THE UNIVERSITY OF ZAMBIA

INSTITUTE OF DISTANCE EDUCATION

DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND POLICY STUDIES

EAP 1010- EDUCATION AND DEVELOPMENT IN ZAMBIA

2020 ACADEMIC YEAR

Assignment Four

NAME: MCBRIBE MULEYA

STUDENT ID: 19001114

LECTURER: PILIRA TEMBO CHIRWA (MRS)

QUESTION: Highlight and clearly elucidate the important educational themes

discussed in the Seventh National Development Plan

[DUE DATE: 5TH JUNE, 2020 11:59 PM]

Since independence, Zambia wrought several policies, reforms, national development plans
and other instruments to improve the education system. Each of these instruments according to
the Vision 2030 carried a themes and strategic focus with a view to improve the social
economic development of the country (Vision 2030, 2006). In addition, by 2030, Zambia’s
aspiration is to live in a strong and dynamic middle-income industrial nation that provides
opportunities for improving the well-being of all, embodying values of socioeconomic justice,
underpinned by the principles of gender responsive sustainable development, democracy,
respect for human rights, good traditional and family values, etcetera.

Among others, to be able to achieve the aspired status, according to the Vision 2030, diversified
education curricula that are responsive to the knowledge, values, attitudes and practical skills
neds of individuals and society at large needs to be effected or enhanced (Vision 2030, 2006).
The theme of education is core business in social and economic development. As highlighted
in the National Policy on Education,

“The overarching aim of school education therefore is to promote the full

and well-rounded development of the physical, intellectual, social, affective,
moral and spiritual qualities of all pupils so that each can develop into a
complete person, for his or her own personal fulfilment and the good of
society.” (Ministry of Education, 1996, p. 29)
The themes of education have continued being projected in numerous National Development
Plans including the Seventh National Development Plan. According to (SNDP, 2017) the
7NDP was formulated with a view to meeting the national aspirations as articulated in the
Vision 2030 (above). This paper seeks to highlight and clearly elucidate the important
educational themes discussed in the Seventh National Development Plan.

To begin with, educational themes in the Seventh National Development Plan (SNDP) are
generically fused under improved education and skills development outcomes. Under this
umbrella are five strategies to help realize the goal of education in national development. That
is, enhance access to skills training; enhance private sector participation; continuous review of
the curriculum; and enhance role of science, technology and innovation (SNDP, 2017).
Considerably, these themes hinge on the aspect of acquisition of skills (hands-on training),
curriculum development, and embracing technology and innovations.

In fact, the highlights in development of improved education and skills according to (Ministry
of Education, 1977; SNDP, 2017) details that improved education and skill development are
essential in creating societies that respond to social and economic development challenges they
face. As explicitly mentioned, education in all its forms is expected to produce an efficient and

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inclusive labour force, which can resolve mismatches in workforce demand and supply, and
enable all citizens to participate in and benefit from the nation’s economic growth. Thus, the
7NDP proposes skills development to necessitate the social and economic development.

The first educational theme is the enhancement of access to quality, equitable and inclusive
education. Arguably, socioeconomic development cannot take place if only a selected few
access quality and equal education. According to (Ministry of Education, 1996) the
development of education seek to promote equality of access, participation and benefit for all
in accordance with individual needs and abilities. Equitable education defines education with
fairness, justice and inclusive without any segregation. As earlier outlined in the overarching
aim of school education, everyone is included. In other words, the concept of equity in
education necessitates the diversification of the curriculum in to suit different abilities, talents
and interests.

Regarding quality, (Ministry of Education, 1996) postulates that quality is brought about by
maximising the efforts of all those responsible for the education of learners and by coordinating
all the structures of the systems. In the same vein, the 7NDP, quality entails making available
or investing in infrastructure, technology, teacher training, curriculum improvements etcetera,
to improve the access and value of education (SNDP, 2017).

In continuity, the quest to promoting skills acquisition, the 7NDP endeavours to enhance access
to skills training. At the core of skills training is TEVET. (UNESCO-UNEVOC, 2010, p. 5),
says that,

“The TEVET Policy (1996) is the main framework for technical educational,
vocational and entrepreneurship training (TEVET) in Zambia. It recognises
the need for gearing TVET towards a changing economy which, compared
with the preceding years, is increasingly based on the informal sector.
Therefore, the Policy strives to establish a TVET system capable of the
following: Balancing the supply of skilled labour at all levels with the
demands of the economy; Acting as a vehicle for improved productivity and
income generation; and Being an instrument for the minimisation of
inequalities among people”.
In a summary, the 7NDP suggests the inclusion of secondary school vocational education and
training (this is evident in the introduction of academic and vocational pathways and other
practical subjects in schools (MESTVEE, 2013)), open, distance and flexible learning, career
and exploration information etcetera (SNDP, 2017). With precision, the Vision 2030
recognises TVET as an integral part of the education and skills development sector and its
contribution to economic development. The vision for the Education and Skills Development

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Sector includes (vii.) the aim of increasing skill training output by 2% per annum and
increasing equity of access while maintaining internationally recognised and locally validated
standards of quality (Vision 2030, 2006).

The other theme is the enhancement of private sector participation, as clearly indicated in the
7NDP, to realize the aspirations of Zambia by 2030 requires joint input of Government and
Private sector. In line with the privatisation and liberalisation discussed in the Educating Our
Future Policy document, (SNDP, 2017) indicates that the government will provide a conducive
environment for private sector participation in an effort to raise the current private provision.

Forward, the continuous development of the curriculum is another very important theme.
Considering that, Zambia is undergoing social economic development, and the ever-changing
contexts, Curriculum review is cardinal so that latest developments can be fused into the
existing curricula. To be precise, (MESTVEE, 2013) outlines that it is envisaged that the
curriculum will equip learners at all levels of education with vital knowledge, skills, and values
that are necessary for contributing to the development of society and the economy. The vital
knowledge, skills, values etcetera always evolve and it is therefore important that the
curriculum is reviewed. In the same vein, (SNDP, 2017) echoes that the curriculum revision is
continuous at all levels of education and this will include focus on important contemporary
global market skills needs such as science, mathematics, technology and so forth.

Bringing this to light, in the 2013 Curriculum Framework according to (MESTVEE, 2013) the
focus of the new education curriculum is on a number of key areas, among others, it incorporate
current areas of social, economic and technological developments in the curriculum, opening
of the career pathways (academic and vocational), reviewing language of instruction etcetera.
Further, the Ministry desires to design and develop a curriculum that produces a learner who
among others, innovative, analytical, creative, versatile, employable, entrepreneurial,
productive and constructive; also a learner who appreciates the relationship between
mathematical and scientific thought, action and technology on the one hand and sustenance of
the quality of life on the other.

Notably, this theme glides along with the 7NDP programmes and the Vision 2030. For
example, due to curriculum reviews, new material is developed, teacher trainings have
intensified (and training new curricula) (MESTVEE, 2013; SNDP, 2017). In fact, the reforms
or reviews come a long way, as far as 1977 Educational Reforms.

Lastly, enhancement of the role of science, technology and innovation is critical in the
attainment of socioeconomic development. On this theme, the 7NDP highlights that
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programmes to prioritise research in education institutions will be enhanced, to promote
productivity, innovation and competitiveness in the economy (SNDP, 2017). It is evident that
the world today is evolving around technology and it is at the center of socioeconomic
development.

In addition, one of the milestones concerning science and technology in Zambia is the
establishing of STEM (Science, Technology, Engineering and Mathematics) schools.
According to (Mataka & Sikapizye, 2018) STEM subjects are also critical in transforming
economies of countries from resource based to knowledge-based ones. Government in the
Seventh National Development Plan(7NDP) has placed emphasis on developing a high quality
research base with a critical mass of highly qualified human resource, modern adequately
equipped infrastructure that will popularise science and technology for promoting and creating
a national culture of research and innovation.

Regarding the above,

“To achieve this, the Government has not been left alone to drive the STEM
agenda. Government bodies such as the National Science and Technology
Council (NSTC) are actively spearheading initiatives to promote STEM
subjects amongst the learners in the country. One of the critical initiatives
that the Council is undertaking is the establishment of centres of excellence
for the teaching and learning of science and mathematics. These centres are
aimed at improving the teaching and learning of science and mathematics
and creating a strong background in science and mathematics among
learners, to enable them to pursue and stay in S&T careers. In 2012, the
Council established a pilot Centre of Excellence for the teaching and learning
of Science, Technology and Engineering and Mathematics (STEM) at
Nkadabbwe School in Sinazongwe district, Southern Province”.(Mataka &
Sikapizye, 2018, p. 1)
In conclusion, Zambia has put across numerous and rigorous instruments in terms of policies,
reforms, and even National Development Plans in order to attain its aspirations from the Vision
2030. The idea is to attain a prosperous middle-income nation by 2030. The paper has
highlighted crosscutting issues from the 7NDP educational and Vision 2030, which are key to
the attainment of such a status. The highlights include enhancement of access to quality,
equitable and inclusive education; skills training, private sector participation, continuous
review of the curriculum, and enhance role of science, technology and innovation. The essay
has further explained these educational themes with a glide to the aim of the 7NDP and Vision
2030.

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 REFERENCES

Mataka, N., & Sikapizye, L. (2018). Promoting STEM in Schools. Retrieved June 4, 2020,
from NSTC website: https://www.nstc.org.zm/promoting-stem-in-schools/

MESTVEE. (2013). Zambia Education Curriculum Framework. Lusaka: Curriculum

Development Centre.

Ministry of Education. (1977). Educational Reform: Proposals and Recommendations.

Lusaka: Government Printers.

Ministry of Education. (1996). Educating Our Future National Policy on Education. Lusaka:
Zambia Publishing House.

SNDP. (2017). Seventh National Development Plan. Lusaka: The Ministry of National
Development Planning.

UNESCO-UNEVOC. (2010). World TVET Database Zambia. Bonn: UNESCO.

Vision 2030. (2006). Vision 2030: A Prosperous Middle-income Nation by 2030. Lusaka:
Republic of Zambia.

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