Community based monitoring system Project presentation Project title
Community based monitoring system Project presentation Project title: CBMS- EDUCATION SYSYEM IN ZAMBIA- THE CASE OF MWANJIMABWE WARD, SOLWEZI WEST CONSTITUENCY, SOLWEZI ZAMBIA STUDENT NAME: Ernest Makina SIN PROGRAMME : 1612303073 : MA Education
PROJECT DETAILS STUDY TYPE : CBMS SCHOOL SURVEY INITIATORS: ICU AND ZRDC YEAR : 2017 � � � GEOGRAPHICAL CHARACTERISTICS LOCATION : NORTHERN PROVINCE DISTRICT : SOLWEZI CONSTITUENCY : SOLWEZI WEST WARD : MWAJIMAMBWE
Mwanjimambwe WARD (geographical characteristics ØSOLWEZI IS LOCATED IN NORTH WESTERN PROVINCE. THE DISTRICT HAS GOT THREE CONSTITUENCY, NAMELY SOLWEZI CENTRAL, SOLWEZI WEST AND SOLWEZI EAST. ØUNDER SOLWEZI WEST CONSTITUENCY WE HAVE WARDS AND ONE OF THE WARDS IS MWANJIMAMBWE WARD WERE MY PROJECT WAS BEING DONE. SOLWEZI IS A TOWN (POPULATION 254, 470) IN THE NORTH WESTERN PROVINCE OF ZAMBIA. THE MAIN INDUSTRY OF SOLWEZI IS COPPER MINIG AT KANSANSHI MINE LOCATED ABOUT 10 KM NORTH AND LUMWANA MINE LOCATED ABOUT 65 KM WEST OUT OF TOWN CENTER. OVER 70 TRIBES CAN BE FOUND IN ZAMBIA BUT THE MOST PROMINENT TRIBE IN SOLWEZI IS KAONDE.
�INTRODUCTION Achievement of universal primary education (UPE) is one of the key Education For all (EFA) goals and Millennium Development Goals (MDGs) to be realized by countries including Zambia. To realize UPE the government of Zambia declared free basic education in 2002 which has seen an increase in enrolment across the country. It also carried out reforms that included introducing basic schools. In addition, the advent and mushrooming of community schools is seen as a welcome development for ensuring access, equity and quality of basic education in Zambia. According to Brenden Carmoday, community schools started operating in Zambia to respond to the needs of orphans, the poor and girl children who are often disadvantaged in the delivery of basic education services (Brenden, 2004, page 63). While communities are understood to ensure resourcing and management of community schools the government, Non Governmental Organisations (NGOs) and other stakeholders are encouraged to support them so that they serve more disadvantaged groups in the society.
MDG 2: ACHIEVE UNIVERSAL PRIMARY EDUCATION TARGET 2 A: ENSURE THAT BY 2015, CHILDREN EVERYWHERE, BOYS AND GIRLS ALIKE, WILL BE ABLE TO COMPLETE A FULL COURSE OF PRIMARY SCHOOLING. � � � Enrolment in primary education in developing regions reached 90 percent in 2010, up from 82 percent in 1999, which means more kids than ever attending primary school. In 2012, 58 million children of primary school age were out of school. 58 Million children of primary school age were out of school. Even as countries with the toughest challenges have made large strides, progress on primary school enrolment has slowed. One in ten children of school age was still out of school in 2012. Gender gaps in youth literacy rates are also narrowing
OBJECTIVE TO SUGGEST APPROPRIATE PLANS STRATEGIES AND PROGRAMMES TO ADDRESS PROBLEMS OF GOOD QUALITY EDUCATION • • Evaluate the effectiveness of child education. Indicator 1: Evaluate the access of education. Indicator 2: Evaluate the Cost of formal education. To provide the basis for local Monitoring of MDGs and Ensure that by 2021, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling.
Accessibility of education 80. 00% 67. 50% 70. 00% 60. 00% 50. 00% 40. 00% 30. 00% 27. 50% 20. 00% 10. 00% 5. 00% 0. 00% very accessible Accessible Series 1 not accessible
Of the 36 respondants that were interviewed 27. 5% said education in very accessible Of the 36 respondants that were interviewed 67. 5% said education is accessible 5% of the respondants said education was not accessible. None of the respondants said education was hardly accessible. According to the statistics it shows that education is just accessible but not. Very accessible Despite the introduction of free basic education for Grades 1 -7, a number of children, particularly orphans, may not find education very accessible in the government system for a variety of reasons According to a survey conducted by people’s action forum(PAF) on access of education in zambia, it says ‘’ Global figures show that there is some progress in ensuring that many people access the right to education, but a lot needs to be done to reduce the number of those that are excluded and marginalized. ’’ According to the finding it show that most of the pupils have access to education.
perecentage of mode of transport used by pupils 20% 17% 62% Bus/car Walking cycling According to the findings 83% of the pupils walk when going to school, mostly long distances. According to the findings 17% cycle. And according to the findings on the teachers questionnaire the bigger percentage of teachers agreed that distances affect the pupils performance. Meaning that theres a big correlation between distance and pupils performance in schools �
distance coverd by pupils. 70% 60% 50% 40% 30% 20% 10% 0% 65% 35% 1=yes 2=no Series 1 � � � According to the findings 65% of the respondants said that 65% of the pupils the distance they cover affect their performance. According to people’s forum findings it show that pupils that cover long distances are likely to drop out of school, and their performance is usually poor. Pupils at mwajimambwe secondary school that come from far the village their performance is poor. Government should build more schools, to avoid children covering long distances. According , to PAF survey there is a shortage of 27, 0000 classrooms from basic schools. Government needs to create more schools, in order to bring schools closer to the community.
According to the findings, it shows that; 90% the pupils pay more than k 500 like those in secondary schools, which is very expensive, as most parents cannot afford that. According the findings it shows that 80% of the guardians fail to pay the school fees of their children and only 20% manage to pay. Cost of education still remains expensive despite government implementing the free basic education. Teachers response on fees Do guradians/parents manage to pay your school fees? school fees Zk 300 -500 10% Gurdians response on fees 20% Zk 300 -500 Zk 500 -1000 80% Zk 500 -1000 90% yes No
Percentage of pupils with full uniform school tool kit 60% yes not full uniform 40% 60% full uniform not full uniform Statistics shows that 60% of the pupils had full uniforms while 40% of the pupils never had full uniforms.
free education policy percentage of parents that complain about their childrens school fees 10% 50% 40% 50% yes � � � No Good fair poor According to the findings it shows that 50% of the respondants said that parents complain about their children's schools fees According to the findings it shows that 50% of the respondants said that parents do not complain about their children's schools fees 40% of the respondants said that the free education policy was poor, while 50% said it was good and 10% said it was poor.
RECOMMENDATIONS RAPID INFRASTRUCTURE DEVELOPMENT (CONSTRUCTION OF SCHOOLS, CLASSROOMS, TEACHERS' HOUSES, TEACHERS’ STAFF ROOMS, LIBRARIES, ETC) FOR SCHOOLS. TIMELY PROCUREMENT AND DISTRIBUTION OF TEACHING AND LEARNING MATERIALS. AMONG OTHERS, GOVERNMENT SHOULD STRIVE TO MEET THE 1: 1 PUPIL: TEXT BOOK RATIO IN ALL COMMUNITY SCHOOLS. PROVISION OF RECREATION, SPORTING, SANITARY AND WATER FACILITIES IN SCHOOLS. TIMELY INSPECTION SERVICES TO MAINTAIN QUALITY SCHOOLS
CONCLUSION THE FOCUS OF THE SURVEY WAS TO EVALUATE THE EFFECTIVENESS OF CHILD EDUCATION AND EVALUATE THE ACCESS OF EDUCATION IN DAVID KAUNDA WARD AS THE COUNTRY STRUGGLES TO ACHIEVE THE MDG’S. However, to accelerate progress on the 2015 goals, stakeholders in Zambia need to identify those who are excluded from schooling, and examine and quickly act on the factors that contribute to such exclusion. Fortunately, this report has identified contributing factors as well as recommendations for action at national and local levels.
reference ACPF 2011, The African Report on Child Wellbeing 2011: Budgeting for Children, Addis Ababa: African Child Policy Forum. GRZ, 2011, Annual Work plan and Budget, Directorate of Planning and Information, Lusaka: GRZ, 2007, Annual Fifth National Development Plan Progress Report, Ministry of Finance, Lusaka. Kelly, M. J. , 1999, The Origins and Development of Education in Zambia from Pre-colonial Times to 1996, Lusaka: Image publishers Limited. Machila, Margaret (2008), Adult literacy: putting Southern Africa Policy and Practice into Perspective, the case of Zambia, Lusaka: Workshop at Courtyard Hotel. UNICEF, 2011, Education Statistics for Zambia, Unicef: http: //www. unicef. org/infobycountry/zambia_statistics. html ) http: //www. zrdc. org/rhemaforms/public/documentlistinit. php? respondent. I d=&form. Id=1511&embed=true'
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