The ManicaPost
Ray Bande
Senior Reporter
THE gulf in class between rural pupils and their urban counterparts, spurred by unavailability of learning aids and infrastructure, has widened since the introduction of the Continuous Assessment Learning Activity (CALA) in schools.
Even though Grade Seven, Form Four and Form Six pupils from rural and urban areas will eventually attain the same Zimbabwe Schools Examination Council (ZIMSEC) certificate at the end of their studies, their learning experiences are certainly not the same as the former has limited access to Information Communication Technology (ICT) gadgets and connectivity.
The country’s academic examination board, introduced CALA this year as a candidate assessment procedure that requires learners to perform, demonstrate their knowledge, understanding and proficiency in their learning areas before the main exam.
Under the regime, ZIMSEC candidates’ academic aptitude is assessed continuously (coursework) to contribute 30 percent to their final marks.
Summative or knowledge skills assessed during examinations contribute 70 percent to the candidate’s final grade.
With most rural communities, and the schools not connected to the internet, and have limited access to ICT gadgets, let alone access to electricity, pupils in these areas will naturally complete their studies with limited understanding of computers.
Investigations by this newspaper revealed that pupils in urban areas, starting from primary school are exposed to ICT gadgets as part of their curricula, while those in the rural areas depend on manual learning exercises using textbooks and writing exercise books.
A Grade Seven pupil at Chancellor Primary School, for example, can effectively use a computer and its applications, download information and print material.
This is now an everyday activity for Grade Sevens in most urban schools as they submit their printed work on different deadlines for their respective CALA study areas.
However, a Grade Seven pupil at Nyagadza Primary School deep in the tickets of Tuzuka under Chief Musikavanhu’s area can hardly perform the same, and most of them depend on a few textbooks at their disposal as well as hand written work.
Apart from lack of connectivity, just like in numerous schools in remote parts of the different districts of the country, there is no electricity.
Manicaland Provincial Education Director (PED), Mr Edward Shumba conceded that there was a gap between rural pupils and their urban counterparts when it comes to the use of ICTs.
He said it would take time to bridge the ICTs divide between rural and urban areas.
“This is something that cannot happen overnight. It will certainly take some time to have the ICTs use in rural and urban areas on the same level. The rural child will be disadvantaged when it comes to the use of ICTs, given the issues to do with resources, connectivity, and in some cases availability of electricity,” said Mr Shumba.
The Manicaland PED said the encouraging thing was that Government through different relevant departments was working towards addressing the anomaly.
“We are, however, excited that there are efforts being done to bridge this gap. NetOne, for example, has started providing connectivity to some remote areas like Chipinge. It is worth noting that the situation is better for secondary schools in rural areas compared to primary schools.
“Most secondary schools in rural areas have been electrified, and what now remains is internet connectivity. We know that we have to do much more for primary schools,” he said
Mr Shumba added that efforts were made to ensure that CALA was not really about where the candidate is located, but rather the work or concept covered.
The Postal and Telecommunications Regulatory Authority of Zimbabwe (POTRAZ) is also working around the clock to bridge the connectivity gap, and rolling out a project to connect 1 500 schools and 1 500 health centres on the internet to improve information dissemination.
POTRAZ Director-General, Dr Gift Machengete recently told a POTRAZ 2022 strategic planning workshop in Bulawayo that the rural connectivity project has seen the Authority paying for bandwidth for 400 schools that already have connectivity.
“To mitigate against the effects of Covid-19 and to improve access to information communication technologies (ICTs), the Authority this year extended free WiFi access to all Community Information Centres (CICs) countrywide. With the same intent and purpose, the authority has paid for bandwidth for 400 schools that already have connectivity,” Dr Machengete said.
“Similarly, this year, POTRAZ began the rollout of a project to connect 1 500 schools and 1 500 healthcare centres across the country.”
He said challenges in implementing connectivity projects included procurement restrictions and tenders which often require upward reviews.
“Some suppliers actually refuse to deliver procured materials demanding payment in foreign currency,” Dr Machengete said.
“Due to such tender complications, some of our projects have stalled. On the projects front, a number of new projects were mooted and rolled out in 2021. The authority this year began the tower relocation programme, which is being undertaken by operators with funding from POTRAZ.”
