The Rural Child and the Ambivalence of Education in Zimbabwe: What Can Bricolage Do?

Dube, Bekithemba; Jita, Loyiso C.

doi:10.13189/ujer.2020.080911

Cited by 1 publication

(1 citation statement)

References 33 publications

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“…The Zimbabwe CALA got confronted with stiff resistance from stakeholders due to numerous factors (Dube and Jita, 2018). Teachers as major role players have expressed discontentment over the way CALA is being handled by the MoPSE in the country (Sithole et al 2021).…”

Section: Discussion Of Findingsmentioning

confidence: 99%

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

2023

Int. J. Res. Publ. Rev.

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According to the dictates and resolutions that emanated from the Incheon Declaration and Framework for Action in 2015, a new vision for education made a bench mark for sustainable inclusive and equitable quality education and lifelong learning for all by 2030. Enshrined in this philosophical provisions are pedagogical strings that should equate and in commensurate to the needs of all learners meaning no one will be omitted from learning. More so, encapsulated in the 2015 gathering is a progressive trajectory underpinned by interconnected targets set to realize it. In response to the call for this education for all agenda, the Ministry of Primary and Secondary education (MoPSE) through the former Minister of the Ministry in 2015 quickly ingested the idea and made hast decisions without making informed consultative analytical and critical perspectives pertaining to curriculum innovation. To this end, the Zimbabwe Continuous Assessment Learning Activities (CALA) was adopted for the sole purpose of revamping the education outcomes of learners which include among others the following; cognitive domain (looking at knowledge domain), and also the psycho-motor and effective domain. CALA is part of the Competence Based Curriculum which has completed its seven year cycle. During the period of its existence, there were challenges and disparities in its implementation in schools. Notwithstanding the Government efforts to reform the curriculum and provide an economically transformative education, key stakeholders that include parents, teachers and learners perceive CALA as a burden with more challenges than benefits. The CALA did not live up to the expectations of the stakeholders although its planners had envisioned that it would be both a means and process to extricate the graduates at whatever point of exit out of poverty through active participation that could ultimately bear innovativeness. CALA came as an aggressive response to the recommendations of the Commission of Inquiry into Education and Training (CIET) of 1998 which had advocatedfor a practice based education. An interpretive inquiry methodology was thereof employed to gather data during the curriculum review consultation meetings conducted by the Ministry of Primary and Secondary Education from 22-24 May 2023 . During the topical discussions, focus group interviews were employed alongside selected individual semi-structured interviews to gather data on stakeholders' perceptions and gain a deeper understanding of the consultative proceedings at seven selected schools in Masvingo Province of Zimbabwe. A thematic approach was then used as an instrumental means of coding data and formulation of themes and sub-themes for data analysis. The research paper concludes that parents, teachers and learners as stakeholders are not at liberty to continue with the CALA curriculum initiative and demand that it should be aborted. In light of the above insights, the researchers recommend the engagement of a multi-sectoral approach in developing coping mechanisms that will system...

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Section: Discussion Of Findingsmentioning

confidence: 99%

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

2023

Int. J. Res. Publ. Rev.

View full text Add to dashboard Cite

show abstract

The Rural Child and the Ambivalence of Education in Zimbabwe: What Can Bricolage Do?

Cited by 1 publication

References 33 publications

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

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

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