Page 1 of 14

Advances in Social Sciences Research Journal – Vol. 8, No. 10

Publication Date: October 25, 2021

DOI:10.14738/assrj.810.10998. Mpofu, M., Kakana, F., Mundende, K., Makondo, F., Muleya, G., & Simui, F. (2021). Emergent Implications of the ‘Combined School’

Phenomenon: Lessons from the Upgraded Nangula Combined School in Limulunga District, Zambia. Advances in Social Sciences

Research Journal, 8(10). 65-78.

Services for Science and Education – United Kingdom

Emergent Implications of the ‘Combined School’ Phenomenon:

Lessons from the Upgraded Nangula Combined School in

Limulunga District, Zambia

Martin Mpofu

Chalimbana University, Chongwe, Zambia

Fabian Kakana

Institute of Distance Education, University of Zambia

Kasonde Mundende

Institute of Distance Education, University of Zambia

Francina Makondo

University of Zambia Library, University of Zambia

Gistered Muleya

University of Zambia Library, University of Zambia

Francis Simui

Institute of Distance Education, University of Zambia

ABSTRACT

This study was conducted at Nangula Combined school in Limulunga District of

Western Province, Zambia. It investigated the emergent implications of the

‘Combined School’ phenomenon through experiences of selected stakeholders of

the said school using qualitative methodology and Case Study design. The study

sample had 25 participants who were purposively sampled. Key findings of the

study revealed that the school had experienced some slight positive changes in

infrastructural development. The study also revealed that the introduction of

senior secondary classes in the school had been appreciated by all stakeholders as

it had reduced some distances that learners cover to access education. On a negative

part, the study found that the school had a critical shortage of staff accommodation.

The few available houses were in a dilapidated state. Inadequate desks, tables and

chairs and weekly boarding facilities also characterized the experiences in this

school. Further findings of this study were that the school was understaffed,

especially at the primary section, which had three teachers only. Besides, the

existence of both primary school trained teachers and secondary school trained

teachers in one school enhanced the superiority and inferiority complexes. The

school had an inadequate supply of teaching and learning resources coupled with

the absence of specialized rooms, technology facilities like mobile network and

internet connectivity. Thus, it is recommended that the government should embark

on infrastructural development and provide adequately trained teachers. Provision

of teaching and learning resources and more desks, chairs and tables should be a

Page 2 of 14

66

Advances in Social Sciences Research Journal (ASSRJ) Vol. 8, Issue 10, October-2021

Services for Science and Education – United Kingdom

priority. It is important also to facilitate the upgrading of teachers who have

acquired higher professional qualifications. To curb the inferiority and superiority

perceptions that exists between the secondary trained teachers and the primary

trained teachers, the study recommends that the two sections be split and work

independently.

Keywords: Disablers; Stakeholders; Nangula; Combined School; Quality Education;

Zambia

INTRODUCTION

The increasing demand for education, especially for secondary education in Zambia is very

critical. Following the rapid increase in population in Zambia, many pupils are seeking for

places in grade 8 and 10 respectively. This development is adding more pressure on the few

existing secondary schools, as learners compete for the few available places. [1] posits that in

times of rapid expansion of the education system, additional strain is generally placed on

teacher supply and bottlenecks are increasingly highlighted. [2] asserts that the number of

secondary schools required to accommodate prospective secondary school students is

alarmingly limited. In the quest to make the secondary education accessible to all children, the

Government through the Ministry of General Education started upgrading some Primary

schools into Combined schools. [3] also contends that the rapid increase in primary education

and an increase in school enrolments in the country has led many primary schools to be

upgraded into secondary schools known as combined schools. The process of upgrading

primary schools into Combined status in Limulunga district started in 2015 with Nangula

primary school. By 2021 seven (7) primary schools in the district that previously were running

from grade 1 to 9 had been upgraded to provide senior secondary education to learners as well.

Before the upgrading of the schools, parents had to send their children to schools in other

districts where they had to organize accommodation for their children in some shanty

compounds because due to high poverty levels, they could not afford to meet the costs for the

boarding fees, transport and other logistics. This saw many pupils dropout of school. [4] agrees

with this fact when they said schooling costs, especially school fees, were a central reason for

dropout from school. Apart from costs related challenges, pupils lodging in shanty compounds

were engaging in illicit vices like beer drinking, dagga smocking, prostitution and thefts and as

such they could not successfully complete their education. It is from such a sad background that

the Ministry of General Education decided to bring education closer to the communities. [5]

asserts that upgraded schools would make substantial contributions to Zambia’s efforts to

ensure that all children of school going age are enrolled for secondary education. Whilst the

policy of upgrading primary schools into combined schools is greatly appreciated by

stakeholders, there are many aspects in these schools that have not been provided adequately

in order to ensure that quality education is provided. These includes classrooms, specialized

rooms, staff houses, furniture, teaching and learning materials and qualified staff, just to

mention but a few. The ideal situation is that necessary facilities have to be put in place to

enhance the successful upgrading. The Ministry of General Education (2016) recognizes the fact

that all the factors that determine school effectiveness need special attention, support and

improvement. Material support needs to be increased in terms of classroom furniture, books,

various types of learning materials, science apparatus and other supplies [6]. The inadequacies

of the said facilities and materials have a serious bearing on the provision of quality education;

hence learners’ academic performance can be compromised.

Page 3 of 14

67

Mpofu, M., Kakana, F., Mundende, K., Makondo, F., Muleya, G., & Simui, F. (2021). Emergent Implications of the ‘Combined School’ Phenomenon:

Lessons from the Upgraded Nangula Combined School in Limulunga District, Zambia. Advances in Social Sciences Research Journal, 8(10). 65-78.

URL: http://dx.doi.org/10.14738/assrj.810.10998

STATEMENT OF THE PROBLEM

The quality of secondary education offered in some rural/remote upgraded combined schools

is of great concern as anecdotal evidence show that these schools lack the basic requisites like

classrooms and specialized rooms. Given that most upgraded combined schools still make use

of the few primary trained and diploma teachers on secondment basis, coupled with lack of

requisites, it is not clear how such schools are coping with the scarcity of resources and how

scarcity is affecting the quality of education. This study had to be conducted so that the findings

may inform policy and practice and key stakeholders who may also stop this undesirable status

quo from continuing in upgraded combined schools.

Purpose of the study

The purpose of this study was to explore the lived experience of selected stakeholders on the

upgraded Nangula Combined school’s emergent phenomenon in Limulunga district, from the

Teacher, Pupil and Parent perspectives.

Research Objectives

i. Describe major changes in the transformation process from Nangula primary to a

combined school.

ii. Explore enablers to the delivery of quality education the newly upgraded

combined school.

iii. Explore disablers to the delivery of quality education the newly upgraded

combined school.

Theoretical Framework

This study was guided by the Theory of School Effectiveness coined by Michael Rutter in the

1970s. The theory stipulates that school effectiveness occurs when there is efficiency in

leadership, high expectations by listeners and conducive learning environment in the school.

[7] contends that students perform better when the principal provides strong leadership as

effective leaders are visible, able to successfully convey the school’s goals and visions,

collaborate with other teachers to enhance their skills, and are involved in the discovery of

solutions to problems. [8] also posits that good leadership and administration have been found

to be indispensable in achieving efficiency in an organization. A conducive school environment

is also a recipe for school effectiveness. [7] advances that a stable educational environment

helps students to feel comfortable in the classroom and this enhances learning. Rutter (1979)

in [9] advances other factors that determine school effectiveness; class size, school size, age of

school buildings, the importance of parents’ involvement, the impact of intake mix, peer

influences and the level of resources. According to [7], the smaller the school, the better

students perform.

REVIEW OF SELECTED LITERATURE

Concept of quality education

Quality can be defined as all characteristics of a product or service that make it possible to

satisfy a given need [2]. [8] conducted a study on needs assessment for the development of

educational interventions to improve the quality of education, a School Self-Evaluation (SSE)

Framework. According to [8], this was a systematic examination of the gap that exist between

the current state and the desired state of an organization and the factors that can be attributed

to this gap. The study found that there was no School Self-Evaluation framework for the primary