https://ir.zou.ac.zw/files/original/9d764db8ac5f0171b94f6a958936dc35.pdf 550355f420e15605c26c484b575ad363 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE PROMISE AND FAILURE OF CONTINUOUS ASSESSMENT IN SADC Creator An entity primarily responsible for making the resource DAISY CHIPFUNDE Description An account of the resource This study investigates the implementation of continuous assessment (CA) in higher education within the Southern African Development Community (SADC) region, addressing the challenges educators face and the potential benefits of this approach. Grounded in the Constructivist Learning Theory, which emphasises active engagement and knowledge construction, the research highlights how CA can enhance student learning outcomes through ongoing feedback and tailored teaching strategies. A desktop review methodology was employed, analysing 30 relevant studies, reports and policy documents published between 2020 and 2023. Key findings revealed that while teachers recognised the value of CA in promoting student engagement and improving learning, they often feel unprepared to implement it effectively due to inadequate training, infrastructural challenges and socio-economic factors affecting both educators and students. The findings from the desktop review revealed that teachers in the Southern African Development Community (SADC) region have mixed experiences with the implementation of continuous assessment (CA). Many educators recognise the potential benefits of CA, such as promoting student engagement and providing ongoing feedback to enhance learning outcomes. The study underscores the need for targeted professional development, improved resource allocation and supportive school leadership to facilitate the successful adoption of continuous assessment practices. Through these efforts, the potential of CA can be realised, contributing to a more equitable educational environment in the SADC Region Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 constructivist learning theory Continuous Assessment socio-economic factors teacher preparedness