Learning from change: benefits and implications of distinct primary and secondary schools for education in Zambia.
| dc.contributor.author | Daka, Harrison | |
| dc.date.accessioned | 2021-02-02T12:49:30Z | |
| dc.date.available | 2021-02-02T12:49:30Z | |
| dc.date.issued | 2020 | |
| dc.description | Journal Article | en |
| dc.description | Journal Article | en |
| dc.description.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 | en |
| dc.description.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 | en |
| dc.identifier.issn | 2706-6029 | |
| dc.identifier.uri | http://dspace.unza.zm/handle/123456789/6824 | |
| dc.language.iso | en | en |
| dc.publisher | Malcolm Moffat Multidisciplinary Journal of Research and Education | en |
| dc.subject | Independent Primary Schools--Zambia | en |
| dc.subject | Independent Primary Schools--Zambia | en |
| dc.title | Learning from change: benefits and implications of distinct primary and secondary schools for education in Zambia. | en |
| dc.type | Thesis | en |