Effectiveness of Continuous Assessment Learning Activities (Cala) by the Ministry of Primary and Secondary Education in Nyanga District, Zimbabwe

Abstract

The study sought to determine the effectiveness of the implementation of Continuous Assessment Learning Activities (CALA) by the Ministry of Primary and Secondary Education in Nyanga, Zimbabwe. The researchers were motivated to carry out the research due to the endless outcry by students who are finding CALA difficult to execute and teachers who are also finding it difficult to guide the students. The initiative was introduced by the Ministry of Primary and Secondary Education arguably without proper planning and budgeting, which has so far affected the implementation process. The researchers adopted an exploratory research approach to understand the key factors that have impacted on the implementation of Continuous Assessment Learning Activities (CALA) in Zimbabwe. A qualitative research approach was used by the researcher through the use of questionnaires as a data collection instrument for the research. A total of 35 questionnaires were distributed to both the students and teachers from various schools in Nyanga District in Manicaland and a response rate of 94% was yielded. The results indicate that the decision to introduce continuous assessment activities in secondary schools was noble, but it was negatively affected by a number of controllable factors. The findings of the study also showed that there was poor planning by the Ministry of Primary and Secondary Education in the implementation of CALA, which has led to students’ outcry. The researchers recommended the involvement of teachers in the decision making process as they are the implementers of the initiative. The importance of teachers in the process should not be overlooked as they are the gatekeepers who play an important role in the success of this noble initiative.Keywords: Continuous Assessment, Teacher Motivation, Secondary Education, Primary Education

The Zimbabwe Continuous Assessment Learning Activity (CALA) Analysis. Stakeholders’ Perceptions in Cluster 35 of Nyajena in Masvingo District. A Phenomenological Approach.

“…Skilled workers would fully understand the expectations before the commencement of the initiated learning program (Kazu andDemiralp, 2016, Ornstern andHurgins, 2004). On this notion, teachers as active drivers in the implementation process were not inducted on how they should spearhead the initiative and this has provoked a negative attitude coupled with stiff resistance by the teachers (The Newsday, May, 2023, Juet et al, 2021). This is consistent with Gatawa (1992) whose view is that teachers need in-service training to keep them updated with major curriculum reforms.…”

“…Perilous findings of this study perceive that the teachers now shift all of their effort to CALA while ignoring to explain some concepts that are theoretical (Juet et al, 2021, OECD, 2019. The study also found out that the introduction of CALA has adversely impacted on the education of children because of irregularities that are beyond their coping strategies.…”

“…The Ministry has to overcome attitudinal problems within the teachers by conducting workshops that help to build up positive perceptions to CALA. In a similar research carried in Nyanga, teachers complained that the MoPSE did not strategize appropriately prior to the introduction of CALA (Juet et al 2021, Sithole et al 2021. For a comprehensive and a meaningful implementation exercise, the MoPSE should have budgeted funds and also catered for the empowerment of teachers through in-service workshops to upskill its workforce (Kazu and Demiralp, 2016, Ornstein and Hurgins, 2004, Nyamudzodza et al, 2021, The Newsday, May 2023, The Herald, March 2023.…”

“…The Government wanted to shift from the colonial education which it had inherited in 1980 and offer quality education commensurate with the changing economy as per the recommendations of CIET (1999). However, there seems to be lack of political will to implement the policies particularly as evidenced by failure to supply adequately the much needed teaching and learning resources (Dzimiri and Marimo, 2017, Juet et al, 2021, The Newsday, May 2023. Schools in the marginal areas continue to be on the suffering end with no meaningful CALA to match those in urban areas.…”

Current Safety and Hygiene Practices and Trends in Primary Schools in the Midlands Province of Zimbabwe

“…The other challenge that teachers highlighted was that of teaching both the practical and theoretical aspect of the content. Nyamudzodza, Mthombeni, Siziva, Sifile, and Manuere, (2021), Zhou (2021) state that the main feature of CALAs is the combination of understanding ideas and principles of the taught topics as well as doing practical work to enforce those concepts. This may imply that there is need for teachers to enhance both the theoretical and practical skills to enforce and apply CALAs.…”