Stakeholders' perspectives on the process of re-introduction of Primary-Secondary School structure in selected Basic Schools of Solwezi District
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Date
2015-11-11
Authors
Katende, Vacster
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Abstract
This study sought to investigate the perspectives of stakeholders’ on the re-introduction of primary-secondary school structure in Solwezi district of the North-Western province of Zambia.
The objectives of the study were as follows: To determine the views of stakeholders on the consultation process on re-introduction of the primary-secondary school structure, to establish how the re-introduction of primary-secondary school structure is being implemented in schools, and to establish the challenges of the re-introduction of the primary-secondary structure.
A descriptive survey study design was employed using a mixed approach but with greater focus on the qualitative strand. 12 headteachers, 36 parents, 2 NGO representatives, 1 senior MoE official and the DEBS were purposefully sampled, while 124 teachers and 72 pupils were randomly sampled. In-depth interviews were used to collect data from headteachers, parents, NGO representatives, senior MoE official and the DEBS. Data from pupils were collected using FGD, whereas teachers answered the survey questionnaire. Data collected from survey questionnaires was analysed using Microsoft Excel 2013 while the Interview data was analysed using thematic analysis.
Based on the stakeholders views, findings of this study revealed that a large proportion of teachers that is 112 of 124 (90%) was dissatisfied with the policy change. Most headteachers interviewed too noted that as stakeholders, they were neither consulted nor sensitised on the change. Similarly, the NGOs and some parents interviewed also observed that the change lacked consultation and would affect their children negatively in terms of school progression. Some pupils interviewed during the focus group discussions also indicated that they had fears of dropping out from secondary school due to high fees charged in secondary schools compared to those charged in basic schools. Referring to how the re-introduction of the primary-secondary school structure was being implemented, the findings of the study revealed that it was being implemented using the top-down approach. Referring to the model of policy change used, the government used the linear model of change which does not consider the transition aspect in the change process. And referring to the challenges of the re-introduction of primary-secondary structure, stakeholders identified a number of challenges ranging from long distances to be covered between home and secondary schools, fear of many drop outs due to high fees charged in secondary schools as compared to what was charged in basic schools and high cut-off points at grade seven examinations. Similarly NGOs expressed worry on the availability of space at secondary schools to absorb pupils from the primary schools.
Based on the stakeholder’s views, the study made the following recommendations: Government should extensively consult stakeholders before embarking on policy change in the education sector. This could be done through, public debates, consultative meetings with the Parents and Teachers Associations (PTAs) and other forms of communication. Government should ensure that teachers who are the implementers of education policy are consulted throughout the change process. Government should adequately plan and mobilise financial resources, before the implementation process.
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Keywords
School Management , School administration