Rédaction Africa Links 24 with wenceslaus
Published on 2024-02-01 22:03:06
Consideration next week, where a decision on whether to review or drop the Continuous Assessment of Learning Activities (CALA) programme will be made, Primary and Secondary Education Minister, Dr. Torerai Moyo, has announced. Dr. Moyo made this statement in the National Assembly during its session last week.
The Continuous Assessment of Learning Activities (CALA) is a programme that was introduced in Zimbabwe’s education system as a way to assess students’ performance through continuous evaluation of their learning activities over a period of time. The programme has been the subject of much debate and controversy since its implementation, with some stakeholders arguing that it puts unnecessary pressure on students and does not accurately assess their abilities.
Dr. Moyo’s announcement that the fate of the CALA programme will be decided by Cabinet next week comes after several months of consultations and evaluations of the programme. The Minister noted that the government is committed to ensuring that the country’s education system provides students with the best possible opportunities for learning and development, and that the decision on CALA will be made with the best interests of the students in mind.
The debate over CALA has been ongoing for some time, with many educators and parents expressing concern about the impact of the programme on students’ mental health and overall well-being. Some have argued that the continuous assessment model puts undue stress on students, leading to anxiety and burnout. There have also been concerns raised about the fairness and accuracy of the assessment process, with some claiming that it does not adequately reflect the students’ true abilities and potential.
On the other hand, proponents of the CALA programme argue that it provides a more comprehensive and holistic assessment of students’ abilities and performances. They contend that the continuous assessment model allows for a more accurate reflection of students’ progress and growth over time, as opposed to traditional methods of assessment that rely on a single exam or test. They also argue that CALA encourages students to take ownership of their learning and motivates them to consistently engage with their studies.
The decision on whether to continue with the CALA programme or to review and potentially drop it completely will have far-reaching implications for Zimbabwe’s education system. If the programme is ultimately revised or scrapped, it will signal a significant shift in the way students are assessed and evaluated in the country. On the other hand, if the government decides to retain the programme, it will require a concerted effort to address the concerns and criticisms that have been raised about it.
Dr. Moyo’s announcement that the decision will be made by Cabinet next week indicates that the government is taking the issue seriously and is committed to finding a resolution that best serves the interests of the students. It also reflects the government’s recognition of the importance of ensuring that the education system is grounded in policies and practices that are beneficial to students’ learning and well-being.
As the debate over the CALA programme continues, it is essential for all stakeholders to engage in constructive dialogue and contribute to the process of decision-making. Educators, parents, students, and policymakers should all have the opportunity to voice their opinions and concerns, and to participate in shaping the future of education in Zimbabwe. Ultimately, the decision on the fate of CALA will set the course for the country’s education system and have a lasting impact on the students whose learning experiences it will shape.
Read Original article on The Herald
