An Analysis of the Relevance of the Continuous Assessment of Learning Activities (CALA) in ICT Resource Constrained Educational Environments: A Case of Zimbabwe Secondary School Education
Continuous assessment of learning activities (CALA)
DOI:
https://doi.org/10.12724/ajss.65.3Keywords:
Continuous assessment of learning activity, Digital divide, ICT, Curriculum, Resource constraints, Global villageAbstract
In this theoretical paper we critically analyzed inclusion of CALA in the new competence-based curriculum in Zimbabwe where secondary schools are poorly resourced in ICT tools. The paper contributes to the ongoing narrative attempting to dispel negativity against CALA from parents, teachers and learners, resultant in poor implementation. We chose the network society theory (NST) as the lens through which to critique this inclusion. We do this by highlighting the principles of the NST achievable through CALA and its potential to bridge digital divides. The world is transitioning to geographically detached connections, individualized mobile lifestyle and teenagers should not be alienated from this global village. The article argued that in the NST, it is the role of the state to provide conditions for participation, which the Zimbabwean government has done through CALA, therefore it is tantamount to malevolence if teachers and school decide to deprive learners of this opportunity. Based on this critical assessment, the paper concludes that provides learners with skills for survival in the digital global village and as such should be fully implemented as stipulated by the national curriculum.
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