MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND ... · PDF fileMINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION ... Ensuring that by 2015 all children,

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REPUBLIC OF ZAMBIA

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

BIG PUSH: EFA ACCELERATION INITIATIVE

Second Regional Workshop, Luanda, Angola, 18 – 22 October 2013

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Big Push: EFA Acceleration Initiative2013 [Zambia]

EXECUTIVE SUMMARY Early Childhood Education (ECE) is the foundation for expanded life chances and for lifelong learning. Participation in early childhood education is far from universal in Zambia. In 2012, of the 508,460 grade 1 entrants, only 94,976 or 18.7 percent had some form of early childhood education. The Ministry has embarked on the process of providing a regulatory framework within which the delivery of ECE services would be extended, focusing on the development and application of standards and quality control mechanisms. Primary school enrolment data indicates a growth rate of 11.1% from 2007 to 2012, an increase which has been largely attributed to the introduction of the Free Primary Education Policy (2002) and the growing number of community schools. From 2002 to 2012, statistics indicate that enrolments at primary school level increased from 1.8 million in 2002 to over 3 million in 2012 with close to 50 percent of the enrolled learners being female. Government has also embarked on infrastructure expansion in secondary and tertiary levels so as to absorb the large number of learners who are completing the primary cycle, thereby increasing the transition rates The Gender parity Index in the primary sub-sector is currently at 1.0. This is a big achievement for the country. On the other hand, the GPI in secondary and tertiary levels is still low. Therefore, efforts to increase the GPI in secondary schools and tertiary institutions will be sustained. Despite the equitable opportunities created for more children to enter the school system, Zambia has performed poorly on learning achievement over the last decade. The quality of education in Zambia has remained low as revealed by the test and examination results. The large increase in enrolments has been greeted by higher pupil teacher ratios and higher pupil classroom ratios, a state of affairs that has tended to compromise quality. At the inception of the EFA, there was a lot of enthusiasm by the developed countries to provide assistance to countries in the SSA. However, as years went by there was apparently donor fatigue. Today we have as few as six donors providing support to the Ministry. There is need therefore, for the developed countries to provide additional financial and technical support for Zambia to completely achieve the EFA goals.

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TABLE OF CONTENTS

EXECUTIVE SUMMARY .................................................................................................................................. 1

1 INTRODUCTION ..................................................................................................................................... 3

1.1 FINDINGS ....................................................................................................................................... 5

1.2 Goal 1: ........................................................................................................................................... 5

1.2.1 Achievements (results) ......................................................................................................... 5

1.2.2 Challenges ............................................................................................................................. 5

1.3 Goal 2 ............................................................................................................................................ 6


1.3.2 Challenges ............................................................................................................................. 7

1.4 Goal 3 ............................................................................................................................................ 8


1.4.2 Challenges ............................................................................................................................. 8

1.5 Goal 4 ............................................................................................................................................ 9


1.5.2 Challenges ........................................................................................................................... 10

1.6 Goal 5 .......................................................................................................................................... 10

1.6.1 Achievements (results) ....................................................................................................... 10

1.6.2 Challenges ........................................................................................................................... 11

1.7 Goal 6 .......................................................................................................................................... 11

1.7.1 Achievements (results) ....................................................................................................... 11

1.7.2 Challenges ........................................................................................................................... 12

2 CONCLUSIONS ..................................................................................................................................... 13

3 RECOMMENDATIONS ......................................................................................................................... 14

4 APPENDICES ........................................................................................................................................... i

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1 INTRODUCTION In 2012/2013, the strategic focus of the sector continued to be the expansion of access to both upper secondary and higher education and improving the quality of education at all levels as well as the improvement of equity in education. Other priorities include the revision of curriculum, capacity development of teachers and placement of teachers in remote rural area. A total of 5,973 new teachers were recruited by December 2012. In 2013, over 4,300 new teachers have been recruited. Performance at Grade 12 level remained a challenge. A total of 103,853 pupils sat for the examination of which 60,319 (35,453 males, 24,866 females) obtained full certificates, representing 58.1 percent compared to 59.9 percent in 2011. Absenteeism from examinations was equally high; 1,084 candidates (1,084 males, 888 females) absented themselves. Government, in its efforts to increase access to public universities, expanded infrastructure in all the three public universities (University of Zambia, Copperbelt University and Mulungushi University) in terms of lecture theatres, classrooms and student hostels. As a result of this intervention, the total enrolment in public universities increased from 23,757 in 2011 to 27,925 in 2012. In addition, Government entered into Public Private Partnerships (PPP) to develop various infrastructures at the three universities. Three other universities were earmarked for construction. A notable challenge experienced was inadequate funding. The proportion of the national discretionary budget allocated to the sector dropped to 17.5 percent in 2013 from 18.6 percent in 2010. This was lower than the Sub Saharan African regional average of 18 percent. However, the Ministry has been able to secure a grant from the Global Partnership in Education (GPE), whose precursor was the Fast Track Initiative (FTI) was the precursor. The Ministry awarded Programme Implementation Grant in the amount of US$ 35.2 million. The grant was approved by the Global Partnership Board of Directors on 22 May 2013 for a three-year implementation period, subject to the availability of funds. In Zambia, DFID is the Supervising Entity responsible for monitoring disbursement and impact of the GPE. The delivery of quality education services is a key priority for the GPE. The area of strengthen for Zambia that has developed with regard to the EFA goals is the Zambian government’s political will to provide free educations for all. Modalities for making free Education up to secondary level are being devised to be included in the expenditure frameworks for Zambia. While the Political will is there, a phased out approach is being devised. It can be said that strides towards making provision of education free up to secondary level in Zambia have been progressively made with the

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first phase being the abolition of grade nine examinations but require commitment and adequate resources.

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1.1 FINDINGS

1.2 Goal 1:

1.2.1 Achievements (results) Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children Children’s education opportunities are shaped long before they enter primary school. The linguistic, cognitive and social skills they develop through Early Childhood Education (ECE) are the foundations for expanded life chances and for lifelong learning. Participation in early childhood education is far from universal in Zambia. In 2012, of the 508,460 grade 1 entrants, only 94,976 or 18.7 percent had some form of early childhood education; an of increase of 3.5 percentage points compared to 15.2 percent reported in 2011. The Ministry has embarked on the process of providing a regulatory framework within which the delivery of ECE services would be extended, focusing on the development and application of standards and quality control mechanisms. In this regard, minimum standards for the operation of ECE centres and a draft ECE policy were developed, and is about to be approved by Cabinet. The Ministry has also developed the curriculum, guidelines and education materials for ECE. In addition, the Ministry has for the first time recruited 1,000 ECE teachers to be put on Government payroll. This will inevitably increase the number of children with ECE experience. The Ministry, in partnership with Cooperating Partners (CPs), has also embarked on the process of establishing ECE centres mainly in rural schools. A total of 171 classrooms in existing primary schools have been rehabilitated for use in ECE facilities in five provinces namely: Western, Muchinga, Eastern, Luapula and Northern, targeting 6,840 children annually. It is hoped that with the increase in ECE enrolment there will be drastic improvement in the early grade reading and numeracy, which has proved to be quite elusive for many years. It is also envisaged that the recruitment of ECE teachers will add some impetus to the quality of education in the sub-sector.

1.2.2 Challenges The training of the teachers for Early Childhood Education was only undertaken in 2 out of the 14 public colleges of education. Consequently the private sector, rather than the

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Ministry, has provided most of the ECE services. Additionally there has not been coordinated supervision and monitoring of ECE centres, a situation that led to different curricula and syllabi being used by various ECE providers. Another challenge facing the ECE sub-sector has been inadequate ECE centres, especially in rural and remote areas. The ECE sub-sector has not had a single nationally approved syllabus for the ECE providers; a situation that is now being reversed. The Ministry is also faced with the challenge of poorly qualified ECE teachers. In some instances the teachers are not trained at all.

1.3 Goal 2

1.3.1 Achievements (results) Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete, free and compulsory primary education of good quality The past decade has been one of rapid progress towards the Millennium Development Goal of Universal Primary Education (UPE), as well as the Education for All Goals. A remarkable rise in primary school enrolment has been experienced. From 2002 to 2012, statistics indicate that enrolments at primary school level increased from 1.8 million in 2002 to over 3 million in 2012 with close to 50 percent of the enrolled learners being female. More children are reaching the last grade of primary school with the aspiration of going onto secondary education The number of learners enrolled in primary schools increased by 3.24 per cent to 3,591,736 in 2012 compared to the year 2011. Girl’s enrolment stood at 1,783,166 (or 49.6 percent of the total enrolment at this level). This translated to a Gender Parity Index (GPI) of 0.99. This GPI was above the Sub Saharan African regional average of 0.911 The completion rate for primary school level (Grade 7) increased from 103 per cent in 2011 to 107.61 percent in 2012. Because completion rate is the quotient of the number of learners in a grade (minus repeaters) and the official school age population for that grade, when the number of learners who are not of this age is great this rate can exceed 100 per cent as was the case of Zambia at Grade 7.

1UNESCO Institution of Statistics

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A total of 291,018 learners sat for Grade 9 examinations with females accounting for 47.2 percent of these. Out of this number, 53.1 percent (or 154,395 learners) obtained full certificates, with 51.0 percent of them being females. Primary school enrolment data indicates a growth rate of 11.1% from 2007 to 2012, an increase which has been largely attributed to the introduction of the Free Primary Education Policy (2002) and the growing number of community schools. The total enrolment in 2007 stood at 2,822,759 (male 1,438,011; female 1,384,748). This number rose to 3,135,442 (male 1,568,566; female 1,566,876) in 2012. Other factors responsible for the increase in enrolment figures include:

o The expansion of physical space through infrastructure development; o The implementation of the “Every Child to School” policy since 2008; o Expansion of the School feeding programme in selected hunger-prone districts o Community sensitisation on the importance of education. o The selection of girls into secondary school after the primary cycle based on 50%

for girls irrespective of the performance o Deployment of female teachers to rural schools who act as role models. o The bursary scheme; increase in allocation, and 60% of the allocation targets girls o Construction of weekly boarding facilities in some rural schools o Deployment of qualified teachers, especially in rural areas. o The Uniform policy, where children are not compelled to wear school uniform,

especially if they cannot afford. o Uniform policy, o Introduction of community schools, particularly in areas where there is no

government school nearby

1.3.2 Challenges Despite the equitable opportunities created for more children to enter the school system, Zambia has performed poorly on learning achievement over the last decade. The most recent data from the 2008 Grade 5 National Assessment reported national mean performance of 35.3 percent in reading in English, 39.4 percent in Mathematics; 40.2 percent in Life Skills and 39.4 percent in Zambian languages. Besides the national assessment, there is growing consensus that children are drifting through the school system without adequately mastering relevant skills. Poor reading skills across all grades are particularly of concern. The need remains to decrease the high pupil/ teacher ratios (PTRs), increase contact time, which has been in the decline, with children in lower grades only attending 3 hours of school each day, because of schools operating double or triple shift systems. Children exiting primary education have not acquired the basic literacy and numeracy skills they need to be productive in the labour market.

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The pilot on Early Grade Reading Assessments (EGRA) conducted in 2012 showed that about 90 percent of second graders tested were not able to read or recognise a single word even in their mother tongue. These poor results show systemic problems associated with language of instruction, time on task, curriculum effectiveness, teacher preparedness, low supervision and management and adherence to an effective assessment system.

o High teenage pregnancies, especially among rural girls o Drop-out rate still high owing to a number of factors such as economic o Some communities still do not have schools within walking distances of their

children o Few schools offering special education o Inadequate L/T materials, especially in community schools o Low pupil: teacher contact hours o Low achievement results in lower grades (cf. national assessment surveys) o Proliferation of community schools has posed a challenge to provision of quality

education

1.4 Goal 3 Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes

1.4.1 Achievements (results) The Ministry has introduced guidance and counseling programmes in most schools to take care of the needs of the young people. Other activities that are promoted include HIV and AIDS sensitisation programmes. The Ministry has also introduced the two-tier system of education at the start of the secondary school education. This means that some learners will follow the vocational path and others will continue with the academic path. This has been included as an integral part of the revised curriculum to take effect in 2014. Sports and other extra curricula activities have been encouraged. With the school grants that are provided to schools, sports equipment are procured, and there are competitions that are done at zone, district, provincial as well as national levels.

1.4.2 Challenges In 2012 at primary level, 12,753 girls left school on account of having fallen pregnant. However, only 4,915 girls were re-admitted back to school reflecting 38.5 percent re-

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admission rate. At secondary level in 2012, data indicates that 2,096 girls fell pregnant, while 1,086 were readmitted representing a re-admission rate of 51.8 percent The quality of education in Zambia has remained low as revealed by the test and examination results. The large increase in enrolments has been greeted by higher pupil teacher ratios and higher pupil classroom ratios, a state of affairs that has tended to compromise quality. Assessments of pupil performance in numeracy and literacy, for example, have shown that average scores rose from 34 to 38 percent between 1999 and 2003 and thereafter remained stagnant. The average scores for Grade 7 and Grade 9 examinations revealed a similar trend

1.5 Goal 4 Achieving a 50 percent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults

1.5.1 Achievements (results) Youth and adult literacy aims to empower citizens’ effective participation in national development through the provision of reading, writing, and functional skills. This sub-sector caters for adults/youths that have never been to school and for school dropouts. Currently, youth and adult literacy is offered at literacy centres countrywide Currently Zambia’s adult literacy rate stands at 71.21 percent, up from 57.36 in 1990. This means that nearly three-quarters of Zambia’s population does have of it is literate. However, a lot more work is being done to raise further the adult literacy rate. Literacy teaching and learning has been stepped up with the help of other stakeholders, such as the USAID projects, and Unicef. Other line ministries have also been providing literacy programmes to adults and youths. During the past three years, the focus of the sub-sector has been on policy development to clarify the roles of the public sector and civil society in literacy education delivery. The policy would, among other things:

o Adopt a comprehensive social protection policy, which would guarantee all citizens access to basic services;

o Provide additional support to those facing special challenges in meeting their basic needs; and

o Increase empowerment and participation of adults and the youth in certain areas affecting their well-being and livelihood and enhance observance and protection of their rights in order to build a sound human resource base.

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The sector also commenced the establishment of adult literacy centres in selected areas, especially in the poorer regions. In addition to the above, the Ministry has been developing the core curriculum for adult literacy education with accompanying teaching and learning materials since there is no national curriculum followed by all providers. In 2011 and 2012, activities included the development of instructional materials to be published in the major Zambian languages.

1.5.2 Challenges Though geographically broad in coverage, youth and adult literacy programmes cover only a small number of people largely due to a host of reasons, including: limited funding; very narrow curriculum coverage; non availability of teaching and learning materials especially for LSEN; inadequate infrastructure; no trained instructors; lack of coordination and linkages among relevant stakeholders; unrepresentative statistics; poor remuneration for the few instructors; no bursary scheme to support the OVCs; lack of strategies on monitoring and evaluation; and no youth and adult literacy structures in the education system. Financing of adult literacy education and adult learning, in particular, has been a major challenge. Over the years, only 0.02% of the annual allocation to education and skills has been disbursed to adult literacy education Unfortunately, youth and adult literacy programmes cover only a small number of people. The major reasons for this include low funding, narrow curriculum coverage, and non-availability of teaching and learning materials especially for Learners with Special Educational Needs as well as lack of trained instructors.

1.6 Goal 5 Eliminating gender disparities in primary and secondary education by 2015, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality

1.6.1 Achievements (results) Regarding the Gender Parity Index, the Ministry put in place measures aimed at promoting gender responsive school environment to encourage girls’ participation in education. As a result, the number of girls enrolled continued to outstrip that of boys. Out of a total of 508,460 learners enrolled in Grade 1 in 2012, about 51 percent (or 256,905 were females). The Gender Parity Index (GPI) at Grade 1-7 stands at 1.00; increasing from 0.98 in 2011. This implies that the country had attained gender parity at this level. Similarly, at Grades 8-9 level the GPI increased from 0.85 in 2011 to 0.90 in

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2012. However, at Grades 10-12 the GPI dropped from 0.82 in 2011 to 0.80 in 2012. Under representation of females at post-secondary level was attributed to higher female dropout rates, early marriages and pregnancies. Interventions that have been put in place by the Ministry include the following:

o The bursary scheme; increase in allocation, and 60% of the allocation targets girls o Construction of weekly boarding facilities, especially in rural schools o Community sensitisation on the importance of educating the girl child

1.6.2 Challenges The major challenges relating to gender disparities are as a result of the following:

o There is high drop-out mainly due to pregnancies. Less than 50 percent of the girls who get pregnant do not return to school despite having the re-entry policy in place

o There are fewer female teachers in positions of responsibility who can act as role models, particularly in rural areas

o Many of the schools do not have facilities that enable the school to be ‘girl friendly’, such as adequate toilets.

o Breaking the traditional practices that hinder girls from continuing with school o Parents marry off their children before they have completed school. There is a

conflict between the customary law and the conventional law on the age for marriage.

o There are not enough schools in the country that offer education to learners with special education needs (LSEN). Over 70 percent of the LSEN are not in school for various reasons

1.7 Goal 6 Improving all aspects of the quality of education and ensuring excellence of all so that recognised and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills

1.7.1 Achievements (results) The Ministry has realised that performance in reading and numeracy among the Zambian learners has largely been poor. As a way of remedying the situation the new curriculum will now emphasises on the use of the local languages in the early grades, as well as increasing the pupil: teacher contact hours. Early grade assessments in reading and mathematics are being encouraged. HIV and AIDS interventions have been put in place in all schools. Anti AIDS clubs, drama groups and other forms of awareness campaigns have been introduced in schools. Additionally the syllabi do contain HIV and AIDS messages.

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It is estimated that about 300,000 pupils leave school at grade 7, 9 and 12 annually but Universities absorbs only about 15,000 and TEVET absorbs about 30,000, leaving the difference without any form of skills training. Furthermore, alternative modes of training delivery are being implemented like open and distance learning, learnership scheme (apprenticeship) and work based learning path ways in order to increase the number of learners The Ministry is going to open two paths for Grade 8 pupils based on their Grade 7 performance to follow up to grade twelve. One will be for learners who will follow an academic path and the other for learners who will follow a technical path The Ministry has re-oriented the curriculum for primary and secondary schools to put emphasis on life skills subjects to enable learners cope with the demands of self-employment and the labour market.

1.7.2 Challenges There are a number of challenges that inhibit the attainment of measurable outcomes by many a learner. Some of them are as follows:

o Limited learning and teaching materials in most of the schools o Overcrowding in classrooms owing to the policy of allowing all children to access

education o Current syllabus places heavy emphasis on academic subjects as opposed to

vocational subjects that would enable leaners to acquire life skills. o There are so many children who are still being orphaned mainly as a result of HIV

and AIDS. There seems to be a breakdown of the extended family system to the extent that we now have a lot of child headed households.

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2 CONCLUSIONS Focus for the Ministry is on the expansion of the Early Childhood Centres (ECE), particularly in rural and remote schools so that the percentage of children entering grade one with ECE experience increases to not less than 30 percent by 2015. Zambia is on course in achieving the Education for All Goals that relate to access. The number of children of school-going aged between 7 and 13 who are not in school stands at 411,506 (male 170,941; female 240,565). A number of interventions put in place by the Ministry have been responsible for sharp rise in enrolment figures over the past decade. However, the increase in enrolment rate has not been commensurate with the quality education provision. Some of the factors responsible for the low quality include over-enrolments, high pupil: teacher ratios, inadequate learning and teaching materials. Whereas Zambia has done so well in terms of access at the primary sub-sector, there has not been a corresponding progress in quality education provision. A number of interventions have been earmarked to improve on quality education. Focus has been put on the early grade reading and mathematics, and the new curriculum to be rolled out in 2014 will attempt to address this concern. The Gender parity Index in the primary sub-sector is currently at 1.0. This is a big achievement for the country. On the other hand, the GPI in secondary and tertiary levels is still low. Therefore, efforts to increase the GPI in secondary schools and tertiary institutions will be sustained. The Ministry will work towards the establishment of adult literacy centres in selected areas, especially in the poorer regions. This will help improve further the adult literacy levels in the country, which now stand at nearly 73 percent. Government has also embarked on infrastructure expansion in secondary and tertiary levels so as to absorb the large number of learners who are completing the primary cycle, thereby increasing the transition rates.

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3 RECOMMENDATIONS The Government has prioritised education as one of the sectors that can help the country achieve its long term goal of attaining the middle income status by 2030. Therefore, Increase in funding to the Ministry, from the current 17.5 percent of the discretionary budget would greatly enhance the quality of education provision so that we are in line with other states in the sub-region. At the inception of the EFA, there was a lot of enthusiasm by the developed countries to provide assistance to countries in the SSA. However, as years went by there was apparently donor fatigue. Today we have as few as six donors providing support to the Ministry. There is need therefore, for the developed countries to provide additional financial and technical support for Zambia to completely achieve the EFA goals. Countries in the Sub-Sahara Africa should review the overall performance with a view to extending the deadline for the attainment of the EFA goals, or for the countries to set new goals which are attainable, given the limited resources and support from the developed countries. It is further recommended that the donor communities should not just focus on ‘software’ type of support, but should also provide more support towards ‘hardware’ type of support such as in infrastructure development. There is good will from the Cooperating Partners, the Civil Society Organisations, the Faith-Based Organisations, as well as other stakeholders in an attempt to try and enhance the quality of education being provided. This should be sustained as the Ministry alone cannot accomplish this. There will also be need to provide extra attention to Community Schools where most of the teachers are not qualified. With a learner population of nearly 19 percent in the primary sub-sector, the numbers are too large to ignore. If less attention is paid to this type of school, then the overall performance of the learners will keep being dragged down.

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4 APPENDICES Table 1: Enrolment By Gender and Year Grades 1-12 from 2007 to 2012

2007 2008 2009 2010 2011 2012

National Male 1,438,011 1,476,453 1,488,634 1,921,456 1,905,438 948,626 Female 1,384,748 1,432,983 1,455,341 1,872,763 1,825,092 864,976 Total 2,822,759 2,909,436 2,943,975 3,794,219 3,730,530 1,813,602

Grade Grade 1 Total 494,715 504,969 508,264 469,313 522,706 325,022 Male 245,646 249,247 253,401 232,783 258,852 171,044 Female 249,069 255,722 254,863 236,530 263,854 153,978 Grade 2 Total 444,023 457,487 475,873 436,634 477,993 302,635 Male 221,316 228,982 235,760 217,688 238,423 153,360 Female 222,707 228,505 240,113 218,946 239,570 149,275 Grade 3 Total 439,242 441,551 446,970 432,322 461,486 288,169 Male 220,697 219,948 224,496 214,290 231,090 145,454 Female 218,545 221,603 222,474 218,032 230,396 142,715 Grade 4 Total 411,220 426,967 428,694 405,369 448,511 272,252 Male 208,230 215,679 214,874 203,049 225,089 141,286 Female 202,990 211,288 213,820 202,320 223,422 130,966 Grade 5 Total 384,061 392,498 396,306 379,976 407,720 245,191 Male 197,912 200,662 201,259 192,674 205,799 128,235 Total 186,149 191,836 195,047 187,302 201,921 116,956 Grade 6 Total 339,446 357,579 359,805 344,951 372,358 220,641 Male 176,405 185,446 183,661 175,722 188,744 112,861 Female 163,041 172,133 176,144 169,229 183,614 107,780 Grade 7 Total 310,052 328,385 328,063 352,453 339,346 159,692

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Table 1: Enrolment By Gender and Year Grades 1-12 from 2007 to 2012 2007 2008 2009 2010 2011 2012

Male 167,805 176,489 175,183 171,277 177,999 96,386 Female 142,247 151,896 152,880 181,176 161,347 63,306 Grade 8 Total 175,438 191,992 207,035 175,438 191,992 222,959 Male 90,995 100,889 109,085 90,995 100,889 114,982 Female 84,443 91,103 97,950 84,443 91,103 107,977

2007 2008 2009 2010 2011 2012 Grade 9 Total 168,112 188,578 201,355 168,112 188,578 233,325 Male 89,588 101,560 107,611 89,588 101,560 125,012 Female 78,524 87,018 93,744 78,524 87,018 108,313

Grade 10 Total 67,965 74,501 95,395 67,965 74,501 102,793 Male 36,833 40,398 52,001 36,833 40,398 55,976 Female 31,132 34,103 43,394 31,132 34,103 46,817 Grade 11 Total 79,198 81,112 86,364 79,198 81,112 96,365 Male 43,473 44,409 47,811 43,473 44,409 54,376 Female 42,142 42,898 46,248 42,142 42,898 41,989 Grade 12 Total 71,969 81,211 75,341 71,969 81,211 88,553 Male 39,640 45,322 41,803 39,640 45,322 49,126 Female 32,329 35,889 33,538 32,329 35,889 39,427 Grade Groups

2007 2008 2009 2010 2011 2012 Grades 1-9 Total 3,166,309 3,290,006 3,352,365 3,164,568 3,410,690 3,591,726 Male 1,618,594 1,678,902 1,705,330 1,588,066 1,728,445 1,808,560 Female 1,547,715 1,611,104 1,647,035 1,576,502 1,682,245 1,783,166

Grades 8-9 Total 343,550 380,570 408,390 343,550 380,570 456,284 Male 180,583 202,449 216,696 180,583 202,449 239,994 Female 162,967 178,121 191,694 162,967 178,121 216,290

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Table 1: Enrolment By Gender and Year Grades 1-12 from 2007 to 2012 2007 2008 2009 2010 2011 2012

Grades 10-12 Total 225,549 243,019 264,795 225,549 243,019 287,711 Male 119,946 130,129 141,615 119,946 130,129 159,478 Female 105,603 112,890 123,180 105,603 112,890 128,233

Grades 1-7 Total 2,822,759 2,909,436 2,943,975 2,821,018 3,030,120 3,135,442 Male 1,438,011 1,476,453 1,488,634 1,407,483 1,525,996 1,568,566 Female 1,384,748 1,432,983 1,455,341 1,413,535 1,504,124 1,566,876

Table 2: Enrolment by Level, Year and Sex 2007 2008 2009 2010 2011 2012

Grades 1-7

Male 1,438,011 1,476,453

1,488,634

1,407,483

1,525,996

1,568,566

Female 1,384,748 1,432,983

1,455,341

1,413,535

1,504,124

1,566,876

Total 2,822,759 2,909,436

2,943,975

2,821,018

3,030,120

3,135,442

Grades 8-9

Male 180,583 202,449

216,696

180,583

202,449

239,994

Female 162,967 178,121

191,694

162,967

178,121

216,290

Total 343,550 380,570

408,390

343,550

380,570

456,284

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Table 3:Grade 1 Entrants by Sex and Province, 2012 Under 7 yrs 7 yrs Over 7 yrs Total % of 7 yrs Provinces Male Female Male Female Male Female Male Female Male Female

Central 3,140 3,763 14,514

15,331

12,847

11,999

30,501

31,093 47.6% 49.3%

Copperbelt 4,539 5,230 17,122

16,582

10,103

9,844

31,764

31,656 53.9% 52.4%

Eastern 1,587 2,143 11,156

12,699

20,837

20,768

33,580

35,610 33.2% 35.7%

Luapula 1,394 1,619 9,392

9,914

12,132

11,125

22,918

22,658 41.0% 43.8%

Lusaka 2,699 3,003 9,884

10,895

11,347

11,521

23,930

25,419 41.3% 42.9%

North-Western 1,954 2,356 8,213

8,491

8,677

8,131

18,844

18,978 43.6% 44.7%

Northern 2,297 2,843 17,046

17,290

19,239

17,468

38,582

37,601 44.2% 46.0%

Southern 2,524 2,939 14,880

15,566

13,971

15,513

31,375

34,018 47.4% 45.8%

Western 1,052 1,229 11,041

11,351

7,969

7,291

20,062

19,871 55.0% 57.1%

National 21,186 25,125 113,248

118,119

117,122

113,660

251,556

256,904 45.0% 46.0%

Table 4:Completion Rate for Grades 9 and 12 By Gender Level Sex 2005 2006 2007 2008 2009 2010 2011 2012

Grade 9 Male 46.4% 47.2% 50.7% 55.7% 56.9% 51.9% 67.8% 68.9%Female 39.1% 39.3% 43.3% 46.8% 48.4% 54.2% 55.9% 59.6%All 42.7% 43.2% 47.0% 51.2% 52.7% 53.2% 61.9% 64.2%

Grades 12 Male 20.1% 20.6% 22.2% 25.0% 22.3% 35.7% 30.4% 34.7%Female 15.0% 14.8% 17.2% 18.9% 17.4% 27.8% 23.3% 27.4%All 17.6% 17.7% 19.7% 22.0% 19.8% 31.7% 26.8% 31.1%

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Table 5:Grade 1 Entrants with Pre‐School Experience by Sex and Province

Male Female Total % Female % Enrolment

Central 5 646 6 063 11 709 51.7% 19.0% Copperbelt 9 092 30 173 39 265 51.7% 61.9% Eastern 1 986 2 197 4 183 51.6% 6.0% Luapula 1 163 1 192 2 355 50.7% 5.2% Lusaka 9 720 10 730 20 450 52.7% 41.4% North-Western 1 213 1 288 2 501 52.2% 6.6% Northern 1 554 1 733 3 287 50.2% 4.3% Southern 4 783 5 048 9 831 55.3% 15.0% Western 688 707 1 395 52.2% 3.5% National 35 845 59 131 94 976 62.3% 18.7%

Table 6:Gross Enrolment Rate By Sex from 2005 to 2012

Year 2005 2006 2007 2008 2009 2010 2011 2012

Grades 1-9 Male 108.4% 111.5% 117.5% 119.1% 117.5% 97.4% 118.3% 121.1%Female 102.7% 106.8% 112.1% 114.5% 114.1% 94.3% 115.6% 120.4%Total 105.5% 109.2% 114.8% 116.8% 115.8% 96.0% 117.0% 120.8%


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Table 7:Net Enrolment Rate By Grade and Province

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Central 70.19% 59.53% 55.72% 57.43% 50.43% 44.21% 35.48%Copperbelt 59.26% 52.85% 54.12% 64.81% 58.00% 53.64% 48.90%Eastern 43.40% 32.82% 29.52% 27.69% 22.47% 17.65% 13.72%Luapula 56.34% 48.03% 44.29% 47.80% 36.54% 31.04% 24.52%Lusaka 42.55% 36.77% 37.86% 42.88% 38.87% 36.85% 35.29%North-Western 67.14% 50.11% 41.89% 40.21% 31.95% 28.61% 23.62%Northern 63.32% 53.27% 46.21% 46.64% 36.54% 30.93% 23.77%Southern 60.77% 52.71% 48.97% 46.49% 38.00% 32.78% 26.95%Western 80.38% 67.24% 65.77% 64.55% 57.66% 48.75% 39.64%National 58.68% 49.23% 46.28% 48.02% 40.64% 35.79% 30.32%

Table 8:Net Enrolment Rate By Grade and Province

Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Central 25.87% 28.50% 12.59% 12.36% 26.93% Copperbelt 37.95% 40.00% 26.11% 25.55% 27.10% Eastern 10.03% 9.51% 4.90% 5.77% 14.34% Luapula 16.54% 18.29% 5.29% 7.03% 16.37% Lusaka 18.60% 20.29% 12.57% 13.50% 14.59% North-Western 19.20% 17.10% 11.65% 11.65% 17.37% Northern 12.86% 13.02% 6.58% 7.47% 12.98% Southern 17.91% 18.99% 7.53% 8.49% 13.85% Western 27.77% 28.41% 8.77% 10.56% 17.42% National 20.77% 21.80% 11.33% 12.00% 18.07%

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Table 9:Transition, Repetition and Dropout Rates by Sex and Year 2005 2006 2007 2008 2009 2010 2011 2012 Transition Rate Grades 7-8 Male 53.8% 50.7% 52.1% 54.2% 55.4% 62.1% 65.6% 63.1% Female 57.1% 53.5% 57.3% 57.2% 56.6% 53.9% 54.6% 65.5% Total 55.3% 52.0% 54.5% 55.6% 56.0% 57.9% 59.9% 64.2%Grades 9-10 Male 39.8% 38.5% 38.5% 38.5% 41.4% 45.3% 46.0% 46.5% Female 41.2% 38.0% 39.0% 37.8% 40.7% 44.8% 44.8% 47.0% Total 40.4% 38.3% 38.7% 38.2% 41.0% 45.0% 45.5% 46.7%Repetition Rate Grades 1-9 Male 6.7% 7.5% 7.4% 6.6% 6.6% 6.7% 6.3% 6.3% Female 6.1% 6.8% 6.7% 6.2% 6.1% 6.0% 5.8% 5.8% Total 6.4% 7.2% 7.1% 6.4% 6.4% 6.4% 6.1% 6.0%Grades 10-12 Male 0.8% 1.7% 1.5% 1.6% 7.2% 1.3% 0.9% 0.9% Female 0.9% 1.9% 1.7% 1.4% 6.7% 1.3% 1.3% 0.9% Total 0.8% 1.8% 1.6% 1.5% 7.0% 1.3% 1.1% 0.9%Dropout Rate



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Table 10:Gender Parity Index in all Schools by Grade Group and Province

Grades 1-4

Grades 5-7

Grades 1-7

Grades 1-9

Grades 8-9

Grades 10-12

Central 1.01 1.13 1.06 1.03 0.89 0.79Copperbelt 1.03 1.02 1.03 1.02 1.00 0.91Eastern 1.04 0.95 1.01 0.99 0.83 0.65Luapula 0.98 0.94 0.97 0.95 0.81 0.72Lusaka 1.06 1.03 1.05 1.04 0.97 0.85North-Western 1.00 0.95 0.98 0.96 0.84 0.75Northern 0.96 0.85 0.92 0.92 0.89 0.67Southern 1.00 0.96 0.98 0.97 0.87 0.78Western 0.99 0.96 0.98 0.96 0.85 0.85National 1.01 0.98 1.00 0.99 0.90 0.80

Table 11:Number of Out‐of‐School Children Aged 7‐13 By Sex and Year

2005 2009 2011 2012Male 28 708 96 260 133 628 170 941 Female 38 589 163 130 209 981 240 565 Total 67 297 259 390 343 609 411 506

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Table 12:Number of Orphans in all Schools by Sex from 2005 to 2012

2005 2006 2007 2008 2009 2010 2011 2012

Basic Schools Male 309 731 325 248 333 433 339 927 330 520 326 320 304 327 311 427 Female 297 483 314 097 322 519 333 033 323 033 320 078 297 728 310 231 Total 607 214 639 345 655 952 672 960 653 553 649 398 602 055 621 658

Secondary Schools Male 20 193 24 259 26 321 24 341 30 687 32 964 33 289 34 129 Female 18 069 20 744 23 806 22 157 26 178 28 847 31 894 42 342 Total 38 262 45 003 50 127 46 498 56 865 61 811 65 183 76 471

All Schools Male 329 924 349 507 359 754 364 268 361 207 359 284 337 616 345 556 Female 315 552 334 841 346 325 355 190 349 211 348 925 329 622 352 573 Total 645 476 684 348 706 079 719 458 710 418 708 209 667 240 698 129

Table 13:Number of Pupils Receiving Bursaries in all Schools by Sex from 2006 to 2012 2005 2006 2007 2008 2009 2010 2011 2012

Basic Schools

Male 46,172 41,836 49,829 47,741

42,818

38,417

41,304

Female 48,785 45,173 49,829 53,365

45,113

42,862

45,530

Total 94,957 87,009 99,658 101,106

87,931

81,175

86,834

Secondary Schools

Male 6,787 10,351 22,425 12,324

9,025

7,671

11,151

Female 6,711 9,240 19,694 12,854

9,342

7,519

11,808

Total 13,498 19,591 42,119 25,178

18,367

15,190

22,959

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Table 14:Number of Pregnancies and Re-admissions by Grade Groups, Location and Province Grades 1-9 Grades 10-12 Pregnancies Re-Admits Pregnancies Re-Admits Rural Urban Rural Urban Rural Urban Rural Urban

Central 1,334 152 376 36 80 160 41 30 Copperbelt 551 675 182 382 51 233 23 136 Eastern 1,799 153 597 82 124 111 77 35 Luapula 968 43 515 38 159 22 62 11 Lusaka 388 356 137 107 19 152 22 75 North-Western 1,508 26 734 14 228 35 199 9 Northern 1,073 113 354 63 125 98 71 50 Southern 1,949 169 521 65 127 149 36 56 Western 1,427 69 677 35 124 99 90 63 Total 10,997 1,756 4,093 822 1,037 1,059 621 465

Table 15:Teachers in all Schools By Gender from 2005 to 2012 2005 2006 2007 2008 2009 2010 2011 2012

Basic Schools Male 26,125 27,535 29,531 30,989 30,088 30,901 30,364 34,474 Female 23,897 24,987 27,364 30,822 30,822 32,151 31,822 38,493 Total 50,022 52,522 56,895 61,811 60,865 63,052 65,014 72,967 Secondary Schools Male 5,679 8,240 8,831 9,293 9,645 9,843 8,845 10,785 Female 2,662 5,383 5,886 6,119 6,852 6,979 6,078 7,854 Total 8,341 13,623 14,717 15,412 16,497 16,822 12,947 18,639

91,606

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Table 16:Pupil Teacher Ratio in all Schools by Class Range and Province G 1-4 G 5-7 G 1-7 G 8-9 G 1-9 G 10-12

Copperbelt 41.6 51.0 45.0 27.6 40.3 40.8Central 56.1 55.2 55.8 24.9 47.6 34.2Lusaka 53.7 60.2 56.3 29.2 49.9 39.7Southern 59.3 50.6 55.7 22.2 46.5 28.7Luapula 103.9 83.6 96.0 32.0 78.4 37.7Northern 75.9 48.3 63.6 18.0 54.0 27.7Eastern 79.8 59.0 71.2 29.8 61.9 42.1North-Western 61.8 52.3 58.3 22.6 48.8 34.0Western 61.4 42.3 53.3 24.3 46.7 31.8National 61.4 54.0 58.5 25.4 50.2 36.0

Table 17:Examination Pass Rates in Grades 9 by Gender and Province in 2012 Numbers

Sat Certificates

Male Females Total Male Female Total % Male % Female % Total Northern 9,546 6,607 16,153 4,484 2,467 6,951 47.0% 37.3% 43.0% Luapula 9,822 7,128 16,950 4,901 3,158 8,059 49.9% 44.3% 47.6% Southern 18,912 16,020 34,932 9,229 7,409 16,638 48.8% 46.3% 47.6% Eastern 13,787 10,654 24,441 6,519 4,173 10,692 47.3% 39.2% 43.8% Copperbelt 30,734 32,632 63,366 20,635 20,848 41,483 67.1% 63.9% 65.5% North Western 9,556 6,951 16,507 5,402 3,724 9,126 56.5% 53.6% 55.3% Central 18,083 15,236 33,319 9,077 7,216 16,293 50.2% 47.4% 48.9% Western 8,778 6,904 15,682 4,563 3,609 8,172 52.0% 52.3% 52.1% Lusaka 27,318 29,828 57,146 16,235 15,170 31,402 59.4% 50.9% 33.7% Muchinga 7,094 5,428 12,522 3,334 2,242 5,576 47% 41% 45% National 153,630 137,388 291,018 84,379 70,016 154,395 54.9% 51.0% 53.1%

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Table 18: Examination Pass Rates in Grades 12 by Gender and Province in 2012

Numbers Sat Certificates

Male Females Total Male Female Total % Male % Female % Total Northern 3,070 1,751 4,821 1,906 963 2,869 62.1% 55.0% 59.5% Luapula 3,146 1,924 5,070 1,720 923 2,643 54.7% 48.0% 52.1% Southern 6,325 4,734 11,059 4,135 2,886 7,021 65.4% 61.0% 63.5% Eastern 5,396 3,223 8,619 3,545 2,014 5,559 65.7% 62.5% 64.5% Copperbelt 15,040 13,977 29,017 8,674 7,225 15,899 57.7% 51.7% 54.8% North Western 3,194 1,971 5,165 1,829 1,014 2,843 57.3% 51.5% 55.0% Central 6,338 4,717 11,055 3,534 2,341 5,875 55.8% 49.7% 53.1% Western 2,975 2,276 5,251 1,618 1,131 2,749 54.4% 49.7% 52.4% Lusaka 10,803 9,295 20,098 7,011 5,539 12,550 64.9% 59.6% 62.4% Muchinga 2,342 1,356 3,698 1,481 830 2,311 63.24 61.21 62.49 National 58,629 45,224 103,853 35,453 24,866 60,319 60.5% 55.0% 58.1%

Table 19: Average Number of Scheduled Contact Hours by Grade and Running Agency Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

Community/Unknown

3.4 3.4 3.5 3.6 4.7 4.8 4.8

Grant-aided 3.7 3.7 3.7 3.7 5.2 5.3 5.3GRZ 3.6 3.6 3.6 3.6 5.2 5.2 5.2Private 5.7 5.7 5.9 6.0 6.2 6.2 6.3

Table 20: Average Number of Scheduled Contact Hours by Grade and Running Agency Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Community/Unknown 5.5 5.5 5.8 6.1 5.9 Grant-aided 6.2 6.2 6.3 6.3 6.3 GRZ 5.5 5.5 5.8 5.8 5.8 Private 6.6 6.6 6.7 6.7 6.7

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