Strengthening of mathematics and science education in Zambian secondary schools:A baseline study report

Abstract

Low learning achievements in mathematics and science subjects among secondary school pupils as revealed by public examination results has been a source of concern among stakeholders. At the same time many educators were not satisfied that existing (Government/Donor led)teacher Continuing Professional Development(CPD) is not only increasing teacher effectiveness but also inculcating in teachers a realisation that participation in CPD was a personal responsibility,undertaken solely for purposes of improving one's professional skills. In view of this in 2001 concerned stakeholders, mainly mathematics and science education practitioners from schools,colleges/universities,Teacher Education Development(TED),Zambia Association for Mathematics Education(ZAME),Junior Engineers Technicians and Scientists(JETS) and the Zambia Association for Science Education(ZASE)formed a task force to explore ways of promoting teachers's CPD in MSE,particularly at secondary school level.The task force team came up with the idea of a programme to be called "Strengthening of Mathematics and Science in Education"(SMASE) a teacher driven (bottom up) CPD initiative intended to be implemented through activities of subject associations (i.e those of ZAME and ZASE) The department of Mathematics and Science Education(MSE) in the school of Education,University of Zambia was tasked to carry out a Baseline study to generate information on the basis of which the programme could be designed. MSE sub contracted the In-Service Training Trust to conduct stakeholder analysis component of the study