The 2014 Zambian Revised Literacy Policy in Primary Schools: Were Teachers Prepared to Implement it?
Mwanza, David Sani
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The purpose of this study was to establish whether teachers were adequately prepared to implement the 2014 revised literacy policy in selected primary schools in Kitwe district on the Copperbelt. The objectives that guided this study were; to establish the extent to which in-service teachers were prepared to implement the revised policy and to establish the challenges teachers faced in the implementation of the 2014 revised literacy policy. The study employed qualitative descriptive design. Purposive sampling technique was used to come up with 134 respondents, that is, 103 classroom teachers, 30 lecturers and 1 District Resource personal. Data was collected through interviews and focus group discussions. Focus group discussions enabled respondents to give detailed views on the 2014 revised literacy policy while interviews were used to collect data from the district resource centre coordinator and college/school administrators. The study found that while some teachers were trained, others were not. Even after commissioning the policy in 2014, schools still lacked teaching resources with which they could implement the policy. Teacher training institutions were finding it challenging to comprehensively revise their teacher education programme because they did not fully understand the content of the 2014 revised policy. The study recommended wider consultation between policy makers and implementers during formulation and or revision of literacy policies.
International Journal of Humanities Social Sciences and Education (IJHSSE)