related teacher performance measures such curriculum coverage and attendance needs to be enhanced. Some schools, in agreement with local communities, have held back children from progressing to the next grade if they have not achieved required competencies. Aiding such children to catch up is a strong focus on remedial instruction particularly during term breaks. With these measures, NWP like the other nine provinces, are showing that the pursuit of quality is feasible with conscientious attention to teaching and learning. Certainly, additional resources would be most effective when the fundamentals of education management are solid. 4. Key Issues for Post-2015 Agenda The preceding discussion shows Zambia’s efforts in implementing the EFA goals. Despite the phenomenal success in expanding participation through strategies that included introducing free basic education, construction of new classrooms and schools, and abolishing examination fees and grade seven selection, challenges remain. The challenges are principally in five areas that include policy, achieving universal access; improving assessment practices; educational financing; and education leadership and management. The significance of these issues to a post-2015 agenda is elaborated below. During the EFA review, it became apparent that the country faces recurring challenges in approaching the assessment it has made on Education for All. The country has achieved so much progress in the area of Education for All but has difficulties to accounts for the achievement made in the absence of a framework to do so largely due to the fragmentation of efforts across EFA ministries that have been ranging from four to five over the last 20 years. Equally the non-continuity of the EFA secretariat rendered the greater and good work done under its charges such as the creation of a comprehensive database of less value. There is therefore need for a secretariat to run throughout the implementation period with dedicated staff and counterpart identified from the line ministries. Alternatively, it is critical to have
Page 34 of 43 identified critical staff within the lead ministry and line ministries to steer the coordination through a broad based consultative framework while taking all stakeholders on board. In the Midst of vast quantitative progress, it is important to ensure that the next EFA focuses on ensuring that the debate on the quality and relevance of education form an important agenda item. Equally, rationalised provision of junior and senior secondary education should be critically considered in the light emerging evidence of the impact this level of education has on poverty reduction and national productivity. 4.1. Policy Consolidation and Evaluation Zambia has followed through on numerous policy initiatives in an effort to improve education delivery. Clearly, policy initiatives related to improving access have been more successful than those related to quality. As noted in this review, and most significantly for
You've reached the end of your free preview.
Want to read all 45 pages?
- Summer '17
- Jack Chenda