Examining the Transformative Changes Introduced in Educational Assessment: Implications on sustainable development goals in Higher Education.
- July 9, 2021
- Posted by: rsispostadmin
- Categories: Education, IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VI, June 2021 | ISSN 2454–6186
Kudakwashe Manokore, and G.N. Shava
National University of Science and Technology, Zimbabwe
Abstract: The introduction of the Competence-based Curriculum (CBC) in Zimbabwe meant a shift on the general aims and objectives of the education system as stipulated in the Curriculum Framework for Primary Secondary Education, 2015-2022. The framework quotes post 2015 Sustainable Development Goals (SDG) and other international conventions as drivers of the educational reforms. Agenda 2030 comprises 17 SDGs. This study focused on sustainable SDG 4.7 and the transformation of education from an academic oriented curriculum to one that is skills-based. The transformation meant changes in the way students were assessed and consequently change in expectations by higher education from the prospective students. However, the administration of public examinations remains a critical measure of the teaching and learning that is taking place in the schools. Advanced level examinations administered by Zimbabwe School Examinations Council (ZIMSEC) are the prime measure of learner success as they act as the chief benchmark for grading, selection and placement of learners into various stations of their destiny. The study qualitatively examined Ministry of Primary and Secondary Education (MoPSE) ZIMSEC assessment framework documents and workshops held between (2017-2020) in which 3 977 stake holders participated. Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development (MHTEISTD) and MoPSE were in agreement with the ESD policies, desired outcomes and direction in which education in Zimbabwe should take. Both ministries introduced and adopted curriculum action plans for sustainable transformation of the education system and have made strides in this regard through Education 5.0 and CBC frameworks. However, MoPSE-ZIMSEC has not been able to fully implement CBC since its inception as a result A-level graduates are proceeding to higher education without some competencies and skills being assessed. There is need to propel coordinated approaches in transforming and implementing educational changes by both ministries to meet the targets for Agenda 2030. Higher education has to strategically position itself to receive the new student, so that efforts made at lower levels in preparing them for the future are not in vein at point of entry.
Key words: Competence-based Curriculum, Transformative change
I.INTRODUCTION
The government of Zimbabwe through the Ministry of Primary and Secondary Education (MoPSE) reviewed the school curriculum in 2015. This review saw the amendment of the assessment model that has been in existence in the country since 1944 at secondary level. When Zimbabwe School Examinations Council (ZIMSEC) was established in 1996, it adopted the same assessment model except for practical subjects. This was also done in a bid to fulfil the 2030 Agenda that requires education to empower people with the knowledge, skills and values to live in dignity, build their lives and contribute to their societies. The 2030 Agenda aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030. In this regard, governments hold the main responsibility for ensuring the right to quality education, the 2030 Agenda is a universal and collective commitment. It requires political will, global and regional collaboration and the engagement of all governments
