EDUCATIONAL STATISTICAL BULLETIN 2017 Zambia

EDUCATIONAL STATISTICAL BULLETIN 2017

Republic of Zambia

Ministry of General Education Directorate of Planning and InformationZ

am

bia

The information herein represents official statistics for the Ministry of General Education (MoGE) and should neither be reproduced without proper acknowledgement nor altered in any way. The data in the 2017 Educational Statistical Bulletin (ESB) was captured through the Annual School Ce nsus (ASC) exercises from 2006 to 2017. The MoGE’s EMIS team has engaged in continuous data verification and cleaning exercises to produce the statistics contained in this document.

It is important to note that the Minstry has been using population projections from Central Statistics Office (CSO) to calculate the indicators herein. The CSO projections are based on the 2010 census, and have not been adjusted to account for migration, lower birth rates, increased d eath rates, or other demographic trends. However, this ESB for 2017 uses population data and projections from the 2010 CSO Census. All the population based indicator s have since been recalculated using the 2017 population projected figures. Please note that data designated as “unknown” in some of the tables was either reported as “unknown” or was not reported in the returned ASC questionnaires.

DRAFT COPYRepublic of ZambiaMinistry of General Education89 Corner of Chimanga and Mogadishu Road, [email protected] © 2017

Publication date: March 2018

DISCLAIMER

2015 Education Statistics Bulletin

ASC

AIDS

APU

BESSIP

CBO

CP

CS

CSEN

CSO

ECCDE

ECZ

EoF

ESB

EMIS

GA

GER

GIR

GPI

GRZ

HIV

IRI

MoGE

MoESP

MDG

NER

NIR

NISTCOL

OVC

P&S

Thousands of teachers and other staff of the Ministry of General Education (MoGE), grant-aided, private and community schools contributed towards this report by providing the required data in the 2017 Annual School Census (ASC) questionnaires. Education inspectors, planners, statist icians and other staff in district and provincial offices assisted in collecting and verifying the ASC information. The staff of the MoGE’s EMIS division wishes to acknowledge , with gratitude, these efforts and contributions of various stakeholders without which this Bulletin would not have materialized. Specifically, the Ministry,would like to thank the following:

a) Provincial/district education staff and school managers for facilitating the ASC exercise.b) Directorate of Planning and Information staff, especially Mr. Bupe Musonda, Senior Statistician and Mr. Billy Jere, Programmer/Analyst.c) ESB review team and other officers who engaged in the data verification and cleaning process.

For questions, comments, or additional information, please contact:

Louis Mwansa (Mr.)Director --Directorate of Planning & InformationMinistry of General EducationP.O Box 50093LUSAKAE-mail: [email protected]: www.moge.gov.zm. or web.grz.gov.zm/moge/Telephone: +260 977250760

ACKNOWLEDGEMENTS


ASC Annual School Census

AIDS Acquired Immune Deficiency Syndrome

APU Academic Production Unit

BESSIP Basic Education Sub-Sector Investment Programme

CBO Community Based Organizations

CP Cooperating Partner

CS Community School

CSEN Children with Special Education Needs

CSO Central Statistical Office

ECCDE Early Childhood Care, Development and Education

ECZ Examinations Council of Zambia

EoF Educating Our Future

ESB Educational Statistical Bulletin

EMIS Education Management Information System

GA Grant Aided School

GER Gross Enrollment Rate

GIR Gross Intake Rate

GPI Gender Parity Index

GRZ Government of the Republic of Zambia

HIV Human Immunodeficiency Virus

IRI Interactive Radio Instruction

MoGE Ministry of General Education

MoESP Ministry of Education Strategic Plan

MDG Millennium Development Goal

NER Net Enrollment Rate

NIR Net Intake Rate

NISTCOL National In-Service Training College

OVC Orphans and Vulnerable Children

P&S Primary and Secondary

ACRONYMS


page

Chapter 1: Education in Zambia 1-2

1.1 Highlights 3

Chapter 2: National Summary 4

Chapter 3: Provincial Summaries 5-7

Chapter 4: Primary & Secondary Schools 8-10

Distribution of Schools

Table 1: Number of Primary Schools by Agency from 2008 to 2017 8

Table 2: Number of Secondary Schools by Agency from 2008 to 2017 8

Figure 1: Number of Primary Schools by Agency from 2008 to 2017 8

Figure 2: Number of Secondary Schools by Agency from 2008 to 2017 8

Table 3: Number of Primary and Secondary Schools By Agency from 2008 to 2017 9

Table 4: Number of Primary and Secondary Schools by Agency & Province 9

Figure 3: Number of Primary and Secondary Schools by Agency from 2008 to 2017 9

Table 5: Number of Primary and Secondary Schools by Location and Province 10

Schools by Grades Offered

Table 6:Number of Schools by Grades Offered and Province 10

Figure 4: Percentage of Schools by Grades Offered Nationally 10

Table 7: Number of Primary Schools by Grades Offered and Province 11

Figure 5: Number of Primary Schools by Grades Offered Nationally 11

Table 8: Number of Secondary Schools by Grades Offered and Province 11

Figure 6: Number of Secondary Schools by Grades Offered Nationally 11

Chapter 5: Enrolment 12-22

Enrolment

Table 9: Enrolment By Sex , Year, Grades and Grades Group 2012 to2017 12-13

Table 10: Enrolment By Sex and Province for Grades 1 to 12 14-15

Gross Intake Rate (Grade 1 Entrants)

Table 11: Grade 1 Entrants by Age, Sex and Province (Excluding Repeaters) 16

Table 12: Grade 1 Entrants with Pre-School Experience by Sex and Province 16

Figure 7: Grade 1 Entrants with Pre-School Experience by Sex and Province 16

Table 13: Gross Intake Rate for Grade 1 by Sex 2012 to 2017 17

Table 14: Gross Intake Rate for Grade 1 by Sex and Province 17

Net Intake RateFigure 8: Gross Intake for Grade 1 by Sex and Province 17

Table 15: Net Intake Rate for Grade 1 by Sex from 2010 to 2017 18

Table 16: Net Intake Rate for Grade 1 by Sex and Province 18

TABLE of CONTENTS


Figure 9: Net Intake Rate for Grade 1 by Sex and Province 18


page

Gross Enrolment Rate

Table 17: Gross Enrolment Rate by Sex from 2008 to 2017 19

Table 18: Gross Enrolment Rate by Sex and Province 19

Table 19: Gross Enrolment Rate by Grade and Province 19

Figure 10: Gross Enrolment by Sex and Province (Grades 1-7) 19

Figure 11: Gross Enrolment by Sex and Province (Grades 8-12) 20

Net Enrolment Rate

Table 20: Net Enrolment Rate by Sex from 2010 to 2017 21

Table 21: Net Enrolment Rate by Sex and Province 21

Table 22: Net Enrolment Rate by Grade and Province 22

Figure 12: Net Enrolment by Sex and Province (Grades 1-7) 22

Figure 13: Net Enrolment by Sex and Province (Grade 8-12) 22

Chapter 6: Efficiency 23-25

Repetition, Dropout, & Transition Rate

Table 23: Transition, Repetition and Dropout Rate by Sex (2010-2017) 23

Table 24: Transition Rate by Sex and Province 24

Table 25: Repetition, and Dropout Rates by Sex and Province 25

Table 26: Transition, Repetition, and Dropout Rates by Sex in Grades 1-11 from 2010 to 2017 25

Chapter 7: Equity

Gender Parity Index 26-37

Table 27: Gender Parity Index for Grade 1-7 and Grade 8 -12 (2008-2017) 26

Table 28: Gender Parity Index in all Schools by Grade and Province 26

Table 29: Gender Parity Index in all Schools by Grades and Agency 26

Table 30: Gender Parity Index in All Schools by Grade Group and Province 27

Table 31: Gender Parity Index in All Schools by Grade Group and Agency 27

Out-of-School Children

Table 32: Number of Out of School Children 7-13 by Sex (2012-2017) 28

Table 33: Number of Out of School Children 7-18 by Age, Sex and Province 28-29

Orphans

Table 34: Number of Orphans in All Schools by Sex from 2010 to 2017 30

Table 35: Number of Orphans by Grade, Sex and Province 20-31

Table 36: % Orphans in Grade Groups by Sex and Province 32

Table 37: Number of Orphans in all schools by Grade and Agency 33

Children with Special Education Needs

Table 38: Number of CSEN Pupils in All Schools by Sex and Year 2010-2017 34

Table 39: Number of CSEN Leaners at Secondary Level by Grade, Sex and province 34

Table 40: Number of CSEN Learners at Primary School Level by Sex , Grade and Province 35



page

Bursaries

Table 41: Number of Pupils Receiving Bursaries by Grade Groups, Sex and Province 35

Table 42: Number of Pupils Receiving Bursaries by Grade Groups, Sex and Province from 2010 to 2017 36

Pregnancies and readmissions

Table 43: Number of Pregnancies and Re-admissions by Grade Groups from 2010 to 2017 37

Table 44: Number of Pregnancies and Re-admissions by Grade Groups and Province 37

Table 45: Number of Pregnancies and Re-admissions by Grade Groups, Location and Province 38

Chapter 8: Teachers

Total teachers 39-45

Table 46: Teachers in All Schools By Sex from 2010 to 2017 39

Table 47: Teachers in All Schools By Sex and Province 39

Table 48: Teachers in All Schools By Agency and Province 40

Table 49: Mentors in IRI Centers By Sex and Province 40

Teacher Qualifications

Table 50: Teachers in All Schools By Academic Qualifications and Sex 41

Table 51: Teachers in All Schools By Professional Qualifications and Sex 41

Teacher Attrition

Table 52: Teacher Attrition By Sex from 2010 to 2017 42

Table 53: Teacher Attrition in All Schools By Sex and Reason 42

Table 54: Teacher Attrition in All Schools By Sex and Province 43

Table 55: Teacher Deaths in All Schools By Sex and Province 43

Table 56: Teacher Deaths By Sex from 2010 to 2017 44

Figure 14: Teacher Deaths by Sex from 2010 to 2017 44

Pupil-Teacher Ratio

Table 57: Pupil Teacher Ratio in All Schools by Class Range and Province 45

Figure 15: Pupil Teacher Ratio in All Schools by Class Range and Province 45

Chapter 9: Quality

Completion Rate 47-53

Table 58: Completion Rate for Grades 7, 9 and 12 By Sex from 2010 to 2017 46

Table 59: Completion Rate for Grades 7, 9 and 12 by Sex and Province 46

Survival Rate to Grade 5

Table 60: Survival Rate To Grade 5 by Gender from 2010 to 2017 47

Table 61: Survival Rate To Grades 5,7 and 9 by Sex and Province 47

Examination Pass Rate

Table 62: Examination Pass Rates in Grades 7 by Sex and Province in 2017 48



Table 65: Proportions of Candidates Obtaining Full School Certificates (2015-2017) 49

Pupil-Book Ratio (PBR)


Table 66: Number of Books in All Schools by Province 50

Table 67: Pupil Book Ratio in All Schools by Province 51

52

53

54


Page

Pupil-Classroom Ratio (PCR)

Table 68: Number of Classrooms in All Schools by Grade and Province 52

Table 69: Classroom Pupil Ratio in All Schools by Grade Group & Province 52

Contact Hours

Table 70: Average Number of Scheduled Contact Hours by Grade and Province 53

Table 71: Average Number of Scheduled Contact Hours by Grade and Running Agency 53

Table 72: Average Number of Scheduled Contact Hours by Grade and Class Type 53

Chapter 9: Infrastructure

School Infrastructure

Table 73: Classrooms, Special Education Classrooms, Laboratories and Libraries in Primary Schools by Type and Province 54

Table 74: Classrooms, Special Educ. Classrooms, Laboratories & Libraries in Secondary Schools by Type & Province 54

Table 75: Staff Houses in All Schools by Type and Province 55

Table 76: Dormitories in All Schools by Sex and Province 55

Chapter 10: Tertiary

Colleges & Universities

Table 77: Colleges of Education Student Enrolment in 2017 56

Table 78: University Student Enrolment in 2017 57

Table 79: University Staffing Level by Sex in 2017 58

58

Chapter 11 Computers

Table 80 Number of computers by province 59

Table 81 Number of schools with computers 59

Table 82 Number of computers by running agency 2017 59

Table 83 Number of computers in 2013/2017 59

59

Chapter 12 National Assessemnt

Table 84 Trends in Performance Bench Mark threshold for National Assessment (Pupils Reaching MLP (%)) 60

Table 85 Trends in Performance Bench Mark threshold for National Assessment (Pupils Reaching DLP (%)) 60

Table 86 Trends in Mean scores for National Assessment 61

Table 87 Trends in Performance Bench Mark threshold for National Assessment 61

Chapter 13 HIV AND AIDS SEXUALITY EDUCATION 63


Tables 88- 96 64

Chapter 14 SANITATION AND HYGEINE 66

Tables 93--106 67

68

69

Chapter 15 HYGIENE AND WASH 70

Tables--107-116 71

Chapter 16 Sources of Power 72

Tables--117---122

Chapter 17 Sources of Watetr 74

Tables…..123…128

Chapter 18 Early Child Hood Education (ECE) 76

Tables …..129---137


Chapter 1: EDUCATION in ZAMBIA

The mission of the Ministry of General Education is to guide the provision of education for all Zambians so that they are able to pursue knowledge and skills, manifest excellence in performance and moral uprightness, defend democratic ideals, and accept and value other persons on the basis of their personal worth and dignity, irrespective of gender, religion, ethnic origin, or any other discriminatory characteristic.

MOGE Mission

Zambia is a land-linked country covering an area of approximately 752,614 square kilometers (CSO, 2010). Its eightneighbouring countries are: the Democratic Republic of Congo to the north, Tanzania to the north-east, Malawi to the east, Mozambique, Zimbabwe, Botswana and Namibia to the south, and Angola to the west. Zambia has a tropical climate, with three distinct seasons: the rainy season (November to mid-March), the cool dry season (mid-March to mid-July), and the hot dry season (mid-July to November).

Geography

The last Census of Population and Housing in Zambia was carried out in 2010 by the Central Statistics Office (CSO). Zambia's 2017 population was projected at 16,405,229 million. Several of the educational indicators herein depend on accurate population data. However, there is growing consensus that currently available demographic data in Zambia understimates the total number of school-aged children. The statistics presented in this Bulletin may therefore be innacurate in certain instances and should be used with caution. Other reasons for innacurate population and demographic data may include increased birth rates, lower death rates, inadequate national coverage of comprehensive registration of births and deaths, migration, etc.

Population

Page 15


Background

Zambia’s Education System consists of early childhood education (ECE), primary, secondary and professional or tertiary levels. ECE (pre-school) provides education for children aged 3-6 years while primary level runs from grades 1 to 7 (7-13 year olds) and the secondary level runs from grades 8 to 12 (14-18 years olds). Tertiary education level includes universities and colleges.

In addition to the formal system, there is a non-formal education system that operates to serve, among others, displaced persons, school-age children who have either dropped out of school or have never attended formal school, geographically isolated children, street and working children, as well as adults that want to be literate. The MoGE recognizes two alternative approaches to primary schooling, which are community schools and Interactive Radio Centres provided by the Education Broadcasting Services. The Ministry has equally recognised open and distance learning (including e-learning) as a mode of education provision.

The Seventh National Development Plan (SNDP) (2017 to 2021), places education at the centre of the development process and has a specific chapter on the Education Sector. The SNDP and rSNDP priorities were translated into sector plans and specific implementation frameworks were developed. For the education sector, the Ministry, in collaboration with its development cooperating partners (CPs), formulated the National Implementation Framework (NIF III, which was also extended to 2016) as a strategic document to guide and inform the annual work plans and annual budget formulation and execution. NIF III has become the main tool for operationalizing the SNDP and rSNDP at all the different levels of the education system, from the Ministry Headquart ers right up to the schools level. NIF III also serves as an important instrument for monitoring implementation and performance and thus provides a platform to track the flow of resources and assess the impact and outcomes (results) of the various interventions and programmes. In this regard, NIF III also provided a platform for mobilising external support through, for example, the Global Partnerships for Education (GPE) and new bilateral country agreements. Since NIF was launched in 2007, it was no longer necessary for the Ministry of Education to have Strategic Plans as the NIF served that role. In that regards, the 2003-2007 Strategic Plan was the last that the Ministry implemented. In the same context, the NIF process made bilateral cooperation agreements between the Ministry of Education and its CPs (including those working within the context of the sector pool [JASZ]) unnecessary and these were also discontinued in 2007.

Following the Government's approval of the Decentralization Policy in 2014 (Cabinet Circular no. 14 of 2014), MoGE started preparations for the decentralization and devolution of ECE, primary and adult education to the local authorities. The Ministry has held a lot of planning and preparatory meetings with Cabinet Office, Ministry of Local Government and Housing and other stakeholders to outline the process of implementing the National Decentralisation Policy.

In 2015, the Ministry also started revising the Education Policy and the Education Act respectively and also started formulating the ECE policy. All these regulatory frameworks are expected to include issues of devolution, the operationalization of the Teaching Council, the Higher Education Authority and the National Qualifications Framework.

Page 16


HIGHLIGHTS

Primary Schools: There was an increase in permanent classroom spaces at primary level. The total number of permanent classroom spaces increased from 39,941 in 2016 to 43,627 in 2017.

Secondary Schools: Infrastructure development has continued in order to increase the classroom spaces at all levels. In 2016, the total number of permanent classroom spaces reported for secondary schools was 10,113 and this increased to 10,216 in 2017.

Teachers: Nationally there has been an aggregate increase in the number of teachers from 96,288 in 2016 to 106,270 in 2017, an increase of 10,042.

Enrolment: Nationally there was an increase in enrolment by 114,040-from 2016 (4,025,380) to 4,139,907 in 2017.

Contact Hours: The number of contact hours increased as pupils progressed to higher grades. Primary grades had fewer contact hours compared to secondary grades. Private schools had more contact hours followed by government and grant aided schools, and community schools had the fewest contact hours. IRI had more contact hours followed by open classes and then regular classes. Literacy classes had the least contact hours.

Page 17


Page 18


NATIONAL ASSESSMENTS OF LEARNING ACHIEVEMENT

Learning achievement is perceived by the Ministry to be a critical indicator in the assessment of the quality of education delivery. In many educ ation systems, learning achievement completes the equation on the outcome side. The effectiveness of any education system is judged by the quality of the outcomes which are measured by learning achievement levels. Most of the measurements in the education system focus on inputs and processes and historically MoGE have focused on reporting on these. Efforts are currently underway to increase the scope of reporting on education outcomes in greater depth.

In the late 1990s, the Ministry of Education and its cooperating partners introduced a sample based survey on learning achievement to be undertaken every two years in order to measure learning achievement levels and changes over time. Learning achievement is defined as a demonstrable scholastic attainment on a prescribed number of sampled items in numeracy and reading.

Test blueprints or test specification tables were used to spread the test items across content domains and cognitive demands, initially in reading in English and numeracy. Although tests in Zambian Languages and life skills were introduced subsequently, for the purposes of this report, focus will be placed on reading in English and Numeracy assessments. The two subjects were chosen because of their high correlation with overall learning achievement or overall scores at Grade 7. The two therefore can be said to be good estimators of overall scholastic or learning achievement in a lateral manner.

The difference between National Assessment and examinations is fourfold:

National Assessment is a sample based diagnostic tool that assesses the general “healthiness” of the education system. It broadly evaluates the national and provincial learning achievement levels and antecedent factors associated with its variation.

National Assessment is broader in scope with over 400 primary and derived variables (fields) that provide explanations for learning variations.

Not all subjects are assessed in national assessment but a selection of subjects with a stronger predictive validity to overa ll learning achievement.

General reporting of performance is not norm-referenced as in the examinations but general performance is based on defined standards.

The Ministry also recognised the importance of measuring learning achievement trends over time. In order to do this, two options were considered:

If change is to be measured over time, the same instrument should be used in successive periods without modification (i.e. you must not change the measure in in order to measure change). Therefore the assessment tools, namely the tests, were maintained for the period.

Use psychometric parameters to measure trends through the use of anchor test items calibrated on similarly difficult levels through the use of item

response theory.

The technical team chose to use the latter for purposes of measuring learning achievement over time in a system that was perceived to be underperforming. Therefore, the National Assessment instruments are not publicly disclosed, and are a preserve of the Examinations Council of Zambia (ECZ). After the tests are administered, they are always collected back and retained or destroyed by ECZ. The tests items for all the assessment years have remained the same with the exception of 1999 when Reading in English and Mathematics had five items less. The five added new items in each case were developed by experts from ECZ and the Directorate of Standards and Curriculum. The five items were added at the beginning of the test papers as booster items to assess the performance of learners. However, subsequent psychometric analysis in years that followed indicated that the items were not as simple as initially thought.

Page 19


Page 20


Primary & High Schools Equity Indicators Quality Indicators

# schools gr. 1-12 Total 9 852 Gender Parity Index Primary 1.00 Completion Rate To Grade 9 71.7%

Primary 8 843 Sec 0.90 To Grade 12 31.8%

Sec 1 009 Out-of-school children Male 129 029 Survival to Grade 5 Primary 93.5%

Age 7-13 Female 104 407 Exam Pass Rate Primary 100.0%

Enrolment Indicators Orphans Primary 415 232 Sec 64.8%

# of students Total 4 139 390 Sec 130 849 Pupil Book Primary 1.02

Primary 3 287 907 CSEN Primary 89 646 Ratio Sec 0.82

Sec 851 483 Sec 17 368 Pupil Classroom Primary 42.0

Gross Intake Rate Primary 110.0% Primary 10 684 Ratio Sec 45.7

Sec 2 956 Contact Hours Primary 5.1

Net Intake Rate Primary 50.5% Primary 5 527 Sec 6.7

Sec 2 052

Primary 104.3% Infrastructure

Sec 46.4% Teachers # of classrooms Total 64 639

Net Enrollment Rate Primary 87.9% # of teachers Total 106 270 Primary 53 564

Sec 42.9% Primary 78 099 Sec 11 075

Sec 28 171 Classroom structure Permanent 53 843

Qualification Degree 10 922 Incomplete 5 735

Efficiency Indicators Diploma 52 966 Temporary 5 061

Transition Rate Primary 67.5% 38 454

Sec 48.0% 3 928 Tertiary

Repetition Rate Primary 6.5% Teacher Attrition Primary 5 250 Enrollment University 22753

Sec 1.7% Sec 1 328 College 26029

Dropout Rate Primary 1.5% Pupil Teacher Primary 42.1 Staffing University 373

Sec 1.0% Ratio Sec 30.2 College 873

Gross Enrollment

Rate

Pregnancies

Readmissions

Untrained/Unknown

Certificate

This national summary provides an overview of the structure of Zambia's general education system: out of 9,852 schools, 90% (8,843) are primary

while 10% (1009) are secondary schools. A total of 4,139,390 leaners were enrolled in 2017, representing a gross enrollment rate of 104.3% at primary

and 46.4% at secondary levels. The efficicency and equity indicators suggest the need for further strengthening of the general education system,

especially the low quality indicators that show low completion rates, low pupil-book ratio and very low contact hours.

CHAPTER 3: NATIONAL SUMMARY

Page 3


Number of schools Total Number of schools Total

Type of school Primary School Type of school Primary School

Secondary School Secondary School

Number of students Total Number of students Total

School phase Primary School School phase Primary School


Number of teachers Total Number of teachers Total



Pupil Teacher Ratio Primary School Pupil Teacher Ratio Primary School


Number of classrooms Total 7 230 Number of classrooms Total 9 894

Structure Permanent 5 857 Structure Permanent 9 119

Incomplete 651 Incomplete 405

Temporary 722 Temporary 370







323 208

265 567

77

77 615

381 910

57 641

104 748

1 095

962

133

701

624

1 216

176 126

1 130

1 023

107

459 525

12 791

9 623

19 781

13 859

5 922

30.5

29.7

3 168

43.4

33.1

598 177

422 051

1 115

101

522 713

417 965

CHAPTER 2: PROVINCIAL SUMMARIES

CENTRAL PROVINCE COPPERBELT PROVINCE

EASTERN PROVINCE LUAPULA PROVINCE

The provincial education summaries provide a summary of key education indicators across the ten provinces. District

and school level data is available in the 2017 ED*ASSIST.

2017 Provincial Summaries

Page 4


Number of teachers Total 8 507 Number of teachers Total 7 704

School phase Primary School 5 997 School phase Primary School 5 700

Secondary School 2 510 Secondary School 2 004

Pupil Teacher Ratio Primary School 63.7 Pupil Teacher Ratio Primary School 46.6

Secondary School 30.9 Secondary School 28.8











Number of teachers Total Number of teachers Total 6 142

School phase Primary School School phase Primary School 4 263

Secondary School Secondary School 1 879

Pupil Teacher Ratio Primary School Pupil Teacher Ratio Primary School 49.3

Secondary School Secondary School 22.3








866

755

111

1 008

880

128

30.5

35.8

41 877

809

724

657

67

252 223

210 346

14 886

10 869

4 017

122 525

511 881

389 356

693

116

LUSAKA PROVINCE MUCHINGA PROVINCE

NORTH WESTERN PROVINCE NORTHERN PROVINCE

Page 5





Number of teachers Total 6 941 Number of teachers Total

School phase Primary School 4 541 School phase Primary School

Secondary School 2 400 Secondary School

Pupil Teacher Ratio Primary School 50.1 Pupil Teacher Ratio Primary School

Secondary School 26.7 Secondary School











Number of teachers Total 14 035 Number of teachers Total 8 621

School phase Primary School 10 878 School phase Primary School 7 096

Secondary School 3 157 Secondary School 1 525

Pupil Teacher Ratio Primary School 37.3 Pupil Teacher Ratio Primary School 36.4

Secondary School 31.2 Secondary School 38.1





58 102

227 602

1 047

1 145

58.6

989

58

316 306

258 204

111

359 362

29.0

6 862

5 273

1 589

309 215

50 147

98 528

1 256

64 174

504 219

405 691

291 776

SOUTHERN PROVINCE WESTERN PROVINCE

Page 6


Table 1 Numbers of primary schools by agency from 2008 to 2017

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Total 8195 7639 8493 8362 8359 8801 8754 8804 8823 8843 0.8% 0.4%

GRZ/GA 4790 4709 4903 5016 5219 5420 5474 5669 5670 5859 2.3% 3.4%

Priv/Church 411 354 739 709 498 485 616 699 673 659 5.4% -5.7%

Community/Unknown 2994 2576 2851 2637 2642 2896 2664 2406 2480 2325 -2.8% -3.4%

Table 2 Numbers of secondary schools by agency from 2008 to 2017

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Total 599 544 646 631 663 683 794 832 851 1009 6.0% 18.6%

GRZ/GA 464 447 498 487 501 522 616 664 707 908 7.7% 28.4%

Priv/Church/Community 135 97 148 144 162 161 178 168 144 101 -3.2% -29.9%

Percentage

change 2016-

2017

Year

Year Avg annual

growth rate

2008 - 2017

Percentage

change 2016 -

2017

Avg annual

growth rate

2008 - 2017

464 447 498 487 501 522616 664 707

908135 97

148 144 162 161178 168 144

101

0

200

400

600

800

1 000

1 200

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Figure 2. Numbers of secondary schools by agency: 2008 - 2017

Priv/Church/Community GRZ/GA

CHAPTER 4: PRIMARY & SECONDARY SCHOOLS

The following tables show the number of primary and secondary schools, disaggregated by year, agency, location and type of school. It should be noted that the ESB traditionally reflects the schools that submitted the ASC questionnaires. Therewere 8,843 primary and 1009 secondary schools in 2017 representing an increase of 0.4 percent in primary schools and 18.6 percent in secondary schools against the previous year. The increase in the number of secondary schools is attributed to the upgrading of some primary schools to secondary schools in all the provinces. Table 2 shows an aggregated reduction of Private/Church/Community schools at secondary level from 144 schools in 2016 to 101 in 2017, representing a -29.9 percentage point. This experience could be attributed to closures or non- responses of some schools especially in private and community schools. Another assertion could be that some communities schools could have been upgraded to secondary school status and takenover by government.

.

Distribution of Schools

4790 4709 4903 5016 5219 5420 5474 5669 5670 5859

411 354739 709 498 485 616 699 673 659

2994 25762851 2637 2642 2896 2664 2406 2480 2325

0

1000

2000

3000

4000

5000

6000

7000

8000

9000

10000

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Figure 1. Number of primary schools by agency: 2008 - 2017

Community/Unknown

Priv/Church

GRZ/GA

Page 7


Table 3 Numbers of primary and secondary schools by agency from 2008 to 2017

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Total 8 794 8 783 9 137 8 993 9 022 9 484 9 548 9 636 9 674 9 852

Agencies

GRZ/GA 5 254 5 514 5 656 5 719 5 720 5 942 6 090 6 090 6 377 6 767

Priv/Church/Community 3 540 3 269 3 481 3 274 3 302 3 542 3 458 3 273 3 297 3 085

Table 4 Numbers of primary and secondary schools by running agency and province

GRZ Private GA Comm Total GRZ Private GA Comm. Total

National 5 638 659 221 2 325 8 843 785 97 123 4 1 009

Provinces

CENTRAL 695 65 18 337 1 115 80 9 12 0 101

COPPERBELT 451 243 16 252 962 97 24 12 0 133

EASTERN 680 30 33 280 1 023 77 7 23 0 107

LUAPULA 464 32 14 114 624 67 2 8 0 77

LUSAKA 272 110 27 346 755 70 29 9 3 111

MUCHINGA 492 23 9 133 657 65 0 2 0 67

NORTH WESTERN 543 21 15 114 693 106 5 5 0 116

NORTHERN 612 18 26 224 880 104 2 22 0 128

SOUTHERN 740 87 43 275 1 145 70 17 24 0 111

WESTERN 689 30 20 250 989 49 2 6 1 58

Primary schools Secondary schools

-1.5%

1.8%

6.1%

-6.4%

Total

9 852

1 216

1 095

1 130

701

Year Average annual

growth rate 2016 -

2017

Percentage change

2016- 2017

1.3%

2.9%

1 047

866

724

809

1 008

1 256

5 254 5 514 5 656 5 719 5 720 5 942 6 090 6 090 6 377 6 767

3 540 3 269 3 481 3 274 3 302 3 542 3 458 3 273 3 297 3 085

0

5 000

10 000

15 000

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Figure 3. Numbers of primary and secondary schools by agency and year (2008 -2017)

Priv/Church/Community

GRZ/GA

Page 8


2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Page 9


Table 5 Numbers of primary and secondary schools by location and province

Urban Rural % Rural Total % of Total Urban Rural % Rural Total % of Total

National 1 619 7 224 81.7% 8 843 100% 342 667 66.1% 1009 100%

Provinces

CENTRAL 135 980 87.9% 1 115 12.6% 23 78 77.2% 101 10.0%

COPPERBELT 559 403 41.9% 962 10.9% 101 32 24.1% 133 13.2%

EASTERN 57 966 94.4% 1 023 11.6% 23 84 78.5% 107 10.6%

LUAPULA 47 577 92.5% 624 7.1% 10 67 87.0% 77 7.6%

LUSAKA 482 276 36.4% 758 8.6% 74 37 33.3% 111 11.0%

MUCHINGA 41 616 93.8% 657 7.4% 11 56 83.6% 67 6.6%

NORTH WESTERN 35 658 94.9% 693 7.8% 21 95 81.9% 116 11.5%

NORTHERN 58 822 93.4% 880 10.0% 28 100 78.1% 128 12.7%

SOUTHERN 145 1 000 87.3% 1 145 12.9% 40 71 64.0% 111 11.0%

WESTERN 60 926 93.9% 986 11.2% 11 47 81.0% 58 5.7%

Table 6 Number of schools by grades offered and province

National 741 5 230 2 713 244 20 720 25 159 9 852

Provinces

CENTRAL 120 581 380 22 0 78 1 34 1 216

COPPERBELT 93 534 317 33 2 99 1 16 1 095

EASTERN 76 639 302 42 1 64 1 5 1 130

LUAPULA 39 339 240 38 5 39 0 1 701

LUSAKA 40 384 304 31 4 76 4 26 869

MUCHINGA 38 494 121 9 2 57 1 2 724

NORTH WESTERN 46 481 166 7 0 97 0 12 809

NORTHERN 83 707 87 5 3 115 0 8 1 008

SOUTHERN 91 532 484 47 2 50 14 36 1 256

WESTERN 115 539 312 10 1 45 3 19 1 044

Total

Grades

8-9

Grades

8-12

Grades

10-12 Others

Primary Schools Secondary Schools Total Schools

724

Grades

1-4

Grades

1-7

Grades

1-9

Grades

1-12

1 044

809

1 008

1 256

9 852

1 216

1 095

1 130

701

869

7.52%

53.09%

27.54%

2.48%

0.20%

7.31%

0.25% 1.61%

Figure 4. Percentage of schools by grades offered nationally

N = 9852

Table 5 shows that the majority of schools in the country are located in rural areas (where 65% of the population lives), namely 81.7% of all primary and 66.1% of all secondary schools. Southern Province has the highest number of primary schools (1,145) while Luapula Province has the least with 625 primary schools. Overall, table 5 shows the urban bias of secondary schools distribution: the four most urbanized provinces of Copperbelt, Northern,Central, Lusaka and Southern account for a third of all secondary schools in the country and threeschools located in an urban area .

Page 9


Location of schools

53.09%

Figure 4. Percentage of schools by grades offered nationally

Grades

1-4

Grades

1-7

Grades

1-9

Grades

1-12

Grades

8-9

Grades

8-12

Grades

10-12

Others

Table 5 shows that the majority of schools in the country are located in rural areas (where 65% of the population lives), namely 81.7% of all primary and 66.1% of all secondary schools. Southern Province has the highest number of primary schools (1,145) while Luapula Province has the least with 625 primary schools. Overall, table 5 shows the urban bias of secondary schools distribution: the four most urbanized provinces of Copperbelt, Northern,Central, Lusaka and Southern account for a third of all secondary schools in the country and three-quarters of all secondary schools located in an urban area .

Page 10


Table 7 Primary schools by grades offered and province

Province

National 741 5230 2713 20 139 8843

Provinces

CENTRAL 120 581 380 0 34 1115

COPPERBELT 93 534 317 2 16 962

EASTERN 76 639 302 1 5 1023

LUAPULA 39 339 240 5 1 624

LUSAKA 40 384 304 4 26 758

MUCHINGA 38 494 121 2 2 657

NORTH WESTERN 46 481 166 0 0 693

NORTHERN 83 707 87 3 0 880

SOUTHERN 91 532 484 2 36 1145

WESTERN 115 539 312 1 19 986

Table 8 Secondary schools by grades offered and province

Province

National 720 244 25 20 1009

Provinces

CENTRAL 78 22 1 0 101

COPPERBELT 99 33 1 0 133

EASTERN 64 42 1 0 107

LUAPULA 39 38 0 0 77

LUSAKA 76 31 4 0 111

MUCHINGA 57 9 1 0 67

NORTH WESTERN 97 7 0 12 116

NORTHERN 115 5 0 8 128

SOUTHERN 50 47 14 0 111

Grades

8-12

Grades

1-12

Grades

10-12 Others

Grades

1-4

Grades

1-7

Grades

1-9

Grades

8-9 Total

Total

Others

8.38%

59.14%

30.68%

0.23% 1.57%

Figure 5. Number of primary schools by grades offered

nationally

N=8843

71.36%

24.18%

2.48%1.98%

Figure 6. Number of secondary schools by grades offered

nationally

Grades

8-12

Grades

10-12

N 1009

Tables 7 and 8 show schools by Province and grades offered. Schools are classified as Gr 1-4, Gr 1-7, Gr 1-9, Gr 8-9. Likewise, secondary schools are classified as Gr 8-12, Gr 1-12, Gr 10-12. Mostly private schools offer Grades 1as opposed to Government and Grant Aided schools that are split between primary and secondary schools.

Schools by grades offered

Page 10


WESTERN 45 10 3 0 58

N 1009

Page 11


Figure 5. Number of primary schools by grades offered

Grades

1-4

Grades

1-7

Grades

1-9

Grades

8-9

Others

Figure 6. Number of secondary schools by grades offered

Grades

8-12

Grades

1-12

Grades

10-12

Others

Tables 7 and 8 show schools by Province and grades offered. Schools are 9. Likewise, secondary schools are

12. Mostly private schools offer Grades 1-12 as opposed to Government and Grant Aided schools that are split between

Page 12


Page 13


Table 9 Enrolment by sex, year, grade and grade group 2012 to 2017

2012 2013 2014 2015 2016 2017

National Total 3 879 437 3 847 348 4 019 466 4 018 064 4 025 380 4 139 390 1.3% 2.8%

Male 1 968 038 1 935 949 2 035 339 2 036 552 2 026 186 2 074 567 1.1% 2.4%

Female 1 911 399 1 911 399 1 984 127 1 981 512 1 999 194 2 064 823 1.6% 3.3%

Grade

Grade 1 Total 544 817 531 792 544 949 537 990 544 321 554 360 0.3% 1.8%

Male 269 157 262 720 269 750 266 173 268 365 273 125 0.3% 1.8%

Female 275 660 269 072 275 199 271 817 275 956 281 235 0.4% 1.9%

Grade 2 Total 495 555 497 535 521 128 495 008 496 083 516 652 0.8% 4.1%

Male 246 805 247 339 258 820 244 212 244 767 256 571 0.8% 4.8%

Female 248 750 250 196 262 308 250 796 251 316 260 081 0.9% 3.5%

Grade 3 Total 473 936 472 134 503 759 514 364 478 846 495 286 0.9% 3.4%

Male 237 319 236 208 251 419 264 843 237 864 244 683 0.6% 2.9%

Female 236 617 235 926 252 340 249 521 240 982 250 603 1.2% 4.0%

Grade 4 Total 459 633 448 805 477 517 482 451 483 631 479 765 0.9% -0.8%

Male 229 556 224 565 238 318 238 792 239 179 236 893 0.6% -1.0%

Female 230 077 224 240 239 199 243 659 244 452 242 872 1.1% -0.6%

Grade 5 Total 425 422 415 463 425 483 434 406 443 159 452 580 1.2% 2.1%

Male 213 514 208 866 213 476 218 751 221 303 225 550 1.1% 1.9%

Female 211 908 206 597 212 007 215 655 221 856 227 030 1.4% 2.3%

Grade 6 Total 383 211 375 795 393 630 397 960 404 413 424 109 2.0% 4.9%

Male 194 011 190 410 199 968 199 250 203 302 212 809 1.9% 4.7%

Female 189 200 185 385 193 662 198 710 201 111 211 300 2.2% 5.1%

Grade 7 Total 352 868 333 637 351 406 353 544 352 767 365 155 0.7% 3.5%

Male 178 204 170 673 181 997 182 247 181 024 186 117 0.9% 2.8%

Female 174 664 162 964 169 409 171 297 171 743 179 038 0.5% 4.2%

YearAverage annual

growth rate 2012 -

2017

Percentage

change 2016 -

2017

CHAPTER 5: ENROLMENT

Table 9 shows that between 2012 and 2017, the total number of pupils in primary and secondary schools increased from 3,879,437 to 4,139,390 i.e. an annual growth rate of 1.3 % over the period. The increase can be attributed to the continued effects of the 2002 re-introduction of the Free Primary Education Policy and the growing number of community schools and upgrading of primary schools into secondary schools and the construction of more secondary schools by the Goverment . Total male enrolment in 2017 (for grades 1-12) was 2,074,567 boys (50.1%) and girls 2,064,823 (49.9%).

Table 10 on the following page shows enrolment by grades and sex across the provinces. Enrolment in the two most urbanized provinces of Copperbelt followed by Lusaka are consistently (especially the Copperbelt) in favour of girls. Grades 1 and 2 across most provinces also is biased towards girls, reflecting the demographic composition of the population. For most other grades across most of the other 8 provinces, the number of boys enrolled tends to exceed that of girls, a fact that disadvantages women in economic and social affairs of the country due to lower human capital credentials.

Enrolment

Page 11


114 010

due to lower human capital credentials.

Page 12


Table 9 Enrolment by sex, year, grade and grade group 2012 to 2017 (Continued)

Grades

2012 2013 2014 2015 2016 2017

Grade 8 Total 222 959 222 086 230 855 235 631 238 744 243 382 1.5% 1.9%

Male 114 982 114 260 117 902 120 535 121 715 122 511 1.1% 0.7%

Female 107 977 107 826 112 953 115 096 117 029 120 871 1.9% 3.3%

Grade 9 Total 233 325 229 077 242 759 235 330 252 460 268 400 2.4% 6.3%

Male 125 012 122 592 126 728 122 130 130 780 137 781 1.6% 5.4%

Female 108 313 106 485 116 031 113 200 121 680 130 619 3.2% 7.3%

Grade 10 Total 102 793 98 367 113 194 111 802 104 750 115 918 2.0% 10.7%

Male 55 976 53 219 60 675 60 156 56 144 60 811 1.4% 8.3%

Female 46 817 45 148 52 519 51 646 48 606 55 107 2.8% 13.4%

Grade 11 Total 96 365 102 996 109 677 114 483 118 463 111 842 2.5% -5.6%

Male 54 376 55 603 59 179 61 828 63 466 58 351 1.2% -8.1%

Female 41 989 47 393 50 498 52 655 54 997 53 491 4.1% -2.7%

Grade 12 Total 88 553 90 649 105 109 105 095 107 743 111 941 4.0% 3.9%

Male 49 126 49 494 57 107 57 635 58 277 59 365 3.2% 1.9%

Female 39 427 41 155 48 002 47 460 49 466 52 576 4.9% 6.3%

Grade Group

Grades 1-7 Total 3 075 161 3 217 872 3 217 872 3 215 723 3 203 220 3 287 907 1.1% 2.6%

Male 1 540 781 1 613 748 1 613 748 1 614 268 1 595 804 1 635 748 1.0% 2.5%

Female 1 534 380 1 604 124 1 604 124 1 601 455 1 607 416 1 652 159 1.2% 2.8%

Grades 1-9 Total 3 531 445 3 669 035 3 691 486 3 686 684 3 694 424 3 799 689 1.2% 2.8%

Male 1 780 775 1 850 600 1 858 378 1 856 933 1 848 299 1 896 040 1.1% 2.6%

Female 1 750 670 1 818 435 1 833 108 1 829 751 1 846 125 1 903 649 1.4% 3.1%

Grades 8-9 Total 456 284 451 163 473 614 470 961 491 204 511 782 1.9% 4.2%

Male 239 994 236 852 244 630 242 665 252 495 260 292 1.4% 3.1%

Female 216 290 214 311 228 984 228 296 238 709 251 490 2.5% 5.4%

Grades 10-12 Total 287 711 292 012 327 980 331 380 330 956 339 701 2.8% 2.6%

Male 159 478 158 316 176 961 179 619 177 887 178 527 1.9% 0.4%

Percentage

change 2016 -

2017

YearAverage annual

growth rate 2012 -

2017

Page 13


Female 128 233 133 696 151 019 151 761 153 069 161 174 3.9% 5.3%

Page 14


Table 10 Enrolment by sex and province for Grades 1 to 12

CENTRAL COPPERBELT EASTERN LUAPULA LUSAKA MUCHINGA NORTH WESTERN NORTHERN SOUTHERN WESTERN ALL PROVINCES

All Grades Total 522 713 598 177 459 525 323 208 511 881 252 223 291 776 359 362 504 219 316 306 4 139 390

Male 261 623 291 327 226 408 168 369 250 224 130 083 148 006 187 614 252 522 158 391 2 074 567

Female 261 090 306 850 233 117 154 839 261 657 122 140 143 770 171 748 251 697 157 915 2 064 823

Grades

Grade 1 Total 69 371 61 727 68 305 47 182 54 306 37 837 42 501 59 856 64 187 49 088 554 360

Male 33 966 30 553 32 675 23 485 26 423 18 820 20 964 30 045 31 860 24 334 273 125

Female 35 405 31 174 35 630 23 697 27 883 19 017 21 537 29 811 32 327 24 754 281 235

Grade 2 Total 66 683 60 344 62 282 44 417 54 736 33 306 37 291 52 144 61 521 43 928 516 652

Male 33 109 29 856 29 842 22 913 26 823 16 742 18 511 26 573 30 450 21 752 256 571

Female 33 574 30 488 32 440 21 504 27 913 16 564 18 780 25 571 31 071 22 176 260 081

Grade 3 Total 63 862 62 035 58 512 39 781 56 680 31 544 34 798 47 286 60 543 40 245 495 286

Male 31 712 30 129 28 072 19 728 27 622 15 950 17 367 24 069 30 127 19 907 244 683

Female 32 150 31 906 30 440 20 053 29 058 15 594 17 431 23 217 30 416 20 338 250 603

Grade 4 Total 61 160 62 136 56 464 37 788 57 844 30 626 31 901 45 584 59 132 37 130 479 765

Male 29 812 30 067 27 096 19 129 27 888 15 536 15 895 23 409 29 568 18 493 236 893

Female 31 348 32 069 29 368 18 659 29 956 15 090 16 006 22 175 29 564 18 637 242 872

Grade 5 Total 57 077 61 605 50 856 35 517 57 204 29 532 30 146 40 934 56 396 33 313 452 580

Male 28 519 29 982 24 799 18 196 27 956 15 089 15 217 21 277 27 820 16 695 225 550

Female 28 558 31 623 26 057 17 321 29 248 14 443 14 929 19 657 28 576 16 618 227 030

Grade 6 Total 52 770 61 013 47 096 35 506 56 385 25 627 26 277 35 473 54 344 29 618 424 109

Male 26 370 29 489 23 388 19 657 26 959 13 093 13 279 18 685 27 186 14 703 212 809

Female 26 400 31 524 23 708 15 849 29 426 12 534 12 998 16 788 27 158 14 915 211 300

Grade 7 Total 47 042 53 191 38 395 25 376 52 201 21 874 24 688 27 938 49 568 24 882 365 155

Male 24 368 25 812 19 681 13 714 25 512 11 667 12 663 15 520 24 756 12 424 186 117

Female 22 674 27 379 18 714 11 662 26 689 10 207 12 025 12 418 24 812 12 458 179 038

Grade 8 Total 29 794 42 569 24 104 17 596 36 038 11 720 16 789 14 676 32 548 17 548 243 382

Male 14 958 20 525 12 400 9 399 17 436 6 342 8 594 8 008 16 028 8 821 122 511

Female 14 836 22 044 11 704 8 197 18 602 5 378 8 195 6 668 16 520 8 727 120 871

Grade 9 Total 35 360 48 788 24 243 18 322 38 730 12 479 20 825 14 830 35 005 19 818 268 400

Male 18 142 23 596 12 690 10 058 19 001 6 780 10 978 7 911 18 326 10 299 137 781

Female 17 218 25 192 11 553 8 264 19 729 5 699 9 847 6 919 16 679 9 519 130 619

Page 13


Page 14


Table 10 Enrolment by sex and province for Grades 1 to 12 (Continued)

CENTRAL COPPERBELT EASTERN LUAPULA LUSAKA MUCHINGA NORTH WESTERN NORTHERN SOUTHERN WESTERN ALL PROVINCES

Grade 10 Total 12 853 25 429 10 757 7 767 16 400 6 201 9 338 8 222 11 773 7 178 115 918

Male 6 563 12 459 5 667 4 160 8 521 3 523 5 100 4 799 6 240 3 779 60 811

Female 6 290 12 970 5 090 3 607 7 879 2 678 4 238 3 423 5 533 3 399 55 107

Grade 11 Total 13 158 28 583 10 145 7 032 15 363 5 877 8 503 6 215 9 838 7 128 111 842

Male 6 782 13 939 5 390 3 822 7 877 3 342 4 709 3 598 5 157 3 735 58 351

Female 6 376 14 644 4 755 3 210 7 486 2 535 3 794 2 617 4 681 3 393 53 491

Grade 12 Total 13 583 30 757 8 366 6 924 15 994 5 600 8 719 6 204 9 364 6 430 111 941

Male 7 322 14 920 4 708 4 108 8 206 3 199 4 729 3 720 5 004 3 449 59 365

Female 6 261 15 837 3 658 2 816 7 788 2 401 3 990 2 484 4 360 2 981 52 576

Grade groups

Grades 1-7 Total 417 965 422 051 381 910 265 567 389 356 210 346 227 602 309 215 405 691 258 204 3 287 907

Male 207 856 205 888 185 553 136 822 189 183 106 897 113 896 159 578 201 767 128 308 1 635 748

Female 210 109 216 163 196 357 128 745 200 173 103 449 113 706 149 637 203 924 129 896 1 652 159

Grades 1-9 Total 483 119 513 408 430 257 301 485 464 124 234 545 265 216 338 721 473 244 295 570 3 799 689

Male 240 956 250 009 210 643 156 279 225 620 120 019 133 468 175 497 236 121 147 428 1 896 040

Female 242 163 263 399 219 614 145 206 238 504 114 526 131 748 163 224 237 123 148 142 1 903 649

Grades 8-9 Total 65 154 91 357 48 347 35 918 74 768 24 199 37 614 29 506 67 553 37 366 511 782

Male 33 100 44 121 25 090 19 457 36 437 13 122 19 572 15 919 34 354 19 120 260 292

Female 32 054 47 236 23 257 16 461 38 331 11 077 18 042 13 587 33 199 18 246 251 490

Grades 8-12 Total 104 748 176 126 77 615 57 641 122 525 41 877 64 174 50 147 98 528 58 102 851 483

Male 53 767 85 439 40 855 31 547 61 041 23 186 34 110 28 036 50 755 30 083 438 819

Female 50 981 90 687 36 760 26 094 61 484 18 691 30 064 22 111 47 773 28 019 412 664

Enrolments by Running Agency 2017

Number of Enrolnments by Running Agency-2017

Province GRZ Grant-aided Private Community Total

CENTRAL 429557 13002 14356 65798 522713

COPPERBELT 474695 11194 56478 55810 598177

EASTERN 365958 30255 6600 56712 459525

LUAPULA 277828 11528 5795 28057 323208

LUSAKA 359241 18487 34718 99435 511881

MUCHINGA 223040 3059 4005 22119 252223

3354153

160345 151434473458

4139390

0

1000000

2000000

3000000

4000000

5000000

GRZ Grant-aided Private Community Total

Figure7. Number of enrolments by running agency 2017

Page 15


NORTH WESTERN 261954 5223 4946 19653 291776

NORTHERN 293611 21853 2828 41070 359362

SOUTHERN 398591 36310 18580 50738 504219

WESTERN 269678 9434 3128 34066 316306

TOTAL 3354153 160345 151434 473458 4139390

0

GRZ Grant-aided Private Community Total

CENTRAL COPPERBELT EASTERN LUAPULA

LUSAKA MUCHINGA NORTH WESTERN NORTHERN

SOUTHERN WESTERN TOTAL

Page 16


4139390

Page 17


Page 18


Table 11 Grade 1 entrants by age, sex and province (excluding repeaters)

Male Female Male Female Male Female Male Female Male Female

National 20 301 23 831 119 871 126 481 111 088 109 141 251 260 259 453 47.7% 48.7%

Provinces

CENTRAL 2 801 3 350 15 236 16 154 13 007 12 871 31 044 32 375 49.1% 49.9%

COPPERBELT 3 874 4 257 14 950 15 407 9 477 9 311 28 301 28 975 52.8% 53.2%

EASTERN 1 409 1 957 11 579 13 076 17 736 18 461 30 724 33 494 37.7% 39.0%

LUAPULA 1 263 1 487 9 792 10 002 10 563 10 399 21 618 21 888 45.3% 45.7%

LUSAKA 2 826 3 286 10 605 11 452 11 727 11 943 25 158 26 681 42.2% 42.9%

MUCHINGA 1 189 1 316 8 591 8 812 7 355 7 139 17 135 17 267 50.1% 51.0%

NORTH WESTERN 1 797 2 221 9 359 9 841 7 403 7 040 18 559 19 102 50.4% 51.5%

NORTHERN 1 315 1 525 12 911 13 055 13 073 12 479 27 299 27 059 47.3% 48.2%

SOUTHERN 2 243 2 743 14 458 15 578 12 502 11 591 29 203 29 912 49.5% 52.1%

WESTERN 1 584 1 689 12 390 13 104 8 245 7 907 22 219 22 700 55.8% 57.7%

Table 12 Grade 1 entrants with pre-school experience by sex and province

Male Female Total % Female % of Enrolment

National 65 404 67 915 133 319 50.9% 26.1%

Provinces

CENTRAL 7 932 7 184 15 116 47.5% 23.8%

COPPERBELT 9 878 10 318 20 196 51.1% 35.3%

EASTERN 5 249 5 787 11 036 52.4% 17.2%

LUAPULA 5 112 5 300 10 412 50.9% 23.9%

LUSAKA 9 826 10 826 20 652 52.4% 39.8%

MUCHINGA 2 537 2 570 5 107 50.3% 14.8%

NORTH WESTERN 2 026 2 260 4 286 52.7% 11.4%

NORTHERN 3 231 3 613 6 844 52.8% 12.6%

SOUTHERN 15 657 16 044 31 701 50.6% 53.6%

Over 7 yrs Total % of 7 yrsUnder 7 yrs 7 yrs

4% 5%

23%

25%

22%

21%

Figure 7. Grade 1 entrants with pre-school experience by sex and

province

Under 7 Male

Under 7 Female

7 Male

7 Female

Over 7 Male

Over 7 Female

Tables 11-12 and Figure 7 show grade 1 entrants. The number of Grade 1 entrants aged 7 years in 2017 increased to 47.7% male and 48.7 % from 46.5% and 47.6% respectively from 2016. Nearly half the Grade 1 learners started school at the official school age of 7 years.

Table 11 further57.7%, Western had the biggest share of grade 1 entrants starting age 7 while Eastern had the smallest at 37.7%.

Table 12 shows that the number of grade 1 entrants with pre experience decreased to 26.1% in 2017 from 29.8% in 2016. This decrement is as a result of low response rate by some private schools.introduction of ECE centres in some government primary schools across the country has also led to some community and private ECE Centres winding up.

Figure 7 shows that 43% (split amostly equally between boys and girls) of grade 1 entrants in 2017 were above the official school age of 7.

Grade 1 Entrants

Page 15


WESTERN 3 956 4 013 7 969 50.4% 17.7%

TOTAL 29072 31648 60720

25%Over 7 Female

Page 16


school experience by sex and

Under 7 Male

Under 7 Female

7 Male

7 Female

Over 7 Male

Over 7 Female

Tables 11-12 and Figure 7 show grade 1 entrants. The number of Grade 1 entrants aged 7 years in 2017 increased to 47.7% male and 48.7 % from 46.5% and 47.6% respectively from 2016. Nearly half the Grade 1 learners started school at the official school age of 7 years.

further shows that at 57.7%, Western had the biggest share of grade 1 entrants starting age 7 while Eastern had the smallest at 37.7%.

Table 12 shows that the number of grade 1 entrants with pre -school experience decreased to 26.1% in 2017 from 29.8% in 2016. This decrement is as a result of low response rate by some private schools.introduction of ECE centres in some government primary schools across the country has also led to some community and private ECE Centres winding up.

Figure 7 shows that 43% (split amostly equally between boys and girls) of grade 1 entrants in 2017 were above the official school age

Grade 1 Entrants

Page 17


Over 7 Female

Page 18


Table 13 Gross intake rates for Grade 1 by sex from 2008 to 2017

2010 2011 2012 2013 2014 2015 2016 2017

Male 119.3% 116.4% 132.0% 121.1% 112.0% 114.0% 99.7% 108.1%

Female 121.3% 118.2% 138.0% 126.4% 116.2% 115.6% 103.5% 111.9%

Total 121.3% 118.5% 135.0% 123.3% 113.7% 114.8% 101.6% 110.0%

Table 14 Gross intake rate for Grade 1 by sex and province

Male Female Total

National 108.1% 111.9% 110.0% 101.6% 7.6%

Provinces

CENTRAL 132.3% 134.4% 133.4% 125.2% 6.2%

COPPERBELT 86.9% 89.5% 88.2% 82.8% 6.1%

EASTERN 109.7% 120.2% 114.9% 108.2% 5.9%

LUAPULA 118.9% 111.8% 118.6% 109.2% 7.9%

LUSAKA 66.1% 71.0% 68.5% 64.9% 5.3%

MUCHINGA 131.2% 130.0% 130.6% 121.4% 7.0%

NORTH WESTERN 134.3% 141.3% 137.7% 128.4% 6.8%

NORTHERN 131.5% 130.8% 131.1% 114.8% 12.4%

SOUTHERN 98.5% 102.1% 100.3% 93.8% 6.5%

WESTERN 141.0% 145.9% 143.4% 127.0% 11.4%

Year

2016

% Change

from 2016

The national GIR for 2017 stood at 110.0% from 101.6% the previous year. The GIR is the total number of new entrants in the first grade of primary education, regardless of age, expressed as a percentage of the population at he official primary school-entrance age.GIR is a rough measure of access to the first grade, and a national GIR of over 100% implies that both underover-aged learners enter grade 1 at the same time. The GIR for Males was reported at 108.1% while for females was 111.9%. GIR at the provincial level ranged from 68.5% in Lusaka to 143.4% in Western province.

Gross Intake Rate (GIR)

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

140.0%

160.0%

Figure 8. Gross intake rate for Grade 1 by sex and province

Male Female Total

Page 16


Page 17


The national GIR for 2017 stood at 110.0% from 101.6% otal number of new

entrants in the first grade of primary education, regardless of age, expressed as a percentage of the

entrance age. The GIR is a rough measure of access to the first grade, and a national GIR of over 100% implies that both under- and

aged learners enter grade 1 at the same time. The GIR for Males was reported at 108.1% while for females was 111.9%. GIR at the provincial level ranged from 68.5%

Page 18


Page 19


Table 15 Net intake rates for Grade 1 by sex from 2012 to 2017

2012 2013 2014 2015 2016 2017

Male 56.8% 54.9% 52.2% 57.1% 46.3% 49.1%

Female 60.5% 59.1% 54.7% 60.1% 49.2% 51.9%

Total 58.7% 56.9% 53.4% 58.5% 47.7% 50.5%

Table 16 Net intake rate for Grade 1 by sex and province

Male Female Total

National 49.1% 51.9% 50.5% 47.7% 5.5%

Provinces

CENTRAL 62.0% 63.9% 63.0% 59.3% 5.9%

COPPERBELT 43.5% 45.3% 44.4% 45.1% -1.5%

EASTERN 39.9% 45.2% 42.6% 40.5% 4.9%

LUAPULA 51.6% 51.8% 51.7% 47.6% 7.9%

LUSAKA 26.9% 29.6% 28.2% 27.3% 3.3%

MUCHINGA 61.8% 62.2% 62.0% 62.5% -0.9%

NORTH WESTERN 62.7% 67.6% 65.1% 61.6% 5.4%

NORTHERN 59.1% 59.7% 59.4% 43.3% 27.2%

SOUTHERN 46.3% 50.7% 48.5% 47.6% 1.8%

WESTERN 74.3% 79.6% 76.9% 70.1% 8.8%

Year

2016

% Change

2016

The NIR for Grade 1 is the percentage of seven-yearwho enter school for the first time, expressed as a percentage of the total number of seven-year-olds in the population. A high NIR indicates a high degree of access to primary education for the official primary school entrance age children. NIR of 100% is a necessary condition for the policy goal of universal primary ducation

In 2017 NIR was reported at 47.7% implying that about 48 % of the learner in Grade one were of the official school entrance age of 7 years. Lusaka province recorded the lowest NIR of 28.2% and was followed by Eastern province with 42.6% while the highest NIR was recorded in Western province at 76.9% and was followed by North Western at 65.1%.

Net Intake Rate (NIR)

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

Figure 9. Net intake rate for Grade 1 by sex and province

Male Female Total

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-year-olds who enter school for the first time, expressed as a

olds in the A high NIR indicates a high degree of access

to primary education for the official primary school entrance age children. NIR of 100% is a necessary condition for the policy goal of universal primary ducation

In 2017 NIR was reported at 47.7% implying that about 48 % of the learner in Grade one were of the official school entrance age of 7 years. Lusaka province recorded the lowest NIR of 28.2% and was followed by Eastern province with 42.6% while the highest NIR was recorded in Western province at 76.9% and was followed by North

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Table 17 Gross enrolment rate by sex from 2010 to 2017

2010 2011 2012 2013 2014 2015 2016 2017

Grades 1-7 Male NA NA NA 126.8 134.00% 111.20% 104.7% 103.6%

Female NA NA NA 127.9 114.00% 111.20% 106.3% 105.0%

Total NA NA NA 127.3 113.70% 111.20% 105.5% 104.3%

Grades 8-12 Male 37.1% 31.80% 36.70% 35.50% 35.23% 48.10% 48.1% 48.0%

Female 29.8% 25.80% 29.20% 29.70% 29.48% 42.70% 43.3% 44.9%

Total 33.4% 28.80% 32.93% 32.60% 32.32% 45.40% 45.7% 46.4%

Table 18 Gross enrolment rate by sex and province

Male Female Total Male Female Total

National 103.6% 105.0% 104.3% 48.0% 44.9% 46.4%

Provinces

CENTRAL 132.2% 127.8% 129.9% 58.9% 55.3% 57.1%

COPPERBELT 87.3% 92.4% 89.8% 59.3% 61.1% 60.2%

EASTERN 101.8% 108.3% 105.0% 38.0% 35.4% 36.7%

LUAPULA 118.0% 109.1% 113.0% 49.4% 41.3% 45.4%

LUSAKA 74.1% 79.4% 79.7% 40.0% 37.6% 38.7%

MUCHINGA 118.6% 112.4% 115.4% 41.4% 33.7% 37.6%

NORTH WESTERN 122.6% 125.6% 124.1% 69.4% 63.2% 66.3%

NORTHERN 113.7% 107.2% 110.5% 35.5% 28.9% 32.2%

SOUTHERN 101.9% 105.2% 103.5% 46.0% 44.1% 45.1%

WESTERN 116.7% 120.1% 111.8% 49.3% 44.9% 47.9%

Grades 1-7 Grades 8-12

Year The GER indicates the total enrolment of learners in a specific level, regardless of age, in a given year, expressed as a percentage of the official school-age population for that level. GER is widely used to show the general level of participation in a given level of education. It indicates the capacity of the education system to enrol learners of a particular age group.

The primary NER is the proportion (in percentage) of primary-aged (ages 7-learners who are enrolled in primary school (grades 1-7) as a ratio to the total population of the 7-13 in the total population.

The Primary GER in 2017 was 105.5% while the Secondary GER was 46.4%. The GER for primary school ranged from 79.7% in Lusaka province to 129.9% in Central province whereas Secondary GER ranged from 32.2% in Northern province to 66.8% in Copperbelt province and 66.3% in Western province respectively.Table 19 shows the GER by Grade and province.

Gross Enrolment Rate (GER)

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Table 19 Gross enrolment rate by grade and province

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11

National 133.86% 129.09% 137.13% 153.79% 148.15% 136.19% 117.66% 75.72% 85.00% 37.68% 37.40%

Provinces

CENTRAL 149.46% 150.24% 159.66% 178.29% 169.62% 154.10% 137.92% 84.79% 102.56% 38.23% 40.22%

COPPERBELT 104.95% 105.04% 121.80% 148.59% 147.72% 138.21% 117.72% 87.79% 100.65% 52.99% 60.52%

EASTERN 125.72% 119.30% 125.31% 137.56% 125.83% 113.95% 93.18% 56.40% 57.90% 26.54% 25.96%

LUAPULA 131.59% 129.47% 127.60% 145.04% 140.68% 140.87% 102.39% 69.73% 74.27% 32.55% 30.52%

LUSAKA 105.79% 108.10% 126.09% 152.81% 153.14% 142.91% 129.86% 83.40% 90.43% 39.03% 37.52%

MUCHINGA 160.77% 146.37% 149.33% 162.08% 161.46% 141.77% 123.92% 66.27% 72.54% 37.31% 36.58%

NORTH WESTERN 157.66% 143.61% 144.97% 147.28% 145.32% 128.96% 124.51% 84.86% 108.59% 50.50% 47.77%

NORTHERN 159.97% 144.80% 139.99% 157.88% 145.80% 128.41% 103.78% 54.98% 57.15% 32.80% 25.62%

SOUTHERN 127.19% 126.84% 139.76% 151.33% 147.92% 139.88% 128.49% 81.53% 89.77% 31.09% 26.75%

WESTERN 169.22% 156.81% 159.66% 165.82% 152.29% 133.98% 113.65% 77.89% 89.54% 33.23% 33.73%

The GER indicates the total enrolment of learners in a specific level, regardless of age, in a given year, expressed as a percentage of

age population for that GER is widely used to show the

general level of participation in a given level of education. It indicates the capacity of the education system to enrol learners of a

The primary NER is the proportion (in aged (ages 7-13)

learners who are enrolled in primary school 7) as a ratio to the total

13 in the total

The Primary GER in 2017 was 105.5% while the Secondary GER was 46.4%. The GER for primary school ranged from 79.7% in Lusaka province to 129.9% in Central province whereas Secondary GER ranged from 32.2% in Northern province to 66.8% in Copperbelt province and 66.3% in Western province respectively.Table 19 shows the GER by

Enrolment Rate (GER)

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

140.0%

Figure 10. Gross enrolment by sex and province(Grades 1-7)

Male Female Total

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Figure 11. Gross enrolment by sex and province (Grades 8-12)

Male Female Total

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Grade 12

38.63%

42.76%

66.61%

22.31%

31.23%

40.40%

36.04%

51.05%

26.40%

26.20%

31.02%

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Table 20 Net enrolment rate by sex from 2010 to 2017

2010 2011 2012 2013 2014 2015 2016 2017

Grades 1-7 Male 93.1 95 108.1 1.058 93.1% 89.6% 88.7% 86.5%

Female 93.9 97 111.7 1.082 95.4% 90.9% 92.0% 89.2%

Total 93.7 96 109.9 1.07 94.3% 89.0% 90.4% 87.9%

Grades 8-12 Male NA 26.1 32.6 31.1 30.9% 30.5% 26.5% 44.7%

Female NA 19.9 24.9 25 25.0% 25.7% 24.3% 41.1%

Total NA 23 28.7 28 27.9% 28.1% 25.4% 42.9%

Table 21 Net enrolment rate by sex and province


National 86.5% 89.2% 87.9% 44.7% 41.1% 42.9%

Provinces

CENTRAL 112.0% 109.3% 110.6% 54.3% 50.4% 52.3%

COPPERBELT 76.3% 81.1% 78.7% 53.8% 54.8% 54.3%

EASTERN 78.5% 87.2% 82.9% 36.7% 33.7% 35.3%

LUAPULA 95.9% 92.1% 94.0% 47.0% 38.6% 42.8%

LUSAKA 61.9% 66.9% 64.4% 35.9% 33.0% 34.4%

MUCHINGA 98.7% 95.0% 96.8% 39.3% 31.0% 35.2%

NORTH WESTERN 102.6% 106.6% 104.6% 65.5% 58.7% 62.1%

NORTHERN 94.7% 91.3% 93.0% 34.5% 27.5% 31.0%

SOUTHERN 84.3% 89.0% 86.6% 43.2% 40.5% 41.9%

WESTERN 102.6% 107.1% 10.4% 47.2% 44.1% 45.6%

Year


The primary NER is the proportion (in percentage) of primary-aged (ages 713) learners who are enrolled in primary school (grades 1-7) as a ratio to the total population of the 7-13 in the total population. Table 20 shows primary NER of 87.9% and 32.4% NER for Secondary respectively in 2017).

The secondary NER is the percentage of secondary-aged (ages 14-18) learners who are enrolled in secondary school (grades 8-12) as a proportion of the 1418 year-olds in the population.

Primary NER varied from 64.4% in Eastern to 110.6% in Central province while Secondary NER varied from 31% in Northern to 62.1 % in North Western province.

Table 22 illustrates NER by province and grade while Figures 12 and 13 show primary and Secondary NER by province and sex.

Net Enrolment Rate (NER)

NER 1-7 Page 20


NER 1-7 Page 21


Table 22 Net enrolment rate by grade and province


National 61.47% 52.30% 51.08% 53.87% 47.63% 42.27% 35.29% 22.45% 24.23% 11.54% 13.19%

Provinces

CENTRAL 70.58% 62.81% 63.49% 66.81% 59.01% 52.55% 40.84% 25.47% 28.95% 10.96% 14.02%

COPPERBELT 52.82% 48.23% 55.33% 62.64% 60.05% 53.80% 44.35% 31.24% 34.18% 17.58% 20.28%

EASTERN 46.57% 39.05% 35.22% 34.94% 28.37% 24.68% 18.64% 11.94% 12.26% 7.53% 8.76%

LUAPULA 57.35% 47.54% 43.41% 47.18% 41.32% 36.75% 28.42% 18.57% 20.44% 8.96% 9.85%

LUSAKA 43.57% 40.53% 43.41% 47.70% 45.15% 42.76% 38.22% 23.98% 25.46% 10.94% 12.63%

MUCHINGA 76.28% 60.44% 56.83% 57.09% 50.31% 39.21% 31.12% 19.05% 20.47% 12.69% 15.51%

NORTH WESTERN 74.53% 58.92% 51.62% 48.04% 45.16% 38.97% 37.04% 24.58% 27.78% 14.41% 15.24%

NORTHERN 72.44% 56.72% 48.29% 52.27% 41.04% 36.24% 29.35% 14.72% 14.33% 10.87% 10.95%

SOUTHERN 61.51% 53.41% 52.56% 54.79% 45.56% 41.55% 36.19% 21.03% 22.08% 9.16% 9.91%

WESTERN 90.72% 75.43% 71.17% 73.97% 65.76% 56.03% 49.23% 32.70% 34.76% 12.16% 13.73%

The primary NER is the proportion (in aged (ages 7-

13) learners who are enrolled in 7) as a ratio to

the total population of the 7-13 in the total population. Table 20 shows primary NER of 87.9% and 32.4% NER for Secondary respectively in 2017).

The secondary NER is the percentage of 18) learners

who are enrolled in secondary school 12) as a proportion of the 14-

olds in the population.

Primary NER varied from 64.4% in Eastern to 110.6% in Central province while Secondary NER varied from 31% in Northern to 62.1 % in North Western

Table 22 illustrates NER by province and grade while Figures 12 and 13 show primary and Secondary NER by

Net Enrolment Rate (NER)

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Male

Female

Total

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Figure 13. Net enrolment by sex and province (Grades 8Figure 12. Net enrolment By sex and province (Grades 1-7)

NER 1-7 Page 22


NER 1-7 Page 23


Grade 12

21.13%

24.12%

32.04%

14.37%

20.74%

20.02%

18.68%

32.13%

16.32%

13.97%

17.61%

Figure 13. Net enrolment by sex and province (Grades 8-12)

NER 1-7 Page 24


NER 1-7 Page 25


Table 23 Transition, repetition and dropout rate by sex from 2010 to 2017

2010 2011 2012 2013 2014 2015 2016 2017

Transition Rate

Grades 7-8 Male 62.1% 65.6% 63.1% 63.1% 59.1% 63.7% 65.3% 66.1%

Female 53.9% 54.6% 65.5% 60.6% 59.4% 65.5% 67.1% 69.0%

Total 57.9% 59.9% 64.2% 61.9% 59.3% 64.5% 66.2% 67.5%

Grades 9-10 Male 45.3% 46.0% 46.5% 43.6% 42.0% 47.4% 48.0% 48.3%

Female 44.8% 44.8% 47.0% 42.7% 42.3% 44.8% 45.1% 47.7%

Total 45.0% 45.5% 46.7% 43.2% 42.2% 46.2% 46.6% 48.0%

Repetition Rate

Grades 1-7 Male 6.7% 6.3% 6.3% 6.4% 7.4% 6.6% 6.9% 6.8%

Female 6.0% 5.8% 5.8% 6.0% 6.8% 6.2% 6.4% 6.2%

Total 6.4% 6.1% 6.0% 6.2% 7.1% 6.4% 6.7% 6.5%

Grades 8-12 Male 1.3% 0.9% 0.9% 0.9% 1.5% 1.2% 1.5% 1.7%

Female 1.3% 1.3% 0.9% 1.1% 1.5% 1.4% 1.6% 1.6%

Total 1.3% 1.1% 0.9% 1.0% 1.5% 1.3% 1.6% 1.7%

Dropout Rate

Grades 1-7 Male 1.9% 1.7% 1.6% 1.4% 1.5% 1.3% 1.3% 1.3%

Female 2.7% 2.6% 2.3% 2.1% 2.1% 1.9% 1.8% 1.7%

Total 2.3% 2.2% 1.9% 1.8% 1.8% 1.6% 1.5% 1.5%

Grades 8-12 Male 0.6% 0.9% 0.5% 0.7% 0.6% 0.5% 0.7% 0.6%

Female 1.6% 2.2% 1.6% 1.7% 1.8% 1.9% 1.8% 1.5%

Total 1.1% 1.4% 1.0% 1.2% 1.1% 1.1% 1.2% 1.0%

Year

This section provides a snapshot of the internal efficiency of the education sector, as measured by cohort flows: repetition, transition, and dropout rates. These indicators are interrelated - given two indicators the third is calculated as a residual. Although it is tempting to use these indicators to measure progress towards educational strategy targets, repetition and promotion are often manipulated through policy and other directives. In Zambia, automatic promotion exists, hence we should see repetition rates drop to zero (and perhaps drop-out rates rise at the same time). Note: Flow rate calculations normally assume that negligible numbers of learners enter or leave the system from outside the borders of a given territory/region.

CHAPTER 6: EFFICIENCY

The transition rate (also called promotion rate) represents the proportion of students who have successfully completed a grade and proceeded to the next grade the following year. Table 23 shows that the number of Zambia's pupils who transitioned from grade 7 - 8 in 2017 a small marginal increase of 1.3 percentage points, up from 66.2% in 2016 to 67.5% in 2017, while the number who transitioned from grade 9 - 10 rose by 1.4% from 46.6% to 48.0%. This indicator demonstrates the degree of access or transition from a lower to a higher grade. The transition rate can help in assessing the relative selectivity of an education system, which can be due to pedagogical or financial requirements. High transition rates indicate a high level of access from lower to higher grades. The indicator reflects also the absorptive capacity of the next level of education. Inversely, low transition rates signal restrictions between two levels/grades of education on account of either high failure rates or inadequate absorptive capacity in the higher level of education or both. This indicator should be based on reliable data on new entrants (or on enrolment and repeaters) especially in the first grade of the higher level of education. It can be distorted by failure to distinguish between new entrants and repeaters, especially in the first grade of the higher level of education. Learners who interrupted their studies for one or more years after having completed the lower level of education and migrant Learners also affect the quality of this indicator. Table 24 further illustrates gender and spatial transition rates: girls have higher rates at primary than boys at Grade 7 - 8. But this is reversed at grade 9 10; Copperbelt has the highest transition rate at grade 7by Western,Lusaka, North Western, Luapula, Central, Eastern, Southern, Muchinga and Nothern; at grade 9 -10, Northern, Muchinga, Copperbelt and North Western have the highest transition rates.

Transition rate

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transition rates.

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Table 24 Transition rate by sex and province


National 66.1% 69.0% 67.5% 48.3% 47.7% 48.0%

Provinces

CENTRAL 65.6% 67.9% 66.8% 37.7% 36.4% 39.8%

COPPERBELT 78.7% 81.4% 80.1% 52.2% 55.0% 51.1%

EASTERN 64.6% 67.6% 66.1% 48.5% 43.7% 49.2%

LUAPULA 66.9% 67.7% 67.2% 42.5% 37.4% 44.7%

LUSAKA 71.2% 74.3% 72.8% 51.5% 47.8% 50.1%

MUCHINGA 51.7% 52.4% 52.1% 69.3% 52.9% 65.4%

NORTH WESTERN 68.8% 69.4% 69.1% 51.2% 42.2% 50.6%

NORTHERN 48.2% 48.5% 48.3% 82.4% 58.8% 79.4%

SOUTHERN 62.0% 66.8% 64.4% 37.8% 33.5% 37.1%

WESTERN 74.1% 75.7% 74.9% 40.7% 37.0% 40.9%

Table 25 Repetition and dropout rate by sex and province

Male Female Total Male Female Total Male Female Total Male

National 6.8% 6.2% 6.5% 1.7% 1.6% 1.7% 1.3% 1.7% 1.5% 0.6%

Provinces

CENTRAL 5.7% 5.2% 5.4% 1.3% 1.1% 1.2% 1.1% 1.6% 1.4% 0.7%

COPPERBELT 5.6% 5.3% 5.4% 1.8% 1.6% 1.7% 0.7% 1.0% 0.9% 0.3%

EASTERN 5.7% 5.4% 5.5% 1.6% 0.9% 1.3% 1.5% 2.0% 1.8% 0.6%

LUAPULA 7.1% 7.2% 7.1% 2.8% 2.9% 2.9% 2.3% 2.9% 2.6% 1.2%

LUSAKA 4.5% 3.7% 4.1% 0.8% 0.7% 0.8% 0.8% 1.1% 0.9% 0.2%

MUCHINGA 7.6% 7.4% 7.5% 1.2% 1.3% 1.2% 1.2% 1.7% 1.5% 0.7%

NORTH WESTERN 8.5% 8.2% 8.3% 3.5% 4.1% 3.8% 1.6% 2.3% 2.0% 1.2%

NORTHERN 8.8% 8.7% 8.8% 2.4% 3.8% 3.0% 1.7% 2.3% 2.0% 0.7%

Dropout Grades 8-12


Repetition Grades 1-7 Repetition Grades 8-12 Dropout Grades 1-7

ansition, and dropout rates. These indicators are asure progress towards educational strategy targets,

e we should see repetition rates drop to zero (and enter or leave the system from outside the borders of

The transition rate (also called promotion rate) represents the proportion of students who have successfully completed a grade and proceeded to the next grade the following year. Table 23 shows that the number of Zambia's pupils who transitioned from

8 in 2017 a small marginal increase of 1.3 percentage points, up from 66.2% in 2016 to 67.5% in 2017, while the

10 rose by 1.4% from

This indicator demonstrates the degree of access or transition from a lower to a higher grade. The transition rate can help in assessing the relative selectivity of an education system, which can be due to pedagogical or financial requirements. High transition rates indicate a high level of access from lower to higher grades. The indicator reflects also the absorptive capacity of the next level of education. Inversely, low transition rates signal restrictions between two levels/grades of education on account of either high failure rates or inadequate absorptive capacity in the higher level of education or both. This indicator should be based on reliable data on new entrants (or on enrolment and repeaters) especially in the first grade of the higher level of education. It can be distorted by failure to distinguish between new entrants and repeaters, especially in the first grade of the higher level of education. Learners who interrupted their studies for one or more years after having completed the lower level of education and migrant Learners also affect the quality of this indicator. Table 24 further illustrates gender and spatial transition rates: girls have higher rates at

8. But this is reversed at grade 9 -

Copperbelt has the highest transition rate at grade 7-8,followed by Western,Lusaka, North Western, Luapula, Central, Eastern,

10, Northern, Muchinga, Copperbelt and North Western have the highest

Repetition rate

The repetition rate is the proportion of pupils from a cohort enrolled in a given grade in a given school year who remain in the same grade in the following school year. The repetition rate measures the number of pupils repeating a grade, and is one of the key indicators for analyzing and projecting pupil flows from grade to grade within the educational cycle. A high repetition rate reveals problems in the internal efficiency of the educational system, and increasing repetition rates may serve as an early warning that the system is experiencing capacity constraints either in terms of skilled human resource, teaching and learning aids, financial resources or infrastructure.

Table 23 shows a national decrease in repetition rates for grade range 1-7 while there was an increase for 8-12. A 0.2% decrease was recorded for grade range 1-7 from 2016 (6.7%) to 2017 (6.5%). A 0.1% increase was on the other hand recorded for grade range 8from 2016 (1.6%) to 2017 (1.7%). Table 25 shows repetition and dropout rates by sex and province. Northern, NorthSouthern had the highest grade 1-7 repetition rates. NorthNorthern and Luapula had the highest grade 8-12 repetition rates in 2017. The repetition rate for grades 8-12 remained much lower than the grades 1-7.

Page 24


SOUTHERN 9.3% 7.9% 8.6% 0.9% 0.9% 0.9% 1.0% 1.3% 1.1% 0.8%

WESTERN 6.4% 5.8% 6.1% 1.2% 1.1% 1.1% 1.3% 1.8% 1.6% 0.7%

Page 25


Female Total

1.5% 1.0%

1.6% 1.1%

0.7% 0.5%

1.5% 1.0%

2.9% 1.9%

0.5% 0.3%

3.2% 1.8%

2.7% 1.9%

3.1% 1.7%

Dropout Grades 8-12

The repetition rate is the proportion of pupils from a cohort enrolled in a given grade in a given school year who remain in the same grade in the following school year. The repetition rate measures the number of pupils repeating a grade, and is one of the key indicators for analyzing and projecting pupil flows from grade to grade within the educational cycle. A high repetition rate reveals problems in the internal efficiency of the educational system, and increasing repetition rates may serve as an early warning that the system is experiencing capacity constraints either in terms of skilled human resource, teaching and learning aids, financial resources or

Table 23 shows a national decrease in repetition rates for grade 12. A 0.2% decrease was

7 from 2016 (6.7%) to 2017 (6.5%). A 0.1% increase was on the other hand recorded for grade range 8-12 from 2016 (1.6%) to 2017 (1.7%). Table 25 shows repetition and dropout rates by sex and province. Northern, North-Western and

7 repetition rates. North-Western, 12 repetition rates in

12 remained much lower

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1.8% 1.3%

2.3% 1.4%

Page 27


Table 26 Transition, repetition and dropout rates in Grades 1-11 from 2016 to 2017

Transition rates Repetition rates Dropout Rates

Grade Males Females Total Males Females Total Males Females Total

Grade 1 94.4% 93.9% 94.1% 6.5% 6.2% 6.3% 0.9% 0.9% 0.9%

Grade 2 100.9% 101.2% 101.0% 5.4% 5.1% 5.3% 1.0% 1.0% 1.0%

Grade 3 99.1% 100.9% 100.0% 5.3% 5.8% 5.1% 1.0% 1.5% 1.0%

Grade 4 93.4% 92.5% 93.0% 6.0% 5.5% 5.8% 1.2% 1.2% 1.2%

Grade 5 93.7% 93.3% 93.5% 6.0% 5.4% 5.7% 1.3% 1.5% 1.4%

Grade 6 87.5% 86.2% 86.9% 6.9% 6.4% 6.6% 1.5% 2.1% 1.8%

Grade 7 66.1% 69.0% 67.5% 8.3% 7.3% 7.8% 1.6% 2.9% 2.2%

Grade 8 103.5% 103.3% 103.4% 6.1% 6.0% 6.0% 1.6% 3.1% 2.4%

Grade 9 48.3% 47.7% 48.0% 13.4% 12.3% 12.9% 1.7% 3.7% 2.7%

Grade 10 110.3% 117.4% 113.5% 1.8% 1.2% 1.5% 0.4% 1.1% 0.8%

Grade 11 99.3% 101.6% 100.3% 2.4% 2.6% 2.5% 0.7% 1.9% 1.3%

The dropout rate indicates the proportion of pupils who leave the system without completing a given grade in a given school year. Table 23 shows that the national average dropout rate was the same in both 2016 and 2017 at 1.5% for grades 1-7. on the other hand a decrease of 0.2% was recorded for grades 8-12 for 2016 (1.2%) and 2017 (1.0%). The disaggregated dropout rate data in table 25 shows that female dropout rate in grades 1-7 at 1.7% was higher than that for boys at 1.3% . Similarly, in grades 8-12, the 1.5% female dropout rate is more than twice that of boys (0.6%) at the national level.

Dropout Rate

Page 24


Table 27 Gender parity index for Grades 1-7 and Grades 8-12 from 2010 to 2017

2010 2011 2012 2013 2014 2015 2016 2017

Grade 1-7 0.99 0.97 0.99 0.98 0.99 0.99 1.00 1.00

Grade 8-12 0.86 0.82 0.80 0.84 0.85 0.84 0.86 0.90

Table 28 Gender parity index in all schools by grade and province


National 1.03 1.01 1.02 1.03 1.01 0.99 0.96 0.99 1.07 0.91 0.92

Provinces

CENTRAL 1.04 1.01 1.01 1.05 1.00 1.00 0.93 0.99 0.95 0.96 0.94

COPPERBELT 1.02 1.02 1.06 1.07 1.05 1.07 1.06 1.07 1.07 1.04 1.05

EASTERN 1.09 1.09 1.08 1.08 1.05 1.01 0.95 0.94 0.91 0.90 0.88

LUAPULA 1.01 0.94 1.02 0.98 0.95 0.81 0.85 0.87 0.82 0.87 0.84

LUSAKA 1.06 1.04 1.05 1.07 1.05 1.09 1.05 1.07 1.04 0.92 0.95

MUCHINGA 1.01 0.99 0.98 0.97 0.96 0.96 0.87 0.85 0.84 0.76 0.76

NORTH WESTERN 1.03 1.01 1.00 1.01 0.98 0.98 0.95 0.95 0.90 0.83 0.81

NORTHERN 0.99 0.96 0.96 0.95 0.92 0.90 0.80 0.83 0.87 0.71 0.73

SOUTHERN 1.01 1.02 1.01 1.00 1.03 1.00 1.00 1.03 0.91 0.89 0.91

WESTERN 1.02 1.02 1.02 1.01 1.00 1.01 1.00 0.99 0.92 0.90 0.91

Table 29 Gender parity index in all schools by grade and agency


Community/Unknown 1.05 1.02 1.03 1.02 1.00 0.88 0.90 0.92 1.05 0.79 1.04

Grant-aided 1.07 0.89 1.10 1.10 1.11 1.21 1.07 1.42 1.28 1.31 1.31

GRZ 1.02 1.02 1.02 1.02 1.00 1.00 0.96 0.96 0.92 0.87 0.88

Year

CHAPTER 7: EQUITY

Page 25


Private 1.05 1.04 1.04 1.08 1.07 1.12 1.02 1.04 1.11 0.97 1.02

Page 26


Table 30 Gender parity index in all schools by grade group and province

National 1.02 0.99 1.01 1.00 0.97 0.85

Provinces

CENTRAL 1.03 0.98 1.01 1.01 0.97 0.95

COPPERBELT 1.04 1.06 1.05 1.05 1.07 1.06

EASTERN 1.09 1.01 1.06 1.04 0.93 0.90

LUAPULA 0.98 0.87 0.94 0.93 0.85 0.83

LUSAKA 1.06 1.06 1.06 1.06 1.05 1.01

Grade 12 MUCHINGA 0.99 0.93 0.97 0.95 0.84 0.81

0.89 NORTH WESTERN 1.01 0.97 1.00 0.99 0.92 0.88

NORTHERN 0.97 0.88 0.94 0.93 0.85 0.79

0.86 SOUTHERN 1.01 1.01 1.01 1.00 0.97 0.94

1.06 WESTERN 1.02 1.00 1.01 1.00 0.95 0.93

0.78

0.69 Table 31 Gender parity index in all schools by grade group and agency

0.95

0.75

0.84 Community 1.03 0.93 1.00 1.00 0.98 0.93

0.67 Grant-aided 1.03 1.13 1.07 1.13 1.35 0.00

0.87 GRZ 1.02 0.99 1.01 1.00 0.94 0.00

0.86 Private 1.05 1.07 1.06 1.06 1.08 0.00

Grade 12

0.78

1.38

0.85

Grades

8-12

Grades

8-9

Grades

1-4

Grades

5-7

Grades

1-7

Grades

1-9

Grades

8-9

Grades

1-4

Grades

5-7

Grades

1-7

Grades

1-9

Grades

8-12 Tables 27-31 present GPI, the ratio of female to male pupils. A GPI lower than one (1) means that there are more males than females attending school, while a GPI greater than one means there are more females than males. The ideal GPI is one signifying equal school attendance by both males and females but given Zambia's demographic profile of slightly higher number of females than males in the population, a GPI of slightly higher than 1 is desirable i.e. there are slightly more females than males attending school. The gender parity for grade 1-7 had remained at 1 between 2016 and 2017 implying that equal number of boys and girls were enrolled at grade 1-7 in 2016 and 2017. However given the scenario in the first paragraph above, a GPI of slightly higher than 1 is desiarable. For grades 8 - 12 the gender parity index increased from 0.84 in 2015 to 0.90 in 2017 implying that more boys than girls were enrolled at secondary level of education. By agency, tables 29 and 31 shows that grant-aided schools still have the most superior GPI, followed by private and community schools. Government owned schools still have the worst GPI.The provincial GPI numbers (table 28) show Copperbelt as still having the highest GPI at all levels, followed by Lusaka and Central Provinces. These numbers continue to reinforce the high attrition rates among girl learners and need for Government to continue with effective policy interventions to improve girls' education. The recently introduced keeping girls in school (KGS) project is one such measures aimed at retaining girls in school.

Gender Parity Index (GPI)

Page 27


0.97

Page 28


31 present GPI, the ratio of female to male pupils. A GPI lower than one (1) means that there are more males than females attending school, while a GPI greater than one means there are more females than males. The ideal GPI is one signifying equal school attendance by both males and females but given Zambia's demographic profile of slightly higher number of females than males in the population, a GPI of slightly higher than 1 is desirable i.e. there are slightly more females than males attending school.

7 had remained at 1 between 2016 and 2017 implying that equal number of boys and girls were enrolled

7 in 2016 and 2017. However given the scenario in the first paragraph above, a GPI of slightly higher than 1 is

12 the gender parity index increased from 0.84 in 2015 to 0.90 in 2017 implying that more boys than girls were enrolled at secondary level of education. By agency, tables 29 and 31 shows

aided schools still have the most superior GPI, followed by private and community schools. Government owned

The provincial GPI numbers (table 28) show Copperbelt as still having the highest GPI at all levels, followed by Lusaka and Central Provinces. These numbers continue to reinforce the high attrition rates among girl learners and need for Government to continue with effective policy interventions to improve girls' education. The recently introduced keeping girls in school (KGS) project is one such measures aimed at

Gender Parity Index (GPI)

Page 29


Page 30


Table 32 Number of out-of-school children aged 7-13 by sex and year from 2011 to 2017

2011 2012 2014 2015 2016 2017

Male 133 628 170 941 109,692 134 115 133888 129,029

Female 209 981 240 565 88,065 115 301 115698 104,407

Total 343 609 411 506 197 757 249 416 249586 233436

Table 33 Out-of-school children by age, sex and province

7 years 8 years 9 years 10 years 11 years 12 years 13 years 14 years 15 years 16 years 17 years

NATIONAL Male 86735 37741 3091 NA NA NA NA 15609 31795 53040 58308

Female 75247 28227 NA NA NA NA NA 13330 34496 60298 72711

Total 161982 65968 3091 NA NA NA NA 28939 66291 113338 131019

Provinces

CENTRAL Male 7511 1134 NA NA NA NA NA NA 1905 4867 5688

Female 6011 440 NA NA NA NA NA NA 2270 5304 6932

Total 13522 1574 NA NA NA NA NA NA 4175 10171 12620

COPPERBELT Male 9605 3231 NA NA NA NA NA NA 1283 4918 6818

Female 7779 1819 NA NA NA NA NA NA NA 4909 6509

Total 17384 5050 NA NA NA NA NA NA 1283 9827 13327

EASTERN Male 14735 7887 2963 32 NA 1592 1934 4791 5912 7086 6901

Female 12911 5125 476 NA NA NA 990 3686 5939 8369 9464

Total 27646 13012 3439 32 NA 1592 2924 8477 11851 15455 16365

LUAPULA Male 8307 3657 940 NA NA NA NA 863 2369 4372 4662

Female 7587 3121 391 NA NA NA NA 1989 3143 5156 6061

Total 15894 6778 1331 NA NA NA NA 2852 5512 9528 10723

LUSAKA Male 16363 10754 6512 1478 695 1071 826 4574 6953 10374 11146

Female 14762 9783 4625 204 NA NA NA 3506 6608 10180 12656

Year

Age

The number of out-of-school children increased from 343609 in 2011

to 411506 in 2012. Between 2012 and 2014 the number decreased

by 51.9% to 197757. In 2015 the number increased sharply to 249

416. However it has been reducing between 2015 and 2017.

Interestingly, from 2012 onwards, the number of boys out of school

exceed that of girls. In 2017, the out-of-school children were about7%

of the total primary school enrolment -- quite a large number that

calls for further research into why so many children remain out of

school.

Out-of-school children

Page 27


Total 31125 20537 11137 1682 695 1071 826 8080 13561 20554 23802

Page 28


Table 33 Out-of-school children by age, sex and province (Continued)

7 years 8 years 9 years 10 years 11 years 12 years 13 years 14 years 15 years 16 years 17 years

NORTH WESTERN Male 5355 3178 1259 294 NA 282 NA 1428 2277 2992 2948

Female 4548 2354 767 252 NA NA NA 1316 2620 3710 4075

Total 9903 5532 2026 546 NA 282 NA 2744 4897 6702 7023

MUCHINGA Male 3691 713 NA NA NA NA NA NA 1244 2439 2882

Female 3475 664 NA NA NA NA NA 1933 3471 4087 5428

Total 7166 1377 NA NA NA NA NA 1933 4715 6526 8310

NORTHERN Male 4684 NA NA NA NA NA NA NA 1575 3459 3649

18 years Female 4421 NA NA NA NA NA NA 1048 3455 5133 6156

54651 Total 9105 NA NA NA NA NA NA 1048 5030 8592 9805

85504 SOUTHERN Male 10603 4160 NA NA NA NA NA 1700 3818 6630 7326

140155 Female 8488 2665 NA NA NA NA NA 1137 4106 7623 9838

Total 19091 6825 NA NA NA NA NA 2837 7924 14253 17164

6077 WESTERN Male 5881 3821 1889 401 669 1931 2343 4449 4459 5903 6288

8816 Female 5265 3125 1447 59 295 1817 2220 4154 4815 6443 6933

14893 Total 11146 6946 3336 460 964 3748 4563 8603 9274 12346 13221

8255

10448

18703

5126

10128

15254

618

6159

6777

11781

14099

Age

Age

The number of out-of-school children increased from 343609 in 2011

to 411506 in 2012. Between 2012 and 2014 the number decreased

by 51.9% to 197757. In 2015 the number increased sharply to 249

416. However it has been reducing between 2015 and 2017.

Interestingly, from 2012 onwards, the number of boys out of school

exceed that of girls. In 2017, the out-of-school children were about7%

of the total primary school enrolment -- quite a large number that

calls for further research into why so many children remain out of

school.

Page 29


25880

Page 30


18 years

1980

3566

5546

2846

4548

7394

4271

7436

11707

7379

11606

18985

6318

7818

14136

Age

Page 31


Table 34 Number of orphans in all schools by sex from 2010 to 2017

2010 2011 2012 2013 2014 2015 2016 2017

Primary Schools Male 326 320 304 327 311 427 289 082 225 627 208 671 223 069 207 949

Female 320 078 297 728 310 231 286 088 225 143 209 818 203 220 207 283

Total 649 398 602 055 621 658 575 170 450 770 418 489 426 289 415 232

Secondary Schools Male 32 964 33 289 34 129 31 662 88 921 83 910 82 597 77 775

Female 28 847 31 894 42 342 30 803 83 844 82 933 80 080 53 074

Total 61 811 65 183 76 471 62 465 172 765 166 843 162 677 130 849

All Schools Male 359 284 337 616 345 556 320 744 314 548 292 581 305 666 285 724

Female 348 925 329 622 352 573 316 891 308 987 292 751 283 300 260 357

Total 708 209 667 240 698 129 637 635 623 535 585 332 588 966 546 081

Table 35 Number of Orphans by Grade, Sex and Province

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

NATIONAL Male 29 489 29 053 29 893 29 889 30 292 29 942 29 391 22 427 24 841 9 209 10 657 10 641

Female 29 537 29 603 29 992 30 434 30 647 29 880 29 190 23 010 24 161 8 888 9 834 10 191

Total 59 026 58 656 59 885 60 323 60 939 59 822 58 581 45 437 49 002 18 097 20 491 20 832

Provinces

CENTRAL Male 4 195 3 858 3 960 3 940 3 753 3 670 3 798 2 706 2 955 1 061 1 443 1 454

Female 4 069 3 969 3 958 3 957 3 715 3 737 3 803 2 827 2 947 1 081 1 285 1 262

Total 8 264 7 827 7 918 7 897 7 468 7 407 7 601 5 533 5 902 2 142 2 728 2 716

COPPERBELT Male 3 733 3 801 4 205 4 156 4 233 4 233 4 082 3 618 3 874 1 594 2 315 2 287

Female 3 901 3 928 4 220 4 176 4 318 4 324 4 376 3 921 4 186 1 614 2 123 2 218

Total 7 634 7 729 8 425 8 332 8 551 8 557 8 458 7 539 8 060 3 208 4 438 4 505

EASTERN Male 2 476 2 500 2 647 2 506 2 601 2 693 2 513 1 819 2 095 895 923 981

Year

Note: Data from 20010 to 2013 was reported as Basic (Grade 1-9) and High School (Grade 10-12). In 2014 it was

reported as Primary (Grade 1-7) and Secondary (Grade 8-12)

Tables 34 - 37 present data on orphans attending school (including regular, APU, and open students). Table 34 shows that between 2010 and 2017 the number of orphans was high though progressively decreasing (with the exception of 2012, when it increased slightly). The relatively high number of orphaned children at primary school level might explain in part the large number of children out of school that is presented in tables 32 and 33 above. In fact, primary school children who are orphans is the major driver of the total population of children who are out of school. In terms of school types attended by orphans, table 37 shows that government owned schools (as the educator of the last resort), followed by community schools, had the largest population of orphans on their respective rolls.

Orphans

Page 29


Female 2 523 2 551 2 567 2 684 2 643 2 497 2 379 1 752 1 781 767 686 750

Total 4 999 5 051 5 214 5 190 5 244 5 190 4 892 3 571 3 876 1 662 1 609 1 731

Page 30


Table 35 Number of orphans by grade, sex and province (Continued)


LUAPULA Male 3 444 3 381 3 366 3 195 3 098 3 094 2 877 2 328 2 312 647 733 755

Female 3 447 3 237 3 263 3 142 3 111 3 007 2 787 2 231 2 061 673 751 681

Total 6 891 6 618 6 629 6 337 6 209 6 101 5 664 4 559 4 373 1 320 1 484 1 436

LUSAKA Male 3 534 3 623 3 840 3 929 4 432 4 308 4 414 3 288 3 766 1 003 1 125 1 229

Female 3 641 3 922 4 140 4 372 4 812 4 613 4 635 3 566 3 912 1 110 1 308 1 498

Total 7 175 7 545 7 980 8 301 9 244 8 921 9 049 6 854 7 678 2 113 2 433 2 727

MUCHINGA Male 1 641 1 699 1 621 1 717 1 732 1 853 1 795 1 309 1 518 567 574 540

Female 1 693 1 649 1 698 1 749 1 815 1 757 1 726 1 250 1 249 513 451 472

Total 3 334 3 348 3 319 3 466 3 547 3 610 3 521 2 559 2 767 1 080 1 025 1 012

NORTH WESTERN Male 1 836 1 904 1 895 1 842 1 902 1 728 1 676 1 754 1 945 936 1 001 918

Female 1 792 1 935 1 880 1 844 1 753 1 738 1 690 1 587 1 899 860 847 851

Total 3 628 3 839 3 775 3 686 3 655 3 466 3 366 3 341 3 844 1 796 1 848 1 769

NORTHERN Male 3 097 2 830 2 748 2 832 2 657 2 430 2 406 1 542 1 489 625 592 609

Female 2 998 2 801 2 679 2 692 2 482 2 320 2 025 1 446 1 284 553 491 584

Total 6 095 5 631 5 427 5 524 5 139 4 750 4 431 2 988 2 773 1 178 1 083 1 193

SOUTHERN Male 2 277 2 366 2 494 2 732 2 865 3 101 3 186 2 168 2 725 1 180 1 305 1 292

Female 2 210 2 433 2 558 2 761 2 902 3 114 3 115 2 425 2 605 1 095 1 194 1 265

Total 4 487 4 799 5 052 5 493 5 767 6 215 6 301 4 593 5 330 2 275 2 499 2 557

WESTERN Male 3 256 3 091 3 117 3 040 3 019 2 832 2 644 1 895 2 162 701 646 576

Female 3 263 3 178 3 029 3 057 3 096 2 773 2 654 2 005 2 237 622 698 610

Total 6 519 6 269 6 146 6 097 6 115 5 605 5 298 3 900 4 399 1 323 1 344 1 186

Page 31


Table 36 Percentage (%) of orphans in grade groups by sex and province

CENTRAL Male 6.5% 6.8% 8.7% 3.8% WESTERN Male 8.1% 8.5% 10.9% 3.3%

Female 6.5% 6.8% 8.9% 3.5% Female 8.2% 8.6% 11.4% 3.3%

Total 13.0% 13.6% 17.6% 7.2% Total 16.3% 17.0% 22.2% 6.6%

COPPERBELT Male 6.7% 7.0% 8.2% 3.5%

Female 6.9% 7.3% 8.9% 3.4%

Total 13.7% 14.3% 17.1% 6.9%

EASTERN Male 4.7% 5.1% 8.1% 3.6%

Female 4.7% 5.0% 7.3% 2.8%

Total 9.4% 10.0% 15.4% 6.4%

LUAPULA Male 8.5% 9.0% 12.9% 3.7%

Female 8.3% 8.7% 11.9% 3.7%

Total 16.7% 17.7% 24.9% 7.4%

LUSAKA Male 7.2% 7.6% 9.4% 2.7%

Female 7.7% 8.1% 10.0% 3.2%

Total 15.0% 15.7% 19.4% 5.9%

MUCHINGA Male 5.7% 6.3% 11.7% 4.0%

Female 5.7% 6.2% 10.3% 3.4%

Total 11.5% 12.6% 22.0% 7.4%

NORTH WESTERN Male 5.6% 6.2% 9.8% 4.4%

Female 5.6% 6.1% 9.3% 4.0%

Total 11.2% 12.3% 19.1% 8.4%

NORTHERN Male 6.1% 6.5% 10.3% 3.6%

Female 5.8% 6.1% 9.3% 3.2%

Total 12.0% 12.6% 19.5% 6.9%

SOUTHERN Male 4.7% 5.1% 7.2% 3.8%

Female 4.7% 5.1% 7.4% 3.6%

Grades

1-7

Grades

1-9

Grades

8-9

Grades

8-12

Grades

1-7

Grades

1-9

Grades

8-9

Grades

8-12

Page 31


Total 9.4% 10.2% 14.7% 7.4%

Page 32


Table 37 Number of orphans in all schools by grade and agency


GRZ Male 20 653 21 031 22 048 22 611 23 922 24 191 24 320 20 118 22 470 8 005 9 492

Female 20 456 21 209 21 943 22 873 24 027 23 926 24 132 20 220 21 564 7 407 8 462

Total 41 109 42 240 43 991 45 484 47 949 48 117 48 452 40 338 44 034 15 412 17 954

Private Male 535 561 614 641 545 527 611 418 539 261 281

Female 589 543 533 581 618 562 601 457 471 263 245

Total 1 124 1 104 1 147 1 222 1 163 1 089 1 212 875 1 010 524 526

Grant Aided Male 719 752 906 785 810 848 877 1 073 1 069 782 802

Female 755 804 933 956 910 938 898 1 530 1 353 1 095 1 059

Total 1 474 1 556 1 839 1 741 1 720 1 786 1 775 2 603 2 422 1 877 1 861

Community/Unknown Male 7 573 6 703 6 318 5 843 5 008 4 369 3 578 818 763 161 82

Female 7 727 7 038 6 577 6 010 5 085 4 448 3 553 803 773 123 68

Total 15 300 13 741 12 895 11 853 10 093 8 817 7 131 1 621 1 536 284 150

Page 33


Page 34


Grade 12

9 487

8 804

18 291

307

273

580

778

1 051

1 829

69

63

132

Page 35


Table 38 Number of CSEN pupils in all schools by sex and year from 2010 to 2017

2010 2011 2012 2013 2014 2015 2016 2017

Primary Schools Male 102 071 90 494 55 004 55 528 46322 42 955 53035 56907

Female 96 323 84 867 51 855 51 743 42818 46 691 50183 53413

Total 198 394 175 361 106 859 107 271 89134 89 646 103218 110320

Secondary Schools Male 1 880 2 351 146 396 3797 9 090 10609 10330

Female 2 417 2 561 215 482 3674 8 278 9483 9742

Total 4 297 4 912 361 878 7471 17 368 20092 20072

National Total 202 691 180 273 107 220 108 149 96 605 107 014 123310 130392

Table 39. Number of CSEN learners at secondary level by grade, sex and province 2017

SECONDARY 8--12

Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

PROVINCE M F M F M F M F M F TOTAL

CENTRAL 338 333 422 387 51 34 55 33 32 23 1708

COPPERBELT 483 530 587 602 128 213 142 187 155 168 3195

EASTERN 182 171 236 166 73 31 58 21 55 26 1019

LUAPULA 414 417 402 416 101 159 66 89 72 86 2222

LUSAKA 217 227 226 232 73 100 67 111 72 105 1430

MUCHINGA 204 181 204 176 56 58 29 18 34 24 984

NORTH WESTERN 623 634 696 624 161 141 158 136 173 126 3472

NORTHERN 267 234 265 198 79 64 60 53 49 36 1305

SOUTHERN 463 409 524 428 89 83 101 55 71 74 2297

WESTERN 563 536 566 437 67 59 82 49 39 42 2440

TOTAL 3754 3672 4128 3666 878 942 818 752 752 710 20072

Year

Tables 38 - 40 presents CSEN by year, gender, province and grade. In 2017, there were 130 392 CSEN learners of which 110 320 (85%) were at primary and 20, 092 (15%) at secondary levels respectively. Compared to 2016, the total number of CSEN increased by 0.9% (the increase was marginal between 2016 and 2017). The high share of primary CSEN (averaging 83% of total between 2015and 2017) partly explains the very low transition rates from primary to secondary education. In terms of provincial distributions, North-Western still has the highest number of CSEN learners follwed by Copperbelt and Western Province. Muchinga Provinnce has

the least number of CSEN learners.

Children with Special Needs (CSEN)

Page 33


Table 40 Number of CSEN learners at primary school level by sex, grade and province 2017

PROVINCE M F M F M F M F M F M F M F TOTAL

CENTRAL 834 801 754 695 730 687 709 698 762 645 639 559 612 549 9674

COPPERBELT 884 897 903 879 908 858 870 771 889 851 896 817 773 687 11883

EASTERN 637 629 582 574 543 551 507 533 476 479 468 450 422 350 7201

LUAPULA 1047 1049 1002 1031 1063 989 910 886 847 835 966 799 728 680 12832

LUSAKA 348 289 398 353 383 359 425 397 401 406 424 410 412 392 5397

MUCHINGA 535 539 550 552 489 499 477 428 540 469 485 449 404 364 6780NORTH

WESTERN 1391 1364 1346 1224 1198 1150 1192 1189 1117 1121 1004 956 972 929 16153

NORTHERN 1457 1321 1132 1019 1017 948 920 893 863 855 763 718 682 638 13226

SOUTHERN 1037 996 1006 923 1072 971 1089 961 1049 915 1018 922 840 801 13600

WESTERN 1239 1207 1188 1079 1031 950 937 866 974 872 873 776 868 714 13574

TOTAL 9409 9092 8861 8329 8434 7962 8036 7622 7918 7448 7536 6856 6713 6104 110320

Table 41 Number of pupils receiving bursaries by grade groups, sex and province 2017

Provinces Male Female Total Male Female Total Male Female Total Male Female Total

CENTRAL 1 861 1 977 3 838 1 690 1 502 3 192 690 1 458 2 148 3 551 3 479 7 030

COPPERBELT 1 959 2 181 4 140 4 387 4 207 8 594 1 711 2 238 3 949 6 346 6 388 12 734

EASTERN 861 752 1 613 2 666 2 489 5 155 392 527 919 3 527 3 241 6 768

LUAPULA 844 784 1 628 1 915 3 469 5 384 793 1 107 1 900 2 759 4 253 7 012

LUSAKA 2 695 2 921 5 616 3 585 3 694 7 279 1 224 1 528 2 752 6 280 6 615 12 895

MUCHINGA 1 042 983 2 025 663 1 362 2 025 183 637 820 1 705 2 345 4 050

NORTH WESTERN 2 285 2 315 4 600 2 214 2 154 4 368 457 1 053 1 510 4 499 4 469 8 968

NORTHERN 918 798 1 716 1 374 2 492 3 866 379 870 1 249 2 292 3 290 5 582

SOUTHERN 2 488 2 863 5 351 1 611 2 062 3 673 483 1 785 2 268 4 099 4 925 9 024

WESTERN 1 874 2 037 3 911 1 443 3 241 4 684 325 1 050 1 375 3 317 5 278 8 595

TOTAL 16 827 17 611 34 438 21 548 26 672 48 220 6 637 12 253 18 890 38 375 44 283 82 658

Grade 2Grade 1 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

Grades 1-12Grades 1-7 Grades 8-12 Grades 8-9

Page 34


Table 42 Number of Pupils Receiving Bursaries in All Schools by Sex from 2010 to 2017

2010 2011 2012 2013 2014 2015 2016 2017

Primary Schools Male 42 818 38 417 41 304 30 624 24242 19922 18334 16 827

Female 45 113 42 862 45 530 35 083 25041 21250 18578 17 611

Total 87 931 81 175 86 834 65 707 49283 41172 36912 34 438

Secondary Schools Male 9 025 7 671 11 151 9 488 21548 20182 21548 21 548

Female 9 342 7 519 11 808 11 188 26672 25933 26672 26 672

Total 18 367 15 190 22 959 20 676 48220 48220 48220 48 220

TOTAL (NATIONAL) 106 298 96 365 109 793 86 383 97 503 89 392 85132 82 658

Year

Bursaries

Tables 41 and 42 present the numbers of learners receiving bursaries. The MoGE’s bursary scheme is intended to support orphans and vulnerable children (OVC), especially girls who cannot afford basic school requisites. Table 41 shows provincial and gender distribution of OVC receiving bursaries. For all grade groups, more girls than boys receive bursary support. This is meant to bridge the learners' gender gap arising from many social, biological and economic factors disadvantaging girl learners. Ironically, table 41 also shows that the two most prosperous and urbanized provinces of Copperbelt and Lusaka top the OVC bursary recipients.In addition to the bursary support from the Ministry, other stakeholders also provide financial and material support to vulnerable children and OVC leaners: Forum for African Women Educationalists (FAWEZA), the Campaign for Female Education (CAMFED) and other Faith and Community Based Organisations. A total of 82,658 learners received bursary support in 2017 compared to 85,132 in 2016 -- a decline of 2,474 learners. This number is expected to increase further as more girls (12,000)have been enrolled in school through the keeping girls programme (KGS) in 2017 and 2018 .

Page 35


Table 43 Number of pregnancies and re-admissions by grade group from 2010 to 2017

2010 2011 2012 2013 2014 2015 2016 2017

Primary schools Pregnancies 13 769 13 929 12 753 12 500 13 275 11 989 11765 10 684 -10.9

Re-admissions 5 034 5 106 4 915 4 492 5 322 5 217 5423 5 527 5.9

Secondaryschools Pregnancies 1 817 1 778 2 096 2 428 3 103 3 136 3457 2 956 -5.7

Re-admissions 1 033 924 1 086 1 337 2 069 2 047 2230 2 052 0.2

Table 44 Number of pregnancies and re-admissions by grade group and province

Provinces Pregnancies Re-Admits Pregnancies Re-Admits Pregnancies Re-Admits

CENTRAL 1 290 566 311 175 1 601 741

COPPERBELT 689 281 470 306 1 159 587

EASTERN 1 870 763 288 189 2 158 952

LUAPULA 894 432 302 196 1 196 628

LUSAKA 881 416 302 187 1 183 603

MUCHINGA 437 319 201 132 638 451

NORTH WESTERN 1 316 811 339 308 1 655 1 119

NORTHERN 634 353 122 119 756 472

SOUTHERN 1 739 771 347 219 2 086 990

WESTERN 934 815 274 221 1 208 1 036


2017/16 %

change

Grades 1-12

Year

Tables 43 refrom 46% in 2016 while at secondary level the readmssion is at 69%secondary than primary level and that girls who become pregnant at primary school level have a higher risk of dropping out offorever.In terms of provincial distributions, Eastern, Southern,North Western and Central Provinces topped in pregenancies at primaryFor secondary grades pregnancies, Copperbelt is leading followed by Southern and North Western Provinces. In terms of readmissions after giving birth, Western Province and North Western Provinces had the highest numbers while Muchand Copperbelt had the least at primary level. At secondary level North Western and Copperbelt provinces reported the most wMuchinga and Northern provinces had the least cases.In terms of ruralboth at primary and secondary level. Pregnancies still remain a challenge in the education system both at primary and secondaand therefore there is need for effective remedial measures to enable girl learners complete their education

Page 36


Table 45 Number of pregnancies and re-admissions by grade groups, location and province

Provinces Rural Urban Rural Urban Rural Urban Rural Urban

CENTRAL 1 171 119 516 50 219 92 137 38

COPPERBELT 348 341 173 108 81 389 60 246

EASTERN 1 789 81 723 40 231 57 160 29

LUAPULA 828 66 390 42 268 34 145 51

LUSAKA 520 361 225 191 81 221 59 128

MUCHINGA 402 35 299 20 147 54 107 25

NORTH WESTERN 1 265 51 774 37 301 38 277 31

NORTHERN 572 62 310 43 37 85 47 72

SOUTHERN 1 590 149 692 79 198 149 130 89

WESTERN 836 98 734 81 201 73 178 43

Total 9 321 1 363 4 836 691 1 764 1 192 1 300 752

Re-AdmitsPregnancies


Pregnancies Re-Admits

Tables 43 - 45 presents girl learners' pregnancy and readmissions data by year, province, grade group, and urban/rural areas. Dividing re-admissions by a lag (prior year's) of pregnancies (table 43) gives an average of 51%readmission at primary level an improvement from 46% in 2016 while at secondary level the readmssion is at 69%-- implying that the readmission policy is much more effective at secondary than primary level and that girls who become pregnant at primary school level have a higher risk of dropping out of school forever.In terms of provincial distributions, Eastern, Southern,North Western and Central Provinces topped in pregenancies at primary grades. For secondary grades pregnancies, Copperbelt is leading followed by Southern and North Western Provinces. In terms of readmissions after giving birth, Western Province and North Western Provinces had the highest numbers while Muchinga and Copperbelt had the least at primary level. At secondary level North Western and Copperbelt provinces reported the most while Muchinga and Northern provinces had the least cases.In terms of rural-urban divide, rural schools have more pregnancies than urban both at primary and secondary level. Pregnancies still remain a challenge in the education system both at primary and secondary level and therefore there is need for effective remedial measures to enable girl learners complete their education

Pregnancies & Readmissions

Page 37


Table 46 Teachers in all schools by sex from 2010 to 2017

2010 2011 2012 2013 2014 2015 2016 2017 2012-11 2013-12 2014-13 2015-14

Primary schools Male 30 901 30 364 34 474 35 146 36 105 34 267 33 764 35 141 2.7% -5.1% -1.5% 4.1%

Female 32 151 31 822 38 493 38 403 42 290 40 969 40 185 42 958 10.1% -3.1% -1.9% 6.9%

Total 63 052 65 014 72 967 73 549 78 395 75 236 73 949 78 099 6.6% -4.0% -1.7% 5.6%

Secondary schools Male 9 843 8 845 10 785 11 273 12 551 12 815 11 815 14 962 11.3% 2.1% -7.8% 26.6%

Female 6 979 6 078 7 854 8 342 9 867 9 984 10 464 13 209 18.3% 1.2% 4.8% 26.2%

Total 16 822 12 947 18 639 19 615 22 418 22 799 22 279 28 171 14.3% 1.7% -2.3% 26.4%

Total 79 874 77 961 91 606 93 164 100 813 98 035 96 228 106 270 8.2% -2.8% -1.8% 10.4%

Table 47 Teachers in all schools by sex and province


National 35 141 42 958 78 099 14 962 13 209 28 171

Provinces

CENTRAL 4 636 4 987 9 623 1728 1440 3 168

COPPERBELT 3 784 10 075 13 859 2554 3368 5 922

EASTERN 3 470 2 527 5 997 1503 1007 2 510

LUAPULA 3 062 2 638 5 700 1272 732 2 004

LUSAKA 3 516 7 353 10 869 1884 2133 4 017

MUCHINGA 2 411 1 852 4 263 1170 709 1 879

NORTH WESTERN 2 278 2 263 4 541 1419 981 2 400

NORTHERN 3 010 2 263 5 273 918 671 1 589

SOUTHERN 5 314 5 564 10 878 1717 1440 3 157

WESTERN 3 660 3 436 7 096 797 728 1 525

Year


Annual Percentage Changes

CHAPTER 8: TEACHERS

Total teachers

A total number of 106 270 teachers were reported in 2017 showing a increase of 10 042 from 96,228 in 2016. The number of primary school teachers was 78 099 and 28 171 secondary school teachers. Of the total 10 042 teachers increased from the 2016, 4 150 were primary school teachers while 5 892 were Secondary school teachers.The increase in the number of teachers in 2017 is on account of the high turnover among teachers. A total of number of 6475 teachers left teaching in 2016 and 6 578 left in 2017, the number of teachers that leave the system falls below the numbers of teachers that are replaced annually which is usually about 5,000. The about 5,000 teachers recruited in 2017 was done late in the year and this number was not included in the 2017 teacher statistics. A reduction in the number of teachers when the pupil enrolment is increasing has adverse implications on education quality.

In terms of provincial distribution of teachers, table 47 shows that Copperbelt has the highest total number of teachers and was followed by Lusaka both at primary and secondary levels. Muchinga province reported the least number of primary teachers while Western province had the least number of secondary school teachers.

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Table 48 Teachers in all schools by agency and province

GRZ Grant Aided Community Private GRZ Grant Aided Community Private GRZ Grant Aided Community Private

National 60 309 2 713 8 126 6 951 23 256 3 165 32 1 718 83 565 5 878 8 158 8 669

Provinces

CENTRAL 7 618 250 1 157 624 2 675 355 0 138 10 293 605 1 157 762

COPPERBELT 9 751 150 1 269 2 794 4 994 372 0 558 14 745 522 1 269 3 352

EASTERN 4 867 385 720 147 1 990 503 0 74 6 857 888 720 221

LUAPULA 4 954 158 334 293 1 719 262 0 27 6 673 420 334 320

LUSAKA 7 020 498 2 079 1 468 3 192 268 24 545 10 212 766 2 103 2 013

MUCHINGA 3 742 45 313 205 1 823 62 0 0 5 565 107 313 205

NORTH WESTERN 3 610 97 289 226 2 246 89 0 101 5 856 186 289 327

NORTHERN 4 432 313 476 144 1 281 267 0 49 5 713 580 476 193

SOUTHERN 8 532 659 966 853 2 186 771 0 207 10 718 1 430 966 1 060

WESTERN 5 783 158 523 197 1 150 216 8 19 6 933 374 531 216

Table 49 Mentors in IRI Centres by sex and province

Male Female Total

National 11 127 9 548 20 675

Provinces

CENTRAL 1 703 1 416 3 119

COPPERBELT 2 425 3 014 5 439

EASTERN 422 225 647

LUAPULA 753 448 1 201

LUSAKA 1 405 1 415 2 820

MUCHINGA 988 511 1 499


NORTHERN 557 381 938

SOUTHERN 1 156 974 2 130

WESTERN 703 473 1 176

Primary schools Secondary schools Total

Table 48 shows the distribution of teachers by school, agency and province. The marjority of teachers as expected were Government, followed by Community, Private and the least was Grant Aided.With regard to IRI services, table 49 shows a total of 20 675 IRI Centre mentors of which 11 127 are males and 9 548 females. copperbelt and Central had the highest number of mentors while Eastern had the least. It can be deduced from the table that urban provinces tend to have more of IRI activities looking at the numer of mentors compared to the less urban provinces. Radio reception in rural areas needs further investments.

Teachers by agency, province and IRI Centres

Page 39


Table 50 Teachers in all schools by academic qualifications and sex Table 52 Teacher attrition by sex from 2010 to 2017

Male Female Total Male Female Total Male Female Total

Below Standard 6 8 3 11 1 343 998 2 341 1 351 1 001 2 352 Primary school Male

First degree 241 241 482 18 19 37 259 260 519 Female

Form 2 / Grade 9 639 436 1 075 5 8 13 644 444 1 088 Total

Form 3 / Grade 10 338 207 545 182 150 332 520 357 877 Secondary school Male

Form 4 343 321 664 12 628 12 444 25 072 12 971 12 765 25 736 Female

Form 5 / Grade 12 33 408 40 860 74 268 42 38 80 33 450 40 898 74 348 Total

GCE "A" Level 118 173 291 89 44 133 207 217 424 Total

Higher degree 21 18 39 1 3 4 22 21 43

Standard 6 83 66 149 94 65 159 177 131 308 Table 53 Teacher attrition in all schools by sex and reason

Not stated 337 238 575 0 0 0 337 238 575

TOTAL 35 536 42 563 78 099 14 402 13 769 28 171 49 938 56 332 106 270

All Reasons

Table 51 Teachers in all schools by professional qualifications and sex

Assigned to non-teaching duties

Male Female Total Male Female Total Male Female Total Contract expired

Advanced Diploma 171 124 295 178 56 234 349 180 529 Death

Certificate In Special Education 165 183 348 24 28 52 189 211 400 Dismissed

Diploma (Basic or Sec. Teacher's) 12 943 16 708 29 651 7 897 10 326 18 223 20 840 27 034 47 874 Illness

ECE DIPLOMA 2 136 1 225 3 361 26 16 42 2 162 1 241 3 403 Others

Education Bachelor's Degree 1697 1662 3 359 3674 2624 6 298 5 371 4 286 9 657 Resigned

Master's Degree 77 64 141 137 83 220 214 147 361 Retired

Untrained 900 361 1 261 5 5 10 905 366 1 271

Other Bachelor's Degree 148 122 270 226 102 328 374 224 598

Pre-School Teacher's Certificate 664 2743 3 407 42 210 252 706 2 953 3 659

Primary Teacher's Certificate 14729 17634 32 363 743 1289 2 032 15 472 18 923 34 395

Special Education Degree 63 151 214 48 44 92 111 195 306

Special Education Diploma 428 530 958 106 96 202 534 626 1 160

NOT STATED 1128 1343 2 471 108 78 186 1 236 1 421 2 657

TOTAL 35 249 42 850 78 099 13 214 14 957 28 171 48 463 57 807 106 270

Teacher Certificate 42% 41% 41% 6% 9% 7% 32% 33% 32%

Diploma (Basic or Sec. Teacher's) 37% 39% 38% 60% 69% 65% 43% 47% 45%

Total (Certificate + Diploma) 79% 80% 79% 65% 78% 72% 75% 80% 77%


All schools

All schools

Primary schools Secondary schoolsTeacher qualifications

Tables 50 and 51 show teachers by academic and professional qualifications. WIith regard to academic qualification, the marjority teachers as expected have have Form 5/Grade 12 as this is the minimum compulsory qualification for tertiary education. The lower educational qualifications are being phased out from the teaching profession.

In terms of tertiary teacher training professional qualifications, primary teachers' certificate and diploma in teaching (basic and secondary schools teachers) are the main qualifications for the majority of Zambian teachers.

The primary teacher certificate has been phased out hence an increase in diploma holders at primary level. Entry qualification to teach at primary level is now a diploma. All certificate holders are expected to upgrade their qualifications. For secondary schools, the minimum qualification required to teach most subjects is a bachelor's degree, implying that a lot of secondary school teachers will be required to upgrade their credentials although this might adversely affect the delivery of teaching services in the interim.

The Ministry has embarked on the Fast Track training program for teachers to upgrade their qualifications to enable them qualify to teach at secondary level especially in Science, Mathematics and Technology subjects.

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Table 52 Teacher attrition by sex from 2010 to 2017

2010 2011 2012 2013 2014 2015 2016 2017

5 543 4 772 528 4 290 4 600 3 731 2791 3 098

4 192 4 114 251 3 453 3 751 3 105 2550 2 152

9 735 8 886 779 7 743 8 351 6 836 5341 5 250

921 833 3 252 729 851 751 626 629

549 543 2 419 421 484 552 508 699

1 470 1 376 5 671 1 150 1 335 1 303 1134 1 328

11 205 10 262 6 450 8 893 9 686 8 139 6475 6 578

Table 53 Teacher attrition in all schools by sex and reason


3 098 2 152 5 250 629 699 1 328 3 727 2 851 6 578

80 62 142 27 11 38 107 73 180

215 229 444 43 32 75 258 261 519

208 159 367 76 49 125 284 208 492

167 87 254 16 6 22 183 93 276

66 53 119 3 10 13 69 63 132

1 699 1 014 2 713 397 534 931 2 096 1 548 3 644

623 517 1 140 56 48 104 679 565 1 244

40 31 71 11 9 20 51 40 91

Year

Primary schools Secondary schools All schools

Table 52 shows teacher turnover/attrition from 2010 to 2017. The trend over the years show that male teachers at both primary and secondary schools had higher turnover rates than female teachers.

Table 53 indicates teacher attrition for teachers at both primary and secondary schools by reason. Among the reasons for attriton 'other reasons' is the most cited, however, there is need for additional investigations to unpack this category as all those taht are are not reported on any of the given reasons are lumped into the other category. Resignations is the second highest cited reason for teacher attrition.

Teacher attrition

Page 41


Table 54 Teacher attrition in all schools by sex and province


National 2 819 2 742 5 561 565 452 1 017 3 384 3 194 6 578

Provinces

CENTRAL 456 365 821 75 53 128 531 418 949

COPPERBELT 322 580 902 114 105 219 436 685 1 121

EASTERN 183 132 315 36 21 57 219 153 372

LUAPULA 235 215 450 60 36 96 295 251 546

LUSAKA 454 595 1 049 98 95 193 552 690 1 242

MUCHINGA 183 124 307 30 17 47 213 141 354

NORTH WESTERN 175 125 300 30 17 47 205 142 347

NORTHERN 175 125 300 46 44 90 221 169 390

SOUTHERN 366 300 666 54 47 101 420 347 767

WESTERN 270 181 451 22 17 39 292 198 490

Table 55 Teacher deaths in all schools by sex and province


National 208 159 367 76 49 125 284 208 492

Provinces

CENTRAL 35 23 58 11 3 14 46 26 72

COPPERBELT 28 35 63 10 19 29 38 54 92

EASTERN 21 6 27 5 0 5 26 6 32

LUAPULA 15 13 28 5 4 9 20 17 37

LUSAKA 26 33 59 3 5 8 29 38 67

MUCHINGA 18 6 24 5 1 6 23 7 30

NORTH WESTERN 12 3 15 9 4 13 21 7 28

NORTHERN 26 12 38 23 2 25 49 14 63



Tables 55 and 56 present teacher deaths across provinces by sex and school levels. In 2017 a total of 492 teachers were reported to have died of which female teachers deaths were slightly higher than males. By province, copperbelt followed by central had the highest deaths at 92 and 72 respectively. Across school types, more primary school teachers died compared to secondary school teachers as there are more primary than secondary teachers.

Teacher deaths

Teacher attrition by province

Teacher attrition by province, sex and level of education (table 54) shows Lusaka, followed by Copperbelt and Central reported the highest teacher turnover while the least reported was in Eastern and Western provinces.

The fact that the number of teachers who have been leaving since 2008 is much higher than the 5,000 annual teacher recruitment means the system will continue to have fewer teachers to service the ever increasing learner population and hence the teacher pupil ratios will continue to rise.

Page 42


SOUTHERN 14 14 28 4 5 9 18 19 37

WESTERN 13 14 27 1 6 7 14 20 34

there are more primary than secondary teachers.

Page 43


Table 56 Teacher deaths by sex from 2010 to 2017

2010 2011 2012 2013 2014 2015 2016 2017

Primary school Male 308 257 296 616 247 199 201 208

Female 382 237 214 471 169 169 255 159

Total 690 494 510 1087 416 368 456 367

Secondary school Male 59 41 70 45 71 56 39 76

Female 36 16 34 25 28 78 37 49

Total 95 57 104 70 99 134 76 125

Total Male 367 298 366 661 318 255 240 284

Female 418 253 248 496 197 247 292 208

Total 785 551 614 1 157 515 502 532 492

Year

367 298

366

661

318 255 240

284

418

253

248

496

197 247 292 208

0

200

400

600

800

1 000

1 200

1 400

2010 2011 2012 2013 2014 2015 2016 2017

Num

ber

of deat

hs

Figure:15.Teacher deaths by sex from 2010 to 2017

Female

Male

Page 44


Page 45


Table 57 Pupil-teacher ratio in all schools by class range and province

G 1-7 G 8-12

National 42.1 30.2

Provinces

CENTRAL 57.9 26.0

COPPERBELT 36.6 39.1

EASTERN 87.7 35.1

LUAPULA 79.6 27.7

LUSAKA 45.0 37.3

MUCHINGA 65.0 23.6

NORTH WESTERN 71.0 28.8

NORTHERN 79.4 28.9

SOUTHERN 52.2 27.6

WESTERN 57.6 36.5

Grades ranges

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

CENTRAL COPPERBELT EASTERN LUAPULA LUSAKA MUCHINGA NORTHWESTERN

NORTHERN SOUTHERN WESTERN

Pupil T

eac

her

Rat

io

Figure 15. Pupil teacher ratio in all schools by class range and province

G 1-7 G 8-12

The PTRs for primary and secondary in 2017 are 42.1 and 30.2 respectively.

In Zambia, there is often double-shifting (one teacher teaches two shifts), multi-grade classes (one teacher teaches pupils of different ages, grades, and abilities), part-time teachers, and other alternative models, and so the grade-level PTR may not be a very accurate measure of typical classroom circumstances.

At primary level, Copperbelt and Lusaka have the lowest PTRs and Muchinga, Northern and Eastern Provinces have the highest PTRs. At PRIMARY level (reflecting low transition rates from primary level), Muchinga, Northern, Eastern and Lusaka Provinces have the lowest PTRs with Western having the highest at over 50 learners per teacher.

.

Pupil-teacher ratio (PTR)

Page 46


WESTERN

Page 47


Table 58 Completion rate for Grades 7, 9 and 12 by sex from 2010 to 2017

2010 2011 2012 2013 2014 2015 2016 2017

Grade 7 Male NA NA NA NA 0.889 88.00% 91.35% 93.4%

Female NA NA NA NA 0.836 83.83% 93.39% 90.3%

All NA NA NA NA 0.862 85.81% 92.37% 91.8%

Grade 9 Male 56.9% 51.9% 67.8% 68.9% 60.5% 59.6% 69.4% 73.6%

Female 48.4% 54.2% 55.9% 59.6% 55.4% 55.2% 68.3% 69.7%

All 52.7% 53.2% 61.9% 64.2% 57.9% 57.3% 68.8% 71.7%

Grades 12 Male 22.3% 35.7% 30.4% 34.7% 34.8% 34.3% 64.2% 34.2%

Female 17.4% 27.8% 23.3% 27.4% 28.6% 27.4% 41.4% 29.8%

All 19.8% 31.7% 26.8% 31.1% 31.7% 30.8% 52.7% 31.8%

Table 59 Completion rate for Grades 7, 9 and 12 by sex and province

Male Female All Male Female All Male Female All

National 93.4% 90.3% 91.8% 73.6% 69.7% 71.7% 34.2% 29.8% 31.8%

Provinces

CENTRAL 125.5% 112.5% 118.7% 98.5% 92.1% 95.2% 40.9% 35.1% 38.0%

COPPERBELT 79.5% 84.8% 82.2% 77.6% 81.6% 79.6% 57.9% 57.3% 57.8%

EASTERN 87.3% 83.0% 85.7% 59.1% 55.2% 57.2% 21.9% 17.9% 20.1%

LUAPULA 101.3% 84.4% 92.0% 79.3% 65.3% 72.3% 31.9% 22.5% 27.4%

LUSAKA 76.5% 80.5% 78.6% 60.3% 60.4% 60.4% 28.8% 23.9% 26.3%

MUCHINGA 100.2% 86.1% 93.0% 60.0% 50.4% 55.2% 29.3% 22.6% 26.0%

NORTH WESTERN 116.6% 115.0% 115.8% 110.2% 102.7% 106.7% 49.6% 42.7% 46.2%

NORTHERN 89.8% 72.6% 81.3% 49.2% 43.9% 46.5% 24.7% 17.4% 21.0%

SOUTHERN 110.3% 110.5% 110.4% 81.5% 76.1% 78.8% 23.2% 20.7% 22.2%

WESTERN 88.4% 90.1% 89.4% 80.2% 75.4% 77.9% 31.4% 27.3% 31.8%

Year

Grade 9 Grade 12Grade 7

CHAPTER 9: QUALITY

The completion rate is the number of learners who have successfully completed a given grade (in a given year), expressed as a percentage of the total number of learners of official school age for that grade. In 2017 (table 58), 91.8, 71.7% and 31.8% of learners completed grade 7, 9 and 12 respectively. Completion rates at grade 7, Grade 9 rose and Grade 12 lower between 2016 and 2017

Overall, the completion rate measures both an education system's coverage and learners' attainment, which makes it a more comprehensive indicator of school quality than gross or net enrolment rates or cohort survival rates. However, it requires reliable estimates of a particular age in a population to calculate and that is sometimes difficult to obtain. Grade 12 girls' completion rates are very low: 20.1% in Eastern and 22.0% in Southern Provinces (see Table 59).

Completion rate

Page 45


Table 60 Survival rate to Grade 5 by sex from 2010 to 2017

2010 2011 2012 2013 2014 2015 2016 2017

Male 82.0% 85.0% 95.1% 81.9% 70.7% 83.0% 79.5% 93.2%

Female 79.0% 77.3% 96.1% 81.2% 71.1% 79.7% 86.1% 94.3%

All 81.0% 81.5% 95.4% 81.4% 70.7% 81.2% 82.6% 93.5%

Table 61 Survival rate to Grades 5, 7 & 9 by sex and province

Male Female All Male Female All Male Female All

National 93.2% 94.3% 93.5% 73.9% 112.5% 73.7% 52.2% 56.5% 54.1%

Provinces

CENTRAL 113.9% 118.0% 115.4% 110.3% 98.7% 103.9% 83.1% 78.3% 80.3%

COPPERBELT 143.3% 157.8% 150.4% 149.2% 168.9% 158.8% 140.6% 167.2% 153.5%

EASTERN 99.0% 94.5% 93.0% 99.1% 95.3% 87.7% 69.2% 66.2% 67.6%

LUAPULA 109.0% 88.4% 98.2% 105.5% 67.7% 85.2% 82.8% 51.6% 66.0%

LUSAKA 88.0% 96.0% 95.0% 91.0% 99.0% 97.0% 88.0% 96.0% 93.0%

MUCHINGA 100.3% 101.8% 101.3% 84.2% 83.6% 84.2% 58.3% 54.1% 56.4%

NORTH WESTERN 108.4% 104.9% 107.1% 106.0% 99.4% 103.2% 100.9% 93.2% 97.3%

NORTHERN 96.2% 83.1% 89.7% 76.5% 61.3% 68.9% 49.3% 42.6% 45.9%

SOUTHERN 119.0% 115.9% 117.8% 108.8% 110.4% 109.9% 75.8% 78.9% 77.5%

WESTERN 99.6% 146.6% 97.6% 99.9% 162.9% 99.7% 155.2% 146.4% 151.0%

\

Year

From Grade 1 to 5 From Grade 1 to 9From Grade 1 to 7

Survival rate is an indicator of quality as it measures the percentage of pupils enrolled in Grade 1 during the current school year who are expected to reach the higher grade. It is estimated using data from a single year. A higher survival rate means more pupils are expected to reach the higher grade and that dropout rates are lower. Survival rates measure the extent to which the school system can retain pupils.Survival rate to Grade 5 of primary school is commonly considered as a pre-requisite for sustainable literacy. In 2016 and 2017, Grade 5 survival rates rose to 82.6 to 93.5%, 2016 and 2017 for girls were slightly higher than those for boys. Provincial survival rates (table 61) show that Northern Province has the lowest survival rates at two different levels of general education. Table 44, Central, Eastern, Southern , and North-Western provinces has the highest pregnancies among girls.

Survival rate to Grade 5

Page 46


Table 62 Examination pass rates in Grade 7 by sex and province in 2017 Table 64 Examination pass rates in Grade 12 by sex and province in 2017

Male Females Total Male Female Total % Male % Female % Total

National 183 745 180 801 364 546 183 745 180 801 364 546 100.00 100.00 100.00 National

Provinces Provinces

Northern 14 800 11 585 26 385 14 800 11 585 26 385 100.00 100.00 100.00 Northern

Luapula 12 400 10 505 22 905 12 400 10 505 22 905 100.00 100.00 100.00 Luapula

Southern 24 201 24 357 48 558 24 201 24 357 48 558 100.00 100.00 100.00 Southern

Eastern 18 676 17 639 36 315 18 676 17 639 36 315 100.00 100.00 100.00 Eastern

Copperbelt 25 792 28 189 53 981 25 792 28 189 53 981 100.00 100.00 100.00 Copperbelt

North Western 12 068 11 249 23 317 12 068 11 249 23 317 100.00 100.00 100.00 North Western

Central 20 836 20 970 41 806 20 836 20 970 41 806 100.00 100.00 100.00 Central

Western 11 200 11 415 22 615 11 200 11 415 22 615 100.00 100.00 100.00 Western

Lusaka 32 506 35 413 67 919 32 506 35 413 67 919 100.00 100.00 100.00 Lusaka

Muchinga 11 266 9 479 20 745 11 266 9 479 20 745 100.00 100.00 100.00 Muchinga

Table 63 Examination pass rates in Grade 9 by sex and province in 2017 Table 65 Proportion of candidates obtaining full School Certificates (2015 – 2017)


National 156 757 151 303 308 060 88 481 881 799 170 180 56.44 54.06 55.27

Provinces Muchinga

MUCHINGA 8 892 7 198 16 090 4 650 3 483 8 133 52.29 48.39 50.55 Northern

NORTHERN 10 778 8 291 19 069 6 669 4 701 11 270 61.88 56.70 59.63 Luapula

LUAPULA 10 133 8 109 18 242 5 695 4 092 9 787 56.20 50.46 53.65 Southern

SOUTHERN 19 006 18 056 37 062 8 824 7 991 16 815 46.43 44.26 45.37 Eastern

EASTERN 13 959 11 783 25 742 6 787 4 897 11 684 48.62 41.56 48.39 Copperbelt

COPPERBELT 25 971 28 739 54 710 16 027 17 585 33 612 61.44 61.19 61.44 Northwestern

N/ WESTERN 11 056 9 986 21 042 6 793 5 829 12 622 61.44 58.37 59.98 Central

CENTRAL 17 749 17 047 34 796 9 229 8 630 17 859 52.00 50.62 51.32 Western

WESTERN 9 966 9 243 19 209 5 494 5 314 10 808 55.13 57.49 56.27 Lusaka

LUSAKA 29247 32851 62098 18313 19277 37590 62.61 58.68 60.53 National

Numbers Sat Certificates

Numbers sat Certificates

Provinces

Examination pass rates

Government policy at grade 7 is automatic promotion to grade 8 where there are enough places. Grade 7 pass rate does not, therefore, measure learning achievement, rather it shows how adequate absorptive capacities are at grade 8 level in different provinces.The examination pass rates should not be confused with the transition rate from grade 9 to 10 as the pass rates are not based on the available places at grade 10. Therefore, in principle, the pass rates can be higher than the transition rates (i.e. the absorptive capacity of grade 10 to accommodate all those learners who pass their grade 9 examinations). The grade 9 national pass rate in 2017 slightly rose from 49.1% in 2016 to 55.27% in 2017 grade 9 national pass rate still was very low. At grade 12 level, the number of candidates sat increased from 126,474 in 2016 to 132,841 in 2017 and the number of candidates that got full certificates increased from 78,337 to 86,133, thus, the percentage pass rates also increased from 61.94% to 64.84, though, (table 65) shows decline in pass rates for five (5) Provinces in 2017, that led to down ward shift on National percentage pass rate.For grade 12 pass rates in 2016, Lusaka Province had the highest rate at 34.4% to 40.0% in 2017, an increase of 5.6% for the same Province. while Northern had the lowest pass rate at 24%. Provincial comparisons (table 65) show that Muchinga, and Northern's pass rate declined while that of Luapula, Eastern, Copperbelt, Western and North-western slighly Increased.Overall, boys consistently out performed girls at both grade 9 and 12 levels according to their respective pass rates

Page 47


Table 64 Examination pass rates in Grade 12 by sex and province in 2017


72163 60678 132 841 48096 38037 86 133 66.65 62.69 64.84

4335 2683 7 018 3307 1992 5 299 76.29 74.25 75.51

4264 2790 7 054 2882 1698 4 580 67.59 60.86 64.93

7311 5810 13 121 5287 3905 9 192 72.32 67.21 70.06

6416 4310 10 726 4433 2915 7 348 69.09 67.63 68.51

15079 15145 30 224 9340 8908 18 248 61.94 58.82 60.38

4844 3836 8 680 2937 2128 5 065 60.63 55.47 58.35

7689 6418 14 107 5201 4330 9 531 67.64 67.47 67.56

3726 3203 6 929 2201 1793 3 994 59.07 55.98 57.64

15026 14154 29 180 9880 8744 18 624 65.75 61.78 63.82

3473 2329 5 802 2628 1624 4 252 75.67 69.73 73.29

Table 65 Proportion of candidates obtaining full School Certificates (2015 – 2017)

comment

Boys Girls Total Boys Girls Total Boys Girls Total

23.87 29.71 26.22 33.55 38.14 35.76 34.5 38.02 36.17 reduced

23.16 25.34 24 28.27 33.11 30.19 33.59 35.94 34.5 reduced

30.89 36.99 33.3 30.21 31.5 30.71 36.65 43.97 39.39 Increased

26.74 31.58 28.88 34 39.23 36.08 40.46 48.01 43.48 reduced

29.66 30.93 30.17 27.52 32.23 29.63 28.31 30.1 29.09 Increased

34.91 38.7 36.81 26.59 31.04 28.47 27.06 29.72 28.11 increased

37.35 42.39 39.57 36.62 41.86 39.25 43.93 51.63 47.76 Increased

30.15 30.74 30.42 37.06 40.77 38.62 43.11 47.79 45.03 reduced

38.33 41.55 39.82 36.08 37.55 36.74 33.63 36.26 34.77 increased

32.27 36.57 34.36 42.07 45.9 43.84 42.83 44.39 43.51 reduced

31.42 35.5 33.28 33.62 38.17 35.71 36.88 42.09 39.23 reduced

Numbers sat

% School Certificate

40.57

36.07

32.72

29.56

34.47

36.15

29.63

31.13

42.19

38.02

37.11

Certificates

2017 2016 20153 Year Average

Page 48


Table 66 Number of Books in All Schools by Province

English Life Skills Maths Total English Life Skills Maths Total

National 966 595 687 714 940 397 966 267 3 560 973 230 983 128 632 159 821 132 115 651 551

Provinces

CENTRAL 81 200 97 098 71 568 75 088 324 954 16 524 19 687 4 356 6 899 47 466

COPPERBELT 191 200 30 254 228 140 176 231 625 825 27 922 1 432 106 885 29 136 165 375

EASTERN 59 542 33 521 60 541 118 992 272 596 63 588 8 369 179 25 343 97 479

LUAPULA 135 521 35 689 59 888 66 541 297 639 16 333 3 885 3 374 3 321 26 913

LUSAKA 77 699 120 436 57 844 133 669 389 648 45 621 16 090 9 908 27 659 99 278

MUCHINGA 61 024 101 757 146 543 58 645 367 969 6 811 13 175 7 452 7 855 35 293

NORTH WESTERN 95 411 32 544 76 749 65 888 270 592 11 165 2 842 4 947 6 406 25 360

NORTHERN 78 211 94 057 75 002 66 353 313 623 8 565 24 922 5 396 2 643 41 526

SOUTHERN 105 222 39 421 117 010 115 203 376 856 25 612 1 389 8 373 8 080 43 454

WESTERN 81 565 102 937 47 112 89 657 321 271 8 842 36 841 8 951 14 773 69 407

Zambian

Languages

Primary Schools Secondary Schools

Zambian

Languages

Table 66 shows the number of English, Life Skills, Maths and Zambian language books in primary and secondary schools across the provinces. Table 67, shows the average PBR i.e. the total number of regular students (APU students are not included) divided by the total number of books. At primary level the number of pupils per book for English, Life Skills, Maths and Zambian languages is 2/7, 1/5, 1/4 and 2/7 respectively, while at secondary it is 2/7, 1/6, 1/5 and 1/6. There is need for more books especially at both secondary and Primary level, particularly for Life Skills, and Maths. The shortage of books and other facilities continue to constrain the quality of education, thereby adversely affecting educational outcomes.

Pupil-Book Ratio (PBR)

Page 49


Table 67 Book Pupil Ratio in All Schools by Province

English Life Skills Maths Total English Life Skills Maths Total

National 2/7 1/5 1/4 2/7 1 2/7 1/6 1/5 1/6 5/6

Provinces

CENTRAL 1/6 0.20 1/7 1/6 2/3 1/6 1/5 0 0 4/9

COPPERBELT 3/8 0 4/9 1/3 1 2/9 1/6 0 3/5 1/6 1

EASTERN 1/7 0 1/7 2/7 5/8 5/6 1/9 0 1/3 1 1/4

LUAPULA 4/9 1/8 1/5 2/9 1 2/7 0 0 0 1/2

LUSAKA 1/6 1/4 1/8 2/7 5/6 3/8 1/8 0 2/9 4/5

MUCHINGA 1/4 3/7 5/8 1/4 1 4/7 1/6 1/3 1/6 1/5 5/6

NORTH WESTERN 1/3 1/8 2/7 1/4 1 1/6 0 0 0 2/5

NORTHERN 1/4 2/7 2/9 1/5 1 1/6 1/2 1/9 0 5/6

SOUTHERN 2/9 0 1/4 1/4 4/5 1/4 0 0 0 4/9

WESTERN 1/6 2/9 0 1/5 2/3 0 3/8 0 1/7 5/7

Note: Zeros denotes the books are insufficient

Zambian

Languages

Zambian

Languages

Primary Schools Secondary Schools

Page 50


Table 68 Number of classes in all schools by grade and province


National 12 221 12 047 11 929 11 747 10 822 10 475 9 761 5 741 5 646 2 529 2 357 2 357

Provinces

CENTRAL 1 643 1 585 1 584 1 592 1 473 1 430 1 346 976 993 503 509 549

COPPERBELT 1 528 1 448 1 433 1 408 1 321 1 264 1 204 747 764 283 286 290

EASTERN 1 263 1 356 1 279 1 274 1 214 1 191 1 156 820 808 366 343 323

LUAPULA 1 437 1 452 1 420 1 416 1 347 1 372 1 259 826 811 296 256 248

LUSAKA 966 920 1 002 874 821 791 697 438 424 173 166 159

MUCHINGA 1 089 1 058 1 038 1 036 931 877 798 221 199 149 109 120

NORTH WESTERN 1 451 1 416 1 391 1 368 1 229 1 195 1 080 600 581 233 212 209

NORTHERN 920 902 882 951 774 737 708 374 361 209 185 187

SOUTHERN 1 135 1 126 1 127 1 061 981 924 882 476 447 161 154 135

WESTERN 789 784 773 767 731 694 631 263 258 156 137 137

Table 69 Pupil:classroom ratio in all schools by grade group & province

G 1-4 G 5-7 G 1-7 G 8-9 G 1-9 G 8-12

National 42.7 40.0 41.6 44.9 42.0 45.7

Provinces

CENTRAL 40.8 36.9 39.2 33.1 38.3 29.7

COPPERBELT 42.3 46.4 43.9 60.5 46.2 74.3

EASTERN 47.5 38.3 43.7 29.7 41.5 29.2

LUAPULA 29.5 24.2 27.4 21.9 26.6 23.7

LUSAKA 59.4 71.8 64.1 86.7 66.9 90.1

Northwestern 26.0 23.1 24.9 31.8 25.7 35.0

NORTHERN 56.1 47.0 52.6 40.1 51.3 38.1

SOUTHERN 55.2 57.5 56.1 73.2 58.0 71.8

WESTERN 78.8 78.0 78.5 129.7 83.2 103.6

Muchinga 31.6 29.6 30.8 57.6 32.4 52.5

Grade ranges Pupil-classroom ratio (PCR)

Contact hours

Table 68 shows the number of classes per grade level and province across the country while table 69 shows the pupil-classroom ratio. The number of classes gradually decreases as you move from Grade 1 to Grade 12 with the most significant decrease being at the transition levels of grade 7 and 9. The pupil-classroom ratio decreased slightly at grade1-7 from 41.7 in 2016 to 41.6% in 2017. The change arises from the countinous upgrading of some primary schools into secondary schools between 2014 to 2017.

Tables 70-72 present the average number of hours learners spend at school per day by grade, running agency and by class type. The contact hours stated are based on the official school calendar and does not include time lost due to closure, learner or teacher absenteeism, exam period closures or time dedicated to sporting activities. Table 70 indicates that on average learners in grades 1-4 spend 4.2 hours in the classroom in 2016, and 2017 contact hours spend in class room decreased to 4.0 hours in 2016; grades 5-7 spend 5.7 to 5.2hours; and grades 8-12 spend 6.5 to 6.4 hours. Learners in private schools have the highest contact hours followed by grant aided and Government schools. and community schools have the lowest contact hours.

.Page 51


.

Page 52


Table 70 Average number of scheduled contact hours by grade and province


National 4.4 4.1 4.1 4.2 5.4 5.5 5.5 6.1 6.1 6.6 6.7 6.8

Provinces

CENTRAL 3.8 3.8 3.8 3.9 5.4 5.5 5.6 5.9 5.9 6.3 6.4 6.3

COPPERBELT 4.7 4.7 4.7 4.8 5.3 5.4 5.4 6.5 6.6 7.2 7.2 7.2

EASTERN 4.1 4.1 4.1 4.2 5.6 5.6 5.7 6.1 6.2 6.8 6.9 6.9

LUAPULA 4.7 4.7 4.6 4.6 5.7 5.7 5.7 6.6 6.6 7.6 7.7 9.0

LUSAKA 4.7 4.7 4.7 4.8 5.6 5.6 5.7 6.0 6.0 6.3 6.3 6.3

MUCHINGA 3.7 3.7 3.7 3.8 5.2 5.2 5.2 5.9 5.9 6.6 6.8 6.8

NORTH WESTERN 4.0 4.1 4.1 4.1 5.2 5.3 5.3 6.1 6.4 6.6 6.6 6.6

NORTHERN 3.9 3.9 3.8 3.9 5.3 5.4 5.5 5.7 5.8 6.0 6.3 6.2

SOUTHERN 6.0 4.1 4.2 4.2 5.6 5.7 5.7 6.1 6.0 6.2 6.2 6.2

WESTERN 3.7 3.7 3.7 3.9 5.2 5.3 5.3 5.9 5.9 6.8 7.0 7.1

Table 71 Average number of scheduled contact hours by grade and running agency


Community/Unknown 3.9 3.9 3.9 4.0 5.0 5.2 5.2 5.9 6.0 6.3 6.3 6.4

Grant-aided 4.4 4.5 4.5 4.7 5.8 5.7 5.8 6.9 6.9 7.1 7.2 7.3

GRZ 4.4 4.0 4.0 4.0 5.4 5.4 5.5 6.0 6.0 6.4 6.5 6.6

Private 6.1 6.1 6.1 6.2 6.5 6.5 6.8 7.3 7.4 7.5 7.5 7.6

Table 72 Average number of scheduled contact hours by grade and class type


IRI 3.8 3.8 4.1 3.7 5.2 5.4 6.1

Open 5.5 5.5

Literacy 1.5 1.5 1.5 1.5 2.5 2.5 2.5 2.6 2.3 5.0 5.0 5.0

Regular 4.4 4.2 4.2 4.2 5.5 5.5 5.6 6.2 6.2 6.7 6.8 6.9

Page 53


PRIMARY SCHOOLS

Table 73 Classrooms, special education classrooms, laboratories and libraries in primary schools by type and province

Perm Temp Incomplete Perm Temp Incomplete Perm Temp Incomplete Perm Temp Incomplete

National 43 627 5 454 4 483 341 17 14 447 27 50 416 107 55

Provinces

CENTRAL 4 771 645 637 42 5 0 32 5 0 37 9 14

COPPERBELT 6 933 394 333 67 2 1 176 0 0 92 5 11

EASTERN 4 364 513 638 15 1 0 13 6 0 47 22 6

LUAPULA 3 147 269 265 20 1 3 22 4 4 42 5 0

LUSAKA 5 461 238 273 100 4 8 70 4 9 56 30 17

MUCHINGA 2 636 480 482 9 2 0 2 4 1 5 9 6

NORTH WESTERN 2 738 376 277 20 0 0 30 2 12 10 0 0

NORTHERN 3 393 626 514 16 1 0 54 1 9 14 22 0

SOUTHERN 6 210 537 677 43 0 1 35 1 0 16 1 0

WESTERN 3 974 1 376 387 9 1 1 13 0 15 97 4 1

SECONDARY SCHOOLS

Table 74 Classrooms, special education classrooms, laboratories and libraries in secondary schools by type and province

Classrooms Special education classrooms Laboratories Libraries


National 10 216 281 578 185 8 36 1 045 50 100 732 36 36

Provinces

CENTRAL 1 086 6 85 11 1 1 105 1 18 98 1 18

COPPERBELT 2 186 11 37 45 1 0 192 4 21 59 1 1

EASTERN 1 067 29 78 49 1 1 120 16 7 136 9 2

LUAPULA 699 57 57 14 1 0 43 7 15 26 6 7

LUSAKA 1 501 6 32 36 4 1 191 0 15 56 4 0

MUCHINGA 485 49 71 0 0 33 46 9 6 116 0 2

NORTH WESTERN 782 38 81 6 0 0 46 9 6 12 3 0

NORTHERN 507 25 56 4 0 0 14 2 2 132 11 0

SOUTHERN 1 361 34 56 10 0 0 198 1 9 4 0 0

WESTERN 542 26 25 10 0 0 90 1 1 93 1 6

Classrooms Special education classrooms Laboratories Libraries

CHAPTER 10: INFRASTRUCTURE

Page 53


Table 75 Staff houses in all schools by type and province

Perm Temp Incomplete Perm Temp Incomplete

National 21 057 5 204 2 517 7 757 234 365

Provinces

CENTRAL 2 567 734 436 1 033 18 27

COPPERBELT 1 111 206 47 652 4 38

EASTERN 3 144 440 399 1 172 16 17

LUAPULA 1 558 321 126 567 69 136

LUSAKA 1 804 84 123 636 2 8

MUCHINGA 1 826 747 278 369 15 41

NORTH WESTERN 1 916 762 135 743 23 8

NORTHERN 1 890 982 260 520 23 8

SOUTHERN 3 896 628 566 1 322 57 41

WESTERN 1 345 300 147 743 7 41

Table 76 Dormitories in all schools by sex and province


National 257 54 33 253 67 24 1071 59 47 1044 64 38

Provinces

CENTRAL 39 14 1 56 12 2 97 6 5 135 4 3

COPPERBELT 28 0 0 26 0 0 47 1 0 128 6 0

EASTERN 47 22 6 31 23 3 136 9 2 125 10 3

LUAPULA 41 1 0 42 1 1 85 17 8 72 15 8

LUSAKA 23 2 2 23 2 2 82 3 1 180 3 1

MUCHINGA 10 7 3 8 7 3 54 1 0 46 8 1

NORTH WESTERN 6 0 0 7 1 0 51 5 12 53 6 10

NORTHERN 18 3 1 18 7 1 66 2 2 52 3 2

SOUTHERN 32 2 11 32 3 9 266 7 8 195 8 9

WESTERN 13 3 9 10 11 3 187 8 9 58 1 1

Secondary Schools Female

Primary school staff houses Secondary school staff houses

Primary Schools Male Primary Schools Female Secondary Schools Male

Tables 73-76 provide a snapshot of school infrastructure in 2017. At primary school level there were 43, 627 permanent classrooms, 5, 454 temporary classrooms and 4,483 incomlpte classrooms. As regards to special education classrooms, there were 341 permanent special education classrooms, 17 temporary special education classrooms and 14 incomplete special education classrooms. In terms of Laboratories, there were 447 permanent laboratories, 27 temporary laboratories and 50 incomplet laboratories. For Libraries there were 416 permanent libraries, 107 temporary Libraries and 55 incomple Libraries. At secondary school level, there were 10, 216 permanent classroom, 281 temporary classrooms and 185 incomplete classrooms. As regards to special education, there were 185 permanent classrooms, 8 temporary classrooms and 36 incomplete classrooms. For Laboratories, there were 1, 045 permanent laboratories, 50 temporary Laboratories and 732 incomplet laboratories. For libraries there were 732 Permanent Libraries, and 36 both temporary and incomplete libraries at both primary and secondary level in 2017. In terms of domitories, there were 1,328 permanent domitories for males, 1297 permanent domitories for females while there were 113 temporary domitories for males and 128 incomplete domitories for females for both primary ans secondary lveles. There were 80 Incomplete domitories for males and 62 incomplete domitories for females for both primary and secondary school level. The Government still continues to make a significant investment in school infrastructure at different levels of the education system thereby improving access to quality education.

School Infrastructure

Page 54


Table 77 Colleges of Education Regular Students Enrolment and Lectures in 2017

Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total

Charles Lwanga 0 154 207 361 0 19 55 74 154 207 361

Chipata 47 91 138 653 595 1,248 100 58 158 44 16 60 800 744 1,544

David Livingstone 10 24 34 0 0 0 440 417 857 39 18 57 450 441 891

Musi - 0 -Tunya 0 9 9 28 46 74 0 9 11 20 28 55 83

Kasama 30 83 113 548 559 1,107 315 174 489 51 16 67 893 816 1,709

Kitwe 0 386 563 949 0 34 23 57 386 563 949

Malcom Moffat 37 90 127 444 650 1,094 362 513 875 67 22 89 843 1,253 2,096

Mansa 14 36 50 251 187 438 0 36 21 57 265 223 488

Jabemiz - Mansa 0 32 37 69 0 12 7 19 32 37 69

Mongu 20 77 97 362 364 726 0 24 0 24 382 441 823

Northern 0 210 121 331 0 13 3 16 210 121 331

Mufulira 0 0 0 0 0 0 0

Solwwezi 0 305 335 640 0 25 8 33 305 335 640

Monze 36 57 93 172 235 407 74 66 140 40 9 49 282 358 640

Mansa 14 36 50 247 243 490 0 33 18 51 261 279 540

Nkana 0 16 127 143 9 26 35 0 25 153 178

ZAMISE 0 0 34 49 83 0 34 49 83

St Mary's (Mbala) 0 0 201 137 338 36 12 48 201 137 338

chiuta Akuyanja 0 0 2 6 8 0 2 6 8

Sambizga College 8 16 24 51 79 130 55 64 119 14 3 17 114 159 273

South West 0 0 39 85 124 0 39 85 124

Keys Royal College 0 25 13 38 0 15 23 38 25 13 38

Jubeva 0 234 158 392 0 10 10 234 158 392

Lyambia 36 66 102 89 307 396 0 21 5 26 125 373 498

George Benson Christian 0 0 199 130 329 7 12 19 199 130 329

Total 252 585 837 4,207 4,826 9,033 1,830 1,725 3,555 539 292 831 6,289 7,136 13,425

Note: Colleges marked with an asteric (*) did not submit data for 2016

ECE Education students

Primary Education

students (regular)

Secondary Education

students (regular) Lectures (Fulltime)

College

All students (Regular)

CHAPTER 11: TERTIARY

Table 77 shows Colleges of Education Regular Students Enrolment and Lectures in 2017.The total enrolment recorded for early chldhood, primary and secondary education was 13,425 of which 6, 289 were males representing 47% while 7,136 were females representing 53% .It is worth noting that colleges of education recorded more primary students; 9,033 compared to 3,556 secondary students . There were more females students enrolled than males. The colleges also enrolled 837 ECE education students in 2017. As regards to Lectures, there were 831 fulltime lecturers recorded in 2017; of which 539 (65%) were males while 292 (35%) were females . Males still dominates the teaching profession

Colleges of Education

Page 55


Table 78 Public universities student enrolments in 2015 (Fulltime programmes only)

University

Male Female Total Male Female Total Male Female Total Male Female Total

School of Business 0 430 496 926 48 213 261 478 709 1 187

School of Built Environment 0 1273 1063 2336 0 1 273 1 063 2 336

School of Natural Resources 1000 610 1610 628 223 851 0 1 628 833 2 461

School of Technology 0 0 157 34 191 157 34 191

DDEOL 0 430 496 926 0 430 496 926

CLLE 0 0 0 0 0 0

Disaster Management 0 45 48 93 45 48 93

School of Maths & Natural Science 0 1173 554 1727 0 1 173 554 1 727

School of Agriculture 220 137 357 0 163 66 229 383 203 586

School of Education 2693 2883 5576 0 0 2 693 2 883 5 576

School of Engineering 388 27 415 923 124 1047 0 1 311 151 1 462

School of Humanities and

Social Sciences 1440 1494 2934 0 233 304 537 1 673 1 798 3 471

School of Mines and Mineral

Sciences 656 244 900 656 244 900

Graduate School 682 333 1015

School of Law 129 128 257 0 0 129 128 257

School of Medicine 173 22 195 172 69 241 0 345 91 436

School of Vet. Medicine 90 39 129 0 0 90 39 129

Total 6 133 5 340 11 473 6 367 3 602 9 969 646 665 1 311 13 146 9 607 22 753

Note: CBU did not submit academic staff data

Table 79 Academic staff by sex

Male Female Total Male Female Total Male Female Total Male Female Total

Total 228 87 315 51 7 58 279 94 373

UNZA CBU Mulungushi All students

UNZA CBU Mulungushi All univerisities

Public universities

Table 78 shows the enrolment for the three publicly funded universities with total enrolment of 22,753 in 2015. About 50% of that enrolment was at UNZA, followed by 43% at CBU and 7% at Mulungushi University. The structure of university enrolment is not responsive to Zambia's development priorities and labour market realities; only about 35% of total enrolment is in sciences and engineering. Though the demand for skilled and professional labour in sciences, technology and engineering seems to be high, the public universities however, continue to produce more social sciences graduates .

Page 56

Table 80 Number of computers by province 2014- 2017 Table 83.NUMBER OF COMPUTERS IN SECONDARY SCHOOLS BY RUNNING AGENCY 2017

PROVINCE 2014 2015 2016 2017 PROVINCE GRZ Grant-aided (from GRZ)

CENTRAL 1281 1682 2255 2851 CENTRAL 872 240

COPPERBELT 4135 5203 6647 7738 COPPERBELT 2233 420

EASTERN 714 1221 2205 3248 EASTERN 1073 298

LUAPULA 541 934 1386 2103 LUAPULA 608 183

LUSAKA 3713 4786 5406 6209 LUSAKA 1206 318

MUCHINGA 478 567 817 1457 MUCHINGA 471 108

NORTH WESTERN 753 1132 1657 2113 NORTHWESTERN 887 62

NORTHERN 508 746 1133 1529 NORTHERN 501 161

SOUTHERN 2537 2851 3942 5932 SOUTHERN 1031 736

WESTERN 830 904 1127 1692 WESTERN 445 159

Total 15,490 20,026 26,575 34,872 TOTAL 9,327 2,685

Table 81 Number of computers by running agency 2014-2017 TABLE 84. Number of schools with computers by running agency 2014-2017

RUNNING AGENCY 2014 2015 2016 2017 RUNNING AGENCY 2014 2015

GRZ 8419 10515 16472 23742 GRZ 687 935

GRANT AIDED 1936 2429 2866 3803 GRANT AIDED 99 109

PRIVATE 4681 6280 6473 6358 PRIVATE 405 650

COMMUNITY 454 802 764 969 COMMUNITY 71 75

TOTAL 15,490 20,026 26,575 34,872 TOTAL SCHOOLS 1,262 1,769

CHAPTER 11: COMPUTERS IN SCHOOLS (ICTs)

Page 57

Table 83.NUMBER OF COMPUTERS IN SECONDARY SCHOOLS BY RUNNING AGENCY 2017

Private Community

158 0

705 0

106 0

36 0

693 35

0 0

153 0

19 0

180 0

11 13

2,061 48

TABLE 84. Number of schools with computers by running agency 2014-2017

2016 2017

2565 2751

450 521

701 711

91 93

3,807 4,076

Page 58


Table 86.Table Number of computer laborotaries in ALL schools by Region-2017 Table 90.NUMBER OF SCHOOLS WITH INTERNET FACILITIES BY EDUCATION LEVEL 2017 Table 93.Number of Projectors in all schools by province 2017

PROVINCE Infra_Type Temporary Incomplete Permanent Total PROVINCE SERVICE PRIMARY SECONDARY TOTAL Province Needs Repair Available Total

CENTRAL Computer Lab 17 7 112 136 CENTRAL Internet Service 71 28 99 CENTRAL 16 1282 1298

COPPERBELT Computer Lab 20 9 355 384 COPPERBELT Internet Service 128 74 202 COPPERBELT 42 387 429

EASTERN Computer Lab 10 7 85 102 EASTERN Internet Service 16 10 26 EASTERN 19 90 109

LUAPULA Computer Lab 10 9 59 78 LUAPULA Internet Service 18 20 38 LUAPULA 8 55 63

LUSAKA Computer Lab 16 9 252 277 LUSAKA Internet Service 104 44 148 LUSAKA 14 245 259

MUCHINGA Computer Lab 12 3 36 51 MUCHINGA Internet Service 26 10 36 MUCHINGA 3 18 21

NORTH WESTERN Computer Lab 6 6 68 80 NORTH WESTERN Internet Service 31 24 55 NORTH WESTERN 5 152 157

NORTHERN Computer Lab 7 7 46 60 NORTHERN Internet Service 20 14 34 NORTHERN 8 73 81

SOUTHERN Computer Lab 19 19 214 252 SOUTHERN Internet Service 77 54 131 SOUTHERN 34 236 270

WESTERN Computer Lab 3 6 74 83 WESTERN Internet Service 23 10 33 WESTERN 10 27 37

TOTAL 120 82 1,301 1,503 TOTAL 514 288 802 TOTAL 159 2565 2724

Table 87.Number of computer laborotaries in Primary schools by Region-2017 Table 91.NUMBER OF PRIMARY SCHOOLS WITH INTERNET FACLITIES BY RUNNING AGENCY 2017

PROVINCE Infra_Type Temporary Incomplete Permanent Total PROVINCE Service Community Grant-aided (from GRZ)GRZ Priv ate TOTAL

CENTRAL Computer Lab 9 4 65 78 CENTRAL Internet Service 10 1 45 15 71

COPPERBELT Computer Lab 18 7 220 245 COPPERBELT Internet Service 16 0 44 68 128

EASTERN Computer Lab 6 3 31 40 EASTERN Internet Service 1 1 11 3 16

LUAPULA Computer Lab 4 2 33 39 LUAPULA Internet Service 1 1 15 1 18

LUSAKA Computer Lab 12 8 171 191 LUSAKA Internet Service 31 7 26 40 104

MUCHINGA Computer Lab 5 1 17 23 MUCHINGA Internet Service 1 0 23 2 26

NORTH WESTERN Computer Lab 2 0 31 33 NORTHWESTERN Internet Service 1 0 23 7 31

NORTHERN Computer Lab 4 2 21 27 NORTHERN Internet Service 1 3 13 3 20

SOUTHERN Computer Lab 16 12 124 152 SOUTHERN Internet Service 6 7 37 27 77

WESTERN Computer Lab 2 3 43 48 WESTERN Internet Service 4 1 13 5 23

TOTAL 78 42 756 876 TOTAL 72 21 250 171 514

Table 88.Number of computer laborotaries in Secondary schools by Region-2017 Table 92.NUMBER OF SECONDARY SCHOOLS WITH INTERNET FACLITIES BY RUNNING AGENCY 2017

PROVINCE Infra_Type Temporary Incomplete Permanent Total PROVINCE SERVICE Community Grant-aided (from GRZ)GRZ Priv ate TOTAL

CENTRAL Computer Lab 8 3 47 58 CENTRAL Internet Service 0 7 17 4 28

COPPERBELT Computer Lab 2 2 137 141 COPPERBELT Internet Service 0 10 47 17 74

EASTERN Computer Lab 4 4 54 62 EASTERN Internet Service 0 2 6 2 10

LUAPULA Computer Lab 6 7 26 39 LUAPULA Internet Service 0 4 15 1 20

LUSAKA Computer Lab 4 1 80 85 LUSAKA Internet Service 1 4 24 15 44

MUCHINGA Computer Lab 7 2 18 27 MUCHINGA Internet Service 0 2 8 0 10

NORTH WESTERNComputer Lab 4 6 37 47 NORTHWESTERN Internet Service 0 2 18 4 24

NORTHERN Computer Lab 3 5 25 33 NORTHERN Internet Service 0 3 11 0 14

SOUTHERN Computer Lab 3 7 90 100 SOUTHERN Internet Service 0 17 27 10 54

WESTERN Computer Lab 1 3 31 35 WESTERN Internet Service 0 3 7 0 10

TOTAL 42 40 545 627 TOTAL Internet Service 1 54 180 53 288

Table 89. Number of Permanent Computer laboratories by Running Agency in all schools

Province Community Grant-aided GRZ Private Total

CENTRAL 3 12 64 33 112

COPPERBELT 16 14 187 138 355

EASTERN 0 17 60 8 85

LUAPULA 0 10 37 12 59

LUSAKA 28 26 124 74 252

MUCHINGA 0 6 23 7 36


NORTHERN 0 14 26 6 46

SOUTHERN 2 51 119 42 214

WESTERN 1 5 60 8 74

Total 52 164 748 337 1301

Computer Laboratories and Internet Facilities

The number of computer Laboratories is very low compared to the number of schools.Their is need to build more ICT Labs in schools if the issues of ICT are to be addressed in the long run. Copperbelt has the highest number of computer labs with 384 followed by Lusaka with 277 while muchinga has the least number with only 51 computer laborotaries followed by northern with 60 computer labs.Implying that more schools do not have computer laborotaries a situation which needs urgent attention to realise the dream of ICTs in our schools.

7128

9912874

202

16 10 2618 20 3826 10 3631 2455

20 14 3477 54

131

23 10 33

514

288

802

0

100

200

300

400

500

600

700

800

900

PRIMARY SECONDARY TOTAL

Figure:18.Number of Schools with Internet Facilities By province and Education level

CENTRAL COPPERBELT EASTERN LUAPULA LUSAKA MUCHINGA NORTH WESTERN NORTHERN SOUTHERN WESTERN TOTAL

514

288

802

0

100

200

300

400

500

600

700

800

900

1

Number of schools with internet facilities 2017

PRIMARY SECONDARY TOTAL

Page 47


802

Number of schools with internet facilities 2017

TOTAL

Page 48

Table 94. % of teachers who received training in life skills-based HIV and Sexuality Education 2014-2017

Province Male Female Total TOTAL TEACHERS 2017 (%) 2016 (%)

CENTRAL 1724 1545 3269 12791 25.6 19.8

COPPERBELT 1798 3820 5618 19781 28.4 20.1

EASTERN 2542 1925 4467 8507 52.5 31.2

LUAPULA 1249 1136 2385 7704 31.0 27.0

LUSAKA 1705 6055 7760 14886 52.1 22.6

MUCHINGA 1092 774 1866 6142 30.4 30.6

NORTH WESTERN 1463 1273 2736 6941 39.4 27.1

NORTHERN 1235 893 2128 6862 31.0 27.0

SOUTHERN 3459 3446 6905 14035 49.2 38.1

WESTERN 1232 965 2197 8621 25.5 28.1

NATIONAL TOTAL 17499 21832 39331 106270 37.0 26.4

Table 95 % of PRIMARY SCHOOLS Teachers who received training in life skills-based HIV and Sexuality Education

Province Male Female Total Total Primary Teachers %

CENTRAL 1439 1317 2756 9623 28.6

COPPERBELT 1331 3154 4485 13859 32.4

EASTERN 2020 1475 3495 5997 58.3

LUAPULA 1082 997 2079 5700 36.5

LUSAKA 1284 2327 3611 10869 33.2

MUCHINGA 893 646 1539 4263 36.1

NORTH WESTERN 1026 944 1970 4541 43.4

NORTHERN 1140 806 1946 5273 36.9

SOUTHERN 2802 2717 5519 10878 50.7

WESTERN 1033 856 1889 7096 26.6

NATIONAL TOTAL 14050 15239 29289 78099 37.5

Table 96 % of SECONDARY SCHOOLS Teachers who received training in life skills-based HIV and Sexuality Education

Province Male Female Total Total secondary Teachers %

CENTRAL 285 228 513 3168 16.2

COPPERBELT 467 666 1133 5922 19.1

EASTERN 522 450 972 2510 38.7

LUAPULA 167 139 306 2004 15.3

LUSAKA 421 363 784 4017 19.5

MUCHINGA 199 128 327 1879 17.4

NORTH WESTERN 437 329 766 2400 31.9

NORTHERN 95 87 182 1589 11.5

SOUTHERN 657 729 1386 3157 43.9

CHAPTER 13. HIV AND SEXUALITY EDUCATION

5

10

15

20

25

30

35

40

Figure 19.% if teachers who received training in life skill based HIV and

WESTERN 199 109 308 1525 20.2

NATIONAL TOTAL 3449 3228 6677 28171 23.70

5

2014 (%)

Table 94. % of teachers who received training in life skills-based HIV and Sexuality Education 2014-2017 TABLE 97 % OF LEARNERS PROVIDED WITH LIFE SKILL-BASED HIV AND SEXUALITY EDUCATION 2014-2016

2015 (%) 2014 (%) PROVINCE MALE FEMALE

20 20 CENTRAL 103887 101029

17 27 COPPERBELT 109215 107080

31 20 EASTERN 112071 107951

28 23 LUAPULA 55737 48909

29 12 LUSAKA 95268 93695

26 21 MUCHINGA 58583 53067

31 29

NORTH

WESTERN 57566 52639

25 20 NORTHERN 70822 60126

31 20 SOUTHERN 136026 131796

21 28 WESTERN 55018 51575

25 22

NATIONAL

TOTAL 854193 807867

Table 95 % of PRIMARY SCHOOLS Teachers who received training in life skills-based HIV and Sexuality Education TABLE 98 % OF PRIMARY SCHOOL LEARNERS PROVIDED WITH LIFE SKILL-BASED HIV AND SEXUALITY EDUCATION

PROVINCE MALE FEMALE

CENTRAL 92984 89395

COPPERBELT 87626 85686

EASTERN 94020 90933

LUAPULA 49827 43430

LUSAKA 84201 84161

MUCHINGA 51499 46221NORTH

WESTERN 45579 42782

NORTHERN 65394 56117

SOUTHERN 121288 115437

WESTERN 49565 46820NATIONAL

TOTAL 741983 700982

Table 96 % of SECONDARY SCHOOLS Teachers who received training in life skills-based HIV and Sexuality Education TABLE 99 % OF SECONDARY SCHOOL LEARNERS PROVIDED WITH LIFE SKILL-BASED HIV AND SEXUALITY EDUCATION

PROVINCE MALE FEMALE

CENTRAL 10903 11634

COPPERBELT 21589 21394

EASTERN 18051 17018

LUAPULA 5910 5479

LUSAKA 11067 9534

MUCHINGA 7084 6846NORTH

WESTERN 11987 9857

NORTHERN 5428 4009

SOUTHERN 14738 16359

AND SEXUALITY EDUCATION

The numbers of teachers that were trained in HIV/Aids and Life Skills and Sexuality Education remained low in 2016 at National level although there was a slight increase in 2017 from 25,376 (26.4%) to 39,331 (37%).Lusaka Province recorded the highest number of teachers. Out of a total of 14,886 teachers, 7,760 teachers received training and or gave lessons in the subject indicating 52.1% while Centralt Province recorded the least number. Out of a total of 12,791 teachers, 3,269 were trained indicating 25.6%.

Out of the total enrolment of 4,025,380 for 2016 at National level, 1,265,162 learners were provided with life skills based HIV and Sexuality education, while out of 4,139,390 of the total enrolment at National level in 2017, 1,662,060 learners received life skills based HIV and Sexuality education indicating 13% increase. At primary level, Eastern Province had the highest percentage (58%) of learners provided with life skills based HIV and Sexuality education, while western province had the least at 26.6%. At Secondary level, Southern province had the highest at 43.9%, while Northern province had the least percentage of 11.5%.

HIV AND AIDS AND SEXUALITY EDUCATION FOR TEACHERS AND

2225 26.37070291

37.01044509

Figure 19.% if teachers who received training in life skill based HIV and sexuality education 2014-2017

WESTERN 5453 4755NATIONAL

TOTAL 112210 1068852014 (%) 2015 (%) 2016 (%) 2017 (%)

TABLE 97 % OF LEARNERS PROVIDED WITH LIFE SKILL-BASED HIV AND SEXUALITY EDUCATION 2014-2016

TOTAL Total Enrolnments 2017(%) 2016(%) 2015(%) 2014(%)

204916 522713 39.2 33.0 33 28

216295 598177 36.2 23.6 24 21

220022 459525 47.9 33.4 34 29

104646 323208 32.4 28.2 35 28

188963 511881 36.9 26.0 24 19

111650 252223 44.3 32.3 30 26

110205 291776 37.8 33.8 35 22

130948 359362 36.4 34.7 37 30

267822 504219 53.1 41.9 37 36

106593 316306 33.7 30.4 26 22

1662060 4139390 40.2 31.4 28 26

TABLE 98 % OF PRIMARY SCHOOL LEARNERS PROVIDED WITH LIFE SKILL-BASED HIV AND SEXUALITY EDUCATION

TOTAL Total Enrol.primary %

182379 417965 43.6

173312 422051 41.1

184953 381910 48.4

93257 265567 35.1

168362 389356 43.2

97720 210346 46.5

88361 227602 38.8

121511 309215 39.3

236725 405691 58.4

96385 258204 37.3

1442965 3287907 43.9

TABLE 99 % OF SECONDARY SCHOOL LEARNERS PROVIDED WITH LIFE SKILL-BASED HIV AND SEXUALITY EDUCATION

TOTAL Total Enrol.Secondary %

22537 104748 21.5

42983 176126 24.4

35069 77615 45.2

11389 57641 19.8

20601 122525 16.8

13930 41877 33.3

21844 64174 34.0

9437 50147 18.8

31097 98528 31.6

26

0

5

10

15

20

25

30

35

40

45

2014 2015

Figure 20. % of learners provided with life skills based HIV skills and sexuality

10208 58102 17.6

219095 851483 25.7

28

31.429629

40.15229297

2015 2016 2017

Figure 20. % of learners provided with life skills based HIV skills and sexuality education 2014-2017

TABLE 100 .% OF SCHOOOL THAT PROVIDED LIFE SKILLS BASED HIV AND SEXUALITY EDUCATION

PROVINCE PRIMARY SECONDARY TOTAL TOTAL SCHOOLS 2017 (%) 2016 (%)

CENTRAL 726 69 795 1216 65.4 62.4

COPPERBELT 559 96 655 1095 59.8 42.4

EASTERN 701 78 779 1130 68.9 47.2

LUAPULA 381 45 426 701 60.8 57.3

LUSAKA 453 56 509 866 58.8 50.3

MUCHINGA 377 47 424 724 58.6 62.3

NORTH WESTERN 397 78 475 809 58.7 58.3

NORTHERN 565 58 623 1008 61.8 62.2

SOUTHERN 807 85 892 1256 71.0 60.7

WESTERN 537 35 572 1047 54.6 54.2

NATIONAL TOTAL 5503 647 6150 9852 62.4 55.3

TABLE 101. % OF SCHOOLS IMPLEMENTION AN HIV AND AIDS WORK PLACE POLICY PROGRAMMES

PROVINCE PRIMARY SECONDARY TOTAL TOTAL SCHOOLS 2017(%) 2016(%)

CENTRAL 683 81 764 1216 62.8 58.8

COPPERBELT 544 103 647 1095 59.1 43.4

EASTERN 680 84 764 1130 67.6 43.3

LUAPULA 412 54 466 701 66.5 60.2

LUSAKA 434 58 492 866 56.8 46.9

MUCHINGA 384 53 437 724 60.4 53.3

NORTH WESTERN 337 80 417 809 51.5 47.5

NORTHERN 517 51 568 1008 56.3 54.4

SOUTHERN 673 75 748 1256 59.6 52.3

WESTERN 478 43 521 1047 49.8 47.1

NATIONAL TOTAL 5142 682 5824 9852 59.1 50.4

TABLE 102. % OF SCHOOLS THAT HAVE ADOPTED RULES AND GUIDELINES FOR STAFF AND LEARNERS RELATED TO DISCRIMINATION

PRIVINCE PRIMARY SECONDARY TOTAL TOTAL SCHOOLS 2017 (%) 2016 (%)

CENTRAL 933 89 1022 1216 84.0 79.3

COPPERBELT 764 119 883 1095 80.6 57.9

EASTERN 848 98 946 1130 83.7 53.7

LUAPULA 534 70 604 701 86.2 77.1

LUSAKA 571 74 645 866 74.5 62.1

MUCHINGA 523 62 585 724 80.8 74.8

NORTH WESTERN 538 102 640 809 79.1 71.5

NORTHERN 681 71 752 1008 74.6 76.5

SOUTHERN 943 96 1039 1256 82.7 73.1

WESTERN 705 51 756 1047 72.2 72.3

NATIONAL TOTAL 7040 832 7872 9852 79.9 69.3

% of schools that provided life skills based hiv and sexuality education 2014-2017

70 70

55.3

62.4

0

10

20

30

40

50

60

70

80

2014 2015 2016 2017

% of schools that provided life skills based hiv and sexuality education 2014-2017

TABLE 100 .% OF SCHOOOL THAT PROVIDED LIFE SKILLS BASED HIV AND SEXUALITY EDUCATION TABLE 103. % OF SCHOOLS ORGANISING ORIENTAION SESSIONS REGARDING LIFE SKILL BASED HIV FOR PARENTS AND OR GUARDIANS OF STUDENTS

2015 (%) 2014 (%) PROVINCE PRIMARY SECONDARY TOTAL

71 70 CENTRAL 655 68 723

69 66 COPPERBELT 493 79 572

74 69 EASTERN 714 80 794

80 78 LUAPULA 400 53 453

69 66 LUSAKA 407 43 450

73 73 MUCHINGA 425 50 475

66 66 NORTH WESTERN 362 73 435

70 77 NORTHERN 476 54 530

68 73 SOUTHERN 745 59 804

67 64 WESTERN 542 35 577

70 70 NATIONAL TOTAL 5219 594 5813

TABLE 101. % OF SCHOOLS IMPLEMENTION AN HIV AND AIDS WORK PLACE POLICY PROGRAMMES Table 104.Number of Primary school staff reached by comprehensive HIV/AIDS prevention support programs

2015 (%) 2014(%) PROVINVE MALE FEMALE TOTAL

51 57 CENTRAL 1757 1604 3361

43 55 COPPERBELT 1361 2757 4118

59 56 EASTERN 1230 962 2192

66 67 LUAPULA 638 643 1281

49 56 LUSAKA 1047 1892 2939

58 57 MUCHINGA 422 329 751

48 51 NORTH WESTERN 792 739 1531

52 67 NORTHERN 596 425 1021

48 54 SOUTHERN 1621 1805 3426

51 43 WESTERN 722 780 1502

52 56 TOTAL 10186 11936 22122

TABLE 102. % OF SCHOOLS THAT HAVE ADOPTED RULES AND GUIDELINES FOR STAFF AND LEARNERS RELATED TO DISCRIMINATION Table 105.Number of Secondary school staff reached by comprehensive HIV/AIDS prevention support programs

2015 (%) 2014 (%) PROVINCE MALE FEMALE TOTAL

75 74 CENTRAL 453 386 839

72 67 COPPERBELT 647 815 1462

73 68 EASTERN 1146 494 1640

83 78 LUAPULA 155 105 260

67 66 LUSAKA 358 363 721

74 76 MUCHINGA 111 77 188

72 65 NORTH WESTERN 681 514 1195

74 79 NORTHERN 73 190 263

67 71 SOUTHERN 385 386 771

70 62 WESTERN 140 110 250

72 70 TOTAL 4149 3440 7589

% of schools implementing and hiv and aids work place policy

62.4

56

52

50.4

59.1

46

48

50

52

54

56

58

60

2014(%) 2015 (%) 2016(%) 2017(%)

% of schools implementing and hiv and aids work place policy programmes 2014-2017

TABLE 103. % OF SCHOOLS ORGANISING ORIENTAION SESSIONS REGARDING LIFE SKILL BASED HIV FOR PARENTS AND OR GUARDIANS OF STUDENTS

TOTAL SCHOOLS 2017 (%) 2016(%) 2015 (%) 2014(%)

1216 59.5 54.1 70 57

1095 52.2 38.9 65 53

1130 70.3 42.2 68 56

701 64.6 59.8 79 64

866 52.0 42.5 64 52

724 65.6 59.2 68 56

809 53.8 47.4 59 52

1008 52.6 53.0 63 64

1256 64.0 52.3 59 54

1047 55.1 53.5 55 50

9852 59.0 49.6 65 56

Table 104.Number of Primary school staff reached by comprehensive HIV/AIDS prevention support programs

Table 105.Number of Secondary school staff reached by comprehensive HIV/AIDS prevention support programs

TABLE 100. Shows the percentage of schools with pupils that received comprehensive life skills based HIV and sexuality education stood at 70%, 55.3% .62.4% in 2015 , 2016 AND 2017 respectively. In 2017 Southern province (71.0%) followed by Eastern Province (68.9%) reported the highest percentage of schools while the least was Western province at 54.2 percent. In 2017, the distribution varied from 71.0% percent in Southern province to 54.2 percent in western province .TABLE 101. the numbers or percentages of schools implementing HIV and Aids work policy programmes was average for years 2015,2016 ,2017 at 52 percent , 50.4 and 59.1 percent respectively. In 2017, schools in Eastern province had the highest at 67.6 percent while Western province had the lowest at 49.8 percent in implementing the HIV Work Policy. Tables 102. Shows the number of schools by province that adopted rules and Guidelines for Staff and Pupils in 2015, 2016 and 2017. Out of the total number of schools at national level, 79.9 percent of schools had adopted Rules and Guidelines for staff and pupils in 2017. The province with the highest number of schools in 2017 that adopted the rules and guidelines was Central Province with 1022 schools out of 1216 translating to 84.0 percent, while the least was Western province with 752 schools out of 1047 (72.3%). In 2017, the percentage of schools that adopted rules and guidelines increased to 79.9 percent from 69.3 percent in 2016. TABLE 103. The number of schools which organised orientation sessions on life skills based and sexuality education programmes for parents and guardians of learners in 2016 was at 49.6 percent compared to 59.0 percent in 2017. In 2016, the percentage of schools that organized orientation sessions ranged from 70.3 percent in Eastern to 52 percent in Lusaka Province. The scenario however at national level increased in 2017 to 59.0 percent, with

HIV AND AIDS AND SEXUALITY EDUCATION IN SCHOOLS

56

0

10

20

30

40

50

60

70

2014(%)

% of schools organising orientation sessions regarding life skill based hiv for parents or

12991

0

5000

10000

15000

20000

25000

2014

Number of primary school staff reached by comprehensive HIV and AIDS Prevention and support

70

62

64

66

68

70

72

74

76

78

80

82

2014 (%)

% of schools that have adopted rules and guildlines for staff and learners in relation to

percent in Eastern to 52 percent in Lusaka Province. The scenario however at national level increased in 2017 to 59.0 percent, with 64.0 percent of the schools in southern province and 70.3 percent in Eastern province.

2014

3660

0

1000

2000

3000

4000

5000

6000

7000

8000

2014

Number od secondary school staff reached by comprehensive HIV and AIDS Prevention support

65

49.6

59.0

2015 (%) 2016(%) 2017 (%)

% of schools organising orientation sessions regarding life skill based hiv for parents or guardians 2014-2017

12991

21581

18818

22122

2014 2015 2016 2017

Number of primary school staff reached by comprehensive HIV and AIDS Prevention and support programms 2014-2017

72

69.25780442

79.90255786

2015 (%) 2016 (%) 2017 (%)

% of schools that have adopted rules and guildlines for staff and learners in relation to discriminations 2014-2017

2014 2015 2016 2017

3660

46384135

7589

2015 2016 2017

Number od secondary school staff reached by comprehensive HIV and AIDS Prevention support programmes 2014-2017

TABLE 106. NUMBER OF PIT LATRINES AND FLUSHING TOILETS BY SEX AND CONDITION.region_nam ToiletType Temporary_pit Permanent_pit_working

CENTRAL Boys 789 1873CENTRAL Female Staff 227 504CENTRAL Girls 768 2141CENTRAL Male Staff 323 516CENTRAL Staff Houses 1685 1815COPPERBELT Boys 269 876COPPERBELT Female Staff 93 321COPPERBELT Girls 267 910COPPERBELT Male Staff 112 335COPPERBELT Staff Houses 347 349EASTERN Boys 692 2177EASTERN Female Staff 182 574EASTERN Girls 692 2415EASTERN Male Staff 257 615EASTERN Staff Houses 1511 2058LUAPULA Boys 578 1558LUAPULA Female Staff 122 389LUAPULA Girls 543 1663LUAPULA Male Staff 170 429LUAPULA Staff Houses 1141 821LUSAKA Boys 236 1115LUSAKA Female Staff 69 290LUSAKA Girls 246 1291LUSAKA Male Staff 81 327LUSAKA Staff Houses 348 846MUCHINGA Boys 639 1216MUCHINGA Female Staff 127 289MUCHINGA Girls 596 1259MUCHINGA Male Staff 217 330MUCHINGA Staff Houses 1602 721NORTH WESTERN Boys 741 889NORTH WESTERN Female Staff 220 223NORTH WESTERN Girls 766 984NORTH WESTERN Male Staff 343 270NORTH WESTERN Staff Houses 1717 776NORTHERN Boys 710 1803NORTHERN Female Staff 131 392NORTHERN Girls 658 1915NORTHERN Male Staff 234 466NORTHERN Staff Houses 1857 834SOUTHERN Boys 572 3190SOUTHERN Female Staff 177 695SOUTHERN Girls 608 3425SOUTHERN Male Staff 205 723SOUTHERN Staff Houses 1695 2851WESTERN Boys 2233 1179WESTERN Female Staff 491 298

CHAPTER 14.SANITATION AND HYGIENE

WESTERN Girls 2351 1280WESTERN Male Staff 705 311WESTERN Staff Houses 3091 854TOTAL 34434 53381

TABLE 106. NUMBER OF PIT LATRINES AND FLUSHING TOILETS BY SEX AND CONDITION.permanent_pit_notworking Permanent_flush_working permanent_flush_notworking

117 915 13125 291 17

115 1296 10625 263 1891 914 5869 5187 38919 1027 6258 4648 50224 877 4943 1008 71

118 426 5018 60 5

105 468 4817 79 6

100 461 6193 141 5931 47 1272 155 4122 56 873 249 9581 2432 211

8 775 21100 3023 231

13 639 1635 1381 3460 205 4217 46 1047 257 3920 54 966 222 390 371 15825 86 8

224 336 17728 79 11

120 341 103138 274 70

21 94 1281 410 6022 92 11

101 343 61149 1480 231

33 312 28161 1822 189

29 295 2690 1221 7962 328 17515 80 13

AND HYGIENE

67 349 17115 79 12

153 287 833306 36281 4082

Table 106 .shows the type and number of sanitary facilities, by sex and condition, available in schools. The type of sanitary facilities in schools are pit latrines and flushing toilets (FT). Pit latrines are of two types; permanent, which is accepted and temporary latrines, meant to be used for a short time. A total of 131,484 sanitary facilities (VIP and flushing toilets) were counted of which 34,434 are temporary latrines representing 26.2%. The total number of permanent VIP latrines counted was 56,687 with 53,381, representing 94.2%, being functional (working) while a total of 3,306, representing 5.8% not being functional. Of the 40,363 FT, 36,281 were functional representing 89.9% ,while 4,082, representing 10.1% of the toilets, were not functional. The proportion of functional sanitary facilities, both VIP and FT, is higher in Eastern Province, that is, VIP latrines was at 96.6% while that for flushing toilets was at 94.4%. This could be attributed to partner interventions whose focus was on construction of sanitary facilities. Functionality for both VIP latrines and flushing was lowest in North Western Province which was at 90.5% for VIP latrines while for flushing toilets it was at 64.5. There is need to undertake maintenance of facilities in schools as most of schools do not even meet the minstry's pupil:rlatrine ratio. Functionality means availability of facilities and does not in any way mean adequacy of facilities which is determined by the pupil:latrine ratio for a particular school. Spare parts for flushing toilets should be stocked in schools to ensure availability of facilities to keep the FT functional .

SANITATION AND HYGIENE

sanitary facilities. Functionality for both VIP latrines

mean adequacy of facilities which is determined by

TABLE 107. NUMBER OF SCHOOLS WERE HYGIENE EDUCATION IS TAUGHT


CENTRAL 990 77 1067 1216 87.7 95.0

COPPERBELT 746 94 840 1095 76.7 68.9

EASTERN 649 47 696 1130 61.6 64.3

LUAPULA 614 62 676 701 96.4 97.4

LUSAKA 625 83 708 869 81.5 79.5

MUCHINGA 624 57 681 724 94.1 92.3

NORTH WESTERN 582 84 666 809 82.3 86.3

NORTHERN 814 77 891 1008 88.4 92.5

SOUTHERN 1026 98 1124 1256 89.5 90.2

WESTERN 825 32 857 1044 82.1 90.7

NATIONAL TOTAL 6670 679 7349 9852 74.6 76.0

TABLES 108. NUMBER OF SCHOOLS WHICH PRACTICE HAND WASHING


CENTRAL 984 94 1078 1216 88.7 85.5

COPPERBELT 929 122 1051 1095 96.0 68.0

EASTERN 859 87 946 1130 83.7 61.8

LUAPULA 587 73 660 701 94.2 92.5

LUSAKA 703 97 800 869 92.1 77.8

MUCHINGA 581 62 643 724 88.8 80.6

NORTH WESTERN 592 98 690 809 85.3 81.5

NORTHERN 784 72 856 1008 84.9 87.7

SOUTHERN 1090 102 1192 1256 94.9 87.6

WESTERN 828 53 881 1044 84.4 81.0

NATIONAL TOTAL 7937 860 8797 9852 89.3 79.8

TABLES 109. NUMBER OF SCHOOLS WHICH PROVIDE SOAP OR ASH FOR HANDS WASHING


CENTRAL 821 63 884 1216 72.7 70.7

COPPERBELT 829 77 906 1095 82.7 58.4

EASTERN 745 43 788 1130 69.7 56.5

LUAPULA 556 51 607 701 86.6 86.3

LUSAKA 625 73 698 869 80.3 69.7

MUCHINGA 444 40 484 724 66.9 61.5

NORTH WESTERN 534 64 598 809 73.9 72.2

NORTHERN 683 62 745 1008 73.9 73.4

SOUTHERN 1030 73 1103 1256 87.8 76.2

WESTERN 634 24 658 1044 63.0 58.2

TOTAL 6901 570 7471 9852 75.8 67.8

HYGIENE AND WASH

CHAPTER :15 HYGIENE AND WASH

TABLES 110. NUMBER OF SCHOOLS WHICH PROVIDE WASTE DISPOSAL FACILITIES

PROVINCE PRIMARY SECONDARY TOTAL

CENTRAL 837 91 928

COPPERBELT 763 121 884

EASTERN 731 83 814

LUAPULA 500 63 563

LUSAKA 603 84 687

MUCHINGA 475 55 530

NORTH WESTERN 458 98 556

NORTHERN 661 70 731

SOUTHERN 988 107 1095

WESTERN 658 46 704

NATIONAL TOTAL 6674 818 7492

TABLES 111. NUMBER OF SCHOOLS WHICH OFFER MENSTRUAL HYGEINE MANAGEMENT EDUCATION


CENTRAL 580 73 653


EASTERN 576 78 654

LUAPULA 322 50 372

LUSAKA 477 72 549

MUCHINGA 240 40 280


NORTHERN 362 56 418

SOUTHERN 791 94 885

WESTERN 429 39 468

NATIONAL TOTAL 4540 688 5228

TABLES 112. NUMBER OF SCHOOLS WHICH PROVIDE SANITARY TOWELS FOR GIRLS


CENTRAL 252 34 286


EASTERN 286 56 342

LUAPULA 111 21 132

LUSAKA 269 52 321

MUCHINGA 118 19 137


NORTHERN 144 26 170

SOUTHERN 413 50 463

WESTERN 143 19 162

TOTAL 2173 405 2578

Tables 107. shows the proportion of schools in the respective provinceswhere hygiene education is taught.Hygiene education empowers learners with basic hygiene skills to ensure they stay healthy. Luapula Province had the highest proportion of schools where hygiene education is taught followed by muchinga,southern and northern in that order. Eastern was the least with the proportion of schools at 61.6% even below the national average of 74.6%. Copperbelt was also below the national avaerage with the prortion coverage being 68.9% in 2016 but is now above the national average at 76.7 for 2017. Except Eastern which was below the national average, the remaining provinces had a proportion above 74.6%.Table 108. shows proportion of schools practicing handwashing which is an outcome of hygiene education. Like for hygiene education, the practice of hand washing is higher on the copperbelt,southern and Luapula provinces (which has received significant partner support, in particular School Led Total Sanitation meant to achieve Open Defecation Free status in schools, in recent years). Monitoring after partner exit will establish whether the practice will be sustained after partner exit. northen, western and Eastern provinces were below the national avearge of 89.3% with Eastern having the lowest percentage practice of 83.7% though it was an improvement from 61.8% in 2016.Table 109. show the proportion of schools that provide soap or ash for handwashing. Again Luapula and southern indicates a higher proportion in comparison to the rest of the provinces. The national average is 75.8% with Muchinga (66.9%), Eastern (69.7%), Western (63%) and western being the lowest. Despite Province having had interventions earlier, it can be seen that there is need for continued delivery of hygiene education for the practice to be reinforced.

HYGIENE AND WASH

TABLES 110. NUMBER OF SCHOOLS WHICH PROVIDE WASTE DISPOSAL FACILITIES

TOTAL SCHOOLS 2017(%) 2016(%)

1216 76.3 70.1

1095 80.7 56.8

1130 72.0 54.2

701 80.3 79.4

869 79.1 68.4

724 73.2 64.6

809 68.7 63.5

1008 72.5 69.8

1256 87.2 77.8

1044 67.4 63.1

9852 76.0 66.5

TABLES 111. NUMBER OF SCHOOLS WHICH OFFER MENSTRUAL HYGEINE MANAGEMENT EDUCATION


1216 53.7 47.6

1095 51.4 35.5

1130 57.9 44.9

701 53.1 54.3

869 63.2 51.9

724 38.7 40.4

809 47.7 42.7

1008 41.5 39.8

1256 70.5 60.8

1044 44.8 38.8

9852 53.1 45.8

TABLES 112. NUMBER OF SCHOOLS WHICH PROVIDE SANITARY TOWELS FOR GIRLS


1216 23.5 22.4

1095 26.9 18.4

1130 30.3 25.4

701 18.8 23.6

869 36.9 30.2

724 18.9 15.2

809 33.4 29.0

1008 16.9 27.8

1256 36.9 32.8

1044 15.5 16.0

9852 26.2 24.3

Table 110. shows proportion of schools providing waste disposal facilities , one of the requirement to providing a conducive learning environment. southern Province had the highest proportion of schools providing waste disposal faciliites. being at 87.2%. The national average proportion for schools providing waste disposal facilities was 76.0%. Northwestern (68.7%), and the least being Western (67.4%),Table 111. shows the proportion of schools which offer Menstrual Hygiene Management Education meant to equip adolescent girls with knowledge about menstruation. Lack of this knowledge could lead to absentiism and ultimately drop out from school. From the table it can be deduced that MHM Education is not delivered in a number of schools with only 53.1% of the schools offering MHM Education. More than 46.9% of the schools do not deliver MHM education. Southern Province agian had the highest proportion of 70.5% followed by Lusaka (63.2%) central 53.7% ,Luapula 53.1% Eastern (57.9%) with the remaing six provinces being below the national average.Table 112. shows the percentage of schools providing sanitary towels for girls in 'emergency' situations. From the table it can be seen that only 26.2% of schools provide emergency pads and so efforts are required to ensure schools provide sanitary towels to the menstruating girls for them to stay in school during menstruation.

MENSTRUAL HYGEINE MANAGEMENT EDUCATION

shows proportion of schools providing waste requirement to providing a

conducive learning environment. southern Province had the highest proportion of schools providing waste disposal faciliites. being at 87.2%. The national average proportion for schools providing waste disposal facilities was 76.0%. Northwestern (68.7%), and the least being Western (67.4%),

shows the proportion of schools which offer Menstrual Hygiene Management Education meant to equip adolescent girls with knowledge about menstruation. Lack of this knowledge could lead to absentiism and ultimately drop out from school. From the table it can be deduced that MHM Education is not delivered in a number of schools with only 53.1% of the schools offering MHM Education. More than 46.9% of the schools do not deliver MHM education. Southern Province agian had the highest proportion of 70.5% followed by Lusaka (63.2%) central 53.7% ,Luapula 53.1% Eastern (57.9%) with the remaing six provinces being

shows the percentage of schools providing sanitary towels for girls in 'emergency' situations. From the table it can be seen that only 26.2% of schools provide

to ensure schools provide sanitary towels to the menstruating girls for

MENSTRUAL HYGEINE MANAGEMENT EDUCATION

TABLES 113. NUMBER OF SCHOOLS WHICH HAVE FACILITIES FOR DISPOSAL OF USED SANITARY TOWELS

PROVINCE PRIMARY SECONDARY TOTAL TOTAL SCHOOLS 2017(%)

CENTRAL 274 59 333 1216 27.4

COPPERBELT 218 65 283 1095 25.8

EASTERN 308 56 364 1130 32.2

LUAPULA 151 32 183 701 26.1

LUSAKA 275 58 333 869 38.3

MUCHINGA 140 25 165 724 22.8

NORTH WESTERN 174 59 233 809 28.8

NORTHERN 169 33 202 1008 20.0

SOUTHERN 367 61 428 1256 34.1

WESTERN 186 24 210 1044 20.1

NATIONAL TOTAL 2262 472 2734 9852 27.8

TABLES 114. NUMBER OF SCHOOLS WHICH HAVE FUNCTIONAL SCHOOL MAINTENANCE COMMITTEES OR WASH

PROVINCE PRIMARY SECONDARY TOTAL TOTAL SCHOOLS 2017(%)

CENTRAL 793 87 880 1216 72.4

COPPERBELT 581 106 687 1095 62.7

EASTERN 746 80 826 1130 73.1

LUAPULA 477 61 538 701 76.7

LUSAKA 482 74 556 869 64.0

MUCHINGA 502 52 554 724 76.5

NORTH WESTERN 397 84 481 809 59.5

NORTHERN 654 70 724 1008 71.8

SOUTHERN 940 99 1039 1256 82.7

WESTERN 640 46 686 1044 65.7

NATIONAL TOTAL 6212 759 6971 9852 70.8

TABLES 113. NUMBER OF SCHOOLS WHICH HAVE FACILITIES FOR DISPOSAL OF USED SANITARY TOWELS TABLES 115. NUMBER OF SCHOOLS WHICH HAVE WORK PLANS FOR MAINTAINING WATER AND SANITATION FACILITIES

2016(%) PROVINCE PRIMARY SECONDARY

25.3 CENTRAL 828 90

18.0 COPPERBELT 646 114

26.7 EASTERN 762 85

27.1 LUAPULA 470 64

30.4 LUSAKA 551 79

18.8 MUCHINGA 516 52

27.1 NORTH WESTERN 410 85

22.2 NORTHERN 663 65

29.9 SOUTHERN 904 97

18.2 WESTERN 660 44

24.4 NATIONAL TOTAL 6410 775

TABLES 114. NUMBER OF SCHOOLS WHICH HAVE FUNCTIONAL SCHOOL MAINTENANCE COMMITTEES OR WASH

2016(%)

66.0

45.2

54.5

75.6

56.7

65.7

53.8

72.3

73.0

57.5

61.6

TABLES 113. shows the number and percentage of schools which provide facilities for disposal of used sanitary towels. It can be seen from the table that, like provision of emergency sanitary towels is a challenge, so is provision of disposal facilities for used sanitary towels at only 27.8% national average. There is need to improve in the area of MHM if adolescent girls are to stay in school.Table 114. shows the proportion of schools that have maintainance committees for WASH. It can be drawn from the table that most schools do not have maintenance committes. The national average is at 70.8% which is an improvement from 2016 which was at 61.6%.. Except for southern, which is at 82.7%, luapula at 76.7% muchinga at 76.5%, Nothern at 71.8%,Eastern at 73.15 and Central at 72.4 % all the remaing provinces are below the national average of 70.8%.Table 115. shows the number of schools which have work plans for maintaining water and sanitation facilities. The proportion of schools with work plans is low with Luapula at 76.2%, Northern at 72.2%, Muchinga at 78.5% and Southern at 79.7%.estern at 75%,lusaka 76.2% and Central at 75.5%. The remaining three provinces were all below the national average of 72.9%. With poor maintenance, the life of water and sanitary facilities (flushing toilets) is reduced. There is need for support to the school maintence committees as well as the work plans.

FACILITIES FOR DISPOSAL OF USED

775

0 2000 4000

PRIMARY

SECONDARY

TOTAL

TOTAL SCHOOLS

Figure:22.NUMBER OF SCHOOLS WHICH HAVE WORKPLANS FOR MAINITAING WATER AND SANITATION

NATIONAL TOTAL

NORTHERN NORTH WESTERN

LUAPULA EASTERN

TABLES 115. NUMBER OF SCHOOLS WHICH HAVE WORK PLANS FOR MAINTAINING WATER AND SANITATION FACILITIES

TOTAL TOTAL SCHOOLS 2017(%) 2016(%)

918 1216 75.5 68.4

760 1095 69.4 47.5

847 1130 75.0 54.9

534 701 76.2 77.8

630 869 72.5 58.9

568 724 78.5 71.1

495 809 61.2 56.2

728 1008 72.2 71.7

1001 1256 79.7 70.8

704 1044 67.4 61.1

7185 9852 72.9 63.2

6410

7185

9852

6000 8000 10000 12000

Figure:22.NUMBER OF SCHOOLS WHICH HAVE WORKPLANS FOR MAINITAING WATER AND SANITATION

NATIONAL TOTAL WESTERN SOUTHERN

NORTH WESTERN MUCHINGA LUSAKA

COPPERBELT

Table 117.NUMBERS OF SCHOOLS BY POWER SOURCE 2017

PROVINCE Generator Main Power Grid No Power Solar Stdalone hydroPower

CENTRAL 50 314 709 71 0

COPPERBELT 58 672 373 45 6

EASTERN 25 176 672 151 3

LUAPULA 23 214 371 116 2

LUSAKA 89 553 220 61 8

MUCHINGA 11 115 508 92 7


NORTHERN 12 170 689 75 1

SOUTHERN 45 360 679 184 6

WESTERN 18 176 747 156 8

TOTAL 372 2921 5580 1025 52

Table 118.NUMBERS OF PRIMARY SCHOOLS BY POWER SOURCE 2017


CENTRAL 23 245 694 61 0

COPPERBELT 36 545 371 38 5

EASTERN 11 119 661 130 2

LUAPULA 6 170 356 99 2

LUSAKA 53 463 212 49 7

MUCHINGA 3 84 486 82 5


NORTHERN 4 121 667 66 0

SOUTHERN 26 272 665 171 6

WESTERN 8 140 734 150 5

TOTAL 191 2267 5412 908 41

Table 119. NUMBERS OF SECONDARY SCHOOLS BY POWER SOURCE 2017


CENTRAL 27 69 15 10 0


EASTERN 14 57 11 21 1

LUAPULA 17 44 15 17 0

LUSAKA 36 90 8 12 1

MUCHINGA 8 31 22 10 2


NORTHERN 8 49 22 9 1

SOUTHERN 19 88 14 13 0

WESTERN 10 36 13 6 3

TOTAL 181 654 168 117 11

CHAPTER 16: SOURCES OF POWER (ELECTRICITY)

The tables119. shows the number of schools by power sources.The number of schools without power is still very high at 5580 schools of which 5412 are primary schools and 168 are Secondary schools ALL of which have to be connected to the Main Power Grid.The goverment through the Rural Electrification Authority (REA) have embarked on a program to electrify the rural part of the country most schools will benefit from this exerscise.Tables 120,121,122, show the power sources by running agency and in both primary and secondary schools.Figures: 23 and 24.shows numbers of schools by power source and running agency in 2017.Some of the schools have both the main power grid and the generatorsome have solar power and Generator power all sources are counted in this tables especially the secondary schools hence a double count in some cases

372

2921

5580

1025

0

1000

2000

3000

4000

5000

6000

Figure:23.Number of schools by power sources 2017

Generator Main Power Grid No Power Solar Stdalone hydroPower

some cases

Table 120.POWER SOURCES BY RUNNING AGENCY IN ALL SCHOOLSRUNNING AGENCY Generator Main Power Grid No Power Solar

Community 23 345 1789 77

Grant-aided (from GRZ) 48 198 87 38

GRZ 198 1722 3649 873

Private 103 656 55 37

TOTAL 372 2921 5580 1025

Table 121.POWER SOURCES BY RUNNING AGENCY IN PRIMARY SCHOOLSRUNNING AGENCY Generator Main Power Grid No Power Solar

Community 23 342 1788 76


GRZ 87 1256 3490 781

Private 67 566 54 29

TOTAL 191 2267 5412 908

Table 122.POWER SOURCES BY RUNNING AGENCY IN SECONDARY SCHOOLSRUNNING AGENCY Generator Main Power Grid No Power Solar

Community 0 3 1 1


GRZ 111 466 159 92

Private 36 90 1 8

TOTAL 181 654 168 117

CHAPTER 16: SOURCES OF POWER (ELECTRICITY)

372

2921

5580

0

1000

2000

3000

4000

5000

6000

Generator Main Power Grid No Power Solar

Figure:24.Power sources by running agency 2017

Community Grant-aided (from GRZ) GRZ Private

The tables 117,118 and 119. shows the number of schools by power sources.The number of schools without power is still very high at 5580 schools of which 5412 are primary schools and 168 are Secondary schools ALL of which have to be connected to the Main Power Grid.The goverment through the Rural Electrification Authority (REA) have embarked on a program to electrify the rural part of the country most schools will benefit from this exerscise.Tables 120,121, and 122, show the power sources of all schools by running agency and in both primary and secondary schools.Figures: 23 and 24.shows numbers of schools by power source and running agency in 2017.Some of the schools have both the main power grid and the generator power andsome have solar power and Generator power all sources are counted in this tables especially the secondary schools hence a double count in some cases

372

2921

5580

1025

52

Community Grant-aided (from GRZ) GRZ Privatesome cases

Table 120.POWER SOURCES BY RUNNING AGENCY IN ALL SCHOOLSStdalone hydroPower TOTAL

10 2244

1 372

33 6475

8 859

52 9950

Table 121.POWER SOURCES BY RUNNING AGENCY IN PRIMARY SCHOOLSStdalone hydroPower Total

10 2239

1 220

23 5637

7 723

41 8819

Table 122.POWER SOURCES BY RUNNING AGENCY IN SECONDARY SCHOOLSStdalone hydroPower Total

0 5

0 152

10 838

1 136

11 1131

1025

52

Solar StdalonehydroPower

Private TOTAL

hydroPowerPrivate TOTAL

Table 123.Sources of water in all schools by province

Province Borehole-piped Borehole-pump None Piped Water well-protected

CENTRAL 140 710 49 134 135

COPPERBELT 249 305 32 513 110

EASTERN 73 740 66 40 72

LUAPULA 41 415 43 56 54

LUSAKA 354 256 19 302 54

MUCHINGA 42 352 75 39 92NORTH

WESTERN 56 467 50 60 62

NORTHERN 50 406 64 59 68

SOUTHERN 148 824 42 177 66

WESTERN 62 531 45 81 61

TOTAL 1215 5006 485 1461 774

Table 124.Sources of water in Primary schools by province

Province Borehole-piped Borehole-pump None Piped Water well-protected

CENTRAL 95 652 49 105 126

COPPERBELT 178 280 32 429 105

EASTERN 37 672 64 27 65

LUAPULA 26 360 42 46 47

LUSAKA 275 227 19 261 45

MUCHINGA 27 324 70 26 80


NORTHERN 31 364 62 41 62

SOUTHERN 97 765 41 139 60

WESTERN 36 506 44 67 59

TOTAL 836 4548 470 1176 702

Table 125.Sources of water in secondary schools by provinceProvince Borehole-piped Borehole-pump None Piped Water well-protected

CENTRAL 45 58 0 29 9


EASTERN 36 68 2 13 7

LUAPULA 15 55 1 10 7

LUSAKA 79 29 0 41 9

MUCHINGA 15 28 5 13 12


NORTHERN 19 42 2 18 6

SOUTHERN 51 59 1 38 6

WESTERN 26 25 1 14 2

CHAPTER 17:SOURCES OF WATER ()

TOTAL 379 458 15 285 72

Table.126.WATER SOURCES BY RUNNING AGENCY IN ALL SCHOOLS

well-unprotected Water SOURCES

95 Borehole-piped

56 Borehole-pump

57 None

135 Piped Water

14 well-protected

142 well-unprotected

106 TOTAL

270

81

268 Table 127.WATER SOURCES BY RUNNING AGENCY IN SECONDARY SCHOOLS

1224 RUNNING AGENCY

Community

Grant-aided (from GRZ)

GRZ

Private

well-unprotected TOTAL

94

54

54

125 Table 128.WATER SOURCES BY RUNNING AGENCY IN PRIMARY SCHOOLS

14 RUNNING AGENCY

135 Community

96 Grant-aided (from GRZ)

259 GRZ

79 Private

266 TOTAL1176

well-unprotected1

2

3

10

0

7

10

11

2

2

CHAPTER 17:SOURCES OF WATER ()

The table 123,shows the number of all schools by water sources . Tables 124 and 125 show the number schools by water sources and education level.From the tables borehole-pump is the highets source of water in ALL schools at 5006 schools .in at Primary at 4548 and secondary at 458 schools.A higher number of schools still use well-unprotected water source which sould be a source of worry to the Education authorities especially with the issue of water bone disease such as cholera and typhoid.The number of schools with piped water is very low at 1461 schools of which 1176 are primary schools while 285 are secondary schools.Tables 126 shows the number of all schools by water sources by runninig agency.Tables 127 and 128 show the water sources by running agency by education i.e primary and secondary levels.Some of the schools have more then one water sources such as borehole-piped and borehole-pump.

1215

1000

2000

3000

4000

5000

6000

480

1000

Borehole-piped Borehole-pump

CENTRAL COPPERBELT EASTERN

Table.126.WATER SOURCES BY RUNNING AGENCY IN ALL SCHOOLS

Community Grant-aided (from GRZ) GRZ Private

169 126 684 236

814 158 3952 82

240 13 224 8

255 76 611 519

233 26 423 92

395 18 801 10

2106 417 6695 947

Table 127.WATER SOURCES BY RUNNING AGENCY IN SECONDARY SCHOOLS

Borehole-piped Borehole-pump None Piped Water well-protected well-unprotected

2 1 0 1 0 0

70 58 1 32 9 3

254 383 14 201 54 45

53 16 0 51 9 0

379 458 15 285 72 48

Table 128.WATER SOURCES BY RUNNING AGENCY IN PRIMARY SCHOOLS

Borehole-piped Borehole-pump None Piped Water well-protected well-unprotected

167 813 240 254 233 395

56 100 12 44 17 15

430 3569 210 410 369 756

183 66 8 468 83 10

836 4548 470 1176 702 1176

5006

485

1461

7741224

Figure:25.Sources of Water in all schools by Province 2017

485

Borehole-pump None Piped Water well-protected well-unprotected

EASTERN LUAPULA LUSAKA MUCHINGA NORTH WESTERN NORTHERN SOUTHERN WESTERN TOTAL

Table 129. ECE ENROLNMENTS BY GENDER-2017 Table130.ECE ENROLNMENTS BY GENDER-2016

PROVINCE MALE FEMALE TOTAL 2017 PROVINCE MALE FEMALE TOTAL

CENTRAL 8865 9559 18424 CENTRAL 7454 8259 15713COPPERBE

LT 15503 16488 31991

COPPERB

ELT 14194 15200 29394

EASTERN 8580 10017 18597 EASTERN 6193 6987 13180

LUAPULA 6430 7028 13458 LUAPULA 5681 6227 11908

LUSAKA 12867 14009 26876 LUSAKA 12934 12288 25222MUCHING

A 5039 5280 10319

MUCHIN

GA 3722 3856 7578NORTH

WESTERN 3247 3711 6958

NORTH

WESTERN 2598 3001 5599NORTHER

N 5025 5659 10684

NORTHE

RN 3726 3864 7590SOUTHER

N 17560 18092 35652

SOUTHER

N 16849 17680 34529

WESTERN 5493 5946 11439 WESTERN 4584 4998 9582

TOTAL 88609 95789 184398 TOTAL 77935 82360 160295

Table 132. ECE ENROLNMENTS BY GENDER-2014 Table 133. ECE ENROLNMENTS BY GENDER-2013

PROVINCE MALE FEMALE TOTAL PROVINCE MALE FEMALE TOTAL

CENTRAL 4790 5289 10079 CENTRAL 2406 2607 5013COPPERBE

LT 11621 12619 24240

COPPERB

ELT 6909 7389 14298

EASTERN 5389 6047 11436 EASTERN 1614 1940 3554

LUAPULA 4256 4851 9107 LUAPULA 2319 2665 4984

LUSAKA 10514 11371 21885 LUSAKA 6918 7544 14462MUCHING

A 2841 2894 5735

MUCHIN

GA 1218 1298 2516NORTH

WESTERN 2208 2315 4523

NORTH

WESTERN 668 770 1438NORTHER

N 3313 3469 6782

NORTHER

N 1486 1559 3045

SOUTHERN 14869 15901 30770

SOUTHER

N 4268 4488 8756

WESTERN 3244 3593 6837 WESTERN 1266 1388 2654

TOTAL 63045 68349 131394 TOTAL 29072 31648 60720

Table 137.ECE ENROLMENMTS BY RUNNING AGENCY 2012

PROVINCE

CENTRAL

EASTERN

LUAPULA

LUSAKA

MUCHINGA

NORTHERN

SOUTHERN

WESTERN

TOTAL

The authority to include ECE and make it as part of the formal education system was granted in 2004 and formalised in the new Educationalof 2011 and was introduced in Public schools in 2013/12 by the government of the Republic of Zambia. Table 129 shows the enrolments of 131,394 in 2017,a huge jump from the 60,720 in 2013 when ECE was first introduced in Public schools. Prior to the introduction of ECE in public schools most centres for ECE where in Private hands ,Communities through the councils, faith based organistions and NGOs.The goverment has committed to developing the Early Child Education (ECE) Sector as the foundation for lifelong learning.ECE contributes to the improvement of children's learning acheivment by focusing on the cognitive domain,language development and social and emotional development.Tables: 129 to 135 shows the enrolment figures by gender for different years.(2017-2011).Figure 28 shows the trend of enrolments from 2011 to 2017.

CHAPTER 18:Early Childhood Education (ECE)

88609 95789

184398

0

50000

100000

150000

200000

MALE FEMALE TOTAL 2017

Figure:26.Shows the ECE Enronmenmts for 2017 By Gender




Figure 28 shows the trend of enrolments from 2011 to 2017.SOUTHERN WESTERN TOTAL

Table 131.ECE ENROLNMENTS BY GENDER-2015 Table 135.ECE ENROLNMENTS BY GENDER-2011

PROVINCE MALE FEMALE TOTAL PROVINCE MALE FEMALE

CENTRAL 6085 6561 12646 CENTRAL 2615 2836COPPERB

ELT 11500 11744 23244

COPPERBEL

T 6501 6981

EASTERN 5793 6962 12755 EASTERN 1473 1947

LUAPULA 4715 5212 9927 LUAPULA 768 812

LUSAKA 11362 12468 23830 LUSAKA 6567 7506MUCHIN

GA 3207 3328 6535

NORTH

WESTERN 498 531NORTH

WESTERN 2529 2784 5313 NORTHERN 645 612NORTHER

N 3680 3785 7465 SOUTHERN 2885 3254SOUTHER

N 16098 17318 33416 WESTERN 412 474

WESTERN 3603 4139 7742 TOTAL 22364 24953

TOTAL 68572 74301 142873

Table 134. ECE ENROLNMENTS BY GENDER-2012 Table 136.ECE ENROLMENMTS BY RUNNING AGENCY 2017

PROVINCE MALE FEMALE TOTAL PROVINCE GRZ

Grant-aided

(from GRZ)

CENTRAL 2729 3154 5883 CENTRAL 11826 635COPPERB

ELT 7897 8419 16316

COPPERBEL

T 9890 353

EASTERN 878 1100 1978 EASTERN 10862 1089

LUAPULA 1454 1685 3139 LUAPULA 10976 309

LUSAKA 6823 7554 14377 LUSAKA 5349 674NORTH

WESTERN 801 980 1781 MUCHINGA 8279 249NORTHER

N 657 737 1394

NORTH

WESTERN 5072 99SOUTHER

N 3111 3115 6226 NORTHERN 7968 977

WESTERN 634 912 1546 SOUTHERN 26158 1466

TOTAL 24984 27656 52640 WESTERN 8665 329

TOTAL 105045 6180


PROVINCE GRZ

Grant-aided

(from GRZ)

CENTRAL 686 602COPPERBEL

T 1084 7

EASTERN 875 43

LUAPULA 1494 0

LUSAKA 264 111

MUCHINGANORTH

WESTERN 838 53

NORTHERN 73 86

SOUTHERN 2984 491

WESTERN 214 11

TOTAL 8512 1404

ECE and make it as part of the formal education system was granted in 2004 and formalised in the new Educational ACT of 2011 and was introduced in Public schools in 2013/12 by the government of the Republic of Zambia. Table 129 shows the enrolments of 131,394 in 2017,a huge jump from the 60,720 in 2013 when ECE was first introduced in Public schools. Prior to the introduction of ECE in public schools most centres for ECE where in Private hands ,Communities through the councils, faith based

The goverment has committed to developing the Early Child Education (ECE) Sector as the foundation for lifelong learning.ECE contributes to the improvement of children's learning acheivment by focusing on the cognitive domain,language development and social and emotional

Tables: 129 to 135 shows the enrolment figures by gender for different

Figure 28 shows the trend of enrolments from 2011 to 2017.

Figure 28 shows the trend of enrolments from 2011 to 2017.

Table 138. ECE ENROLNMENTS FROM 2011 TO 2017

Table 135.ECE ENROLNMENTS BY GENDER-2011 PROVINCE 2011 2012 2013 2014 2015 2016

TOTAL CENTRAL 5451 5883 5013 10079 12646 15713

5451

COPPERBEL

T 13482 16316 14298 24240 23244 29394

13482 EASTERN 3420 1978 3554 11436 12755 13180

3420 LUAPULA 1580 3139 4984 9107 9927 11908

1580 LUSAKA 14073 14377 14462 21885 23830 25222

14073 MUCHINGA 2516 5735 6535 7578

1029

NORTH

WESTERN 1029 1781 1438 4523 5313 5599

1257 NORTHERN 1257 1394 3045 6782 7465 7590

6139 SOUTHERN 6139 6226 8756 30770 33416 34529

886 WESTERN 886 1546 2654 6837 7742 9582

47317 TOTAL 47317 52640 60720 131394 142873 160295


Community Private Total

3321 2642 18424

6863 14885 31991

5700 946 18597

761 1412 13458

13447 7406 26876

783 1008 10319

297 1490 6958

703 1036 10684

4221 3807 35652

1232 1213 11439

37328 35845 184398



3026 1569 5883

3914 11311 16316

650 410 1978

477 1168 3139

7625 6377 14377

194 696 1781

177 1058 1394

657 2094 6226

625 696 1546

17345 25379 52640

0

50000

100000

150000

200000

GRZ

CENTRAL

LUSAKA

SOUTHERN

Table 136. shows the enrolments of ECE by running agency in the year 2017 .The public schools have a higher enrolment rate of 105,045 and the lowest being the grant-aided followed by the communty and private schools. The senario was different before the introduction of ECE in public schools as Private schools had higher enrolments as shown in Table 137. for 2012 enrolments by running agency.However, the Ministry of General Education have noted with dismay that most Private schools (ECE Centres) do not respond to annual school census exersice for fear of being noticed that they do not meet the requirements of an ECE centre.The reponse rate is usually very low.Figure 28.shows a trend of increase in enrolments from 2011 to 2017.

47317 5264060720

131394142873

0

20000

40000

60000

80000

100000

120000

140000

160000

180000

200000

2011 2012 2013 2014 2015

Figure 28 shows ECE enrolments from 2011 -2017

2017

18424

31991

18597

13458

26876

10319

6958

10684

35652

11439

184398

105045

6180

37328 35845

184398

GRZ Grant-aided(from GRZ)


Figure:27.ECE ENROLMENTS BY RUNNING AGENCY 2017




142873

160295

184398

2016 2017

2017

Documents

EDUCATIONAL STATISTICAL BULLETIN 2017 Zambia