DOCSLIB.ORG

Education and Skills Sector Plan 2017-2021

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Education and Skills Sector Plan 2017-2021 The Republic of Zambia The Ministry of General Education and The Ministry of Higher Education Education and Skills Sector Plan 2017-2021 Republic of Zambia The Ministry of General Education and The Ministry of Higher Education Education and Skills Sector Plan 2017–2021 CONTENTS Education and Skills Sector Plan | 2017 - 2021 Abbreviations and Acronyms .......................................................................................................................x Preface ....................................................................................................................................................xiv Acknowledgements .................................................................................................................................. xvi 1. EXECUTIVE SUMMARY ............................................................................................................... 1 1.1 Key Issues in the Education Sector .............................................................................................. 3 1.2 Education Sector Analysis ............................................................................................................. 6 1.3 Key ESSP 2017 – 2021 Strategic Priorities .................................................................................11 2. INTRODUCTION ................................................................................................................................ 15 2.1 Purpose and Overview ................................................................................................................ 17 2.2 ESSP Formulation Process ......................................................................................................... 18 2.3 Key Framing Documents ............................................................................................................. 18 7NDP ............................................................................................................................................ 18 Sustainable Development Goal 4 ................................................................................................. 19 Zambia Education Sector Diagnostic Studies............................................................................... 20 Zambia ESA .................................................................................................................................. 20 Other Relevant Sectoral Policy Frameworks ................................................................................ 20 2.4 Lessons from Previous Education Sector Plans ......................................................................... 20 2.5 Challenges in Developing the ESSP ........................................................................................... 20 2.6 Rationale for the ESSP ............................................................................................................... 21 2.7 The Conceptual Framework and Strategic priority areas of focus of the ESSP .......................... 22 3. THE EDUCATION SECTOR: CONTEXT AND ANALYSIS ................................................................. 25 3.1 The social context ....................................................................................................................... 26 Human Development Indicators ................................................................................................... 26 Population trends .......................................................................................................................... 26 Poverty .......................................................................................................................................... 26 Health and nutrition ....................................................................................................................... 27 Languages in Zambia ................................................................................................................... 27 3.2 Macro-Economic and Public Finance Context ............................................................................ 27 Trends in GDP and GDP per Capita ............................................................................................. 27 Public Resources .......................................................................................................................... 28 Alignment with the Macro-economic and Public Finance Context for the ESSP Period ............... 29 Strategies ...................................................................................................................................... 29 3.3 Public Expenditures on Education .............................................................................................. 29 Education’s share in GRZ budget ................................................................................................. 29 International Comparisons of Education Expenditure................................................................... 30 Allocation of GRZ Resources ....................................................................................................... 30 3.4 General Education Expenditure Structure and Budget Execution .............................................. 30 Current Unit costs for primary and secondary education.............................................................. 32 School Costs ................................................................................................................................. 32 Infrastructure Spending ................................................................................................................ 33 Household Expenditures on Education......................................................................................... 33 3.5 SWOT Analysis of the Education Sector ..................................................................................... 34 3.6 The Education Policy Framework ............................................................................................... 36 3.7 Institutional and Organisational Structure ................................................................................... 36 Evolution of the Structure of the Education System ..................................................................... 36 Decentralised Provision of Education ........................................................................................... 37 Changing Ministry Structures ........................................................................................................ 37 Current Governance Structure of the Education System.............................................................. 37 The Ministry of General Education and The Ministry of Higher Education iii Education and Skills Sector Plan | 2017 - 2021 3.8 Stakeholder Analysis ................................................................................................................... 40 3.9 Strategic Context ......................................................................................................................... 41 The Wider Development Context .................................................................................................. 41 Ongoing reforms from 7NDP ........................................................................................................ 41 3.10 Overall Sector Performance ........................................................................................................ 42 Achievements against NIF III Targets ........................................................................................... 42 Access across the Education Sector ............................................................................................ 43 Learning Outcomes ...................................................................................................................... 44 Factors Associated with Learning Achievement ........................................................................... 45 Internal Efficiency ......................................................................................................................... 46 External Efficiency and the Labour Market ................................................................................... 49 3.11 Early Childhood Education (ECE) ............................................................................................... 51 Access and Participation .............................................................................................................. 51 Quality and Relevance .................................................................................................................. 51 Equity ............................................................................................................................................ 51 Management and Governance ..................................................................................................... 52 Key Issues for ECE ....................................................................................................................... 52 3.12 Primary Education ....................................................................................................................... 53 Access and Equity ........................................................................................................................ 53 Quality and Relevance .................................................................................................................
Load more

Recommended publications
  • The Republic of Zambia Ministry of General Education Directorate of Early Childhood Education
    THE REPUBLIC OF ZAMBIA MINISTRY OF GENERAL EDUCATION DIRECTORATE OF EARLY CHILDHOOD EDUCATION QUALITY EARLY CHILDHOOD EDUCATION IN ZAMBIA PRESENTED BY CHRISTINE M. MAYONDI ( MRS ), DIRECTOR-ECE 1 7 TH NOVEMBER, 2016 EDUCAID.BE ANNUAL CONFERENCE 2016 B RU S S ELS Outline 2 — Introduction — Background information on Zambia — Recent Developments in Zambia in Promoting and Providing Quality Early Childhood Education — Quality in Early Childhood Education — Challenges in ECE Provision in Zambia — Conclusion — Way Forward Quality ECE Provision in Zambia 1 Introduction 3 — Education is powerful and proven vehicle for sustainable development. — What children learn early lasts a life time. Quality ECE Provision in Zambia Location of Zambia in Africa ( 1/3) 4 Quality ECE Provision in Zambia 2 Population of Zambia (2/3) 5 — Zambia’s 2016 population was projected at 16,452,896 million (CSO, 2010) — Male-8,247,413 — Female-8,205,483 — Age of the population v 46.7% (7,682,844)- under 15 years v 50.8% (8,359,552)- between 15 and 64 years v 2.5% (410,500)- 65 years and above Quality ECE Provision in Zambia Education Structure ( 3/3) 6 — Zambia’s (formal) Education system consists of Early Childhood Education (ECE), primary, secondary and professional or tertiary levels. — ECE (pre-school) provides for children aged 3-6 years. ¡ Private schools ¡ Community schools ¡ Grant aided school ¡ Public schools Quality ECE Provision in Zambia 3 Recent Developments in Zambia in Promoting and Providing Quality Early Childhood Education (1/4) 7 — The ECE mandate was moved from the Ministry of Local Government and Housing (MLGH) to the Ministry of General Education (MoGE) in 2004.
    [Show full text]
  • Educational Television; Facility Planning; Centers; Instructional Media
    DOCUMENT RESUME ED -ill 394 IR 002 450 / AUTHOR Patel, Jisubhai Z. TITLE Evolving. a.Model LearningResodrce Center for a ,Developing, Country (Zambia).. , PUB, DATE 72 "NOTE 177p.; Ph.D. Dissertation,Wayne State University' EDRS PRICE MF-$0.76 HC-$9.51 Plus Postage DESCRIPTORS *Developing Nations; EducationalResources; Educational$Specifications;,EducationalTechnology;, Educational Television; FacilityPlanning; ,Information - Dissemination; *_nstructidnalMaterials Centers; Instructional Media; MediaResearch; Models; National Programs; Personnel Needs;Resource Centers; School Libraries, IDENTIFIERS' Zambia ABSTRACT ' For a developing nation sucha Zambia, quality education, utilization ofmanpower, and proper training are priority problems. Therefore a studywas conducted to establish and document the need for a,well-planned, staffed'andexecuted learning resource center to solve some of that country'slearning problems. BasiC facts about,the country of Zambiawere collected. A review of the literature and a survey,of*learningresources center organization and development in developed countrieswas conducted. Based on the identified needs of the countryof Zambia, a basic philosophy gathered from the literature, andthe experiences of developed countries, a'detailedplan for a phased program to establisha learning-resource center for Zambiawas prepared. Recommendations included means of developinga phrlosophic base, purpose, organizational *structure, plan,program, personnel, physical facilities, and time line ofevents. A bibliography is appended.
    [Show full text]
  • The Impact of Early Childhood Education on Child Development in Selected Schools in Lusaka Urban
    THE IMPACT OF EARLY CHILDHOOD EDUCATION ON CHILD DEVELOPMENT IN SELECTED SCHOOLS IN LUSAKA URBAN Submitted By Sarah Shamoya 018-885 BDS i Table of Contents CHAPTER ONE: INTRODUCTION ..................................................................................................... 1 1.1 Introduction ........................................................................................................................... 1 1.2 Study Background ................................................................................................................. 3 1.3 Statement of the Problem ...................................................................................................... 6 1.4 General research objective .................................................................................................... 7 1.4.1 Specific objectives of the study ...................................................................................... 7 1.5 Main Research Question ....................................................................................................... 7 1.5.1 Specific Research Questions .......................................................................................... 7 1.6 Assumptions .......................................................................................................................... 8 1.7 Significance of the Study ...................................................................................................... 8 1.8 Justification of the Study ......................................................................................................
    [Show full text]
  • The Role of Private Higher Education Provision in Zambia: Changing the Higher Education Landscape in Africa
    International Journal of Humanities and Social Science Vol. 8 • No. 6 • June 2018 doi:10.30845/ijhss.v8n6p11 The Role of Private Higher Education Provision in Zambia: Changing the Higher Education Landscape in Africa Daniel L. Mpolomoka, Z Ambian Open University AMBIA Selina Band Mbono Vision Dube Zambian Open University Akombelwa Muyangana University of Zambia Esther Kanduza, Zambian Maina Kaleba, Zambian Open University Abstract This paper is anchored on the assumption that the world is approaching the end of two important international initiatives, the Decade of Education for Sustainable Development (2014) and the Millennium Development Goals (2015). Given such a scenario, Africa is gaining increased attention due to the innumerable challenges it faces in striving to achieve sustainable development. There is unanimity that African countries should improve their capacities to cope with emerging challenges. As a result, their higher education institutions need to drastically improve their own educational programmes and associated research facilities for training future generations of skilled personnel. This paper concludes by making critical observations on the general populace’s expectations of private higher education learning institutions. Keywords: Private higher education, Africa, Zambia, Learning Introduction The world we live in is radically changing from that of a couple of decades ago. It is an era of globalization, with growth of economic and social activities across national boundaries being common features. Berdahl (2008) outlines some of the major changes today, which include technological revolution in communications (the internet and large‐scale computerized information systems). Given such circumstances, both public and private institutions of higher learning face many challenges of local, national and global context.
    [Show full text]
  • Gpafy2020lgrantees-Abstracts.Pdf
    U.S. Department of Education Office of Postsecondary Education International and Foreign Language Education Office Fulbright-Hays Group Projects Abroad (GPA) Program CFDA 84.021A GPA Short-term and Long-term Grant Awards List and Project Abstracts Fiscal Year 2020 Group Projects Abroad Program FY 2020 Grant Awards List Funding Page Grantee Institution State Host Country Amount Number SHORT-TERM PROJECTS American Institute for Resource and Human Development GA Ghana $88,815 4 Bennett College NC Morocco $83,600 6 Cabrini University PA Zambia $79,926 8 Chaminade University of Honolulu HI The Philippines $100,000 10 Clemson University SC India $99,676 11 Bosnia and College of Saint Benedict and Saint John’s University MN $81,008 12 Herzegovina Metropolitan State University of Denver CO Morocco $80,859 13 New England Educational Leadership Institute MA China $97,625 14 Rhode Island College RI Guatemala $60,518 16 University of Arizona AZ Uzbekistan, Tajikistan $100,000 17 University of California, Berkeley CA China $94,072 18 University of Central Florida FL Argentina $95,348 19 University of Georgia GA Tanzania $94,460 20 University of Pittsburgh PA Kenya, Uganda $99,380 21 Virginia Polytechnic University VA Tanzania $89,595 22 Virginia Polytechnic University VA Zambia $99,232 22 Voorhees College SC Barbados $99,860 24 Winona State University MN Ecuador $80,048 25 Xavier University OH Colombia $77,360 26 LONG-TERM PROJECTS American Councils for International Education DC Russia, Kazakhstan $238,500 29 American Institute of Indian Studies
    [Show full text]
  • Ensuring Inclusive and Quality Education For
    ENSURING INCLUSIVE AND QUALITY EDUCATION FOR ALL A Comprehensive Review of Community Schools in Zambia September 2016 Introduction ................................... 1 Study Approach ......................................... 2 INTRODUCTION History and Policy Development . 3 Growth of Community Schools ............. 3 Community schools are Exhibit 1: Distribution of School Types in Zambia Policy Challenges for Community the second largest (Ministry of General Education [MOGE] 2015a: 7) Schools ........................................................ 5 provider of primary Community School education in Zambia and Characteristics ............................... 7 thus play a critical role in School Administration.............................. 7 the government’s efforts to Volunteer Teachers .................................. 8 achieve universal primary School Resources ...................................... 9 enrollment (Exhibit 1). Donor Support ....................................... 10 MOGE Support....................................... 11 Community schools are a Learners and Learner Performance ... 13 grassroots strategy to serve disadvantaged Conclusion .................................... 16 populations, seeking to References .................................... 17 meet education needs in low-income urban areas and isolated rural locations, as well as for families struggling to meet the By Rebecca Frischkorn and costs of their children attending school. Considering the indispensable role these schools serve in providing access to primary
    [Show full text]
  • Integration of HIV and AIDS in Higher Education Curriculum: a Case Study of an HIV Course in the School of Education of the University of Zambia
    International Journal of Humanities Social Sciences and Education (IJHSSE) Volume 6, Issue 9, September 2019, PP 83-93 ISSN 2349-0373 (Print) & ISSN 2349-0381 (Online) http://dx.doi.org/10.20431/2349-0381.0609009 www.arcjournals.org Integration of HIV and AIDS in Higher Education Curriculum: A Case Study of an HIV Course in the School of Education of the University of Zambia Harrison Daka*, Kapambwe Mwelwa, Pilira Chirwa–Tembo, Mukuka Mulenga-Hagane Department of Educational Administration and Policy Studies, University of Zambia, Lusaka, Zambia *Corresponding Author: Harrison Daka, Department of Educational Administration and Policy Studies, University of Zambia, Lusaka, Zambia Abstract: HIV and AIDS challenge the human ethical and moral foundations likeno disease has ever done. It is undoubtedly one of the major catastrophes of our time, especially in Africa. The disease has tragic consequences for the social, economic and political life.The AIDS pandemichas affected every aspect of Zambian society and is recognized as the greatest public health challenge in the last four decades. Nevertheless, education can generate hope in the face of the epidemic using different methods, including integration of HIV and AIDS issues in the school curriculum. This article illustrates how the integration of HIV and AIDS into the curriculum in tertiary level of education has contributed to the reduction of the spread and has changed the perception of students and staff about the epidemic. In this study data were collected using a questionnaire survey of 200 students who took the HIV and AIDS Course, and three case stories from amongst these students in the School of Education at University of Zambia.
    [Show full text]
  • Involvement of Secondary School Teachers in Curriculum Development in Zambia
    http://jct.sciedupress.com Journal of Curriculum and Teaching Vol. 8, No. 1; 2019 Teacher’s Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia Innocent Mutale Mulenga1,* & Christine Mwanza1 1The University of Zambia, School of Education, Department of Language and Social Sciences Education, Lusaka, Zambia *Correspondence: The University of Zambia (Great East Road Campus), School of Education, Department of Language and Social Sciences Education, P.O Box 32379, Lusaka 10101, Zambia. Tel: 260-979-513-215. E-mail: [email protected] Received: June 28, 2018 Accepted: July 29, 2018 Online Published: February 22, 2019 doi:10.5430/jct.v8n1p32 URL: https://doi.org/10.5430/jct.v8n1p32 Abstract In Zambia, curriculum development for primary and secondary schools is done centrally. The Curriculum Development Centre (CDC), the institution placed with the responsibility of facilitating curriculum development, claims that the Zambian school curriculum is developed through a consultative and participatory approach through course and subject panels where teachers and other stakeholders are represented. However, there has been no empirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, are required to play in the development process. This study therefore, sought to establish perceptions of secondary school teachers on their role in the curriculum development process in Zambia. The concurrent embedded design of the mixed methods approach was employed with the qualitative approach dominating the study while the quantitative was used to add detail. Data from secondary school teachers was collected using questionnaires while interview guides were used for Head teachers.
    [Show full text]
  • Table of Contents
    ACCESS, QUALITY, AND OPPORTUNITY: A CASE STUDY OF ZAMBIA OPEN COMMUNITY SCHOOLS (ZOCS) By Michelle Mwalimu A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Educational Policy 2011 ABSTRACT Access, Quality, and Opportunity: A Case Study of Zambia Open Community Schools (ZOCS) By Michelle Mwalimu Community schools and other approaches to Alternative Primary Education or APE have increased access to primary education for underserved populations in Africa, Asia, and Latin America as a major goal of the Education for All (EFA) movement. In Zambia, a country where an estimated 20 percent of the basic education enrollment now attends community schools, such efforts are undoubtedly the most significant responses to the Zambian government‘s incapacity to provide a sufficient number of school places to primary-aged children. While community schools make meaningful contributions to the goals of EFA by increasing access for various populations, it remains unclear how Zambia‘s estimated 2,500 community schools are monitored and evaluated. Indeed, while advocates have praised community schools more generally for their focus on disadvantaged children, community control, and relevance to students‘ everyday lives, critics argue that these schools are ―second-rate education for second-rate students‖ that perpetuate a system of inequality in which country governments play a minimal role in ensuring both access and quality for all students. In this case study, I attempt to understand how various community schools in Zambia function, raising questions about why some families send their children to community schools and what lies ahead for community school students upon completion.
    [Show full text]
  • Zambia Community Schools
    CASE STUDY Meeting EFA: Zambia Community Schools Introduction As a result of the political and economic shifts that occured during Zambia’s transition away from a socialist economy in the early 1990s, many Zambians became concerned with the country’s large number of uneducated children. Communities began forming their own schools, usually in the absence of a nearby public school and/or in response to the inability of families to meet the costs associated with government-provided schooling. Supported by local and international nongovernmental organizations (NGOs) and, most importantly, embraced by the Zambian government, these local initiatives have grown into a national movement. The country’s current education sector plan recognizes the critical role community schools play in contributing to realizing education for all (EFA), as evidenced by the following direct quote from the 2001 Ministry of Education “Policy and Guidelines for the Development of Community Schools in Zambia:” The Ministry recognizes that over the last four years two kinds of successful alternative approaches that address enrolment of orphans and vulnerable groups have already been established. Therefore new agreements and memoranda of understanding will be developed with community schools and interactive radio centres to provide specific access for out-of-school children. These agreements will increase Ministry support through grants and materials while still preserving strong community ownership. Since 1998, the government has officially recognized community schools and has been working in partnership with the Zambia Community Schools Secretariat (ZCSS), an umbrella NGO for community schools, to promote their development. As many as 500,000 students are estimated to attend community schools—approximately 20 percent of the total basic education enrollment in Zambia.
    [Show full text]
  • Zambian Preschools: a Boost for Early Literacy?
    www.sciedupress.com/elr English Linguistics Research Vol. 4, No. 4; 2015 Zambian Preschools: A Boost for Early Literacy? Sylvia Mwanza-Kabaghe1, Ebby Mubanga1, Beatrice Matafwali1, Sophie Kasonde-Ngandu1 & Adriana G. Bus2 1 School of Education, University of Zambia, Lusaka, Zambia 2 Institute of Education and Child Studies, Leiden University, Leiden, The Netherlands Correspondence: Adriana G. Bus, Department of Education and Child Studies, Leiden University, PO Box 9555, 2300 RB Leiden, The Netherlands. Tel: 31-71-527-1850 E-mail: [email protected] Received: September 6, 2015 Accepted: October 12, 2015 Online Published: October 15, 2015 doi:10.5430/elr.v4n4p1 URL: http://dx.doi.org/10.5430/elr.v4n4p1 Abstract This study examined whether and how Zambian preschool education stimulates learning to read. A total of 216 children including 118 with a preschool background were tested at the start of first grade and again approximately eight months later. The Basic Skills Assessment Tool for reading and writing (BASAT) was applied at both measurements. Basic skills at the start of first grade were not better when children had been to preschool but did predict academic success in first grade. Multilevel regression analysis revealed that preschool even had a negative effect on reading and writing at the end of first grade when we controlled for basic literacy skills at the start of first grade. We discuss the use of English in preschool as a possible explanation for the negative effects of preschool. Keywords: Preschool, Zambia, learning to read, Language of instruction, Basic literacy skills 1. Introduction Becoming literate starts long before children receive formal reading instruction.
    [Show full text]
  • Early Childhood Education: Penetrating the Impenetrable Issues
    African Educational Research Journal Vol. 5(1), pp. 18-31, January 2017 ISSN: 2354-2160 Review Early childhood education: Penetrating the impenetrable issues Kwesi Atta Sakyi Zambia Centre for Accountancy Studies, P.O. Box 35243, Dedan Kimathi Street, Lusaka, Lusaka Province, Zambia. Accepted 16 November, 2016 ABSTRACT Early childhood education has received attention from philosophers, educationists and psycho-analysts such as Plato, Avicenna, Locke, Pestalozzi, Whitehead, Carl Jung, Binet, Piaget, Montessori, Sigmund Freund, Howard Gardner, among others. In Africa, the backdrop of poverty, Internally Displaced Persons (IDPs) in strife-torn countries, among other threats, have deprived many children of quality education. Some have missed valuable education because of poor and bad government leadership. Lack of good governance has impacted negatively on education delivery. The emergence of ICT has worsened the quality of education as many children have lost touch with the 3 Rs of reading, arithmetic, and writing skills. Many interventions are needed to support single mothers, latchkey children of busy working parents, among others. The cost of education is too burdensome for some families. Our local governments are weak on the ground to offer support. Differential learning is not possible in schools with untrained teachers, paucity of learning and instructional materials etc. Social interventions are needed to support vulnerable children to be in school and not to become street kids and potential social outcasts and misfits. We need to revive strong religious and moral education in schools to arrest social and moral decay. There is need to create sense of wonder, creativity, imagination, discovery, and activity in children by touching their hands, hearts, and minds through drama, art and crafts, story-telling, physical exercise, STEM education, action-research, thematic studies, units of discovery, excursions, and other multi-learning channels.
    [Show full text]