Debate over capping of O’ and A’ level exam subjects
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By Nobukhosi Ndlovu
A decision by the Ministry of Primary and Secondary Education to cap the number of subjects at both O Level and A Level has ignited widespread debate, with education facilitators, learners, and parents expressing mixed reactions over its potential impact on learning outcomes, workload, and future opportunities.
During a recent online engagement hosted on X by the Centre for Innovation and Technology, Deputy Director of Communications and Advocacy in the Ministry of Primary and Secondary Education, Patrick Zumbo, together with education analysts, Gerald Tavengwa and Ben Moyo, took part in the conversation, highlighting the advantages and disadvantages of the policy change.
Responding to a question on whether limiting subjects at secondary level improves learning outcomes or risks narrowing learners too early, Moyo said several sectors must be considered. “I think it is important to give the student a wider general education so that at a later stage, when they want to change careers, there is already a solid foundation that enables the process to take place,” he said.
Moyo also balanced his views by noting that subject capping, particularly at A Level, has some justification. He said allowing three subjects at A Level aligns with university entry requirements, as institutions require three subjects for admission.
During his contribution, Moyo also raised concerns around coordination between the Ministry of Primary and Secondary Education and the Ministry of Higher and Tertiary Education. He referred to changes in the education landscape that introduced subject divisions, particularly in Mathematics, which is now separated into Pure Mathematics, Statistics, and Mechanics at A Level. He questioned whether discussions had taken place to clarify whether three mathematics passes would be considered as one subject or three during university admissions.
The discussion further examined the subject capping policy itself and its implications at school level. Issues raised included the availability of resources, the quality and readiness of teachers to adjust to the policy change, and whether the policy considers learners who may change career paths in the future.
National Secretary for Education and Research at the Amalgamated Rural Teachers Union of Zimbabwe, Gerald Tavengwa, said that investment in skills development should precede the capping of learning areas. “Before they cap the learning areas, they should invest in skills development,” he said. Tavengwa stressed the importance of ensuring that every learner acquires a skill at some point in their academic life. He added that skills development allows learners who may drop out of school to retain practical abilities they can use throughout their lives.
Tavengwa also supported the subject cap, saying that allowing learners to take too many subjects encourages surface learning. He noted that learners often focus on memorising content to pass examinations rather than gaining deeper understanding. According to him, learners should be able to apply what they study in their everyday lives.
Reflecting on past curriculum practices, Moyo went on to compare the previous education system with the current one. He said that in the past, learners who wished to sit for ten or more O Level subjects were required to provide justification, and such exceptions should be allowed. He said he commended the Ministry for capping subjects, adding that high subject registration costs may have contributed to the decision.
Zumbo also joined the discussion, speaking on curriculum changes introduced in 2015 and implemented until 2022. He said these were followed by the introduction of the Heritage-Based Curriculum, which encourages learners to take advantage of local and natural resources. “It was a deliberate move to make sure that learners gain the best from the education system,” Zumbo said, explaining the understanding behind the subject cap. He added that the Ministry recognised that education goes beyond the number of subjects a learner writes or the grades attained.
“The purpose of education is to prepare learners for life and work,” Zumbo said, emphasizing that academic achievement should translate into real-world readiness.
Participants in the discussion also noted that the subject cap has opened space for broader conversations about curriculum reform. They highlighted that the policy creates an opportunity to address what learners are taught, how learning is assessed, and whether the curriculum responds to current social and economic realities.
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