Effects of Phasing out basic Schools on Access and Equity to Secondary Education in Selected Schools of kalabo and Nalolo Districts,Zambia
Susiku, Kenny Nalukena
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This study looked at the effects of phasing out Basic Schools on access and equity to Secondary School education in selected schools of Kalabo and Nalolo Districts, Zambia. The study used the following objectives: To identify educational benefits rural communities had in phased out Basic schools, to find out whether most rural parents/guardians were able to pay school fees for their children in Secondary Schools, to establish factors that affected pupils’ access and equity to Secondary School education with the phasing out of Basic Schools and to get views from respondents on the policy of phasing out Basic Schools in their areas. The study was qualitative and utilised a descriptive survey research design which employed description in data analysis. Target population comprised Primary School Head teachers, teachers, parents/guardians and pupils with a sample of 4 Primary School Head teachers, 21 teachers, 32 Parents/Guardians and 32 Pupils, giving a total of 89 respondents. This study was guided by social stratification theory and data from respondents was collected through the use of interview schedules triangulated with Focus Group Discussions on parents/guardians and their children/dependants. Also documentary analysis was used to collect numerical data based on enrolments from class registers and pupils accepted to Grade 8 in 2014 and 2015 from ECZ mark schedules. Presenting the collected data, themes guided by the research objectives were used. The research revealed the following findings: high school fees charged in Secondary Schools, long distance to Secondary Schools by most pupils, increase in school dropouts between Grade 7 and 9 and cases of early teenage pregnancies been common. Others were renting of houses by young Grade 8 and 9 pupils near Secondary Schools and some pupils repeating Grade 7 even when they qualified to Grade 8. It was concluded that phasing out Basic Schools in selected Schools of Kalabo and Nalolo Districts had effects on pupils’ access and equity to Secondary School education. The following were recommendations: Government need not to completely phase out Basic Schools before upgrading some to Secondary Schools, provide free and compulsory education up to Grade 9 and to reduce and regulate school fees charged in Secondary Schools, increase school grants given to Secondary Schools and build new Secondary Schools in rural areas . A similar research can be conducted in other rural parts of the country.
The University of Zambia
- Education