An assessment of factors leading to the establishment and development of community schools in Luano district, Zambia.
Loading...
Date
2019
Authors
Mweembe, Prattly
Journal Title
Journal ISSN
Volume Title
Publisher
University of Zambia
Abstract
The study was an assessment of factors leading to the establishment and development of community schools in Luano District of Central Province in Zambia. The study followed a qualitative approach using descriptive research design under the diffusion theory of innovation. The objectives were to: identify the factors leading to the establishment and development of community schools in Luano District; determine the involvement of stakeholders in the establishment and development of community schools, establish the challenges did face in the establishment and development of community schools.
The target population of the study comprised all the managers, parents and teachers of community schools. The sample consisted of the District Education Board Secretary (DEBS), 3 Head Teachers, 15 parents and 11 teachers of community schools making a total sample of 30 participants. A purposive sampling procedure was used. Furthermore, primary data was collected using semi-structured interviews and Focus Group Discussions (FGD) and secondary data was collected from books, journals and dissertations. It was analysed thematically, organized and presented in common themes or narrations.
The findings of the study revealed that there were two categories of factors responsible for the establishment and development of community schools in Luano district. One category was made of push factors while the other was that of pull factors. Push factors included, long distances to the schools, constant absence of teachers from work in GRZ schools, high expenses, high levels of illiteracy and limited access to other schools. Pull factors included feeding or nutritional programmes done at nearby schools, admiration of children graduating from other community schools who became role models of success in school, commitment of community school teachers, high pass rate and affordable and flexible terms of payments. Community schools developed in terms of enrollment increased, retention, gender equity, effective parent‟s associations and increased parental participation. Findings also revealed that the parents and children were among the stakeholders who were involved in erecting and maintaining infrastructures at the school. The findings also revealed that community schools were hampered by: financial challenges, insufficient and untrained teachers, poor and inadequate infrastructure and lack of proper sanitation.
The study concluded that community schools in Luano district were a creation of both push and pull factors which affected parents and pupils respectively. The push factors were more from the parents and pull factors from the adult learners. It is therefore, recommended that government should speed up taking over of community schools to enable trained teachers and infrastructure to be employed and upgraded respectively. This will help address their felt needs. Findings may help policy makers to have a good understanding of community schools and contribute to policy changes on community schools in Luano district in particular and Zambia at large.
Key words: Factors, community, schools, establishment and development.
Description
Thesis
Keywords
community schools-- development.