BULAWAYO – The continuous assessment learning activity (CALA), the centerpiece of the revised education curriculum, will be difficult to implement this year and should be delayed until at least January 2022, school heads have warned.

Disruptions to learning caused by the Covid-19 pandemic and teacher “incapacitation” from low pay mean that “the whole process is compromised,” the National Association of Secondary Heads wrote to the ministry of education in a letter seen by ZimLive.

Continuous assessment, part of the new curriculum being implemented between 2015 and 2022, will see learners being marked from tasks and projects given by their teachers during normal learning, and also final examinations. The two marks will form a pupil’s final result.

“Given that the education system has been heavily affected by Covid-19 and national lockdowns in 2020/2021 hence a lot of catch-up is required, NASH feels that implementing CALA in 2021 is inappropriate and very difficult,” the school heads warned.

“NASH is greatly concerned about teacher incapacitation and the current low level of teacher morale and motivation in schools. The level of teaching and learning in schools in low at most schools and the current atmosphere is not appropriate for such a demanding programme.”

The ministry of education says “projects” or “tasks” will prepare learners for the practical competencies needed to survive when they leave school, while demonstrating problem-solving ability. Learners will no longer be exclusively judged from final examinations.

But school heads say CALA – constituting 30 percent of the final mark – may still need fine-tuning, warning that it sets unrealistic targets and may also lead to corruption.

Said NASH: “The number of projects per learner – five – is alarming. If a learner does eight subjects for example, it means within the remaining period of the year before examinations, the candidate must cover 40 projects. This is not realistic, unless NASH is not comprehending CALA properly.

“It also follows that for a class of 40 candidates, a teacher marks 40 x 40 projects, and if the teacher teaches five classes of 40 learners each, the teacher is obviously overwhelmed and the whole process is compromised. It would then not be a surprise to come across adverts in the streets like, ‘we sell CALAs’.”

The school heads also say private candidates who failed last year and wish to re-sit some of the subjects have not been considered in the planning since they do not attend physical classes.

Earlier this month, the ministry of education’s communications director Taungana Ndoro said private candidates “must register with ZIMSEC-approved examination centres for continuous assessment” – but it appears neither the school heads nor the candidates know how such a scenario would work.

“NASH recommends that CALA be implemented, possibly starting January 2022, after thorough training of heads of schools and teachers so that the programme is properly implemented,” the school heads said in the document prepared after schools closed for the first term.

Here is the NASH recommendations to the ministry of education signed by the union’s president, Arthur Maposa:

RE: NASH OBSERVATIONS AND RECOMMENDATIONS  TO MINISTRY ON THE PROPOSED IMPLEMENTATION OF CONTINUOUS ASSESSMENT LEARNING ACTIVITY (CALA) IN 2021

The National Association of Secondary Heads (NASH) fully supports the idea of implementing the updated curriculum with continuous assessment as an integral component of the curriculum. NASH is, however, concerned about the timing and implications of the proposed implementation of the Continuous Assessment Learning Activity in 2021. NASH, therefore, wishes to highlight challenges relating to implementation of CALA in 2021 as well as make recommendations to ministry on possible approach that can assist our education system.

OBSERVATIONS, CHALLENGES AND RECOMMENDATIONS FROM NASH ON IMPLEMENTATION OF CALA

Timing of the Implementation of CALA

Given that the education system has been heavily affected by Covid-19 and national lockdowns in 2020/2021 hence a lot of catch-up is required, NASH feels that implementing CALA in 2021 is inappropriate and very difficult. Term one has already ended. The number of projects per learner, five (5) per subject is alarming. If a learner does eight (8) subjects for example, it means within the remaining period of the year before examinations, the candidate must cover 40 projects. This is not realistic, unless NASH is not comprehending CALA properly. It also follows that for a class of 40 candidates a teacher marks 40 x40 projects, and if the teacher teaches five classes of 40 learners each, the teacher is obviously overwhelmed and the whole process is compromised.

It would then not be a surprise to come across adverts in the streets like, “we sell CALAs.”

Recommendation:

NASH recommends that CALA be implemented, possibly starting January 2022, after thorough training of Heads of schools and teachers so that the programme is properly implemented. Workshops need to be properly planned and not rushed like what is happening now.

Involvement of educators through their various structures on such issues of national importance is paramount. Nash feels programs like these should adjust and respond to unforseen problems. Let us not rush to meet the target of implementing Zimbabwe Curriculum 2015-2022. No one ever foresaw the Covid-19 pandemic and the level of teacher incapacitation which we are experiencing today.

Funding of Workshops and Welfare of Teachers

Teachers and schools are being forced to fund workshops that are called at short notice yet schools are reeling under financial challenges due to poor payment of fees by parents. The welfare of teachers is heavily compromised. There is no proper accommodation and T and S for the incapacitated teachers. This compromises the whole training programme and implementation of CALA.

Recommendation

Funds should be mobilised and workshops properly planned rather than the current situation where the whole programme appears to be rushed.

Standardisation and Moderating of Marks Mechanisms

Learners and teachers need financial resources and time to carry out meaningful task and there must be proper and standard processes of awarding marks that pass validity and reliability tests.

Recommendation

We appeal that the programmme be deferred to January 2022 to allow for training and mobilisation of resources as well as conscientisation of stakeholders for a buy in from the public.

Out of School 2020 Candidates

Thousands of out of school 2020/2021 candidates who were disturbed by Covid-19 and lockdown need to supplement by writing in November 2021. What is their fate now?

Recommendation

NASH recommends that 2020/2021 candidates who need to supplement their ‘O’ and ‘A’ level passes should be given an opportunity to do so in November 2021. At the moment it appears the door is closed on them.

Teacher Incapacitation

NASH is greatly concerned about teacher incapacitation and the current low level of teacher morale and motivation in schools. The level of teaching and learning in schools in low at most schools and the current atmosphere is not appropriate for such a demanding programme.

Recommendations

NASH is appealing to the Ministry of Primary and Secondary Education to influence the relevant Ministries and departments to urgently address the incapacitation of teachers to help the system recover and function properly. The current environment in schools is deeply disturbing and needs urgent redress.

Heads need a more thorough training on CALA so that they come to grips with what they ought to supervise on the ground. This piece meal training would compromise the whole process.

Cancellation of Holiday Lessons for the First Term 2021

We appeal to Ministry to re-consider its position on the cancellation of holiday lessons for first term 2021. Schools look at holiday lessons as an important component of the catch-up programme hence our appeal that applications for such programmes be accommodated by the ministry. The alternative methods encouraged by Ministry are suitable in environments with internet services, radio stations etc, yet a huge number of our institutions are not capacitated with these.

Conclusion

We humbly request ministry to consider NASH observations and recommendations with respect to the timing and other constraints related to implementation of CALA for the good of our education system.