A multi-site case study of music education in Zambia : a critical analysis of policy, implementation from 1964-2024 and future prospects.
Date
2025
Authors
Namaiko, Chipo
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
In Zambia policies on ME are available in policy documents such as ‘Educating Our future of 1996’, “Focus on learning 1992’ and ‘Education reform of 1977’. Despite the availability of these ME policies, their implementation in primary schools, secondary schools and tertiary institutions is not sufficient. The gaps between music education (ME) policy direction and implementation is one challenge that affects many nations worldwide. As such, the purpose of this study was to analyse the problem of ME implementation by firstly, critically examining policy pronouncements in Zambian education policy documents that describe music education (ME), with an aim of uncovering the ideological foundations behind these policies. Secondly, to identify gaps in actual ME policy implementation in learning institutions in order to establish the status and propose future directions of ME in Zambia. Critical policy analysis theoretical framework helped to analyse text in the policy documents and how policies are implemented in learning institutions. Thereby, revealing forces that bring the policies into being and why implementation seem inefficient as a study’s contribution to research design which involved Lusaka, Southern and Copperbelt provinces of Zambia as study sites were used. Convenience and purposeful sampling techniques were used to sample study sites, policy documents and respondents. Primary data were collected from 106 participants who included curriculum developer (1), music teachers (24), lecturers (8), Learners in primary and secondary schools (40) and tertiary education students (33), through interviews, focus
group discussions, participant and non-participant observations. Secondary data were also gathered from policy documents that describe ME in Zambia. Analysis of data from documents was done in two phases that is firstly using content analysis and then secondly thematic analysis which also included the rest of the data from interviews, focus group and observations. The results show that humanism, democracy and aestheticism were seen to influence policy generation and pronouncements. Humanism, democracy and aestheticism are ideologies that influence education policy generation and practice. This was seen in pronouncements that emphasised integrated subjects, cultural and local content integration. Results indicated that
ME was broadly not well implemented in schools observed due to a gap between policy direction and policy practice caused by poor teacher training, non-existent of a ME specific policy document that guides instruction and lack of awareness of ideologies and policies that guide ME in Zambia by teachers of music. Results also confirmed that there was no professional body for music educators to help advocate for policy generation and approval. The findings of the study highlighted the need for bridging the gap between policy directives and ME policy implementation at all levels of education in Zambia. In terms of policy the significance of the study is bringing to the fore the need for a stand-alone music education policy. Furthermore, awareness of guiding ideologies and national goals by teachers would improve practice hence impacting positively future music education in Zambia.
Recommendations from the study include a streamlined ME curriculum at all levels that would reflect a more practical emphasis that largely embraces local music culture and advanced technology use.
Key Words: Ideology, Music education, Music education implementation, Music education policy, Policy analysis, Policy implementation.
Description
Thesis of Doctor of Philosophy in Primary Education.