ANNUAL

REPORT
2017
2017 | ECZ Annual Report 2
 2017 ANNUAL REPORT
Examinations Council of Zambia covering the
Events of the Calendar Year 2017.

©ECZ2017
All rights reserved. No reproduction, copy or transmission of this publication may be made without prior written permission
from Examinations Council of Zambia.

3 ECZ Annual Report | 2017

 CONTENTS
1.0. Our Mandate 08
1.1 Functions of the ECZ 08
1.2 Vision Statement 08
1.3 Mission Statement 08
1.4 Corporate Values 09

2.0. Governance Structure 10

3.0. Committees of Council 11

4.0. Chairperson’s Report 12

5.0. Director’s Report 15

6.0. Reports from Council Committees 18

6.1. Junior Secondary and Primary Education 18
6.2. School Certificate 25
6.3. Teacher Education 29
6.4. Security 38
6.5. Appeals 40
6.6. Audit 41
6.7. Finance and Administration 42

7.0. Financial Statement’s for the Year Ended 31st December 2017 44

2017 | ECZ Annual Report 4

 LIST OF TABLES
Table 6.1 Grade 9 Candidature between 2016 and 2017 21

Table 6.2 Performance Ranking by Province for 2017 Inaugural 24

Grade 9 External Examination

Table 6.3 Grade 12 Candidate Entries from 2013 to 2017 26

5 ECZ Annual Report | 2017

 LIST OF FIGURES
Figure 6.1 Grade 7 Candidature Entered for the year 2015 to 2017 19

Figure 6.2 Number of Grade 7 Candidates absent from the Examination in 2015, 20
2016 and 2017

Figure 6.3 Performance of candidates in the 2017 Grade 7 Examination 20

according to Certificate Awards

Figure 6.4 2017 Grade 7 Performance According to School Type 21

Figure 6.5: The 2017 Grade 9 Performances by School Type 22

Figure 6.6 Trends analysis for Grade 9 External candidates from 2010 to 2016 23

Figure 6.7 Trend Analysis in candidates obtaining from School Certificate by sex 27
(2008 to 2017)

Figure 6.8 2017 ECE Candidature Year 1 30

Figure 6.9 2017 ECE Candidature Year 2 31

Figure 6.10 2017 ECE Candidature Year 3 32

Figure 6.11 Mean scores of courses offered at ECE Year 3 33

Figure 6.12 Mean scores of courses offered at PTD Year 1 34

Figure 6.13 2017 PTD level two Candidature 34

Figure 6.14 Mean scores of courses offered at PTD Year 3 35

Figure 6.15 JSTD Year one Candidature 36

Figure 6.16 2017 JSTD Second Year Candidature 37

2017 | ECZ Annual Report 6

 ACRONYMS
In the context of this report, the following abreviations mean:
SADC - Southern African Development Community
ICT - Information Communication Technology
ECZ - Examinations Council of Zambia
ZICTA - Zambia Information and Communications Technology Authority
MoGE - Ministry of General Education
TCZ - Teaching Council of Zambia
PTD - Primary Teacher’s Diploma
JSTD - Junior Secondary Teacher’s Diploma
ECE - Early Childhood Education
CA - Continious Assessment
GCE - General Certificate of Education
JSSLE - Junior Secondary School Leaving Examination
SAAEA - Southern Africa Association for Education Assessment
OCRS - Online Candidate Registration System
CSE - Comprehensive Sexuality Education
AEAA - Association for Education Assessment in Africa
UNEB - Uganda National Examinations Board
PISA-D - Programme for International Student Assessment for Development
SDG - Sustainable Development Goal

7 ECZ Annual Report | 2017

 1.0. OUR MANDATE

The Examinations Council of Zambia (ECZ) was established by an Act of Parliament No. 15 of 1983
with a mandate to conduct examinations at School, Teacher Education, and Technical Education,
Vocational and Entrepreneurship Training levels.
The Council became operational in January, 1987 as a semi-autonomous (parastatal) entity that
obtains policy direction from the Ministry in charge of Education.

1.1 Functions of the ECZ

The functions of the Council are to:
a) Conduct examinations;
b) Award certificates or diplomas to candidates who pass examinations
conducted by the Council;
c) Carry out relevant research in examinations;
d) Advise any public institution on development and use of any system of testing
or examining when requested to do so;
e) Formulate syllabuses for examinations;
f ) Promote international recognition of qualifications conferred by the Council;
g) Approve or reject appointment of examiners;
h) Organise training courses for, or arrange for training of examiners, markers,
supervisors, invigilators and other persons connected with examinations; and
i) Invite any person or body either in or outside Zambia to assist the Council in
the conduct of examinations.

1.2 Vision Statement

An Examining Body of Excellence

1.3 Mission Statement

Efficiently Conduct Assessments and Award Certificates of Comparable International
Standards

2017 | ECZ Annual Report 8

1.4 Corporate Values
The Council and its employees have a long and continuing tradition of distinguished public
service. In the strategic period running from 2016 to 2020, ECZ shall run under the following
eight corporate values:
Accountability
We are accountable to Government, Stakeholders and our clients

Competence
Quality Human Capital remains our most cherished asset

Confidentiality
We abide strictly by our oath of secrecy and corporate Code of Conduct

Efficiency
We conduct efficient Examinations and award certificates of Comparable International Standards

Integrity
Our actions, decisions and behavior reflects the highest ethical and professional standards

Innovation
Transformation through innovation catalyse our growth strategies

Team work
Team spirit among staff and partnership with stakeholders is paramount to our service delivery
efficiency

Transparency
Openness, mutual trust and respect remain our corporate credo

9 ECZ Annual Report | 2017

 2.0. GOVERNANCE STRUCTURE

2.1 Council
The Council is the supreme policy-making body of the ECZ. In accordance with the ECZ Act No. 15,
Chapter 137 of the Laws of Zambia, the Council continued to provide policy oversight and strategic
direction of the ECZ. The members of the Council during the period under review were as follows:

Professor Samuel F. Banda Chairperson

Ms Wabei N. Mangambwa Vice Chairperson
Mr Henry C. Tukombe Member
Mr. Mabvuto Sakala Member
Prof Christopher C. Chama Member
Mr Alex M.K. Simumba Member
Mr Eddie K. Mwitwa Member
Dr Sunday Mwape Member
Mr James Chilufya Member
Mrs Beauty C. Mwanansoka Member
Sr Christine Mwape Member
Mr Peter Chishimba Member
Mr Wamuyuwa Sitibekiso Member
Mrs Joyce M. Vlahakis Member

2.2 Senior Management

Senior Management provides leadership in policy interpretation and implementation of all day to
day activities of the ECZ. The following were the members of the Senior Management team:

Dr Michael M. Chilala Director

Mr William M. Kapambwe Deputy Director
Mrs Teza N. Musakanya Council Secretary
Mr Ireen Chitesha Chief Accountant
Mr Shadreck Nkoya Assistant Director, Research and Test Development
Ms Christine Simfukwe Assistant Director, Information and Communication Technology
Mrs Violet M. Banda Assistant Director, Examinations Administration

2017 | ECZ Annual Report 10

3.0. COMMITTEES OF THE COUNCIL

The Council operate through a Committee system. During the year under review, there were seven
(7) Committees. The names of the Committees are listed below:
1. Finance and Administration
2. Security
3. School Certificate
4. Junior Secondary and Primary Education
5. Teacher Education
6. Audit
7. Appeals

The following were the number of times Committees met to deliberate on Council business:
S/N Name of Council/Committee Scheduled Meetings Extraordinary Meetings
1 Council 4 8
2 Finance and Administration 4 6
3 Security Committee 4 1
4 School Certificate 4 2
5 Junior Secondary and Primary 4 1
Education
6 Teacher Education 3 1
7 Audit 4 1
8 Appeals 2 0

Membership of the Committee includes professionals who are not members of the Council. The
Committees operate under the deligated authority of the Council.

11 ECZ Annual Report | 2017

 4.0. CHAIRPERSON’S REPORT

On behalf of the Council, I have the honor and privilage to

submit the Anual Report for the Examinations Council of
Zambia (ECZ) for the Financial Year Ended 31st December
2017.
The Examinations Council of Zambia (ECZ) made the following
policy related resolutions during the year 2017:

4.1. Increase of Examiners and Markers Allowances

The Council adjusted the marking by increasing the daily allowance from K130 to K150 per day. The
marking script allowance was also increased by 10%.

4.2. Inclusion of members to the Teacher Education Committee

In order to allow the ECZ attend to matters affecting the quality assurance of colleges and the
performance of private colleges, the Council approved the inclusion of a member from the Teaching
Council of Zambia and a representative of private colleges of education on the Teacher Education
Committee.

4.3. Approval of 2017 Examinations Centre Status

A total of 15 applications for 2017 examination centre status were approved.

4.4. The 2017 Examination Timetable

In order to avoid congestion in schools during the conduct of examinations, the Council directed
management to harmonise the 2017 examination timetables.

4.5. Job Evaluation Report, Revision of Terms and Conditions of Service and Staff
Appointment
At a retreat, the Council considered management’s position on the Job Evaluation Report, Terms and
Conditions of Service as well as Salary adjustments. The Council appointed a new Council Secretary.

4.6. ICT Policy and Disaster Recovery Plan

Within the period under review, the Council approved the ICT Policy and further directed Management
to take on board the ICT Disaster Recovery plan since it was an operational document.

4.7. Discontinued Examiners

Due to cases of misconduct during the 2016 Grade 12 marking session, the Council resolved to
discontinue two examiners from marking.

4.8. Catch-Up Lessons for Grade 9 Candidates

The Council urged the Ministry of General Education to improve the catch-up lessons for Grade 9
candidates considering the learners at this level were still young.

2017 | ECZ Annual Report 12

4.9. Performance of 2017 GCE Examination Results
Arising from the fact that the results obtained by the learners did not match their performance, the
Council underscored the need for the improvement of the education system from primary to tertiary
level which requires concerted effort from all stakeholders.

4.10. ECZ Mpika Service Centre

In a bid to ensure that Council services were closer to the people, the Council and Management
opened a service centre in Mpika on 27th October 2017.

4.11. Decentralisation of Marking of GCE Scripts

Council approved the decentralized marking of GCE scripts. The 2017 GCE examination answer
scripts were marked in twelve marking centres, a move which enabled more teachers to participate
and get exposed to the marking exercise. The outcome was reduced marking the period from 15
days to 8 days, which resulted in the early release of GCE results.

4.12. Separate Grade 9 External Examination

ECZ introduced and ran the separate Grade 9 External examination for the first time ever. The
examination ran alongside the GCE examination in July- August. The results were released in
September, 2017.

4.13. Financial Performance for the Year ended 31st December 2017
The Examinations Council of Zambia received a total income of K180, 876,018.00 against an
expenditure of K193,651,672.00 . The net assets for the year ending 31st December 2017 were
K78,625,847.00 (Refer to the Financial Statements attached for the Year ended 31st December 2017
for details).

4.14. Highlights of the 2017 Examinations

The following were notable highlights relating to examinations in 2017:
(i) Grade 7 Composite Examination
The total number of candidates registered for the 2017 Grade 7 Composite Examination was 400,
802, representing a growth of 3.50 percent from 387, 263 in 2016. Of the registered, 201,525 (50.28%)
were boys and 199,277 (49.72%) were girls. The proportion of candidates obtaining Divisions 1 and
4 dropped by 0.12 and 0.87 percentage points respectively.
(ii) Junior Secondary School Leaving Examination (Internal)
In terms of the Junior Secondary School Leaving (JSSLE) –Grade 9 Examination, a total of 350,246
candidates entered the examination. The proportion of candidates that obtained Certificates
increased by 5.77 percentage points from 49.50 percent (157,401) in 2016 to 55.27 percent (170,280)
while those obtaining Statements reduced by 4.40 percent in 2017 (126,923) from 45.53 percent
(144,774) in 2016. The proportion of candidates that failed the 2017 JSSL Examination decreased by
1.45 percentage points from 4.97 percent (15,797) in 2016 to 3.52 percent (10,856).
(iii) Junior Secondary School Leaving Examination (External)
A total of 12,498 candidates entered the 2017 Grade 9 Midyear External Examination. Trends analysis
of Grade 9 External candidate revealed that external candidates from 2010 to 2016 ranges from
65,000 to 84,000 Candidates. The number of candidates that obtained full Certificates was 326 out of
11,019 representing 2.96 percent. Further, proportion of candidates that obtained Statements was
57.45 percent while 39.60 percent of the candidates failed the Examination.
(iv) School Certificates Examination
For the School Certificate Examination, a total of 134,818 candidates (73,250 males and 61,568
females) registered for the examination. This represents an increase of 4.69 percent over the 128, 783
candidates that entered the 2016 examination. Performance in terms of the proportion of candidates
obtaining School Certificates improved from 61.94 percent in 2016 to 64.84 percent in 2017. A total
of 86,133 candidates obtained school certificates in 2017 compared to 74, 828 candidates in 2016.

13 ECZ Annual Report | 2017

 (v) General Certificate of Education
A total of 123,096 candidates registered for the examination, of whom 41,920 (34.05%) were male
and 81,176 (65.95%) were female. The number of candidates who registered decreased by 1.35
percentage points from the 124,780 in 2016. The proportion of candidates obtaining GCE Certificates
was 83.23 percent, representing a decrease of 9.68 percentage points from 92.91 percent in 2016.
Over 76 percent of candidates from each province obtained GCE certificates.
(vi) Teacher Education Examination
The 2017 Teacher Education Examinations were successfully conducted. Although there was
generally good performance among the student teachers, mean scores were low in most of the
courses. Poor performance was most notable in Natural Science and Information Communication
Technology–related courses.
I am indebted to the Ministry of General Education for the support rendered to the Council,
Management and staff of the ECZ which enabled the institution attain its set benchmarks for the
period under review.

Prof. Samuel F. Banda

COUNCIL CHAIRPERSON

2017 | ECZ Annual Report 14

5.0. DIRECTOR’S REPORT

In line with the Strategic Plan for the period 2016 to 2020
of the Council, various activities were implemented in
2017 as follows:

5.1. Thematic Area 1: Enhance Policy and Governance

5.1.1. The ECZ developed the ICT Policy and ICT Disaster Recovery Plan to support examinations
administration processes and systems.
5.1.2. A review of the Guidelines for the Management and Administration of Examinations was held
by the ECZ Management team.
5.1.3. ECZ Management held a successful Retreat to finalise the draft Disposal, Records Management
and Transport Policies.

5.2. Thematic Area 2: Enhance Operational Efficiency and Effectiveness

5.2.1. The ECZ developed the procedures for use in the service centres in order to enhance efficiency
in the delivery of Council services.
5.2.2. The ECZ developed the Online Candidate Registration System (OCRS) for Grade 9 and the secure
File Transfer portal for the transfer of marks from the marking centres to the ECZ headquarters.
5.2.3. The Online Information Management System for learners with Special Educational Needs (SEN)
was developed and rolled out. The activity was done with financial support from the Irish Embassy.
5.2.4. Two members of staff travelled to UMALUSI in South Africa to take part in the moderation of
School-Based Assessment results. This was aimed at improving the way Teacher Education school-
based assessment could be improved.
5.2.5. Within the same period, an internal review of the 2016 examination was conducted with a view
to improving the general management and administration of future examinations.
5.2.6 In order to achieve efficiency and reduce the error rate for candidate registering for the
examination, the ECZ scaled up the OCRS to Grade 7 and Teacher Education.
5.2.7. The ECZ conducted a benchmarking visit to the Uganda National Examinations Board (UNEB) to
learn more about the organizational structure, management and administration of the examination,
test development as well as printing and marking of examination.
5.2.8. The Council conducted a meeting with stakeholders to review the conduct of the 2016 school
examinations.
5.2.9. Relatedly, the ECZ held a consultative meeting on the decentralization of marking for the GCE
scripts to provinces. This was later implemented during the marking of GCE scripts in August 2017.
5.2.10. The Council trained 55 Test Item Writers for the Grade 7 and 145 for Teacher Education
examinations.

15 ECZ Annual Report | 2017

 5.3. Thematic Area 3: Enhance Institutional Capacity of ECZ and Its Staff for Excellent
Service Delivery and Customer Satisfaction
5.3.1. In a quest to enhance operational efficiency and effectiveness, the ECZ trained members of
staff from Finance, Procurement and Stores department on how to use Pastel System to invoice and
enhance reporting.
5.3.2. A total of 1, 508 markers were trained in preparation for the decentralizing of the GCE marking.
Arising from this undertaking, the total number of trained markers increased from 2471 to 4293.
5.3.4. Two officers were sent to the United Kingdom for training in the development and management
of examinations conducted by the Cambridge Assessment as part of the staff Continuous Professional
Development.
5.3.5. The ECZ signed a Memorandum of Understanding with Saint Jeff College Primary School of
South Africa for the conduct of Grade 7 Composite Examinations, effective 2018.
5.3.6. Seven (7) members of staff sponsored by the Council completed their studies in their fields
ranging from Certificate to Master’s Degree qualifications.

5.4. Thematic Area 4: Strengthen the Conduct of Education and Examination Related
Research, Development and Information
5.4.1. The ECZ held the Performance Review Meeting to discuss better alternative options to improve
the performance of candidates during examinations
5.4.2. Within the period under review, the ECZ attended the Southern Africa Association for Education
Assessment (SAAEA) and Asociation for Education Assesment in Africa (AEAA) Conference held in
Malawi and Uganda respectively.
5.4.3. The ECZ also conducted training in data coding for the Programme for International Student
Assessment for Development (PISA-D) in readiness for the processing of pilot results.

5.5. Thematic Area 5: Advance Infrastructure Development for Quality Service Delivery
and Expansion of Service Provision
5.5.1. ECZ completed the networking of the Kitwe Service Centre to improve its operations and
service delivery.
5.5.2. The Council continued with extending the network upgrade from the ground floor to the first
and second floor at the Head office.
5.5.3. Upgraded the internal network to eliminate the interference of ICT Systems in case of power
outages.
5.5.4 The Council opened the Service Centre in Mpika on 27th October 2017. The Centre was officially
opened by the Permanent Secretary, Mr. Henry Tukombe. The Council Chairperson, Prof Samuel F.
Banda and Councilor Wamuyuwa Sitibekiso also graced the occasion.
I am therefore grateful to the Council, ECZ Employees and various stakeholders for their support in
ensuring that the ECZ achieved its set objectives

Dr Michael M. Chilala
DIRECTOR

2017 | ECZ Annual Report 16

17 ECZ Annual Report | 2017
 6.0. REPORTS FROM COUNCIL COMMITTEES

6.1. Junior Secondary and Primary Education Committee

The Junior Secondary and Primary Education Committee was charged with the responsibility of
presiding over the Grade 7 Composite Examination and the Junior Secondary School Leaving (JSSL)
or Grade 9 and Grade 9 external.
The Committee comprised the following members:
Professor Christopher C. Chama Chairperson
Mrs Joyce Vlahakis Vice Chairperson
Mr Rodgers S. Zulu Member
Mrs Annie P. Bwalya Member
Mr Emade Sakala Member
Mrs Exilda Gondwe Member
Sr. Prisca Phiri Member
Mr Ackson Kafwifwi Member
Mr Albert S. Siamunako Secretary
Matters Considered and Approved by the Committee
6.1.1. Approval of Examination Centre Status
The Committee approved the application for the Grade 7 Examination Centre Status as follows:
i. 2017 Grade 7 examination centre status- 38 applications
ii. One application from South Africa for Grade 7 Examination Centre Status
iii. 2017 Grade 9 Examination Centre Status- 36 applications
6.1.2. Harmonisation of 2017 Examination Timetables
The Committee directed ECZ Management to harmonise the 2017 examination for Grades 7, 9 and
12 in order to avoid congestion in schools during the conduct of examinations.

6.1.3. Nullification of 2016 Grade 9 Examination Results for Malpractice Cases

A total of 47 cases of suspected examination malpractices were considered and the Committee
resolved to nullify results in all the subjects for the candidates

6.1.4. Procedures for Handling Cases of Dishonesty

The Committee considered the document on the procedures for handling cases of dishonesty during
examinations.
6.1.5. Approval of 2017 Grade 7 Composite and 9 Examination Results
The Committee approved the 2017 Examination results as follows:
(a) The Grade 7 Composite Examination
The overall performance of candidates in the 2017 Grade 7 Composite Examination was lower than
the performance in 2016. The national mean went down from 611.71 in 2016 to 608.04 in 2017. There
was need to examine the cause of this drop which came after improvement had been observed in
three successive previous years (2014, 2015 and 2016). In addition, a marginal increase in absenteeism
was recorded in the 2017 Grade 7 Composite Examination. It was observed that the factors that led
to this development needed to be established and addressed in order for Zambia to continue on the
path of providing quality education for its citizens.

2017 | ECZ Annual Report 18

i. Candidature
The total number of candidates registered for the 2017 Grade 7 examination was 400, 802,
representing a growth of 3.50 percent from 387, 263 in 2016. Of the registered, 201,525 (50.28%)
were boys and 199,277 (49.72%) were girls. The number of girls who entered for the examination
rose by 4.21 percent while that of boys rose by 2.80 percent. The number of female candidates
entering the examination had continued to grow steadily since 2013, probably due to interventions
promoting female education put in place by the Ministry of General Education (MoGE) and other
stakeholders. A total of 364,546 sat for the examination. Of these, 183,745 were boys while 180,801
were girls.

205000

200000

195000

190000

185000

180000
2015 2016 2017
Boy 195584 196033 201525
Girl 188092 191230 199277

Figure 6.1: Grade 7 Candidature Entered for the Years 2015, 2016 and 2017

ii. Absenteeism
All other provinces recorded marginal reductions in absenteeism rates except Eastern and
Northwestern Provinces. Overall, absenteeism from the examination increased marginally both in
absolute terms and proportions from 34,632 (8.94%) in 2016 to 36,256 (9.05%) in 2017. The highest
increase in absenteeism was recorded in Eastern Province from 9.33 percent in 2016 to 13.21 percent
in 2017 (3.88 percentage point). Northwestern Province was second where absenteeism rates
increased from 10.19 percent in 2016 to 11.83 percent in 2017 (1.64% increase). Figure 2 shows trends
in the number of candidates absenting themselves from the examination at Grade 7 since 2015.

19 ECZ Annual Report | 2017

 45000
40000 39160
Number of candidates

36256
35000 34632

30000
25000
19144 20016
20000 17251 17780 17381
18476 2015
15000 2016
10000
2017
5000
0
Boys Girls Total
2015 19144 20016 39160
2016 17251 17381 34632
2017 17780 18476 36256

Figure 6.2: Number of Grade 7 Candidates absent from the Examination in 2015, 2016 and 2017

iii. General Learner Performance

The proportion of candidates obtaining Divisions 1 and 4 dropped by 0.12 and 0.87 percentage
points respectively. On the other hand, the proportions of candidates obtaining Divisions 2 and 3
increased by 0.75 and 0.24 percentage points respectively. This represented a marginal improvement
in the quality of results from 2016 to 2017.

18.28%

38.19% Division 1
Division 2
25.58% Division 3
Division 4

17.94%

Figure 6.3: Performance of candidates in the 2017 Grade 7 Examination according to Certificate Awards

iv. Performance According to School Type

Schools are categorized into Private, Grant Aided, Community and Public (GRZ) schools. The ranking
of performance according to school type was based on the total mean scores. The performance
was best in private schools (692.25), followed by community schools (618.99), whereas the lowest
performance was recorded in GRZ schools (610.86) followed by aided schools (613.23).
It was however observed that some private and community schools are not examination centres.

2017 | ECZ Annual Report 20

Candidates in such schools sat for their examinations in public schools. This state of affairs should,
therefore, be taken into consideration when making conclusions in regard to performance by school
type.

Figure 6.4: 2017 Grade 7 Performance According to School Type

v. Grade 8 Progression Rates

A total of 357,422 candidates out of the 364,546 candidates who sat the 2017 Grade 7 Composite
examination were selected to Grade 8. This represented a national progression rate of 98.05 percent
compared to 96.64 percent in 2016. Of the selected number, 181,041 (98.53%) were boys while
176,381 (97.56%) were girls.

(b) Junior Secondary School Leaving (Grade 9 Internal) Examination

The 2017 Grade 9 cohort was the third to sit for the examination under the revised curriculum which
saw the introduction of new subject areas such as Computer Studies, Business Studies, Social Studies,
Musical Arts Education and Integrated Science. Overall, the 2017 results were better than those for
2016 considering in terms of certificate pass rates. In addition, the proportion of candidates that
failed the examination reduced- an indication of improved performance.

i. Candidature
A total 350,246 candidates entered the 2017 Grade 9 Examination. Of these, 177,057 were boys while
173,189 were girls. This translated into 50.55 percent boys and 49.45 percent girls (See the Table
below).
Table 6.1: Grade 9 Candidature between 2016 and 2017
Year Boys Girls Total
2017 177,057 173,189 350,246
2016 183,064 182,208 365,272
Decrease 6,007 9,019 15,026
%Decrease 3.28 4.98 8.26

A total of 308,560 sat the 2017 examination, representing a decrease of 9,412 candidates (2.96 %)
from the 317,972 who sat the 2016 examination. When compared to the total number of candidates
who sat in 2016, there was a decrease of 2.96 percent in 2017. The decrease was attributed to, among
other factors, the separation of external candidates from internal candidates.

21 ECZ Annual Report | 2017

 ii. Absenteeism
Since 2015, the Examinations Council of Zambia and the Ministry of General Education had been
disseminating the findings of a study on learner Absenteeism to provinces. With such and other
interventions, it was expected that the 2017 examinations would record low Absenteeism rates than
the previous years.
The dissemination activities appeared to have yielded positive results considering that the national
Absenteeism rate had marginally reduced from 12.95 percent in 2016 to 12.04 percent in 2017.
However, the proportion of girls absconding from examinations was still higher (12.64%) than that
of boys (11.47%). This was attributed to early marriages or girls dropping out of school after falling
pregnant.
Despite the reduction in the national Absenteeism rate, North-Western province had the largest
proportions of Absenteeism at 21 percent while Copperbelt continued to record the lowest
proportions with 8.64 percent in 2007. However, the difference in proportions of Absenteeism
between Northwestern province and other provinces was too big to ignore. There was needed to
investigate the cause of high Absenteeism from Examinations in the province.

iii. Performance
The proportion of candidates that obtained Certificates increased by 5.77 percentage points from
49.50 percent (157,401) in 2016 to 55.27 percent (170,280) while those obtaining Statements reduced
by 4.40 percent in 2017 (126,923) from 45.53 percent (144,774) in 2016. The proportion of candidates
that failed the 2017 JSSL examination decreased by 1.45 percentage points from 4.97 percent
(15,797) in 2016 to 3.52 percent (10,856). The positive outlook was attributed to the acquisition of
examination syllabi by most Schools. This was coupled with many interventions such as the catch-up
program being implemented by the Ministry of General Education.
More candidates obtained Certificates (55.27%) than those who obtained Statements (41.20%).
More boys (56.44%) obtained Certificates than girls (54.06%), while more girls obtained Statements
(42.27%) than boys (40.17%). Additionally, slightly more girls (3.67%) failed the examination than
boys (3.38%). Overall, the performance by certificate classification in the 2017 examination was
better than that of 2016.

iv. Performance According to School Type

Analysis of the examination results across all school types revealed that Grant-Aided schools,
performed better than the other types of schools.

380
370
Agregate Mean Score

360
350
340
330
320
310
Grant Aided Community GRZ (Public) Private
Mean 375 338 342 365

Figure 6.5: The 2017 Grade 9 Performances by School Type

2017 | ECZ Annual Report 22

v. Progression Rates to Grade 10
The number of candidates selected to Grade 10 was 162,539 out of the 308,060 who sat the 2017
Grade 9 examination. This represented a national progression rate of 52.76 percent compared to
49.07 in 2016. Of the selected number, 85,038 were boys while 77,501 were girls, representing 54.25
percent and 51.22 percent respectively.

(c) Grade 9 External Examination

The 2017 Grade 9 External Examination cohort was the first to write this inaugural examination
separated from the internal candidates under the Revised Curriculum of 2013. Generally, performance
analysis revealed some similar characteristics with that of the 2016 Mainstream cohort. The
subjects mean percentage score were similar to that of the 2016 Mainstream cohort. However, the
performance of the 2017 Grade 9 External Candidates was very poor in Mathematics. Furthermore,
about 60 percent of the candidates passed the examination with 57.5 percent obtaining Statements
for the respective subjects they entered for, and 2.9 percent obtaining full Grade 9 Certificates while
39.6 percent completely failed the examination. Overall, performance in Practical subjects was better
compared to Social Studies, Business Studies and selected Languages.

i. Candidature
A total of 12,498 candidates entered the 2017 Grade 9 midyear external examination, out of which
5,627 (45.02 %) were boys and 6,871 (54.98%) were girls. A total of 11,019 sat the 2017 examination,
with 44.42 percent being boys and 55.58 percent girls. Trends analysis of Grade 9 External candidate
revealed that external candidates from 2010 to 2016 ranged from 65,000 to 84,000 Candidates.

Figure 6.6: Trends analysis for Grade 9 External candidates from 2010 to 2016

From this analysis, it is clear that most external candidates registered as internal candidates in 2017.
With the implementation of the policy of having an examination number at Grade 7 and being
carried over to Grade 9 and Grade 12 Examinations, no external candidates will register as internal
candidates starting 2018.
There was a need for all Examinations Centres to strictly adhere to the guidelines that apply during
candidate registration for both internal and external candidates sitting the Grade 9 Internal and
External examinations respectively.

23 ECZ Annual Report | 2017

 ii. Absenteeism
Western (15.87%) and Eastern (15.66%) provinces recorded the highest rates of Absenteeism
during the Grade 9 External examinations. Copperbelt (9.75%) and Muchinga (8.47 %) provinces
recorded the lowest Absenteeism rates. At National level, the Absenteeism rate was 11.83 percent
slightly below that of the mainstream examination in 2016 which was at 12.95 percent. In total only
five provinces namely Muchinga, Copperbelt, Northern, Luapula and Central provinces recorded
Absenteeism rates that were below that of the National.

iii. Performance
About 60 percent of the candidates passed the 2017 External Examinations taking into account
the fact that some candidates only entered for one, two or more subjects but less than 6 subjects.
This would give the candidates an opportunity to meet the criteria for selection into Grade 10 and
subsequently attempting the School Certificate Examinations after receiving instruction at the
senior secondary school level.
The number of candidates that obtained full Certificates was 326 out of 11,019 representing 2.96
percent. Further, the proportion of candidates that obtained Statements was 57.45 percent while
39.60 percent of the candidates failed the Examination. More candidates obtained Statements (57.45
%) than those who obtained Certificates (2.96%). More girls (67.79%) obtained Certificates than boys
(32.21%) while no significant differences were observed in the proportions of boys and girls who
obtained statements and those failing the examination.

iv. Performance Ranking by Province

The provincial ranking was based on the proportion of candidates obtaining certificates. Western
and Copperbelt provinces ranked as the best performing provinces with 9.43 and 6.57 per cent
respectively and were above the national rate of 2.96 percent. On the other hand, Northwestern
(0.93%), Muchinga (1.32%) and Eastern (1.33%) provinces were the least performing in that order:

Table 6.2: Performance Ranking by Province for 2017 Inaugural Grade 9 Ext. Examination

Region Candidature Certificate in % Rank

Western 265 9.43 1
Copperbelt 1,750 6.57 2
National 11,019 2.96
Northern 268 2.61 3
Central 2,087 2.44 4
Lusaka 3,727 2.39 5
Luapula 417 1.68 6
Southern 1,470 1.36 7
Eastern 377 1.33 8
Muchinga 227 1.32 9
Northwestern 431 0.93 10

2017 | ECZ Annual Report 24

6.2. SCHOOL CERTIFICATE COMMITTEE
The School Certificate Committee presides over the Joint School Certificate and General Certificate
of Education (GCE) Examinations on behalf of the Council. The Committee comprised the following
members:

Mr Henry C. Tukombe Chairperson

Mr James Chilufya Vice Chairperson
Prof. Jassiel N. Zulu Member
Mrs Josephine S. Lungu Member
Mr James Chomba Member
Col. Lloyd K. Mwila Member
Sr Theresa Mukuka Member
Mr Benson Banda Member
Mr Beard Mwanza Member
Mr Ian Chirambo Secretary

Matters Considered and Approved by the Committee

6.2.1. Reinstatement of Mutundu GCE Centre
The Committee rejected an application for the reinstatement of Mutundu GCE Centre as it had not
been endorsed by the District Education Board Secretary and Provincial Education Officer.

6.2.2. Approval of 2017 Examination Centre Status

The Committee approved 16 applications for the 2017 examination session.

6.2.3. Unreliable Examiners

Arising from the Report citing 16 unreliable examiners during the 2016 Grade 12 marking session,
the Committee resolved to discontinue the examiners from marking examinations.

6.2.4. The 2017 GCE Marking

The Committee considered management’s report on the preparations of the 2017 decentralised GCE
marking.

6.2.5. Approval of 2017 Grade 12 Internal and GCE Examination Results

The Committee approved the 2017 examination results as follows:

(a) The School Certificate (Grade 12) Examination

The 2017 Grade 12 Examination saw an increase in candidature as well as the proportions of candidates
obtaining School Certificates. Additionally, a trends analysis of candidature and proportions of school
certificates over the past ten years showed a steady increase with the reduction in failure rates and
absenteeism; this was an indication that the nation continued making steady progress towards the
attainment of the educational goals of access and quality in line with the Sustainable Development
Goal (SDG) number 4.

i. Candidature
A total of 134,818 candidates (73,250 males and 61,568 females) registered for the 2017 School
Certificate examination. This represents an increase of 4.69 percent over the 128, 783 candidates
entered the 2016 examination. There was an increase in candidature for both male (5.15%) and
female (4.14%) candidates.

25 ECZ Annual Report | 2017

 Table 6.3: Grade 12 Candidate Entries from 2013 to 2017

Year Boys Girls Total

2017 73,250 61,568 134,818
2016 69, 663 59,120 128, 783
2015 70,585 57,942 128,527
2014 67,823 54,236 122,059
2013 61,006 45,935 106,941
Change over 2016 3,587 2,448 6,035
Change in % 5.15 4.14 4.69

ii. Absenteesm
Of the candidates who entered the 2017 examination, 132,841 (72,163 male and 60,678 male) sat
the examination. This represented an attendance of 98.53 percent. A total of 1,977 (1, 087 male and
890 female) candidates were absent from the examination, representing an absenteesm rate of 1.47
percent. Absenteesm from this examination level, therefore, decreased by 0.33 percentage points
from 1.79 percent recorded in 2016.

The highest proportion of absentees was recorded by North-western Province (1.90%), followed by
Central Province (1.78%) and Lusaka Province (1.55%). Even in 2016, North-western Province had the
highest proportion of absentees jointly with Central Province. the high rates of absenteesm were
attributed to among other things early marriages and pregnancies as reported in the absenteesm
report study conducted by the ECZ in 2013.

The lowest absenteesm rate was recorded in Southern Province (1.03%), followed by Eastern
Province (1.10%) and Northern Province (1.42%). Compared to 2016, proportions of absentees in
2017 reduced in all provinces except Luapula where the proportions increased from 1.31 to 1.49
percent.

iii. General Performance

School Certificate Pass Rate
Performance in terms of the proportion of candidates obtaining School Certificates improved
from 61.94 percent in 2016 to 64.84 percent in 2017. A total of 86,133 candidates obtained School
Certificates in 2017 compared to 74, 828 candidates in 2016. Of the candidates who obtained School
Certificates, 66.65 percent were male while 62.69 were female. Trend analysis of the proportion of
candidates obtaining full certificates from 2008 to 2017 had increased by almost 147 percent with
that of females by 167.36 percent and that of males by 132.71 percent.
Trend analysis of candidature for a period of 10 years (2008 to 2017) showed that candidature had
increased by almost 130 percent (Female 143.15% and Male 119.00%). The gender parity index had
improved from 0.76 (2008) to 0.84 (2017).

2017 | ECZ Annual Report 26

 100000
80000
No. with SC

60000
40000
20000
0
2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Male 20668 19957 28566 32631 35453 37084 38992 40952 43793 48096
Female 14227 13461 18520 21275 24866 26012 27979 30750 34544 38037
Total 34895 33418 47086 53906 60319 63096 66971 71702 78337 86133

Figure 6.7: Trend Analysis in candidates obtaining from School Certificate by sex (2008 to 2017)

The number of schools recording 100 percent School Certificate pass increased from fifty-one
(51) schools in 2016 to seventy-three (73) schools in 2017. The highest proportion of candidates
obtaining School Certificates was recorded in Northern Province (75.51%), followed by Muchinga
Province (73.29%) and Southern Province (70.06%). On the other hand, the lowest proportions of
candidates obtaining School Certificates was recorded in Western Province (57.64%), followed by
North-western Province (58.35%) and Copperbelt Province (60.38%).
All provinces, except Eastern and North-western, recorded an increase in the proportion of candidates
obtaining full certificates. The largest increase in the proportions of school certificates was recorded
in Central Province (7.44 percentage points), followed by Northern Province (6.97 percentage points)
and Western Province (5.37 percentage points).

General Certificate of Education (GCE)

The proportion of candidates obtaining a General Certificate of Education reduced by 2.42 percentage
points from 35.71 percent in 2016 to 33.28 in 2017. A reduction was also observed between 2015 and
2016. This was attributed to the observed trends of more candidates obtaining School Certificates.
The trend of having more girls than boys obtaining General Certificate of Education across all
provinces had continued in 2017.

iv. Performance According to School Type

Schools are categorized as Private, Grant Aided, Community and Government (GRZ), depending on
the agencies that run them. Grant Aided Schools had the highest proportion of candidates passing
the 2017 examinations in all the four common subjects. Private Schools were second in recording
the highest proportion of candidates passing 2017 examination in all the four common subjects,
followed by Government Schools. Community Schools recorded the lowest proportion of candidates
passing the examinations during the 2017 session in all the common subjects.

(b) General Certificate of Education (GCE) Examination

Three years since GCE examinations were completely delinked from School Certificate examinations,
proportions of male and female candidates entering for GCE examinations had remained relatively
stable. More female candidates had been entering for the examination than males, in absolute
terms as well as in terms of proportions, since 2014. The 2017 examinations, however, experienced
a marginal drop in candidature. Similarly, the pass rate for candidates went down as opposed to
the trend observed in the two previous examinations. Absenteeism rates also increased in 2017 in
contrast to the reductions observed in 2016 and 2015.

27 ECZ Annual Report | 2017

 i. Candidature
A total of 123,096 candidates registered for the examination, of whom 41,920 (34.05%) were male
and 81,176 (65.95%) were female. The number of candidates who registered decreased by 1.35
percentage points from the 124,780 in 2016. The proportion of female candidates registered was
higher than that of male candidates and was similar to what had been observed since the inaugural
GCE examination conducted in June 2014.
Lusaka Province had the highest number of registered candidates, 31,520 (25.61%) followed by the
Copperbelt Province, 30780 (25.01%) while the lowest number was from Muchinga Province, 3700
(3.01%). It is the first time since the 2015 GCE examinations that Lusaka Province has presented
more candidates than the Copperbelt Province. It is also the first time the GCE candidature had gone
down between successive years since 2014.
Out of the 123,096 registered candidates, 113,647 (92.32%) sat the examination, of whom 37,792
(33.25%) were male and 75,855 (66.75%) were female. The trend of having more female candidates
sitting the examination than male candidates had continued.

ii. Absenteesm
The absenteesm rate at a national level was 7.68 percent, representing an increase of 1.35 percentage
points from 6.33 percent in 2016. A higher proportion of males (9.85%) than females (6.55%) was
absent from the examination, though, in absolute terms, a bigger number of females (5,321) than
males (4,128) was absent.
The highest absenteesm rate was recorded in Southern Province (11.11%), followed by Central
Province (9.48%). Southern Province took over from Lusaka Province which moved to the fourth
position while Eastern Province remained in the same position. On the other hand, the Copperbelt
Province recorded the lowest absenteesm rates (4.68%), as also observed in the 2016 and 2015
examinations. The increase in absenteesm rates after a sustained decrease in previous examinations
calls for intervention. The Copperbelt Province could share best practices that had kept absenteesm
rates relatively low in the past three examinations.

iii. General Performance

The proportion of candidates obtaining GCE Certificates was 83.23 per cent, representing a decrease
of 9.68 percentage points from 92.91 per cent in 2016. A higher proportion of male (84.64%) than
female (83.94%) candidates obtained GCE certificates. This represented a decline compared to 93.58
per cent and 92.57 per cent respectively in 2016.

2017 | ECZ Annual Report 28

6.3. TEACHER EDUCATION COMMITTEE
The Committee presided over the Teacher Education Examinations on behalf of Council. The
Committee comprised the following members:
Mr Peter M. Chishimba Chairperson
Mrs Beauty C. Mwanansoka Vice Chairperson
Mr. Muyangwa Kamutuwa Member
Mr Chola Simpasa Member
Mr James Chomba Member
Mrs Cecilia Sakala Member
Mr Simon R. Chomba Member
Mr Lazarous B.Y. Kalirani Member
Bishop Fred M. Mwale Member
Mrs Banji M. Shakubanza Secretary

Matters Considered and Approved by the Committee

6.3.1. Approval of Examination Centre Status
The Committee approved three (3) applications for the examination centre status for Early Childhood
Education (one local and two foreign).

6.3.2. Fact-Finding Visits

The Committee considered a report on the fact-finding visit to Nampol Vocational Training Centre in
Molepolole, and ‘We Care Creations’ of Botswana.

6.3.3. The 2017 Teacher Education Examination Timetables

The Committee considered and approved the 2017 Teacher Education Examination Timetables.

6.3.4. Examination Centre Status for Lusaka Business and Technical College (LBTC)
The College was granted provisional examination centre status for Junior Secondary Teacher’s
Diploma pending accreditation by the Teaching Council of Zambia.

6.3.5. Nullification of Results for two (2) Candidates

The Committee resolved to nullify the first year Primary Teacher’s Diploma results for one candidate
from Malcolm Moffat College of Education and another from Makeni College of Education for
engaging in examination malpractices.

6.3.6. Centralised Marking of 2017 Examinations

As proposed during the 2016 Moderation Meeting, the Committee endorsed the centralized marking
of the 2017 Teacher Education examination scripts.

6.3.7. Centre Status for Evelyn Hone College

The Committee approved the application for examination centre status for Evelyn Hone College of
applied Arts and Commerce to conduct Junior Secondary Teacher’s Diploma examination.

6.3.8 Representation from Teaching Council of Zambia and Association of Private

Colleges of Education
The Committee sought for approval to include a representation from Teaching Council of Zambia
and Asssociation of Private Colleges of Education to sit on the Committee

29 ECZ Annual Report | 2017

 6.3.9. Approval of Teacher Education Examinations Results
The Committee approved the 2017 examination results as follows:

(a) Early Childhood Education Teacher’s Diploma Programme-First Year Examination

i. Candidature by Sex
There were 432 candidates who entered for the 2017 Early Childhood Teacher Education First Year
Examinations. The number of entered candidates were 324 (75%) females and 108 (25%) males. The
number of entries reduced from 678 candidates in 2016.
Not all the candidates that entered for Early Childhood Teacher Education First Year Examinations
sat the examination. About 13 (3.01%) candidates were absent from the examination, of whom 10
(3.09%) were females and 3 (2.78%) were males.

25%
Females
Males

75%

Figure 6.8: 2017 ECE Candidature Year 1

ii. General Performance

Of the candidates that sat the 2017 ECE First Year diploma examination, 347 (82.82%) obtained a
clear pass, 68 (16.23%) proceeded, and 2 (0.48%) were referred. No candidate repeated the program
while 2 (0.48%) were excluded from the program.
The awards were classified as Clear Pass, Proceed, Referred, Repeat and Excluded. Clear pass entails
that the candidate passed all courses examined during that examination sitting while proceed mean
that the candidate failed in 1 or 2 courses. A referred candidate fails in 3 courses, repeating candidate
fails in 4 courses and an excluded candidate fails in more than 4 courses.
In terms of performance based on proportions of clear passes obtained, Chipata College of Education
had the largest proportion at 97.30 per cent, followed by Kasama College of Education (97.22%), and
Malcolm Moffatt Colleges of Education (96%). On the other hand, Mwarona and Choma Colleges
of Education had the least proportions at 42.86 per cent and 70 per cent respectively. The overall
performance indicated that Public Colleges did better than Private Colleges.
The proportion of candidates obtaining clear pass reduced from 91.43 per cent in 2016 to 82.82 per
cent in 2017. The mean scores in all courses were above the pass mark of 40 except in Information
and Communications Technology (34.98%).
The highest mean scores were recorded in Health Education (65.31%) and History and Philosophy of
Education (64.48%) while the lowest mean scores were recorded in Information and Communications
Technology (34.98%) and Pre-Environment Science (48.29%).

2017 | ECZ Annual Report 30

Performance in non- teaching educational courses i.e. Sociology of Education and Child Psychology,
History and Philosophy of Education, Production of Teaching and Learning Aids was better than
in teaching courses i.e. Literacy and Languages Development, Pre-Environmental Science, and Pre-
Mathematics.
Performance in the 2017 first year ECE Diploma Examination was comparable to that of the 2016
examinations. However, the sharp drop in Performance in Information and Communication
Technology in 2017 required further investigation.
(b) Early Childhood Education Teacher’s Diploma Programme-Second Year Examination
i. Candidature by Sex
About 658 candidates who included 478 (73%) females and 180 (27%) males entered for the 2017
Early Childhood Teacher Education Second Year Examinations in the following courses: Special
Guidance and Counselling, Early Education Management and Organization, Literacy and Languages
Development, Pre- Environmental Science, Pre- Mathematics Education, Social Studies Education
and Expressive Arts Education.

The number of females entering and sitting the examination was more than that of their male
counterparts. This trend was also observed in the First-Year cohort. There were 8 candidates who
absconded from the examinations bringing the absenteeism rate to 1.22 per cent.

27%
Female

Male
73%

Figure 6.9: 2017 ECE Candidature Year 2

ii. General Performance

Of the candidates that sat the 2017 Second Year ECE Diploma Examinations, 569 (87.54%) obtained
a clear pass, 68 (10.46%) proceeded, 1 (0.15%) got referred, 1 (0.15%) repeated and 11 (1.69%) were
excluded from the program.

As observed from the First-Year cohort, the proportion of candidates obtaining clear pass reduced
from 91.43 per cent in 2016 to 87.54 per cent in 2017. Performance by the number of clear passes
obtained showed that Monze College of Education recorded a 100 per cent pass, followed by
Kitwe College of Education (97.77%), Kasama College of Education (96.61%) and Mongu College of
Education (96.36%).

The mean scores for 2017 ECE courses for the second year were not better compared to those of
2016 overall except in one course (Expressive Arts). However, mean scores in all courses were above
the pass mark of 40.

31 ECZ Annual Report | 2017

 The highest mean score was recorded in Pre –Environmental Science Education (62.00) while the
lowest mean score was recorded in Literacy and Languages Development (44.40).

Literacy and Languages Development had the lowest mean score (41.25)) while Pre-Environmental
Science had the highest mean score even in the 2016 examinations.

(c) The 2017 Early Childhood Education Teacher’s Diploma - Third Year Examination
The candidature and performance of candidates in the ECE Third Year Diploma Examinations were
as follows:

i. Candidature by Sex
There were 708 candidates who entered for the 2017 Early Childhood Teacher Education Third Year
Examinations. These included 446 (63%) females and 262 (37%) males.

37%
Female
63% Male

Figure 6.10: 2017 ECE Candidature Year 3

ii. General Performance

Of the 697 candidates that sat the examination, 625 (89.67%) cleared all the offered courses while
62 (8.90%) candidates proceeded. Other grade proportions were as follows: no one was referred,
1 (0.14%) candidate repeated, 9 (1.29%) were excluded from the program. Chipata College of
Education recorded a 100 per cent clear pass. This was followed by David Livingstone College of
Education (95.89%) and Modern College of Education and Technology (92.74%).
No candidate obtained a clear pass at Choma College of Education. Three Colleges recorded excludes;
Musi-O-Tunya College of education (2 candidates), Kasama College of Education (3 candidates), and
Modern College of Education (4 candidates). The total number of candidates who were excluded
from the program was 9 (1.29%).
This was the first time ECZ examined the third-year candidates for ECE and so results could not be
compared to those of 2016.
Generally, the performance was good and the mean scores for all the courses were way above the
pass mark which is 40. The highest mean score was recorded in Social Studies Education (60.32)
while the lowest mean score was recorded in Expressive Arts Education (50.03).
The variance in mean scores from one subject to another was generally minimal; an indication that
the candidate’s performance was comparable across subjects.

2017 | ECZ Annual Report 32

 100
90
80
70
Mean Score

60
50
40
30
20
10
0
Literacy Pre-
Pre-
&Languages Environmental Social Studies Expressive Arts
Entrepreneurship Mathema�cs
Development Science Educa�on Educa�on III Educa�on III
Educa�on III
Educa�on III III
Year_2017 57.02 50.85 52.48 56.35 60.32 50.03

Figure 6.11: Mean scores of courses offered at ECE Year 3

(d) Primary Teacher’s Diploma Programme -First Year Examination

The candidature and performance of candidates in the Primary Teacher Diploma First Year
Examinations were as follows:

i. Candidature by Sex
There were 2,918 candidates comprising of 1,650 (56.55%) females and 1,268(43.45%) males
entering for the 2017 PTD First Year Examinations. The number of females entering and eventually
sitting the examination was more than that of their male counterparts. This can be attributed to both
Government and Non-Governmental organization’s initiatives aimed at empowering the girl child
through education.
Of the number that entered for this examination, 2,807 (96.20%) did sit the examination. The
2017 proportion of absenteeism stood at 3.80 per cent (111). It is important to investigate
and establish why such a big number was absent after paying examination fees.
ii. General Performance
As for ECE, the awards for Primary Teacher’s Diploma (PTD) Examinations Results were classified as
Clear Pass, Proceed, Referred, rRepeat and Excluded. Clear pass entails that the candidate passed
all courses examined during that examination sitting while proceed mean that the candidate failed
in 1 or 2 courses. A referred candidate fails in 3 courses, repeat candidate fails in 4 courses and an
excluded candidate fails in more than 4 courses.
Of the candidates that sat the 2017 PTD first year examinations, 2,514(89.56%) obtained a clear pass,
233(8.30%) proceeded, 10(0.36%) referred, 2(0.07%) repeated and 48(1.71%) were excluded. Colleges
with 100 per cent clear pass were Kitwe College of Education, Kitwe City College, Mpatamatu,
Momase, Jabemiz, Sesheke and Central Baptist College. On the other hand, Siakama College of
Education had the largest proportion of excluded candidates (14.81%).

Most of the public colleges recorded a higher pass percentage compared to private colleges. This
could be as a result of the presence of well qualified and experienced full-time lecturers in public
colleges. The PTD I results had mean scores ranging from 37.81 to 64.06 percent. Most subjects
recorded a reduction in the mean scores as compared to those of the previous year.

The highest mean score was recorded in Education Psychology and Sociology of Education (64.06)
while the lowest mean scores were recorded in Information and Communication Technology (37.81).
Poor performance in Information and Communication Technology required further investigation to
ascertain colleges’ preparedness in terms of equipment and other needed resources for the course.

33 ECZ Annual Report | 2017

 100
90
80
70
Mean Score

60
50
40
30
20
10
0
Educa�onal Informa�on
History &
Psychology & Literacy & Mathema� Expressive Social Technology Integrated
Philosophy
& Sociology Communica Languages cs Arts Studies Studies Science
of
of �on Educa�on I Educa�on I Educa�on I Educa�on I Educa�on I Educa�on I
Educa�on
Educa�on Technology
Year_2017 64.06 62.76 37.81 52.69 58.77 40.60 58.49 58.13 43.65
Year_2016 63.32 62.38 59.66 59.65 57.92 59.01 61.71 63.52 60.56

Figure 6.12: 2017 Mean scores of courses offered at PTD Year 1

(e) Primary Teacher’s Diploma Programme -Second Year Examination

i. Candidature by Sex
A total number of 3,728 candidates entered for the 2017 PTD level two examinations. Of these
candidates 2,038 (54.67%) were females while 1,690 (45.33%) were males. The number of females
entering and eventually sitting the examination was more than that of their male counterparts.
This can be attributed to both Government and Non-Governmental organization’s initiatives aimed
at empowering the girl child through education. Of the number that entered for this examination,
3,648(97.85%) did sit the examination.

Female
45% 55%
Male

Figure 6.13: 2017 PTD level two Candidature

ii. General Performance

Of the candidates who sat the 2017 PTD year two examinations, 3,215 (88.13%) obtained clear pass,
371 (10.17%) proceeded, 14 (0.38%) referred, 2 (0.05%) repeated and 46 (1.26%) were excluded.
About 10 Colleges of Education, all private, recorded 100 per cent Clear pass at PTD second year
examinations. There was no Public College that recorded a 100 per cent Clear Pass at this level of the
examination.

2017 | ECZ Annual Report 34

Generally, performance in the 2017 Second Year Primary Teacher’s Diploma was comparable to that
of 2016 examinations. Mean scores in all courses were above the pass mark which is 40.
The highest mean scores were recorded in Theory and Practice of Education (63.92) while the lowest
mean scores were recorded in Mathematics Education (48.27).
Mathematics Education recorded the lowest mean score even in the 2016 examination. The mean
score for Mathematics Education had stagnated at about 48 per cent in the two examination
calendars (i.e. 2016 and 2017).

(f) 2017 Primary Teacher’s Diploma Third Year Examination

The candidature and performance of candidates in the Primary Teacher Diploma Third Year
Examinations were as follows:
i. Candidature by Sex
A total of 3,788 candidates comprising 1,993(52.61%) females and 1,795 (47.39%) males entered for
the 2017 PTD third Year Examinations. The number of females entering and eventually sitting the
examination was more than that of their male counterparts. This positive trend had continued for all
three levels of the PTD programme. It seems there had been a strong realization among the female
folk that tertiary education is not a preserve of their male counterparts going by the observed entries.
Of the number that entered for this examination, 3,770 (99.52%) did sit the examination.

ii. General Performance

Of the candidates that sat the 2017 PTD level three examinations, 3,497(92.76%) obtained clear pass,
225(5.97%) proceeded, 9(0.24%) referred, 5(0.13%) repeated and 34(0.90%) were excluded.
Nkana College of Applied Science, Kitwe City College of Education and Momase College of Education
had 100 per cent Clear Passes. There were more private Colleges obtaining 100 per cent pass. The
lowest proportions of Clear Passes were recorded at Choma College of Education (72.73%) and
Lyambai (75.32%).
The performance was good as all the mean scores ranged from 46.09 to 77.86. The highest mean
scores were recorded in Entrepreneurship (77.68) while the lowest mean scores were recorded in
Integrated Science (46.09). Candidates in the third year generally fared better as observed by the
mean scores of above 50 in most of the subjects/courses.

100
90
80
70
Mean Score

60
50
40
30
20
10
0
Educa�on
Literacy and Technology
Management Entrepreneurs Mathema�cs Expressive Arts Social Studies Integrated
Languages Studies
And hip Educa�on III Educa�on III Educa�on III Science III
Educa�on III Educa�on III
Administra�on
Year_2017 55.79 77.68 56.70 50.28 51.56 75.22 52.53 46.09

Figure 6.14: 2017 Mean scores of courses offered at PTD Year 3

35 ECZ Annual Report | 2017

 (g) Junior Secondary Teacher’s Diploma -First Year Examination
i. Candidature
About 2, 929 candidates who included 1, 557 females and 1, 372 males entered for the 2017 JSTD
First Year Examinations. Of the number that entered for this examination, 2, 776 (94.78%) sat for the
examination.

Female
47% 53%
Male

Figure 6.15: 2017 JSTD Year one Candidature

ii. General Performance

Of the candidates that sat the 2017 JSTD examination, 1, 876 (657.58%) obtained clear pass, 743
(26.77%) proceeded, 59(2.13%) referred, 11 (0.85%) repeated and 78 (2.81%) were excluded. Malcolm
Moffatt had the largest proportion of candidates obtaining a clear pass (100%), followed by St Mary’s
College of Education (92.39%) and JABEMIZ (92.31%). On the other hand, the smallest proportion
of candidates obtaining clear pass was recorded at Modern College of Education and Keys Royal
College of Education.

(h) The 2017 Junior Secondary Teacher’s Diploma - Second Year Examination
This was the first year ECZ had examined candidates at Junior Secondary Teacher’s Diploma for
the second year. The candidature and performance of candidates in the Junior Secondary Teacher
Diploma Second Year Examinations were as follows:

i. Candidature by Sex
A total of 3,037 candidates who comprised 1,457 (47.97%) females and 1,580 (52.03%) males entered
for the 2017 JSTD second Year Examinations. The number of males entering and eventually sitting
the examination was more than that of their female counterparts. It is not yet clear as to why there
are more male students than females in this programme. The matter required further investigation.
Of the number that entered for this examination 3,032 (99.84%) did sit the examination representing
a 0.16% absenteeism rate.

2017 | ECZ Annual Report 36

 Female
52% 48%
Male

Figure 6.16: 2017 JSTD Second Year Candidature

ii. General Performance

Of the candidates that sat the 2017 JSTD Second Year Diploma Examinations, 2,286 (75.40%)
obtained a clear pass, 606 (19.99%) proceeded, 68(2.24%) referred, 38(1.25%) repeated and
34(11.12%) were excluded. Jabemiz, Modern College, and Momase recorded 100 per cent clear pass.
The least proportions were recorded at Mesa University College (20.65%) and Keys Royal (37.50%),
and Evergreen College of Education (38.89%).
The highest mean score was recorded in Home Economics Teaching Methods (67.12) followed by
Soil, Crop Science and Principles of Sustainable Agriculture (64.50) and Art and Design Teaching
Methods (64.26). The lowest mean scores were observed in Business Mathematics and Statistics
(36.03), DataBase Design (38.58), and Optics and Wave Motion (38.86).

37 ECZ Annual Report | 2017

 6.7. SECURITY COMMITTEE
The Security Committee is mainly charged with the responsibility of developing and overseeing the
implementation of Guidelines for Administration and Management of Examinations in Zambia. The
Committee comprised the following:

Dr Sunday Mwape Councillor Chairperson

Mr Wamuyuwa Sitibekiso Councillor Vice Chairperson
Mr James Chomba Principal Education Officer-Exams-MOGE Member
Mr Stephen Chishiko PEO Western Member
Ms Ruth M. Zulu PEO Muchinga Member
Mr Humphrey Simutowe PEO Northern Member
Mr Ngosa Kotati PEO Luapula Member
Dr Allan Lingambe PEO Eastern Member
Mrs Florence M. Chikalekale PEO Southern Member
Mr Paul Ngoma PEO Copperbelt Member
Mr Vengi Sinda PEO North Western Member
Mrs Jennipher C. Banda PEO Central Member
Mr Felix Z. Ngoma PEO Lusaka Member
Mr Kennedy Mumbi Zambia Police Member
Mr Evans Chungu Union Member
Mrs Leah Kasaji Union Member
Mr Moonga Hakalyamba Principal Research Officer Secretary

Matters Considered and Approved by the Committee

6.7.1. Legal Status of Tuition Centres
The Committee advised that the Ministry of General Education should take up the role of providing
policy direction on the matter.
6.7.2. Decentralised GCE Marking
The Committee considered the report on the decentralized marking of GCE examination scripts.
6.7.3. Storage of Examination Paper in Colleges of Education
The Committee advised that the Director of Standard and Curriculum should generate a Circular to
all Colleges of Education through the Permanent Secretary instructing them to store the examination
materials in the District strong rooms to avoid examination irregularities.
6.7.4. Invitation of Setters and Markers
Based on the challenges experienced in inviting examiners, the Committee constituted a team to
oversee the appointment and invitation of setters and markers.
6.7.5. Procurement of Examination Syllabi
The Committee directed the ECZ to advise Bookworld Africa to appoint sales agent in all procurements
to minimize the cost of travel incurred by the schools who wanted to procure the examination
syllabus.
6.7.6. Statement of Entry (SOE)
The Committee considered the reports that the Statement of Entries for 2017 had not been printed
because the service was available online.

2017 | ECZ Annual Report 38

6.7.7. National Selection Meeting
The Committee unanimously agreed to the proposal by the ECZ Council to hold a joint 2017 National
Selection Meeting for Grades 8 and Grades 10.
6.7.8. Procedures of Awarding Examination Centre Status
The Committee urged the ECZ to review the procedures of awarding examination centre status to
Colleges of Education.

39 ECZ Annual Report | 2017

 6.6. APPEALS COMMITTEE
The Appeals Committee is responsible for considering appeals from candidates following the
nullification of their results owing to them engaging in examination malpractices. The Committee
comprised four (4) members as listed below;
Mr Eddie K. Mwitwa Chairperson
Mr Peter Chishimba Member
Sr Christine Mwape Member
Mrs Beauty C. Mwanansoka Member
Mrs Teza N. Musakanya Secretary

Matters Considered and Approved by the Committee

6.6.1. Appeal from Twin Palm Secondary School
The Committee resolved to release results for the 2016 school examination session for 30 candidates
because it was established that the misplacement of scripts was due to negligence by the invigilators
and not the candidates.

6.6.2. Dismissal of Appeal

The Committee dismissed the appeal from St Joseph School for the Deaf against the nullification of
results for Mathematics Paper 2 during the 2016 GCE Examination session.

6.6.3. Nyumba Yanga Secondary School Case

The Committee considered the appeal against the nullification of Biology Paper 2 during the 2015
School Certificate Examination and resolved to uphold the decision to nulify the results.

6.6.4. Muoyo GCE Centre

The Committee resolved to uphold the nullification of results for Mathematics for the whole centre
during the 2015 examinations.

6.6.5. Discontinuation of Examiners

The Committee resolved to uphold the discontinuation of the two examiners who were found with
cases of misconduct at the marking centre.

2017 | ECZ Annual Report 40

6.5. AUDIT COMMITTEE
The Committee is responsible for ensuring that integrity exists in the utilisation of Council resources
and conduct of Council business. The Committee comprised the following:
Ms Wabei Mangambwa Chairperson
Mrs Joyce P. Sundano Member
Mrs Easter Hamaundu Member
Mr Kelvin Kaluba M Member
Mrs Ngosa M. Simachela Member
Mr Angel M. Kaliminwa Secretary

Matters Considered and Approved by the Committee

6.5.1. Internal Audit Report
The Committee considered and adopted the Internal Audit Report for the Post Audit of Payments
and Marking Processes.
6.5.2. Verification of Fixed Assets
The Committee directed Management to conclude the verification of Fixed Assets and the
development of the Fixed Assets Register.

6.5.3. Adherence to Examination Guidelines

The Committee resolved that Management should work with the Ministry of General Education
to sensitise invigilators and supervisors who had not been adhering to examination guidelines.
It further resolved that stakeholders should intensify sensitization campaigns for all the teachers
involved in examinations administration.

6.5.4. The Quality of Question Papers

The Committee resolved that Management should improve the quality of question papers by
clustering the subjects under the Assistant Principals so as to create a layer of quality checks.

6.5.5. ECZ Audit Committee Charter and Audited Financial Statements

The Committee considered the ECZ Audit Committee Charter in line with the provisions of the charter
which require annual reviews. The committee considered the 2017 Audited Financial Statements.

41 ECZ Annual Report | 2017

 6.6. FINANCE AND ADMINISTRATION COMMITTEE
The Finance and Administration Committee was responsible for finance and human resource
administration on behalf of the Council. The Committee comprised eight (8) members and
a secretary as listed below;
Mr. Alex M. Simumba Chairperson
Mr. Eddie K. Mwitwa Vice Chairperson
Mr. Jonathan M. Ng’onga Member
Mrs. Arness T. Siame Member
Mrs. Alice J. Tembo Member
Mrs. Elizabeth C. L. Chileshe Member
Mr. Jeff Mtonga Member
Mr. Frisco B. Mponela Member
Mr. Fidelis M. Makala Secretary

Matters Considered and Approved by the Committee

6.6.1. Implementation of the Job Evaluation
The Committee considered the Management position paper on the Job Evaluation and recommended
it for approval by the Council. The ECZ structure expanded from about 160 to 235, considering the
increase in the number of examinations conducted and services offered. The implementation of the
new structure was effected on 1st April 2017.
6.6.2. Revised Terms and Conditions of Service
The Committee considered the revised 2013 Terms and Conditions of Service for employees on
Permanent and Pensionable employment as well as those on Fixed Term Contracts. The revised
conditions of service were subsequently approved by Council and were effected on 1st April 2017
for another three years.
6.6.3. Staff Appointments
The Committee considered that the recruitment for the position of Assistant Director Certification
would be done in 2018. The Committee also recommended for the appointment of Assistant Director
ICT and renewal of contract for the Chief Accountant.
6.6.4. Exception of Officers without the Requisite qualifications
Arising from the Job Evaluation twenty-two (22) employees had no minimum qualifications in
their roles. This was after the revision of the minimum qualifications during the job evaluation.
The Committee and subsequently Council approved that the employees occupying the positions
of General Worker, Sanitary Cleaner, Courier Clerk and Driver be exempted from the minimum
qualification requirement because their jobs were hands-on than skills based. The jobholders were
to remain in their positions until their exit. The new minimum qualification requirement in the above
job categories would apply to new employees only. The minimum qualification requirement for the
position of Senior Typesetter was reduced from Degree to Diploma in Graphic Design, Typesetting
or Print Design because Degrees in the aforesaid programmes were not offered in the Zambian
Universities or Institutions.

2017 | ECZ Annual Report 42

6.6.5. Consideration of the 2018 Budget
The Committee considered and Council approved the 2018 expenditure budget of ZMW216,
731, 820.00 compared to ZMW213, 892,796.00 for the 2017 expenditure budget representing an
increase of 1.31%. The budget included the implementation of new initiatives in 2018 such as the
Development of the examination results processing system; Development of the online Results
Verifications System; Development of a new examinations syllabi at Grade 7; Development of new
real time banking system of collecting examination fees; Establishment of Provincial Office in Mongu;
and Development of an electronic examinations’ paper bank.
6.6.7. ICT Policy and Disaster Recovery Plan
The Committee considered the two ICT documents to support the various processes and systems in
the ECZ.
6.6.8. Management’s Accounts for 2017
Within the period under review, the Committee considered Management’s Accounts for all the
quarters.
6.6.9. Human Resource Report
The Committee considered the Human Resource Report for all the quarters of 2017. At the close
of the year, ECZ had an establisment of 235 employees, staff strength stood at 62.5 percent (147
employees).

Teza N. Musakanya
COUNCIL SECRETARY

43 ECZ Annual Report | 2017

 7.0. FINANCIAL STATEMENTS

REPUBLIC OF ZAMBIA

EXAMINATIONS COUNCIL OF ZAMBIA

(ECZ)

FINANCIAL STATEMENTS
FOR THE YEAR ENDED 31ST DECEMBER, 2017

THE AUDITOR GENERAL

P.O. BOX 50071
LUSAKA-ZAMBIA

2017 | ECZ Annual Report 44

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 Published By
Examinations Council of Zambia
Haile Selassie Avenue, Long Acres
P.O. Box 50432,
Lusaka, Zambia.
+260 211 252544/ 260 211 252588
[email protected]
www.exams-council.org.zm