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Charles Dube
TIME is moving fast and the term is indeed almost coming to a close. O-level and A-level learners are already at home resting from a busy examination schedule. It is calm before the storm. Results are not expected until January so there is no need to panic when looking back at what they might have produced in the examinations. Waiting for results can be testing time for learners as they are kept on edge. Every learner expects to do well in the examinations, but, there is always this feeling of uncertainty about how well did I do?
Failure is as possible as passing the examinations. However, learners should always be optimistic in whatever they do. They should hope for the best and rest comfortably believing in themselves that they made it. This is also that critical time for those left at school and will write their public examinations next year. They need to keep the fire burning by continuing to be focused on their school work.
After writing their end of year tests or examinations the concerned learners should revise and correct their errors now than wait for the coming year. It is time for learners to write notes where there is a need. Now that learning is done through tasks, this is opportune time for learners to carry out their research. It is easier to write about something you have researched on than trying to cook a task and its results. On the negative side though, there is a lot of travelling to fulfil the tasks and
The new curriculum’s thrust is not really on awarding top performers but that does not legitimise laziness where learners develop a laisser-faire attitude and produce mediocre work in the belief that all will pass. Learners should put all the effort in whatever they do. The idea should not only work for outshining others but production of quality work which she or he is proud of. Agreed some tasks are challenging and demanding to the learners.
For example, some materials required to fulfil certain tasks are seasonal. Learners are required to use materials found in their community but most of these depend on seasonal changes. Even if the relevant materials could be found in the local community when it is not their time learners are bound to have limited choices. They will struggle to find as many choices to use hence learners face a torrid time when working on given tasks.
Learners misunderstand the role of their teachers as they take a back sit and let them do most of the work. They feel teachers are neglecting them and denying them the right to ask for information from other teachers as that is said to be malpractice by their teachers. Where does malpractice start and end, they ask? On the positive side the tasks have brought life to the otherwise very quiet learners. Teachers who have gone out of class with learners to carry out field work have enjoyed the exercises.
All learners including the introverts have shown keenness in what takes place out there. The interest is drawn from the fact that learners will be seeing real examples of what they are learning about. Be it land degradation learners will observe it and its effects. They will be skilled to talk about the effects of deforestation and educate communities on what should be done to preserve the land in its natural state. Taking learners out on field work for on the ground observations gives them real appreciation and understanding of how good soils or land is lost.
After learners have gone to the field, as expected of today’s learning, they should not only be condemning the local community for the land degradation, but focus should be on what they learn from that. Maybe they can then condemn, suggest possible solutions to the problems observed.
Remember this new curriculum is meant to prepare learners to life and work in an indigenised economy and global world.
Learners can assist their communities prevent massive land degradation witnessed in those areas. They could assist in land reclamation using knowledge acquired from school. The new curriculum is also set to ensure learners acquire and demonstrate literacy on numerous skills including practical competences necessary for life. Subjects like Mathematics and English are essential in many courses hence they are emphasised.
Learners are supposed to be able to communicate effectively and with knowledge of numerals when they leave school. What is also evident in the implementation of the new curriculum is that learners are being prepared for voluntary services. It is important for learners to be part of various clubs on offer at schools or higher institutions so as to have a feel of voluntary services. Learners are made aware of the need to continue learning even after leaving school or working for the new curriculum fosters continuous learning in line with emerging opportunities.
It is not enough for someone to learn and attain a certain level of education thereafter relax. To catch up with emerging job opportunities and challenges learners have to continue improving their levels of education. This new curriculum among other things is set to prepare learners with skills such as critical thinking, problem solving, leadership, communication, team building and ability to use technology. Use of computers is the in thing these days as even young learners at Grade Zero are seen playing computer games and drawing things.
Parents and guardians should strive to have their children do Form One to Six to prepare learners for various options including university education, technical and vocational training programmes, apprenticeship or civil service as teachers, nurses, army officers and police officers.
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derick.khumalo