Chronicle Editor
After sharing my opinions on Continuous Assessment Learner Activities (CALA) last week, I received an overwhelming response from other teachers sharing their views on CALA’s implementation and impact on the education system. The feedback consisted of both positive and negative attitudes, confusion, lack of knowledge, and constructive recommendations.
Most teachers agreed that CALA has the potential to nurture learners’ skills, but there are issues with its implementation. One submission mistakenly pointed out that CALAs were introduced to promote research skills and make learners pass, indicating that some people are not aware of CALA’s objectives.
The point raised in my previous submission was that, in the third year of implementation, the Ministry of Primary and Secondary Education can correct the error of not providing enough training by embarking on comprehensive professional development to ensure successful implementation and educational goals achievement.
Some teachers also highlighted that the CALA system is too demanding for both learners and teachers, especially in practical subjects. They suggested that treating the whole curriculum as a homogeneous system and reducing the number of CALAs per learning area could make CALA more feasible, while others suggested eliminating it altogether.
A comprehensive interdisciplinary project-based system could be introduced to address the problem of too many CALA submissions.
For example, an Advanced Level team of teachers collaborating to assess students from related disciplines, such as History, Economic History, Heritage Studies, and Family and Religious Studies, can collaborate on a CALA project for learners with common subjects.
The transversal skills at the centre of the competence-based curriculum, such as critical and innovative thinking, inter-personal skills like presentation and communication skills, collaboration skills, and intra-personal skills such as self-discipline, enthusiasm, perseverance, and self-motivation, can be developed from any content.
Learners should also be assessed on their hard skills, which may not be universally practical but possible in some subject areas.
The teachers also highlighted the challenges of administering and marking CALA in primary schools. With a class of 50 learners, a primary school teacher has to supervise and mark five CALA components for each of the six learning areas, which is “impossible”.
They noted that this task is only achievable in urban centres where there is an agreement between teachers and parents to commercialise CALA.
A trusted, incentivised, and innovative primary school teacher can develop integrated CALA that meets the main goal of individualised learning and educational outcomes without breaking their neck.
The teachers suggested that the views of the teachers should be taken on board when developing CALA, and the system should work hand in hand with the motivation of the implementers.
Some teachers raised concerns about the timing and motive behind the introduction of CALA, especially when teachers were financially crippled and discontent. They suggested that CALA was introduced to divert attention from the declining education standards and the loss of grip by schools on learners. The implementation of CALA lacked proper planning, implementation, and financial support, resulting in CALA becoming more theoretical than practical.
Concerns were raised about the relevance of CALA, with some suggesting that there should be more focus on science and commercial subjects that link directly to the industry. However, others feel that the industry is on a low, and students should be given life skills such as driving, woodwork, agriculture, and leatherwork to prepare them for future opportunities.
These suggestions do not consider a holistic purpose of education, society, and the global economy. If these views do not suggest a lack of understanding of the whole CALA issue, then they are signs of serious frustrations on the part of the educators.
The teachers suggested that their views should be taken on board when developing the CALA and that the system should work hand in hand with the motivation of the implementers. Without digging much into the politics of the timing, I can sure confirm that timing was not wrong, but a lot of issues that were outstanding then and now, can still be addressed.
Teachers need a respectful compensation, their views to be taken into consideration and a thorough implementation strategy that does not take anyone by surprise.
Some teachers feel that the original purpose of CALA was to assess students’ natural talents outside of academia, such as singing, acting, dancing, art or poetry.
However, the focus has shifted towards research and writing, which may not accurately reflect all students’ abilities and hence has led to the very goal of CALA being lost.
There is also frustration with the grading system at Zimsec, with some teachers feeling that the grades do not accurately reflect the effort put in by the student or the teacher. Some teachers suggest that Zimsec is not yet ready to manage continuous assessment and that there is confusing administration between Zimsec and the Ministry of Primary and Secondary Education.
Interestingly, there are concerns that CALA grades are too subjective and that the moderation process is not effective. While other teachers do not see the point of moderation, some think that CALA marks are subjective hence the need for moderation.
Personally, I think trained professionals which I believe teachers are, should be trusted with the final mark on their learners. This of course will boil down to two things: are teachers trustworthy? If they are, how are examinations leaking? Secondly, are teachers motivated enough to put their all to ensure a successful implementation of CALA? Lastly, do teachers and Zimsec itself understand that CALA implementation is not necessarily pen and paper?
The teachers had different views about CALA, with some suggesting that it is a noble idea that needs to be reduced to one or two CALAs per learning area, while others suggested that CALA should be eliminated altogether.
The teachers noted that CALA is too demanding, especially in practical subjects, and its implementation lacked proper planning and financial support.
The teachers suggested that the views of the teachers should be taken on board, and the CALA system should work hand in hand with the motivation of the implementers. It is therefore incumbent upon the ministry to engage and map a better way forward.
ν Jobert Ngwenya is an award-winning educator, Fulbright TEA Fellow, National Geographic Education Grantee, author and academic audio content creator. He holds an MA in Development Studies (MSU) BA (UZ) and Post Graduate Diploma in Education (ZOU). He can be contacted via email on [email protected]
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