Together we Win: Experience of School Self Evaluation in Kaoma District, Zambia

Author: 
Kennedy D Phiri and Donald Mwape / SNV

In 2002, the government of Zambia introduced education reforms to decentralize decision making and resource allocation. However, community participation has remained weak and superficial. SNV Zambia engaged the Ministry of Education at all levels in order to strengthen the devolution process. In Kaoma District, SNV supported strengthening of school governance and management through the use of School Self Evaluation (SSE).

Although enrollment in basic education in Zambia has increased to over 95%, the quality of the education is poor. Low pupil learning achievement is a serious challenge. Pupils leave the basic education system lacking essential literacy, numeracy and cognitive skills. In most Government schools in Zambia, teaching and learning have been affected by poor governance. Teachers are not answerable for their actions to anyone. Pupil discipline and motivation is poor and many pupils, especially girls, drop out of school. Funding from central Government tends to be irregular and inadequate to meet the basic needs of the schools. Participation of the local community in school management is weak. In order to begin to address some of these issues Kaoma District Education Board in Zambia’s Western Province requested support from SNV to improve school governance and management which is seen as a cost effective method for improving the quality of education.

Year of publication: 
2011
Collection: 
SNV Case story collection
Country: 
ZAMBIA
Themes and sectors: 
Education and training
Case story length: 
2 pages

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