Schools directed to completely phase out CALA

The Ministry of Primary and Secondary Education has called on schools across Zimbabwe to swiftly implement the new policy of school-based projects and completely phase out Continuous Assessment Learning Activities (CALAs).

The directive comes amid concerns that some schools have been slow to transition from CALAs, creating unnecessary pressure on learners and parents ahead of the September to November examinations.

Ministry spokesperson, Mr. Taungana Ndoro, told Sunday News last week that it was crucial for schools to promptly inform parents and pupils about the policy shift, which took effect at the beginning of the year. He explained that the new system is designed to streamline assessments and ease the burden on both learners and teachers.

"The school-based projects are intended to be more practical, relevant, and aligned with the competencies we want our learners to develop. They provide a holistic approach to assessment, allowing students to apply their knowledge in real-world contexts," Mr. Ndoro said.

He noted that the transition is being implemented in phases to ensure a smooth adjustment. For this year's examinations, schools will integrate school-based projects as part of the assessment criteria. However, for the June examinations, CALAs were still in use for the last time before being completely phased out.

"This is a transitional period designed to allow schools to adapt to the new system. We recognise that change can be challenging, but we are confident that this shift will bring long-term benefits to our education system," he added.

The school-based projects are expected to promote creativity, critical thinking, and problem-solving skills among students. Unlike CALAs, which were criticised for being time-consuming and bureaucratic, the new system is designed to be more flexible and seamlessly integrated into learning.

The changes significantly reduce the number of assessment areas. At the primary school level, learners will now engage with a maximum of six learning areas, down from the previous 27. Secondary school learners in Form One to Four will have five compulsory learning areas instead of the previous eight.

For early childhood development (ECD A to Grade Two), learning areas have been reduced from 11 to six, while Grades Three to Seven will also see similar reductions. At secondary level, compulsory core learning areas have been cut from seven to five. The new policy also includes measures to support learners with special needs through assistive devices and an inclusive curriculum.

To ensure a smooth transition, the Ministry has pledged to provide adequate training and resources for schools. Mr. Ndoro urged all stakeholders to embrace the change and work together for its success.

"This is a progressive step towards a more practical and learner-centred education system. We call on everyone to support this initiative for the benefit of our children and the future of our nation," he said.

With the Grade Seven examinations set to begin in September, schools are now preparing to integrate the school-based projects, marking a major shift in Zimbabwe's education system.