Zimbabwe has scrapped the Continuous Assessment Learning Area (CALA) and introduced school-based projects as a new way of assessing students’ learning outcomes. The move is part of the government’s efforts to reform the education system and align it with the competency-based curriculum.
The CALA was a system of continuous assessment that was introduced in 2017 to replace the traditional examinations at the primary and secondary levels. The CALA aimed to measure the students’ knowledge, skills, values, and attitudes across different learning areas. However, the CALA faced many challenges, such as lack of resources, training, standardization, and quality assurance.
The Minister of Primary and Secondary Education, Dr. Cain Mathema, said that the CALA had failed to achieve its objectives and had become a burden for the teachers and the students. He said that the government had decided to replace the CALA with school-based projects, which would be more practical, relevant, and flexible.
“School-based projects are a better way of assessing the students’ learning outcomes, as they allow them to apply their knowledge and skills to real-life situations. They also promote creativity, innovation, and problem-solving. School-based projects will be designed and implemented by the schools, in consultation with the parents and the communities,” he said.
Dr. Mathema said that the school-based projects would cover various subjects and topics, such as science, technology, engineering, arts, mathematics, languages, social studies, and life skills. He said that the projects would be graded by the teachers, using rubrics and criteria that would be provided by the ministry. He said that the projects would contribute 40% of the final grade, while the examinations would contribute 60%.
Dr. Mathema said that the school-based projects would be piloted in selected schools in 2024, before being rolled out to all schools in 2025. He said that the ministry would provide the necessary guidance, training, and support to the schools, the teachers, and the students. He said that the ministry would also monitor and evaluate the implementation and impact of the school-based projects.
Dr. Mathema said that the introduction of school-based projects was part of the government’s vision to transform the education system and produce learners who are competent, confident, and competitive. He said that the government was committed to providing quality and inclusive education for all Zimbabweans.
“We want to create a culture of learning that is learner-centered, outcome-based, and context-relevant. We want to equip our learners with the 21st century skills that they need to succeed in the global economy and society. We believe that school-based projects are a step in the right direction,” he said.
Source: The Herald
