IPNEd joins MPs in Zambia to visit schools championing literacy and numeracy
Hon. Harry Kamboni MP recognised the interactive methods of the Catch-Up programme to engage students.
IPNEd joined Hon. Harry Kamboni MP to visit schools in his constituency, Kalomo Central, to see what’s being done to improve learning outcomes.
The government are implementing the Catch-Up programme in the early grades of primary school to help support students who have fallen behind in mainstream literacy and numeracy classes.
Foundational learning is being increasingly prioritised politically in Zambia. The parliamentary visit is a testament to the growing support from parliament and the government.
Parliamentary commitment to learning helps drive and sustain progress, ensuring that every child is in school and acquiring the basics in literacy and numeracy.
On 22 September, we joined Hon. Harry Kamboni MP, Chair of the Parliamentary Committee on Education, Science and Technology, on a trip to his constituency of Kalomo Central in Southern Zambia to see what’s being done to drive up learning outcomes.
The government has been implementing the Catch-Up programme in Kalomo Central, as well as almost nationwide, to help children who have fallen behind in mainstream literacy and numeracy classes catch up to the right level.
Catch-Up primarily targets grades 3, 4, and 5, using the Teach at the Right Level (TaRL) methodology. Regular assessments grade students according to their level, rather than their age, and interactive teaching strategies are employed to help engage students.
We were accompanied by Father Dr. Anthony Tambatamba, Assistant Director of Primary Education at the Ministry of Education and Mr. Charles Mwanambala, District Education Board Secretary in Kalomo, who both supported the organisation of the visits alongside our partners at VVOB, ZANEC, UNICEF and World Vision.
A similar visit was also taking place in Milanzi constituency, where Hon. Melesiana Phiri is the local MP and also Vice-Chair of the Parliamentary Committee on Education, Science and Technology.
The interest shown by Mr. Kamboni and Ms. Phiri exemplifies the importance that the parliamentary committee is placing on foundational learning, as well as the dedication to taking action on the issue.
A numeracy class at Bwacha Primary School
Catch-Up classes started in Bwacha Primary School, located in the town of Kalomo, in 2020. Our visit began with an observation of a beginner-level numeracy lesson with 35 students from Grades 3-5.
Recent data from the school indicate improvements in numeracy, particularly in addition and subtraction. With a school size of over 1000, infrastructure remains a challenge, and lessons are taught in shifts. This means that students in Grades 1-4 attend school in the morning, and those in Grades 5-7 attend school in the afternoon.
Catch-Up lessons are taught at 12pm and the majority of students in Grades 3-5 are attending daily.
After the lesson was taught, we attended a reflection session with parents and teachers. When asked about improvements seen in students attending the classes, one father shared, “We are from a nearby village, my daughter couldn’t read and write when she joined Bwacha school in Grade 3. She’s now in Grade 5, can read and write, and she is much more confident.”
Mr. Kamboni MP particularly noted the importance of using practical, locally available resources to aid teaching and better engage students, helping them to learn by doing. The parents also recognised the participatory methods of Catch-Up, saying that it helped to involve students in their own learning.
A literacy lesson in Tonga at Munyenye Primary School
In the rural area of Munyenye, the primary school was established nearly 40 years ago to serve children in the surrounding villages. With a student population of 513 ranging from ECE to Grade 9, the school has almost all students in Grades 3, 4, and 5 enrolled in Catch-Up.
The literacy lesson began with a song and story, introducing students to the letter sounds (phonics) in Tonga, which would be the focus of the class.
As the one responsible for teacher training in the Primary School Directorate of the Ministry, Dr. Tambatamba recognised the specific teaching practices used, helping to grow student confidence and enhance their learning.
Munyenye Primary School has been allocated funding from the Constituency Development Fund (CDF), which is Mr Kamboni’s responsibility as MP to administer. A new building block, comprising two classrooms for ECE and Grade 1, is currently being built to help address infrastructure shortages.
Mr. Yoma Benedict, the school’s Head Teacher, thanked Mr. Kamboni for his support and shared that it would help reduce overcrowding in existing classrooms and improve the quality of education provided at the school.
Outside Munyenye Primary School after observing an engaging literacy lesson: Hon. Kamboni, Dr. Tambatamba, Mr. Mwanambala, Ms. Beth Gum (IPNEd), partners from VVOB, teachers and support staff.
Political commitment to foundational learning in Zambia
Foundational learning is being increasingly prioritised politically in Zambia. These parliamentary visits are a testament to the growing support from parliament and the government.
“It was really great to be in the classroom again and see the positive engagement from students as a result of interactive teaching strategies,” Mr. Kamboni shared, “And in my capacity as an MP and as a Parliamentary Champion of Catch-Up, I am truly committed to making sure all children learn foundational skills. Children need a strong foundation to progress in school and go on to higher education. This is essential for our nation’s development and the growth of our human capital.”
Mr. Kamboni, Ms. Phiri and other members of the Parliamentary Committee on Education are continuing to prioritise foundational learning. Next steps include expanding parliamentary support for Catch-Up with additional constituency visits led by the Ministry of Education and partners, as well as a view to opening an official parliamentary inquiry on learning and ensuring that the early grades are adequately funded in the education budget.
As overseers of government action and approvers of public spending, parliamentary support for learning is essential to improving learning outcomes.
