Sustainable Development Goal 4 and the Quality of Education in Zambia

International Journal of Economics
and Financial Research
ISSN(e): 2411-9407, ISSN(p): 2413-8533
Vol. 2, No. 8, pp: 148-154, 2016
URL: http://arpgweb.com/?ic=journal&journal=5&info=aims
*Corresponding Author
148
Academic Research Publishing Group
Sustainable Development Goal 4 and the Quality of Education in
Zambia
Syed Ali Associate Professor of Economics, Mulungushi University, Kabwe, Zambia
Urooj Afshan Jabeen*
Assistant Professor of Economics, Government Degree College for Women, Nalgonda, India
1. Introduction
The Sustainable Development Goals (SDGs) are the successors to the Millennium Development Goals (MDGs).
The MDGs were supposed to be achieved by 2015. A further process was needed to agree and develop the
Development Goals for 2015-2030. On 25 September 2015, the 193 countries of the UN General Assembly adopted
the 2030 Development Agenda, known as, “Transforming Our World: the 2030 Agenda for Sustainable
Development”. There are 17 Goals with 169 targets covering a broad range of sustainable development issues. These
included ending poverty and hunger, improving health and education, making cities more sustainable, combating
climate change and protecting oceans and forests (UN General Assembly, 2014).
The Sustainable Development Goal 4 is about Education, which states, “Ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all (UNDP). Eric Hanushek and Ludger (2015) revealed
that the most important determinant of economic growth is the “Knowledge Capital” of nations. This shows the
importance of Goal 4, as achieving this goal provides the resources to reduce poverty, to improve health, to provide
inclusive growth and to reduce inequality within and between countries. According to OECD, besides access to
school improving the quality of schools provides larger economic impact for both developing and developed
countries (OECD, 2015). The cumulative growth in real GDP since 1994 up to 2013 has been three times more,
moving Zambia from a poor income country to a prospering lower middle income country (EFA, 2015).
The Sustainable Development Goal 4 has 7 targets. They are (UN):
Target 1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary
education leading to relevant and effective learning outcomes.
Target 2: By 2030, ensure that all girls and boys have access to quality early childhood development , care and
pre-primary education so that they are ready for primary education.
Target 3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational
and tertiary education, including university.
Target 4: By 2030, substantial increase the number of youth and adults who have relevant skills, including
technical and vocational skills, for employment, decent jobs and entrepreneurship.
Abstract: The purpose of this paper was to know the sustainable development goal 4 and find out the quality
of education in Zambia. The quality of education was measured by the number of primary and secondary
schools, enrolment of students, dropout rate, the equity indicators – gender parity index and student-teacher ratio
and quality indicators like exam pass rate and infrastructure. The study concluded that the growth rate of schools
under private/church/community was higher than the Government run schools during the study period. There
prevails inequality between different provinces with regard to the availability of schools. The average annual
growth rate in enrolment for grade 1-12 for female students was higher than the male students, whereas, in
public universities the percentage of enrolment for male students was higher than female. The dropout rate was
higher for female than male students, due to early pregnancy. The gender parity index increased due to the
policy of the Government towards girls. To achieve the sustainable development goal for education, the study
suggested that the teachers in rural areas should be provided better service conditions, education should be
enhanced according to the needs of the economy and student loan scheme should be initiated by the banks and
financial institutions.
Keywords: Primary schools; Secondary schools; Enrolment of students; Dropout rate; Equity indicators; Quality
indicators.

International Journal of Economics and Financial Research, 2016, 2(8): 148-154
149
Target 5: 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.
Target 6: By 2030, ensure that all youth and a substantial portion of adults, both men and women, achieve
literacy and numeracy.
Target 7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable
development, including, among others, through education for sustainable development and sustainable life styles,
human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation
of cultural diversity and of culture’s contribution to sustainable development.
1.1. Quality Education
According to the Republic of Zambia (Ministry of Education, 2006) quality in education was defined as “the
extent to which education outcomes are relevant to societal expectations, such as productivity and improved ways of
doing things at individual and societal level. The quality in education could be measured in terms of improved
teacher training, improved availability of teachers, improved relevance of the curriculum and adequate supply of
learning and teaching materials. According to the Ministry of Education, Science, Vocational Training and Early
Education (MESVTEE, 2014) there was no one agreed definition of quality of education. However, it has
highlighted the following definitions of quality of education.
It has defined quality of education as relevance of what was taught and learned to how well it fitted the present
and future needs of the particular learners in question, given the particular circumstances and prospects. The quality
of education was considered as the determination of standards, appropriate methods and quality requirements by an
expert body, accompanied by a process of inspection or evaluation that examined the extent to which practice met
those standards. The quality of education was treated as education which included student outcomes and the
learning environment that helped to produce those outcomes. The quality education was seen as that education which
best fitted the present and future needs of the particular learners in question and the community, given the particular
circumstances and prospects.
According to UNESCO (2005) the quality of education was identified as learners’ cognitive development and
the role of education in promoting values and attitudes of responsible citizenship and in nurturing creative and
emotional development. Zambia National Assessment Survey Report (2012) stated that the quality education should
prompt individuals’ life skills. The Report defined life skills as abilities that promoted positive behavior that enabled
individuals to deal effectively with the demands and challenges of everyday life. Ministry of Education (1996) stated
that it would collaborate with the institutions responsible for training in practical and life skills disciplines to expose
learners at an early age and at all levels to the culture of entrepreneurship in school. The pupils would specifically be
introduced to useful and relevant survival and world-of-work skills, such as computer and agricultural sciences,
crafts and other technical skills.
1.2. Objectives
The general objective of this paper is to find out the quality of education in Zambia. The specific objectives are
to:
1. Know the number of Primary and Secondary Schools by running agency
2. Find out the enrolment of students by gender for Grades 1 to 12 and Universities.
3. Enquire the dropout rates in primary and secondary schools
4. Investigate the equity indicators like gender parity index and pupil-teacher ratio.
5. Research the quality indicators, like exam pass rate and infrastructure.
2. Materials and Methods
The study used secondary data from 2005 to 2014. The sources of data were the Ministry of Education, UNDP
and UNESCO. The quality of education was measured by the number of schools, enrolment, dropouts, gender parity
index, pupil-teacher ratio, exam pass rate and infrastructure, i.e., class rooms, laboratories and libraries. The dropout
rate was measured by the proportion of students who leave the system without giving grade in a school year. The
gender parity index indicates the ratio of female to male students. The gender parity index less than one means that
there were more male students than female students and vice versa. The children with special needs included
hearing, intellectual, physical, visual impairments and with special learning difficulties. The availability of
infrastructure was measured by class rooms, laboratories and libraries. Simple percentages and ratios were calculated
wherever needed.

150
3. Results and Discussion
3.1. Number of Primary and Secondary Schools Run by Different Agency
Table (1) shows the number of primary and secondary schools run by different Agencies.
Table-1. Number of Primary and Secondary Schools Run by Different Agencies in Zambia from 2005 to 2014
Agency
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Average
annual
growth
rate 2005
- 2014
GRZ & GRANT
AIDED
4979 5156 5377 5254 5514 5656 5719 5720 5942 6090
(63.78)
2.3
PRIVATE,
COMMUNITY
& CHURCH
2389 3027 3219 3540 3269 3481 3274 3302 3542 3458
(36.22)
4.2
TOTAL 7368 78183 8596 8794 8783 9137 8993 9022 9484 9548
(100.0)
2.9
Source: The Republic of Zambia (MOE) Educational Statistical Bulletin 2014.
Note: Figures in the parentheses are percentages
Table ( 1 ) shows that out of 9548 schools run by different agencies in 2014, the number of schools run by
Government of Republic of Zambia (GRZ) and Grant-in Aid, was 63.78 percent, where as the percentage of schools
run by private, community and church management was 36.22 percent. This shows the commitment of the
Government of Zambia to develop education sector so that the economic development could be faster. The average
annual growth rate of GRZ and Grant Aided schools from 2005 to 2014 was 2.3 percent, whereas, it was 4.2 percent
with respect to private, community and church management. The average annual growth rate of all the schools
during this period was 2.9 percent.
3.2. Number of Primary Schools by Location and Province in Zambia in 2014
Table ( 2 ) shows the number of Primary Schools by Location and Province in Zambia in 2014.
Table-2. Number of Primary Schools by Location and Province in Zambia in 2014
Source: The Republic of Zambia, Ministry of Education (MOE) Educational Statistical Bulletin (2014), p. 9
The table (2) shows that out of 8754 total Primary Schools in the country, 81.8 percent were located in Rural
Areas and 18.2 percent in the Urban Areas. The Copperbelt Province had higher number of primary schools (561) in
urban areas, whereas, the North-Western Province had lower number of primary schools ( 34) in 2014. The primary
schools located in rural areas were the highest in Eastern Province (986) and lowest in Lusaka province (277). There
prevails inequality between different provinces with regard to access to education.
Province Urban Rural Total
Central 115 (11.3) 907 (88.7) 1022 (11.7)
Copperbelt 561 (54.0) 478 (46.0) 1039 (11.9)
Eastern 58 (5.6) 986 (94.4) 1044 (11.9)
Luapula 40 (6.4) 586 (93.6) 626 (7.2)
Lusaka 510 (64.8) 277 (35.2) 787 (9.0)
North-Western 34 (4.6) 670 (95.2) 704 (8.0)
Northern 52 (5.9) 833 (94.1) 885 (10.1)
Southern 134 (12.1) 978 (87.9) 1112 (12.7)
Western 43 (5.1) 804 (94.9) 847 (9.7)
Muchinga
Total
47 (6.8)
1594 (18.2)
641 (93.2)
7160 (81.8)
688 (7.9)
8754 (100)

151
3.3. Number of Secondary Schools by Location and Province in Zambia in 2014
Table ( 3 ) shows the number of Secondary Schools by location and province in Zambia in 2014
Table-3. Number of Secondary Schools by Location and Province in Zambia in 2014
Source: Government of Zambia, MOE, Educational Statistical Bulletin 2014, p. 9
It may be observed that 43.8 percent of Secondary Schools were located in urban areas and 56.2 percent were
located in rural areas. In Copperbelt Province highest number of secondary schools were located in urban areas and
their number was the lowest in Muchinga Province. Whereas, in North-Western Province highest number of
Secondary Schools were located in rural areas whereas, in Western Province they were the lowest. Rural-Urban
inequality was observed in access to education.
3.4. Enrolment by Sex in Grade 1 to Grade 12 from 2009 to 2014
Table ( 4 ) shows the enrolment by sex from grade 1 to grade 12 from 2009-2014.
Table-4. Enrolment by Sex in Grade 1 to Grade 12 from 2009 to 2014
Sex 2009 2010 2011 2012 2013 2014
Average Annual
Growth Rate 2009-14
Male 1846945 1708012 1858574 1968038 1935949 2035339 2.0
Female 1770215 1682105 1795135 1911399 1911399 1984127 2.3
Total 3617160 3390117 3653709 3879437 3818336 4019466 2.1
Source: Republic of Zambia, MOE, 2014 Education Statistics Bulletin, p.11
Table (4) shows that the average annual growth rate of enrolment from grade 1 to 12 during 2009 and 2014 was
2.1 percent. The average annual growth rate during this period for female was higher (2.3 percent) than male (2.0
percent) due to policy of the Government in favor of girls.
3.5. Dropout Rate by Sex from 2007 to 2014
Table ( 5 ) shows the dropout rate by sex from 2007 to 2014 in Zambia
Table-5. Dropout Rate by Sex from 2007 to 2014 in Zambia
Grade 2007 2008 2009 2010 2011 2012 2013 2014
1 to 7 Male 2.0% 1.7% 1.8% 1.9% 1.7% 1.6% 1.4% 1.5%
Female 2.9% 2.7% 2.9% 2.7% 2.6% 2.3% 2.1% 2.1%
Total 2.4% 2.2% 2.4% 2.3% 2.2% 1.9% 1.8% 1.8%
8 to 12 Male 0.8% 0.6% 0.6% 0.6% 0.9% 0.5% 0.7% 0.6%
Female 2.1% 1.7% 1.8% 1.6% 2.2% 1.6% 1.7% 1.8%
Total 1.4% 1.1% 1.1% 1.1% 1.4% 1.0% 1.2% 1.1%
sSource: Republic of Zambia, MOE, 2014 Education Statistics Bulletin, p. 22.
The total dropout rate for grade 1 to 7 was higher than grade 8 to 12 due to poverty. The dropout rate for female
was higher than male due to child pregnancies. The total dropout rate and the dropout rate for female decreased
during the period under study due to the policies adopted by the Government to reduce dropout rate.
Province Urban Rural Total
Central 30 (41.1) 43 (58.9) 73 (9.2)
Copperbelt 111 (75.5) 36 (24.5) 147 (18.5)
Eastern 17 (20.7) 65 (79.3) 82 (10.3)
Luapula 07 (11.1) 56 (88.9) 63 (7.9)
Lusaka 91 (79.8) 23 (20.2) 114 (14.4)
North-Western 12 (14.6) 70 (85.4) 82 (10.3)
Northern 17 (42.5) 23 (57.5) 40 (5.0)
Southern 40 (37.7) 66 (62.3) 106 (13.4)
Western 12 (35.3) 22 (64.7) 34 (4.3)
Muchinga
Total
11 (20.8)
348 (43.8)
42 (79.2)
446 (56.2)
53 (6.7)
794 (100)

152
3.6. Gender Parity Index for Grade 1-7 and Grade 8-12 from 2007 to 2014 in Zambia
Table ( 6 ) shows the gender parity index for grade 1-7 and grade 8-12 from 2007 to 2014
Table-6. Gender Parity Index for Grade 1-7 and Grade 8-12 from 2007 to 2014 in Zambia
Grade 2007 2008 2009 2010 2011 2012 2013 2014
1 - 7 0.96 0.96 0.99 0.99 0.97 0.99 0.98 0.99
8 - 12 0.83 0.82 0.94 0.86 0.82 0.80 0.84 0.85
Source: Republic of Zambia, MOE, 2014 Education Statistics Bulletin, p.25
The gender parity index (the ratio of female to male pupils) was less in grades 8-12 than grades 1-7 due to early
pregnancies. The gender parity index increased for both grades 1-7 and grades 8-12 during the study period, i.e.,
from 2007 to 2014, due to facilities provided by the Government for the girls, for example, facility given to the
pregnant girls to join the school after delivery, etc.
3.7. Number of Children with Special Needs (CSEN) in All Schools by Sex and Year from
2007-2014
Table ( 7 ) shows the number of children with special needs in all schools by sex and year
Table-7. Number of Children with Special Needs in all Schools by Sex and Year
School 2007 2008 2009 2010 2011 2012 2013 2014
Primary
Male 89291 88420 110273 102071 90494 55004 55528 46322
Female 80793 80446 91842 96323 84867 51855 51743 42813
Total 170084 168866 202115 198394 175361 106859 107271 89135
Secondary
Male 2687 1826 1826 1880 2351 146 396 3797
Female 2558 1906 1906 2417 2561 215 482 3674
Total 5245 3732 3732 4297 4912 361 878 7471
Source: Republic of Zambia, MOE, 2014 Education Statistics Bulletin, p. 33
The number of students with special needs include those students who were suffering from hearing, physical,
visual, specific learning difficulties, etc. The number of CSEN students in primary schools was higher than in
secondary schools during the period under study. The number of female students in both primary and secondary
schools was less than male students. The number of CSEN students in secondary schools increased in 2014 due to
Government policy to support these students.
3.8. Number of Pregnancies and Re-admissions by Grade Groups from 2007-2012
Table ( 8 ) shows the number of pregnancies and re-admissions by Grade Groups from 2007-12
Table-8. Number of Pregnancies and Re-admissions by Grade Groups from 2007-2012
School 2007 2008 2009 2010 2011 2012 2013 2014 % increase in
2014 over 2013
Primary
Pregnancies
Re-
admissions
11391
3870
12370
4692
13634
5517
13769
5034
13929
5106
12753
4915
12500
4492
13275
5322
6.2
18.5
Secondary
Pregnancies
Re-
admissions
1752
1082
1566
1019
1863
1162
1817
1033
1778
924
2096
1086
2428
1337
3103
2069
27.8
54.7
Source: Republic of Zambia, MOE, 2014 Education Statistics, p. 36
The pregnancies in primary schools increased by 6.2 percent in 2014 comparing to the previous year, whereas, it
was increased by 27.8 percent in the secondary schools during the same period. Re-admissions in secondary schools
in 2014 was 54.7 percent over the previous year due to Government policy to re-admit the pregnant girls after
delivery.

153
3.9. Teachers in All Schools by Sex from 2007 to 2014
Table ( 9 ) shows the number of teachers in all schools by sex from 2007 to 2014
Table-9. Number of Teachers in All Schools by Sex from 2007 to 2014
School/Sex 2007 2008 2009 2010 2011 2012 2013 2014
Primary
Male
Female
Total
29531
27364
56895
30989
30822
61811
30088
30822
60865
30901
32151
63052
30364
31822
65014
34474
38493
72967
35146
38403
73549
36105(46.5)
42290 (53.5)
78395 (100)
Secondary
Male
Female
Total
8831
5886
14717
9293
6119
15412
9645
6852
16497
9843
6979
16822
8845
6078
12947
10785
7854
18639
11273
8342
19615
12551(55.9)
9867 (44.1)
22418 (100)
Grand Total
Male
Female
71612
38362
33250
77223
40282
36941
77362
39733
38229
79874
40744
39130
77961
39209
36442
91606
45259
46347
93164
46419
46745
100813(100)
48656 (48.3)
52157 (51.7)
In 2014, the percentage of female teachers in the country was more (51.7) than the male teachers (48.3). The
percentage of female teachers in the primary schools was higher (53.5 percent) than male teachers (46.5 percent).
Whereas, in secondary schools the percentage of male teachers (55.9) was higher than female teachers (44.1). There
prevails gender disparity between male and female teachers in secondary schools. There was an increase of 8.2
percent in the number of teachers in 2014 comparing to the previous year, due to the government policy to employ
more teachers to improve the quality and access to education in the country.
3.10. Student Teacher ratio in All Schools by Class Range in 2014
Table ( 10 ) shows student teacher ratio in all schools by class range in 2014.
Table-10. Student Teacher Ratio in All Schools by Class Range in 2014
Grade 1-4 Grade 5-7 Grade 1-7 Grade 1-9 Grade 8-9 Grade 10-12
56.9 52.7 55.3 47.2 23.7 36.0
The student teacher ratio in all the schools by class range in 2014 shows that it was higher (55.3) for grade 1-7
than grade 10-12 (36.0). For grade 8-9 it was the lowest (23.7). There is need to reduce student teacher ratio to
improve quality of education.
3.11. Examination Pass Rates in Grade 12 by Sex in 2014
Table ( 11 ) shows the examination pass rates in grade 12 by sex in 2014.
Table-11. Examination Pass Rates in Grade 12 by Sex in 2014.
Male Female Total
58.5 52.6 55.9
The examination pass rate in grade 12 in 2014 was 55.9 percent. The pass rate for male is higher than the
female. There was disparity in examination pass rate between male and female students.
3.12. Infrastructure Facilities in Primary and Secondary Schools in 2014
Table ( 12 ) shows the infrastructure facilities in primary and secondary schools in 2014.
Table-12. Infrastructure Facilities in Primary and Secondary Schools in 2014.
School Class-
rooms
Perm
Class-
rooms
Temp
Class-
rooms
Incom
Labs
Perm
Labs
Temp
Labs
Incom
Lib
Perm
Lib
Temp
Lib
Incom
Primary 37584
(86.54)
5844
(13.46)
4324
(9.95)
2367
(71.72)
933
(28.28)
470
(14.24)
1268
(85.15)
221
(14.85)
91
(6.11)
Second 8844
(97.26)
249
(2.74)
380
(4.18)
1031
(94.32)
62
(5.68)
130
(11.89)
303
(88.59)
39
(11.41)
24
(7.01)
Source: Republic of Zambia, MOE, 2014 Education Statistics Bulletin, p.53.

154
The number of permanent, temporary and incomplete class rooms, laboratories and libraries for primary schools
was more than the secondary schools. In both primary and secondary schools the percentage of incomplete
laboratories was more than the incomplete class rooms and libraries due to shortage of funds.
3.13. Enrolment of Students in Public Universities in 2014
Table ( 13 ) shows the enrolment of students in public universities in 2014
Table-13. Enrolment of Students in Public Universities in 2014
Male Female Total
13146 (57.8) 9607 (42.2) 22753 (100)
The enrolment of students in public universities in 2014 shows that the percentage of male was higher (57.8)
than female (42.2). There was no equal access to university education by male and female students.
4. Conclusion
The following conclusion emerged from the foregoing. To increase enrolment of students in the schools, free-
lunch should be provided and for university students loan facility should be provided by banks and financial
institutions. Since the main reason for dropouts was early pregnancies, the Government should implement the
existing laws to stop early pregnancies and re-admission of pregnant girls after delivery. The gender parity index
should be improved by providing facilities to the girl students. Student teacher ratio should be reduced to improve
the quality of education. The Government should allocate more funds for construction of class rooms, laboratories
and libraries. The quality of education in universities should be enhanced as per the needs of the economy.
References
EFA (2015). Education For All: National Review Report Zambia. p.3.
Eric Hanushek and Ludger, W. (2015). The knowledge capital of nations: Education and economics of growth. MIT
Press.
MESVTEE (2014). Standards and evaluation guidelines; directorate of standards and curriculum. Lusaka.
Ministry of Education (1996). Educating our future: National policy on education. Zambia Education Publishing
House: Lusaka.
Ministry of Education (2006). Educational statistical bulletin. Directorate of Planning and Information: Lusaka. 55.
OECD (2015). Universal basic skills: What countries stand to gain : Education and economics of growth. MIT
Press: OECD.
UN General Assembly (2014). Press release: Sustainable development goals. Available: www.un.org
UNESCO (2005). Education for all: Global monitoring report: The quality imperative. UNESCO: Paris, France.
Zambia National Assessment Survey Report (2012). Learning achievement at the middle primary school level.
Examinations Council of Zambia: Lusaka.

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