Examining the Transformative Changes Introduced in Educational Assessment: Implications on sustainable development goals in Higher Education

Kudakwashe Manokore and G.N. Shava
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Kudakwashe Manokore: National University of Science and Technology, Zimbabwe
G.N. Shava: National University of Science and Technology, Zimbabwe

International Journal of Research and Innovation in Social Science, 2021, vol. 5, issue 6, 105-112

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.

Date: 2021
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