An investigation into multi-grade teaching on the provision of education in community schools: a case study of Lusaka urban.
Loading...
Date
2019
Authors
Phiri, Fridah Neah
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
During the 1990‟s Zambia saw a shift politically and economically which resulted in many children not accessing basic education at all. Communities began forming their own schools, usually in the absence of nearby public schools and/or in response to the inability of families to meet the costs associated with government provided schooling. The current education sector plan recognized the critical role community schools played in contributing towards the achievement of Education for All (EFA). This study sought to investigate the outcome of multi-grade teaching on the provision of education in community schools. The study was guided by four objectives; to investigate the outcome of multi-grade teaching on the provision of education in Community Schools, to find out how multi-grade classes are managed during teaching, to explore the challenges faced by teachers and pupils in multi-grade classes and to establish measures to mitigate the challenges faced by teachers and pupils in multi-grade classes. The case study design was used, applying both qualitative and quantitative methods. A population of 840 was selected from six (6) community schools that were using multi-grade teaching in Lusaka urban. A sample of 84 respondents was selected comprising of sixty pupils, twelve community school teachers, six community school administrators and six parents. Data was collected using questionnaires, interview guides and observation schedules. Qualitative data was analyzed using themes by coding and grouping similar ideas. Findings revealed that community schools that were using multi-grade teaching were able to provide education to many children with the use of limited education facilities such as classrooms, desks, books and a few teachers by combining many grades in one classroom. The study revealed that group work was the most used teaching and learning methods in multi-grade classes. The study also revealed that there were no teacher training colleges that trained teachers in the methods of teaching in Multi-grade teaching. The study also found that there was no uniform curriculum that was used in community schools that were using Multi-grade teaching. In line with the research findings, it was recommended that the government should be involved in the running of community schools that were using Multi-grade teaching by providing teaching and learning materials. Further, the existing bursary schemes in the Ministry of Education should be extended to community school going children that are learning in multi-grade classes that manage to qualify to grade eight.
Description
Thesis of Master of Education in Sociology of Education.