Role of learners and their parents in Calas
THOSE who did Form One in the 1990s may recall a letter in the book “Rurimi Rwaamai Book 1” written by Temba to his brother Timothy.
Temba writes, “Iko zvino takatopedza atlas, dictionary and nehypotenuse zvomuchidzidzo cheEducation with Production. Nokudaro ndinokumbirawo imwe mari inoita madhora makumi mapfumbamwe okutenga zvinhu izvi . . .”
Such a scenario is now happening with the introduction of CALAs. Some parents have fallen victim to learners and some teachers demanding money to buy CALA materials. CALAs are not an opportunity to swindle parents of their hard earned cash.
It is against this background that the role of learners and parents needs to be outlined in order to thwart any moves by either today’s Tembas or teachers to siphon money from parents.
Welcome to the column Emerging Education Issues. This week we outline what both parents and learners ought to do in connection with CALAs.
Understanding the CALA requirements
Prior to undertaking the CALA, learners must understand what they are expected to do. This covers the topic and its background. The background of the problem covers the context of the problem to be solved.
CA implemented in the classroom touches on various critical issues. The educator has to keep in mind not only the context, but the background of students and their individual differences.
In the scenario of the tool rake given previously, the background could be based on the safety and health concerns associated with tools left idle in the environment.
In another scenario, owing to impulse buying and or families being plunged into debt, learners can be given a topic related to designing a family budget.
It is therefore imperative that the learners know details of the problem and what needs to be done, including mark allocation, were applicable.
Learners are to report to parents as soon as they are given an activity.
Parents should consult the school, in particular the class teacher. CALAs make up 30 percent of the child’s final examination mark in all the learning areas.
Planning
Proper planning is essential in order to successfully carry out the activity given. The planning should consider the resources required and time to be taken. The due dates set by the teacher are important to avoid panic and possible submission failure.
Parents are expected to support the child in the planning process since CALAs may not be completely done in the school environment alone.
Record keeping
It is crucial for learners to safely keep their CALAs and a CALA guide in a folder. Please note the commercial folders are neither forced nor are they prescribed. CALAs are not an extra financial burden on the parents. Ordinary manila can be used to make folders of desired measurements.
Researching
Research is the thrust of the CALAs. “The information age” has been replaced by “The age of communication” made possible by Information Communication Technology that is merging and becoming transportable, thus enabling learners to be more proactive in how they acquire knowledge (Thornburg 1992).
Nevertheless, apart from the ICT innovations, textbooks, newspapers, journals and resource persons are sources for research. Parents need to provide learners with access to safe places of research. Teachers too should design CALAs with child safety and protection in mind. It is through research that solutions to the problem earlier stated are discovered.
Consulting
The teacher is the chief consultant in the process as their role constantly shifts form facilitator, audience and evaluator. At every stage, parents should encourage the learners to consult with the teacher for guidance, as well as help the learners identify strengths, weaknesses and suggestions for improvements.
Constructing/demonstrating
CALA can be implemented in any environment using locally available resources.
In the case of a practical oriented CALA, the learners should produce a tangible model such as a tool rake. It must be noted that any material from the environment can be used to make these models.
Tool rake models can be made from cardboard boxes, clay, and ordinary paper mixed in water for days to make a paste. Wood and metal can also be used. Construction must be done by the learner and not for the learner.
Apart from focusing on mastery of content, CALAs recognise the acquisition of skills, knowledge and attitudes that will make learners productive, employable and have the capacity to create employment.
Writing
A write up will make up all CALAs. The write up, together with the models, will be submitted for marking and kept safe for external markers.
Learners should follow the guidelines stipulated in the CALA guide and Marking guide. It should be noted that not all CALAs are practical; some are purely pen and paper only.
Self assessment
Offer meaningful guidance through suggestions and feedback to help learners stay on track and on CALA. Hold informative discussions to solicit what the learner understands about the CALA and direct the learner to more understanding. By assessing themselves, learners gain understanding of their own progress, develop critical, analytical skills. Self and peer assessment increases learner responsibilities, among other virtues
Word of advice
Those who prescribe to the idea of doing CALAs for learners or charging parents for that prejudices the learners an opportunity to learn all the processes and skills presented by the national syllabi.
Parents who do the same carry the risk of forever doing things for their children. Such acts prejudice learners of their expected achievement. Let children learn and be liberated from the bondage of dependence.
In the case of Temba, brother Timothy was quick to suspect and consulted before sending the 90 dollars requested for the atlas, dictionary and hypotenuse. So parents do not fall victim to the Tembas of today.
I rest my case! Do not miss the next edition of the The Manica Post as we focus on bullying.
Refs: Ministry of Primary and Secondary Education Curriculum Framework 20152022
Thornburg, D. 1992. Edutrends. San Carlos, California: Starsong Publications.