Zambia has achieved near universal primary school completion levels - national statistics indicate a completion rate of But this masks considerable regional disparities, with the northern region recording For children in the early years, the coverage of care, learning and education services remains persistently low. Overall, girls continue to be at a disadvantage with a large number of them dropping out in the upper primary and secondary grades, and poorer levels of transition to junior secondary and senior secondary levels. Transition rates from primary to secondary school continue to remain low at Other barriers to children transitioning and completing secondary school include school fees introduced in Grade 8, other costs related to education such as the cost of not otherwise contributing to household income , and the long distances to many schools.
Zambia’s educational reforms since Independence
(DOC) The effect of colonial education on the people of Zambia | George Tembo - premiopoesiadiliegro.info
Reproduced from Conference Proceedings, pp. This paper sets out to consider problems and issues in educational reform in Zambia through an examination of the achievements and difficulties encountered in attempts to develop progressive and egalitarian change in the programmes of the Ministry of Education and Culture for children and adults, in agricultural extension and in workers' education. The paper is illustrative of relationships between educational and social and economic change and dilemmas facing educators wishing to institute reforms which benefit the poor in a largely unfavourable political and economic situation. In Zambia the situation is characterised by the domination of elite groups who either perceive that they have a vested interest in maintaining in their present form those functions of the educational system which relate to social selection and the legitimisation of poverty or whose consciousness and interests, due to their previous experience of education and the benefits they have obtained from it, may not permit them to consider alternatives seriously. Zambia is undergoing a period of deep economic and social crisis characterised by increasing urban and rural poverty; hunger and malnutrition; unemployment and underemployment; rural immiseration; continuing urban migration; and a large gap in incomes between 'haves' and 'have-nots'. The agricultural sector has been neglected so that sustained self-sufficiency in food for the whole population has not been achieved. Due to the decline in the world-market price, government revenue from the dominant copper-mining industry is low.
Zambia Tackles Core Development Challenges
As a newly-independent African country emerging from decades of colonialism and racial discrimination against Africans by Europeans, Zambia had aspirations for self-governance and equality of educational opportunities for all without any form of racial, tribal or religious affiliations. The country also faced a serious challenge of trained manpower. Hence the educational system at independence had the critical objective to respond to the needs of national development. The government further realised the need for a young and newly-independent country to have an education system that promoted a sense of national identity and unity. Therefore, the UNIP government embarked on an ambitious programme to build more schools countrywide.