ASSESSMENT OF FACTORS ACCOUNTING FOR LOW LEARNER OUTCOMES IN CORE SUBJECTS AMONG 5TH AND 9TH GRADERS IN ZAMBIA’S PUBLIC SCHOOLS
Keywords:
Assessment, Factors and Low-Learner-OutcomesAbstract
Purpose: This paper was purposed to assess factors accounting for progressive low learner outcomes in core subjects among 5th and 9th graders in Zambia’s public schools for over 15 years now.
Methodology: The study capitalised on desk review and expert analysis as methods and designs.
Findings: There is sufficient evidence to the effect that central government has decisively and massively invested in the basic school subsector since 2002 as the building infrastructure, consistent teacher recruitments, regionally benchmarked financial allocations and enrolment statistics by 2014 attest to this fact. However, the daunting amusement has been the fact that these massive subsector investments (inputs) have not translated into commensurate quality learner outcomes (outputs) for a consecutive period of over 15 years now as measured by National Assessment Survey Programme (NAS) through the Examinations Council of Zambia (ECZ), which has progressively revealed that learner outcomes have been constantly below 40% benchmark country-wide among 5th and 9th graders in core subjects of Mathematics and English. Paradoxically, learners’ teachers have equally scored averages of 75% to 80% in the same assessments which their pupils have been failing. The low learner outcome syndrome has also been positively correlated with some donors’ sector budgetary support withdrawal as they have been sent into consternation. Principally, lack of efficient and effective management, monitoring and evaluation of teaching-learning service provision by respective management hierarchies within the Ministry of General Education and its subsector institutions, could conclusively be cited for the perpetuation of the phenomena.
Unique contribution to Theory, Practice and Policy: The paper recommends with a clarion herald a pragmatically holistic policy paradigm shift and internal efficiency-based cleansing mechanisms by the education sector policy makers/politicians/donors, managers and line stakeholders to revolutionize the modus operandi in total quality teaching – learning service delivery in order to sustainably combat the scourge.
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