ZimbabweHuchi Uncategorized From CALA to School-Based Projects: A Transformation in Zimbabwe’s Education System

From CALA to School-Based Projects: A Transformation in Zimbabwe’s Education System

From CALA to School-Based Projects: A Transformation in Zimbabwe’s Education System post thumbnail image

In the evolving landscape of Zimbabwean education, the Continuous Assessment Learning Activities (CALA) curriculum, introduced around 2020 during the COVID-19 pandemic, aimed to bring a revolutionary continuous assessment approach to learning. However, challenges such as overburdening students with more than 27 CALAs in some grades and lacking proper infrastructure and training for effective implementation prompted a pivotal change.

Responding to these concerns, the government has ushered in a new era with the introduction of school-based projects, a fresh approach designed to enhance practical learning and alleviate the burden on students and teachers alike. This transformative shift reduces the number of non-examination areas from about eight to one for each subject, bringing a more focused and streamlined learning experience.

According to The Herald, primary school learners will now have a maximum of six learning areas, while Form 1 to 4 learners will be focusing on five compulsory areas.

Emphasis on Heritage-Based Education

The adoption of school-based projects aligns seamlessly with the Heritage-Based Education 2024-2030 policy. This strategic move emphasizes the rationalization of learning areas and the reinforcement of school-based continuous assessment. The curriculum’s overarching goal is to foster critical thinking, innovation, creativity, and problem-solving skills, with a special emphasis on science and technology. Moreover, it introduces an inclusive and integrated approach to cater to learners with special needs.

ALSO READ: Zimbabwe’s Educational Revolution: Farewell CALA, Welcome School-Based Projects

Zimbabwe leaves CALA

Zimbabwe drops CALA for school-based projects-Image Source@Zimprofiles

Vocationalization of Education

At the core of the revised curriculum lies a crucial objective: the vocationalization of education. By the time learners complete the Ordinary Level, they are expected to possess the skills necessary to contribute goods and services needed in society. This educational shift aims to equip students with practical skills such as vehicle manufacturing and housing plan drafting, enhancing their employability and entrepreneurial capabilities.

Infrastructure and Connectivity Enhancements

Supporting the new curriculum is a commitment from the government to enhance infrastructure, including classrooms, workshops, laboratories, and internet connectivity. The introduction of “Internet in the box,” especially in rural areas, ensures server-based access to learning materials without data costs. This initiative aims to bridge the gap between rural and urban schools, providing a more hands-on learning experience and facilitating a technologically enriched educational journey.

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The successful implementation of the Heritage-Based Education Curriculum necessitates a comprehensive review of the legal and regulatory framework. This involves aligning the curriculum with the Constitution of Zimbabwe and ensuring that no place or individual is left behind in the education system. Continuous harmonization of the primary, secondary, and higher education curriculums is also in the planning stages.

The transition from CALA to school-based projects signifies a monumental shift in Zimbabwe’s education system. This innovative approach aims to provide a more practical and manageable learning experience, focusing on vocational skills and technological proficiency. As these changes unfold, the nation eagerly anticipates how this new chapter will shape the future of education in Zimbabwe, potentially paving the way for a brighter future for the nation’s students.

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Thandolwenkosi Ndlovu-Image Source@zimprofiles

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