INFORMATION AND COMMUNICATIONS University ICU SCHOOL OF HUMANITIES

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 INFORMATION AND COMMUNICATIONS University (ICU) SCHOOL OF HUMANITIES AND SOCIAL SCIENCES COMMUNITY BASED

INFORMATION AND COMMUNICATIONS University (ICU) SCHOOL OF HUMANITIES AND SOCIAL SCIENCES COMMUNITY BASED MONITORING SYSTEM An assignment submitted in partial fulfillment of the requirements for the Master’s Degree in Project Planning Management Assignment No. : FIVE (5) Student details SIN : KASHIWA FREDERICK KANGWA : 1511122977 Lecturer’s Name : MR MARVIN KABUBI Year : 2 Due Date : BEFORE EXAMS.

THE QUALITY OF EDUCATION SYSTEMS IN ZAMBIA This field research was done in Munali

THE QUALITY OF EDUCATION SYSTEMS IN ZAMBIA This field research was done in Munali ward 32 at the namely schools, Birdland private primary school, Mumana primary school, Tunduya primary school and Munali boys and girls secondary schools. The questionnaires were 50 that is 40 questionnaires were given to teachers and 10 questionnaires to pupils. The results were analyzed on power point as follows of the two sections in the questionnaires of the 50 questionnaires;

Figure: background characteristics of the respondents subjects Highest Level of education Mathematics 7 (17.

Figure: background characteristics of the respondents subjects Highest Level of education Mathematics 7 (17. 5%) Primary/ basic school 7 (17. 5%) certificate Primary and guidance 16 (40%) Primary/basic lesson diploma English, history and R. e 3 (7. 5%) Primary/basic school 4 (10%) school 5 (12. 5%) degree Geography, biology, 7 (17. 5%) science Civics Secondary school 2 (5%) certificate 3 (7. 5%) Secondary school 12 (30%) diploma Business studies and 2 (5%) Secondary computer studies degree P. e and food and 2 (5%) Master’s degree nutrition school 10 (25%)

From the table above it shows that the highest percentage of the respondents is

From the table above it shows that the highest percentage of the respondents is 40% which represents teachers who have done primary and guidance lessons, followed by mathematics and geography, biology and science teachers. While 7. 5% represents teachers with English, history, R. E. and civics qualifications. While the list percentage was 5% representing business and computers studies teachers as well as P. E. and food and nutrition teachers. This entails that the majority of teachers who were respondents were from primary schools and followed by those from secondary schools according to the results as they were the convenient sample at the time the research was conducted.

Cnt’d On the other side of the same box the highest percentage is 30%

Cnt’d On the other side of the same box the highest percentage is 30% of secondary school diploma teachers, followed by 25% of secondary school degrees, followed by 17. 5% primary/basic school certificates, followed by 12. 5% of primary/basic school degrees. The 10% represents the primary/basic school diploma teachers and the least is 5% of the secondary school certificate. This means that teachers are now upgrading in terms of studies and education is now improving as compared to a long time ago where teachers were denied of upgrading. The increase in qualification of teachers the more education delivering is being improved

Management of school records frequency % Method of management YES 40 100% Files and

Management of school records frequency % Method of management YES 40 100% Files and computers NO

In terms of the management of school records, all the respondents said that they

In terms of the management of school records, all the respondents said that they have a system of management of school records and all said they use file and some combine it with the use of computers. The percentage shows 100% and this shows that the keeping of records is going technology wise and this is seen by the introduction of computers in schools.

School website 51% Unemployed 49% Employed

School website 51% Unemployed 49% Employed

Furthermore, 19 respondents representing 47. 5% of the total, said their schools have websites.

Furthermore, 19 respondents representing 47. 5% of the total, said their schools have websites. While 52. 5% of the respondents said their schools do not have websites. Though the higher percentage reflect that many schools do not have websites and much more is to be done in schools by the government, the smaller percentage on the other hand indicate that, the computer world is slowly gaining ground in schools and with government efforts, in few years to come, all schools will have websites

ASSESSMENT OF SNDP KEY PERFORMANCE INDICATORS Average values are indicated; Net enrollment rate 95%

ASSESSMENT OF SNDP KEY PERFORMANCE INDICATORS Average values are indicated; Net enrollment rate 95% (average) Completion rate 76% (average) Pupil-teacher ratio 40 to 1 Gender parity 40 to 60 Literacy level 64% Pass rate 65% Progressive rate 51% Drop outs 20%

From the table, the average enrollment rate is 95% and 76% representing the average

From the table, the average enrollment rate is 95% and 76% representing the average completion rate, while the pass rate on average is 65%, literacy levels 64%, while the progressive rate is 51% and drop- out rate on average is 20%. The pupilteacher ratio is 40 to 1 and the gender parity is 40 to 60. This entails that many people enroll in large percentages but the only a few complete school. This is due to the fact that there are many pupils in one class against a teacher especially in government schools. And one would find that there are more boys to less girls in school hence the government is always trying to reduce this gender disparity which even has affected the teachers. The literacy levels is a bit okay but the progressive rate is lower than the pass rate and the drop- out rates is higher (20%).

ACCESSIBILITY OF EDUCATION 70 60 (percentage) 50 40 30 20 10 0 Very accessible

ACCESSIBILITY OF EDUCATION 70 60 (percentage) 50 40 30 20 10 0 Very accessible Accessible Hardly accessible accessibility of education Not accessible

Schools are accessible and 32 respondents representing 64%, while 24% said schools are very

Schools are accessible and 32 respondents representing 64%, while 24% said schools are very accessible and only 12% said education is hardly accessible. This means almost in every compound the government is trying to builds schools.

Mode of transport 80 70 60 (percentage) 50 40 30 20 10 0 Bus/car

Mode of transport 80 70 60 (percentage) 50 40 30 20 10 0 Bus/car Boat Walking mode of transport Cycling Specify

Most respondents 34 representing 68% of the total walk to school and only 32%

Most respondents 34 representing 68% of the total walk to school and only 32% use busses and cars. This means that schools are accessible hence most pupils just walk to schools while those that come with bus/care maybe come from distant places.

Effect of distance on performance? 54% Yes 46% No

Effect of distance on performance? 54% Yes 46% No

The majority of the respondents 27 (54%) said yes distance affects the pupils performance

The majority of the respondents 27 (54%) said yes distance affects the pupils performance and while 465 said that distance doesn’t affect the performance of pupils. This means that the more pupils walk the more tired they become in class to concentrate

Cost of formal education MAXIMUM PAYMENT Grade 1 -7 Free education (40 respondents) in

Cost of formal education MAXIMUM PAYMENT Grade 1 -7 Free education (40 respondents) in private schools its between k 600 and k 800 (40) Grade 8 -9 Above k 700 Grade 10 -12 Between k 600 and k 800

From the table, the maximum payment in private schools is between k 600 and

From the table, the maximum payment in private schools is between k 600 and k 800, in government its free, that is from grade 1 to 7. From grade 8 to 9 its above k 700 while from grade 10 to 12 its between k 600 and k 800. The fees follows in line with government orders who has put the standard fees especially in government schools while in private schools though they have been put in categories, the fees are higher than in government schools.

Use of local languages in schools Predominant language by pupils and teachers By pupils

Use of local languages in schools Predominant language by pupils and teachers By pupils % By teachers Nyanja 40 80% 20 40% English 10 20% 40 80% Bemba

From the figure, 80% for Nyanja is the highest, followed by English 20% by

From the figure, 80% for Nyanja is the highest, followed by English 20% by pupils, while for teachers English has 80% and Nyanja is 40%. This entails that the most predominant language use by pupils is Nyanja followed a few of English. This entails the government has ordered to use local language in lower grades and not English because pupils learn fast in their local language. While English is used with upper grades and this is in line with primary school teachers that were the majority interviewed.

Does use of local language improve pupil’s performance? Strongly agree 12 24% agree 36

Does use of local language improve pupil’s performance? Strongly agree 12 24% agree 36 72% disagree 2 4% Strongly disagree

From the table, 72% agreed, 24% strongly agreed 4% disagreed and no one strongly

From the table, 72% agreed, 24% strongly agreed 4% disagreed and no one strongly disagreed. This means that the local language improves the pupil’s performance in that pupils easily understand concepts in their mother tongue than in a foreign language.

Suggested reasons Suggested responses Advantage of teaching in local language (with regards - help

Suggested reasons Suggested responses Advantage of teaching in local language (with regards - help pupils to learn faster to pupils) -increased understanding Challenges of teaching in local language (pupils) -burial communication between the pupil and the teacher -not all pupils understand speak the language well. -it may take a lot of time to finish the syllabus -some words may be difficult to translate into the local language. Opportunities of teaching in local languages( pupils) -they are easily adapted to the language. -more translators could be employed in local languages

From the table, respondents argued that the advantages of teaching in a local language

From the table, respondents argued that the advantages of teaching in a local language with regards to pupils are that, pupils learn fast, and it increases pupils understanding. Furthermore other respondents argued that there are challenges in using the local language in that there is burial communication between the pupil and the teacher. Also another challenge is that not all pupils understand speak the language well and that for others it may take a lot of time to finish the syllabus. Also some words may be difficult to translate into the local language especially subjects like science, biology. Other respondents argued that the opportunities of teaching in local languages with regards to pupils are that, pupils are easily adapted to the language and that more translators could be employed in local languages.

School drop outs Percentage of pupils drop out of your school every year 50%

School drop outs Percentage of pupils drop out of your school every year 50% 45% 40% percentage) 35% 30% 25% 20% 15% 10% 5% 0% Less than 5% 5 -10% 10 -20% 20 -50% over 50%

Table shows that, the majority percentage drop-out is between 5 -10% representing 44% of

Table shows that, the majority percentage drop-out is between 5 -10% representing 44% of the respondents, less than 5% drop out rate had 32% of the respondents, 10 -20% had 20% while 20 to 50% had 4% of the respondents. This means that the majority school drop -out percentage of pupils is between 5 and 10%.

Causes of dropping out of school pregnancy/early marriage 20% specify 0% 6% Lack of

Causes of dropping out of school pregnancy/early marriage 20% specify 0% 6% Lack of school fees 32% Lack of interest 42% Lack of school fees Lack of interest pregnancy/early marriage specify

The major cause of dropping out of school by pupils is the lack of

The major cause of dropping out of school by pupils is the lack of interest which carries 42%, followed by the lack of school fees, then 20% for pregnancy/early marriages. The other causes accounts for 6%. Hence the major cause is the lack of interest and the least is other causes.

Literacy levels How literate are the Estimation of percent of pupils literate pupils (reading

Literacy levels How literate are the Estimation of percent of pupils literate pupils (reading and writing) Excellent 5 0 -20% 1 good 16 20 -40% 4 fair 18 40 -60% 22 poor 60 -80% 8 80 -100% 4

In terms of reading and writing, the majority of respondents (18) said that the

In terms of reading and writing, the majority of respondents (18) said that the literacy levels is fair, followed by those who said that the literacy levels is good (16) and only a few said its excellent (5). In terms of estimation, 22 respondents said the literacy rate is between 40 and 60%, followed by 60 to 80% (8), then 20 to 40 and 80 to 100% (4) and the least was 1 respondent who said its between 0 to 20%. From the results it can be easily concluded that, the literacy levels is between 40 and 80% meaning that there is an improvement in terms of reading and writing. This can be attributed to the distribution of school materials and the increase in the number of teachers who are qualified.

Quality of education Learning materials Electricity at Computer school lessons YES 3 (30%) YES

Quality of education Learning materials Electricity at Computer school lessons YES 3 (30%) YES 10 (100%) YES 7 (70%) NO NO 3 (30%)

From the figure, in terms of schools having learning materials, 70% said there is

From the figure, in terms of schools having learning materials, 70% said there is not enough learning materials while 30% said yes there is enough learning materials. In terms of electricity all the respondents agreed that there is electricity in schools. On whether schools have computer lessons, 70% said that yes, there are computer lessons in their schools while 30% disagreed that their schools do not have computer lessons. This clearly shows that government needs to provide more learning resources to equal the number of children in schools as there is not enough teaching and learning resources according to the report. Almost all schools now are electrified which is good for education delivery and this is a good move if more computer lessons are to be introduced.

Impact of past pupils from your school in society Excellent 10% Poor 20% Good

Impact of past pupils from your school in society Excellent 10% Poor 20% Good 10% Fair 60%

It can be shown that 60% of the past schools pupils fairly make an

It can be shown that 60% of the past schools pupils fairly make an impact in society, 20% poorly make an impact in society. 10% represents only a portion of past pupils who make an impact in society excellently and the other 10% their impact is good. Education is trying to provide pupils who can impact fully in society as can be seen by the 60% of pupils who fairly impact on society.

Quality of education being offered to pupils 5000% 4500% 4000% 3500% 3000% percentages 2500%

Quality of education being offered to pupils 5000% 4500% 4000% 3500% 3000% percentages 2500% 2000% 1500% 1000% 500% 0% Excellent Good quality of education Fair

According to the figure above, 50% of the respondents indicated that the quality of

According to the figure above, 50% of the respondents indicated that the quality of education being offered to pupils is good, while 50% said the quality of education being offered to pupils is fair. This shows that the quality of education is improving day by day and that the government must accord a priority to improve the education sector.

Suggestions to improve education Some respondents argued that in order to improve the quality

Suggestions to improve education Some respondents argued that in order to improve the quality of education, enough computers must be bought and good library should be there and maintained. Others said that the schools must be renovated and books, labs and equipment must be bought. The government should provide materials like textbooks and chemicals for easy learning. As the head teacher of Birdland private school said that, the improvement of education largely depends on government, to see to it that learning resources are provided. Investing in pupils is a powerful mechanism for development.

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