Harare, February 27, 2024 – In a significant move aimed at enhancing education quality and relevance, the Zimbabwean government has announced the replacement of Continuous Assessment Learning Activities (CALA) with new school-based projects emphasizing practical applications.
This overhaul also includes a reduction in the number of learning areas covered under the non-examination process.
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Under the new system, learners in primary schools will now focus on a maximum of six learning areas, down from a minimum of 27 previously required. Similarly, Form 1 to Form 4 students will engage in five compulsory learning areas, streamlining the curriculum for more effective learning outcomes.
The Heritage-Based Education 2024-2030 initiative, approved by the Cabinet, was presented by the Minister of Higher and Tertiary Education, Innovation, Science, and Technology Development, Professor Amon Murwira.
This comprehensive plan aims to leave no one behind, ensuring equitable access to quality education across all regions and demographics.
Speaking on behalf of the government, Information, Publicity, and Broadcasting Services Minister, Dr. Jenfan Muswere, highlighted key aspects of the new education strategy. These include a focus on infrastructure development, teacher capacity building, and a shift towards inquiry-based teaching methodologies.
“Critical thinking, innovation, creativity, problem-solving, and programming will be fostered to prepare learners for the evolving demands of the future,”
Stated Dr. Muswere
Additionally, vocational and technical education will be prioritised to equip students with practical skills essential for employment and entrepreneurship.
Acknowledging the challenges faced during the implementation of CALA, Primary and Secondary Education Minister Torerayi Moyo emphasised the importance of the revised curriculum in nurturing critical thinking skills and encouraging student-led problem-solving initiatives.
To facilitate seamless access to educational resources, the government plans to introduce “internet in the box” technology, providing free access to learning materials for students in rural areas.
The holistic approach to education reform underscores the government’s commitment to aligning the curriculum with national development priorities and constitutional mandates, ensuring equitable access to quality education for all Zimbabweans.
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As the nation embarks on this transformative journey in education, stakeholders anticipate a paradigm shift towards a more dynamic, inclusive, and skills-oriented learning environment, empowering the youth to become agents of positive change in society.
By prioritising practical learning and innovation, Zimbabwe aims to equip its youth with the skills needed to thrive in the rapidly evolving global landscape
