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Challenges Faced by Combined Schools in Masaiti District Which Hinders the Provision of Quality Education

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Challenges Faced by Combined Schools in Masaiti District Which Hinders the Provision of Quality Education International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue III, March 2021|ISSN 2454-6186 Challenges faced by Combined Schools in Masaiti district which hinders the provision of Quality Education Mufalo Mutau Setwin1*, Sanny Mulubale2, Gistered Muleya3, Simui Francis4 1Mishikishi secondary school, Masaiti, Zambia 2School of Education, University of Zambia 3,4 Institute of Distance Education, University of Zambia *Corresponding Author Abstract: This paper discusses challenges faced by combined working conditions for teachers, lack of parental involvement schools in Masaiti district which hinders the provision of quality in school activities and some cultural attitudes and beliefs education. A mixed methods concurrent triangulation model was which do not offer support for effective student learning used in the study. The study was conducted in all the 8 because some parents’ value of marriage for their children as purposively sampled combined schools in Masaiti district on the opposed to education (Mufalo & Kabeta, 2019; Sabato, 2015; Copperbelt province of Zambia. The study sample had 138 respondents comprising 77 females and 61 males. Teachers and Kakupa, 2014; Ncube, 2013; McClure and Reeves, 2004; pupils were randomly selected while school administrators and Brown, 2003). the Ministry of General Education officials were purposively The challenges highlighted above have adversely affected sampled. Focus Group Discussions, semi-structured interviews & teachers’ delivery and the academic performance of learners. mixed questionnaires were the research instruments used during data collection. Pupils, school administrators and the Ministry of For example, the subject analysis conducted by the General Education officials were interviewed while teachers Examinations Council of Zambia revealed that Mathematics responded to a questionnaire. Qualitative data was thematically had the largest failure rate (78.76%) seconded by Social analysed while quantitative data was analysed with the help of Studies [74.46%] (ECZ, 2019; 2017). The poor academic Statistical Package for Social Sciences (SPSS) software. The performance of learners can be attributed to little time to study revealed that all combined schools in Masaiti district faced concentrate on their school work due to these challenges they many challenges which hindered the provision of quality faced. Also, the poor working conditions for teachers had a education to learners. Some of these challenges were; lack of negative impact on pupil performance in that it resulted in teaching and learning materials, inadequate infrastructure, higher absenteeism, reduced levels of effort, lower sexual harassment among learners, lack of parental involvement in school activities, inadequate qualified teachers and long effectiveness in the classroom, low morale and reduced job distances covered by learners to school among others. Due to satisfaction (Corcoran, Walker & White, 1988) which can be these challenges, it was revealed that these schools were summed up as ‘lack of friendly teaching and learning recording very poor final examination results at junior environment’ (Komba, Hizza & Jonathan, 2013 in Mhiliwa, secondary school level more especially in Social Studies from the 2015). time they were upgraded in 2017. But little was being done to mitigate these challenges. Based on the research findings The demand for secondary education has increased in the therefore, the study recommended that the Ministry of General recent past across the globe. This high demand for secondary Education should collaborate with parents and other relevant education is being triggered by the need to attain Universal stakeholders in order to mitigate these challenges by providing Primary Education (UPE) in many countries (Mhiliwa, 2015). necessary teaching/learning materials and embark on From mid to late 1990s, Zambia had stagnation in primary construction of school infrastructure which will improve the education but since 2000, doors opened for more than 1.2 provision of quality education in combined schools. million learners to access primary education and schools Keywords: Challenges, Combined Schools, Learners, Masaiti, offering primary education increased from 5,324 in 2000 to a Quality Education, Strategies total of 8,801 in 2013 (MoGE, 2015). Then the Zambian government came up with ‘education for all’ (EFA) goals in I. INTRODUCTION 2005 as operational framework for this education attainment. ural schools in general face many challenges and Due to this rapid increase in primary education, there has been Rprovision of quality education in these areas is not an a high demand for secondary education and an increase in easy task (Kakupa, 2014). Some of the challenges faced by school enrolments in the country which has led to many rural schools are inadequate qualified staff, lack of adequate primary schools being upgraded into secondary schools teaching/learning materials, long distance to schools, known as ‘combined schools’. In this regard therefore, there is inadequate infrastructure, high levels of poverty, poor need for adequate school places for pupils’ vis-a-vis the www.rsisinternational.org Page 146 International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue III, March 2021|ISSN 2454-6186 supply of teacher, teaching/learning materials and good schools in order to enhance the academic learning environment. performance of pupils. According to the Seventh National Development Plan (2017 1.4 Significance of the Study to 2021), the government has pledged to focus more on This research therefore, may provide information to the quality education for all and promotion of school Ministry of General Education and other relevant authorities effectiveness through improved school governance and and appreciate challenges faced by combined schools. Also, it management, community involvement and partnership as well may enable them to put in place measures which can mitigate as curriculum development (MoGE, 2019; MoNDP, 2017; these challenges in order to enhance teaching/learning and MoGE, 2012; 2013 and 1996). In line with this, the country academic performance of pupils in these schools. It might also has witnessed a number of secondary schools being add new knowledge to already existing literature related to the constructed and upgrading some existing primary schools into study and help other researchers who would like to probe combined schools in order to meet the high demand for further on the current phenomena. secondary education in the country. A combined school is an upgraded school given a new and higher status which runs 1.5 Theoretical Framework from pre-school (early childhood education) to grade twelve This study is backed by a theory of Human Motivation (12). Most of these combined schools across the country had their first grade twelve (12) candidates sitting for their final propounded by Maslow (1943). According to Maslow, people examinations last year in 2020. It is against this background have an innate desire which should be self-actualised (Mawere, Mubaya, Van Reisen & Van Stam, 2016). In order that this study intended to establish challenges faced by to achieve these ultimate goals, people should be motivated combined schools and identify strategies which can be put in and any motivated behaviour must be understood to be a place to mitigate some of the challenges faced by these rural channel through which many basic needs may be schools in order to enhance the academic performance of pupils. simultaneously satisfied (Green, 2000). Relating Maslow’s motivational theory to education, Maslow suggests that 1.1 Statement of the Problem motivation is a driving force which triggers motivational behaviour in teachers and learners which promotes an interest In the year 2017, the government through the Ministry of in learning as well as the importance of education as a whole. General Education embarked on upgrading a number of Therefore, when teachers are not motivated or lack primary schools into combined schools in the country. The teaching/learning aids, lack accommodation, not being high demand for secondary education among school going confirmed and upgraded to their rightful salary scales, this can children is being necessitated by an increase in learners who lead to low output which can affect pupils’ performance. qualify from junior to senior secondary schools every year. Similarly, when schools have few desks, no enough toilets, Despite such development taking place in the country, the congested classrooms, no library and laboratory facilities and provision of quality education in rural areas has not been easy text books among others, it demotivates both teachers and due to some challenges faced by combined schools leading to learners which in turn can lead to poor academic performance. poor academic performance of learners in most of the subjects at junior secondary school level. Literature reviewed has According to Self-Determination Theory, a learner can also be shown that little research has been conducted yet to find out self motivated to work extra hard at school if the content what challenges these schools have been facing and what learnt is related to the real life situation (Deci and Ryan 1985 mitigation strategies have been instituted to remedy the in Mhiliwa 2015). In this regard therefore, policy makers in situation. This study therefore, was aimed at establishing the the education sector and other stakeholders should
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