Abstract: The Zimbabwean Primary School Education system in this 21st century caters for the new syllabus which is competence based and requires learners at all levels of education to have an exit profile. This study aims to explore the major challenges that primary school teachers in Zimbabwe face in their classrooms to keep up with Continuous Assessment Learning Areas (CALAs) which are project based. This study is hinged on a qualitative research approach which is interpretive. A case study with five purposively sampled teachers and grounded on a constructivist theory was undertaken. Semi-structured interviews and document analysis of the questions were used to collect data. Collected data which was analysed inductively, answered the study research question. Findings indicate that although CALAs is an innovative method and an emerging trend in pedagogy that allows learners to have an in-depth understanding, they pose challenges to teachers. Their downside is that they are time consuming and learners without ICT resources fail to cope. Schools and learners’ guardians/parents lack adequate resources to do CALAs which are project based and also embrace the use of technology. Teachers have negative attitudes towards CALAs and they also lack adequate technological pedagogic skills to assist the learners adequately. The study recommends that Ministry of Primary and Secondary Education (MoPSE) undertake a massive technological project to assist teachers and schools to have adequate and efficient resources that are compatible with the 21st century demands.

Abstract: TVET institutions are experiencing high enrolment, which overwhelms existing infrastructure, insufficient allocation of financial resources by government and other financial institutions, inadequate access and usage of technology, continued use of out-of-date curriculum in TVET courses, as well as mismanagement / misappropriation of resources of institutions in most TVET institutions. The purpose of this study was to assess the influence of technological change on students’ academic achievement and to assess the influence of curriculum realignment in relation to students’ academic achievement.The study was guided by the social theory of transition and adopted a descriptive survey research design. The target population was 5542 respondents who included principals, trainers, non-teaching staff, education officers and students in UasinGishu County TVET institutions. Stratified, proportional, and simple random sampling procedures were used to pick a sample of 377 staff and students. The study collected primary data for analysis. The data for the study was gathered using a systematic questionnaire and interview schedule. Thematic analysis was used to evaluate qualitative data, whereas descriptive statistics such as mean, percentages, and frequencies were used to study quantitative data.The study established that TVET financial resources had a high influence on students’ academic achievement in UasinGishu County Kenya. The study recommends the government should enhance enough resource is allocated to TVET institutions to ensure that education programs are operated effectively, to optimize the influence of scarce funds available to the sector, and to implement costsaving and cost- recovery.