Commitment to education for all? A case study Of Lushomo, an urban community school in Lusaka, Zambia

Abstract

Based on an under-resourced urban community school case study in Zambia,1 this article explores how access to education can be extended and how efficient teaching and learning can effectively bridge the educational and economic imbalances at school level. The school’s responses to economic inequality are investigated through an open system approach. The study discovered that as a result of inadequate funding the school has exemplified its efficacy by attempting to fulfil its maximum educational potential at the lowest possible cost. Costs were lowered by using multiple-grade classes, crowding classrooms, and employing untrained teachers. The study also found that the school’s budget had an impact on teaching and learning. The Zambian Government’s promised commitment to education of the poor and the realities in community schools did not coincide. The Government's promised support for teacher professional development and the placement of mentor teachers in community schools was also not implemented. The paper concludes that while the school managed to extend education at a lower cost, the quality of teaching and learning was, and remains, questionable and this has implications for school continuity and the value of the education being provided.