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All Journal Indonesian Journal of Innovation and Applied Sciences (IJIAS) Indonesian Journal of Community Services
Masiiwa, Spencer Tinashe
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Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Industrial & Manufacturing Engineering Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Social Sciences

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A Review of Continuous Assessment Learning Activity (CALA) in Zimbabwe: 2017- 2023 Masiiwa, Spencer Tinashe; Last, Matsiwira
Indonesian Journal of Innovation and Applied Sciences (IJIAS) Vol. 4 No. 2 (2024): June-September
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijias.v4i2.1374

Abstract

The major goal of this paper was to do a review of the CALA in Zimbabwe. Informed by the major tenets of progressivism as a theory of education, the government of Zimbabwe through the Ministry of Primary and Secondary Education (MoPSE), embarked on a curriculum review exercise in 2015.  The study employed secondary data. A closer and thorough inspection of the key stakeholders’ overview of CALA shows that fell short of expectations due to financial, ethical, and moral challenges associated with it. This paper concludes that regardless of the immense benefits of CALA, its adoption and implementation have been met with mixed feelings between and among stakeholders in the education sector and this has overshadowed the significance and relevance of CALA in the context of Zimbabwe. Further, this study concludes that for the period under review (2017- 2023), the Ordinary Level pass rate after the introduction of CALA has been fluctuating from one year to another which is similar to trends observed before the introduction of CALA. The researchers recommend the capacitation and active involvement and participation of teachers through attractive remuneration and training workshops as a panacea in the implementation of any curriculum review since teachers are the key drivers in such a process.
Challenges Faced by Secondary School Learners in Learning Portuguese as a Foreign Language in the Context of Zimbabwe Masiiwa, Spencer Tinashe; Nyoni, Lisa Louisa
Indonesian Journal of Community Services Vol. 4 No. 1 (2025): May
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijcs.v4i1.1625

Abstract

The purpose of this study was to ascertain the challenges that secondary school learners of Portuguese encounter in learning Portuguese as a foreign language in the context of Zimbabwean. Data were gathered through interviews, questionnaires, and observation. Twenty-eight participants were Form One and Form Two learners of Portuguese. The findings of the study indicated that secondary school learners experienced challenges in learning Portuguese language a foreign language. Speaking as a language skill was the difficult challenge faced by secondary school learners. The study established learner coping strategies that were employed by respondents in learning Portuguese language concepts. The use of the learner’s mother tongue was one of the common strategies employed by the learners in order to grasp and master various concepts of the Portuguese language. This study recommends further studies to be conducted on the role of the learner’s mother -tongue in the teaching and learning of Portuguese as a foreign language.
Co-Authors Last, Matsiwira Nyoni, Lisa Louisa