INTRODUCTION
To increase access to primary, secondary, and postsecondary Education, the Zambian government is dedicated to providing increased funding to the education sector. In Zambia, many believe Education is crucial to the fight against hunger and poverty. The education sector seeks to improve the human potential for sustained national development by providing more equitable access to high-quality Education and skill-training programs. The main objective of the National Implementation Framework III (NIF III) is to improve human potential through better Education and skill development, focusing on increasing learning achievement levels and reducing inequalities and inefficiencies (Global Partnership for Education, 2011). The primary school level has seen gains in enrollment and completion rates, but the quality has not improved. This highlights issues with school governance, teaching and learning resources, and quality and supply of teachers. During the NIF III phase, the Ministry of Education has established nine goals: Boost equity, efficiency, and access to high-quality primary and early childhood education (ECE); Ensure that all children aged 3-6 years have equitable access to early childhood education by securing improved ECE services through revised standards and guidelines, introduce free and required Education for all students in grades 1 through 7 (Ministry of Education 2010). Provide a thorough and well-rounded curriculum for the elementary grades, Boost equity, efficiency, and access to high-quality secondary Education, bring back free and required Education for all students in grades 8 through 12, bolster gender balance and equity in the high school curriculum, Reorient the curriculum to priorities the demands of self-employment, the labor market, and life skills. Boost the quantity of capable and certified educators working in classrooms: Ensure that graduates of high-quality, developmentally focused teacher education programs possess the necessary subject-matter expertise and pedagogical abilities (Ministry of Education 2010). Increase the public sector’s capacity for teacher education while incentivizing the private sector to join. Spend more time in contact with students by reducing teacher absence. Boost the availability of innovation, technology, and science At all educational levels; give science and technology instruction a top priority; encourage industry and research institutions to work together on research, innovation, and other projects; Boost equity, participation, and access to high-quality university education, Boost the relevance of the programs that universities provide and provide equal access to higher Education, Increase university involvement in research and development, Increase efficiency and equitable access to technical Education, vocational, and entrepreneurship training (TEVET), Although that Zambia as a low-income country experiences a significant challenge in educational panning that relates to lack of access to quality education for vulnerable and marginalized population (Chinapah, 2013). This issue mainly affects several groups, especially those living in rural areas, girls and children with disabilities, and those from low-income families (Glewwe et al., 1994). This paper will describe and analyze this problem using various literature. Secondly, the paper will evaluate the existing interventions and planning process with the help of planning theory and practices.
Problem Description.
Zambia’s educational system is well known due to its Geographic Disparities. Studies have revealed that urban dwellers are far more likely to be literate and have considerably better educational attainment than rural ones (Burger et al.,2004). Although Zambians today have significantly greater average levels of Education than forty years ago, there are still significant regional differences in educational achievement. Implied disparities in educational access and quality are unjust because they may keep young people from obtaining the skills and information needed to take advantage of opportunities and fulfill their goals. The distribution of education based on urban bias needs to be fairer and likely to be wasteful from a macroeconomic standpoint, as it impedes the most efficient use of resources. According to cross-tabulations of survey data, children who grow up in cities or towns are more likely to have access to better teachers, more resources for instruction, and a family that values Education more highly. In addition to having access to more resources of a higher caliber, the returns on those resources may be higher in an urban setting, where systems frequently function more smoothly due to factors like better infrastructure and more regular monitoring.
Rural Education Disparities
In Zambia, rural areas suffer from educational disparities due to inadequate infrastructure. Many rural schools need more essential facilities like good classrooms, sufficient teaching materials, and essential utilities like electricity and clean water, which affects the quality of Education offered in such schools. As a result, students living in such areas tend to face lengthy and arduous journeys to reach schools, resulting in irregular school attendance, which later affects academic performance (UNESCO, 2017). There needs to be more access to schools in many rural areas in Zambia; schools and learning institutions are widely dispersed and sparse. Students living in rural, remote areas have to travel long distances to arrive at school due to a lack of transportation infrastructure and safety issues compared to their urban children. As a result, children from rural areas face challenges in attending class regularly; this leads to education gaps in their Education and academic performance compared to their peers in urban areas. Marginalized areas in Zambia need more infrastructure and resources, such as insufficient classrooms, lack of teaching materials, clean water, and electricity compared to their counterparts. These essential facilities are necessary for the learning environment for vulnerable and marginalized children. Without basic facilities, children struggle to engage in meaningful learning experiences. Teachers in these areas also tend to face challenges in delivering adequate learning instructions, which affects the quality of Education offered.
Marginalized areas tend to grapple with teacher shortages since a good number of teachers tend to be reluctant to work in marginalized and underdeveloped regions. Teachers in marginalized areas need more access to professional development chances and support systems, affecting the quality of instruction provided to learners (Banda, 2014). Shortages of qualified teachers increase disparities in educational outcomes, especially for marginalized and vulnerable students who need additional support. Resource constraints are another issue where rural schools in Zambia frequently experience resource constraints, including inadequate funding for materials to be used, equipment, and extracurricular activities. As a result, learners in rural areas need more essential learning materials like textbooks and laboratories. This limits their educational chances and hinders the quality of Education offered. Last, rural educational disparities are community social, social, and economic factors. Rural areas in Zambia tend to face social and financial issues such as poverty, unemployment, and limited access to healthcare and social services. These aspects affect the ability of children to attend school regularly, and families tend to prioritize other pressing issues and needs over educational expenses. This involves the quality of learning, and cultural norms and traditions within rural settings discourage girls’ Education, which promotes gender inequalities; this further limits access to quality education for marginalized and vulnerable populations.
Disabilities.
Vulnerable children, especially those with disabilities, experience a lot of challenges when it comes to accessing quality education; this makes them vulnerable to educational marginalization. In Zambia, this issue stems from several factors that tend to intersect to create barriers to educational opportunities for those with disabilities. Students with disabilities lack the specialized support and services that they need to participate in academic activities, and a good number of schools in marginalized areas lack inadequately trained personnel like special education teachers and therapists who are necessary for supporting children with diverse learning needs, this compromised quality of Education offered to them. Additionally, physical barriers like stairs, narrow ways, and inadequate rampshinder mobility allow impaired learners to enter classrooms comfortably, affecting the quality of Education they receive. In Zambia, stigmatization and discrimination in schools are very rampant; negative attitudes and misconceptions about disabilities lead to bullying mar, marginalization, and later isolation; this aspect hinders the quality of Education that children receive.
Zambia’s curriculum may not be adopted or modified to meet the diverse learning needs of vulnerable learners (Chusa, 2013). As a result, these learners need help accessing or engaging in the curriculum, resulting in learning gaps and compromising the quality of Education offered to vulnerable and marginalized students. Many encounter systematic barriers within the Zambithe education system, especially those related to treaties, procedures, practices, and practices that tend to accommodate their needs or uphold inclusive Education. Without systemic changes to support and promote inclusivity and accessibility, marginalized individuals and those with disabilities face barriers to quality education (Chakulimba et al.,2000).
Social and economic factors
Social and economic factors, especially poverty, play a vital role in hindering access to education for children coming from low-income families (IMF, 2005). Many Zambian schools require families to pay tuition fees, uniforms, and other educational expenses. Families living in poverty in Zambia tend to prohibit it, especially in the case of multiple children in schools. This leads to children from low-income families being unable to attend classes, which lowers the quality of Education. These families often struggle to meet basic needs like food and shelter. In such circumstances, Education can be considered a luxury instead of a priority. Parents tend to prioritize meeting immediate basic needs instead of investing in quality education, leading to educational inequalities. Learning institutions in low-income areas tend to lack resources, qualified teachers, and infrastructure, resulting in a lower quality of Education than schools in wealthier areas (Glewwe et al., 1994). Families tend to be reluctant to invest in Education if they perceive that the quality of schooling is inadequate. In addition to direct school fees, other hidden costs connected with Education, like transportation, supplies, and exam fees, tend to further overburden low-income families and act as a barrier to accessing quality education. Inadequate access to quality education perpetuates the cycle of poverty in marginalized communities, as children from low income are less likely to receive quality education and secure well-paying jobs shortly. This perpetuates intergenerational poverty(IMF, 2005).
Existing Intervention.
The government has developed an educational reform called the Basic Education Sub-Sector Investment Programme (BESSIP). Its main goal is to give every child access to high-quality, pertinent primary Education. The program is directed by the National Policy on Education, Educating Our Future, which stipulates that the country should be able to achieve Universal Primary Education (UPE). The Ministry of Education (MOE) is collaborating with bilateral and multilateral cooperating partners and other stakeholders to fulfill the National Policy requirement and achieve the objectives of BOSSIP. BESSIP, as a Sector Investment Programme, concentrates funding on activities prioritized and agreed upon by both parties. The Management Implementation Team’s nine components (MIT) are included in the Ministry’s business line. Additionally, to develop and oversee activities in these areas, which involve nine components, five MIT subcommittees covering the major cross-cutting activities of equity/gender, human resource development (HRD), decentralization, research/monitoring and evaluation, and advocacy/sensitization have been established. The significant objectives of this program include
To increase the enrollment of eligible students, it is necessary to reverse the enrollment drop and improve access at the Grades 1–7 level. The goal number of spots for the BESSIP period is to keep raising the standard and facilitating access to Upper Basic (Grades 8–9) to reach 100% enrollment. Increase access to education by offering a variety of learning opportunities. Improving pre-service and in-service teacher education and curriculum reviews will empower children with literacy, numeracy, and life skills and attributes that will enable them to fully participate in their own, their communities, and the country’s development and effectively manage life’s challenges. This will improve the quality and relevance of primary Education.
Consequently, the goal is to increase the availability of educational resources to achieve a 2:1 student-to-textbook ratio by 2005. To offer training opportunities to facilitate efficient instruction and administration of the new enrollment targets. To supply the necessary equipment and school supplies to meet enrollment goals. To eliminate disparities by guaranteeing that the impoverished and children with special needs are enrolled and attaining gender parity and enrollment in urban and rural areas. To enhance the health and nutrition of students enrolled in primary Education; To provide an institutional structure that facilitates the efficient and successful administration of Education at all levels.
Using the theory of planning and practices, the following tactics have been determined to be the most effective in achieving BESSIP’s goals: (a) Rehabilitating and maintaining the current infrastructure; building new, inexpensive classrooms that are sized and positioned suitably; and providing affordable teacher housing in rural locations. (b) Creating programs for distance learning and additional educational options, including community education and radio programming, to draw students away from the traditional school system. (c) Creating a faster pre-service teacher education curriculum in response to the growing demands on teachers. (b) Enhancing in-service training at Teacher Resource Centers and Teacher Training Colleges to improve teachers’ pedagogical expertise and professional credentials. (f) Giving kids the chance to become initially literate in a native tongue. (f) Creating instructional strategies and teaching approaches that support student learning. (g) Creating a primary education competency-based learning assessment and monitoring system. (h) Creating and acquiring instructional materials, textbooks, and desks for elementary schooling.
Following the release of Focus on Learning (1992), a policy document that stressed the necessity of mobilizing resources to build schools, the Zambian government has pledged to uphold its values and ensure that the spirit of justice is observed in its educational policies. The Ministry of Education maintains that each person has an equal right to educational opportunities through Education. This implies that every child has a right to access and participate in the educational system, irrespective of their unique circumstances or capacity. Through the MoGE, the government has created an equity plan that equalizes everyone’s access to education and learning opportunities while advocating for justice and inclusion. This has improved the quality of Education being offered. To accomplish this, the NIF’s strategy guarantees coherence between laws intended to promote fairness and the activities and projects carried out to fulfill this goal. This strategy ensures that equity issues, including those about gender, orphans and vulnerable children, community schools, adult literacy, special educational needs, HIV/AIDS, and school health and nutrition, are well supported. It aims to be inclusive while also adapting to the needs of Zambians. Zambia has incorporated its vision into several national policies and initiatives while considering the extent of its participation in equity (Lusaka Voice. 2013).
The Programme for the Advancement of Girls’ Education (PAGE), which has been implemented ha, has witnessed a fifty-fifty enrolment policy at Grade 1, a free primary education policy, bursary support, and a re-entry policy for students wishing to take a leave of absence from school due to pregnancy are just a few examples of the education policies and practices that demonstrate Zambia’s commitment to ensuring gender parity in Education (De Kemp, 2008). Every policy, strategy, and program on schooling must have a dedicated section addressing the needs of females and marginalized children in addition to the laws put in place to guarantee that girls and other vulnerable children are enrolled in and remain in school. The country achieved a gender parity index (GPI) of 1.00 for primary Education in 2012 because of these initiatives. It was discovered that the ratio of boys to girls was 72 in the educational system. However, keeping girls in school is difficult, especially in rural areas where GPI was 0.96 instead of 1.05 in urban areas (UNESCO Education Policy Review, Zambia). Among the highest GPIs in the comparison group is Zambia’s 1.00.
According to Camfed (2015), the Campaign for Female Education argues that the severe poverty in the rural areas of Zambia’s Western, Luapula and Northern provinces is why girls in that country face high rates of exclusion from school. According to government estimates, these provinces perform much worse than others in terms of income, education, and health. Girls are much more likely than boys to drop out of school; in rural areas, the differences are most pronounced, with 27% of girls and 18% of males reporting no formal education. Pregnancy, hazardous learning conditions, long commutes to school, early marriage, and poverty are the primary obstacles Zambian girls, especially those living in rural regions, face in continuing their Education. These issues are inherently linked.
Addressing social and cultural norms that influence boys’ and girls’ quality of education presents several issues. This is due to specific social and cultural conventions, such that youths who have fathered children are frequently respected in the Zambia community, which may exacerbate the problem of low re-admission rates and early pregnancy, as well as cause school dropout (MESVTEE, 2014). These standards have a far more significant impact in rural areas. Through Basic education policies, the government is building safe boarding schools, creating secure learning spaces, and promoting equal education opportunities.
EVALUATION OF THE PROGRAM
The nation has made some progress towards achieving “Education for All.” These successes were primarily due to policy changes that gave special consideration to educating girls and other marginalized children, expanding student participation in educational programs, enhancing teacher quality, and fostering collaboration between the Ministry of Education and the Cooperating Partners. Significant advancements in education policy have happened in Zambia. Policies and programs have been formulated to increase educational access, equity, efficiency, and quality by building new schools, renovating existing ones, training education managers, and acquiring and supplying educational supplies to schools. In the slogan of Our Future, New guidelines for creating the country’s educational system have been established ( Chipoma, 2014). In Educating Our Future, primary Education has received a lot of attention. The first nine years of schooling are considered the foundation of Education, and it was anticipated that every child would have access to primary Education. A rise in teachers from teacher training colleges coincides with the quantitative expansion of the primary education system. One of the main results of Educating Our Future is the sector-wide approach policy implemented in essential education development. SWAP was developed through the Basic Education Sub-Sector Investment Programme.
To ensure accessibility to quality primary education (Grades 1-7), it was agreed that education should be made accessible. School uniforms are no longer required, and all user fees imposed on students have been eliminated as part of the Free Primary Education (FPE) program. According to the policy, no kid shall be excluded from receiving a primary education due to financial hardship. Following the removal of direct educational costs, which have been a significant burden for low-income families, it is anticipated that 1) school enrollment will rise significantly; 2) significant additional funding will be required to cover the cost of textbooks and educational materials in schools; 3) to accommodate the increase in student enrollment, both trained and untrained teachers will need to be hired; and 4) new schools and classrooms will need to be built. In order to ensure all this was achieved, the government of Zambia came up with a policy called the basic education sub-sector investment program. Its main goal was to give every child access to high-quality, pertinent primary Education. The National Policy on Education, Educating Our Future, which mandates that Universal Primary Education (UPE) be implemented nationwide, serves as the program’s compass. To achieve this, the Ministry of Education (MOE) is collaborating with bilateral and multilateral cooperating partners and other stakeholders to fulfill the national policy requirements and achieve the objectives of BOSSIP.
BESSIP, as a Sector Investment Programme, concentrates funding on activities prioritized and agreed upon by both parties. It is included in the Ministry’s business line through the Management Implementation Team’s nine components. Additionally, to develop and oversee activities in these areas, which involve nine components, five MIT subcommittees covering the major cross-cutting activities of equity/gender, human resource development (HRD), decentralization, research/monitoring and evaluation, and advocacy/sensitization have been established, this conforms with the planning theory and practices that relate to advocacy planning where the interest of marginalized and disadvantaged groups are broad on board to address social inequalities through planning interventions.
In line with transactive planning, which puts a lot of emphasis on collaboration and negotiations amongst different stakeholders, this approach seeks to facilitate dialogue, consensus building, as well a shared decision-making process to address the issue of lack of access to quality education in marginalized and vulnerable, the method recognizes the importance of power dynamic and tend to promote equity and social justices by inclusion different voices in planning.BESSIP operates under a well-established structure, where the policies, coordination, management, and monitoring are undertaken through a joint committee, program coordinating committee, the team on implementation, and different subcommittees to enhance diverse decision-making. The policy has nine components: overall management, infrastructure, deployment and compensation, teacher’s professional development, education material, school health and nutrition, equity and gender, primary curriculum, capacity building and decentralization, and HIV/AIDS educators.
To ensure that BESSIP has been achieved, the following objectives act as a driving force to its practice: rebuilding and maintaining the current infrastructure, as well as building new, inexpensive classrooms that are scaled and positioned appropriately, especially in rural and urban locations as well as providing affordable housing for teachers in remote areas. Creating programs for distance learning and other supplementary learning options, such as radio programming and community schooling, to draw kids out of the traditional school system. Creating a faster pre-service teacher education curriculum in response to the growing demands on teachers, Enhancing in-service training at Teacher Resource Centres and Teacher Training Colleges to improve teachers’ pedagogical expertise and professional credentials, giving kids a chance to become initially literate in a native tongue, creating instructional strategies and teaching approaches that support student learning, creating a primary education competency-based learning assessment and monitoring system and finally developing and acquiring instructional materials, textbooks, and desks for elementary school (Hebert et al.,2002).
Achievements of BESSIP.
Through this program, teachers’ development has been enhanced to improve the quality of Education offered to marginalized and vulnerable individuals; Zambia has made significant strides in programs aimed at the professional growth of teachers. Creating the Teacher Education Department (TED), which aims to lead teacher development, is one of the more prominent developments. Since its founding, TED has worked to accelerate teacher professional development nationwide by implementing in-service and pre-service training programs, redistributing instructors, doing away with “ghost teachers,” and decentralizing teacher payroll management.
Teachers professional development; the teacher training course (ZATEC), in-service Education for teachers through the School-based and Resources Center-based Training System and the creation of the teacher’s diploma through online instruction, the creation of teacher deployment norms and payment criteria, the formalization of the Zambia Reading Programme, which aims to provide the original knowledge in the native language, the implementation of competence-based evaluation at the Grade 4 level, educating the public of educators regarding HIV/AIDS, and the professional enhancement is evident at Zambia to ensure accessibility to quality education.
Reform of the curriculum: Considerable work has been done to change the curriculum in schools. A core curriculum and a localized component are intended to be established through the Curriculum Framework developed by the Curriculum Development Centre. The localized component aims to make Education more relevant, flexible, and tailored to the learners’ lives by modifying what is taught in the classroom to the local context to ensure quality is achieved in marginalized and vulnerable communities. To aid in developing early literacy, the native Zambian languages have been reinstated as a teaching medium for students in Grades 1 through 4. The curriculum emphasizes the development of language arts, mathematics, and life skills in schools. Since the curriculum’s primary goal is “to improve instructional and educational results using an instructional syllabus with adaptable techniques and increased focus on fundamental abilities,” it can be characterized as centered around outcomes. It is expected for educators to conduct continual assessments within the institution.
Based on experiences with primary Education, donor organizations have remained a significant source of support for this type of Education. Most of the funding required for capital expenditures like developing infrastructure and renovating buildings has come from donor organizations (Barrett et al., 2019). This grant has previously been used for educational initiatives. But now that BESSIP has been established, a portion of donor money goes straight to a fund. The majority of BESSIP’s funding comes from donor support. BESSIP has concentrated on addressing the educational possibilities for girls and other underprivileged children. Under BESSIP, the Ministry of Education’s Programme for the Advancement of Girls’ Education and the Forum for Women Educationists have been able to conduct campaigns aimed at raising awareness of girls’ Education. Positive outcomes have come from community sensitization initiatives regarding female education. Based on available data, there appears to be a reduction in the gender disparity in primary education attendance.
The BESSIP program has fostered the idea of investing in constructing and rehabilitating school infrastructures in rural and underprivileged areas where marginalized populations are contracted. The program improved access to quality education for children living in underserved areas by constructing classes, toilets, and other facilities (World Bankareas19). Before performing this, the program conducts a need assessment to identify vulnerable and marginalized communities. This entails evaluating and assessing existing infrastructure, identifying the lack of essential services, and conducting consultation with local communities to understand their priorities. The program ensures that resources are equally distributed by prioritizing equitable resource allocation and ensuring that all learning centers, regardless of location, size, and access to essential services, are achieved. This entails the building new classes, libraries, and laboratories as well as the providing clean water and sanitation to ensure quality education is completed to all. This program places a lot of emphasis on infrastructure projects are accessible and all-inclusive to leaners including those with disabilities. Where the program ensures that schools are designed to accommodate diverse students’ needs with features like ramps, wide doorways and accessible washrooms to promote inclusivity and ensure every child has equal opportunity to quality education.
Conclusion.
It can be concluded that there are several reasons, which have been attributed to lack of quality education in Zambia. In marginalized and vulnerable societies, where parents are unable to pay for basic Education, prevent their children from enrolling in and attending school due to PTA dues, exam fees, school uniform costs, and educational supplies. Raising home poverty is linked to low school enrollment and attendance. According to IMF, (2005). reports indicated that at list 6 million Zambians are living in extreme poverty. They lacked appropriate access to power, clean surroundings, hygienic conditions, safe drinking water, Education, healthcare, proper shelter, and food. Increased unemployment, layoffs, the closing of parastatal businesses, and the removal of government support for agriculture are a few of the elements that have contributed to the nation’s extreme poverty. Children from low-income families also have lower school participation rates because they believe that the Education they receive is of inferior quality, which is a result of crumbling infrastructure, a shortage of teachers, particularly in rural areas, a shortage of educational resources, and subpar results on the Grade 7 final exam. The fact that a basic education does not result in employment, continued schooling, or permanent literacy has caused many parents to lose faith in its worth. Low school attendance is a result of a variety of factors, including long commutes from rural areas, an increase in parents who lack literacy, and regional customs and rites. The growing number of orphans is another factor contributing to the low primary school enrollment rates.
The introduction of basic education investment program has made significant strides in reducing the gap n access to quality education for vulnerable and marginalized population in Zambia. Through a comprehensive planning approach like infrastructural development, teacher’s professional development, equity programs, community development and sustainability effort, the program has been able to handle barriers that tend to hinder educational opportunities to these groups of individuals. Through investment in construction and rehabilitation of learning infrastructure, especially in marginalized and underserved areas where marginalized communities are concentrate, this program has created conducive environment that supports quality and inclusive educational opportunities. This program focusses on interventions and equitable distribution of resources in order to ensure that children coming from marginalized society can access essential facilities like toilets, classrooms and clean water like their peers in developed regions hence removing the barriers to access to quality education.
Moreover, this program emphasis on teacher’s professional development in all areas in order to enhance quality of Education and the results, especially for marginalized learners who tend to require more additional support. This is done by equipping teachers with skills and resources aimed at addressing diverse learning needs including those living with disabilities and from low income family (Glewwe et al., 1994). This program has fostered a more inclusive and support approach to learning environment.
Consequently, this program commitment to community involvement, it has empowered the local stakeholders to participate in decision making processes and take ownership in relation to planning theory and practices. The program mobilizes the grassroots support and fosters a sense of collective responsibility in terms of decision making for ensuring every learners access quality education. The sustainability effort of this program including maintenance plans as well as capacity building programs tend to ensure that infrastructure investment remain functional and will maintained for a given period of time in order to benefit marginalized and vulnerable population. Through addressing root causes of educational inequalities and promoting equity and inclusivity to reduce the gaps in accessing quality education for marginalized communities.
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