An assessment of the communication strategies used in stakeholder mobilization for infrastructure development and maintenance of classrooms in Schools, the case of Chinsali
Nalomba, Mwitwa Twiza
MetadataShow full item record
This study aimed at assessing the communication strategies used by the Government of the Republic of Zambia in stakeholder mobilisation for Infrastructure Development and Maintenance of classrooms in schools of Chinsali District of Zambia. Areas of interest included: the key messages used and in what form they are presented, the sources (speakers) of the messages, accessibility of key stakeholders to key messages and the channels of communication used. Two approaches were used in data collection: qualitative and quantitative approach. Qualitative methods included observation, focus group discussions for pupils and parents/guardians and in-depth interviews with school managers, village headmen, Parents Teachers Association (PTA) members, District Education Board (DEB) staff, a contractor and a supplier. Quantitative data was collected using semi-structured questionnaires designed to capture knowledge, attitudes and practices from pupils and parents/guardians. Content analysis was used to analyse qualitative data gathered from the in-depth interviews and focus group discussions while for quantitative data, the Statistical Package for Social Sciences 20.0 was used to code, enter, categorise and analyse the information collected while data interpretation was done by the use of frequency tables, pie and bar charts. In the course of the study it was revealed that people were more concerned about poorly managed or unfunded infrastructure development and maintenance projects in schools as opposed to fulfilling their roles as stakeholders in such projects for assured success. Moreover, most of the stakeholders were aware of the need for their participation in infrastructure development and maintenance of school infrastructure. The study revealed that there was a prevailing culture of dependence on Government for infrastructure development and maintenance of classrooms in schools. The mentality that infrastructure development and maintenance of classrooms is the sole responsibility of Government is one of the greatest challenges proving to be an obstacle in integrating the community in infrastructure development and maintenance in schools. It is concluded that although the various stakeholders were aware of their need to take a pivotal role in the development and maintenance of infrastructure in schools, the concept of the community playing a role is hindered by the prevailing attitude that the responsibility of managing schools to which infrastructure is part rests in the hands of Government.
University of Zambia
Master of Arts in Communication for Development