By Blessing V. Bonga
FOLLOWING Government’s recent announcement that it had replaced the unpopular Continuous Assessment Learning Activity (CALA) adopted at the end of 2021, with a Heritage Based education coming in the form of school-based projects, critics have expressed concern over the feasibility of such a move citing incapacitation on the human capital front and other implementation-related shortcomings.
According to a post-cabinet media briefing held this Tuesday, government said, “The nation is informed that the Heritage-Based Education 2024-2030 Curriculum Framework is expected to transform the education system in order to produce citizens with relevant skills, applied knowledge, values, and dispositions that are key to national development, beginning with the communities they serve.”
Government further noted that the proposed curriculum will embrace heritage as a basis for learning and infusing technology, while its implementation would be from ECD up to Upper Secondary School level. Learning areas provided for in the framework, are Science, Technology, Engineering and Mathematics (STEM), visual and performing arts, humanities, particularly Zimbabwe’s history, Technical/ Vocational Education and Training (TVET), and Commercials.
Under the new system, learners in primary school will be offered six learning areas at most as opposed to a minimum of 27 during the CALA era. Meanwhile, learners from Form 1 to 4 will have five compulsory learning areas.
In response to government’s announcement, Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ) challenged government to be sincere in implementing the new system so that “they walk the talk” for the betterment of the education system. The issue of teachers’ poor remuneration for example, has been topical of late as they are among the lowest paid civil servants earning a measly average US$100 monthly salary.
“One of the fundamental pillars for successful curriculum implementation is the presence of motivated teachers. Without proper motivation, teachers may struggle to effectively deliver the curriculum, ultimately impacting the quality of education provided to our children. While the government boasts about improving budgetary allocation towards education, our worries lie in the priorities outlined.
“Instead of addressing critical needs within the education sector such as teacher training and resources, the focus seems to be directed towards infrastructure development in farms. This misalignment raises questions about the government’s commitment to enhancing the quality of education,” ARTUZ said in a statement.
The past decade has witnessed thousands of teachers embarking on strike action pressing for better working conditions, while thousands have also left the country for greener pastures within the region and internationally.