Education Administration and Policy Studies

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Browsing Education Administration and Policy Studies by Author "Changala, Moses"

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    Development of education in the third republic: policies and implications.
    (UNZA Press, 2018) Moonga, Anolt L.H.; Changala, Moses; Lisulo, Sibeso
    The period from 1991 to date is referred to as the Third Republic in Zambia in recognition of three major political changes in the country. During the First and Second Republics, Zambia was run by the United National Independence Party (UNIP) which adopted a mixed economy ideology up to 1972 and the socialist path in a one-party state system thereafter. The Third Republic started in 1991 and covers a period of two political regimes; the Movement for Multiparty Democracy (MMD) and the Patriotic Front (PF). The MMD adopted several strategies to increase access, equity and the quality of education at all levels, focusing on primary education. This resulted in increased access at all levels as well as infrastructure development. When the Patriotic Front came to power in 2011, it made a number of policy changes in education. Its main emphasis was on early childhood education and opening more tertiary education institutions to ensure access, equity and quality education. A close examination of the two regimes in the Third Republic shows that they supported similar policies centred on access, equity and the quality of education using different strategies. This chapter examines the education policies adopted during the Third Republic from 1991 to 2016 and their implications.
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    Financial management challenges confronting higher learning institutions of learning under the decentralisation policy in Zambia: the case of the national in-service training.
    (The University of Zambia, 2012) Moonga, Arnolt L. H; Changala, Moses; Lisulo, Sibeso
    In the early 1990s the government of the Republic of Zambia embarked on administrative, political and socio-economic reforms in order to improve its service delivery in all sectors of the economy. The Fifth National Development Plan (FNDP, 2006–2010) emphasises the need for the reforms to be completed and acknowledges that in the early 1990s, the government began a political and socio-economic reform process which involved democratising the political system, transforming the administrative system and liberalising the economy. According to the Ministry of Education (MoE, 2005) during this period the Public Service was bloated, inefficient, ineffective, and inadequately responsive to the needs of the public. It was also characterised by poor discipline and inadequate professionalism and accountability, resulting in poor service delivery. To redress this situation, the government embarked on implementing the Public Service Reform Programme (PSRP) in 1993 as a systematic long-term measure to reform the Public Service. The overall goal of the PSRP was “to improve the quality, delivery, efficiency and cost effectiveness of public services to the people of Zambia”. Initially, the Public Service Reform Programme had three main areas of focus, namely; Restructuring, Management and Human Resources Performance Improvement, and Decentralisation and strengthening of Local Government. These were aimed at streamlining the functions, structures, establishments, and operations of ministries/institutions in order to create a lean, less costly, but well motivated Public Service. They were also aimed at introducing organisational, management, and accountability systems into government operations to improve efficiency and effectiveness in the delivery of public services and decentralising authority and control of resource allocation and utilisation from Central Government to districts and local authorities (GRZ, 1993). As earlier mentioned, all sectors of the economy underwent administrative, political and socio-economic reforms and the tertiary education sector was not an exception. The tertiary sub- sector can be characterised by two specific groups. The first are those institutions falling directly Published by the University of Zambia on behalf of OSSREA Zambia Chapter. ISBN: 978-9282-22-845-9 38 under the Ministry of Education (MOE). These include the two universities; the University of Zambia (UNZA) and the Copperbelt University (CBU). In addition, there are 14 Teacher Training Colleges in the country of which 12 cater for the production of teachers for grades 1–7 and the other two for upper basic and high schools. The Natural Resources Development College also provides teachers for agricultural sciences. The second group comprises those colleges registered under the Technical Education, Vocational and Entrepreneurship Authority (TEVETA), which consist of 151 colleges offering diplomas in various fields. Roughly half of these colleges are private with the remaining 23 run by the government, religious organisations or the community. The number of students enrolled in these tertiary institutions numbered 24,648 in 2000 (GRZ, 2006). In order to execute the reforms, the then Ministry of Education and the Ministry of Science and Technology and Vocational Training established Education Boards throughout the country in Colleges of Education and Trades Training Institutes. This was a way of decentralising the financing and management of higher institutions of learning. The government through these Ministries introduced College Boards as a component of the decentralisation programme.
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    Innovations in educational assessment in africa: a proposed framework for the Zambian secondary school sector.
    (ResearchGate, 2014) Msango, Henry J; Luchembe, Musonda; Changala, Moses; Sibeso, Lisulo; Moonga, Anolt L.H.
    Assessment is an essential part of any educational enterprise. Its policies and practices are critical to any educational improvement strategy which is essential to teaching and learning, monitoring, evaluation and improvement of the education system. Education assessment is used to determine learner competencies for certification, progression from one level to another and suitability for employment. Assessment must, therefore, be aligned to national goals in order to have a beneficial influence on the economic and social conditions of people. The credibility of an education system is determined by the quality of its education assessment.Countries endeavour to employ educational assessment systems that are congruent with national objectives and goals. In Africa, many countries have had curriculum changes and innovations, some of which have not been accompanied by appropriate educational assessment systems resulting into unacceptable educational outputs.This paper examined the main features of educational assessment in the Zambian secondary education sector since independence. Some of the findings were that the format of assessing learners in this sector had not changed over the years, the educational assessment was conducted internally by the schools and externally by the Examinations Council of Zambia, and that the public paid more attention to the assessment done by the external examinations. The proposed innovations included government and other stakeholders to adequately finance the secondary school sector in order to acquire the necessary teaching and learning resources, strengthen continuous assessment and decentralize the operations of the Examinations Council of Zambia.