The Sunday Mail
Recent debate has focused on curriculum development and the relevance of Grade 7 and Form 4 examinations in Zimbabwe.
Two schools of thought have emerged for and against the examinations. The school of thought against the examinations is fronted by Dr Caiphus Nziramasanga and Zimta. It strongly argues that Grade 7 and Form 4 examinations have lost their relevance in Zimbabwe and must be replaced by continuous assessment.
Dr Takavafira Zhou
Calls to remove Grade 7 and Form 4 results have sparked debate among educationists as a rift of changes are expected in the new curriculum – Picture by Kudakwashe Hunda
The thrust of their argument also highlights that the examinations are a liability to the examination board, Zimsec, Government and poor parents in Zimbabwe. Dr Nziramasanga also notes that only a fraction of students (20 percent) pass five or more subjects at ‘O’ Level and, therefore, the examination at this stage has outlived its usefulness.
Yet sound as this argument may appear, it is noteworthy that expenditure has never been a justification for discarding an examination. The Progressive Teachers Union of Zimbabwe and several other Zimbabweans in academia and industry, students and parents argue for the continuation of the examinations with modification and even calls for the re-introduction of ZJC.
Fundamentally, Grade 7 examinations are a necessary measure of ascertaining cognitive development of primary school pupils and readiness for secondary education. There is no sound way of doing this than a national standardised examination set by experts. If re-introduced, the ZJC examinations can serve as a vital cog in identifying the potentials in students and channelling them to their potentials be it sciences, arts, commercials, vocational and technical studies with inter-linkages to fall back in the event of meeting challenges.
The current ‘O’ Level examinations can only make sense with ZJC examinations properly placing students in their respective areas of potential. The high failure rate is surely a result of instructional and testing mismatch, and institutional defects in which students are merely pushed for four years with no proper mechanism to channel them to meaningful direction.
It is important to highlight that we need to improve the nature of examinations at Grade 7 and Form 4 and not to scrap the examinations. We must ensure that pupils have an engaging curriculum that focuses on teaching and learning, not testing per se, and includes art, culture, music, sciences and vocational and technical subjects.
Sadly, Zimsec promotes teaching for examination rather than learning for life. With an appropriate Curriculum Development Unit, Grade 7 and Form 4 examinations can be re-aligned to serve their appropriate purpose with continuous assessment complementing such examinations rather than replacing them.
Continuous assessment can take the form of a project done by every student under the guidance of a teacher, as in the case of Botswana. Form 4 examinations should further distil a student so that she/he is channelled to an area of specialisation in sciences, arts and commercials, vocational and technical training, industrial training, sports, arts and culture, etc.
That examinations are important can be ascertained from students themselves, parents and teachers. Those in doubt are free to carry out a genuine survey rather than depending on assumptions. The general consensus among students, parents and educators globally is that examinations are part and parcel of teaching and learning. It is the appropriateness of examinations rather than their utilitarian value that has generated debate.
It is important that any meaningful changes in curriculum must be informed by rigorous research and widespread consultation of stakeholders and not merely wishful thinking. While the 1999 Nziramasanga Commission was thorough, it is noteworthy that some of its recommendations have been overtaken by time bearing in mind that 15 years have lapsed.
Curriculum change must be informed by professional advice and resonate with current trends in educational development. Any un-informed decisions as those aiming at scrapping Grade 7 and Form 4 examinations will only lead to cold and calculated educational vandalism in Zimbabwe. History will surely blame Dr Nziramasanga and our colleagues in Zimta if their recommendation was to be adopted.
Above all, there has been no attempt to define the mode of continuous assessment. The current trend in education is focussing on uniting voices of students, parents, teachers, school staff and community against austerity, polarisation, privatisation and deprofessionalisation in the education system. Children must have an opportunity to dream their dreams while the public must be put back into public education.
As a nation we must help public schools become centres of their communities, secure a voice and respect for those closest to the classroom. Nothing other than fulfilment of the public education’s purpose as a propeller of our economy, an anchor of democracy and a gateway to social and economic justice can be justifiable. Expenditure can therefore never be a monumental justification for scrapping examinations, period. Uninformed views may blame us now, it doesn’t matter, but history will absolve us.
Dr Takavafira Zhou is the president of the Progressive Teachers’ Union of Zimbabwe
