Learning from change: benefits and implications of distinct primary and secondary schools for education in Zambia.
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Date
2020
Authors
Daka, Harrison
Journal Title
Journal ISSN
Volume Title
Publisher
Malcolm Moffat Multidisciplinary Journal of Research and Education
Abstract
This study aimed at examining the concept of change in the primary
education sector through the lens of three in-service students of the
University of Zambia, that were also serving as primary school head
teachers or school managers for different schools. The study sought head
teachers’ experiences on the concept of having a distinct primary school
void of basic or secondary school. The data collection and analysis was
supplemented by document analysis of official policy documents. The
case study research design of the qualitative mode of inquiry was used.
The use of case studies can facilitate evidence based decision-making as
it relates to the current changes in education. The three head teachers
were interviewed to explain their experiences on what it takes to have
a distinct primary school. The study was guided by the change theory
and Participatory Learning approach. Findings revealed that having
a distinct primary school free from secondary classes was difficult.
In other words, change did not materialise in the studied schools as
grades eight and nine were still a part of primary schools in all the
three schools studied. Furthermore, there was no change in access.
Respondents indicated that having an independent primary school was
not easy because even Grade ten classes are at times, taught by primary
school teachers in some subjects such as science. Change was said to
affect demand for education negatively. This was because the studied
schools were the only schools within the 30km radius in their locality
where learners paid for boarding facilities to access the school. The
proposed change, denied many families who could not afford to pay
for boarding facilities a chance to access junior secondary education
as access to secondary schools in the locality were non-existent. Upon
analysing the findings, the following conclusions were drawn; the
government needs to focus on expansion of existing primary schools
into secondary schools to carter for the populations in far flung places.
A different system of tier, that includes maintaining grades eight and
nine in rural areas needed to be devised for the rural populations.
Key words: Change, Education, Independent Primary Schools, Policy
This study aimed at examining the concept of change in the primary education sector through the lens of three in-service students of the University of Zambia, that were also serving as primary school head teachers or school managers for different schools. The study sought head teachers’ experiences on the concept of having a distinct primary school void of basic or secondary school. The data collection and analysis was supplemented by document analysis of official policy documents. The case study research design of the qualitative mode of inquiry was used. The use of case studies can facilitate evidence based decision-making as it relates to the current changes in education. The three head teachers were interviewed to explain their experiences on what it takes to have a distinct primary school. The study was guided by the change theory and Participatory Learning approach. Findings revealed that having a distinct primary school free from secondary classes was difficult. In other words, change did not materialise in the studied schools as grades eight and nine were still a part of primary schools in all the three schools studied. Furthermore, there was no change in access. Respondents indicated that having an independent primary school was not easy because even Grade ten classes are at times, taught by primary school teachers in some subjects such as science. Change was said to affect demand for education negatively. This was because the studied schools were the only schools within the 30km radius in their locality where learners paid for boarding facilities to access the school. The proposed change, denied many families who could not afford to pay for boarding facilities a chance to access junior secondary education as access to secondary schools in the locality were non-existent. Upon analysing the findings, the following conclusions were drawn; the government needs to focus on expansion of existing primary schools into secondary schools to carter for the populations in far flung places. A different system of tier, that includes maintaining grades eight and nine in rural areas needed to be devised for the rural populations. Key words: Change, Education, Independent Primary Schools, Policy
This study aimed at examining the concept of change in the primary education sector through the lens of three in-service students of the University of Zambia, that were also serving as primary school head teachers or school managers for different schools. The study sought head teachers’ experiences on the concept of having a distinct primary school void of basic or secondary school. The data collection and analysis was supplemented by document analysis of official policy documents. The case study research design of the qualitative mode of inquiry was used. The use of case studies can facilitate evidence based decision-making as it relates to the current changes in education. The three head teachers were interviewed to explain their experiences on what it takes to have a distinct primary school. The study was guided by the change theory and Participatory Learning approach. Findings revealed that having a distinct primary school free from secondary classes was difficult. In other words, change did not materialise in the studied schools as grades eight and nine were still a part of primary schools in all the three schools studied. Furthermore, there was no change in access. Respondents indicated that having an independent primary school was not easy because even Grade ten classes are at times, taught by primary school teachers in some subjects such as science. Change was said to affect demand for education negatively. This was because the studied schools were the only schools within the 30km radius in their locality where learners paid for boarding facilities to access the school. The proposed change, denied many families who could not afford to pay for boarding facilities a chance to access junior secondary education as access to secondary schools in the locality were non-existent. Upon analysing the findings, the following conclusions were drawn; the government needs to focus on expansion of existing primary schools into secondary schools to carter for the populations in far flung places. A different system of tier, that includes maintaining grades eight and nine in rural areas needed to be devised for the rural populations. Key words: Change, Education, Independent Primary Schools, Policy
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Journal Article
Journal Article
Journal Article
Keywords
Independent Primary Schools--Zambia , Independent Primary Schools--Zambia