Assessment of the Progress of Measures Adopted for the Growth of Education Sector.
A Case Study from Zambia.
Lucia Majova
Submitted in Partial Fulfillment of the
MA degree in Development and Emergency Practice
OxfordBrookesUniversity
January 2012
Statement of Originality
I certify that this thesis is the result of my own independent work except where otherwise stated. Other sources are acknowledged by explicit references
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I hereby give consent for my thesis, if accepted, to be available for photocopying and for inter-library loan, and for the title and summary to be made available to outside organizations
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Statement of Ethics Review Approval
This dissertation involved human participants. A form E1BE showing ethics review approval has been completed and signed by the author of this dissertation and submitted to the dissertation supervisor.
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Abstract
The evaluation of success in achieving the EFA and UPE goals is controversial. There are lots of successful stories coming from all around the world on the improving in provision of education. However, more gaps, discrepancies and challenges are being identified.
The problems are being transferred from the global level to the national and school level without being challenged or appropriately addressed. This results in failing in some of the most important steps towards achieving the global goals.
Implementing the global education targets in Zambia is, according to the global community, a successful story. However, the research reveals severe problems and difficulties within the education sector in Zambia. The struggles faced by the schools on daily basis are opposing to the successes advertised and the present situation at schools is far from achieving national and global development goals for education.
The measurement strategies and indicators set for the evaluation of progress towards accomplishing the global education goals are not providing the data and information required to reveal the reality at the school level. Consequently, the actual data on the status and progress towards the global educational initiatives is distorted.
The research at five Zambian primary schools indicates a great gap between the aspirations of the global initiatives and the reality at schools. Without addressing the issues presented in the study the global education targets will not be accomplished.
Acknowledgements
It is my privilege to have an opportunity to express my deepest respect and appreciation to few people without whom I would not be able to undertake this degree at the CENDEP and finalize the dissertation. These are:
My parents,
for everything;
Richard Carver and Mo Hamza,
for giving up their valuable time to provide guidance, supervision and valuable comments on my work;
Kay Litebele
for her friendship and hospitality during my stay in Zambia,
for her inspirational spirit.
and for being endless source of information;
Jenny, Wilma and Lois
for being there for me during difficult times during my stay Zambia
All my Zambian friends
for creating beautiful memories
Bharat
for keeping stress level low during writing the dissertation,
valuable comments on my work and going through the editing struggle with me
Katka, Palko and Pasha
for their long-term friendship and support
Many Thanks to All!
Acronyms
AIDSAcquired Immune Deficiency Syndrome
BESSIPBasic Education Sub-Sector Investment Programme
CBOsCommunity –Based Organisations
CSENChildren with Special Educational Needs
CSOCentral Statistical Office (Zambia)
DEBDistrict Education Board
DEBSDistrict Education Board Secretariat/Secretary
DFIDDepartment for International Development
EFAEducation for All
FAWEZAForum of African Women Educationalists Zambia
FBEFree Basic Education
FBOsFaith-Based Organisations
FTIFast-Track Initiative
GDPGross Domestic Product
GPEGlobal Partnership for Education
GERGross Enrolment Ratio
HIVHuman Immunodeficiency Virus
IMFInternational Monetary Fund
IOBPolicy and Operations Evaluation Department
MDGsMillennium Development Goals
MoEMinistry of Education
MoESPMinistry of Education Strategic Plan
NGOsNon-governmental organisations
NIFNational Implementation Framework
OECDOrganisation for Economic Co-operation and Development
OVCOrphans and Vulnerable Children
PTRPupil-teacher Ratio
SENSpecial Educational Needs
UNUnited Nations
UNESCOUnited Nations Educational, Scientific and Cultural Organisation
UNDPUnited Nations Development Program
ZMKZambian Kwacha, currency of Zambia (10,000 ZMK = 1.246 GBP)
ZOSCZambian Open Community Schools
Contents
Abstract
Acknowledgements
Acronyms
1. Introduction1
1.1 Aims
1.2 Objectives
1.3 Organization of the Study
2. Research Methods5
2.1 Methodology
2.2 Limitations
3. State of the Education Sector – Global Level8
3.1 MDG 2: Achieve Universal Primary Education
3.2 Education for All
3.3 Implementation Strategy
3.4 How Far Are We at the Present?
3.5 Criticisms and Problems
3.5.1 Financing
3.5.2 Feasibility
3.5.3 Measurement of Progress
3.5.4 Cultural Indicator
3.5.5 Unfairness
3.6 Possibilities for Improvement
4. State of the Education Sector in Zambia23
4.1 Zambia Outline
4.2 Zambian Education Sector Overview
4.3 Evaluation of the Key Strategic Plans and Policies for Education Reforms
5. Introduction to the Case Study33
5.1 Matrix
5.2 Access
5.3 Quality
5.4 Efficiency and Effectiveness
5.5 Equity
5.6 DambwaTownship – Location of the Primary Research
6. Findings and Discussion38
6.1 Summary of Findings
6.2 Incomes of Schools
6.3 Access44
6.3.1 Free Basic Education
6.3.2 Infrastructure
6.3.3 Access and Enrolment Rate
6.4 Quality52
6.4.1 Development of Curriculum
6.4.2 Provision of Learning Materials and Books
6.4.3 Teacher Training
6.5 Effectiveness and Efficiency59
6.5.1 School Performance
6.5.2 Teacher Management and Motivation
6.5.3 Pupils’ Performance
6.6 Equity66
6.6.1 Orphaned and Vulnerable Children
6.6.2 Children Infected or Affected with HIV and AIDS
6.6.3 Girls
6.6.4 Children with Special Education Needs
7. Conclusion72
References and Bibliography
Appendices: Appendix 1: Interview Questions (Teachers)
Appendix 2: Interview Questions (Head Teachers)
Appendix 3: Interview Questions (DEBs)
Appendix 4: Statistical Data on Primary Education
List of Boxes
Box 1: Millennium Development Goals
Box 2: Education For All Goals
Box 3: BESSIP
Box 4: MoESP Sub-Sector Goals
Box 5: Pupil-book ratio calculation on the basis of funding provided by the MoE
List of Tables
Table 1: Incomes of schools
Table 2: Enrolment rate
Table 3: Costs of schooling at Dambwa schools
Table 4: Support for OVC at selected schools
Table 5: Classroom-pupil and classroom-class ratios
Table 6: Infrastructure projects at selected schools
Table 7: Textbook-pupil ratio
Table 8: Teacher-pupil ratio
Table 9: Grade 7 final exams results
Table 10: PTA funding contributions compared to grade 7 final exams
List of Diagrams
Diagram 1: Implementation Strategy
Diagram 2: Enrolment rates in grades 1- 7 by gender (1996 – 2006)
Diagram 3: Out of school children (2000 – 2005)
Diagram 4: Dropout rates grades 1 – 7 (2000 – 2006)
Diagram 5: Allocation of funding according to the MoE requirements
List of matrixes
Matrix 1: Summary of Targets Set by the MoE According to the Strategic Priorities
Matrix 2: Summary of the Results from Primary Research, Comparison with Set Targets
“When I go out in the community I see children that don’t go to school. Now when you see that children who are not learning, they are sitting home, can we say we are achieving? Are we achieving the MDGs? Maybe we are yet to improve.”
(Head Teacher, Zambezi Sawmills CommunitySchool)
1. Introduction
Education is currently recognized as one of the main factors which influence the future life of individuals. Education is one of the most important providers of coping capacity and it is considered to be the primary vehicle for children and adults to be lifted out of poverty (UNESCO, 2011). Creating opportunities for education means handing over the power and giving responsibility to the individuals so they can fulfill their ideas and visions about their own lives.
For these reasons education is recognized by the global community as a human right. According to The Universal Declaration of Human Rights (1948), everyone has the right to acquire free primary education. The global community recognizes the importance of education and aims to provide opportunities for education to all through projects, programs and various initiatives at global, national and community levels.
Access to free primary education for all children is one of the eight Millennium Development Goals (MDG); specifically the second goal focused on provision of universal primary education (UPE). This, combined with the Education for All (EFA) movement lead by UNESCO are the initiatives operating at the global level which aim to improve the provision of education worldwide.
At the national level the governments committing to the global goals attempt to implement the objectives within the countriesby national plans. International and national non-governmental organizations provide assistance to the governments in fulfilling national obligations towards the international community to fulfill the objectives of UPE and EFA.
Despite the amount of initiatives worldwide in providing access and opportunities for education the gaps are persistent. It is estimated that in year 2009 more than 67 million children were out of schooling (UNESCO 2011) the discrimination on the basis of sex, health and economic status endure and there is a great gap in provision of education between the developing and developed world.
Almost half of the children (30 million) out of schooling in 2009 were in Sub-Saharan Africa. In order to fulfill the global objectives countries in Sub-Saharan Africa have the most work to do but at the same time the opportunity for the highest improvements in terms of progress. Although even today Sub-Saharan Africa is lagging behind other regions in terms of provision of education, the great successes in these countries are already being recognized by the international community.
Despite the good intention and effort it is now clear that goals and objectives of MDG and EFA will not be fulfilled by the deadline which is the end of 2015. In order to understand why these goals will fail to be achieved it is equally important to analyze the failures at the macro as well as the micro level. Within this paper the macro level analysis shall be focused on the global influences of the failures such as the global economic inequalities or unrealistic objectives set by the global leaders. However, without the micro level the picture will never be complete and we will never fully understand why the MDG and EFA are failing.
One of the countries recognized as successful in fulfilling education initiatives at the state level is Zambia. There has been more than 15 years of governmental focus on the education sector which is according to the reports coming to fruition. The IOB Impact evaluation report (2008) concluded that “In no more than six years, Zambia has made enormous progress in improving access to primary education” (IOB, 2008, p 13), the development plans have been successfully implemented,andthe Zambian government has successfully introduced the pro-poor policies in education (IOB, 2008). However, some of the challenges still remain, such as improving the quality of education provided, reforming the education sector to be more efficient and effective and increasing investments into the sector (IOB, 2008).
My personal experience as a teacher at one of the community schools in Zambia makes me realize that the official reports seem to be different from the reality. An initial impression revealed great discrepancies between the government’s presentation of the education sector towards the public and the international community and the daily struggles of head teachers, teachers, parents and pupils at the school level.
At first I considered that I might be unfortunate in teaching at a school which is facing lots of difficulties and daily struggles. This lead me to explore how other schools were doing and if they face the same difficulties and struggles as my school. Over time I found that other schools in the area were having similar problems. As these findings concerned me, the decision to do my dissertation research in this area appeared logical. The objective of my primary research was to investigate whether the implementation of the Zambian education plans are as it is advertised in official reports. This might shift the attention from the government’s success stories to individual school difficulties and provide adequate intervention to improve the status quo.
This paper will look at the five selected primary schools in Livingstone in Zambia to understand the problems and issues these five geographically, culturally and economically close schools have in fulfilling the UPE and EFA objectives. This research will reveal the observed situation at these schools, the state of fulfilling the national and international goals and the main obstacles for these schools which hinders the implementation of the goals. The aim of the study is not to generalize the findings to the worldwide scale but to give an idea of the conditions in which the schools operate and to understand some of the reasons why the schools struggle in implementing the goals. The research also reveals the importance of school-level qualitative studies rather than national statistics when evaluating the progress of the global and national initiatives to provide a more comprehensive understanding of the situation.
1.1 Aim
To assess the measures adopted by the education sector for the progress of schools in Dambwa township in Zambia
1.2 Objectives
To outline and evaluate the global initiatives adopted for the growth of the education sector.
To outline and evaluate the Zambian initiatives adopted for the growth of the education sector.
To assess the progress of implementation of global and national plans at five schools within Dambwa township.
To explore the shortcomings in implementation of global and national plans at a school level in Zambia.
1.3 Organization of the study
The first part of the study outlines and evaluates the global initiatives which aim to improve the provision of education worldwide. The prime attention in this study is focused on the two major global initiatives, the second MDG – provision of the UPE and on the EFA. These initiatives are evaluated in order to understand the strengths and weaknesses.
The second part of the study outlines and evaluates the state level implementation of the global initiatives. To implement the global initiatives at the micro-level the role of states and governments is crucial as they transform the global goals to national policies and strategic plans. This case study was undertaken inZambia; therefore the Zambian strategic plans for education will be outlined and evaluated. This part of the study will also provide background information on Zambia as well as the overview of the education sector in this country to understand the context of the study.
The third part of the study will present the summary matrix of the targets set by the Zambian MoE to serve as indicators of fulfillment of the national and global goals. The matrix serves as the guideline for the primary research.
The fourth and final part of the study deals with the results from the primary research as well as analysis of the data and information gathered from the interviews. The presentation and analysis of the information are delivered together according to the thematic areas as it is easier to follow the argument when presented in this manner.
2. Research Methods
2.1 Methodology
The research started with direct observation of conditions and teaching practice at IndecoCommunitySchool as well as informal discussions with teachers and the head teacher at the school. This process aided in identifying the challenges faced by the school.
This was followed by looking at the key documents on education policies in Zambia published by the Zambian government and the MoE. The documents were accessed at the DEBS office and the Education Resource Centre in Livingstone, Zambia. The secondary research involved studying documents published on-line by various government and non-government organizations, journal articles, reports and other documents in order to understand the global and national context in which the provision of primary education is provided. The literature review was also focused on the issues of MDGs and EFA, such as identification of aims, objectives, policies, implementation strategies, progress reports and on the criticisms of the weak points of these global initiatives.
Information from primary (observation, informal discussions) and secondary (reports, articles) research were analyzed and the focus of the study narrowed down to the four key topics. The findings were transformed into a matrix in order to organize them ina clear and simple to follow manner and to present the criteria for quantitative data measurement.
This has been followed by designing an interview questionnaire organizing the questions into four main categories according to the subject matter the questions relate to. The researcher decided to use the semi-structured type of interview to be able to compare and contrast the findings but at the same time remain flexible to other possible findings which might be revealed during the discussion.
The interviews were conducted by the researcher. They took place at five primary schools selected through geographical convenience. The schools were located at DambwaTownship which is part of Livingstone city. Doing research at schools in DambwaTownshipprovided a sample of both middle and lower classes living together and excluded the poorest and the richest parts of Livingstone. Therefore the research is more balanced in terms of the economic background of the families whose children are studying at these schools.
The interviews involved five head teachers (fourfemales and one male) and eith teachers (sixfemales and twomales) teaching at various grades between one and seven. The teachers were selected by the researcher according to their availability at the school premises during the school visit.
The interviews were conducted privately on one-to-one basis with both head teachers and teachers. All interviews were recorded on an audio recording device to make all the primary data provided accessible and undistorted for the process of analysis. The head teachers agreed to disclose the name of the schools in the study; however the anonymity in front of the DEBS and other MoE authorities was assured. The teachers were assured the information revealed would remain anonymous in the study and would not be disclosed to their supervisors.