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DEDICATION

This report is dedicated to my lovely mother and my sons Taonga and Blessed, who persevered when I
was in school. I thank them for allowing and supporting me to continue with my education at the time they
needed me most. May the Almighty God bless them.

ACKNOWLEDGEMENTS
I am deeply indebted to my research supervisor Mr. L.H Moonga for this professional and timely guidance
during the report writing. It would have been very difficult for me to complete this report.
I wish also to express my sincere gratitude to the following people; Dr Judith Lungu, My best Friend Victor
Lombanya, Wanga W. Chakanika, my one and only beloved sister Mrs. Margaret Tembo, and all those
friends I have not mentioned for their support and help rendered to me during my studies.

ABSTRACT
Zambia College of Distance Education (ZACODE) was established in the 1900s and since then it seemed
not much study had been undertaken to the college this prompted the researcher to carry out an inquiry to
the colleges development, policy changes and programme initiatives. Descriptive research design was
used in order to depict the facts and features of the college from the inquiry.
The report findings revealed among many things the main developments scored by the college such as
modern equipment, improved communication and quality modules produced further new programme had
been introduced such as computers and alternatives high school programmes. The inquiry also revealed
the improved communication system like the use of email, cellophanes and internets.
Further the inquiry revealed that the college had some problems experienced such as understaffing,
inadequate funds and inadequate production and office equipment it was also revealed that the college was
not gender balanced.
The inquiry revealed that the enrolment had started to increase since 2006 and most students said they
were happy with the study materials received from the college as good materials for the examination
preparation. However the inquiry reviewed that the college had been affected by both the internal and
external polices some effects were help white others were not to the college. The inquiry also revealed that
the college had future plans such as to purchase more modern equipment utility vehicle expansion of
programmes by introducing new vocational programme, proper evaluation system and the good marketing
storage.
The conclusions were that the college had scored some developments although it still faced some
challenges, it also had future plans to expand the college activities. It is recommended that there should be
adequate investment in advertising the college activities persuade government to deploy more offices to the
college and to have clear cut policies.
Therefore the college is an important institution of Zambia as it gives an approximant to the adults with
other social study without disturbing the social roles and while at home.

CHAPTER ONE
1.0

INTRODUCTION

1.1

BACKGROUND

The Zambian Government recognizes education as a basic human right that is vital for personal and
societal development, in general, and for achieving the Education for All targets and the Millennium
Development Goals, in particular. The National Policy on Education: Educating Our Future and other policy
documents reaffirm the Zambian Governments commitment to providing education as a human right and
its conviction that education and training are necessary pre-conditions for human and economic
development (Government of Zambia, 1996; Ministry of Education, 1996). The policy proposes strategies
for strengthening and expanding higher education and that the Ministry will promote open learning, lifelong
education, and a wide variety of mechanisms for continuing and distance education (Ministry of Education,
1996, p. 80). One of the strategies in the National Policy on Education is to integrate the provision of
continuing and distance education into the mainstream of the Ministry of Education planning processes.
It was also discovered that before independence colonial masters concentrated much on Primary
Education. The agenda therefore, was to reform the education system towards perceived requirement of
national development (Achola, 1990:1) At independence for instance, the country had only one thousand
five hundred (1500) General Certificate of Education (GCE) graduates and only one hundred and twenty
(120) people with degrees. Therefore two thirds () of the people in the country were unlettered. Those
who attended primary education, most of them could not proceed to secondary education since secondary
schools were very few. Thus there were a lot of drop outs at grade seven (Kabwasa and Kaunda, 1973).
In Zambia the reform movement underscored the removal of unequal access to education through a
deliberate policy for education for all when Zambia just got independence. This stimulated a lot of people to
desire for education, both the old and the young. Formal education could not allow adults to enrol in these
few schools to give chance to the young ones to receive their education. But the adults needed the second
chance in education because the colleges had started demanding for GCE certificates for one to be
enrolled as a student. Employers also started asking for Junior Certificate of Education (JCE) or GCE
documents for a person to be employed (Kelly, 1990). This was seen as a problem and an alternative was
to be found as a solution to the problem.

In May 1964, with generous financial assistance from the copper mining
companies, the Ministry of Education was able to start a pilot scheme in
correspondence education. At first, the scheme was based at the College of
Further Education, which was called Evelyn Hone College of Applied Science and
Arts at that time, in Lusaka and full-time skeleton staff was appointed by the
Ministry of Education to organise a junior secondary course offering six subjects
(Mwanakatwe, 1974, pp 147,148).

From these humble beginnings, the Correspondence Courses Unit in Luanshya was expanded to National
Correspondence College. Since its inception the college offers distance education through print media. It
has concentrated much on academic courses (Mwansa, 2005).) The College prepares study materials
which are distributed to students to prepare them for the examinations which are prepared by the
Examinations Council of Zambia. However, the college is not an examination centre hence, students find
their own examination centres in other institutions convenient to them.
The Department of Continuing Education though a restructuring process later changed its name to the
Directorate of Open and Distance Education (DODE). This saw the college to change its name to Zambia
College of Distance Education (ZACODE) from the National Correspondence College. The change of the
name was necessitated by the fact that correspondence was associated with print materials only. At
present, other media can be used to lecture by distance such as radio, television, internet and
teleconference to supplement written work (Chuma, 2005).
The Zambia College of Distance Education had a lot of challenges in human/financial resources. Lack of
resources is attributed to inadequate funding (Kelly, 1990). The little amounts of money collected from
students were deposited to the Ministry of Finance Account. When the college needed some funds, it would
request the funds from the headquarters through DODE. In most cases the headquarters never released
the funds and if it did, it was in very small amounts making the college to be in the financial problems. At
some point, even preparation of study materials was affected negatively. Students could not receive the
study materials as per schedule and this de-motivated the students. The college was not given much
attention because it was seen as a sister institution with centres of continuing education. Kelly (1990)
further notes that the colleges location in Luanshya cannot promote its status nor facilitate a more dynamic
and professional use of the correspondence more of delivery.

1.2

STATEMENT OF THE PROBLEM

Zambia College of Distance Education in Luanshya was set up in the 1960s by the Ministry of Education.
The college was created to offer academic education by correspondence mode for people who were not
able to enter regular schools or would want to continue their academic education. Since the college was
established over forty years ago, there is no known study that has been undertaken to assess the
institutions developments, policy changes and programme initiatives. It is for this reason that the study
undertook to assess the development, policy changes and programme activities of the college.
1.3

PURPOSE OF THE STUDY

The purpose of the study was to assess on the development, policy changes and programme initiatives of
ZACODE in Luanshya, and establish the policy guideline in which it operated.
1.4

OBJECTIVES OF THE STUDY

The objectives of the study are to:


1.
2.
3.
4.
5.

establish developments in the life of the college.


find out on the effects of policy changes to the college.
identify the programmes offered.
establish the challenges faced by the college.
find out the future plans of the college.

1.5

RESEARCH QUESTIONS

1.
2.
3.
4.
5.

What changes has taken place and how has this affected the ZACODE
How has the police changes affected the College
What are the courses being offered by ZACODE.
What are the challenges that ZACODE is facing.
Are there any future plans and how are they going to be expanded in terms of activities.

1.6

SIGNIFICANCE OF THE STUDY

The study tried to assess the developments, policy changes and programme initiatives of ZACODE. The
results will provide useful information to the Government about the prevailing situation at the college. This
will help the government and other stakeholders to come up with the policy that will support the college.
1.7

LIMITATIONS OF THE STUDY

The study was limited to ZACODE as it is the oldest single distance learning institution, secondly financial
constraints limited the research to ZACODE as the researcher who had no financial capacity to do an
6

inquiry to all distance education institutions in Zambia. Time was also another limiting factor of the study
because information was collected within the conditions of the University of Zambia calendar. However, the
researcher was confident that adequate information was collected for a fair conclusion on ZACODE.
1.8
DEFINITION OF TERMS
Correspondence Education is the imparting knowledge and skills by use of print media to students who
are separated physically from the teacher.
Distance education is the teaching done by use of print and other electronic media to students who are in
different localities from the teacher.
Editor is the person who checks the clarity and accuracy of written materials for publication
Formal education is the education which is organised, planned and systematic which takes place in
school and providing schooling to students.
Geographical separation is being in a distant place away from face to face contact with one another.
Illustrator is an artist, draftsman or photographer who draws pictures to explain a text.
Residential school is were students are brought together in one place to receive face to face teaching for
a short period of time.
Study aids these are instructional devices used to increase the effectiveness of methods and techniques in
teaching.
Study materials are self explanatory notes sent to students for reading with understanding and be
prepared for an examination.
Tutor is a member of staff responsible for teaching and supervision of certain number of students.

CHAPTER TWO
LITERATURE REVIEW
2.0

INTRODUCTION
7

This section presents literature reviewed on the subject matter. Sources used included several text books
and publications.
2.1

BACKGROUND INFORMATION ON CORRESPONDENCE

Erdos (1967) suggested that correspondence institutions should have an organisational structure
comprising basically of the director, assistant director, and supervisor of teaching, registrar, enquiry,
dispatch, typists and office orderlies. The officers in these sections should have specific duties which at
some point will make them specialised and produce quality results. He further suggested that the staff
should be professionally qualified and experienced in their areas of speciality.
Correspondence teaching is not a new concept but can be traced back to Aristotle when he wrote a letter of
instruction to one of his disciples. By the twentieth century a number of people in many countries saw the
need to use the method in teaching to meet different needs of people. By 1962, the first correspondence
college was established in Congo Brazzaville. By 1966, National Correspondence College in Luanshya in
Zambia was established and in 1967, the Department of Correspondence at the University of Zambia was
opened to care for the needs of external students. By 1972, many African countries had created
correspondence teaching institutions (Kabwasa and Kaunda, 1973).
Correspondence education was promoted because of the philosophy of equal opportunity to education to
all people. New nations including Zambia after independence noticed the valuable contribution
correspondence education could make to the building of these new nations as education was expanded to
all citizens. This was because during the colonial period, few people had access to education in general.
The colonial masters wanted to limit the colonised in their education so that they were not enlightened for
political reasons.
George (1975) states that to make this type of education affordable by all citizens, most of the
correspondence institutions are funded by the public budget and are non profit making organisations.
However, private owned correspondence institutions are also found in the countries. Education is seen as a
right for every individual and not as a right for the rich. Every person requires education as much as
possible. For correspondence institutions to function well they should have a goal to achieve and a
structure.
8

Correspondence education is based upon the principles and procedures found in any teaching situations.
Therefore it is regarded as an educational process just like any other education. The only difference is that
the students and the lecturer in correspondence education are geographically separated. Nevertheless,
communication is done through writing, the telephone and the email.
Due to the developments in communication technology and the impact in the delivery system of education
at a distance, the concept of correspondence education has been replaced by the concept of distance
education (Chuma, 2005). Most institutions offering correspondence education have even changed their
institution names to suit to distance education concept. The change to distance education was necessitated
by the fact that correspondence education is associated with printed materials and other media of
communication not included. But for distance education it embraces both the print materials and also other
media.
Kabwasa and Kaunda (1973) defined distance education as a method of teaching where the teacher bears
the responsibility of imparting knowledge and skills to students who studies in a place and time determined
by the individuals circumstances. The lecturer and the learners are residing in different places. However,
this does not mean permanent separation between the learners and the teachers. There is a time of
interaction between the two through residential schools and in this interaction stage there is face to face
interaction with learners.
2.2

PRINCIPLES OF DISTANCE EDUCATION

Distance education is like any other form of education and its focus is on human learning. Where motivation
goes down, the teacher concerned must find an immediate reinforcement to motivate students.
Charles (1977) suggests that the tutors can motivate their students through designing of exercises adapted
to the level of the students. This stimulates the learners interest. The students should also be given an
opportunity to practice what they learned previously. Thus to make learning meaningful, students should be
made to recall the past experience.

The basis for the principles of distance education is the syllabus. When the tutor does not follow the current
syllabus, it will be difficult to find effective and efficiency guidance to the students. The syllabus also gives
direction to students in their studies. It guides on what is expected to be done and achieved by the student.
George (1975) adds that a tutor who gives illustrations in his study materials will motivate the learners.
Illustrations should be familiar to the learners knowledge. At the end of each lesson, the tutor is expected to
encourage the students to evaluate themselves. This can be done through some exercises whose answers
are given at the end of the lesson.
2.3

STUDENTS

Students who are enrolled in distance education are adults and children who could not access places in
convention schools. The people enrol in distance education because they have other activities they are
involved in like working and they cannot afford to attend education at full time (Mwansa, 2005).
Distance education also cares for the physically handicapped who may find it difficult to attend full time
classes. The other group of students are those too old to return to elementary and secondary education
which was interrupted earlier in life but they are not too old to continue education. Due to flexibility of
distance education, it can cater for the faster learners ahead of the average rate. The slow learners can
also move at the rate at which they would absorb the instruction in the study materials without any delays
caused to other students. Sometimes even remedial lectures are sent to the slow learners. With the older
students, they can learn and overcome the deficiency to learn in the company of the younger group. They
can too study while at home with their families.
Wedemeyer and Gayle (1961) say distance education students must be self motivated. This gives them a
drive to continue in their education since they will be alone at their homes in most times. They should also
be self reliant, resourceful, with initiatives, have persistence, for them to concentrate on their academic
work.
Another cardinal element for distance education is that students are self discipline. The students without
self discipline will fail to set aside time for studies and meet deadlines in the studies. Self discipline helps
the student make decision to learn, do the work requested in the lessons, organise his work systematically
and make independent decisions. Discipline helps the learner to allocate adequate time to each activity in
10

the educational work. Though not physically monitored by the tutor, self discipline always helps the learner
to be on schedule.
2.4

SUBJECTS

All subjects that can be taught by a lecture method can be taught through distance education. As long as a
subject can easily be written and read as spoken, it can be taught. Practical subjects can also be taught
were theory work is lectured by provision of study materials and the practical part is taught during
residential schools. Improved communication system has made it even more possible to teach practical
subjects by distance education mode. For example, a practical part in the course can be recorded on the
video tape and the student can watch it and learn how to carry out the practical part.
Charles (1977) gives a caution that the teaching aids in distance education should be used with caution.
This is because the approach might be expensive for the institution and the student. Moreover, some
students may not even have the facilities to use them. Thus he says use of print materials is cheap and
every student can use the materials without any problems.
2.5

ENROLMENTS AND EXAMINATION

Kabwasa and Kaunda (1973) say that enrolments of students in distance education is done throughout the
year. This is to give a chance to as many people as possible to register at their convenient time. Usually
students in distance education write examinations which the full time students also write. The full time
students and those under distance education receive same certificates and even use them to enter
colleges, universities or get a job. This is to reduce stigmatisation of distance education students. People
should not look at them as those who have gone through a lower class of education.
According to Garrison (1989) laments that traditionally distance student have been adults who voluntarily
sought further education for a variety of reasons. These students enrol in educational programs which fit
their individual need and situations. Entrance to these programs is determined by the individual needs and
situations.
Students who are not ready to write the examinations are allowed to put off taking the examinations until
when they are prepared. Thus they can write in the next sitting. Arrangements for examinations for students
11

in their localities are done by the institutions. In other cases where possible, correspondence officers are
requested to supervise examinations that may be done in their institutions (Verduin & Clark, 1991).
However, many students write their examinations from large examination centres. Verduin & Clark (1991)
says participation in evaluation is one of the best indicators of the effectiveness of a program. It is
importance therefore for students to participate in the evaluative process both in terms of their own
progress and the success of the programs in which they participate.
Chuma (2005) laments that students go through a lot of difficulties like lack of textbooks, lack of libraries in
their localities and inefficiency in the mailing system. These difficulties if not well addressed tend to affect
the performance of the students negatively.
2.6

TEACHING STAFF

Study materials go through different stages before finally produced and sent to the student. The writer
writes the initial scripts. The writer is the expert in the subject matter and they have teaching experience.
When you have writers who are knowledgeable in their subjects, there are few problems encountered in
lesson writing.
The editor is another staff. He is a person who edits the materials written by the writer before the lessons
are sent for final printing. Lessons are reviewed by more than one person and later one person makes
marked corrections comprehensively. The technical reviewer gives advice on the content and arrangements
of the work. A lesson in a particular course are written by one competent person and technically checked to
ensure the accuracy of the materials. The technical advisor however does not write the study materials
(Kabwasa and Kaunda, 1973).
Erdos (1967) advises that cooperation is desired among the writers, reviewers and the editors. A
breakdown in cooperation and coordination among them leads to production of low quality of study
materials. A writer always seeks assurance that his work is not distorted during editing. Other supporting
staffs are equally important for study materials to be of high quality. Departments do not work in isolation
but dependant on each other. For example if the typists do not finish typing the lessons then the editors will
have nothing to edit and hence the printing and binding section have no work to do. Thus distance
educators depend on team work.
12

2.7

TUTOR

According to Moore (1989) accessibility of the distance instructor is an important support issue. Students
need to be apprised of the ways they can reach their teachers, this is usually done through the use of long
distance phone calls or fax machine etc. However, trips by the instructor to the distance site as well as trips
by the student at the send site is important.
The tutor interacts with the students more than anyone else in the institution. He knows the students better
because they discuss through writing. He knows their individual circumstances and interest through these
written interactions. Thus, he is able to criticise, encourage and praise the student. The tutor should be
tactful when making any comments to the students to avoid discouraging them in their education. Tutors
encourage students at all levels to sustain their interest and good performance. They are likely to drop out if
not encouraged.
Effective distance education does not just happen any more than effective teachers just happen. Beaudoin
(1990) states that those faculties accustomed to more conventional teaching modes would have to acquire
new skills to assume expanded roles not only to teach distance learners, but also to organise instructional
resources suitable in content and format for independent study. Therefore, there is need to provide their
pre-service and in-service teacher with the tools necessary to excel at their craft. While a large number of
excellent institutions have been educating pre-service and in-service teacher for decades, little have been
done in the actual preparation of teachers for the world of distance education.
Lentell (2003) maintains that the role of the tutor is undervalued in distance learning, and considered
second in importance to the course materials. Yet learning is very much an individual business, and the role
of a good teacher is to find out what the student doesnt know and help bridge the gap, as well as to
motivate, encourage and explain. There is need to formulate the police design to address equity of training
opportunities for teachers already in the field
2.8

PRODUCTION OF STUDY MATERIALS

There is no specific method of production of lesson in distance education. Production of study materials
depends upon the circumstances in which the school is situated and the facilities available (Charles, 1977).
However, the suitable method is that which is economically and able to produce lessons of good standard.
13

The appearance of the study materials motivates the students to study their work. Thus a method used in
lesson production should be that which does not lower the standards of the lessons. Distance education
can be done without excessive costs of production when well planned and it gives good pass rates to
students. The cost of production of study materials include salaries paid to writers, reviewers, editors and
illustrators and the cost of production. The income available should be apportioned in relation to the
educational importance to students in the various steps.
Some schools cannot produce its own lessons but can request some printing company to print study
material for them. Those with their own study material printing equipment have complete control of priority
in production, resources and other equipments. This allows schools to put much importance of their
activities to their objectives and goal. Printing which is done from outside the institution limits control on
supply of study materials and the rate of production.
2.9

EQUIPMENT

Each section in the distance education institution is very important and thus each section should be
adequately equipped. The performance in the sections may be affected by the equipment being used.
Equipment should be well planned for and placed. Arrange the equipment in a sequence that will allow
easy flow of work. Wedemeyer and Gayle (1961) say distance education is very effective and with good
pass rates when the right equipment is in the right place.
CONCLUSION
Distance education is of value to individuals and the country at large. It gives chance to any persons to
learn regardless of status, age and distance from the educational institutions. People can continue to
perform other social roles while they learn at home. They are able to utilise their full potential in education
without disturbing other activities in their lives. Even the pass rates are high. As it uses the study materials
to lecture to the students, it saves on costs on infrastructure which makes it even cheaper and affordable.
CHAPTER THREE
3.0

METHODOLOGY

3.1

RESEARCH DESIGN

14

The study used a descriptive research design. A descriptive research design gives a description of the
prevailing condition of the phenomenon. It describes factually and accurately the evidence and features of
a given phenomenon. The advantages of this design are that it helps the researcher to understand the
reality and how people interpret their experiences. Moreover, the researcher physically went to the site, and
interacted with groups of people to collect data. It made her become familiar with the phenomenon and
expressed her findings accurately.
A descriptive research design was used to help the researcher collect factual information. The information
was justified by the conditions and practices of the college.
3.2

POPULATION

The research was confined to ZACODE staff, students and stakeholders.


3.3

SAMPLE POPULATION

A sample representative of Lectures, support staff and students from the community around the college.
The sample consisted of 100 respondents, of these, 40 were drawn from the Managers, lecturers and
supporting staff, while 60 were drawn from the students.
The sample was selected using the purposive sampling procedure where certain units are selected
purposively for judgment by the researcher. Ghosh, (1992) states that this sampling procedure allows the
researcher to pick a sample that is representative of the population yet it is purposively picked to suit the
requirements of the study. The sampling procedure allowed the researcher to use personal judgment with
regards to the characteristics of representative sample. This sampling method was used because only
persons involved and influenced by some aspects of the intervention was chosen for the sample
population.

3.4

SAMPLING TECHNIQUE

The simple random procedure to pick the representative population was used to come up with respondents.
This gave equal chances to everyone to be picked for the study.
15

3.5

INSTRUMENTS

Questionnaire and interview guide were used as instruments. Questionnaires were administered to
students in Luanshya District. There were two sets of interview guides, one was used to interview the
managers and the other one the academic staff and the supporting staff. The questionnaire for the students
is a closed ended with two open ended questions while the interview guide is a semi structured.
3.6

DATA COLLECTION TECHNIQUE

A data collection procedure refers to a discussion of how data will be gathered and the instruments that will
be used for collecting data.
In this research both primary and secondary data collection techniques was employed for collecting data
interviews and structured questionnaires with closed and open ended questions were used for primary
data.
3.7

DATA ANALYSIS

Data analysis is a part of the research process particularly amenable to unethical practices intentionally or
otherwise. Jackson (1987) states that, the researcher, has a moral obligation to minimize the possibility of
error by checking and rechecking the validity of the data and the conclusions drawn from the data.
Data was analyzed using frequency distribution tables and percentages and latter tabulated into Pie Charts
and Bar Charts. The Pie Charts and Bar Charts makes the interpretation of the responses easier. The
themes were categorized according to the most frequently used generative words. These were signal
words that illustrate the communitys mood about something (Mattison, 1990).
The use of both qualitative and quantitative techniques of analysing data aimed at interpreting the
behaviour and attitude change resulting from the exposure to the policy of intervention. Therefore,
qualitative and quantitative analysis ensured that responses were clearly interpreted as factors.
CHAPETER FOUR
4. 0

RESEACH FINDINGS

4. 1

INTRODUCTION
16

The aim of the study was to assess the development, policy changes and programme initiatives of
ZACODE.
ZACODE is located in Luanshya a mining town in Zambias Copper belt Province. It has a population of
about 110 000. The ZACODE building is near the town centre. It was reportedly built as a store for the
Roman Catholic Church in the 1930s, hired by the Distance Education Unit in the 1960s, and eventually
acquired by government for the National Extension College now ZACODE. Therefore, chapter four reveals
the findings of the study which were based on the data collected from the respondents by use of
questionnaires to students and the interviews conducted with the academic staff, supporting staff, and the
managers.
4.2
4. 2. 1

RESPONSES FROM ACADEMIC, SUPPORT STAFF AND MANAGERS


SEX

Fig. 4. Showing sex of respondents

Out of 40 member of staff 67% were male staff compared to 33% female staff.
4.2.2

DURATION OF SERVICE AT THE COLLEGE

The study sought to inquire on how long the staff have been in service at the college and it was revealed
that 55% of the respondents had served in the college for more than four years compared to 47% who have
been there for three years. In additional, the academic department, 86 of the respondents had served the
college for not more than three years and only 14% had served for more than four years.
4.2.3

HISTORY OF THE COLLEGE

17

The managers gave the history of the college that it started from Evelyn Hone College as a unit and was
moved to Luanshya in 1966 where it became a college. As a college it only offered Junior Secondary
programme. The respondents further said that the college had expanded as it was now offering General
certificate of education, alternative high school programme and computer applications.
4.2.4

STAFFING

The managers revealed the following;


Fig 5. Showing the staffing structure
Principal

Academic Staf

Support staf
1 Senior Executive Officer

4 Heads of
Department

1 Assistant Accounts
3 Typists

4 Senior Lecturers

4 Clerical Officers
8 Lecturers

4 Assistant
4 Classified Daily Employees

The total numbers of full-time members of staff were thirty four (34). However the numbers of the members
of staff in the college were less. Further all the respondents were full-time members of staff. 90% of them
said they worked with part-time officers contracted by the college in various sections. 10% of the
respondents did not work with any part-time officers, further 85% of the respondent said their sections were
18

under staffed as they were over loaded with work were understaffed and only 15% of the respondents said
their section were fully staffed.
4.2.5

SELECTION OF PROGRAMMES

The manager said that the college was not given a full mandate on selection of programmes. He said the
college could only propose the programmes to be offered and then DODE approves. The manager further
said that if only programmes were offered by the college without DODE approving, then such programmes
are seen to be as an illegal programmes. The manager also revealed that the grassroots were not involved
in the selection of the programmes to be offered.
4.2.6

ASSESSMENT OF OBJECTIVES FOR THE COLLEGE

It was revealed that at the end of the year members of staff give reports on what they planned and all the
activities carried through out the year. It was also said that for the past years, the college had not been
assessing students performance in their final examinations. This was attributed to lack of examination
centres by the college where students wrote their examinations from. This meant that they could no longer
assess how the study materials were effective on the students.
Another problem was that the college could not really know whether a student had written the examination
or had just dropped out due to some other reasons.
4.2.7

PROGRAMMES OFFERED IN VARIOUS SECTIONS

The respondents cited the following programmes

Junior Secondary programme ( J.S )

General certificate of Education ( G.C.E )

Alternative High school programme ( AHSP )

Alternative Upper Basic programme (ARBP)

Computer Programme

4.2.8

PROGRAMMES WHICH WERE OFFERED IN THE PAST

The following were the programmes which the college was offering:
Junior secondary school programme ( J.S) and General Certificate of Education (GCE).
19

4.2.9

DEMAND FOR THE PROGRAMMES

The study revealed that 80% of the respondents said demand and 20% said the demand was not good
since the enrolments were low.
4.2.10 HOW THE COLLEGE IS MEETING THE DEMAND FOR THE PROGRAMMES
Out of 40 members of staff 75% of the respondents said they were meeting the demand while 25% said
they were failing to meet the demand fairly.
4.2.11 EFFECTS OF INTERNAL AND EXTERNAL POLICIES
4.2.11.1

INTERNAL POLICIES

It was revealed that 80% of the respondents said they had nothing to say on the internal since they had not
seen any new internal policies. 10% of the respondents said there was too much red tape in the way
issues were handled. The other 10% said internal policies needed to be revisited to make them clear to
members of staff since it seamed the policies changed from time to time causing them not to be effective.
Further, it was revealed said there has been a deliberate policy of free afternoon given to each academic
member of staff once per week. This internal policy had left the staff remain more refreshed and energetic.
They even said the college held weekly meetings and general monthly meetings. This was another way of
keeping the communicate system effective for everyone to be well informed in the institution.
4.2.11.2

EXTERNAL POLICIES

The respondents cited the following

THE RESTRUCTURING PROGRAMME. It was carried out by Ministry of Education, which was
intended to put human resources in the right place and have institution well staffed. However, all
respondents said, the policy was not effective to the college as the college was still understaffed. They
also said the post of vice principal was removed from the college staffing structure. This had led to
communication being disturbed between the principal and the general members of staff. The principal
remained with no one to assist him when need arouse since some issues could not be handled by just
anyone.

20

ALTERNATIVE HIGH SCHOOL PROGRAMME (AHSP). The introduction of this programme had
helped the college to prepare new modules and experienced increased funding. It also gave an
opportunity to the college staff to interact with Curriculum Development Centre (C.D. C) Officers.
The manager added that the programme had three (3) sections called the learner support, quality
assurance and material production. Therefore, the college had been given a section of material
production. The managers showed concern over this arrangement. He raised a question of what would
happen to the college when all the study materials were prepared? He said the colleges will no longer
recruit students but this responsibility was to be done by centres and the students will be the
responsibilities of the centres and not the college.

MONTHLY GRANTS AND SECTOR POOL FUNDING. The college was receiving these funds. It had
helped the college to have mere funds and carry out the needed operations with less trouble. However,
more funding to the college would be highly be appreciated. Material resources were also not
adequate.

LIBERALISTION OF THE EDUCATION SECTOR. It was said that most people had a variety of choice
of where to go for school since this policy allowed private schools, tuition centres, academic production
units and many open learning institutions to exist. 80% of the respondents said it had contributed to the
low enrolment at the college. 20% said the policy had no effect on the enrolments of the college since
the college was the only institution which was offering academic courses by distance. But said low
enrolments were due to lack of adequate marketing of the college products.

HIV/AIDS. This policy had helped the college not to discriminate anyone. It, too, believed in the slogan
of if you are not infected you are affected. Members who may be infected were not suffering
discrimination. The college held a lot of internal workshops on the matter to educate its members of
staff. The manager further said, they even incorporated the HIV/AIDS message in the study materials
as a way of sensitizing the learners on the same.

GENDER - The College had welcomed this policy as the respondents said for long time the college had
not been gender balanced. However, the managers added that much efforts were need to be done by
the college since it was not yet gender balanced.
21

ADEQUATE RESOURCES It was revealed that material resources were not adequate. Although
funding had slightly increased this year (2010), more funding to the institution would be highly be
appreciated to meet all the institutions requirements. The respondents also bemoaned the inadequacy
of human resources at the college. They said the college was under staffed by 5 %. They further said
the unit badly hit was the academic section, which was under staffed by 56%.

4.3

MAIN DEVELOPMENTS ACHIEVED

The respondents cited the following:

Acquisition of modern equipment such as computers, isographic photocopier, Fax machines, scanner
and a mini industrial computer printer.

Purchase off some reference material to be used in course development.

Completion of Grade ten, module 1 for all subjects successfully.

There had been a lot of human resource development in various areas like computer literacy, course
development, production, planning, budgeting and other longer programmes.

Communication in addition to telephone and the postal services, the college connected to the internet
and it had the email facility.

There was new interaction between the college study material developers and the Curriculum
Development Centre.

College status they said the college was recognized as a college and not as a lower institution.

Enrolments they said this year (2010) had tremendous improvements in terms of student enrolment.

Courses/ programmes managed to introduce all alternative upper basic and alternative high school
programmes which were implemented in 2008.

4.4

CHALLENGES FACED BY THE SECTIONS

All the respondents from academic and supporting staff section said the following problems:

The poor state of the offices of the members of staff.

Lack of computers in the departments

lack of adequate equipment to be used in the course production

lack of adequate reference materials


22

Inadequate funding to the sections.

Lack of monitoring of the students performance in final examinations due to lack of examination centres
by the college.

The manager also revealed the following problems:

Understaffing as the government had not yet sent any other staff to the college and the most hit the
academic section.

Lack of transport for the college.

Failure to fully meet the students demand on study material due to lack of adequate resources.

There were lack of speaking the same language with officers at the headquarters hence progress had
been seen to be difficult.

4.5

FUTURE PLANS

The respondents said the following where the future plans for the sections.

To complete the current modules being developed on schedule and phase out the old modules.

To have study materials being accompanied by some electronic media and laboratory kit were
necessary.

To introduce new programmes this will be demand driven.

To work hand in hand as a college to probe for more funding and equipment from external
stakeholders.

To persuade the Ministry of Education to post more members of staff to the college.

To upgrade the face of the members of staffs offices.

To procure more computers especially laptops for use in offices.

4.6

RESPONSES FROM QUESTIONNAIRES BY THE STUDENTS


23

4. 6.0 FIG.1 SHOWING SEX OF RESPONDENTS.

The study revealed that 40% of the respondents were females while 60% where males respectively.
4. 6.1. MARITAL STATUS.
FIG. 2. SHOWING RESPONDENTS MARITAL STATUS
STATUS

SINGLE
MARRIED
DIVORCED
WIDOWED

30
60
10
0

It was revealed that 30% of the respondents were single, while 60% are married and 10% are divorced.

24

4. 6.2

AGE

The figure below shows the age of learners

Out of 60 students 8% of the respondents were aged between 16 and 25, 22% were aged between 26 to
35 years, 50% of the respondents aged between 36-45 while 20% were ages between 46 and above.
4. 6. 3

OCCUPATION

The study revealed that 80% percent of respondents were employed and 20% were not employed.
4. 6. 4

PROGRAMME FOLLOWED

The following table shows the programme that are followed by different learner in percentages:
PROGRAMME
Junior Secondary
GEC O Level
Alternative Upper Basic Programme
Alternative High School Programme
Computer Programming
TOTAL

PERCENTAGE (%)
35%
30%
15%
10%
10%
100%

Out 60 students, 35% were doing Junior Secondary, 30% were doing GCE O level, 15% were doing AUBP
and 10% were studying AHSP, while 10% were doing computer programming respectively.
25

4.6.5

PERIOD OF STUDY WITH THE COLLEGE

Figure shows different years in enrolments

The study revealed that 10% of the respondents enrolled in 2006, 20% enrolled in 2007, while 28.5%
enrolled in 2008 and another 41.5% enrolled in 2009.
4.6.6

COMMUNICATION

In communication it was revealed that 80% collected their study materials from the college and delivered
their assignments to be marked physically. 20% collected and delivered the materials through Zambia
postal Services (Zampost). For any inquires the study further revealed that 70% of the respondents
communicated by physically going to the college. 25% of the respondents used Zambia Postal Services
(Zampost) and 5% used cellular phones.
4.6.7

STUDY MATERIALS

For the study materials 80% of the respondents said they preferred the study materials to be sent as
modules, while 20% preferred to be sent as lessons.
All the students said that the study materials where helpful in the examination prepared by examination
Council of Zambia. However they made some reservations that study materials should be revised
26

according to the current syllabi. Further 70% of the respondents said it took over four weeks to receive the
study materials and feedback of the assignment. 30% said it did not take long as it took one week to
receive study materials.
4.6.8

COURSES OFFERED

The study revealed that 100%of the respondent indicated that there were some courses they wanted but
were not offered by the college.
4.6.9

PROBLEMS FACED BY STUDENTS

The results of the study indicated that 50% of the respondents lacked study materials and 35% feedback
was slow. Financial problem was 10% and difficulties on language in study material was 5%.
4.6.10 SUGGESTIONS
The study revealed that 60% of Respondents suggested that the college should improve on the period of
sending the study materials as it took too long to receive them. Feedback should also be improved, taking
long to receive Feedback made them fail to reach their study targets. 40 % of the respondents also
suggested that the college should introduce more courses both academically and vocationally.

27

CHAPTER FIVE
5.0

DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS

This chapter discusses the findings, makes some recommendations after drawing some conclusions from
the inquiry. The discussion is guided by the objectives of the inquiry.
5.1 DEVELOPMENTS ACHIEVED
The inquiry revealed that the college had managed to secure some computers from the cooperating
partners who were the USAID and the commonwealth of learning. This development was confirmed when
the managers said the new programme of computer had been introduced in the college with various
courses on offer to students. They also said they had even held five graduation ceremonies for successful
computer students.
This development was also confirmed when the typing section proudly said they were now using computers
when typing any work as opposed to the manual typewriters which were used previously. They said this
development had helped them when typing the course modules. They said it was easy to make on the
computer than on a manual typewriters where you had to retype the whole work all over again which was
time consuming.
Furthermore, it was revealed that when printing the course materials the college used a risography which
was able to print five hundred (500) copies per 3 minutes. This was said to be a modern machine which did
not require a long process to print as opposed to the old machine which had five stages before a copy was
produced. The respondents said this was a tedious process and time consuming.
The respondents also added that they use the photocopying machine for the college each time they had
any documents which needed photocopying. Other equipments acquired by the constitution were a FAX
machine, scanner and a mini industrial printer. All the respondents said the equipments helped in the
efficient and effectiveness of running the colleges affairs. This is in line with what Wedemeyer and Gayle
(1961) said that distance education is very effective and with good pass rate when the right equipment is in
the right place.

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5.2

HUMAN RESOURCE DEVELOPMENT

Human resource development was a very positive move by the planners and it had helped members of
staff to acquire new knowledge especially that 86% of the members of the academic section were not very
old to the college and only 14% of the respondents had worked in the college for more than 3 years in the
academic section. The inquiry revealed that the staff had been given various short intensive courses. The
managers also said by the time of the inquiry one member of staff had been sponsored for a four years
programme at the University of Zambia and the programme was relevant to the activities of the college.
The inquiry revealed some of the areas in which members of staff had received training as:

Computer literacy

Course development and productions

Planning and budgeting

HIV/AIDS issues

Distance education on general

According to student service intensive courses give a broad introduction to all aspects of distance
education both on educational and administrative problems faced by an institution. Therefore the move for
the college is in a right direction. MOE (1992), supports the assertion that Human Resource Development
is vital to any learning institution
5.3 COMMUNICATION SYSTEM
The inquiry revealed that the institution in the past had only telephone and Zambia postal services as its
modes of communication. However, currently it has additional communication services like the Internet, the
email and a telefax. These have helped the college to improve its communication system, which is very
effective.
The inquiry also revealed that the current communication system was able to help the institution acquire
information from other far places by using of the Internet and even access some reference materials from it.
However Verduim Jr. and Clark (1991), agrees that communication using any mode available is very
important as it brings about dialogue between the learner and the tutor. Students are encouraged when
there is dialogue between them and the tutor. The tutors can also easily give a feedback to the adult
29

learners who are usually found in Distance Education. Therefore there can be quick feedback since the
tutors can use a variety mode of communication.
5.4

PROGRAMMES OFFERED

The inquiry revealed that the institution was offering the following programmes:

Junior secondary programme

The Zambia School Certificate GCE 0 level programme.

Alternative High School programme

Alternative Upper Basic programme

Computer programme.

It was said that the new programme called alternative High school programme was different from the GCE
programme. The respondents said that now that the Alternative High school programme was implemented,
the GCE programme will be phased out. However, 100% of the students requested for more programme to
be introduced at the institution. There was need to introduce nine courses.
5.5 STUDY MATERIAL
The inquiry revealed that study material had been revised from time to time to make sure that they were in
line with the current syllabi. It was said that in the past, study material were sent to students as lessons.
However, the time of the inquiry, the respondent said that GCE and Alternative High School programme
students were receiving their study materials as modules.
The respondents said the modules they were working on passed through the curriculum development
centre to make sure that content in line with the current syllabus. However, 100% of the students were
helpful in relation to the examination offered by the examination council of Zambia.
80% of the students preferred the study materials to be sent as a module while 20% preferred as a lesson.
However for Junior Secondary Programme students get their study materials as lessons.
5.6 MONITORING AND EVALUATION

30

The inquiry revealed that the new development was that the members of staff from the headquarters in the
department DODE were to carry out the evaluation. This had the emphasis on the new programmes that
had been implemented (Alternative High School and Alternative Upper Basic programmes). Since centres
were to be opened in convenient places near the geographical areas of students. However, 100% of the
academic staff lamented over this development that usually no feedback was given to the college when on
evaluation was done and this made the institution not to know the direction to take. This is corresponding
to what Verduim, Jr and Clark (1991) suggests that, evaluation is a process of making judgments or
applying value in a given situation. Therefore as education, the academic staff should be involved to judge
the worth of the study materials and students or the lack of it. Therefore, good evaluation assists the
distance educators to think about what they are trying to do and achieve as they implement programmes,
and activities. Thus, evaluation is a critical aspect in the administration of distance education.
5.7 ENROLMENTS
The inquiry revealed that the number of students had reduced for the past years. Nonetheless by 2006, the
numbers had steadily started to increase. 60% of the students were following G.C.E programmes. This
gave an impression that there was still a lot of drop-out at grade nine. These drop outs could be attributed
to various reasons like lack of enough places at senior secondary level and lack of financial support for the
students. This is in agreement what Kabwansa and Kunda said that, to achieve a good turn out of
enrolments there should be enrolments throughout the year (Kabwansa and Kaunda, 1973).
5.8 COLLEGE STATUS
In the past the college was not highly respected as a college but just seen as a sister school with the school
for continuing education now called Skills Training Centre. The respondents said it was now regarded as a
college in its real sense and this lead to improved funding to the institution. The issues discussed showed
that the college had gone through various developments. This is contrary to the assumption that the
institution had not achieved any major developments.
5.9 EFFECTS OF CHANGES ON INTERNAL AND EXTERNAL POLICY
5.9.0

Internal policies

The enquiry revealed that 80% of the respondents said they had nothing to say on the internal policies.
They said they had not seen any internal policies, if they were there, then they had not changed in any way.
31

They further said, the institution should then revisit its internal policies. 10% of the respondents said the
new internal policies were not clear because procedures of doing things changed from time to time. 10%
said there was too much red tape. The manger respondents said there was a policy of free afternoon. The
academic staff were given each once is a week a free afternoon. This had helped the members of staff to
remain strong and energetic as they carried their duties. The other new policy was on the meetings which
where introduced to be held every Mondays for academic and supporting staff and general meetings with
all members of staff at the end of the month.
According to the Collins concise dictionary (1988) a policy is a plan of action adopted or perused by
individuals, government, part or business. The fact that there were differences by the respondents in their
views on the internal policies was a clear indication that institution had no clear defined internal policies. A
policy should be clear for any member of the institution to recognize it.
As the college had new programmes which had high demand on the members of staffs efforts and time.
The institution should enhance new policies in this regard. The institution should have planned on how and
when the end of year reports should be prepared and submitted. How it recruits the part-time members of
staff, procedure on how to access the library, stores office and how it should evaluate the performance of
each member of staff. Therefore there is need for the college to revisit its internal policies and make them
clear for every member of staff to know what to be done, when, by whom and with what.
5.9.1

EXTERNAL POLICIES

The inquiry revealed the following


Financial management.
It was said that in the past, the college deposited its user fees in the GRZ Account and when funds where
needed, it had to request from DODE from the Headquarters. This is a long and slow process. It was
further said that sometimes the money was never even released to the college even when it was released;
it was less than what was requested. This makes the operations of the college very difficult.
However, it was said that with the implementation of the new policy the college maintains its own accounts
where it will deposit all its funds. This way the college will easily access the funds when need arise without
any delays as long as the financial regulations had been followed.
32

The inquiry also revealed that the college like any other grant aided institution received monthly grants and
sector pool funding from the government. I was said this had

helped in the area of the colleges

financial position, which was very poor in the past.


This policy was confirmed when some respondents said that when they receive the funds they usually form
a committee which sits to plan on how the funds will to be used. However, they noted out that the
implementers usually did not take up the proposals from the finance committee but carried out different
projects. Hence there was need of deliberate collaborate efforts between the finance committee and the
implementers.
Nevertheless, the policy had helped the college to operate with less difficulties as the college was funded
monthly and there was easy access to the funds. It was further said the introduction of the boards to
learning institutions as a policy had helped in the operations of the college. It was said the board members
at the college were appointed from within and outside the college. This policy was said to have benefited
the college as the board provided checks and balances in all the activities of college. The board members
could advise, advertise and find some cooperating partners which would even make the college operate
efficiently.
Alternative High School Programme and Alternative Upper Basic Programme
It was revealed that DODE instructed the college to work on the AHSP and UPBP effectively since the
programmes had the new approach where centres should be opened for students in all provinces for them
to be easily accessed. At these centres, students will be given some face-to-face teaching once in a while
depending on the centres programme. Just like Verduim Jr. and Clark (1991) were they emphasizes on
face-to-face session to be very important in Distant Education. It brings motivation and socialization to
students. It also helps students to get a quick feedback on issues of concern in a broader way.
It was further said that the study materials prepared for the programme went through various stages and
stakeholders including the Curriculum Development Centre. Thus, the process used reflected quality
assurance since many people were involved in the production of the modules. The modules are reviewed
and reproduced each year to replace the old modules,
33

Gender
Zambia is trying to reach the SADDC policy where 30% of women should be in decision-making position in
every organization. In line with the Policy, the college has some females on the college board and males
on the college board for it to be gender balance.
However, generally, the college was not gender balanced since in the academic section 75% were males
and 25% were females. In the supporting staff section 60% were female while 40% were males. Generally,
the college stood at 32% for female members of staff and 68% for males members of staff. Therefore, it
was necessary to reinforce the need for the college to be gender balanced.
Liberalisation of Education
90% of the respondent said this policy had brought about tuition centres, private schools and academic
production units. This had lead to the college not to have many students as it used to have in the past.
Before this policy was formulated, learners had many alternatives of ways of learning. 10% of the
respondents still maintained that the college had no competitors because it was the only college that was
offering academic programmes by distance. They believed that many people failed to get to secondary
schools especially at senior level and later got involved in some form of employment. These people usually
prefer to study by distance since they could manage studying and continue to perform in their social roles
without any problems. They said what was lacking was just much investment in advertising and many
people were not aware of the existence of the college and its activities.
Restructuring
The Managers said this was a process in which all positions in the
college were declared vacant and were re-advertised. This was with a purpose of having right people in
right positions and help the institutions be well staffed. They lamented that the end results of the policy
especially at the college understudy was bad. The goal was not achieved. They said the academic section
was understaffed by 61% and the supporting staff by 41%.
34

They also revealed that this policy had created a problem to the college. The position of vice principal was
removed. This disturbed the link between the Principals office and the general members of staff. The
Principal performed all the duties himself. It was revealed that even when needed to take leave, he needed
to appoint one of the heads of departments to act in his position. However even the heads of departments
were not yet posted to the college. The positions were still vacant. The principal complained that it had
made certain activities fail to be done in his absence, as they could not be handled by anyone who was not
a manager.
Therefore the assumption the changes in internal and external policies affected the college was true.
However it was noted that some effects were positive while others were negative.
5.10

PROGRAMMES OFERED

The College is therefore currently administering two programmes, its own earlier programme for Junior
Secondary and GCE O levels, and the Alternative Upper Basic and Alternative High School Programmes
that were partially developed by DODE in 2006 and transferred to ZACODE in 2008. In additional to the on
going programme offered, Computers courses were also offered on face-to-face basis.
However 100% of the students said the college should introduce more courses both academic and
vocational. The respondents in the academic section also said they had plans to introduce more courses.
This was a clear indication that the college was offering limited programmes. The managers also revealed
that they had plans to expand the college programmes.
5.11

CHALLENGES FACED

It was revealed that the college experienced various problems. The following were stated during the inquiry
(I)

Lack of adequate equipment such as computers. The students said that there is need for

members of staff to have computers in their departments instead of using the computer centre. This leads
to delay in completion of work and it is disturbing. Sometimes work may be too confidential to be worked on
in a general place. They also cited equipment like risography, which broke dawn often due to it being over
used. Repairing of the Machine has proved to be expensive and causing delays in the production of the
study materials.
35

(II)

Understaffing was another problem, which was revealed. The staffs were over worked because in

most cases they had addition workload to their normal work. When a person had too many responsibilities,
he may end up not to be efficient and effective in his tasks.
(III)

Funding was also seen as a problem. Although the college received the grants and sector pool

funds, they were still not enough looking at the activities the college was carrying out. Alberta (1980) says
distance education needs more funds in order to be effective and efficiency in all its operations. This is
because the institution may sometimes use part-time staff like illustrators and writers for the institution to
beat the deadlines.
(IV)

Evaluation was another problem. It was difficult for the institution to access the performance of

students and the study materials. This was due to the fact that the college did not know where the students
wrote the examinations from. Students made their own arrangements to find a place convenient to them to
write the examinations. However, Thorpe (1990) emphasizes that evaluation is very important in any
activity so as to assess the performance and decide on the other step to take. Evaluation can be formative
or summative. Without evaluation, the institution risk to have a lot of problems uncorrected.
To have the college be fully staffed was another future plan, which was revealed. As the issue was being
perused, to see the college be fully staffed, also particular attention should be given to gender for the
college to be gender balanced. This was because women were very few especially on the academic
section.
5.12 FUTURE PLANS
The inquiry revealed the following future plans.
I. To complete all the modules for all courses from grade 10 to grade 12 on schedule. The modules were to
be of the acceptable standards by all stakeholders. This was revealed when members of staff in the
academic section looked forward to have the complete set of modules for each grade produced. This is
possible with more funding and manpower of which more part-time staff could be used.

36

In the new modules, the institutions planned to issue study material with some teaching aids like
audiotapes, especially in practical courses. They also desired to be sending the laboratory kits for
courses, which needed such tools. These tools were to be placed at the centres.
II. Acquiring more computers was another future plan. More emphasis was put on the laptop computers
because they are more convenient to use and carry when work is to be done outside the college. This
implied that work was not going to be on a stand still as desktop computers are not portable compared to
the laptops that are portable.
III. To have the college be fully staffed was another future plan which was revealed. As the issue was being
pursued to see the college be fully staffed particular attention should be given to gender for the college to
be gender balanced. This was because women were very few especially in the academic section.
IV. The other future plan was to send member of staff for further short intensive courses. This was important
because they will be kept up to date with the current demands in their duties as they were performed.
However, the managers should make sure that all the sections of the college were given the opportunity
to attend the relevant courses. This will help the institution to function more effectively. The trainings
could be in form of workshops, seminars and good short programmes which could be organized by either
from within or by facilitators from outside the institution.
V. To institute a team of quality assurance which was to work hand in hand with the staff from Distance
Education Centres in provinces and DOEE from headquarters. The college had seen this need because
when the officers from the headquarters carried out the evaluation, they never gave a report to the
college. This made it difficult for the college to assess its performance to the students. With the said,
arrangement they felt there will be coordination at all stages and levels of the college and DODE at large.
VI. The other future plan was begin to design a questionnaire at the end of the year which was to be sent to
the student. This was to be an away of evaluating the colleges performance through the students. Basing
on the respondents responses, he college was going to be helped in knowing its strengths and weakness
and decide on the way forward. The college had plans to develop distance education vocational
programmes. This implied that more members of staff qualified for the programmes to be introduced
were needed. The college should also do much of the market research so as to come up with the
demand driven courses in the programme they wished to introduce by 2007.
VII. The College also had plans to purchase a utility vehicle for the institution. They had to budget for this
vehicle in their annual budget report and hoped that the Ministry of Education will respond to their need
positively.
37

VIII. Therefore, it was revealed that the college had several future plans as opposed to the assumption that it
had no future plans. However, for these plans to be realized. There should be coordination between the
college and all stakeholders. The college should even sell its ideas and vision to other people for every
one to have a common vision with the institution.
5.13

CONCLUSION

From the inquiry conducted, it can be concluded that the college had under gone a lot of tangible
developments. Looking at the history of the college which started as a unity at Evelyn Hone and later
moved to Luanshya where it was established as a college. New programmes had been introduced like the
AHSP and computer even modern equipments were being used, the college was recognised as a college
in its real sense and production of quality modules had been done.
However, even if the college had scored all these developments, it had a lot of problems which needed to
be addressed to help the college become more efficient and effective.
For the internal policies, the college had no clear cut polices which led to respondents not to say much on
these policies. External policies some had benefited the college while others had not benefited it much.
On programmes offered, the college was offering limited programmes by distance. The college should
carry out a thorough research to come up with more demand driven programmes limitation in courses may
also be a contributing factor for not having many students enrolling to the college.
The college had future plans. However a clear

cut approach to how these plans would be achieved

should be drawn so that the college has a clear duration by setting the clear objective and work plan of the
future plans.

38

5.14

RECOMMENDATION
The following recommendations are made.
The college should find the number of ways of advertising its products. It should invest much
in advertising although it may seem to be expensive but the turnovers would be high. This can
be done by;
a) Holding workshops in different workplaces so as to orient the workers to the college
products, some workers may want to upgrade their educational level but they may not
be aware of the colleges products.
b) networking with school where the grade 12 school leavers could be talked to so that in
case they do not do well, the could re-write while still performing their social roles .
c) To utilize local media in various parts of the country which may create awareness on
its products and also may stimulate the other stakeholders to come to the aid of the
college in a way.
Since there is a shortage of manpower government should deploy more staff to the college.
The college should have its internal polices clear so that every member of staff and other
stakeholder could be aware of what it needed of them. This will also help to share a common
vision with other stakeholders.
There is need to develop skills, professional, livelihood and vocational programmes. Careful
prior consultation should take place with the private sector, TEVETA, and sectors of industry,
including ICTs, to identify viable ventures for ZACODE in such areas.
partnerships should be developed where possible.

5.15 FURTHER AREAS OF INVESTIGATION


The following are suggested to be investigated in future:
39

Public-private

1.

An evaluation of the AHSP and AUBP.

2.

To discover peoples awareness on the existence of the college and products


offered by the college.

3.
4.

Find out the evaluation process of the college discover.


To determine students performance who receive their education at
ZACODE.

REFERENCES
Achola P.W. (1990). Implementing Educational Policies in Zambia. Washington: World Bank
Beaudoin, M. (1990). The instructors changing role in distance education. The American Journal of distance
Education. 4(2), 22-29
Charles, H. (1977). A Guide to Mass Education. New York: Oxford University Press.
Chuma, P. (2005). Methods and Techniques in Adult Education Module 1. (Unpublished)
Erdos, F.R. (1967). Teaching by Correspondence. London: Longmans, Green and Co.
Garrison, D.R. (1989). Understanding Distance Education: A framework for the future. London: Routledge.
George, L.J. (1975). The Distance Teaching Institutions. London:Croom Helm.
Government of Zambia (1996). Investing in Our People: Integrated Education Sector Investment Programme (ESIP)
policy framework. Lusaka: Government of Zambia
Hanks, P. and et al (1988). The Collins Concise Dictionary of the English Language. London: William Collins Sons
and Co. Limited.
Kabwasa, A. and Kaunda, M.M. (1973). Correspondence Education in Africa. London: Routledge and Kegan Paul
Limited.
Kelly M.J. (1990). Education in a Declining Economy: The Case of Zambia 1975 to 1985. Washington: World Bank
Lentell, H. (2003), "The importance of the tutor in open and distance learning", in Tait, A. and Mills, R. (eds.),
Rethinking Learner Support in Distance Education: Change and Continuity in an International
Context. London: Routledge.
Ministry of Education (1996, May). Educating Our Future: National Policy on Education. Lusaka: Ministry of
Education.
Moore, M.G. (1989). Effects of distance learning: A summary of the literature. Report prepared for the office of
Technology Assessment, Congress of the United States.
Mwanakatwe, J.M. (1974). The Growth of Education in Zambia Since Independence. Nairobi: Oxford University
Press.
Mwansa, D.M. (2005). Developing of Adult Education in Zambia Module 1. (Unpublished).

40

Verduin, J.R. & Clarck, T.A. (1991). Distance education: The foundations of effective practice. San Francisco: Jossey
Bass.
Wedemeyer, A.C. and Gayle, B.C. (1961). New Perspectives in University Correspondence Study. Chicago: Centre
for Liberal Education for Adults.

APPENDICES
WORK PLAN 2010/2011
ACTIVITY

MONTH
1

Identification of the problem, writing of

October 2010

introduction and literature review


Methodology and proposal writing and

November 2010

handing in proposal
Data collection
Data analysis and interpretation
Report writing and handing in of research

December
January 2011
February 2011

report
ESTIMATED BUDGET
DESCRIPTION
Typing and printing of

COST PER UNIT


100 x 2,500 per page x 4

TOTAL COST
K 100, 000

questionnaire
Transport Lusaka to Luanshya
Accommodation and lunch
Printing and binding of the report
Incidentals
GRAND TOTAL

100 000 x 2
70, 000 x 10 + 50x 10
2,500 x 40 x4
15% of the total expenses

K 200, 000
K 1, 200, 000
K 400, 000
K 330, 000
K3, 130, 000

41

WEEKS
3

INSTRUMENTS
INTERVIEW GUIDE STAFF
PART I PERSONAL DETAILS FOR ALL STAFF
1.

Gender

2.

Department

3.

Section

4.

Courses offering

5.

Period of working in the institution

6.

Status of staff

INTERVIEW GUIDE FOR MANAGERS


1.
2.
3.
4.
5.
6.
7.
8.
9.

What policy frame work do you have that guides the operations at the college?
What are the programme initiatives that were being offered just after the establishment?
What are the programme initiatives being offered currently?
How do you choose programmes to be offered? (Participatory approach)
How do you assess if the objectives are being achieved?
How is the staffing structure?
How adequate are the resources for the college activities?
How has some internal and external policy changes affected the operations of the college?
What would you say has been the main developments in the college? Enrolment, courses,

10.
11.
12.

communication, equipment etc


What are the challenges faced by the institution?
What are the future plans for the college?
What policy frame work do you have that guides the operations at the college

INTERVIEW GUIDE FOR OTHER STAFF


1.
2.
3.
4.
5.
6.

How many are you in the section?


How many are you supposed to be in the section?
What duties do you perform?
What programmes do you offer in your section?
What programmes were you offering in the past in your section?
How is the section meeting the demand for its programmes?
42

7.
8.
9.
10.
11.
12.

What is the demand of programmes in your section?


How has the section been affected by the internal and external policy changes?
How adequate are the resources in your section? (human and materials)
What do you think has been the main developments in your section?
What challenges are you facing in your section?
What are the future plans for your section?

43

QUESTIONAIRE FOR STUDENTS


I am a student at the University of Zambia pursuing Adult Education Programme. I am carrying out an
assessment on the developments, policy changes and programme initiatives at Zambia College of Distance
Education.

INSTRUCTIONS
1.

All information obtained shall be treated with highest confidentiality it deserves.

2.

You are kindly requested to answer the questions as truthfully as possible.

3.

Indicate your response by ticking () on the right answer.

PART 1 PERSONAL INFORMATION


1.

2.

3.

4.

Gender
a)

Male

b)

Female

Marital status
a)

Married

b)

Single

c)

Widow

d)

Widowed

Age
a)

16 25 years

b)

26 35 years

c)

36 45 years

d)

Above 45 years [

Occupation
a)

Employed

b)

Unemployed

Note: Employed include those in self employment


44

5.

6.

Programme followed
a)

Junior Secondary course

b)

The Zambia School Certificate/GCE O level

When did you start studying with the college?


a)

2006

b)

2007

c)

2008

d)

2009

PART II
7.

8.

9.

10.

What form of communication are you using to receive the study materials?
a)

Zampost

b)

Email

c)

Physical delivery

d)

Any other, specify ..

How long does it take to receive the study materials?


a)

1 week

b)

2 weeks

c)

3 weeks

d)

Over 4 weeks [

In case of any inquiry, what form of communication do you use?


a)

Zampost

b)

Email

c)

Physical delivery

d)

Telephone/cellphone

What programme are you following?


a)

Junior Secondary Course

b)

Zambia School Certificate/GCE O level


45

11.

12.

13.

14.

15.

16.

c)

Alternative Upper Basic Education

d)

Alternative High School Education

e)

Computer Programme

f)

Any other specify [

Given an opportunity, what kind of programmes would you suggest the college to offer?
a)

A levels studies

b)

Skills training

c)

Counselling

d)

Any other specify [

How relevant are the study materials in relation to the examinations provided by the college?
a)

Very helpful

b)

Helpful

c)

Fair

d)

Not helpful

What do you think needs to be improved in the study materials?


a)

Update the study materials in line with the syllabus

b)

Presentation of the language

c)

Layout

d)

Any other .

How are the study materials sent to you?


a)

a unit

b)

a lesson

c)

a module

With reference to question 12, what would you prefer??


a)

a unit

b)

a lesson

c)

a module

What teaching aids accompany the study materials?


46

18.

19.

a)

Audio cassette

b)

Video cassette

c)

Posters

d)

None

e)

Any other specify

What problems do you face in your study?


a)

Lack of study materials

b)

Delays in receiving the study materials

c)

Lack of finance to pay tuitions

d)

Any other specify

What problems do you encounter in your studies which you think the college should address?

..

20.

In your own opinion, what do you think should be addressed by the college in future?

..

END

47

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