By Munacho Gwamanda–Some schools are reportedly resisting the transition away from the controversial Continuous Assessment Learning Activities (CALAs), despite the government’s directive to phase them out.
CALAs, which were introduced as part of the 2015 competency-based curriculum, faced widespread criticism from educators, parents, and learners.
The system required students to complete numerous projects as part of their final assessment, a move that was intended to promote research, critical thinking, and practical application of knowledge.
However, CALAs quickly became a burden for students, with many complaining about the excessive workload and lack of proper guidance from teachers.
Additionally, concerns were raised that parents were often completing the assignments on behalf of their children, undermining the intended learning outcomes.
Teachers also found the system overwhelming, citing limited resources and time to effectively support students.
Many educators argued that the workload shifted their focus from actual teaching to managing endless assessments, while some schools struggled with logistical challenges such as inadequate access to internet resources and learning materials.
In response to these concerns, the Ministry of Primary and Secondary Education announced last year that CALAs would be discontinued and replaced with a more structured, user-friendly school-based assessment model.
The new system, which took effect at the beginning of this year, aims to provide a more balanced approach to evaluation while maintaining the practical learning aspects that CALAs sought to introduce.
Speaking to Sunday News last week, the Ministry’s Director of Communications and Advocacy, Mr. Taungana Ndoro, emphasized the need for schools to embrace the new assessment framework and ensure that parents and pupils are well-informed about the policy shift.
“The school-based projects are intended to be more practical, relevant, and aligned with the competencies we want our learners to develop. They provide a holistic approach to assessment, allowing students to apply their knowledge in real-world contexts,” Mr. Ndoro explained.
He further noted that the transition is being implemented in phases to allow for a smooth adaptation process.
For the upcoming end-of-year examinations, schools will be required to integrate the new school-based projects into their assessment criteria.
However, for the June examinations, CALAs will still be used for the last time before being completely phased out.
“This is a transitional period designed to allow schools to adapt to the new system. We recognize that change can be challenging, but we are confident that this shift will bring long-term benefits to our education system,” Mr. Ndoro stated.
Despite the government’s efforts, reports indicate that some schools are reluctant to fully implement the new policy, eitherdue to resistance to change or a lack of preparedness.
Education stakeholders have called on the Ministry to intensify awareness campaigns and training sessions to ensure a smooth transition and prevent disruptions in the assessment process.
As Zimbabwe’s education system continues to evolve, the success of the new curriculum will largely depend on its implementation at the school level and the cooperation of teachers, students, and parents in embracing the reforms.