By SITEMBILE SIWAWA
ZAMBIA'S new education curriculum
framework which includes the use of familiar languages for instruction for
grades one to four to equip leaners with vital skills and values necessary for
contributing to the development of society and the economy.
Ministry of
Education, Science, Vocational Training and Early Education Permanent Secretary
ChishimbaNkosha says the new curriculum has also been linked at all levels, from
early childhood education to tertiary education and adult levels.
"The necessary
career paths for learners at secondary school level have been provided. This
will accord learners an opportunity to progress according to their abilities and
interests," he says.
Mr Nkosha said this in his summary note contained in the
recently launched 'Zambia Education Curriculum Framework 2013' in Lusaka.
The
Permanent Secretary said while education has always been perceived as a social
sector, it is also an economic tool for development.
In 1996, the Ministry of
Education developed the national policy on Education called 'Educating our
Future' in order to respond to the developmental needs of the nation as well as
those of the individual learners.
"This policy has since become the basis of all
the educational strategies that ensures the provision of quality education
through suitable teaching and learning at all levels.
It is against this
background that the framework has been developed to provide further guidance on
the preferred type of education for the nation," Mr Nkosha said.
The framework
is the philosophical rationale for the educational provision to nurture the
holistic development for all individuals and promote the social and economic
welfare of society.
Mr Nkosha said this implies that the achievement of fairness
in education should demand for educational policies which value and promote a
multifaceted development of the learners.
Wednesday 29 January 2014
Gwembe DC hails State
By SITEMBILE SIWAWA
GWEMBE district commissioner Alice Mwiinga has commended Government over the on-going construction of the Bottom road and bridges in the area.
Ms Mwiinga told Femail in an interview during the week that the construction of the Bottom road and bridges would ease movements especially for children who have to cross rivers when going to school.
She said during rainy season school-going children find it difficult to get to school, resulting in increased levels of absenteeism.
Ms Mwiinga said "Apart from challenges of crossing rivers when going to school, there is also fear of crocodile attacks here".
She has since called on Zambia Wildlife Authority (ZAWA) to cull the of crocodiles in the area as residents are living in fear.
The presence of crocodiles has also made it difficult for local farmers to attend to their fields. "On New Year's Day, a woman was killed by a crocodile.
This is why ZAWA needs to help us control these reptiles. They are found almost everywhere," she said.
Meanwhile, Ms Mwiinga has confirmed that farmers in Gwembe have received urea fertiliser under the Farmer Input Support Programme for 2013/2014 farming season.
She said the fertiliser has come at the right time when farmers are supposed to apply it to their crops.
"I can confirm that farmers in my district have started receiving urea fertiliser. They are happy because it has come at the time when it is supposed to be applied to the crops," Ms Mwiinga said.
GWEMBE district commissioner Alice Mwiinga has commended Government over the on-going construction of the Bottom road and bridges in the area.
Ms Mwiinga told Femail in an interview during the week that the construction of the Bottom road and bridges would ease movements especially for children who have to cross rivers when going to school.
She said during rainy season school-going children find it difficult to get to school, resulting in increased levels of absenteeism.
Ms Mwiinga said "Apart from challenges of crossing rivers when going to school, there is also fear of crocodile attacks here".
She has since called on Zambia Wildlife Authority (ZAWA) to cull the of crocodiles in the area as residents are living in fear.
The presence of crocodiles has also made it difficult for local farmers to attend to their fields. "On New Year's Day, a woman was killed by a crocodile.
This is why ZAWA needs to help us control these reptiles. They are found almost everywhere," she said.
Meanwhile, Ms Mwiinga has confirmed that farmers in Gwembe have received urea fertiliser under the Farmer Input Support Programme for 2013/2014 farming season.
She said the fertiliser has come at the right time when farmers are supposed to apply it to their crops.
"I can confirm that farmers in my district have started receiving urea fertiliser. They are happy because it has come at the time when it is supposed to be applied to the crops," Ms Mwiinga said.
A glance at local language school policy
By SITEMBILE SIWAWA and KELVIN KACHINGWE
THE new policy change may have started on Monday with the opening of schools, but it still continues to elicit different takes among the publics.
Local language for instruction from grade one to four and English as the official medium of instruction from grade five upwards! That is one of the most talked about policy currently.
"Ooh! Poor me, just wondering which language my innocent girl will use in grade three. She has been rebased to pre-independence and colonial times, yet she is learning for the future.
"Which culture are we preserving? If I can remember my special paper II 'to preserve culture of language is to teach in native language from pre-school to grade four' and 'to preserve culture of dressing is to dress imibinde from reception to grade four," Irvine Mwitwa, a Luanshya resident who went to Mukuba High School and Copperbelt University, wrote on his facebook page. In response, CholaKasondeKaira said: "Mr Mwitwa, I can imagine a teacher in front teaching. Musanshecimoelyonafitatu, mwalakwatafinga (one plus three equals to what)?
Can she understand a thing? A pupil with English pre-education will just be wondering what the teacher is saying."
The Ministry of Education, Science, Vocational Training and Early Education in its Education Curriculum Framework 2013 says education offered at grade one is meant to provide for the first competence level necessary for the learner to assimilate the learning in grade two.
"As such, the teaching and learning at grade one will start with imparting pre-learning skills in all learning areas.
At grade two, the emphasis is to develop and consolidate the levels of literacy and basic mathematical skills achieved earlier," the policy document, which has been prepared and published by the Curriculum Development Centre, reads in part.
The key competences for learners at primary school level will be literacy skills in English and a Zambian language or sign language, numeracy, information and communication technology and life skills.
"Language of instruction from grade one to four in all the learning areas will be in a familiar language while English will be an official language of instruction from grade five upwards.
"There is a change in the approach to the teaching of literacy in the early grades as there is clear evidence from studies conducted by the ministry and the monitoring reports by education standards officers that there is little learning taking place in public and community schools.
The inability by learners to learn content subjects is because many of them are not able to read and write," the policy document states.
At primary school level, the Ministry of Education, Science, Vocational Training and Early Education wants learners to have an opportunity to discover their abilities, interests and talents, implying that of all primary school learners shall be exposed to all the two career pathways; academic and technical.
The lower primary school will offer five learning areas, while the upper primary will offer seven learning areas with creative and technology studies comprising key content for technology studies, home economics and expressive arts from grade one to four.
These are some of the prominent curriculum changes at primary school level that the larger sections of society are not discussing and may actually not be aware of.
Their interest is the use of Zambian local languages as a means of instruction. A survey conducted in Lusaka on Monday when schools opened revealed that all public schools were teaching in Nyanja, which has been designated for the region.
A grade one pupil at Lotus Basic School, Samuel Zulu, said it is easier for him to get instructions in Chewa because it is a language he uses with his mother and peers at home.
And Mrs Ingrid Ng'andwe, a grade one teacher at the same school, who is also Zambia Education Curriculum Framework Committee member, said: "The children have responded greatly to this development due to the foundation given to them in grade one at this school.
For us, we already had a programme to introduce children to local languages early." Mrs Ng'andwe added: "It is a good move by Government to give the pupils an opportunity to be connected to their roots, but the only challenge we are facing is lack of learning materials."
Ministry of Education, Science, Vocational Training and Early Education permanent secretary ChishimbaNkosha said Government has decided to pick familiar languages as opposed to mother tongues because it is easier to learn in the former due to the environment one may be in.
The definition of familiar Zambian language by the Curriculum Development Centre is that of a local language that is commonly used by children in a particular locality.
This can either be a zone or a community language. "Like in Lusaka, they will be learning in Nyanja [Chewa] which is a familiar language and almost every child knows how to speak it," he said.
Mr Nkosha says the policy will only affect public schools as there is no piece of legislation to compel private schools into doing so, although Minister of Education, Science, Vocational Training and Early Education John Phiri is on record as having said private, missionary, quasi-government and Government schools will be required to follow the new curriculum.
The Zambia National Union of Teachers, Basic Education Union of Zambia (BETUZ) and Professional Teachers Union of Zambia have welcomed Government's move to introduce teaching in local languages from pre-school to grade four. BETUZ director - public and international relations Hilary Chipango says the revision of the curriculum is something the union has been looking forward to.
"The use of local languages in schools has worked well in other countries like South Africa, Botswana and Namibia, and I do not see any reason why it should not work well here," Mr Chipango says.
In February last year, the United Nations Educational, Scientific and Cultural Organisation (UNESCO) urged the use of books and textbooks in local languages to support education in mother tongues, which promotes linguistic and cultural diversity and serves as the foundation for all social, economic and cultural life.
"Books are a force for peace and development that must be placed in the hands of all," UNESCO director-general Irina Bokova said in her message for International Mother Language Day which was held under the theme "Mother tongues and books - including digital books and textbooks."
In exploring the link between languages and books, Ms Bokova said the death of books and textbooks in local languages "hampers development and social inclusion and represents a violation of the right to freedom of expression" and "encouraging teaching in the mother tongue aids the fight against literacy."
The Paris-based UN specialised agency estimates that if nothing is done, half of the 6,000 plus languages spoken today will disappear by the end of this century.
Well, with the new initiative by the Ministry of Education, Science, Vocational Training and Early Education, a few familiar Zambian languages will be saved from extinction! Still, a lot of questions remain unanswered.
How is the distribution of local languages? Have teachers been trained in local languages? Are teaching materials already available in designated local languages? What happens when a pupil moves to a different region?
"At the moment, we're looking at the seven main local languages, and it's not the mother tongue but familiar languages in a particular area because most Zambians are multi-lingua," Mr Nkosha says.
"As for the teachers, they will have to use the general principles of teaching African languages. We are also hoping by March, teaching materials would have reached all areas; the problem is the procurement processes which are a little long.
"And as for transition and transfers, it's not so much of a problem because in most rural areas, pupils are taught in local languages although in terms of transfer of a pupil to a different region, we will have to deal with that administratively so that the pupil is not disadvantaged." That is the prayer for most parents; pupils not to be disadvanted!
THE new policy change may have started on Monday with the opening of schools, but it still continues to elicit different takes among the publics.
Local language for instruction from grade one to four and English as the official medium of instruction from grade five upwards! That is one of the most talked about policy currently.
"Ooh! Poor me, just wondering which language my innocent girl will use in grade three. She has been rebased to pre-independence and colonial times, yet she is learning for the future.
"Which culture are we preserving? If I can remember my special paper II 'to preserve culture of language is to teach in native language from pre-school to grade four' and 'to preserve culture of dressing is to dress imibinde from reception to grade four," Irvine Mwitwa, a Luanshya resident who went to Mukuba High School and Copperbelt University, wrote on his facebook page. In response, CholaKasondeKaira said: "Mr Mwitwa, I can imagine a teacher in front teaching. Musanshecimoelyonafitatu, mwalakwatafinga (one plus three equals to what)?
Can she understand a thing? A pupil with English pre-education will just be wondering what the teacher is saying."
The Ministry of Education, Science, Vocational Training and Early Education in its Education Curriculum Framework 2013 says education offered at grade one is meant to provide for the first competence level necessary for the learner to assimilate the learning in grade two.
"As such, the teaching and learning at grade one will start with imparting pre-learning skills in all learning areas.
At grade two, the emphasis is to develop and consolidate the levels of literacy and basic mathematical skills achieved earlier," the policy document, which has been prepared and published by the Curriculum Development Centre, reads in part.
The key competences for learners at primary school level will be literacy skills in English and a Zambian language or sign language, numeracy, information and communication technology and life skills.
"Language of instruction from grade one to four in all the learning areas will be in a familiar language while English will be an official language of instruction from grade five upwards.
"There is a change in the approach to the teaching of literacy in the early grades as there is clear evidence from studies conducted by the ministry and the monitoring reports by education standards officers that there is little learning taking place in public and community schools.
The inability by learners to learn content subjects is because many of them are not able to read and write," the policy document states.
At primary school level, the Ministry of Education, Science, Vocational Training and Early Education wants learners to have an opportunity to discover their abilities, interests and talents, implying that of all primary school learners shall be exposed to all the two career pathways; academic and technical.
The lower primary school will offer five learning areas, while the upper primary will offer seven learning areas with creative and technology studies comprising key content for technology studies, home economics and expressive arts from grade one to four.
These are some of the prominent curriculum changes at primary school level that the larger sections of society are not discussing and may actually not be aware of.
Their interest is the use of Zambian local languages as a means of instruction. A survey conducted in Lusaka on Monday when schools opened revealed that all public schools were teaching in Nyanja, which has been designated for the region.
A grade one pupil at Lotus Basic School, Samuel Zulu, said it is easier for him to get instructions in Chewa because it is a language he uses with his mother and peers at home.
And Mrs Ingrid Ng'andwe, a grade one teacher at the same school, who is also Zambia Education Curriculum Framework Committee member, said: "The children have responded greatly to this development due to the foundation given to them in grade one at this school.
For us, we already had a programme to introduce children to local languages early." Mrs Ng'andwe added: "It is a good move by Government to give the pupils an opportunity to be connected to their roots, but the only challenge we are facing is lack of learning materials."
Ministry of Education, Science, Vocational Training and Early Education permanent secretary ChishimbaNkosha said Government has decided to pick familiar languages as opposed to mother tongues because it is easier to learn in the former due to the environment one may be in.
The definition of familiar Zambian language by the Curriculum Development Centre is that of a local language that is commonly used by children in a particular locality.
This can either be a zone or a community language. "Like in Lusaka, they will be learning in Nyanja [Chewa] which is a familiar language and almost every child knows how to speak it," he said.
Mr Nkosha says the policy will only affect public schools as there is no piece of legislation to compel private schools into doing so, although Minister of Education, Science, Vocational Training and Early Education John Phiri is on record as having said private, missionary, quasi-government and Government schools will be required to follow the new curriculum.
The Zambia National Union of Teachers, Basic Education Union of Zambia (BETUZ) and Professional Teachers Union of Zambia have welcomed Government's move to introduce teaching in local languages from pre-school to grade four. BETUZ director - public and international relations Hilary Chipango says the revision of the curriculum is something the union has been looking forward to.
"The use of local languages in schools has worked well in other countries like South Africa, Botswana and Namibia, and I do not see any reason why it should not work well here," Mr Chipango says.
In February last year, the United Nations Educational, Scientific and Cultural Organisation (UNESCO) urged the use of books and textbooks in local languages to support education in mother tongues, which promotes linguistic and cultural diversity and serves as the foundation for all social, economic and cultural life.
"Books are a force for peace and development that must be placed in the hands of all," UNESCO director-general Irina Bokova said in her message for International Mother Language Day which was held under the theme "Mother tongues and books - including digital books and textbooks."
In exploring the link between languages and books, Ms Bokova said the death of books and textbooks in local languages "hampers development and social inclusion and represents a violation of the right to freedom of expression" and "encouraging teaching in the mother tongue aids the fight against literacy."
The Paris-based UN specialised agency estimates that if nothing is done, half of the 6,000 plus languages spoken today will disappear by the end of this century.
Well, with the new initiative by the Ministry of Education, Science, Vocational Training and Early Education, a few familiar Zambian languages will be saved from extinction! Still, a lot of questions remain unanswered.
How is the distribution of local languages? Have teachers been trained in local languages? Are teaching materials already available in designated local languages? What happens when a pupil moves to a different region?
"At the moment, we're looking at the seven main local languages, and it's not the mother tongue but familiar languages in a particular area because most Zambians are multi-lingua," Mr Nkosha says.
"As for the teachers, they will have to use the general principles of teaching African languages. We are also hoping by March, teaching materials would have reached all areas; the problem is the procurement processes which are a little long.
"And as for transition and transfers, it's not so much of a problem because in most rural areas, pupils are taught in local languages although in terms of transfer of a pupil to a different region, we will have to deal with that administratively so that the pupil is not disadvantaged." That is the prayer for most parents; pupils not to be disadvanted!
Thursday 16 January 2014
Checks coming soon in schools Education PS
By SITEMBILE SIWAWA
EDUCATION, Science, Vocational Training and Early Education acting Permanent Secretary Henry Tukombe says random check-ups will soon be conducted in schools to ensure uniforms are not sold in schools anymore as was the practice before.
Mr Tukombe said in an interview with Femail that the selling of uniforms by school authorities has continued despite the ban.
The standards, monitoring and planning department will ensure that this ban is adhered to. Mr Tukombe said the ban has continued facing defiance because it is a money-making venture by some school administrations.
"The Ministry of Education has maintained the ban and there is no time it was revoked," he said. Government in 2012 banned the sale of uniforms by school authorities due to the exorbitant prices that were being charged.
Mr Tukombe also said, "It is only Catholic schools that have entered into a memorandum of understanding with the Ministry of Education to continue to selling uniforms.
This is understandable because these schools have never changed their uniforms since they first started operating.''
He said it is wrong for parents and guardians to be pressured into buy uniforms from schools because they are usually costly.
He advised schools to desist from changing uniforms every so often because the practice is costly on parents.
EDUCATION, Science, Vocational Training and Early Education acting Permanent Secretary Henry Tukombe says random check-ups will soon be conducted in schools to ensure uniforms are not sold in schools anymore as was the practice before.
Mr Tukombe said in an interview with Femail that the selling of uniforms by school authorities has continued despite the ban.
The standards, monitoring and planning department will ensure that this ban is adhered to. Mr Tukombe said the ban has continued facing defiance because it is a money-making venture by some school administrations.
"The Ministry of Education has maintained the ban and there is no time it was revoked," he said. Government in 2012 banned the sale of uniforms by school authorities due to the exorbitant prices that were being charged.
Mr Tukombe also said, "It is only Catholic schools that have entered into a memorandum of understanding with the Ministry of Education to continue to selling uniforms.
This is understandable because these schools have never changed their uniforms since they first started operating.''
He said it is wrong for parents and guardians to be pressured into buy uniforms from schools because they are usually costly.
He advised schools to desist from changing uniforms every so often because the practice is costly on parents.
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