2026-09-24T03:47:54Zhttps://dspace.unza.zm/server/oai/requestoai:dspace.unza.zm:123456789/50402019-08-19T14:28:25Zcom_123456789_18col_123456789_76
Mizinga, Catherine
2017-12-06T06:35:45Z
2017-12-06T06:35:45Z
2016
THESIS M.ED
Continuing Professional Development (CPD) in Zambia plays a very important role in the
development of education. It has been observed that the literacy levels in Zambia were as low as
65% in 2015 revealing a drop from the 70.6% in 2013 according to UNESCO. This could be
attributed to poor teaching techniques and knowledge in literacy teaching. Despite the emphasis
on school based teacher development and the considerable developmental activity that exists
among teachers; their development in literacy skills remains a relatively an unexplored field.
The study sought to assess the effectiveness of school based CPD in the provision of literacy
teaching skills to grade 1-4 teachers as a way of enhancing literacy skills and improve the
educational standards in Zambia especially in literacy.
A survey was applied in order to get more views from a larger sample and a case study because
only one district was picked out of several. Data was sought through interviews, focus group
discussions, questionnaires, observations and an assessment for the learners. The sample selected
for this study included one hundred (100) teachers, ten (10) School In-service Training Coordinators
(SIC), one (1) District Resource Centre Co-ordinator (DRCC) and sixty (60) learners.
The findings of the study showed that most schools had general school based CPD programmes
in which literacy was fused in when there was need especially from the Ministry of Education
programmes just to fulfil routine procedures. They did not have CPD programmes in literacy
teaching skills despite having a lot of challenges in this area. Teachers were not involved in most
of the planning for the CPD in literacy programmes instead it was it was from ‘top to bottom’
pattern of planning. The content of the CPD plans revealed that only a minimal percentage of
literacy was included in the plans. Teachers felt that adequate time should be allocated for
literacy training especially for the revised curriculum unlike what was on the ground. The CPD
programmes didn’t have proper monitoring and evaluation procedures
In view of the findings, recommendations were made. The study recommends that the Ministry
of Education should enhance the school based CPD policy in literacy paying particular attention
to the contents in the revised curriculum. Funding should be increased for the enhancement of
school based CPD in literacy. Ample time allocation towards school based CPD should be
vi
considered The Ministry of General Education needs to enhance the CPD policy and widen it in
the area of literacy in schools in order to have an equitable quality education.
Decision making should be taken to the grassroots since they are the ones who can easily
identify the needs and know what needs to be done. A good example is Kenya where a
Primary Education Project (PRP) was set up to disburse funds directly to schools to build
capacities of teachers in various ways, which included financial management and use of
instructional materials, (UNESCO: 2007).
School managers should fully participate in management programmes as this would help
them to sharpen their management skills and in turn monitor and evaluate CPD programmes in
their schools to track their progress in literacy.
http://dspace.unza.zm/handle/123456789/5040
en
University of Zambia
Reading (Early childhood)
Literacy--Study and teaching--Activity programs.
English language--Study and teaching--Zambia
Effectiveness of School Based Continuing Proffessional Development in the Provision of Literacy Teaching Skills in Selected Schools of Livingstone District-Southern Province,Zambia
Thesis