Problems and Challenges in Achieving
the Global Education Goals at the Basic
Education Level in Zambia
BY DR. PEGGY MWANZA

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Outline
Background and Introduction
Education Structure
Basic Education in Zambia (Definition)
History of Basic education in Zambia
Education for All: Jomtien, Dakar and MDGs
Progress towards the global goals
Problems and Challenges
Why EFA?
Recommendations

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General backgroundZambia, in Sub‐ Saharan Africa, is a landlocked country surrounded byother eight countries.

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Administratively the country isdivided into ten provinces

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Population
1980

5.7 m19907.8 m

2000

9.9 m

2009

11 m

2010

13m

2015

15.5m

(Source: Zambia, Central Statistical Office)6

Education Structure
The formal education system in Zambia consists of a 7‐5‐4 structure.

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Basic Education in Zambia
the concept of Basic Education refers to education covering grades 1‐9(i.e., 7 years of primary education and 2 years of junior secondaryeducation).

8Basic Education during thecolonial period in Zambia
Formal schooling in Zambia was introduced by missionaries. The
opening of primary schools expeditiously followed establishment ofmission stations. The first school was opened by Frederick Stanley Arnot(a missionary) in 1883 at Limulunga, in Western province of Zambia,
with an enrolment of three pupils, all boys, and one teacher who wasuntrained (Snelson, 1974:29).

9Basic Education during thecolonial period in Zambia
In the 1890s, the territory of Zambia, which was known then known as
North Western and North Eastern Rhodesia, came under the control ofthe British businessman, Cecil Rhodes and his company, the British
South Africa (Snelson, 1974). The BSA Company joined the twoterritories, North Western and North Eastern Rhodesia in 1911 into
Northern Rhodesia (Now Zambia) (Mwanakatwe, 1974). The company
administered Northern Rhodesia on behalf of the British Government10Basic Education during thecolonial period in Zambia
The BSA Company showed little or no interest at all in the provision ofeducation to the Africans.
Carmody (2004) points out that the Company collected large sums intaxes from the local people, but gave no money for schools except for
one school, the Barotse National School which was established in March1907.

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Basic Education during thecolonial period in Zambia
Kelly (1991) notes that Zambia became an independent nation in 1964,rich in material and financial resources but almost destitute indeveloped (educated) human resources. At the beginning of 1964,
education became the responsibility of the Zambian Government.
Immediately after independence there was urgent need to expand
education at all levels

12Educational Developments at Basic Schoollevel in Zambia after the Attainment ofIndependence
The Government of the Republic of Zambia has had a long standing
educational goal of achieving universal nine years of basic education.
It was envisaged that the nine years of universal basic education would
provide general education in basic subjects, including some practical skills
and a sound foundation for further full‐time or part‐time education(Zambia, MOE, 1977).
It was also seen that nine years of universal basic education would enablepupils to grow two years older before they could join the world of work, if
they did not go on with full‐time education or training (Zambia, MOE,1977).
It was believed that what the child would have learnt by this time should be
sufficient and lasting to allow him/her to play a full and useful role in
his/her community if he/she leaves school.

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Goals1990 Jomtien

Universal Basic
Education2000 Dakar

EFA

2000 MDGSEFA, Gender

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Millennium Development
Goals

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Goal 2: Achieve Universal
Primary Education

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Goal 3: Promote Gender Equality andEmpower Women

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Progress towards the global
goals
Access‐ nearly 58 million children were out of school in 2012
‐ The Ministry of Finance and National Planning (2013:23) notes that the completion
rate for Grade 9 (basic school) increased from 35.3 percent in 2002 to 53.2 percent in2010. This implies that there were still children of school going ‐ age who weresupposed to be in school but were not. Mwanza’s (2013) study revealed that thiswas because most parents could not afford to pay school fees for their children.
Dropout rates‐ In Zambia, primary schools experience high dropout rates particularly from grade 5
onwards among the girls.

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Problems and Challenges(Cont’d)•Inequality‐Rich vs. Poor‐Boys vs. GirlsLow learning achievements and low quality education.
‐The quality of education has continued to be very low
in many countries especially in Sub‐Saharan Africa.
‐ Millions of children are coming out from primaryschool with reading, writing and numeracy skills far
below expected levels (UNESCO, 2011).

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Problems and Challenges(Cont’d)
The research findings by Mwanza (2013) show thatthe provision of good quality education in themajority of schools was poor due to the following
factors: lack of trained teachers; inadequate
teaching and learning materials; dilapidated andinadequate infrastructure; inadequate and poor
sanitary conditions; poor learning environment;
pupil absenteeism especially in rural areas; andteacher absenteeism particularly in rural areas.

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Still some Children not inschoolFinancial challenges
Social challenges
Physical challenges
High fertility rates
HIV and AIDS

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Why EFA?

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Sadly...
In light of the above: the 2015 target of attaining
nine years of basic education for all has not beenachieved in Zambia.

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Recommendations
Stakeholders should work with government tomake resources available.
Student centred learning approach throughimproved teacher training courses should beprovided to teachers.
Governments, donors, NGOs and stakeholders
should work collaboratively to make teaching
attractive in all regions

24Thank you for listening.

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