ZANEC

Category: Press Statement

  • ZANEC Press Statement on the Grade 12 Examination Results for 2021

    ZANEC Press Statement on the Grade 12 Examination Results for 2021

    The Zambia National Education Coalition (ZANEC) has taken note of the statement by the Minister of Education Honorable Douglas Syakalima made on 27th January 2022 during the release of the 2021 Grade 12 Examination Results.

    After a thorough analysis of the Grade 12 results, ZANEC was pleased with the timely release of the results. We applaud the Ministry of Education for the efficiency and especially for sustaining learning during the COVID 19 pandemic. It is good that the national absenteeism rate for the School Certificate examination declined from 1.95 percent in 2020 to 1.74 percent in 2021.  This shows that a lot of our learners who registered managed to seat for the examinations. This is commendable especially that it was during the COVID 19 pandemic.

    We are also pleased that the performance of examination candidates in practical subjects has remained high especially for subjects such as Fashion and Fabrics, Food and Nutrition, Home Management, Musical Arts Education and Physical Education. This shows that the vocational career path is also very viable and of great interest to our learners. This is very important especially as we seek to provide opportunities for both white collar jobs and self-employment.

    Furthermore, it is sad that the lowest percentage mean score was recorded in Mathematics (23.91%). This shows that more needs to be done to improve Science, Technology, Engineering and Mathematics (STEM) subjects. The trend of mathematics or science subjects being the lowest in terms of performance has continued in the grade 12 examination results.  It is our hope that more teachers in STEM will be deployed from the planned 30, 000 teacher recruitment in order to address the shortfall that would be causing lowest performance among the grade 12 candidates.

    It is disheartening that only 147 Learners with Special Education Needs (children with disability) registered for the examinations and only 145 sat for the examinations. This means that only 7% of CSEN learners sat for the examination from the 2,096 that were in Grade 10 in 2019 and in Grade 12 in 2021. This is worrisome because it shows that children with disabilities are dropping out of school in large numbers, which defeats the whole ideal of a national development agenda of “leaving no one behind”. We call upon government to take keen interest in this retrogressive trend and provide more resources and incentives to promote inclusion and equity in our schools if Zambia is to meet the Sustainable Development Goal (SDG) number 4 on inclusive quality education for all.

    Finally, we note with sadness the media reports of some candidates who committed suicide after failing their Grade 12 examinations. We would like to urge parents whose children may not have performed to their expectations to avoid overreacting or humiliating their children to avoid putting unnecessary pressure on them.  Such learners require psychosocial support from those around them including encouragement that they can re-write some subjects and still stand a chance of getting good grades.

    For/ZANEC

    George Hamusunga

    EXECUTIVE DIRECTOR

  • ZANEC Press Statement on the Postponement of Opening of Schools

    ZANEC Press Statement on the Postponement of Opening of Schools

    As Zambia National Education Coalition (ZANEC) we agree with Government that the current spiking number of COVID 19 cases pose a danger to our children especially that we are also seeing a number of children being infected. Our hope however is that the postponement of the opening of schools by the Minister of Education, Honourable Douglas Siakalima, MP from 10th to 24th January 2022 is intended to give schools adequate time to put the necessary public health measures in place to ensure that our children can learn in safe and health environments. We know that the COVID 19 pandemic will not improve in the next two weeks but we need to open our schools in order to avoid the further loss of learning time.

    Our concern as ZANEC is that our learners lost a lot of learning time in 2020 and 2021 mainly due to the school closures coupled with limited access to alternative modes of education provision namely radio, television and online platforms. The solution is that government should start investing heavily in blended learning in order to allow for continuity of learning at home that can reach our more than 4.4 million learners across the country. Specifically, government must consider investing in the capitalisation of the Education Broadcasting Service (EBS) to enable it broadcast education programmes countrywide.  To achieve this, government through the Ministry of Information and Media needs to support the Ministry of Education (MOE) to get a licence that allows EBS to air radio programmes countrywide. The decision by the Independent Broadcasting Authority (IBA) to deny EBS a nationwide licence on account that it was registered as a community radio station needs to be reversed as soon as possible.

    Although we agree with the postponement of the opening of schools, we expect government to do the following in the short term:

    1. Provide financial resources to all schools to enable them put in place relevant public health measures that will ensure a safe and health learning environment for all children once schools reopen on 24th January, 2022.
    2. Start planning for blended education provision where some schools in low-risk areas like rural areas can remain open while those in high-risk localities like cities can close and revert to remote learning as they go through temporary lock down because of the spiking cases of COVID 19.
    3. Invest heavily the provision of continuity of learning at home through the airing of radio and television programmes, supporting online learning and distributing physical learning packs.
    4. Devise creative ways of ensuring continuous teacher engagement with their learners with or without technology to enable then facilitate remote learning in homes.
    5. Scale up campaigns for vaccination against COVID 19 especially among learners aged 12 years above by taking the vaccines as close to them as possible.
    6. Government should undertake a robust community sensitisation programme aimed at the prevention of early marriages, early pregnancies and physical abuse among school going children in homes.
    7. Expedite  the planned recruitment of teachers to bridge the increased demand for teachers arising from the splitting of classes being implemented to comply with the health requirement for social distancing.
    8. Undertake the simplification of the curriculum by prioritising a minimum set of competences to be delivered by teachers rather than diffusing efforts across a wide range of skills and topics that cannot be covered in the limited time available.

    For/ZANEC

    George Hamusunga

    Executive Director

  • ZANEC PRESS STATEMENT ON INTERNATIONAL DAY OF PERSONS WITH DISABILITIES

    ZANEC PRESS STATEMENT ON INTERNATIONAL DAY OF PERSONS WITH DISABILITIES

    Zambia National Education Coalition (ZANEC) is pleased to join the rest of the world in commemorating International Day of Persons with Disabilities which falls on 3rd December.  This is a very special day as it reminds us that everyone has the right to education and deserves dignity regardless of their disabilities. This day also reminds us of our obligations relating to the promotion of the rights of the persons with disabilities in areas of all human aspects which include but not limited to psychological, social, economic, cultural and political.

    The theme for this year’s International Day of Persons with Disabilities is “Leadership and participation of persons with disabilities toward an inclusive, accessible, and sustainable post-COVID-19”.  The theme is timely as it emphasizes the importance of disability inclusion during and post the COVID 19 pandemic. It can be said that COVID 19 has increased inequalities on the already disadvantaged vulnerable groups in our country. Therefore, if no deliberate effort is made to include persons with disabilities now, they are likely to be left behind and denied access to essential services such as education. Therefore, it is important that national programmes designed to mitigate the impact of COVID 19 are inclusive because disability inclusion is an essential condition to upholding human rights, meaningful and sustainable development as well as the dignity of every human being. Upholding rights of persons with disability is a matter of investment in the future.

    ZANEC is of the view that Zambia should fully implement the Convention on the Rights of Persons with Disability.  Article 24 of the convention clearly states that State Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, State Parties should ensure an inclusive education system at all levels and lifelong learning. For persons with disabilities to have access to social and economic services, it is important that the government prioritizes investment in their education. For instance, all schools should be accessible by persons with disabilities. According to the preliminary results from the national disability survey undertaken by the Central Statistical Office in 2015, 7.2 % of the population translating into 1,080,000 are persons with disabilities.  Therefore, Zambia cannot afford not to invest in inclusive development programmes especially education which is a proven prerequisite to one’s success in life.

    According to the 2019 Education Statistical Bulletin of the Ministry of Education, there are 110, 320 children with special education needs at primary school level compared to 20, 072 learners at secondary school level..  Further, the World Health Organisation and the World Bank estimate that one billion people experience some form of disability. Of these, it is estimated that 93 to 150 million are children. According to Plan International, these children are 10 times less likely to go to school than other children and when they do attend school, they are likely to be in a segregated setting. The Global Partnership for Education estimates that 90% of children with disabilities in low and lower-middle income countries do not go to school. Further, the COVID 19 pandemic had a negative impact on education that led to the closure of schools, resulting in over 800 million learners being affected across the globe, Zambian learners included. It is inevitable that our government through the Ministry of Education invests in Alternative Modes of Education Provision (AMEP) that would be accessible by children with various forms of disabilities as well. This is because research has shown that the remote learning that Zambia has been providing is not accessible to children with certain types of disabilities like the deaf and those that are blind as is the case with the programmes that are offered on TV and radio.  Zambia needs to invest in AMEP that are inclusive and will not leave any one behind in terms of access to quality education if this year’s theme is to be a reality.

    ZANEC wishes all stakeholders working in the inclusive disability space a successful commemoration of the International Day of Persons with disabilities.

    For/ZANEC

    George Hamusunga

    EXECUTIVE DIRECTOR

  • ZANEC Press Statement on the 2021 GCE Examination Results for Grade 12

    ZANEC Press Statement on the 2021 GCE Examination Results for Grade 12

    Zambia National Education Coalition (ZANEC) is pleased with the announcement made on 4th November, 2021 by the Minister of Education Honourable Douglas Syakalima MP on the release of the 2021 General Certificate of Education (GCE) for Grade 12 Examination Results.

    It is progressive to see that there was an increase of 12.89% in candidates that sat for GCE in 2021 compared to 2020.  From the gender perspective, we also note that 67.59 % of females registered compared to 32.42% of male who registered. This is good because statistics show that more females than males drop out of school.  Therefore, it is good that more females are now registering at GCE level as this will ensure that no gender is left behind in terms of access to education.

    The Coalition takes this opportunity to once again applaud and commend the Ministry of Education (MoE) for sustaining learning amidst the COVID 19 pandemic.  The Ministry has shown all of us how much education means to our country even during the COVID 19 pandemic.

    We are happy that the General Certificate of Education is now only awarded to a candidate when the subjects and grades passed meet the standards for the award of the School Certificate. This means that by implementing the new rules, the General Certificate of Education obtained from the Examination Council of Zambia (ECZ) effective 2021 is a direct equivalent of the School Certificate.  This is a step in the right direction as it is in line with the international standards.

    However, ZANEC has noted with sadness that yet again, the lowest mean score was recorded in Mathematics at 18.24 percent. To this effect, we would like to reiterate our call on the need to invest more in education prerequisites such as recruitment of more teachers in Science, Technology, Engineering and Mathematics (STEM) subjects, provision of learning and teaching materials as well as construction of science laboratories. It is our hope that among the 30,000 teachers that will be recruited in 2022, a good number of them will be specialised in STEM subjects especially for our rural schools that have inadequate teachers.

    We are equally concerned that the national failure rate has increased from 10.50% in 2020 to 13.66% in 2021. Our view is that the increase in failure rate is as a result of the failure to adapt the examinations to the reduced pupil-teacher interaction resulting from the long closure of schools due to the COVID 19 pandemic. We therefore call upon the MoE to revise the curriculum, by among others, reducing the examinable number of subjects and topics so that learners can focus on core competences and skills given the reduction in learning time caused by COVID 19.

    For/ZANEC

     

    George Hamusunga

    EXECUTIVE DIRECTOR

  • PRESS STATEMENT ON THE 2022 NATIONAL BUDGET ALLOCATIONS TO THE EDUCATION AND SKILLS SECTOR

    PRESS STATEMENT ON THE 2022 NATIONAL BUDGET ALLOCATIONS TO THE EDUCATION AND SKILLS SECTOR

    Zambia National Education Coalition (ZANEC) is pleased with the distribution of the funds allocated to the Education and Skills Sector. The allocations generate a new hope for the sector as they exhibit progressive strides towards ensuring quality education for all. This resonates well with the budget theme of “growth, jobs and taking development closer to the people”.

    As ZANEC, we are particularly pleased with the decision to recruit a record high number of 30,000 teachers to improve the teacher pupil ratio. This will improve teacher pupil contact time and eventually advance learning outcomes. Our expectation is that these recruitments will be conducted in the first quarter of 2022 to enable timely deployment. We are also looking forward to monitoring the deployment process to ascertain whether these teachers will be deployed where they are required the most. Our hope is that government will remove the constraints posed by the Payroll Management and Establishment Control (PMEC) system in taking teachers where they are required the most. We also hope to see the equitable recruitment and deployment of teachers across Early Childhood Education, primary and secondary education. As we may know ECE sub-sector currently only has 1,952 teachers representing a teacher pupil ratio of 1:86 against the required 1:22 learners.

    The abolishment of tuition fees, Parent and Teachers Association (PTA) fees and examination fees at secondary school level is also a step in the right direction as it will significantly reduce the high school drop-out rates that have been recorded in the past as learners transition from primary to secondary school level. This in essence has translated into an extension of free education up to secondary level thereby relieving the parents or guardians of the burden of sourcing money to keep their children in school. However, we look forward to analysing the details in the 2022 Yellow Book to see the actual allocations to schools in form of grants. We are happy that the Minister, in his speech, assured us that the grants to schools would increase three-fold. This will ensure that the abolition of the said fees do not result in unbearable operational costs for the schools which may have the negative effect of compromising the quality of education.

    Further, the introduction of a bursary scheme for boarding fees for vulnerable learners at secondary school level will help improve access to education especially for the vulnerable and rural learners. It is heart-warming to note that the communities at grassroot level have been given the mandate to identify and select the vulnerable learners in the Wards through the Constituency Development Fund (CDF). The increase of the CDF from 1.6 million to 25.7 million is highly commendable especially that it operationalises decentralisation. It is more so pleasing that this CDF is directed at communities making decisions on how many schools they want to construct in their communities, among other things. However, there will be need to build the capacity of Ward Development Committees (WDCs) and ensure they operate according to the new guidelines.

    The intention to build 120 secondary schools through the concessional loan from the World Bank will ensure that the increased access to education as a result of making secondary education free will not be negated by limited classroom space. We hope to see an even distribution of these schools across all provinces in order to ensure equal access to all. Further, the allocation of the K694.3 million for construction and completion of ongoing school infrastructure development is most welcome to further reduce the classroom: pupil ratio. Similarly, the increase in girls accessing bursaries from 28, 000 to 43,000 is progressive. But government needs to ensure that the deserving girls benefit from this facility. This is because in the 2020 Auditor General’s Report, it was reported that government only captured 13,000 girls out of the targeted 28,000 girls and that there were a lot of ‘ghost’ girls in the system.

    Finally, ZANEC would like to express its disappointment with the reduced share of the education sector budget from 11.5% in 2021 to 10.46% in 2022. This is because government has allocated 18.1billion kwacha out of the 173 billion national budget. This is contrary to expectations raised over the past two months that the country will comply with the international and regional commitments that the country has assigned to. It is our hope that, as this is the first budget of the new government, the share of the education budget will gradually grow to the regional recommended minimum of 20% in the Cairo and SADC Protocol. Nevertheless, we look forward to timely disbursements and implementation of the measures detailed in the budget as we are sure that achieving these targets will definitely improve both access and quality of education.

    For/ZANEC

     

    George Hamusunga

    Executive Director

  • ZANEC 2022 PRE-BUDGET PRESS STATEMENT ON EDUCATION AND SKILLS SECTOR

    ZANEC 2022 PRE-BUDGET PRESS STATEMENT ON EDUCATION AND SKILLS SECTOR

    The Zambia National Education Coalition (ZANEC) is looking forward to the presentation of the 2022 National Budget by the new Minister of Finance.  We have great expectations that the new dawn government of the United Party for National Development (UPND) will demonstrate political will by significantly increasing the allocation to the 2022 National Budget. As you are aware, the share of the education budget in the last 6 years has been on the downward trend, reducing from 20.2% in 2015 to the current 11.55%. However, we are delighted as a Coalition that among the 9 education commitments outlined in the UPND Manifesto, increasing the share of the education budget in line with the country’s commitment at international level is the first commitment.

    As, ZANEC, we would like to reiterate the need for increased budgetary allocation to the education sector given the advent of the COVID19 Pandemic that has negatively impacted on the delivery of quality education. In order for our children to learn in safe and healthy environments amidst the COVID 19 pandemic, additional funding towards the supply of more teachers, public protective equipment, masks, hand sanitizers and handwashing facilities in schools is required among others.  We therefore call upon the Minister of Finance to make a positive difference by considering increasing funding to the 2022 education and skills sector budget from the current 11.5% to at least 15% of the overall national budget with the aim of reaching 20% by the year 2023. We further propose for the introduction of an Education Levy that will provide dedicated funding to education.

    Specifically, ZANEC proposes the following to be prioritized in each of the education subsectors:

    Education Policy Framework

    1. Finalize the development of the National Education Policy using a highly participatory and consultative process in order to consolidate the policy commitment contained in the UPND manifesto as well as other stakeholders’ policy priorities

    Early Childhood Education (ECE)

    1. Support the provision of accessible WASH facilities as well as procurement of teaching and learning materials for all ECE centers.
    2. Support feeding programs in the ECE centers to contribute towards enhanced brain development and general child development outcomes.
    3. Deploy 1500 qualified ECE teachers to support the annexing of ECE centers to existing primary schools.

    Basic Education

    1. Construct boarding house facilities in 500 schools to reduce instances of early pregnancies, alcohol abuse and early child marriages; improved attendance in schools and reduced school dropout rates.
    2. Finance all school infrastructure that is at more than 80% to ensure provision of conducive learning environments; increased access to quality education and increased motivation for teachers and learners.
    3. Create a budget line to purchase appropriate teaching and learning materials for STEM subjects to promote hands on learning in STEM subjects that would lead to improved learner performance in STEM subjects.
    4. Provide school grants to support the Re-entry Policy to enhance compliance by all school managers to return out of school children back to school and also increase number of girls completing school.

    Gender and Equity

    1. The budget line for sanitary towels siting under the Ministry of Community Development must be allocated to the Ministry of Education as it targets school girls. Allowing the Ministry of Education to be the recipient of the sanitary towels budget line will increase the efficiency in their distribution in schools.
    2. Provide necessary facilities in rural areas to attract both male and female teachers to teach in rural areas; increased number of female teachers working in rural areas taking care of the Gender imbalance.
    3. Provide a specific budget line for financing the construction of Special Education Needs (SEN) classrooms in all schools to accord learners with special education needs an opportunity to have adequate learning space.
    4. Recruit 500 female STEM teachers to provide a balanced number of male and female teachers teaching STEM subjects in schools.

    Youth and Adult Literacy Education

    1. Increase budget allocation to YALE to 3% of total Education Budget in 2022 in order to increase implementation of planned YALE activities as current budget is inadequate.
    2. Provide for a budget line to equip Education Broadcasting Services Studios with modern equipment to enable the expansion of Alternative Modes of Education Provision to rural areas amidst COVID 19 pandemic.
    3. Construct 172 community learning centers to improve access to skills, internet services and radio for individuals that are unable to attend formal schools
    4. Recruit 1000 facilitators in adult learning centers to ensure retention of qualified adult educators to reduce on brain drain in YALE subsector.

    Skills and tertiary

    1. Zero rate digital equipment to enhance Alternative Modes of Education Provision being provided to help reduce the number of out of school children and provide for continuity of learning.
    2. Increase allocation to infrastructure development to mitigate the current shortage of accommodation for students in Institutions of Higher Learning.

    Finally, education is empowering and is key to national development, therefore, prioritizing it with adequate finances should be a must for Zambia in order to attain sustainable economic development.

    For/ZANEC

     

    George Hamusunga

    EXECUTIVE DIRECTOR

  • ZANEC Press Statement on 2021 World Teachers’ Day

    ZANEC Press Statement on 2021 World Teachers’ Day

    Zambia National Education Coalition (ZANEC) is pleased to join our teachers in commemorating the World Teacher’s Day which falls on 5th October. This day is intended to celebrate our teachers in community schools, Early Childhood Education centers, primary schools, secondary schools, tertiary institutions and adult literacy instructors among others.  The day gives us an opportunity to appreciate teachers for their hard work and successes as well as reflect on the difficulties and challenges they are facing.

    The theme for this years’ teachers’ day which is “Teachers at the heart of education recovery” is timely given the impact that the COVID 19 has had on education in the last one and half years. Since we recorded the first case of COVID 19 in March 2020, teachers have shown great commitment, leadership and innovation in ensuring continuity of learning in our schools. The outbreak of the COVID-19 pandemic has reminded us of the important role that teachers play in the education of our children. During the COVID 19 pandemic, teachers have worked individually and collectively to find solutions and create new learning environments for the learners. As schools reopened, teachers were at the center of the recovery process by ensuring that our children are learning in safe and health environments and catch up on the lost time. Research evidence from countries that succeeded in reaching more children through remote learning also shows that teachers were an important factor in guaranteeing education by finding creative ways of engaging with learners with or without technology.

    Furthermore, teachers now have a dual role of providing blended learning through face to face classes in times of low COVID 19 cases as well as continuity of learning at home in peak COVID 19 periods. In order for teachers to support blended learning effectively, government needs to give them the relevant tools and support through provision of continuous professional development that include enhancing their skills in the use of ICTs to deliver remote learning. Achieving this requires closing the current digital divide that exists between our urban and rural schools to make our teachers better equipped to provide continuity of learning at home. ZANEC would also like to take this opportunity to appeal to the Ministry of Education to consider recruiting at least 15,000 teachers in 2022 to enable our schools cope with the demand for more teachers resulting from the splitting of classes in order to comply with the physical distancing health requirement.

    Finally, ZANEC would like to wish all teachers a safe, happy and successful commemoration of the 2021 World Teacher’s Day.

    For/ZANEC

     

    George Hamusunga

    EXECUTIVE DIRECTOR

  • ZANEC Press Statement on the 219 Pupils that were Gassed at Buyantanshi Technical School in Nchanga North Mine in Chingola District

    ZANEC Press Statement on the 219 Pupils that were Gassed at Buyantanshi Technical School in Nchanga North Mine in Chingola District

    Zambia National Education Coalition (ZANEC) is saddened by the gassing incident that happened at Buyantanshi Technical School in Nchanga North Mine in Chingola District of the Copperbelt Province on Tuesday 28th September 2021.  As a Coalition, we condemn this act in the strongest terms and we would like the Ministry of Education to work with the Police in investigating this matter and ensure that necessary measures are put in place to secure the safety of our learners.  We would like government to ensure that the gassing of learners and members of the public that happened in 2019 and 2020 does not continue in 2021. As we may recall, the past gassing incidences caused a lot of fear in our learners thereby disrupting learning in schools. It is our hope that this time around the perpetrators of the gassing will be identified and dealt with accordingly.

    Furthermore, it is important to note that learners have already been adversely affected by the impact of the COVID 19 pandemic on education which has led to the premature closure of schools. Therefore, learners are still in the process of catching up on the lost learning time and the country cannot afford to lose more learning time due to gassing. As a result, we would like to call upon all school managements across the country to put in place measures to ensure that their learners are protected from any harm including gassing.

    Finally, it is ZANEC’s hope that management at Buyantanshi Technical School will provide counselling services to all the affected learners in order to enable them recover from the trauma and continue with their normal life and learning. We wish all the 219 pupils that were affected a quick recovery.

    For/ZANEC

    George Hamusunga

    EXECUTIVE DIRECTOR

  • ZANEC PRESS STATEMENT ON WORLD LITERACY DAY

    ZANEC PRESS STATEMENT ON WORLD LITERACY DAY

    The Zambia National Educational Coalition (ZANEC) is delighted to join the rest of the world in commemorating World Literacy Day which falls on 8th September, 2021.  Literacy is the ability to read and write. Literacy plays a big role in education and the two cannot be separated.  In this global village where the world is going digital literacy is an important asset that very individual should have regardless of the social, economic, cultural and political status as well as ability and gender.

    The theme for 2021 is “Literacy for a human-centred recovery: Narrowing the digital divide”. This year’s theme clearly points to the fact that inclusive continuity of literacy learning amidst the COVID 19 pandemic is the way to go in the digital platforms. It further reminds the public of the importance of literacy as a matter of dignity and a human right. Further to advance the literacy agenda towards a more literate and sustainable society even amidst COVID 19.

    It is sad to note that despite progress made, literacy challenges persist with at least 773 million young people and adults lacking worldwide basic literacy skills today. In Zambia according to the Demographic Health Survey of 2018 two-thirds (66%) of women and 82% of men age 15-49 are literate meaning that 44% of women and 18% of men age 15-19 are illiterate. With COVID 19 the illiteracy levels have increased because of the many challenges faced to access digital platforms. It has been observed that not everyone has access to digital platforms hence increasing the inequalities. Therefore, there is need to narrow down or completely reduce the digital division between the vulnerable and the privileged people in accessing E-learning. According to Zambia Demographic Health Survey 2018 respondents living in urban areas are more likely to be literate than those living in rural areas, although the gap in literacy rates between urban and rural populations is higher among women than among men. Eighty-one percent of urban women and 91% of urban men are literate, as compared with 54% of rural women and 74% of rural.

    With COVID 19 the inequalities in terms of access to literacy have increased for most people especially in the rural parts of the country have limited or no access to digital platforms of learning. Therefore, for Zambia to recovery from the impact of COVID 19 or even to ensure that there is continuity of learning amidst COVID 19 there is need for the country to invest more in ICT equipments, stellates that will ensure that everyone regardless of status is able to access learning. It important to know that literacy cannot wait it has to continue for the country to develop and meet its sustainable development goals and national development plans as well as for the citizens to live decent lives.

    Finally, ZANEC observes with sadness that the 2021 budget for Youth and Adult Literacy allocation was 2.5 million which made it impossible for Alternatives Modes of Education Programme (AMEP) to be effectively provided.  Amidst the COVID 19 we expected that AMEP would receive a lion’s share allocation so as to address the challenges in the provision of AMEP.  Furthermore, ZANEC research conducted in June 2020 in all the provinces with the participation of key stakeholders sadly revealed that the reach of the alternative modes of learning that the Ministry of General Education is implementing is below 23%. Worse still, the research findings show that only children along the line of rail, mainly from rich households, are accessing the alternative modes of education designed to provide continuity of learning at home. While, children from rural and poor households have no access to alternative modes of education. Our research further showed that E-learning and Television education programmes are only reaching a few children due to lack of internet, high cost of internet bundles, load shedding of power and lack of ICT equipment or gadgets in general among our children.

    Therefore, we take this opportunity to call upon the new government through Ministry of Finance once again to increase funding for the 2022 national budget allocation to education sector from current 11.5% to at least 15% with the aim of reaching 20% by the year 2023.

    Finally, ZANEC would like to wish our learners a happy and fruitful 2021 World Literacy Day commemoration.

    For/ZANEC

     

    George Hamusunga

    EXECUTIVE DIRECTOR

  • PRESS STATEMENT ON ZANEC’S EXPECTATIONS FOR THE EDUCATION AND SKILLS DEVELOPMENT SECTOR FROM THE NEWLY ELECTED GOVERNMENT OF H.E MR. HAKAINDE HICHILEMA, PRESIDENT OF THE REPUBLIC OF ZAMBIA DELIVERED ON 30TH AUGUST 2021.

    PRESS STATEMENT ON ZANEC’S EXPECTATIONS FOR THE EDUCATION AND SKILLS DEVELOPMENT SECTOR FROM THE NEWLY ELECTED GOVERNMENT OF H.E MR. HAKAINDE HICHILEMA, PRESIDENT OF THE REPUBLIC OF ZAMBIA DELIVERED ON 30TH AUGUST 2021.

    First, the Zambia National Education Coalition (ZANEC) would like to congratulate H.E Mr. Hakainde Hichilema on his election as the 7th President of the Republic of Zambia. We also congratulate Her Honor Mrs. Mutale W. K Nalumango for her election to the position of Vice President of the Republic of Zambia. We further pledge the support of our 81 member organisations composed of local NGOs, International NGOs, Faith Based Organisations, Community Based Organisations and Teacher Trade Unions to the new government.

    It is important to note from the onset that the landslide victory by the UPND Alliance was partly a result of the confidence that our people have in Party’s ability to address the many problems affecting the Education and Skills Development sector in our Country. In particular, H. E President Hakainde Hichilema’s campaign commitment to reverse years of underinvestment in the Education and Skills Development Sector elated a number of voters especially the youth. More important also, the resolve to address the significant inequalities that exist for millions of our learners by way of breaking the economic, social and cultural barriers gave a resounding hope to our people.  It is however, worth noting that these inequalities in opportunities and access, although endemic, have in the last two years been exacerbated by the advent of the COVID 19 pandemic, as continuity of learning at home during the long school closures has mainly favored learners from rich households who have access to ICT services and equipment.

    We further acknowledge the importance of the 9 education commitments outlined in the UPND Manifesto[1] namely; increasing the share of the education budget in line with the country’s commitment at international level; reforming the bursary and student loan scheme to enable students who cannot afford to pay school or university fees access education; providing a platform for government to engage with education stakeholders with civility; as well as developing education-industry linkages and fostering innovation and entrepreneurship. Other equally progressive commitments made in the Manifesto are; respecting, supporting, empowering and rewarding teachers, tutors and lecturers; promoting culture, arts and sport as an integral part of our national development; ensuring that girls have equal access to education as boys; putting in place policies that address effects of pandemics like COVID-19; developing incentives for industry players to take on students and graduates; and improving quality and range of education courses available.  All these commitments are relevant and important as they are targeted at addressing the major gaps that currently exist in the sector. More important also, ZANEC is keen to see the current government translate these important commitments into practical actions in the short, medium and long term across all the education sub-sectors from early childhood education to tertiary education. Specifically, ZANEC would like to recommend the following actions to be addressed in the short term or in the next two years.

    1. Increase funding to the 2022 education and skills sector budget from the current 11.5% to at least 15% of the overall national budget with the aim of reaching 20% by the year 2023.
    2. Replace the 1996 National Education Policy with a new Policy that incorporates stakeholders’ priorities and those contained in the UPND Manifesto using a highly participatory and consultative process.
    3. Build research evidence around effective practices for improving the quality of education at primary school level and use it as a basis for commencing curriculum reforms.
    4. Undertake the revision of the curriculum designed to come up with a framework that will promote the acquisition of core competencies in numeracy, literacy and life skills; creative and emotional skills; national values; and social benefits.
    5. Broaden the Skills Development Levy into an Education Levy that will be dedicated to generate revenue for strict investment in the Education and Skills Sector.
    6. Strengthen both public and community schools by fostering renewed efforts to improve school infrastructure, teacher deployment, provision of teaching and learning materials, provision of ICTs in schools as well as water supply and sanitation facilities.
    7. Promote the multi-sectoral delivery of holistic early childhood development services based on the 5 domains of nurturing care namely early childhood education, nutrition, health, responsive caregiving, as well as safety and security.
    8. Expand the delivery of early childhood education (ECE) in rural areas through the annexing of ECE centers to existing primary schools and building low cost community ECE centers where there are no primary schools.
    9. Implement a robust scholarship support programme at secondary school level and an enhanced loan scheme at tertiary level to increase access to education for learners from poor and vulnerable households who cannot afford to pay school fees.
    10. Restore student meal allowances across all the public universities in line with the provisions of the Loans and Scholarship Act of 2016.
    11. Prioritize the recruitment of teachers, including the replacement of the Payroll Management and Establishment Control (PMEC) system to allow for the equitable and fair distribution of teachers.

    In conclusion, we would like to appreciate the new government’s recognition of education as a pillar of human capital development and critical for rapid socio-economic development. As we have reiterated in our statements over the years, there is no country that can achieve sustainable economic development without meaningful investment in the Education and Skills Development sector. Our hope therefore is that the current government will continue to place education and training at the center of the economic development and job creation agenda.

    For ZANEC

    George Hamusunga

    Executive Director

     

    [1] UPND (2021) Party Manifesto 2021 to 2026. United Party for National Development: Lusaka