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8.0 Conclusion
After nearly 10 years of its implementation, the ZEP project of the Ministry of Education
has known some progress amidst the status-quo noted in terms of pupils’ academic
performance. Remedial actions identifi ed still give hopes to make of the project a
viable project and to show case it for Africa. Today the philosophy of the ZEP initiative
stands on moral grounds to give additional resources to children who are in need of
additional support so that they may develop on a level playing fi eld as compared to the
other children. The morality of the action behind the enunciation of the project goes
far beyond the need of the country to comply with agreed international conventions
and protocols.
After a review of the teacher education and training have been considered amidst
structural and conjectural factors, it is proposed that the overarching considerations
to address remedial strategic plan should be:
i.
ii.
iii.
Developing tight coherence and integration of new policies in the ZEP
sector with the main stream working of the supervising body as in this
case it is the Ministry of Education & Human Resources,
Ensuring extensive and intensely supervised work of Head Master and
Teachers at the level of the school so that there is the accountability
factor with which the project imperatives are implemented on the fi eld
Entertaining proactive relationships with schools that serve diverse
learners effectively and address a rigorous teacher development strategy
with a strong monitoring and evaluation plan.
This paper has endeavoured to show that the academic pass rate of students
in the disadvantage regions of the country will only improve if teachers in the ZEP
schools are well catered in terms of basic policies that will ensure that teachers
are properly trained and valued for what they are worth as main agents of change.
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