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sample imageZIMSEC has been at the center of Zimbabwe's education sector providing excellent, value driven, educational assessment and responsive awarding systems.

ZIMSEC is an autonomous parastatal under the Ministry of Education, Sport, Arts and Culture.

It is an internationally accredited examinations board. Its syllabuses were evaluated by the National Academic Recognition and Information Centre (NARIC) in the UK, and found to be equivalent to the General Certificate of Education Standard offered in the United Kingdom, Australia, New Zealand, United States of America and the other English speaking countries, hence the internationally recognized qualifications conferred by the Council.

ZIMSEC is an autonomous parastatal under the Ministry of Education, Sport, Arts and Culture.

It is an internationally accredited examinations board. Its syllabuses were evaluated by the National Academic Recognition and Information Centre (NARIC) in the UK, and found to be equivalent to the General Certificate of Education Standard offered in the United Kingdom, Australia, New Zealand, United States of America and the other English speaking countries, hence the internationally recognized qualifications conferred by the Council.

PRINCIPAL EXAMINER’S REPORT JUNE 2014 EXAMINATIONS GEOGRAPHY 2248/2

GENERAL COMMENTS

The question paper was presented in very clear and simple language. There was no ambiguity. All topics in the syllabus were covered. Furthermore, the three assessment objectives set in the syllabus were addressed in each and every question. The most popular questions by choice were numbers 3, 4, 6, 7 and 8. Candidates tended to avoid the geomorphology question number 1 and the transport and trade question number 9, suggesting perhaps that these topics are not receiving sufficient coverage in schools. There was a marked improvement in the quality of candidates’ responses to questions compared with last year. Cases of rubric offenses were very few. Some candidates however still faced challenges in questions requiring illustrations and calculations. These are areas that need urgent attention from centres preparing candidates for examinations.

QUESTION BY QUESTION ANALYSIS

Question 1 was unpopular and quite low-scoring. Candidates failed to describe the processes of physical weathering in both parts of ( a ). In part ( b ), the majority of the candidates could only come up with teh name ox-bow lake but failed to draw the appropriate cross-section of the feature. Part ( c ) answers were wrongly given in the negative.

Question 2 was fairly popular although it was low-scoring. Part ( a ) was fairly well-done. Many candidates failed to explain global warming in part ( b ). Problems experienced in part ( b ) spilled over into part ( c ) as there was a link between the two.

Question 3 was a very popular question and candidates scored very high marks. However, some were not familiar with the term ‘autotroph’. Part ( c ) was done well by most candidates.

Question 4 was also popular and candidates scored highly in it. However, a few candidates challenges in the second part of ( a ). Part ( c ) was well-answered by most candidates.

Question 5 was quite popular but not high-scoring. Some candidates were unable to give correct plantation crops in the first part of ( a ), The second ( a ) part was poorly done as many candidates simply gave general conditions without linking them to the particular crop chosen. Part ( b ) presented challenges as candidates were unable to identify the farming types shown in the two diagrams. They could not interpret the maps correctly. This is an area requiring reinforcement in centres preparing candidates for examinations.

Question 6 was a popular question. Those who attempted it performed satisfactorily. However, part ( c ) presented challenges. Many candidates were unable to correctly respond to the issue of indigenisation. Many centres might not have prepared candidates for this current affairs issue.

Question 7 was fairly popular but not high-scoring. Part 9 ( a ) was poorly done. Candidates failed to correctly explain the terms ‘satellite town’ and ‘primate city’. Examples given were often inappropriate. The second part of ( a ) was however answered well. Part ( b ) was also done very well showing thorough preparation on this part of the question. Diagrams drawn were appropriate and labelled fully. In part ( c ), candidates failed to put forward arguments for establishing suburban shopping centres. Arguments for were taken to mean disadvantages by many candidates.

Question 8 was the most popular question in the paper as most candidates attempted it. However, in the first part of ( a ), they were unable to give the comparative perspective asked for, hence scoring low marks. Some could not draw an accurate pie chart in the third part of (a) as they could not correctly calculate the angles. Most candidates got average marks in this question. Parts ( b ) and ( c ) presented challenges to candidates as they were not able to give appropriate causes of rapid population growth.

Question 9 was unpopular and low-scoring. This question like in other years continues to attract very few candidates. Part ( a ) was fairly well done. However, part ( b ) presented challenges to candidates. Many were unable to describe the distribution of the railway network provided. They gave very wrong names of countries in Africa as they tried to describe the network. In part ( b ), very few could name the Beira Corridor and TAZARA. In (c), they could not give solutions to the problems identified.

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