Zambia's Primary Reading Program (PRP) - Global Partnership for ...

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way. It was therefore essential that there should be no mismatchbetween the proposed mother tongue course and ZBEC Englishcourse. Otherwise there was a danger that no transfer of skillswould occur. Both courses should match in terms of:(i) Methodology: It was essential that a new course should bechild-centered, just as ZBEC was. Classroom organizationand task types should be similar in both courses.(ii) Language content: Much of the language content of the L1course should be re-cycled in the English course.(iii) Language structure: Equivalencies between the mothertongue and English can be established in terms of phonemes,graphemes and structural item.It was agreed that the teaching of English be delayed for sometime. However, there was no absolute agreement on how long thatdelay should be. Many participants favored the introduction oforal English no later than the third term of Grade 1, while othersthought it should wait until Grade 2. The vast majority felt thatbasic literacy in English should be achievable by the end of Grade2 and that whatever structures ensured its achievement ought tobe adopted.• Integrating Reading Resources: There were many readingresources in schools that were not being used to best effect. Therewas therefore a need to ensure that the resources were integratedinto a coherent reading program.• The reading classroom environment: There was an awarenessthat the reading classroom required more security to ensure thatsuch things as alphabet friezes, conversation posters and pupils’work could be permanently displayed. The classroom needed tobe learner-centered, allowing as much communication as possibleto take place.• Training and monitoring: Extensive and systematic training wasneeded at in-service and pre-service levels. It was recommendedthat teachers from the college should concentrate at lowerprimary. Some older teachers would not find it easy to make thenecessary changes in their teaching styles to facilitate the initialreading program.ZAMBIA’S PRIMARY READING PROGRAM (PRP):32 IMPROVING ACCESS AND QUALITY EDUCATION IN BASIC SCHOOLS
6. The language policyThe recommendations made by the Zambia National Reading Forum(1995) would not have been implemented without the support of theNational Policy on Education.The National Policy on Education, called Educating Our Future,was implemented in May 1996 as the third major educationalpolicy document. The first was the Education Reforms of 1987.Its emphasis was on education as an instrument for personal andnational development. The second was Focus On Learning, whichwas implemented in 1992 and emphasized the mobilization ofresources for the development of school education.Educating Our Future addresses the entire field of formal institutionaleducation, paying particular attention to democratization,decentralization and productivity on the one hand, and curriculumrelevance and diversification, efficient and cost-effectivemanagement, capacity building, cost-sharing and revitalizedpartnerships on the other. Flexibility, pluralism, responsiveness toneeds, and the protection of quality are recurrent themes.The mission of the Ministry of Education is to guide the provisionof education for all Zambians so that they are able to pursueknowledge and skills, manifest excellence in performance and moraluprightness, defend democratic ideals, and accept and value otherpersons on the basis of their personal worth and dignity, irrespectiveof gender, religion, ethnic origin, or any other discriminatorycharacteristic.The policy recognizes that good quality education brings manypersonal, social, economic and educational benefits. Basic educationis the only education that the majority of the children will receive.Two-thirds of the children cannot proceed into the upper (Grades 8-9) basic level, while a significant number do not have access to lowerand middle basic education, and the standards are generally low.6. THE LANGUAGE POLICY 33
Page 2 and 3: Zambia’s Primary Reading Program
Page 4 and 5: African ExperiencesCountry Case Stu
Page 6 and 7: Table of contentsList of acronyms..
Page 8 and 9: 15. Bibliography ..................
Page 10 and 11: ForewordThe study conducted by the
Page 12: AcknowledgementThe author wishes to
Page 15 and 16: Methodologies that contribute to ac
Page 17 and 18: Teams. Zones and schools have the o
Page 19 and 20: 1. IntroductionEducation systems ne
Page 21 and 22: 2. HistoryThere are 4000 primary sc
Page 23 and 24: 3. Context of departureDescription
Page 25 and 26: Develop a system for provision of s
Page 27 and 28: 4. Research findingsA number of res
Page 29: 5. Towards a language policyThe res
Page 33 and 34: In order to achieve this, there wil
Page 35 and 36: in the use of these materials, whic
Page 37 and 38: and mathematical skills and in prob
Page 39 and 40: The existing UNICEF supplementary r
Page 41 and 42: as for teachers. It is essential fo
Page 43 and 44: Classifi cation of the coursesThe m
Page 45 and 46: The Basic School Curriculum Framewo
Page 47 and 48: live. For example, the word “mten
Page 49 and 50: eading more books and writing about
Page 51 and 52: 2000: New Breakthrough to Literacy
Page 53 and 54: Therefore, head teachers explained
Page 55 and 56: • Pupils in Grade 2 were asked to
Page 57 and 58: Results obtained and classified acc
Page 59 and 60: 10. Presentation of the results1999
Page 61 and 62: the Ministry of Education under the
Page 63 and 64: 11. Results of the programThe score
Page 65 and 66: Capacity buildingTraining for Zone
Page 67 and 68: • Team work among teachers and mi
Page 69 and 70: oll out nationwide and to be sustai
Page 71 and 72: Annex 1: Indicators of access and q
Page 73 and 74: Annex 2: Report on reading, dictati
Page 75 and 76: Grade Bands: These are the expected
Page 77 and 78: Table 12. Grade 6 PRP and Non PRP s
Page 79 and 80: ConclusionThe performance shown in
Page 81 and 82:
h) There is a need to increase secu
Page 83 and 84:
Annex 4: Follow-up to the baseline
Page 85 and 86:
The writing testRemark there is no
Page 87 and 88:
d) For the ZL test Allocate the mar
Page 89 and 90:
c) For the writing about the pictur
Page 91 and 92:
Annex 5: Monitoring book for thetea
Page 93 and 94:
____________ Teacher_______________
Page 95:
African Experiences - Country Case
Page 98 and 99:
Four ad hoc groups have been set up
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