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Missionaries have played a major role in the Zambia education prior to independence. They are known to be the precursors of primary and secondary education in Zambia as education was mainly in their hands. Had they not been because of them Zambia would have taken much longer to see its people taken through school education. The laid a foundation on which the Government built its education system. This was the beginning of education conversation. https://www.jstor.org/stable/2717416?seq=1
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Most of the missionaries denominations who settled in Zambia (Northern Rhodesia) had a common purpose: "Educating the youth in school with the hope that by so doing the next generation would be influenced to accept Christianity". https://www.tandfonline.com/doi/abs/10.1080/0046760940230204?journalCode=thed20
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Some of the most important schools of the Northern Rhodesia (today) were founded during this period by the Paris Evangelical Mission Society. As the missions grew, schools started spreading. Missionaries focused on educating local people on literacy and numeracy so that they can be able to read the Bible and spread the Good News to neighboring communities. It is during this period that the very first girls school was established. The focus of the policy was both on adaptation.
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Recommendation to appoint a Director of Native Education, an advisory board, and grants in to missions resulted from the visit of the advisory committee by prioritizing the training of teachers. The education policy in the British Tropical Africa emanated from the commission's proposals during this period. https://www.marquette.edu/library/theses/already_uploaded_to_IR/mukob_s_1978.pdf
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The examination was based on Government Standard IV syllabus. 261 candidates took part in the examination but only 113 were deemed competent. More agriculture, normal and primary schools were built during this period. It is during this period that Government educational policy was formulated and applied. Missions were financially supported by Government in order to carry the heavy work to expand primary, secondary and vocational schools.
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The Government started getting involved in education administration. Missions had more schools as opposed to Government (1,990 schools for missions vs. 12 schools for the Government in 1935;and 2,034 for missions vs 51 in 1945). Most primaries schools are rural based. This period sees slow beginnings of secondary schools; and beginning of dual education (Europeans and Africans)
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With the financial depression rose a great need to expand and sustain education and training projects previously planned. It became clear that quality was sacrificed in favor of quantity on producing teachers who were much needed. The Government's contribution towards African education was mediocre. It is estimated to be less than 3% that went to African education .https://www.jstor.org/stable/24328659?seq=1
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Educational services saw increase in funding and expansion of schools infrastructure targeting mainly the Copperbelt region. An African Literature Committed was established during period. The expansion of women education took place during period through teachers' wives. Compulsory education in urban areas, agriculture, handicrafts and health training; neglected areas became the focus of the policy. https://www.jstor.org/stable/717709?seq=1
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Northern Rhodesia was one of the countries that did not lag behind with girls / women education in the colonial era. During 1939, it is recorded that it had 26% of girls participating in school education. This rate increased to 41% just six years later. https://dspace.nwu.ac.za/bitstream/handle/10394/8746/Sandlane_M.pdf?sequence=1
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Africans are appointed to the advisory board on African Education.
https://www.marquette.edu/library/theses/already_uploaded_to_IR/mukob_s_1978.pdf -
Due to World War Two, the Government stopped all funding of schools. However, the missionaries continued supporting schools. The increase in number slowed down but the quality aspect increased.
http://scholar.ufs.ac.za:8080/bitstream/handle/11660/4561/TemboA.pdf?sequence=1&isAllowed=y -
Teaching standards are much improved, regulating entry and increase of numbers of girls in primary schools
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The AEO established local education authorities in all districts and provinces, a unified African teaching service, schools councils, closer management and regulation of schools, project financial control measures applicable of projects related to education. In addition, there was a need to provide legal effect to partnership between key stakeholders (Government, Missionaries and Agencies). https://repository.nwu.ac.za/handle/10394/8746
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The year 1955 witnessed the development the NDP detailing the expansions deemed necessary at all educational system levels with no end date. The target for primary schools was achieved in 1957, that of junior secondary schools in 1959 and senior secondary schools in 1960.
https://www.researchgate.net/publication/336650247_EDUCATION_IN_ZAMBIA_AT_FIFTY_YEARS_OF_INDEPENDENCE_AND_BEYOND_History_Current_Status_and_Contemporary_Issues -
The total number of learners enrollment in primary schools was 287,536; in secondary schools 2,602; in technical and vocational schools 1,445; of teachers was 5,936 including 30 African graduates. The total expenditure by the Government by end of 1960 was £ 2,130,047 and capital expenditure was £ 460,441. The main attention was paid to education in key urban areas. https://www.jstor.org/stable/2717416?seq=1#metadata_info_tab_contents
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Setting the pace for expansion of educational facilities in Zambia Kenneth Kaunda said: “Expanding our Secondary School Education and paying greater attention to the requirements of university education, in order to produce qualified personnel… and help establish sound administrative cadres for upper and middle grades in government, commerce and industry, agriculture extension schemes and public works, for which good education is a must – has no substitute.”
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The University College of Rhodesia and Nyasaland was established in Salisburg with most funds provided by the Northern Rhodesia. The aim of the university was mainly for education and science to national needs. Problems the university faced included insufficient qualified candidates for science, inadequate funding model leading to the decline of provision of library, laboratory and teaching resources. This situation led to loss of international credibility.
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By the time Zambia was gaining its independence, two education systems were running parallel. The one for Europeans with education facilities of high standard, well funded and equipped and enough teaching staff of high caliber and highly qualified. And the other for Africans that were understaffed, with facilities poorly equipped. https://www.jstor.org/stable/2717416?seq=1#metadata_info_tab_contents
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The numbers known of the entire population by the time Zambia attained its independence (after 75 years of colonization) are “100 African university graduates, a bare 1500 Zambians with school certificate and only 6000 junior secondary education”.
https://www.sambia.uni-wuppertal.de/fileadmin/didaktik/sambia/Symposya_-_Educational_System_in_Zambia.pdf -
The aim of this strategy was to provide more educational facilities to upgrade the African education that was neglected. More funds in the budget were allocated to education infrastructure under the United National Independence Party (UNIP). Expansion of rural primary education got priority. https://www.sambia.uni-wuppertal.de/fileadmin/didaktik/sambia/Symposya_-_Educational_System_in_Zambia.pdf
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Subsequent to obtaining the independence, the Zambian Government decided to embark on a journey to urgently implement new strategies to address the imbalance of the colonial era. These strategies aimed at training educated and skilled Zambian manpower; integrating the two education systems into one; and aiming at meeting Zambian aspirations for fruits of independence. In order to achieve these aims, objectives were set and included expanding educational facilities at all levels, etc.
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Objectives included:
- One third of local primary schools out-put proceed to Form I /(Grade 8)
- Two thirds of all For II/(Grade 9) proceed to senior Secondary School
- Curriculum at senior secondary level was diversified
- Selection to University of Zambia be at ‘O’ level or equivalent
- Efficiency of secondary schools was improved through use of better
equipment and more qualified teachers
- Twenty percent of primary students received education in other
provinces to promote national unity. -
Major changes noted under this strategy included progression of children entering grade one to grade seven automatically without having to sit for selection examination at grade 4. Education became one ministry and the two systems education were abolished. These changes had implications such as teachers who had to work double shifts because of the astronomical increase of learners in classes and insufficiency of learning spaces and teaching staff.
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The main objective of this strategy was to provide sufficient new lower school streams as the population kept on growing uncontrollably. The objectives were not met as financial resources were outstripped. There is evidence, however, of expansion of primary schools.
https://www.researchgate.net/publication/336650247_EDUCATION_IN_ZAMBIA_AT_FIFTY_YEARS_OF_INDEPENDENCE_AND_BEYOND_History_Current_Status_and_Contemporary_Issues -
There are extensive made to reform and recognise existing educational structures and to modernise teaching content and methods. Burning questions included: Is it possible to develop a system based on cooperation instead of competition? How to foster educational self-reliance? What balance to strike between modernisation and promotion of traditional values? How to provide mass education without encouraging the "diploma disease"? How to equalize educational opportunities, especially access?
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Highlighted education as an instrument for personal and national development.
https://www.eenet.org.uk/enabling-education-review/enabling-education-5/newsletter-5/5-5/#:~:text=The%20Ministry%20of%20Education%20upholds,equal%20right%20to%20educational%20opportunity.&text='Educating%20Our%20Future'%20(1996)%20%E2%80%93%20which%20stresses%20the,secondary%20and%20tertiary%20educational%20institutions. -
Emphasis on partnership principle is made at Jomtien Conference. Stakeholders including parents, teachers, NGOs, private sector, local communities and religious groups are all called to get involved in the conception, design, implementation, monitoring and evaluation of educational programmes. Management Boards have full responsibility for policies, staffing, admissions, curriculum. https://bice.org/app/uploads/2014/10/unesco_world_declaration_on_education_for_all_jomtien_thailand.pdf
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Focused on the need for the mobilisation of resources for the development of schools.
https://www.eenet.org.uk/enabling-education-review/enabling-education-5/newsletter-5/5-5/#:~:text=The%20Ministry%20of%20Education%20upholds,equal%20right%20to%20educational%20opportunity.&text='Educating%20Our%20Future'%20(1996)%20%E2%80%93%20which%20stresses%20the,secondary%20and%20tertiary%20educational%20institutions. -
Stresses the importance of education for all children in primary, secondary and tertiary educational institutions with emphasis on:
a) producing a learner capable of developing an analytical, innovative, creative and constructive mind; b) increasing access to education c) building capacity for the provision of quality education d) coordination of policies, plans and programmes e) rationalizing resource mobilization and utilization
https://planipolis.iiep.unesco.org
