Background

Community schools became popular in Zambia from the 1990s onwards. After the end of one-party rule, more room for educational initiatives was created. In addition, the economic situation was so desperate that the state had to massively increase school fees. Many people were no longer able to pay for their children's education. In urban suburbs and remote rural communities, parents began to teach their children themselves. They were supported by young adults who had finished school.

Community schools quickly assumed an important function in primary education. This prompted the Ministry of Education to recognise this type of school in 1996. Community schools were finally included in the Education Act of 2011. Today, the Zambian educational landscape would be unimaginable without the more than 3000 community schools. They are largely responsible for the fact that a large proportion of Zambian children have had access to primary education for the past 20-30 years.

All community schools established in Zambia give children from disadvantaged backgrounds access to education. During the cooperation with the Chiziro Ethembeni School (2014-2019), the EEF was able to gain a lot of experience. Today we know how effective community schools are for the children who benefit from them. Therefore, with the project Mbeu ya Maphunziro, which means "seed for education", we decided to again support community schools. They are located far away from the nearest town. The volunteer teachers teach the children with the simplest means and minimal infrastructure. Hardly any of these children would have a realistic chance of receiving an education without the community school.

The project so far

The project Mbeu ya Maphunziro is divided into three phases.

In the first phase (2020 – 2021), eight community schools with a total of 1000 pupils in the districts of Vubwi, Chadzia and Chipangali received a minimal support. All schools have existed for at least two years. They have an elected board. With our support, the teachers received school materials and money for urgent repairs. This improved the conditions for teaching. At the same time, the children, their parents and the teachers received further training in the areas of drinking water, sanitation and hygiene (WASH). The construction of a school garden helped to compensate the teachers a little better for their services. Apart from the health aspect, the school gardens also have the potential to yield a return. This will then serve as a foundation stone for the independent financing of the schools and for future investments. Our support was complemented with a leisure program that offers girls and boys both fun and games.

The school management assumes a high degree of personal responsibility in the implementation of these programmes. The results achieved and the reports from the schools form the basis for a first reduction in the number of the supported community schools from eight to five.

In a second phase starting 2021 we intensify our support. With approximately the same financial framework, higher contributions are possible for the remaining partner schools. In addition, a financial fund will allow the establishment of a self-managed microcredit system. This should generate income for the school. At the end of the second phase, the EEF will be strategically positioned to receive a detailed picture of the five community schools. A site visit and discussions with the school management will finally lead to a decision as to which community school will receive further support. The original timetable envisaged that this decision would be made in 2020. Due to the Corona pandemic, this was delayed to 2022.

In the third phase we will focus our support on just one community school. At the end of this phase, a community school should be established that offers high quality teaching. The school will provide adequate hygienic conditions and care for the children’s health. Due to the generating of its own income, the school should be able to guarantee its financial sustainability in the long term, or it will be transferred to the state. Either way, the ongoing education, improved health and well-being of the children will be assured.

Success and challenges

The community members have already shown great commitment in building the schools. They proved that the education of their children is important to them. If the quality of teaching and the learning environment is to be improved and developed, these initiatives must be strengthened. All community members, the school's governing bodies and teachers are to be involved, as well as parents, their children or representatives of state authorities and traditional members of society (chiefs). Our support only falls on fertile ground if project goals and their implementation are supported by the community.

The distance from the provincial capital Chipata to the individual schools is a challenge. After the rainy season our partner schools can only be reached by motorbike. Even on dry roads the travel time to the schools is between three and five hours.

Goals

To improve the quality of education and the learning environment in the supported community schools. By developing hygiene conditions, the students will certainly see an improvement in their health.

To supplement the regular lessons, access to leisure and sporting activities will be provided. The school's governing bodies will be given the opportunity to generate the necessary funds independently. In doing so they strengthen the school structure so that the school can be successful in the future even without our support.

Support by the EEF

The support of the equal education fund (EEF) focuses on improving the education and health of community school pupils. From the very beginning, it is our concern to acknowledge the commitment of the community members and to involve them. In doing so, we make sure that the responsibility for the school remains with the community. A fair remuneration of the teachers is also a responsibility of the community, as is the voluntary cooperation of the community members in infrastructure projects. Thereby, important basic principles of community schools are preserved. This ensures that the operation and development of the schools remain guaranteed even after our intervention.

When the EEF contacted the schools' governing bodies, they showed an interest in ideas from outside. If we contribute such ideas, we are guided by sustainability. A conversion of the school gardens to organic farming is conceivable. In this way the children will learn new cultivation methods. A reforestation programme would be feasible in order to counteract deforestation and to generate an income with the sale of timber. Biodiversity should be promoted as a matter of principle. Handicraft lessons are a further opportunity to develop the skills and confidence toward potentially providing future employment opportunities in the manually skilled professions.

Prices in Chipata (as of May 2019)

• 1 litre of petrol:
  CHF 1.15
• 1 litre of milk:
  CHF 1.–
• 1 litre of Coca-Cola:
  CHF 1.20
• 1 kilo of bread:
  CHF 2.30
• 1 kilo of rice:
  CHF 1.05
• 1 cinema ticket:
  CHF –.75 (Football match in a bar. There is no cinema)
• 1 pack of cigarettes:
  CHF 1.60
• 1 bar of soap:
  CHF –.90

Sources:
CIA World Factbook, information of community members, own design and calculations.