DEVELOPMENT PLANS ON

EDUCATION IN ZAMBIA
LECTURE 2 BY: K. MWELWA
DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND
POLICY STUDIES
SCHOOL OF EDUCATION
UNZA
2021
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 The Sixth National Development (SNDP) was to Cover the
period 2011 to 2015.
 This plan succeeded the FNDP
 This plan was thus a medium term plan which was an effort
towards attaining Zambia’s Vision 2030 of becoming a
prosperous middle income Nation by the year 2030.
 The SNDP was thus drafted under the theme “sustained
Economic Growth and poverty Reduction”
 The strategic focus of the FNDP was infrastructure and Human
Development.
 The plan was to be guided by the principles of accountability,
decentralization and efficient resource allocation.
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Objectives of the SNDP
 The objectives of the SNDP were to:
 Accelerate infrastructure development
 Enhance economic growth and diversification
 Promote rural investment, accelerated poverty reduction, and
human development
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 The plan focused on agriculture, Livestock And fisheries,
Mining, tourism, Manufacturing, Commerce and Trade ass key
sectors.
 The plan also emphasized the need to reduce rural poverty by
increasing employment opportunities.
 This was to be achieved by investing in road, railway, and ICT
infrastructure, energy, water and sanitation, education and
health.
 The Education and Skills Development Sector
 The education and skills development sector is highlighted as
important in promoting socio-economic development
 That this sector provides all individuals with opportunities for
growth, poverty reduction, employment, productivity and
human development.
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Review of Past Performance
At the time of implementing the SNDP, the following
situation existed in the education sector in the year 2011:
 Only 4627 classrooms were constructed from the expected
7500.
 Space for 370, 160 more pupils was created through the
double shift sessions.
 Basic education (school) enrollments increased from 2.9 million
in 2005 to 3.6 million in 2009.
 The NET enrolment rate increased from 93% in 2005 to 97% in
2009.
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 GPI increased from 0.95 in 2005 to 0.99 in 2009.
 Completion rate at grade 9 increased from 43% in 2005 to 52%
in 2009.
 At high school level, 43 more schools were built for the planned
100
 This created 564 more classroom from the spaces of 22,560
pupils.
 Enrolment increased from 162, 019 in 2005 to 257,100 in 2009.
 Completion rate improved from 17% to 19% in 2019
 Pupil teacher ratio improved from 22:1 in 2005 to 20:1 in 2009
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 The NER increased from 21% in 2005 to 26% in 2009.
 The GPI increased from 0.81 in 2005 to 0.87 in 2007
 Tertiary Level
 More lecture rooms were under construction at Nkrumah,
COSETCO and ZAMISE
 Libraries were under construction at Mulungushi, ZAMISE,
NKRUMAH AND COSETCO.
 Mulakupikwa University College was under construction
 Some training programmes were upgraded from diploma to
degree programmes
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 Student teacher enrolment increased to 5, 461 in 2009 and from
these 47% were females.
 Establishment of private universities was encouraged to
enhance access at the time. This saw 14 private universities
being opened.
 Enrolments in the public universities increased from 12, 774 8in
2005 to 19, 086 in 2009.
 TEVET institutions enrolled more students from 30, 511 in 2005
to 33, 399 in 2009.
 Many trades training institutes were opened.
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 During the implementation of the FNDP policies on equity and
access issues were put in place.
 Adult Literacy Education was expanded, including trades
teaching and distance vocational education.
 A lot of OVCs received bursary support in 2009 compared to
2005.
 Access was increased to learners with special education needs
from less than 100, 000 in 2005 to more than 200, 000 in the
year 2009.
Vision, Goals, and Strategic Focus of the SNDP
 The Vision 2030 for education was: innovative and productive
life long education and education for all by the year 2030.
 The Goal was:
 Increase equitable access to quality education and skills
training to enhance human capacity for sustainable national
development.
 The sector strategically focused on expanding access to high
school and tertiary education.
 Efforts to improve quality education at all levels
 Attention was given to curriculum review, development and
delivery.
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• It focused on teacher availability in rural areas.
The objective of the SNDP on education and skill
Development were:
 To increase access, efficiency and equity to quality ECCDE and
basic education.
 To increase access, efficiency and equity to quality high school
education
 To increase the number of qualified and competent teachers in
schools
 To increase access, participation and equity in the provision of
quality university education.
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 To increase efficiency and equitable access to quality basic
skills and TEVET.
 To increase adult literacy levels.
 To expand and improve education infrastructure.
 To revise the curriculum at all levels of education make it
relevant and responsive to the national aspirations and
education needs.
 Each of these objectives had specific strategies and
programmes put in place for its implementation.
 In addition it has clear performance indicators which were to
be achieved
Performance Indicators of the SNDP
Performance indicators of the SNDP
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 The SNDP also clearly highlighted the process for
implementation , monitoring and evaluation of the sector
programmes and it had performance indicators as highlighted
above.
 Despite the SNDP being so explicit, it's implementation was not
completed as it was replaced by the Revised Sixth National
Development Plan (R-SNDP) by the Patriotic Front Government
in 2014.
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 The goals for refusing the SNDP was to realign it with the with
the priorities of the Patriotic Front government at time.
 The Revised Sixth national Development Plan was a plan with
quantifiable programmes which were to inform the sector
planning and budgeting processes.
 The R-SNDP was themed “People-Centred Economic
Growth and Development”
 It's strategic focus was not different from the SNDP.
 During the time of its implementing the R-SNDP, the primary
and secondary education sectors had been reorganised
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 Primary education was to run from grades 1-7 and secondary
from 8-12.
 The goal of this plan was “ Increased equitable access to
quality education and skills training through efficient and
cost effective measures that enhance human capacity for
sustainable national development.”
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Performance of the education sector in 2011 and 2012
 The past performance of the SNDP covers only 2011 and 2012
as it was just partly implemented.
 This past review focused on ECE, Primary Education,
Secondary Education, Tertiary Education, Youth and Adult
Literacy and Skills Development.
 The construction of 23 primary schools was completed
 Construction of 44 secondary schools was under way
 The quality of education in terms of standards remained low.
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Strategic Focus of the R-SNDP
 Was to promote equitable, quality and efficient education
relevant to the needs of the Zambian Society.
 At early grades, emphasis was placed on ensuring children
acquire literacy and numeracy skills.
 Focus on youth skills training and financial literacy.
 The RSNDP looked at enhancing the capacity of the TEVET
subsector to promote skills development.
 It also emphasized the need for rural teacher retention through
improved conditions of service.
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 Issues of climate change were included in various sector
programmes.
 A number of Policy Reforms were to be pursued during this
time. They included:
 Establishment of ECE facilities especially in rural areas.
 Children acquisition of literacy and numeracy skills at early
grades
 Reintroduction of primary and secondary education system
 Primary and secondary education curriculum review to enhance
life skills training
 Privatization of science, mathematics and technology subjects
at all levels of education
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 Promotion of university-industry collaboration
 Upgrading of teacher’s qualification
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Policy and Legislations were to be reviewed during this period.
 These included the following:
 2011 Education Act
 National Education Policy-Educating our Future
 TEVET Act 1998
 TEVET Policy of 1996
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 The objectives, strategies and Programmes of the R-SNDP
were not different from the those set in the SNDP, except
that it focused on:
 Quality promotion at all levels of education
 Emphasized the need to provide quality entrepreneurial skills
relevant to the job market.
 The plan also strengthened the monitoring and evaluation
system of the various sub-sectors of education and skills
development.
 It adopted the use of education management information
system
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 It acknowledged the roles of different stakeholders in achieving
the educational objectives
 It also had a clearly quantifiable performance indicator for
education and skills development as below:
R-SNDP Performance Indicators
R-SNDP Performance Indicators
R-SNDP Performance Indicators
R-SNDP Performance Indicators
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What do you think were some of the achievement scored in the
education sector in line with the targets set out in the Revised Sixth
National Development Plan?
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 The Seventh national Development Plans covers a period of
2017 to 2021
 It replaced the R-SNDP whose implementation ended in 2016
 It was also a medium term framework aimed at achieving
Zambia’s vision 2030 of becoming a prosperous middle income
country by the year 2030.
 The Seventh National Development Plan abandoned the
sector based planning to an integrated Multi-Sectoral Approach
 The plan is being implemented under the theme “Accelerating
Development Efforts Towards the Vision 2030 without
leaving anyone behind.”
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 This approach has approached the issues of sustainable
development as being interlinked or multifaceted as shown
below:
The Multi-Sectoral Development Approach
 Education and Skills Development
In the education sector the following were areas of priority:
 Access and participation
 Quality and Relevance of Education
 And Equity Issues
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Review of Past Performance in Education
 The implementation of the Fifth, Sixth, and Revised-SNDP led
to the following achievements in the education sector:
 Between 2005 and 2015 a total number of 14, 235 classrooms
were constructed at primary school level
 4, 690 classrooms were constructed at secondary school level
 The achieved NER was 89.6% at primary level
 The achieved NER was 30.5% at secondary school level
 The Transition rThe Transition rate was at 46.2% at grade 9
 ate was 64.5% at grade 7
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 To enhance quality education, 39, 079 teachers were recruited
in Zambia.
 Pupil teacher ratio reduced to 43 at primary school
 The pupil teacher ratio was at 35 at secondary school level
 The GPI reached 1 at grades 1-4
 In 2015 the GPI at grades 8 and 9 level was 0.94
 The provision of ECE level of education was moved from
Ministry of Local Government to the Ministry of Education
 In terms of Skills development, the focus of the R_SNDP was to
enhance the equality of training and increasing it's relevance to
the needs of the labor industry
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 The notable improvements in the TEVET sector include:
 Increased enrollments to 37, 789 in the year 2015.
 To improve the quality of TEVET;
 To facilitate the development and promotion of entrepreneurial
skills, to contribute to employment creation; and
 To ensure sustainable financing for all levels of TEVET.
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 A NUMBER OF ACHIEVEMENTS HAVE BEEN MADE IN THIS SECTOR
DURING THE SIXTH NATIONAL DEVELOPMENT PLAN.
 THESE INCLUDED:
 Building of trades institutes in various parts of the world, training of
more lecturers in the TEVET sector etc.
 There had also been other achievement such as:
 The sub-sector developed legislation to regulate university
education in the country. The legislation included:
 The sub-sector constructed 9,400 additional bed spaces at the
University of Zambia, the Copperbelt University and Mulungushi
University.
 The sub-sector increased the use of open and distance learning
modes of training delivery.
Cont…
• Higher Education Act No. 4 of 2013 which established the
Higher Education Authority.
• The Higher Education Authority regulates university education;
The Zambia Qualifications Act No. 13 of 2011 which established
the Zambia Qualifications Authority.
• The Authority regulates the qualifications in the country.
• Among other achievements?
• But what does Zambia aspire to achieve between 2017 and
2021 as provided in the 7NDP.
Strategies to promote education and skills development
through the 7NDP
 1:Enhance Access to Quality, Equitable and Inclusive
Education Programmes
 Enhancing equitable access by all persons, including those with
disabilities and special needs.
 Investment in infrastructure and use of innovative methods of
delivering education will be undertaken.
 Infrastructure development to promote equitable access to
quality education and skills training, distance education,
research, innovation and vocational and entrepreneurship
training will be implemented.
Cont...
 To improve quality, focus to be on enhancing the development
of literacy and numeracy skills in learners .
 Implementation of the revised curriculum.
 Priority to be given to the procurement and supply of learning
and teaching materials (including ICT) and upgrading teacher
competences.
cont...
 Infrastructure development to promote;
 Teacher training, recruitment and deployment improvement
 Equity and inclusive education enhancement
 Youth and adult literacy expansion and improvement
 Policy coordination, planning and information management
improvement.
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 Promoting access to Skills Training
 In the past access to skills training had mainly been through the
TEVET institutions within the tertiary education sector
 This meant that over 300,000 youth who left school every year
at grades 7, 9, and 12 had no access to skills development
since it was only those who progressed to tertiary colleges who
had access to skills training.
 To promote access to skills training even in primary and
secondary schools, the government through the 7ND put in
place some strategies that apply to primary and secondary to
enhance access to skills training.
Cont…
 Such programmes include:
 Vocationalisation of secondary school education and training
 National skills competition
 Career exploration and information
 Establishment of centres of excellence
 Additionally, to promote the provision of science and technology
in schools, government has been striving to provide training
equipment and infrastructure development in colleges to help
them produce as many teachers as possible to teach practical
skills in primary and secondary schools.
Cont…
 Private Sector Engagement
 Of the various strategies put in place by the government
through the 7NDP to promote access to skills training by
many Zambians, private sector participation in the delivery
of education and training has been embraced.
 Furthermore, there will be special effort to improve private
sector participation in skills development for out-of-school
youths through provision of incentives to the private sector
to invest in delivery of education and skills training.
Cont…
• To b e achieved through the following programmes:
• a) Private sector education participation promotion;
• b) Private sector skills development participation promotion.
• c) Private sector youth and adult education participation
promotion; and
• d) PPP Skills Development Fund implementation.
4: Continuous Review of Curriculum
 The Government, in collaboration with stakeholders, was
undertake continuous revision of curricula at all levels of
education to enhance the relevance of the education system for
the labour market.
 This will include focus on science, mathematics, technology,
innovation, entrepreneurship and strategic leadership training.
Cont…
 The programmes to achieve this will include:
 a) Curriculum and materials development;
 b) Pre-service and in-service teacher training provision;
 c) Curriculum assessment and evaluation enhancement;
 d) Standards monitoring enhancement;
 e) Curriculum framework standardisation; and
 f) Training equipment provision.
5: Enhance role of Science, Technology and Innovation Programmes

 Programmes to prioritise research in education institutions will

be enhanced, to promote productivity, innovation and
competiveness in the economy.
 Research and innovation will drive the creation of new products
and new ways of producing existing products efficiently.
 Programmes to achieve these will include: a) Science and
technology human capital development;
 b) Science and technology infrastructure development;
 c) Science, Technology and Innovation (STI) financing;
 d) STI quality assurance enhancement; and e) STI coordination
enhancement.
Cont….

 To what extent have we accomplished the provisions of the

Seventh National Development Plan in the Education
Sector?
Conclusion
 The 7th national development plan aimed at:
 quality improvement
 Revise curriculum
 Procurement and supply of learning materials
 Teacher training
 Equality and inclusive education
 Youth and adult literacy
 Policy cordination, planning and management
 The national move towards the vision 2030 aspiration is dependent
on the attainment meeting the targets and strategies set out in this
and subsequest development plans to come
References
 Government of the Republic of Zambia. 2005. Zambia Vision
2030. Lusaka: Government Printers.
 Government of the Republic of Zambia. 2006. Fifth National
Development Plan 2006-2011. Lusaka: Ministry of Finance and
National Planning
 Government of the Republic Of Zambia. 2011. Sixth National
Development Plan. Ministry of Finance and National Planning
 Government of the Republic of Zambia. 2017. Seventh
National Development Plan 2017-2021. Lusaka: Ministry of
National Development Planning.
Cont…