Problems experienced by classroom primary teachers, headteachers and pupils in implementing the National Continuous Assessment Programme in schools in the Manzini region, Swaziland
Date
2014-03-19
Authors
Gule, Elvis D.
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Abstract
Why is CA not ‘continuous assessment’ but ‘continuous assassination’ in Swaziland ? The Ministry of Education argue that CA termed National Continuous Assessment Programme in Swaziland, does have educational problems, that may not necessarily inhibit the implementation of the National Continuous Assessment Programme: Teachers, headteachers and teacher organisation (SNAT) reflect political,social, health, economic and other problems that are believed a hindrance in the implementation of the innovation.
The report identified 10 main problematic implementation issues from the stakeholders, it argues that too much teacher record keeping involved in the programme is a pre-eminent issue and regards lack of ample time for the innovation during school working hours as the least problematic implementation issue.Arguably, emanating from the teachers’ perspective is late delivery ofNCAP term tests coupled with no proper supervision of the programme by heads of schools and inspectors.
The report suggests a move from the ‘Top-Down’ approach to either organisational development model or/and a change model for implementation. It also recommends government to slowly move away from outside donor funds to ‘empowerment’ strategies.