THE COPPERBELT UNIVERSITY

School of Built Environment

Department of urban and regional
planning

Education Sector in the Copperbelt

Province of Zambia

Angela Mutukwa Naluonde (17118304)

Godwin Chibambo (17118470)

Contents
TABLE OF TABLES..................................................................................................................................2
Abstract.................................................................................................................................................3
1.0. BACKGROUND...........................................................................................................................4
1.2. INTRODUCTION......................................................................................................................4
1.3. LOCATION...............................................................................................................................5
2.0. DEMOGRAPHICS........................................................................................................................6

1
 2.1. Vision....................................................................................................................................6
2.1.0. Zambia’s Vision for Education sector..................................................................................6
2.1.1. Sustainable Development Goal 4...................................................................................7
2.2.2. UNESCO...............................................................................................................................7
2.2. Institutional and Policy Frameworks..........................................................................................8
a) Institutional Framework.........................................................................................................8
3.0. GOALS AND OBJECTIVES FOR KITWE DISTRICT..........................................................................9
3.1. Goals.....................................................................................................................................9
3.2. Objectives..........................................................................................................................9
3.3. Priorities.............................................................................................................................9
4.0. Stakeholders in the education sector........................................................................................9
4.1. Role of the stakeholder.......................................................................................................10
5.0. IN DEPTH ANALYSIS OF CORE ISSUES.......................................................................................11
6.0. GAP ANALYSIS..........................................................................................................................14
7.0. PROBLEM TREE........................................................................................................................18
7.1. Explaining the Problem Tree...............................................................................................18
7.2. Problem...........................................................................................................................19
7.3. Roots................................................................................................................................19
7.4. Fruits................................................................................................................................19
8.0. STRATEGIES..............................................................................................................................20
8.1. SWOT ANALYSIS..................................................................................................................21
9.0. SUITABILITY ANALYSIS.............................................................................................................22
9.1. AREAS NOT SUITABLE..........................................................................................................22
9.2. POTENTIAL AREAS............................................................................................................24
9.3. GRAPHIC MODEL..............................................................................................................25
10.0. PROPOSED INTERVENTIONS................................................................................................25
11.0. Implementation Plan...........................................................................................................26
11.2.............................................................................................................................................27
12.0. FUTURE ASSESSMENT..........................................................................................................27
12.1....................................................................................................................POTENTIAL AREAS
30
13.0. FINACIAL REPORT.................................................................................................................31
14.0. CONCLUSION.......................................................................................................................32
15.0. Bibliography.........................................................................................................................33

2
TABLE OF FIGURES
1-1Population Density Map.................................................................................................................12
1-2 Basic Schools Gap analysis.............................................................................................................13
1-3 Secondary Schools Gap analysis....................................................................................................14
1-4 Autability Analysis with Wanted and Unwated.............................................................................21
1-5 Suitability Analysis for schools.......................................................................................................22
1-6 Graphical Model............................................................................................................................23
1-7 Suitability Analysis for Future Schools Wanted and Unwanted Sites............................................25
1-8 Image of Future Wanted Sites.......................................................................................................26

TABLE OF TABLES
Table 1-1. Stakeholders and educational governance drivers.............................................................12
Table 1-2 SWOT ANALYSIS...................................................................................................................22
Table 1-3 Stregth Analysis...................................................................................................................32
Table 1-4 implementation plan...........................................................................................................32

3
Abstract
Education is highlighted as the Centre stage for development when human capital is
recognized as the key driver of the development process of most countries. Education leads
to lower birthrates and slows population growth, thus making it easy for countries to
develop. A more educated workforce also makes poverty eradication and economic growth
easier to achieve. Hence, the main purpose of this paper was to assemble the profile of the
higher education sector in the Kitwe district of Zambia.

The Education sector is comprised of all learning institutions in Kitwe private, or public, and
both the higher and lower education. This study focused on the regional analysis concerning
the in-depth and evidence-backed analysis of the Education sector. Hence, it contains
description of most issues pertaining to the sector under review, not forgetting the
institutional and policy frameworks linked to the sector under analysis.

This paper indicates the adequacy of the Education sector, the number and spatial
differences of the high education facilities and the structural reforms. Additionally, it covers
a thorough sector-specific examination of the Strengths, Weaknesses, Opportunities and
Threats in the Region together with the numerous proposed interventions.

4
1.0. BACKGROUND
Kitwe is the third largest city in terms of infrastructure development and second largest city in terms of
size and population in Zambia, with a population of 517,543 (2010 census provisional). It has one of the
most developed commercial and industrial areas in the nation . Kitwe is located in the Copperbelt
Province and is made up of townships and suburban areas including Parklands, Riverside, Buchi,
Chimwemwe, Kwacha, Nkana East, Nkana West, Garneton, Ndeke, Miseshi, Wusakile, Mindolo,
Chachacha and Race Course, to mention a few. The city is sometimes referred to as Kitwe-Nkana. Kitwe
is one of the fastest growing cities in Zambia, driven by the opening of Zambia’s
largest, most productive mines. A wide variety of construction, trade and services
businesses have clustered around the mines, and the town’s businesses have had
significant success in ensuring value created by mine supply chains stays in the
region.
1.2. INTRODUCTION
Zambia attained her political independence from Britain on 24 th October 1964. Up to that
point, 75 years later of colonial administration, provision of education in the country was
mainly in the hands of missionaries. Had it not been for the missionaries, primary and
secondary education could have delayed much longer coming to Zambia than was the case.
(Simposya, 1990).
Since Independence in 1964 three major education policy documents have been developed:

 ‘Educational Reform’ (1977) – which highlighted education as an instrument for

personal and national development;
 ‘Focus on Learning’ (1992) – which emphasised the need for the mobilisation of
resources for the development of schools;
 ‘Educating Our Future’ (1996) – which stresses the importance of education for
all children in primary, secondary and tertiary educational institutions.
The Ministry of Education upholds the principle that every individual has an equal right to
educational opportunity. This means that every individual child, regardless of personal
circumstances or capacity, has a right of access to, and participation in, the education
system (Tembo, n.d.).

5
Education is critical in enhancing a country’s social economic development. It builds
people's abilities in terms of skills and the ability to receive and process information for
livelihood choices, also its the key to human development as well as environmental care.
Despite this recognition, Zambia has yet to reach educational standards that are
commensurate with sustainable development. An estimated 22 percent of the population
has had no formal education. Of the total population, only 25 percent have completed lower
primary, 27 percent upper primary, 13 percent junior secondary and 11 percent senior
secondary. Only 2 percent of Zambia’s population has completed a Bachelor's degree or
above. Twenty four percent of females never had any formal education compared to 20
percent for males. Further, more males attained secondary school level or above than the
females Invalid source specified..
It is against this background that Kitwe District has placed emphasis on having a lot of
educational facilities for vibrant and educated communities. The education system in the
district is divided into private and publicly run institutions. The former has better facilities
and teaching personnel than the latter (which are government operated) are in need of
improved teaching and learning materials, and face shortages of teaching staff. Kitwe is
experiencing a shortage of public learning institutions, particularly in the primary and
secondary school sectors; the increasing population demands and increase in school
construction. Even so, Kitwe is home to one of the top universities in Zambia, the
Copperbelt University. Kitwe also has 37 Secondary Schools, 24 Primary Schools (grade 1 - 7), 55
Community Schools, 105 Private Schools, 1 College of Education (government), 2 Universities
(government) and 3 Private Universities.

1.3. LOCATION
Zambia is a landlocked tropical country with a total surface area of 752 612 square
kilometers and a population of 13,092,666, as of 2010 census giving a population density of
17.4 persons per square kilometer Invalid source specified.. Administratively, the division of
Zambia is into ten provinces: Lusaka, Southern, Eastern, Luapula, Northern, Northwestern,
Western, Muchinga, Copperbelt and Central Province. Copperbelt Province is bounded by
North-Western (to the west) and Central (south) provinces and by the Democratic Republic
of the Congo (to the north and east). Ndola, in the east, is the capital of the province. The
province has an area of 31,328 square km, a population of 1,972,314 accounting to 15.21%
of the total Zambian population were 981,887 are male and 990,430 are female as of the
2010 census. The Copperbelt industrial area lies on the watershed of the Congo and
Zambezi rivers near the Congo border and contains mineral deposits. Copper and other
minerals such as cobalt and uranium are mined in the province. There also industries that
produce beverages, metal products, batteries, chemicals, wire and cable, cement, and
textiles (Britannica, 2013).

6
Source (Author,2021)

2.0. DEMOGRAPHICS
According to the UN World Urbanization Prospects Kitwe’s estimates and projections include 2016
population was 602,252, 2021 population is estimated to be 709,854, the population projection for
the next five years is 856,727 and the projection for the next 10 years is 1,045, 872.

Population Population Population

PROVINCE DISTRICT Census Census Projection
2000-2010 2010-2020 2020-2030

Copperbelt Kitwe 496,660 685,908 1,005,243

2.1. Vision
According to vision, Zambia's long-term goal is to eliminate gender inequalities in social
economic development. Thus, Zambia will work towards improving educational attainment
and eliminate gender gaps at all levels of human and social economic development.
“Innovative and productive lifelong education and training for all by 2030”. Regional center
of excellence in health and education;

7
2.1.0. Zambia’s Vision for Education sector
Zambia’s 2030 vision or target on the education sector is to have “An efficient, competitive,
affordable and quality education for all by 2030.” Invalid source specified..

 Put in place a comprehensive and diversified curricula that is responsive to the social
and economic needs of the individual and the community by 2030;
 Increase the literacy rates to 80 percent by 2015 and work towards eliminating
illiteracy by 2030;
 Increase Net Enrolment Rates to 96 percent by 2010 and to 99 percent by 2030 at
basic school level (Grade 1-9);
 Improve pupil/teacher ratio to 40:1 at basic school and 25:1 at High school by 2030;
 Improve the pupil/text book ratio at basic school to 1:1 in all subjects by 2030 and
1:3 in all subjects at High School by 2030;
 Reduce the average distance to basic schools to 5 km radius to 75 percent of the
potential learners by 2030; and
 Increase university and skills training output by 2 percent per annum, and increase
equity of access while maintaining internationally recognized and locally validated
standards of quality.

A vivid illustration of this vision was seen from the sustainable development goal number
four as seen below.

2.1.1. Sustainable Development Goal 4.

The goal targets that:

 By 2030, ensure equal access for all women and men to affordable and quality
technical, vocational and tertiary education, including university.
 By 2030, sustainably increase the number of youth and adults who have relevant
skills, including technical and vocational skills, for employment, decent jobs and
entrepreneurship.
 By 2030, eliminate gender disparities in education and ensure equal access to all
levels of education and vocational training for the vulnerable including persons with
disabilities, indigenous peoples and children in vulnerable situations (enshrined in the
7NDP).

8
 These targets can be filtered down to our area of interest, Copperbelt Province.

2.2.2. UNESCO

In collaboration with the UNESCO Institute for Statistics, UNICEF launched the Out-of-School

Children Initiative (OOSCI) in 2012, aiming to make a substantial and sustainable reduction

in the number of out-of-school children worldwide by providing partner Governments with

actionable data. Education is a fundamental human right and every nation’s citizen should

be granted universal access to it. Because this goal is yet to be achieved in most countries, in

particular in the developing and underdeveloped countries, it is extremely important to find

more effective ways to improve the quality of education (UNICEF Education Strategy, 2019–

2030).
.

2.2. Institutional and Policy Frameworks

Higher Educational Sector links a number of Institutional and policy frameworks. According
to the Higher Education Act No. 4 of 2013, these include:

a) Institutional Framework
Higher education institutions shall consist of the following:
 Universities and
 Colleges.
Higher education institutions may be public or private and their functions have been
discussed above.
A higher education institution may:
 Establish its own procedure of learning programs;
 Formulate programs conforming to the guidelines for a subject area;
 Publish academic and other literature;
 Define its organizational structure and internal working regulations;
 Enroll and dismiss learners;
 Provide consultancy services to the public; and

9
  Establish forms of cooperation with local and foreign higher education
institutions.
The minister may, by statutory instrument, establish or declare an education
institution as a public higher education institution.
A person shall not operate a private higher education institution unless they register
the private higher education under the Act.
A person may establish and maintain a private higher education institution for
providing higher education as required under this Act.
The minister may, in consultation with the authority, by statutory instrument,
establish an institution for the provision of technical education, vocational and
entrepreneurship training and define its functions.
Any person intending to offer technical education, vocational and entrepreneurship
training shall apply for registration in the prescribed form to the authority.
Any person who operates an institution which-
 Is not registered; or
 Has been notified in writing that the application for registration of the institution
has been rejected or cancelled shall be prosecuted as they are against the law.

3.0. GOALS AND OBJECTIVES FOR KITWE DISTRICT

From the above goals and objectives made at a national level is where we shall extract our
goals and objectives for Kitwe District:

3.1. Goals
The goals include:

 Eliminate all discrimination in education, building and upgrading of inclusive and safe
schools.
 Equal access to quality primary and secondary education
 Increase number of trained teachers (in-service) to provide children with quality
education and basic life skills, including technical and vocational skills.


3.2. Objectives
 To identify the stakeholders and their roles
 To identify the core issues that are in Kitwe District, concerning the education sector.

10
  Identify the estimated population of people and settlements outside 5km of existing health
facilities.
 To identify possible suitable locations for more schools in Kitwe District.

3.3. Priorities
 Put every child in school and improve the literacy rate in Kitwe District
 Producing a learner capable of expressing ideas and exercise tolerance for other
people’s views
 Increase access, efficiency and equity to quality education
 Increase the number of qualified teachers in schools

4.0. Stakeholders in the education sector

What is a stakeholder? One might think of a person holding a wooden stake, like the kind
driven through the hearts of vampires in folklore. But the word stakeholder refers to a
person who has an interest or concern in the organization at hand. So, in terms of
education, a stakeholder is someone who has a vested interest in the success and welfare of
a school or education system. This includes all parties that are directly affected by the
success or failure of an educational system, as well as those indirectly affected.
School board members, administrators, and teachers immediately come to mind. They each
want their work to have a positive impact on children, and their jobs are directly affected by
the success of the school system. Parents desire a successful education system for their
children, while the students themselves have an interest in receiving a good education. It's
also easy to imagine the influence the education system has on government officials, like
city councilors and state representatives, as voters may base their decisions on the way such
officials support the school system (McMahon, 2011).
In fact, the community as a whole is a stakeholder in its education system. This is because
local schools educate future employees, business owners, and community leaders. A solid
education program builds a stronger community by better preparing its students to be
successful community members. Since all members of a
Community are stakeholders in its education system, you may be wondering how each
individual stakeholder is important. Every different stakeholder plays a different, significant
role in support of the education system. Let's explore those roles (Roundy, 2016) .

4.1. Role of the stakeholder

The stakeholders play an important role in managing schools. They are the partners of the
school leaders in making the schools conducive to teaching and learning. It cannot be
denied that the main focus of the teaching-learning activities in schools is the child or

11
student. The ultimate goal of the vision and mission of the vision and mission of schools is to
develop the learners acquire lifelong learning and skills.
According to Pelayo (2018) in crafting the School Improvement Plan, stakeholders are
members of the working committee who look into their involvement in making the school
conducive to learning. They are also responsible for the achievement of the learning
outcomes through their active participation in school activities, programs and projects.
School heads are empowered as leaders to make innovations on the strategies and
techniques to raise the school performance. Stakeholders are also empowered so that they
can do something in school for the benefit of the learners provided that it does not involve
gambling and other forms of it.
A harmonious relationship has to be built because the stakeholders are in the integral part
of the school system, to strengthen the development of linkages between the school and
the community, to win their support. Then the stakeholder can help deliver the, tools and
other resources necessary to get the project done. Schools receive full support when
stakeholders see changes or improvements in our schools (Pelayo, 2018)
In Table below, the first column shows the interested stakeholders. The second column
discloses what they want from education. Finally, the third column shows which drivers can
influence their needs. For example, society is looking for well-formed and economically-
productive citizens and is driven by job markets, individual and collective desires, society,
the economy and technological trends. Information about stakeholders and their needs and
drivers is not limited to those displayed in the Table below. Stakeholders can be classified as
direct or indirect. Direct education stakeholders are those who are directly involved in the
teaching-learning activities, e.g., school managers, parents, teachers and, obviously,
students. Indirect education stakeholders are those who do not have a direct involvement in
the activities, but have expectations related to their results, e.g., government and society
(Gomede, et al., 2018). Figure 1, below, presents the relationship between educational
actors, their drivers and the management of an educational organization.

Table 1- 1. Stakeholders and educational governance drivers

Stakeholders Needs Drivers

Government Quality education. Well-formed Education policies, approval
citizen. rate, evaluation results, public
acceptance
Society Well-formed citizen. Job market, individual and
Economically productive. collective desires, economy,
technological trends.
School Management Well-formed citizen. Individual Regulatory policies and laws,
capable of performing market positioning, financial
professionally. Operational health, operational efficiency,

12
 efficiency. learning, technological trends.
Parents Well-formed children. Children Learning, communication,
capable of achieve their goals. technological trends, child
Feedback. Synergy with training, economics.
teachers
Teachers Reliable information. Learning Learning, communication,
process. Synergy with parents. technological trends, teaching
Identify improvement points. methods.
Students Learn. Being engaged. Feel Learning, engagement, trends,
himself/herself as part of the communication.
process.
Source (Gomede, et al., 2018)

5.0. IN DEPTH ANALYSIS OF CORE ISSUES

Kitwe district may be the second largest city in Zambia but just like any other district it is
faced with pressing issues in the education sector. In this section the core issues faced
specifically in the education sector will be brought out;
 Inadequate institutions; Kitwe is experiencing a shortage of public learning
institutions, particularly in the primary and secondary school sectors; the increasing
population demands and increase in school construction.
 Shortages in class room space; over 480 pupils at John Kenny Primary School in
Limaposa ward in Kitwe Wusakile constituency are sharing two classrooms forcing
others to sit on the floor during lessons. It is the only primary school in Limaposa and
children from far-flung areas usually walk long distances to access education at the
institution.
 Teacher, pupil ratio; if the situation in John Kenny Primary still persists that means
teachers are not able to give students the attention needed at an individual level. On
the other hand, the National Action for Quality Education in Zambia stated that it
had received information that some primary schools, mostly in rural areas are
operating without adequate teachers. Severe lack of teachers in most rural schools
requires urgent attention otherwise the disconnection between Primary schools and
Secondary Schools will continue to widen (Anon., 2019).
 School proximity; under normal circumstances a pupil must be able to excess a
school within 5km radius. However, in rural areas, basic services are few and far
between and people often have to travel long distances to reach hospitals or
schools. In many cases, parents cannot afford to send their children on the long
journey to school (Anon., n.d.).
 Government has not been paying teachers their rural hardship allowance since
2008. Some schools also face challenges in accommodating the teachers who are
currently living in one-room houses which are not even suitable for human
habitation. (Chihami, 2015). This is one of the reasons why teachers are few in rural
areas.

13
  Most rural schools lack good infrastructure, including well-trained teachers (Anon.,
2019). Because of this, students living at or below poverty level tend to have the
highest dropout rates due early marriages, lack of fees, and lack of motivation.
1-1Population Density Map

Source: City Population, web. Accessed on 20th July, 2021.

14
6.0. GAP ANALYSIS
1-2 Basic Schools Gap analysis.

Source (Author,2021)

15
From the analysis run above basic school gap analysis all the gazetteer settlements in Kitwe
where serviced, but after running a network analysis one can conclude that not all residents
can access these basic schools. Therefore, there will be need to improve the road networks
so that all residents can access the schools more efficiently.
The secondary school analysis map below has the same problem but only worse, because
some gazetteer settlements are lacking secondary schools in the 5 meters radius. These
places include; Saint Francis College, Mabote, and Hollywood. In this case there is need to
identify alternative locations for more schools in the settlements lacking the service. It is our
priority to ensure that the pupils don’t have to walk more than 5 meters to access a school.
If the education infrastructure is distributed evenly across Kitwe, it will mean that the
number of pupils will increase as well as improved concentration in class when walking
distances are reduced

16
1-3 Secondary Schools Gap analysis

17
Source (Author,2021)

18
7.0. PROBLEM TREE

INCREASE IN SCHOOL HIGH ILLETERACY LEVELS

DRPO OUTS

LOW SPECIAL HIGH TEACHER TO PUPIL LOW EDUCATION

OVERCROWDING
EDUCATION RATE RATIO PERFORMANCE RATE

POOR IMPLEMENTATION

INADEQUATE
SOCIAL BARRIERS
INSTITUTIONS

INSUFFICIENT UNDERTRAINED ACCESIBILITY ISSUES FOR

INFRASTRUCTURE TEACHERS THE POOR

LESS AWARENESS 0F
INCONSISTENT POLICIES
PARENTS

INSUFFICIENT
BUDGETORY CONSTRAINT LACK OF POLITICAL WILL
MOTIVATION

Source (Hafeez, 2019)

7.1. Explaining the Problem Tree

The problem tree was used to illustrate the root cause of the problem and the effects that
come with the identified problem. As the tree has roots, any problem has root causes. The

19
problem identified does not end on itself, it gives birth to more problems. This illustration is
explained further below;

7.2. Problem
The identification of the major problems in this exercise were: Kitwe experiencing a
shortage of public leaning institutions particularly in the primary and secondary school
sector, shortages in classrooms space, teacher pupil ratio (teachers not giving pupils the
attention needed at individual level), long distances between schools as well as hospitals
and clinics, inadequate incentives to motivate teachers in rural areas and inadequate
infrastructure and learning material in rural schools of Kitwe.

7.3. Roots
Roots are the causes to the problem. For the case of Kitwe’s education sector, the roots to
the problem included lack of political will, fund mismanagement, and low funding from the
Government, which resulted into limited resources. Politicians would have no political will
towards providing services that are of immediate or great importance unless it makes them
gain political mileage. Their interest is not necessarily the people but the gains from such
undertakings. Funds as is the case globally are scarce. Bearing this fact, there is great need
to set priorities optimally. For example, using funds allocated to primary and secondary
education development wisely and transparently. If mismanaged, this will lead to
insufficient primary and secondary schools, hence leading to shortages in classroom space.

7.4. Fruits
The root cause gives birth to different kind of problems in the Kitwe’s education sector
these problems are highlighted below

 Overcrowding – Insufficient primary and secondary schools in the area has led to
overcrowding at the few available schools. As such, pupils are at risk of catching
diseases such as chicken pox, Covid 19 etc. since they are confined in a small area.
 Increase in number of schools drop outs - struggling in school on daily basis is the
biggest reason most students choose to drop out of primary and high school.
According to the (Anne E. Casey Foundation) by America’s promise, children who are
not reading proficiently by fourth grade are for times more likely to quit high school
than their peers. Since reading is required for everything in higher grades, the lower
the leading level the harder time a student will have in school.

20
  Accessibility issues for the poor- under normal circumstances a pupil must be able to
access a school within 5km radius. However, in rural areas and some slums of Kitwe,
basic services are few and far between and people often have to travel long
distances to reach hospitals or schools. In many cases, parents cannot afford to send
their children on the long journey to school.
 Social barriers-keeping girls in school benefits them and their families, but poverty
forces many families to choose which of their children to send to school. Girls often
miss out due to the belief that there’s less value in educating a girl than a boy.
Instead, they are sent to work, forced into marriage, or made to stay at home to look
after siblings and work on household chores. Girls also miss days of school every year
or are too embarrassed to participate in class because they don’t have appropriate
menstrual hygiene education or toilet facilities at their school to manage their
period. Also, the impact of hunger and poor nutrition on brain development.
 Shortages of teachers due to insufficient funding –less funding in education sector
has let to shortages of teachers in schools. This is has led to teachers not giving
students the attention at individual level because of large number of students per
teacher.

8.0. STRATEGIES

 Bring schools close to the people in rural areas, this will be done with the use of GIS
tools such as Suitability analysis. To first find out areas that have schools and areas
that have inadequate schools, so we allocate schools in areas that are closer, then
analyse how many schools will have to be provided in relation to the population.
 Teacher pupil ratio if not managed properly Teachers find it difficult to ensure that
every pupil has understood the lesson because their number exceeds the required
number per class (Mugala, 2020). However, this issue can be addressed teacher
deployment in rural areas and consistent payment of rural hardship by the
government, by doing so it will encourage the teacher to report for their duties, to
educate the future leaders of tomorrow. The recommended pupil/teacher ratios are
40:1 at basic school and 25:1 at High schools.
Pupil- teacher Ratio (PTR) =Total Enrolment in schools ÷ Total Teachers in Schools
 School dropout reduction and absenteeism can be mitigated by awarding good
performance, sensitising stakeholders on the importance of being positive on the

21
 children’s education, and encouraging teamwork among teachers in helping the
underprivileged children. Government providing enough learning resources would
also add value to educational standards (Kapansa, 2019).
 Food programme these food programmes will help eliminate hunger. When hunger
is eliminated pupils turn to have more concentration in class and decrease the rate
of absenteeism.

8.1. SWOT ANALYSIS

Table 1- 2 SWOT ANALYSIS

STREGNTHS OPPOTUNITIES WEAKNESSES THREATS

- Availability of - Improving quality - lack of adequate -decreasing public
the resources -Improving budget for funding
such as land reputation infrastructure -economic crisis
- High number -Technological development -Uncompetitive
of trained development -lack of equipment salary structures
teachers -Competition from and facilities for ICT nationally and
- Creating other institutions -inadequate schools regionally
knowledge - High potential for to accommodate
sharing among infrastructure pupils
teachers and development - Lack of preventive
students. - High demand maintenance for
- Variety of For knowledge aging learning
subjects. - facilities.
- Motivating
staff and
students to
improve
English
language and
enhance their
communication
skills.
- The growth of
schools and
university
based on
dynamics and
motivation.
Source (Author, 2021)

i) ACCESSIBILITY OF SCHOOLS
This is one of the Gaps that has to be addressed in relation to the national goals stated in
chapter one.

22
9.0. SUITABILITY ANALYSIS
In this chapter, a suitability analysis will be carried out to the best location for new
schools, because Kitwe has been experiencing a shortage in schools specifically the
primary and secondary schools as stated in the core issues.
 Preferred land use is virgin, open space or recreational.
 Preferred neighborhoods are those with a target neighborhood population of age
(14 – 18) equal to or above 900 and population density equal to or above
1,000/Km2.
 Site must be 100 meters away from existing streams and 1000 meters from a
river for safety purposes.
 Site must be 50 meters away from existing railway line.
 Site should be 50 meters away from power lines. For safety and easy servicing of
the power lines by the utility companies.
 Site should be equal to or above 5 hectares.
 Site must be 50 meters away from existing main and primary roads. Site should
be well connected to good road for easy accessibility but also far enough to
ensure safety from traffic accidents.
 Select virgin and recreational land that intersects with the targeted residential
neighborhoods. In this case the wanted land is land that is within 2000 meters of
the residential buffer zone.
 Site must be 1000 meters away from Mining and industrial areas. This is to
ensure protection from air and noise pollution.
 Site should be located 2000 meters or less to existing health facility.
 The site must be 50 meters away from the forest plantations or forest reserves
 The site must be 20 meters away from existing farm lands
With the above criteria GIS tools such as merge, symmetrical difference, buffer, split tools
were used to come up with the suitable sites

9.1. AREAS NOT SUITABLE

 Water bodies, Marshlands or swampy areas.
 Roads, railway lines, power lines (11kv, 33kv, 66kv and more) and existing secondary
schools that are well servicing their neighborhoods.
 Mining and industrial areas, main CBD and generally developed areas with real
property.

Merged Kitwe health facilities, government schools, Water way, Roads (primary and trunk),
railway line, power lines, industrial, mining, water reserves and forest reserve and
agriculture land buffers to determine Unwanted areas as shown in the brown buffer below.

23
1-4 Autability Analysis with Wanted and Unwated

Source (Author, 2021)

24
 9.2. POTENTIAL AREAS
The output results after undertaking all the analyses in QGIS include all potential sites for
the location of the new schools using the criteria stated earlier. The sites are named
numerically in no particular order of suitability as the best suitable location. The potential
sites are shown in light green named to be suitable sites on the map below.
1-5 Suitability Analysis for schools

Source (Author, 2021)

25
 9.3. GRAPHIC MODEL
The analysis was done using vector analysis tools in ARCGIS to determine potential locations
for the new potential sites for schools.
1-6 Graphical Model

Source (Author, 2021)

10.0. PROPOSED INTERVENTIONS

i) Policy Amendments
Besides the fact that the amended act seeks to offer the best education system in Zambia, it
still has significant loopholes as far as the bursary schemes is concerned. Then vulnerable in
society are left out on the scheme and the already well to do are selected as beneficiaries.
This has disadvantaged the poor hence the needed for amendments if education is to be
provided for all.
The current policy on the bursary scheme must be strict and transparent on who should
benefit from it. Putting the poor and underprivileged first. The selection criteria must
primarily consider the rural based pupils who are mostly underprivileged and poor. It was
observed that the rich or township pupils tend to benefit more from the scheme compared

26
to the pupils from the rural area. Further policy amendments are discussed in the
implementation plan.

11.0. Implementation Plan

The implementation plan highlights the five-year projected plan scheme indicating the
relevant stakeholders and their undertaking. Objectives for this projected were highlighted
in the first column of the implementation plan and the anticipated outcome after five years
was given in the last column as show in the table below.

Objectives Time Stake Roles/ Anticipated Outcome

Line
Holders Responsibilities
Octobe  Land allocation  Increased number
r 2021-
To provide  Ministry  Project of schools
new schools in Octobe of lands supervision and
 To reduce over
the district r 2024  Ministry actual building
of housing and overcrowding
 Financing
infrastructure
 Ministry and mobilization
of finance of funds

To increase Octobe  Ministry  Financing funds  To improve

School r 2021- of education Quality education
learning Octobe  Ministry of
materials r finance
To increase Octobe  Ministry  Mobilize funds  To stabilize the
the number r 2021- Finance Recruit teacher
of teachers Octobe  Ministry more teachers to student ratio
r 2024 of education 

Octobe  Network  To provide  Equal access to

r 2021- service Affordable
the internet
provide Octobe providers access to
education that r 2025  ZICTA internet  Secure means
enhances  Ministry of proper use of
technology as Of  Oversea and technology
a new means information monitor the
of teaching and usage and
and learning broadcastin provision of
g internet
services
To provide Octobe  NGOs  Encouraging  Increase
education r 2021-  Ministry of extra –
Entrepreneurshi
that is more Otober youth sport curricular
entrepreneuria 2023 and child activities p

27
 l developmen  Providing
theory t entrepreneuri
al
Work shop

11.2. FINACIAL REPORT

A financial plan is a comprehensive picture of your current finances, your financial goals and
any strategies you've set to achieve those goals. Good financial planning should include
details about your cash flow, savings, debt, investments, insurance and any other elements
of your financial plan. Financial planning is important because it allows you to make the
most of your assets, and helps ensure you meet your future goals (Voigt & Benson, 2021).
This section provides an update of the financial plan which is projected for 5 years of the
Kitwe education sectors overall expenditure, and considers future financial issues.

12.0. FUTURE ASSESSMENT

Due to the overall population increase in Copperbelt overtime, growth in child population requiring
secondary and primary schools’ services has also been evident in Kitwe district. This will lead to
congestion in already existing schools therefore, new optimal sites for schools shall be identified.

NOTE: the same process, tools and shape files have been used as the ones used in the previous
suitability analysis. However, the criteria is different.

CRITERIA FOR PROJECTED POPULATION

This is to determine the location for a new schools in Kitwe, according to Planning Principles and
Standards.

 Preferred land use is virgin, open space or recreational.

 Preferred neighborhoods are those with a target neighborhood population of age (14 – 18)
equal to or above 900 and population density equal to or above 1,000/Km2.
 Select virgin and recreational land that intersects with the targeted residential
neighborhoods.
 Site must be 2000 meters away from secondary schools that are adequately servicing
neighborhoods.
 Site must be 50 meters away from existing main and primary roads. Site should be well
connected to good road for easy accessibility but also far enough to ensure safety from
traffic accidents.
 Site must be 100 meters away from existing streams and 1000 meters from rivers.
 Site must be 100 meters away from existing railway line.
 Site should be 50 meters away from power lines. For safety and easy servicing of the power
lines by the utility companies.
 Site must be 50 meters away from the farm lands

28
  Site should be equal to or above 5 hectares
 Site should be located 2000 meters or less to existing health facility.
 Site must be 1000 meters away from Mining and industrial areas. This is to ensure
protection from air and noise pollution

Merged Kitwe health facilities, schools, Water bodies, Roads, railway line, power lines, industrial,
mining, water reserves, farm lands buffer all amount to the Unwanted areas as shown in the brown
buffer below.

The sites are named numerically in order of decreasing suitability with the hierarchy starting from
Site 1 as the best suitable location and so on. The potential sites are shown in light green named in
order suitability on the map;

29
1-7 Suitability Analysis for Future Schools Wanted and Unwanted Sites

Source (Author,2021)

30
 12.1. POTENTIAL AREAS
The output results after undertaking all the analyses in QGIS include all potential sites for the
location of the new secondary school using the criteria stated earlier.
1-8 Image of Future Wanted Sites

Source (Author, 2021)

31
 Table 1- 3 Stregth Analysis

STRENGTHS WEAKNESSES
 Sites are well accessed by the majority of the  Sites 4, 5 and 6 are located too close to
population in Kitwe district. mountainous areas therefore the terrain would
 The sites are located in close proximity to the not be suitable for education infrastructure
densely populated parts of Kitwe district. development.
 Sites are safe from the noise and air  Some sites are located too close to the rail
pollution from industrial area and mining areas line hence further screening
and the Central Business District (CBD).
 Sites are safe from the main traffic for safety
of the school goers.
 Sites are suitable for other land uses such as
recreation, play parks and open spaces which
support education facilities.  Site 2 has vast
land which would accommodate expansion of
the secondary school in the future.
Source (Author,2021)

The analysis was done using vector analysis tools in QGIS to determine potential locations for the
new secondary school.

13.0. FINACIAL REPORT

A financial plan is a comprehensive picture of your current finances, your financial goals and
any strategies you've set to achieve those goals. Good financial planning should include
details about your cash flow, savings, debt, investments, insurance and any other elements
of your financial plan. Financial planning is important because it allows you to make the
most of your assets, and helps ensure you meet your future goals (Voigt & Benson, 2021).
This section provides an update of the financial plan which is projected for 5 years of the
Kitwe education sectors overall expenditure, and considers future financial issues. The total
budget is K13000000 which is split into in six programs as indicated below.
Table 1- 4 implementation plan

PROGRAMME IMPLEMENTATION PERIOD IN YEARS TOTAL SOURCE OF FUNDS

IN
2021 2022 2023 2024 2025 KWACHA GRZ
(PPP)
 Building new 1500000 1500000 1000000 500000 500000 5000000 
schools

 Renovations 1000000 500000 500000 300000 200000 2000000 

of existing
schools

 School 200000 200000 200000 200000 200000 1000000 

material

32
 Teachers 500000 500000 500000 500000 500000 2000000 
incentives
 Food 100000 100000 100000 100000 200000 700000 
programs
 School 100000 100000 200000 200000 200000 800000 
activities
 Allowances 300000 300000 300000 300000 300000 1500000 
for
workshops
and other
activities
 TOTAL 13000000 

14.0. CONCLUSION
Investment in human capital must be a goal for every district in Zambia, therefore the
outlined proposals to improve the education sector in Kitwe district cannot hold water
without massive investment from both the government and the private sector. Investing in
education is the key for national development; hence, treating education with the needed
urgency.

33
15.0. Bibliography
Anon., 2008. Zambian vision. In: VISION 2030. s.l.:s.n., p. 30.

Anon., 2019. Key Issues That Indian Education System Is Facing. Financial Express, 6 May.

Anon., 2019. Teachers in rural areas operating without Adequate Teachers. Lusakatimes.com, 6
February .

Anon., n.d. SOS Childrens Villages. [Online]

Available at: https://www.sos-childrensvillages.org/where-we-help/africa/zambia/kitwe
[Accessed 27 July 2021].

Britannica, T. E. o. E., 2013. Britannica. [Online]

Available at: Britannica. https://www.britannica.com/place/Copperbelt-province-Zambia
[Accessed 24 July 2021].

Chihami, C., 2015. 480-pupils-share-two-classrooms-kitwe. Zambia Daily Mail Linited, 4 October.

Gomede, E. et al., 2018. Application of Computational Intelligence to Improve Education in Smart

Cities. sensors, 18 January.

Hafeez, A., 2019. SPECIAL EDUCATION IN PAKISTAN: Problem Tree Analysis: Challenges and Policy
Intervention. ResearchGate, November 2019, pp. 161-182).

Kapansa, A., 2019. Challenges Of Acessing Education In Zambia. The Mast, 26 October.

McMahon, B., 2011. Who are education stakeholders, anyway? (And what do they really need?).
Score, 9 Novembe.

Mugala, M., 2020. Teachers At Mangelengele School Stretched, Ratio To Pupil Not Sufficient. Zambia
Daily Mail Limited, 23 February.

Pelayo, D. I., 2018. Stakeholders’ Role in School-based Management. PressReader.com, 5 May.

Roundy, L., 2016. What Is a Stakeholder in Education? - Definition & Examples. [Online]
Available at: https://study.com/academy/lesson/what-is-a-stakeholder-in-education-definition-
examples.html.
[Accessed 24 July 2021].

Simposya, W. K., 1990. Educational System in Zambia.

Tembo, A., n.d. Focus on Policy: Zambia. [Online]

Available at: https://www.eenet.org.uk/enabling-education-review/enabling-education-5/
newsletter-5/5-5/
[Accessed 19 August 2021].

Voigt, K. & Benson, A., 2021. What Is a Financial Plan, and How Can I Make One?. nerdwallet, 4
August.

UNICEF, 2014. Education Report: Study on Out of School Children in Zambia. 2. Ministry of
Education, 2013. Education Statistical Bulletin. 3. City Population, web. Accessed on 20th July, 2021.
https://www.citypopulation.de/en/zambia/wards/admin/0204__kitwe

34
QUESTIONAIRE FOR THE DEB’S OFFICE:
1. How many schools are located in Kitwe District?........................................

35
 2. Collectively, how many students are enrolled in the schools?......................
3. What is the enrolment percentage?...........................
4. What is the dropout rate?.............................
5. Do you think the schools are affordable as well as accessible?..................
6. How many teachers are allocated to the district?......................
7. What is the teacher-student ratio?.................................
8. How many private and public schools are in the district?...................
9. How many teacher vacancies exist of late?.......................
10. Do you think the curriculum is applicable in everyday life of the learners?..........
11. How do you rate the performance of the schools in the district?
a. Very bad
b. Bad
c. Good
d. Very good
12. do you think there is need to establish or rather build new
schools?..............................
QUESTIONAIRE FOR THE SCHOOL FACULTIES AND OR OTHER STAKEHOLDERS:
1. How would you describe the population in your area?
a. Highly populated
b. Less populated
c. Medium population
2. What is your school’s name?................
3. How many teachers are assigned to the school?
4. How would you describe the accessibility of the school to the physically
challenged?
a. accessible
b. very accessible
c. not accessible
5. Do situations ever arise where the classroom spaces fail to accommodate
effective teaching and learning?............................
6. What, in your opinion, is the standard number of pupils per
classroom?...................
7. How would u describe the enrollment rate annually?
a. High (more than the school’s capacity)
b. Low (less than the targeted numbers)
c. Medium (only the required number is selected)
8. How is the information for pupils stored?......................
9. Does the school employ any form of technological gadgets?......................
10. Do you think the school has enough learning and teaching materials?................
11. Does the layout for the buildings fit the activities and programs engaged?
12. Area the physically disabled able to access and move with no difficulties?
36
13. Are there enough teachers available for the special Pupils?

37