Schools reopened on 14 January for the first term of 2025, with the Government introducing the new Heritage-Based Curriculum (HBC).
Authorities say the revised curriculum is designed to equip learners with the skills, values, and attitudes essential for life and work, with a strong emphasis on scientific and technological integration.
In an interview with <a href="https://www.sundaymail.co.zw/capping-subjects-for-o-and-a-level-learners-makes-sense">The Sunday Mail</a>, Moses Mhike, the Permanent Secretary in the Ministry of Primary and Secondary Education, explained that the HBC aims to address the specific educational needs of Zimbabweans by utilizing the country’s unique resources and cultural heritage.
When asked to clarify the new school-based projects, introduced under HBC, and how they differ from CALAs, Mhike responded:
<blockquote>
School-based projects (SBP) are practical initiatives conducted at the school level, grounded in the local environment and circumstances.
Unlike CALAs, which assess a broad range of subjects, these projects allow learners to focus on specific areas of interest, fostering creativity and minimising costs.
A major difference, too, is that one SBP is conducted throughout the year per learning area, while CALAs were conducted per school term.
The assessment of the SBP will follow both continuous assessment (CA) and summative assessment (SA).
Continuous assessment will include recorded activities from the SBP and other activities done by the learners for assessment, while summative assessment will include end of week, month, term, year or checkpoints assessments which was not done in CALAs.
For ECD (early childhood development), the model will mainly be continuous, with profiling and school-based projects, which is another shift from CALAs.
</blockquote>
Mhike also revealed that the updated curriculum introduces several new learning areas that were not present in the previous cycle, responding to public feedback. He said:
<blockquote>
In addition to core subjects like Mathematics and English, we now have Science and Technology (which include Science, Agriculture, Information and Communication Technology), Social Sciences (which include Social Studies; Heritage Studies; Family, Religious and Moral Education; Guidance and Counselling) and Physical Education and Arts (which include Physical Education, Mass Displays and Visual Performance and Arts).
This restructuring aims to create a more holistic and engaging learning environment for learners.
Technological developments have improved learner engagement in education by providing fun and enjoyable learning opportunities, such as simulations and blended learning.
ICTs have reshaped the learning landscape, utilising tools like artificial intelligence (AI) and machine learning to transform virtual learning spaces.
This shift has fostered personalised learning, improved accessibility and encouraged collaboration. Technology has also provided accessible modes of instruction for learners with mobility challenges, assistive devices, corrective hearing devices and speech therapy.
Therefore, the curriculum framework should emphasise on investment in digital infrastructural development and retooling to leverage technological opportunities.
In order to strengthen a conducive learning environment, the curriculum will promote use of the internet of things (IoT), robotics, AI and block chain. Avoidance of explicit content and upsetting visuals are important aspects of digital safety.
Ensuring universal design elements are incorporated into every new school building to improve accessibility and everyone’s safety is also a priority.
There is also encouragement of the construction of safe infrastructure, such as playgrounds, water sanitation and hygiene facilities, furniture and sanitary restrooms, that are age- and disability-appropriate.
</blockquote>
More: <a href="https://www.pindula.co.zw/">Pindula News</a>

Pindula News

Schools reopened with a new curriculum called Heritage-Based Curriculum (HBC) focused on skills and values. The curriculum includes new school-based projects (SBP) that differ from Continuous Assessment Learning Activities (CALAs). SBPs are practical, focused on specific interests, conducted throughout the year, and assessed continuously and summatively. The updated curriculum includes new learning areas like Science and Technology, Social Sciences, and Physical Education and Arts. Technology is used for fun learning experiences and improving accessibility. The curriculum emphasizes investment in digital infrastructure and safety. It also promotes safe school buildings and infrastructure for all learners.

Here Is How School-based Projects Differ From CALAs

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>

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 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 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

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

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 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

Primary and Secondary Education Deputy Minister Edgar Moyo has 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.
Speaking to Sunday News, Moyo also confirmed that Zimbabwe Schools Examinations Council (ZIMSEC) examinations commence on 29 November. He said:
<blockquote>
Government is going ahead with the implementation of CALAs, which is now a policy. For students to get full marks they should have done CALAs, if not, they will not get the examination results. The dates have already been set with examinations set to begin on 29 November.
</blockquote>
CALAs is a new assessment that requires learners to perform and to demonstrate their knowledge, understanding and proficiency.
It presents a situation that calls for learners to apply their learning in context, with research projects being done.
CALAs form part of the weighted contribution to learner performance outcome at Grade 7, Form 4 and Upper 6 final examination.
It is the assessment of a pupil’s progress throughout a course of the study rather than exclusively by examination at the end of it.
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.
While the continuous assessment framework ultimately sets out what learners are expected to know and be able to do as a direct result of their learning in schools and non-formal education, starting from early childhood development (ECD) to secondary level, at the moment it only applies to examination classes.
<h4>More: <a href="https://www.sundaynews.co.zw/no-calas-no-exam-results-as-1800-pupils-teachers-recover-from-covid-19/">Sunday News</a></h4>

No CALAs, No Examination Results

Some teachers have urged the government and the Zimbabwe School Examinations Council (ZIMSEC) to temporarily shelve the implementation of Continuous Assessment Learning Activities (CALAs) because of disruptions caused by COVID-19.
CALAs refers to learning activities that require learners to perform, demonstrate their knowledge, understanding and proficiency.
This is done through practical activities such as data collection through interviews, questionnaires, checklists, observations and experiments.
<ul>
<li class="entry-title"><a href="https://news.pindula.co.zw/2021/07/02/govt-reviews-implementation-of-calas/">Govt Reviews Implementation Of CALAs</a></li>
</ul>
In March 2021, the Ministry of Primary and Secondary Education announced the urgent revival of the CALAs for 2021 candidates meaning the activities are being done by Grade Seven, Ordinary Level and Advanced Level candidates.
But a Harare-based high school teacher who spoke to NewZimbabwe.com on condition of anonymity argued that this is not the right time to implement CALAs. She said:
<blockquote>Some of these CALAs require students to interact with the community for interviews, their teachers for guidance as well as their peers for discussions which is tricky in this environment.
For example, learners are expected to do demonstrations in subjects like Physical Education, Sports and Mass Displays, construct and design of structures and models in technical subjects which require the physical presence of the teacher to guide the learner or do dramatisations for those doing languages and Literature.</blockquote>
The government had delayed the reopening of schools, banned gatherings, prohibited non-essential travel as part of a cocktail of measures to arrest the spread of the novel coronavirus.
<ul>
<li class="entry-title"><a href="https://news.pindula.co.zw/2021/06/28/zimsec-dismiss-reports-saying-calas-have-been-suspended/">ZIMSEC Dismiss Reports Saying CALAs Have Been Suspended</a></li>
</ul>
Another teacher who spoke to the publication also called for the suspension of the continuous assessment framework, at least for now. Said the teacher:
<blockquote>The continued extension of school reopening means damage to the implementation of CALAs because they need time to be completed and this delay eats into that time.
However, it must be noted that the extension is necessary and unavoidable because it is a question of life and death as Covid thrives in our congested classes and schools.
This is why we want them to be stopped in the meantime.</blockquote>
Government has maintained that CALA will proceed as planned but it remains to be seen if this position will remain unchanged.
<h4>More: <a href="https://www.newzimbabwe.com/teachers-want-continues-assessment-abandoned/">NewZimbabwe.com</a></h4>

Teachers Want Continuous Assessment Deferred

The government is reviewing the implementation of the Continuous Assessment Learning Activities (CALAs) following stakeholders’ recommendations to shelve it for now as learners need more time to catch up on their school work.
CALAS were expected to be introduced at the beginning of the second term in preparation for the November 2021 Zimbabwe Schools Examinations Council (ZIMSEC) examinations.
However, Government has deferred the opening of schools by 14 days due to concerns over the COVID-19 pandemic, thereby leaving even less time for the implementation of the programme.
Under CALAs, candidates’ physical and behavioural skills will be assessed continuously through coursework that will contribute 30 per cent to their final marks.
Chief Director (Secondary and Non-Formal Education) in the Ministry of Primary and Secondary Education, Peter Muzawazi, said:
<blockquote>There is constant review of the process and we are getting a lot of feedback from our partners.
Pupils stand a better chance of scoring higher marks with CALAs but we need to roll this out properly.
… It (CALAs) is a wonderful programme, a game-changer in the education sector. We are the leading African country in making our education holistic.</blockquote>
School heads petitioned the Government to defer the implementation of the CALAs saying the situation in schools was not ideal for its introduction.
National Association of Secondary Heads (NASH) president, Arthur Maphosa, said while his association is in full support of CALAs, the timing is wrong. He said:
<blockquote>CALAs has to be deferred to 2022, starting with the Grade Sixes, Form Threes and Lower Sixes of that year, otherwise, anything else will be equal to fulfilling a fixture of a dead rubber game.</blockquote>
<h4>More: <a href="https://www.manicapost.co.zw/govt-reviews-curriculum/">Manica Post</a></h4>

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