat for a range of subjects from one to seven in June 2024 compared to 21 683 candidates who sat for a range of subjects from one to eight in June 2023. Said Prof Mapfumo:
<blockquote>
This shows an increase of 8 405 candidates which translates to 38.76 percent and the number of school candidates was 825 while 29 263 were private candidates.
There was an increase in candidates with special needs from 14 to 38 translating to a 157 percentage increase.
</blockquote>
A total of 1,938 of the registered candidates did not sit for the examinations and were recorded as absent. Said Prof Mapfumo:
<blockquote>
The total number of candidates who sat for five or more subjects in the June 2024 examinations was 383 which is 1.27 percent of the total candidature of 30 088 and the remainder sat for less than five subjects.
Of these 383, 17 candidates passed with a Grace C or better yielding a total pass rate of 4.44 percent. In comparison, the total number of candidates who sat for five or more subjects in June 2023 was 365 which was 1.68 percent of the total candidature of 21 683 and the remainder sat for four or less. Of these, 99 candidates passed with Grade C or better yielding a pass rate of 0.46 percent.
</blockquote>
Prof Mapfumo said the total number of candidates who registered for the June 2024 A-level examination was 144 and of these, 125 were private candidates and 19 were school candidates. He said:
<blockquote>
The total number of those who sat for the June 2024 Advanced level examination was 120 as compared to 256 who sat for the same examination in 2023. There was a decrease of 136 in candidature, translating to a percentage decrease of 53 per cent.
Of these, 52 candidates wrote two or more subjects and 38 obtained a Grade E or better in two or more subjects. This translates to an overall pass rate of 31.67 per cent.
In comparison, in the June 2023 examination, 112 candidates wrote two or more subjects and 85 obtained a Grade E or better in two or more subjects.
This translated to a 75.89 per cent pass rate. These statistics show that there was a 44.22 per cent decrease in the overall pass rate.
</blockquote>
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Pindula News

ZIMSEC announced that students without CALA marks won't get their O and A-Level results. CALA is now school-based projects in the curriculum. In June 2024, 32,026 O-Level candidates wrote exams, with an increase from last year. 30,088 candidates sat for the exams, with a pass rate of 4.44%. For A-Levels, 144 candidates registered, and 120 sat for the exams, with a pass rate of 31.67%. In 2023, there were more A-Level candidates and a higher pass rate. The changes in the curriculum and lack of CALA marks impacted the results.

No CALA, No Results For O' And A' Level Candidates - ZIMSEC

The government has outlined the road map towards the implementation of the Heritage-Based Education Curriculum which includes the printing and distribution of the curriculum documents by 30 June this year.
The Cabinet adopted the Heritage Based Education Curriculum in February for primary and secondary education, and its implementation started when schools opened for the second term.
The Cabinet Committee chairperson on Human Capital Development, Skills Application and Employment Creation Amon Murwira presented the Heritage Based Curriculum implementation plan before Cabinet leading to its adoption on Tuesday.
Speaking during the post-Cabinet media briefing, Information, Publicity and Broadcasting Services Minister, Jenfan Muswere, outlined the road map towards the implementation of the curriculum. He said (via <a href="https://www.chronicle.co.zw/government-unveils-heritage-based-curriculum-roadmap/">Chronicle</a>):
<blockquote>
Regarding the implementation of the curriculum or programme infrastructure, the Cabinet wishes to highlight that the implementation plan for the Heritage-Based Education 2024-2030 Curriculum Framework provides guidance in the delivery of a coherent and inclusive quality primary and secondary education.
This includes the printing and distribution of the curriculum documents by 30 June 2024; unpacking of the Heritage-Based Curriculum Framework, which is ongoing up to 31 May 2025; and the review of learning area syllabi that is, rationalisation of content in learning areas commencing on the 1st October 2024; and the review of the assessment tools by 30 October 2024.
</blockquote>
Muswere revealed that Continuous Assessment Learning Activities (CALA) will now be school-based and should be done at school unlike in the past when learners did the tasks at home where parents and guardians would end up doing the CALAs for them.
He said exclusive summative evaluations will only be done at Grade Seven and Form Four levels.
Muswere said for pupils in Advanced Level, 80 per cent will be summative examinations while 20 per cent will be continuous assessments for grading and certification purposes. He added:
<blockquote>
The assessment of non-formal learners shall follow that of the mainstream regimen with the continuous assessment marks having a shelf life of three years.
</blockquote>
Muswere said the Government is conducting an ongoing teacher capacity development so that they will be able to deliver heritage-based education. He said:
<blockquote>
The Ministry will roll out the unpacking of the curriculum and syllabi to teachers through workshops, circulars and various media for the rationalised learning areas as well as the implementation modalities by 31st December 2024.
Provision of adequate and appropriate infrastructure will continue, including classrooms; workshops; laboratories; internet connectivity; technical equipment; and teachers’ houses, in order to achieve the intended goals by 2030.
</blockquote>
Muswere said the implementation of the new curriculum shall constantly be monitored, evaluated and refined to ensure it achieves the intended goals. He said:
<blockquote>
This shall include establishing a participatory structure for continuous Heritage-Based education refinements, such as the establishment of learning area associations and panels at school, district, provincial and national levels by 31st July 2025.
Particular focus will be on checking for compliance in the implementation of the curriculum through monitoring and evaluation that promotes strengthening school-based continuous assessment and documentation of best practices, which is currently ongoing to 31st December 2030.
</blockquote>
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Government Outlines Heritage Based Curriculum Implementation Roadmap

The director of communications and advocacy in the Ministry of Primary and Secondary Education, Taungana Ndoro, said that the revised school curriculum will have six learning areas at primary level and five compulsory learning areas from Form 1 to Form 4.
Ndoro said for Forms 5 and 6, schoolchildren are to continue to study strictly three learning areas.
Last month, Cabinet approved a framework to revamp the education curriculum, whose thrust is on imparting digital skills and modern research techniques critical for the 21st century to learners.
The unpopular continuous assessment learning activities (CALAs) will be replaced with the new school-based projects of practical applications system.
Speaking to <a href="https://www.sundaymail.co.zw/revised-curriculum-will-enhance-quality-education-delivery">The Sunday Mail</a>, Ndoro said the revised curriculum will reduce the burden on primary school learners while maintaining the quality and relevance of learning content. Said Ndoro:
<blockquote>
It was rationalisation that identifies the following six learning areas at primary level: Indigenous language; English language; Mathematics; Science and Technology; Physical Education and Arts; and Social Sciences.
At secondary school level, there will be five compulsory learning areas for Forms One to Four: Mathematics; English language; Indigenous language and Literature; Combined Science; and Heritage Studies.
There will be three elective learning areas from the following categories: sciences; languages; humanities; commercials; technical and vocational; and physical education and arts.
The recommended number of learning areas for study for a Form One to Four learner is eight.
For Forms Five and Six, schoolchildren are to continue to study strictly three learning areas.
The learning experience is made more focused for our learners.
This curriculum framework has rationalised the infant and junior school curriculum from the previous eight subjects into six learning areas.
This rationalisation was achieved through the elimination of duplication and overlaps and shifting of other concepts to next-grade levels and to other learning areas.
The process of rationalisation will see a review of syllabuses to factor in the changes in the framework.
The net effect should not overload primary school learners with both content and language learning materials in the bags and at the same time maintain quality and relevance of learning content.
Each learning area is allocated learning hours to avoid overload.
The rationalisation identifies the following six learning areas, which constitute the curriculum at infant school level: Indigenous language; English language; Mathematics; Science and Technology; Physical Education and Arts; and Social Sciences.
At secondary school, we have also reduced a number of compulsory learning areas to five so that we allow learners to choose learning areas that align with their desires and strengths and to focus on only essential learning areas.
</blockquote>
Ndoro said the Government will provide teachers with resources and training to support the effective implementation of the heritage-based curriculum.
He also said the 2024 examination candidates for Grade Seven, Form Four and Form Six will continue with CALAs as before.
They are expected to complete the last two CALAs per learning area for 2024.
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Revised Schools Curriculum To Reduce Burden On Primary School Learners - Ndoro

The Ministry of Primary and Secondary Education says the motive behind introducing the school-based projects of practical applications framework is to promote a more hands-on approach to education.
Last month, the Cabinet approved a framework to overhaul the education curriculum including scrapping the continuous assessment learning activities (CALAs).
Speaking in an interview with <a href="https://www.sundaymail.co.zw/revised-curriculum-will-enhance-quality-education-delivery">The Sunday Mail</a>, the director of communications and advocacy in the Ministry of Primary and Secondary Education, said that the revised curriculum entails the assessment of learners right through the learning process and not only after the learning process. Said Ndoro:
<blockquote>
The motive behind implementing school-based projects of practical applications is to enhance schoolchildren’s learning experiences and promote a more hands-on approach to education.
Such projects often aim to bridge the gap between theoretical knowledge and real-world applications by providing learners with opportunities to apply their knowledge and skills in practical settings.
School-based projects of practical applications can foster critical thinking, problem solving and creativity among learners.
They can also promote collaboration, communication and teamwork, as learners often need to work together to complete these projects.
Additionally, practical application projects can help learners develop practical skills relevant to their future careers or areas of interest.
The principal rationale behind school-based continuous assessment (SBCA) is to enhance quality education by ensuring that learners do not wait until the end of the learning programme or certificate examinations to exert study effort.
It is designed to sustain quality learning throughout the learning period. The SBCA ensures that learners work consistently…
It is a system of using different test modes such as class tests; class exercises; individual, pair or group tasks; portfolios; rubrics; homework; projects; and other assessment procedures to measure what learners have achieved throughout a teaching/learning process.
Broadly, the SBCA is simply all forms/modes of assessment that can be undertaken internally by any school-level actor (learner, teacher and school head).
</blockquote>
Ndoro said following the Cabinet’s approval of the revised curriculum, the next step is that the Minister of Primary and Secondary Education, Torerayi Moyo, will come up with an implementation plan committee that will look at the nitty-gritty of the rollout of the heritage-based curriculum.
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

"Revised Schools Curriculum To Promote More Hands-on Approach To Education"

Opposition politician Nelson Chamisa, who is a former Minister in the Government of National Unity (2009-2013) has outlined his plans to modernise the country’s education system. He posted on X:
<blockquote>
BUILDING A FORMIDABLE MODERN EDUCATION SYSTEM- PREPARING ZIMBABWE FOR THE FOURTH INDUSTRIAL REVOLUTION … As a nation with a learning-hungry population, prioritizing education policy is paramount.
During the election campaigns, I made a strong case for the scrapping of the Continuous Assessment Learning Activities (CALA).
I see this week government finally scrapped the Continuous Assessment Learning Activities (CALA) amid escalating pressure from learners and parents, replacing it with a heritage-based education curriculum.
It admits of no debate that the CALA system, is an experiment that failed. It had unfairly jeopardized a generation.
Our education policies, and any policy for that matter, must undergo rigorous testing before implementation; our future is at stake. In the past, education policies have run into implementation headwinds due to the absence of public consultation.
Like its predecessor CALA, the heritage-based curriculum will fail on the basis that it is a COMMAND Curriculum- a product of zero consultation and has been foisted on learners.
CITIZENOCRACY is the way to go. Citizens must be at the centre of policy development and implementation.
More public participation and stakeholder involvement in decision and policymaking.
We must construct policies through consultation and collaboration with global education experts, educators, school development bodies, industry, and business stakeholders, and those with parental responsibilities.
More public participation and stakeholder involvement in policymaking is essential.
Developing policies from the top down without consulting adequately with stakeholders is catastrophic.
Public consultation in policymaking boosts stakeholder and citizen buy-in, improves transparency, and increases the efficiency and effectiveness of policies and regulations.
These policies must be forward-thinking, considering both global and local development needs and trends. Education should be demand-driven, equipping our youth with future-ready skills.
We must focus on and see future opportunities and effectively and efficaciously cater for the demands of the future. We can change our future only if we think differently. Market research is fundamental.
Human capital is the most underrated yet so vital an asset. Great nations invest heavily and strategically in education anchored on comprehensive market research.
On account of this, a well-funded education system that is sensitive and responsive to the needs and requirements of pupils, parents and teachers is fundamental.
We aim to turn Zimbabwe into a business hub, tech hub and education hub of the world. To achieve this we must take bold steps and make revolutionary moves.
In a New Great Zimbabwe, we will turn things around and become a superpower in the next three decades For the next 10 years we have 3 key revolutions blockchain, AI and Biotech revolutions.
The rapid speed at which these technologies — AI, quantum computing, the metaverse, and others – are evolving will be a pressing question, especially as we try to grapple with the challenges relative to this constant evolution.
We must be ready to use emerging technologies and AI to govern better, making government systems trustworthy, inclusive, safe, resilient, and sustainable.
Nothing can be made right in bits and pieces. We need a major game-changing and unheard-of type of reforms wholly and totally.
We need to restructure the education system. The system is teaching a lot of wrong lessons.
We must focus on entrepreneurship not just on creating employees. We must teach leadership and citizenship from kindergarten right up to tertiary levels.
Our education system is designed to prepare labourers and workers. We must produce employers and entrepreneurs more.
We must teach that mastering a skill is more valuable than memorizing a subject. The education curriculum must intentionally balance between academic and vocational education.
In addition, Foreign languages and local languages should be introduced to the school subjects.
Aligning education systems and curricula to the national development goals. Finland has achieved a remarkable balance between academic and vocational education.
We can learn from countries like South Korea, Singapore, Ireland, Canada, and Japan, which have invested in leading education policies, resulting in widespread economic development. Let’s ensure our education system sets our youth up for success and be competitive at a global level.
</blockquote>
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Chamisa Outlines His Plans To Modernise Zimbabwe' Education System | Full Thread

The Government has, with immediate effect, scrapped the Continuous Assessment Learning Activities (CALA), and replaced them with the new school-based projects of practical applications under the Heritage-Based Education 2024-2030.
The number of areas previously covered by CALA has been reduced from about eight to one for each subject.
Speaking after Tuesday’s Cabinet meeting in Harare, Information, Publicity and Broadcasting Services Minister, Jenfan Muswere, said learners in primary schools will now be offered a maximum of six learning areas instead of a minimum of 27, which they used to do, while Form 1 to 4 learners will have five compulsory learning areas.
Muswere said the Heritage-Based Education 2024-2030, received and approved by the Cabinet yesterday, was presented by the Minister of Higher and Tertiary Education, Innovation, Science and Technology Development, Amon Murwira, as the chairperson of the Cabinet Committee on Human Capital Development, Skills Development and Application. Said Muswere:
<blockquote>
Pertinent issues in the learning programmes infrastructure include rationalisation of learning areas and strengthening the school-based continuous assessment.
At infant level (ECD A to Grade 2), learning areas are being reduced from the previous 11 to six.
The reduction will also apply at junior level in Grades 3 to 7. At secondary school level, the core and compulsory learning areas are being reduced from seven to five.
An inclusive and integrated approach will be used to cater for learners with special needs, including thorough provision of assistive devices.
</blockquote>
Muswere said the emphasis of school-based projects will be on the learner being observed carrying out the practical aspects at school. He said:
<blockquote>
Learners at secondary school level will study at least three electives from the following categories: the sciences, languages, humanities, commercials, technical and vocational, and physical education and arts.
The future of the country will increasingly be shaped by science and technology, hence the bias in the education system to foster critical thinking, innovation, creativity, problem-solving and programming.
</blockquote>
Critics of CALA argued that the regime was unfair as learners in rural areas where there is limited internet connectivity and electricity were not able to compete with their peers in urban and peri-urban areas.
Muswere said the Government was prioritising the provision of adequate and appropriate infrastructure including classrooms, workshops, laboratories, internet connectivity, technical equipment and teachers’ houses to achieve the intended goals. He said:
<blockquote>
The workshops and laboratories shall be tailor-made according to the unique geographical needs and locally available resources which learners can observe, manipulate and explore during their learning processes.
Access to electricity, either from the national grid or renewable sources of energy, will be a priority for every school.
This is to bridge the gap between the rural and urban schools. The focus will be more on learning by doing.
</blockquote>
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

CALA Scrapped, Replaced With School Based Projects

The Government on Tuesday, 27 February announced changes to the education curriculum. Under the proposed Heritage-Based Education 2024-2030 curriculum framework, learning the History of Zimbabwe will become compulsory.
The Continuous Assessment Learning Areas (CALA) will now be called school-based projects with an emphasis on the learner being observed carrying out the practical aspect at school.
At the infant level (ECD A to Grade 2), learning areas are being reduced from the previous eleven to six. The reduction will also apply at Junior Level (Grades 3 to 7).
At secondary school level, the core and compulsory learning areas are being reduced from seven to five.
Speaking during a post-cabinet media briefing yesterday, Information, Publicity and Broadcasting Services Minister Jenfan Muswere said the proposed curriculum will embrace heritage as a basis for learning and infusing technology and shall be implemented from ECD up to Advanced Level. Said Muswere:
<blockquote>
Cabinet received and approved the Heritage-Based Education 2024-2030, which was presented by the Minister of Higher and Tertiary Education, Innovation, Science and Technology Development, Honourable Prof A Murwira, as the chairperson of the Cabinet Committee on Human Capital Development, Skills Development and Application.
The nation is informed that the Heritage-Based Education 2024-2030 curriculum framework is expected to transform the education system to produce citizens with relevant skills, applied knowledge, values, and dispositions that are key to national development, beginning with the communities they serve.
The primary and secondary education system is being designed to mould productive learners who will cherish and practise the Zimbabwean philosophical orientation of Unhu/Ubuntu.
The proposed curriculum will embrace heritage as a basis for learning and infusing technology and shall be implemented from ECD up to upper secondary school level.
The pathways, whose learning areas are provided for in the framework, are Science, Technology, Engineering and Mathematics (STEM); Visual and Performing Arts; Humanities, the history of Zimbabwe; Technical/ Vocational Education and Training (TVET); and Commercials.
Cabinet wishes to inform the nation that Heritage-Based Education will be anchored on the following pillars: (a) programmes/ learning areas infrastructure; (b) staffing infrastructure; (c) physical and digital infrastructure; (d) legal and regulatory infrastructure; and (e) financial infrastructure.
Pertinent issues in the learning programmes infrastructure include rationalisation of learning areas; and strengthening the school-based continuous assessment.
At infant level (ECD A to Grade 2), learning areas are being reduced from the previous eleven to six. The reduction will also apply at Junior Level (Grades 3 to 7).
At secondary school level, the core and compulsory learning areas are being reduced from seven to five.
An inclusive and integrated approach will be used to cater for learners with special needs, including through provision of assistive devices.
It is envisaged that the identification of pathways will be implemented early when enrolling learners for secondary education, in order to cater for differences in talent and ability.
Learners at secondary school level will study at least three electives from the following categories: the sciences; languages; humanities; commercials; technical and vocational; and physical education and arts.
The review of the assessment modalities and tools will entail the rationalisation of CALA (Continuous Assessment Learning Area) activities now denoted as school-based projects which emphasise on the learner being observed carrying out the practical aspect at school.
The future of the country will increasingly be shaped by science and technology, hence the bias in the education system to foster critical thinking, innovation, creativity, problem-solving and programming.
As the learners enrol for secondary school level, they are then categorized according to their areas of proficiency.
Central to the delivery of quality learning is the capacitation of teachers since the heritage-based curriculum requires a different approach.
Focus will be placed on in-service teacher training and coaching, using locally available resources. The inquiry-based teaching approaches and methods pillar aims to transform teaching practices from the traditional rote learning, lecture and drill to more learner-centred approaches where pupils have space to develop their creativity, to develop and express their ideas, to collaborate with one another, to learn by doing and thereby experience holistic development.
Personnel qualified in technical and vocational programmes will be considered for employment as teachers in relevant learning areas.
This is expected to increase the absorption of post-O Level students in tertiary education institutions in the country and form the foundation of start-ups for enterprising learners.
Suitable and appropriate physical and digital infrastructure will be provided. Closely related will be the provision of adequate and appropriate infrastructure including classrooms; workshops; laboratories; internet connectivity; technical equipment and teachers’ houses; in order to achieve the intended goals.
The workshops and laboratories shall be tailor-made according to the unique geographical needs and locally available resources which learners can observe, manipulate and explore during their learning processes.
Access to electricity, either from the national grid or renewable sources of energy will be a priority for every school. This is in order to bridge the gap between the rural and urban schools. The focus will be more on learning by doing.
In order to actualise the aims of our education system, a review of the legal and regulations infrastructure will be undertaken.
This shall include the alignment of the Heritage-Based Education Curriculum with Section 13 of the Constitution of Zimbabwe which states that “The State and all institutions and agencies of Government at every level must endeavour to facilitate rapid and equitable development”.
Policies and regulations will be implemented to ensure that no place or individual is left behind as the curriculum is implemented.
There will also be continuous harmonisation of the primary and secondary education curriculum with the higher education curriculum.
With a view to fulfilling the mantra of leaving no one and no place behind, the nation is informed that Government will ensure the provision of conducive teaching and learning infrastructure in rural areas, small-scale and commercial farming areas as well as old and new resettlement areas. A needs analysis will be conducted in all areas in-order to guide implementation.
With a view to ensuring sustained transformation, the history of Zimbabwe will become a compulsory subject on the curriculum.
National shrines and cultural heritage sites will be included throughout the curriculum, and the National Pledge will be accorded special emphasis in order to entrench patriotism, loyalty and respect and thereby inculcate the proper mindset.
Products of the education system should know that Zimbabwe comes first. The examination framework will be reviewed to cater for not just the academically gifted learners but also for the technical and vocational-oriented learners.
The national e-learning strategy will be enhanced. Diasporans who are also part of the initiative will continue to support the programme, which has already commenced in Chipinge, Chivi and Beitbridge districts.
</blockquote>
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Government Makes Changes To Education Curriculum, CALA

The Zimbabwe School Examinations Council (ZIMSEC) has advised prospective candidates for the 2024 June examinations that they will not be allowed to sit for the examinations without Continuous Assessment Learning Activities (CALA) marks.
In a notice, ZIMSEC also said the June 2024 examination is the last session for those who wish to re-write using 2021 CALA marks. It said:
<blockquote>
June 2024 examination registration is only for re-writing candidates who have banked CALA marks. No CALA No registration. June 2024 ZIMSEC Examination is the last session for those who wish to re-write using 2021 CALA marks.
</blockquote>
CALA is a learner assessment system that was implemented in the final term of 2021 in preparation for the 2021 ZIMSEC examinations.
Under the system, ZIMSEC candidates’ physical and behavioural skills are assessed continuously (coursework) to contribute 30 per cent to their final marks.
Summative or knowledge skills assessed during examinations contribute 70 per cent to the candidate’s final grade.
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

No CALA, No June 2024 Examinations Registration - ZIMSEC

The Continuous Assessment of Learning Activities (CALA) regime is set to be brought before Cabinet soon where a decision on whether to review the programme or drop it completely will be made.
This was said by the Minister of Primary and Secondary Education, Torerai Moyo, in the National Assembly during its Question and Answer time on Wednesday.
He was responding to a question by Midlands Proportional Representative Vairet Nhari (ZANU PF) on what the Government was doing to address the high costs incurred by parents and guardians for their children to complete CALA. Said Nhari:
<blockquote>
The money being spent by parents to fulfil the CALA requirements is much more than the school fees being paid.
Parents are not happy with the way teachers are conducting CALA. What can be done to alleviate the situation?
</blockquote>
In response, Moyo admitted that CALA was indeed putting a heavy financial burden on parents, adding Cabinet will deliberate on the matter. He said:
<blockquote>
Parents have indeed been spending a lot of money on CALA. It was even higher than tuition fees, especially in rural areas.
So, the plan is to review the CALA issues as we review the competence-based curriculum that started working in 2015 up to 2022.
This issue will be taken to Cabinet, chaired by His Excellency President Mnangagwa next week.
The meeting will determine whether the CALA will be taken out or we review it.
At the moment I would not be able to respond whether CALA will be removed or it will remain. I can only know that after Cabinet deliberations.
</blockquote>
Most parents and guardians never fully embraced CALA, saying it was an unnecessary financial burden.
Educators have also pointed out that CALA made learning difficult for pupils especially those from disadvantaged backgrounds who were failing to complete the required activities.
Reports suggest that parents and guardians, and corrupt teachers, were the ones doing the CALA assignments instead of the learners themselves.
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Cabinet To Have Final Word On CALA Debate - Minister

The Minister of Primary and Secondary Education Torerayi Moyo has suggested that the Continuous Assessment of Learning Activities (CALA) may be scrapped entirely and be replaced with another student assessment regime.
Minister Moyo said CALA was implemented haphazardly without teachers undergoing training on how to implement it.
He revealed that the other option under consideration is to reduce the number of CALAs from 27 to 2 or 1.
Minister Moyo made the comments while addressing heads of primary and secondary schools, district school inspectors (DSIs) and education officials at St Columbus High School in Bulawayo on Thursday. He said:
<blockquote>
People made submissions on their expectations on CALA, but were the teachers trained on how they can carry out CALA assignments? We had to review the curriculum in its entirety.
We may reduce the number of CALAs probably from 27 to two or one, but before we do that we want you the school heads to be trained on how CALA is conducted, then you train your teachers so that people appreciate CALA or we may decide to remove CALA and replace it with something else.
</blockquote>
CALA was introduced in 2021. Under the regime, ZIMSEC candidates’ physical and behavioural skills are assessed continuously (coursework) to contribute 30 per cent to their final marks.
Summative or knowledge skills assessed during examinations contribute 70 per cent to the candidate’s final grade.
CALA’s introduction faced resistance, not only from parents who complained it was costly but also from school heads who objected to the number of projects per learner saying they would overwhelm learners and teachers.
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

CALA May Be Scrapped And Replaced With Something Different - Education Minister

The Continuous Assessment Learning Activities (CALA) model is set to undergo significant changes to remove the burden on learners, teachers and parents.
This was revealed by the Minister of Primary and Secondary Education Torerai Moyo while addressing education stakeholders in Chinhoyi, on Thursday.
Moyo said CALA was done “haphazardly” adding that changes are set to be implemented as early as February 2024 following the CALA curriculum review exercise that was completed recently. He said (<a href="https://www.newzimbabwe.com/watch-cala-was-done-haphazardly-says-education-minister-concept-to-undergo-changes/">via NewZimbabwe.com</a>):
<blockquote>
As a ministry, we got complaints from parents who were saying they were doing assignments for their children.
Theoretically, CALA is good, there is nothing wrong with it but l think it was done haphazardly.
You find a student in Grade Seven doing 27 CALAs, how then (at this rate) do we insist on quality education?
So we are going to see some changes before the end of February in terms of CALA.
Either we reduce the number of CALAs from 27 to two, and at secondary we could say just one CALA…
</blockquote>
Some parents and guardians have demanded that CALA should be scrapped in its entirety saying it is financially burdensome.
Teachers argue that CALA has increased learning disparities between urban and rural learners as most rural schools lack the infrastructure and resources necessary to administer it.
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

CALA Was Done Haphazardly, Set To Undergo Wholesale Changes - Minister Moyo

Primary and Secondary Education Minister Torerayi Moyo on Thursday, 21 September, said education stakeholders will know at the end of this month whether the Continuous Assessment Learning Activities (CALA) will be discontinued or not, <a href="https://www.herald.co.zw/fate-of-cala-by-month-end-minister/">reported The Herald</a>.
Addressing pupils, teachers and stakeholders attending the official opening of the 3rd National Annual Science, Sport and Arts Festival (NASSAF) at Chaplin High School in Gweru yesterday, Moyo said the fate of CALA will be revealed at the end of this month when findings of the recent public hearings are made public. He said:
<blockquote>
As you are all aware, the Curriculum Framework for Primary and Secondary Education ran its full cycle from September 2015 to September 2022 and is now under review.
I take this opportunity to thank all the parents, the pupils themselves, stakeholders and partners in education who took their time to attend the consultative meetings that were held to gather their views on the transformation of our curriculum to meet the industrial and other social imperatives for national development.
Minister Moyo said the ministry has hired a team of consultants to assist in sifting through and synthesising the data in order to review and update the curriculum in line with the wishes of the citizens.
The Government engaged the parents and stakeholders to make submissions on what they were taught in schools and I am sure parents and stakeholders did make submissions.
We are overwhelmed with phone calls from people who want to know the fate of CALA.
They want to know whether or not it is going to be discontinued and that response lies in the report that will be ready for public consumption at the end of the month.
The fate of CALA lies in the data that was collected. This evidence from the process will inform the decision on the curriculum for the next seven-year cycle.
</blockquote>
In May 2023, the Ministry of Primary and Secondary Education invited stakeholders to give their input on the CALA issue.
During the curriculum review consultations, it emerged that some parents and guardians want CALA to continue but with some alterations while others said CALA should be scrapped altogether arguing that learners from low-income families cannot afford it.
CALA is a departure from the traditional knowledge-based final examination model to a model whereby learners’ practical and behavioural skills are assessed continuously.
Coursework now contributes 30 percent to their final marks, while summative or knowledge skills assessed during examinations contribute 70 percent to the candidate’s final grade.
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Fate Of CALA To Be Known By The End Of September - Minister Of Education

Primary and Secondary Education Minister, Torerayi Moyo, said that there is nothing wrong with learners doing the Continuous Assessment of Learning Activities (CALA).
He, however, said the manner in which is it being conducted by teachers has to be improved by capacitating them on how to manage projects conducted by learners.
Moyo made the comments while speaking to journalists after taking his oath of office at the State House on Tuesday. <a href="https://www.newzimbabwe.com/nothing-wrong-with-cala-problem-is-how-its-handled-says-newly-appointed-education-minister/">NewZimbabwe.com</a> quoted Moyo as saying:
<blockquote>
There is nothing wrong with CALA but the manner in which it is handled is a problem.
Our teachers must go for in-service training so that they manage projects that students are doing.
Also, we need to consider whether the students have resources at their disposal because CALA involves a lot of research and do they have laptops, iPads, or smartphones so that they are able to conduct CALA.
I think the general sentiment among parents is that they want CALAs to be reduced.
So we are going to look at the recommendations that were made by stakeholders then we come up with a position.
</blockquote>
CALA is a departure from the traditional knowledge-based final examination model whereby learners only focus on passing Grade Seven, O-Level and A-Level examinations to a model that takes into account candidates’ practical and behavioural skills which are assessed continuously.
Arguably, the majority of parents and guardians have been pushing the government to scrap CALA saying it is burdensome and expensive.
In June this year, when he was the chairperson of Parliament’s Portfolio Committee on Education, Moyo said the number of subjects pupils are learning under CALA should be reduced. <a href="https://www.herald.co.zw/reduce-cala-subjects-say-mps/">He said</a>:
<blockquote>
From the submission from the ministry, skills which were supposed to be inculcated through CALA are almost the same skills to be done in other learning areas called subject areas.
You talk of innovation, industrialisation and knowledge it is almost the same skills. I do not think it is necessary to labour learners with numerous learning areas, more than the subject areas themselves, it is not proper because it is not scientific.
We know there is specialisation, division of labour. There is no point in having a student doing many Calas per learning area or in every subject.
Somebody is just supposed to take probably one Cala be it in sciences, commercials or arts.
</blockquote>
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Nothing Wrong With CALA, Says New Education Minister, Torerayi Moyo

CCC leader Nelson Chamisa said that if his party wins the upcoming elections and gets into government, he will review the Zimbabwe education system, <a href="https://tellzim.com/chamisa-promises-to-scrap-cala-school-exam-fees/">reported TellZim News</a>.
Chamisa promised to scrap the Continuous Assessment Learning Activities (CALA), school fees from primary level to advanced level as well as ZIMSEC examination fees.
Addressing party supporters at Muchakata Business Centre in Masvingo Central Constituency, Chamisa said his government will introduce a new curriculum with input from education stakeholders, among them teachers and school heads. He said:
<blockquote>
We will remove CALAs which are forcing parents to be in school every day, we need to make sure we restore dignity to our education system and make it the best as before.
We cannot impose policies without people’s input as they did with Education 5.0.
Ours will have the input of headmasters and teachers for they are experts in that field.
</blockquote>
Chamisa also said his government will ensure that education is free for all learners and the State will facilitate loans for university and college students. He said:
<blockquote>
In Zambia they are saying free education at primary level, if you go to South Africa they don’t pay examination fees, it’s the responsibility of the examining authority.
You can’t say you want to have an exam and you say Grade Sevens pay exam fees. No grade seven exam, no form four or ‘A’ level exam fees. If people pay fees then that’s it.
Under our government, parents will only pay from Form One to Four just to exercise their responsibility, at “A” level the government should take over, after that loans for tertiary education are then activated.
</blockquote>
The Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ) has criticised CALAs, saying they are expensive and time-consuming and their introduction in schools has negatively affected learners’ progress.
Parents and guardians across the country have also urged the Government to scrap CALAs saying they make learning difficult for pupils.
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Chamisa Promises To Scrap CALAs, School And Exam Fees

Some Zimbabwean learners who are now doing Ordinary Level are still unable to read and write.
This was said by Cyprian Masocha, who is the chief director for curriculum development and technical services in the Ministry of Primary and Secondary Education, <a href="https://www.zimlive.com/some-form-3-students-illiterate-says-ministry-official/">reported ZimLive</a>.
Masocha made the revelations when he recently appeared before parliament’s portfolio committee on primary and secondary education.
He said some of the weaknesses of Zimbabwe’s education system could be cured by the Continuous Learning Assessment Activities (CALA), which is being resisted by some teachers and parents. Masocha said:
<blockquote>
The problem that we have is that our education has not been all that efficient and effective as much as we would need.
That’s why you find that in infant education, we are now putting more emphasis on foundational skills where our learners should be able to read and write as they finish their Grade 2.
When they enter our junior education (Grade 3) they should be able to write.
</blockquote>
Masocha conceded some learners were facing challenges with CALA because of their inability to read and write. He said:
<blockquote>
That’s why you find parents complaining that ‘we are doing the CALA for our children’.
In most cases, it’s because those pupils are unable to read and write at Grade 6; unable to read and write at Form 3.
That’s why we have come back to you to say assist us so that we improve our curriculum to make sure that they are able to read and write.
Once they are able to read and write, the burden on us as parents doing the work for them is lessened.
</blockquote>
He appealed to lawmakers for their support for the implementation of the competence-based curriculum.
CALA is a student continuous assessment method that was set to be implemented for the November 2021 session of the Zimbabwe School Examinations Council (ZIMSEC) examinations.
CALA includes learning activities, projects or assessment that require learners to perform, demonstrate their knowledge, understanding and proficiency.
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Some Form 3 Pupils Cannot Read And Write, Says Ministry Of Education Official

The Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ) says that Continuous Assessment Learning Activities (CALA) are expensive and time-consuming and their introduction in schools has negatively affected learners’ progress.
ARTUZ spokesperson Thembakuye Moyo said CALA have widened the gap between learners from economically disadvantaged learners and those from privileged backgrounds.
Moyo called for the reviewing of CALA to accommodate all learners considering that those in rural areas have inadequate digital learning facilities to conduct research as required by CALA. Moyo said:
<blockquote>
Since their introduction in schools, CALAs have proven to be costly and time-consuming thereby negatively affecting learners’ progress.
Most CALAs require the use of the internet for research which then imposes costs of mobile data, laptops, and mobile devices, etc on top of the regular hiking fees.
In a country where the majority of the citizens are living in poverty, they widen the learning inequality gap as those from privileged backgrounds will be the only ones that can afford to learn.
Paying particular attention to the rural learner, the majority of schools have inadequate digital learning facilities to enable students to carry out their CALA.
It is the Union’s position that CALAs should be reformed in order to ensure effective learning in schools.
</blockquote>
The Ministry of Primary and Secondary Education has been conducting countrywide reviews on CALA.
Some stakeholders, particularly parents and guardians, have called for the scrapping of CALA arguing they are struggling with the high cost of living and cannot afford to provide their children with the resources needed to do the CALA.
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Rural Teachers' Union Says CALAs Have Hindered Learners' Progress

Parents and guardians across the country have urged the Government to scrap the Continuous Assessment Learning Activities (CALA) saying they make learning difficult for pupils, reported the <a href="https://www.chronicle.co.zw/parents-call-for-scrapping-of-cala/">Chronicle</a>.
This came out during the two-day CALA curriculum review consultation meetings conducted by the Ministry of Primary and Secondary Education.
CALA is any learning activity or assessment that requires learners to perform, demonstrate their knowledge, understanding and proficiency.
Under the regime, ZIMSEC candidates’ physical and behavioural skills are assessed continuously (coursework) to contribute 30 percent to their final marks while knowledge skills assessed during examinations contribute 70 percent to the candidate’s final grade.
Parents and guardians said learners who come from disadvantaged families and those from remote areas where there is no access to the internet struggle to complete the required activities.
Patricia Manzini, who has three children at Thomas Rudland Primary School said CALAs are very expensive. She said:
<blockquote>
As it is, we don’t have money for something as basic as bread and everyone can see the situation in the country right now.
It honestly becomes a lot and guardians choose things that seem to be more important like food other than paying money for these papers that need to be printed.
</blockquote>
Another parent, Sophia Musinazano urged the Government to provide unlimited WiFi at schools. She said:
<blockquote>
If the Government wants to do this, they should put up unlimited WiFi at schools and allow all learners to go with their cellphones to school. That way, they will all be able to get their work done.
Those in rural areas would need to have network boosters installed so that they can also benefit. If that can’t be done then the CALAs should be removed.
</blockquote>
Educationist and Faculty of Science and Technology Education executive dean at the National University of Science and Technology (NUST) Professor Lwazi Sibanda told the Chronicle that the education sector needs to address the shortcomings that come with CALA. She said:
<blockquote>
The CALA issue needs to be addressed because you will find that the parents are the ones that are doing the assignments instead of the learners.
The learners are the ones who are supposed to be doing that by themselves.
The issue of continuous assessment should be clearly spelt out unlike what we are seeing now.
Parents and guardians are complaining, it’s as if they are the ones who are learning.
Even in the streets, there are some placards where individuals will be advertising that they do CALA assignments.
</blockquote>
The Ministry of Primary and Secondary Education is reviewing the competence-based curriculum after its first seven-year cycle came to an end last year following its introduction in 2015.
More: <a href="../../../../../">Pindula News</a>

Parents Call For Removal Of CALA

Officials in the Ministry of Primary and Secondary Education have said that continuous assessment learning activities (CALA) are here to stay.
The Government is currently in the process of reviewing the competence-based curriculum and CALA has been the major contentious issue under the new curriculum.
Some parents, learners as well as teachers have been resisting the implementation of CALA.
The competence-based curriculum is being reviewed after its first seven-year cycle came to an end last year after being introduced in 2015.
Primary and Secondary Education Ministry Permanent Secretary Tumisang-Thabela said curriculum review does not mean that the Government was doing away with the new curriculum.
Addressing journalists during a curriculum review media engagement workshop, in Darwendale, Zvimba, Mashonaland West Province, Thabela said:
<blockquote>
Our curriculum must be positioned to provide a sustainable base for the production of critical and skilled human capital that will propel the country into an upper-middle-income economy by 2030.
… The new assessment model takes into cognisance pupils’ different abilities and flairs, including skills, inherent talents, values and other achievements both in and out of class.
These soft and hard skills observed over a period of time are then incorporated into the final examination marks.
The CALA have thus become a key part of how we accredit the overall performance of a learner as a system.
As we review the curriculum, all these aspects will also be reviewed to ensure they are in line with the educational aspirations of the country.
</blockquote>
Thabela said the ministry will be conducting nationwide consultative meetings before producing the curriculum for the next seven-year cycle. She said:
<blockquote>
The Ministry will also avail various platforms through which stakeholders can make their submissions while also holding external meetings with special interest groups.
Once all the contributions from stakeholders have come through, the Ministry will produce the 2023-2030 Curriculum Framework for Primary and Secondary Education (another seven-year cycle).
</blockquote>
Zimbabwe School Examinations Council (ZIMSEC) research manager Francis Chirume said:
<blockquote>
We are now assessing 21st-century skills, teamwork, time management, unhu/ubuntu, and leadership, all those skills will be assessed because they are pertinent and significant in our day-to-day lives.
We focus on peer and self-assessment. The learners should be in a position to judge the work of others so that they can improve.
Gone are the days when we teach for competition, we don’t assess for competition, we assess so that we find out what the learners are able to do and what they are not able to do. We assess so that we can tap the talent of our learners.
</blockquote>
He said CALA are not extra work for teachers as this is similar to homework that has always been part of the education system.
The only difference, according to Chirume, is that the work is being standardised within schools.
Chirume said it is academic fraud when parents pay some individuals to do CALA assignments for their children.
More: <a href="https://zero.pindula.co.zw/">Pindula News</a>

New Curriculum And CALA Here To Stay

The Zimbabwe Teachers’ Association (ZIMTA) says the ongoing profiling of learners by the Ministry of Primary and Secondary Education is in line with the recommendations made by the Nziramasanga Commission report.
The <a href="https://www.pindula.co.zw/Nziramasanga_Commision_of_Inquiry">Nziramasanga Commision of Inquiry</a> was commissioned by the late former President Robert Mugabe in 1998 to review the then and future needs of the education system in Zimbabwe.
The Ministry of Education said that the profiling of pupils will enable their grooming and the nurturing of their skills progressively.
Under the programme, “Learning Support Services Client Profile Database”, profiles will be created for every learner.
ZIMTA chief executive officer Sifiso Ndlovu told <a href="https://www.chronicle.co.zw/education-ministry-profiles-learners/">the Chronicle</a> that profiling of learners should go hand in hand with CALA. He said:
<blockquote>
This should go hand in hand with the Continuous Assessment programme that the Ministry is implementing.
It should be able to assess the aptitudes of learners as they progress with their education to say a child is exhibiting traits of an electrical engineer and the child should be assisted in that development.
It is in line with the recommendations that were made by the Nziramasanga Report that the education path of children should be assessed progressively.
</blockquote>
Ndlovu, however, said the profiling of pupils is being done prematurely as some schools especially in rural communities do not have computers to update learners’ profiles.
He also noted that there is a shortage of teachers in some schools which may affect the full implementation of the project. Ndlovu said:
<blockquote>
We hope this programme will not come at the expense of the teacher, reducing their ability to concentrate on teaching learners. This will work in schools where the teacher-student ratio could be one is to 25.
But in areas where the teacher is attending to up to 50 learners, it will be difficult to implement as teachers will be overwhelmed.
</blockquote>
According to <a href="https://octopusbi.com/three-ways-learner-profiles-help-predict-student-growth/">Octopus,</a> learner profiles help predict student growth in three ways:
<ul>
<li>Learner profiles create a continuous chart of student variables and goals</li>
<li>Learner profiles inform decision-making about the student’s needs</li>
<li>Learner profiles engage students and parents in ownership &amp; active learning</li>
</ul>
More: <a href="https://zero.pindula.co.zw/">Pindula News</a>

Learner Profiling Should Be Linked With CALA - ZIMTA

The Minister of Primary and Secondary Education Evelyn Ndlovu said that her ministry will soon engage stakeholders to review the Continuous Assessment Learning Activity (CALA) curriculum.
Ndlovu revealed this while speaking during the National Association of Primary Heads (NAPH) conference in Victoria Falls on Tuesday. She said:
<blockquote>
As you are all aware, our curriculum has run its course — that is from 2015 to 2022 — and it is now up for review.
Shortly the ministry will involve all stakeholders in the country for their input.
</blockquote>
Parents and guardians have over the years been calling for the scrapping of CALA saying most of them cannot afford materials needed by children to successfully carry out projects.
Speaking at the same NAPH conference, NAPH president Cynthia Khumalo who is the head of Chinotimba Primary School in Victoria Falls proposed that <a href="https://www.pindula.co.zw/Continuous_Assessment_Learning_Activity_(CALA)">Continuous Assessment Learning Activity (CALA)</a> projects for Grade Six learners be scrapped as they are burdening pupils with too much work. Khumalo said:
<blockquote>
Continuous Assessment Learning Activity is an excellent way of assessing the learners but its administration needs fine-tuning. The scenario where a 13-year-old produces 30 projects is on the higher side.
At university, only one project is produced and so we suggest that one component per subject is enough starting at Grade Seven level.
</blockquote>
This year’s conference was held under the theme Facing the Future in the New Normal. | <a href="https://www.newsday.co.zw/local-news/article/200002960/govt-to-revisit-cala">NewsDay</a>

Education Minister Says CALA Now Up For Review

The National Association of Primary School Heads (NAPH) has proposed that <a href="https://www.pindula.co.zw/Continuous_Assessment_Learning_Activity_(CALA)">Continuous Assessment Learning Activity (CALA)</a> projects for Grade Six learners be amended as they are burdening pupils with too much work.
Speaking at the NAPH conference which started on Sunday in Victoria Falls, NAPH president Cynthia Khumalo who is the head of Chinotimba Primary School in Victoria Falls, said:
<blockquote>
Continuous Assessment Learning Activity is an excellent way of assessing the learners but its administration needs fine-tuning. The scenario where a 13-year-old produces 30 projects is on the higher side.
At university, only one project is produced and so we suggest that one component per subject is enough starting at Grade Seven level.
</blockquote>
Khumalo also proposed that Grade 7 examination fees should not be treated as school fees which parents pay every term at Grade Six level. She said:
<blockquote>
At Ordinary and Advanced Level they pay only once. Can the same be done to the Grade Seven as administration of the fund is difficult at school as we are short-staffed?
</blockquote>
Khumalo urged the Zimbabwe School Examinations Council (ZIMSEC) to set aside a budget for the administration of examinations.
CALA was first adopted for the Grade Seven, Form Four and Form Six 2021 public examinations candidates though it is part of the 2015 adopted new curriculum.
Under CALA, learners work on projects which are then awarded marks and the CALA marks constitute 30 percent of the final exam mark. | <a href="https://www.chronicle.co.zw/call-to-scrap-cala-projects-for-grade-six-learners/">Chronicle</a>

Primary School Heads Raise Concern Over CALA

The government is reviewing the new curriculum to find out the areas that need improvement starting next year, a senior government official has said.
The Ministry of Primary and Secondary Education adopted the skills-based education curriculum in 2017 in order to produce learners with skills to solve problems rather than theorise issues.
But since the adoption of the new curriculum, parents and guardians have complained about the implementation of continuous activity learning assessment (CALA).
Speaking in an interview with State media on Wednesday, Primary and Secondary Education Deputy Minister Edgar Moyo said:
<blockquote>
We are in the process of reviewing the education curriculum this year and this does not mean that we are changing it. We want to find things that need to be improved.
The review is about having a look at the curriculum on what it has achieved, its strengths and weaknesses since it was introduced.
We are going to be engaging teachers as represented by various layers such as the Nation Association of Secondary Schools (NASH), the National Association of Primary Schools (NAPH), and education officers.
It will include the whole structure of the education value chain including parents and the industry, the higher and tertiary education sector to say what do you make of the product that we are providing you?
We want to establish if there are any areas that need to be modified so we are going to be engaging farmers, and the Zimbabwe Coalition of Education among other stakeholders.
</blockquote>
Moyo added that the government wants the curriculum to be adaptive to the ever-changing global industrial and economic trends. He said:
<blockquote>
So, we want them to speak to the issues of the education curriculum. We want to smoothen it up so that it responds to the needs of the country.
There is a lot of transformation in the world in industry and economy and so many changes that are brought about by e-learning.
We want our system to be adaptive as we are moving from manual to digital learning. This means that our approach has to change a bit.
For example, sewing started with the use of needles to hand-held sewing machines but now it is automated.
So our system has to be automated to meet today’s needs so that our children are not left behind.
</blockquote>
More: <a href="https://www.chronicle.co.zw/government-reviews-schools-curriculum/">Chronicle</a>

Govt Reviews New Schools Curriculum

Primary and Secondary Education Minister Evelyn Ndlovu has criticised “black” school teachers who are allegedly performing some Continuous Assessment Learning Activity (CALA) tasks for their pupils for cash.
Responding to MDC Alliance MP Edwin Mushoriwa in the National Assembly on Wednesday, Ndlovu said the Zimbabwe Anti-Corruption Commission (ZACC) should intervene and restrain the corrupt teachers.
Mushoriwa had said the corrupt practice by some teachers threaten to “downgrade” the country’s education if it is not dealt with decisively. In response, Ndlovu said:
<blockquote>
There is the risk of downgrading. Yes, but I think we really need to engage the Anti-Corruption Commission.
I have said that even in Cabinet that as Zimbabweans, we should learn to respect ourselves.
The culture of wanting too much money every time and being greedy is a problem in our society. It is the same when you look at our cities.
So I think it is the cultural mindset change among our people that is needed to make sure that you do not cheat.
You are cheating the child and tomorrow that child will be destitute because when he/she goes to university, he/she will fail.
I do not understand why a black woman or black teacher should sabotage a child by doing work for them.
</blockquote>
Ndlovu said ZACC should go into schools to identify the culprits. She also implored parents and guardians who have information about the alleged corrupt tendencies of teachers to report to the ministry.
<a href="https://www.pindula.co.zw/Continuous_Assessment_Learning_Activity_(CALA)">CALA</a> is a government programme, which is part of the new curriculum that requires learners to perform, and demonstrate their knowledge, understanding and proficiency in their learning areas before the main exam.
Under the regime, ZIMSEC candidates’ academic aptitude is assessed continuously (coursework) to contribute 30 per cent to their final marks.
The framework is being implemented on Grade 7, Form 4 and Upper 6 candidates.
<h4>More: <a href="https://www.zimlive.com/2022/06/minister-slams-black-teachers-for-cala-cheating/">ZimLive</a></h4>

Minister Criticises "Black" Teachers For Selling CALA Tasks To Learners

The Ministry of Primary and Secondary Education is reviewing the Continuous Assessment Learning Activity (CALA) after it emerged that some of the tasks and questions are too difficult for learners.
Speaking during a Parliamentary Question and Answer session last week, Honourable Nicola Watson (MDC Alliance) asked the Education Minister to explain how CALA relate to Grade 7 examinations. She said:
<blockquote>
Then I do not understand how the CALA relate to those Grade 7 examinations.
This is because it struck me looking at the Grade 7 questions from a primary school in Bulawayo, that even for a child in an urban environment frankly, they were very advanced questions; questions that, yes, if the child has access to the internet and research methods, it is possible that they could answer but even then, it will be difficult.
So, I need the Hon. Minister to tell us how CALA tie to the Grade 7 examinations?
</blockquote>
Responding to Watson, the Minister of Primary and Secondary Education Evelyn Ndlovu said that the Government is already looking into the matter. Said Ndlovu:
<blockquote>
I would also like to assure Hon Watson that we are actually reviewing the syllabus at the moment.
We would like to have input from them, including the Hon. Member on how we can improve on this particular curriculum that we are using now to make sure that it suits the environment, the level of learning and so on.
This is the answer that I can give for now but I will go back and examine if she gives me the particular school so that we see how the children performed against the questions that were there.
</blockquote>
In April this year, parents and guardians under the Our Zimbabwe campaign petitioned Parliament to have the new curriculum suspended, saying it is expensive and its implementation was rushed.
The new curriculum was introduced in 2015 by the then education minister Lazarus Dokora but was resisted by parents and teachers.
<h4>More: <a href="https://harare.opencouncil.co.zw/gvt-reviewing-cala-following-complaints-of-difficulty/">Open Council</a></h4>

Govt Reviewing New Curriculum

Parents and guardians under the Our Zimbabwe campaign have petitioned Parliament to have the new curriculum suspended, saying it is expensive and its implementation was rushed.
The new curriculum was introduced in 2015 by the then education minister Lazarus Dokora but was resisted by parents and teachers.
Parents have been opposed to the National Pledge, which has since been declared unconstitutional by the Constitutional Court, the Continuous Assessment Learning Activity (CALA), and projects.
Learners are asked to do many projects per term which are deemed too expensive. The petition, signed by over 10 000 parents, reads in part:
<blockquote>
There was no adequate consultation with key stakeholders including teachers and parents. 
The curriculum was rushed, it is important to consult key stakeholders before any policy is passed and for it to be meaningful and relevant.
The objectives of any curriculum cannot be achieved if it is not well planned and implemented.
While we agree with the fact that there is a need to modernise our education system in order to align it with global trends and modern technologies to enable our children to be fully participating members of the global community, this is not possible in our situation where we have obsolete education facilities and an unmotivated teaching fraternity.
Students, especially in rural communities, have no electricity, computers and internet access to meet most of the CALA requirements.
</blockquote>
<h4>More: <a href="https://www.newzimbabwe.com/scrap-your-rushed-expensive-new-curriculum-parents-tell-parliament/">NewZimbabwe.com</a></h4>

Parents Petition Parliament Over "Rushed, Ill-conceived" New Curriculum

The Zimbabwe Schools Examination Council (ZIMSEC) last week extended the deadline for the submission of Continuous Assessment Learning Activities (CALA) work by a week.
Schools were expected to have submitted CALA by Tuesday last week but ZIMSEC extended the deadline to today.
Some schools had failed to meet the deadline prompting the extension by the examinations body. ZIMSEC director, Lazarus Nembaware said:
<blockquote>
CALA was extended by a week because most schools were facing logistical challenges.
However we understand that schools are now ready to submit, with ZIMSEC set to receive the grading from the schools.
</blockquote>
He said examinations were progressing well without any challenges.
Ministry of Primary and Secondary Education spokesperson Taungana Ndoro said there were very few coronavirus cases in schools. He said:
<blockquote>
So far everything is going on well. Of course cases of COVID-19 are there in schools but there are only a few.
Students who test positive will be quarantined or isolated but will still be able to sit for examinations.
Schools are implementing the Ministry’s Standard Operating Procedures (SOPs) and the WHO guidelines.
</blockquote>
Some 338 000 Grade Seven pupils, 255 000 Ordinary Level and 50 000 Advanced Level candidates are sitting for the 2021 ZIMSEC examinations.
<h4>More: <a href="https://www.sundaymail.co.zw/new-cala-deadline-today">The Sunday Mail</a></h4>

ZIMSEC Extended CALA Deadline To Today

The Government says measures have been put in place to ensure that the 2021 Zimbabwe Schools Examinations Council (ZIMSEC) examinations are conducted in a safe environment for learners and teachers in view of the COVID-19 pandemic.
ZIMSEC examinations commenced this month and will cascade into 2022 after a three-week break for the festive season.
Addressing reporters after Tuesday’s Cabinet meeting, Information, Publicity and Broadcasting Services Minister Monica Mutsvangwa said the ministries of health and education have worked together to guarantee that <a href="https://www.pindula.co.zw/Continuous_Assessment_Learning_Activity_(CALA)">continuous assessment of learning area (CALA)</a> activities were completed on time. Said Mutsvangwa:
<blockquote>
In order to ensure that the continuous assessments were done in compliance with COVID-19 regulations and to also ensure that the credibility of the ZIMSEC examination system remains intact, senior management was all out in full force moderating and ensuring that completion of continuous assessment of learning area activities is done by the end of November.
</blockquote>
This year will be the first that ZIMSEC includes CALA marks into the final result for the Grade 7, O and A-Level examinations.
Under a policy framework that was recently adopted by the Government, the new grading system will see Grade 7 final results determined by 30 per cent of continuous assessment and 70 per cent on national examinations.
At Form 4, the framework states that learners’ grades be based 40 per cent on theoretical examination, 30 per cent practical examination and 30 per cent continuous assessment.
<h4>More: <a href="https://www.herald.co.zw/safety-measures-put-in-place-for-public-exams/">The Herald</a></h4>

Safety Measures In Place For ZIMSEC Exams - Govt

The Continuous Assessment Learning Activities (CALA) programme in schools will not be scrapped despite concerns by teachers’ unions that it was being implemented at the wrong time.
Unions have called for the postponement of CALA saying its introduction did not take into consideration the impact of COVID-19 and lack of resources at schools.
However, the permanent secretary in the Primary and Secondary Education ministry, Tumisang Thabela, told VicFallsLive in an interview that resistance against CALA was natural since people are always reluctant to leave their comfort zones.
Thabela was speaking on the sidelines of the Secretary’s Merit Award ceremony at Victoria Falls’ Mosi-oa-Tunya Secondary School. She said:
<blockquote>
We take it as normal as some changes attract opposition because one thing about human beings is that they are not comfortable leaving their comfort zones.
</blockquote>
She said teachers and learners must understand that the newly introduced curriculum was meant to equip learners with 21st-century skills. Said Thabela:
<blockquote>
It is those skills such as critical thinking, problem-solving, communication and team building, leadership, technological advancement and enterprise as well as Unhu/Ubuntu (that inform the changes).
How do you teach leadership in an hour examination?
So, all those theoretical things can’t really work for skills and competence for the 21st century and that’s why we said we have to come up with a different way of assessing learners as a means of planning.
So, the new assessment framework for 2021 carries 30 per cent of the final examination mark.
It is thus imperative for schools to implement (CALA) as a policy directive giving a fairer way of determining what a child can do or make in addition to what a child can remember.
</blockquote>
Thabela said the CALA curriculum was a holistic assessment model that tracks a child’s potential.
Council-run Mosi-oa-Tunya and Chamabondo Primary School were awarded the Secretary’s Merit Awards that they scooped in 2017 and 2018 after exhibiting all-round excellence in fulfilling the ministry’s mandate of offering a highly competitive and relevant 21st-century child-centred education product.
The two schools were given a $1 300 000 cheque, mobile tables and certificates.
<h4>More: <a href="https://vicfallslive.co.zw/index.php/2021/11/05/cala-here-to-stay-says-govt/">VicFallsLive</a></h4>

No Going Back On CALA - Govt

The Government says it will investigate alleged corruption in schools where teachers are cashing in on continuous assessment learning activity (CALA) projects for candidates sitting for Zimbabwe School Examinations Council (ZIMSEC) examinations later this year.
It is alleged that some teachers, instead of supervising pupils on how to execute their CALA projects, were now writing the practical tests for candidates.
Primary and Secondary Education Minister Evelyn Ndlovu said Government will investigate all reported cases where teachers are allegedly writing CALA projects for learners.
She said this in response to Umzingwane MP Levi Mayihlome (ZANU PF), who had raised the matter during the National Assembly’s Question and Answer session on Wednesday. Said Ndlovu:
<blockquote>
We are going to investigate the claims on the corruption that is taking place. We want to make sure that we understand the problem.
In terms of the Information Communication Technologies (ICT) issues, we are working with the Ministry of ICT and the Ministry of Energy to make sure that the schools are connected.
It will take us time but we are really pushing as Government to have schools connected so that children get computers and the ICT Ministry is facilitating that.
On the issue of corruption, we are going to investigate that.
</blockquote>
Mayihlome claimed that some teachers were charging between R100 and US$10 to write CALA projects for learners largely due to internet access problems. He said:
<blockquote>
What we have seen on the ground is that teachers are making rolling business doing the CALA assessment on behalf of school pupils charging R100 in rural areas and US$10 in urban areas because parents and pupils do not have access to the internet and those who have access have no clue on how to go to the internet to do the CALA system.
The assessment was supposed to have been done over a long period, at the shortest, maybe one year and not one semester. One semester is not just on.
Practically, what is happening on the ground is that teachers are making a killing because they bring all the students, 40 of them, charge R100 per student and they do the assignments themselves.
</blockquote>
Candidates will be examined on CALA for the first time this year as part of the implementation of the skills-based education curriculum which was adopted in 2016.
CALA performance results are expected to contribute 30 per cent of their final mark in the public examinations.
The Government has reiterated that learners without CALA results will not be allowed to write ZIMSEC examinations that are set to commence at the end of November and will run into 2022.
<h4>More: <a href="https://www.chronicle.co.zw/govt-to-investigate-calas-scandal/">Chronicle</a></h4>

Govt To Investigate CALAs Corruption

Members of Parliament on Wednesday grilled newly-appointed Primary and Secondary Education Minister, Evelyn Ndlovu, over the controversial Continuous Assessment Learning Activities (CALA), saying its implementation was ill-timed.
CALA which is part of the new education curriculum will see the learner’s final mark now incorporating both course work and final examination.
Speaking during a question and answer session in the National Assembly, lawmakers said CALA was being implemented at the wrong time when schools had been closed for the greater part of the year as a result of the COVID-19 pandemic. Bikita East legislator, Johnson Madhuku (ZANU PF), said:
<blockquote>
Allow me to highlight a few issues. I think it is on record that the educators today, as well as the learners, are lamenting over the introduction of this continuous assessment learning activity programme (CALA).
Why are they crying – it is because of the untimely introduction of this good assessment model but the timing is the problem.
We are not actually condemning the whole system as an assessment model. It is very good worldwide, that is what is being done but we are saying the timing, the learners have been hard hit by the COVID-19 pandemic whereby they lost a lot of learning time and they are supposed to sit for the examinations.
</blockquote>
Umzingwane legislator, Levy Mayihlome (ZANU PF), weighed in, saying the assessment should have been carried over a long period of time. Said Mayohlome:
<blockquote>
The assessment was supposed to have been done over a long period, at the shortest, maybe one year and not one semester.
One semester is not just on. What kind of students are we producing as a nation, what are we trying to achieve – and we give 30% for that? Are we really serious that we are giving 30% for work that a child has not done?
If you give those children an assessment when they go to Form 1 next year, you will see how many of them will pass, because they know nothing about CALA.
</blockquote>
In her response, Ndlovu said her ministry would continuously examine CALA in order to attend to some challenges associated with it.
Deputy Primary and Secondary Education Minister Edgar Moyo recently said students will not get their examination results if they do not have the <a href="https://www.pindula.co.zw/Continuous_Assessment_Learning_Activity_(CALA)">continuous assessment learning activities (CALAs)</a> marks.
According to the policy framework, the new grading system will see Grade 7 final results determined by 30 per cent of continuous assessment and 70 per cent on national examinations.
At Form 4, the framework states that learners’ grades will be based on 40 per cent for theoretical examination, 30 per cent for practical examination and 30 per cent for continuous assessment.
For the Advanced level, continuous assessment carries 30 per cent with the bulk of the marks going to the final examination.
<h4>More: <a href="https://cite.org.zw/introduction-of-cala-ill-timed-legislators-tell-education-minister/">CITE</a></h4>

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