BASIC EDUCATION:

CAPACITY BUILDING FOR GRASSROOT NGOs IN LEAST DEVELOPED COUNTRIES IN AFRICA AND SOUTH ASIA

THE CASE OF ZAMBIA

Prepared for UNESCO by People Act Foundation with the help of Christian Social Service

Organisation - June 1998

UNESCO - Literacy and Adult Education“ Section - Basic Education Division

I. Introduction

2. Survey Team and Methodology

3. Literature review

4. Data analysis (Findings)

5. Conclusion and recommendations

6.

7.

Appendix I Terms of reference

Appendix 2 Questionnaire

- .^ . - --_- __.-- -- -

INTRODUCTION There are 26 NGOs that were covered in this survey. It is however, worthy stating that this was not an exhaustive list of all the NGOs involved in basic education in Zambia, Some NGOs were left out because they did not respond to the questionnaires administered to the in time for data analysis while others did not respond at all. Other NGOs left out were those operating outside Lusaka and this was due to time and financial constraints.

The NGOs sampled are classified into two (2) categories. The children’s programs and the community development programs. The data was analyzed with the bearing of the two categories.

Basic education in this paper was not taken to only mean being able to read and write but rather any form of awareness, literacy and skills development that would be imparted to the community.

This paper seeks to prioritize the capacity needs of the NGOs and also come up with suggestions on possible ways for NGO networking and mutual learning from one another’s experience so that NGOs will be better able to meet the needs of their target groups.

This paper is divided into three sections. The first is the survey team, objectives and the methodology. Second is the literature review and finally the data analysis and recommendations.

THE SURVEY TEAM

The survey team should have initially composed of five (5) persons from five different NGOs in Zambia. However, in practice only two participated and they represented the People Act Foundation (PAF) and the Christian Social Services Organization (CSSO).

STUDY METHODOLOGY

Three major strategies were employed in undertaking this survey. First, the team did a literature review on the work already done in basic education in Zambia at the Zambia Association for research and development studies and the University of Zambia (National Institute for research and development studies). Secondly, the team undertook some structured interviews with some leaders of the participating NGOs.

Lastly, a questionnaire was administered among the participating NGOs. It was however sad that not all NGOs returned the questionnaires administered to them. This was a great limitation to total number of respondents considered. Above all else, the survey team only considered the NGOs operating within Lusaka the capital of Zambia, due to financial and time constraints. Field trips to selected NGOs could not be undertaken for the same reasons.

1

,

.--.._---- --.. --

The specific objectives of the survey as extracted from the terms of reference were agreed to be:-

a> To conduct a survey on the spectrum of NGOs working in basic education on the basis of existing national networks

W To involve as many NGOs as possible in data collection Cl To identify and document NGO’s institutional, pedagogical and technical capacity. d) To analyze the capacity profile and identify capacity building needs 6 To analyze how far the different NGO capacities are complimentary 9 To prioritize the capacity building needs s> To select NGOs to participate in the project capacity building workshops

LIMITATIONS OFTHESTUDY The study would have been a lot easier if all NGOs identified themselves with the work. A number of NGOs felt that the study would only benefit a few NGOs and as a result the study team was not always accorded much attention. Furthermore, questionnaires were either not answered or were not submitted to the study team at all. Efforts that were made to involve at least five NGOs in the study team did not work out as only two NGOs provided staff for the study. Others agreed to support the study but did not actually do so.

This study was conducted to provide current and relevant data on NGOs providing basic education in Zambia within the specific framework of the project Basic Education Capacity for local NGOs in least developed countries in Africa and Asia. Literature covering the subject of NGO capacity in Zambia is very limited and narrow in content. One contributing reason to this state of information gap is the fact that most research done to date was meant to secure funding for specific NGO programs and was not done for the purpose of providing usable general information.

Holloway Richard - (1996) noted that NGOs in Zambia lacked general and financial management capacity and also lacked the capacity to fund their own institutional costs because took an exclusive interests in program costs. Even those program costs had to reflect positively on the interests of the funding organizations themselves. The proposal for Alliance for community Action on Female Education submitted by FAWEZA with the support of UNICEF- Zambia, indicated that NGOs providing basic education in Zambia lack capacity to effectively provide quality education to the girl child partly due to lack of qualified staff, administrative financing and decline of the volunteer spirit in the society due to increased poverty. (FAWEZA - May, 97)

2

The existing provisions for non formal education were characterized by poor coordination, understanding, need for systematic development and upgrading of curriculum and training of trainer. This situation has been partly addressed by a new NGO called Zambia Secretariat for Community schools to which any interested community school may affiliate. The ZCSS introduced SPARK, a curriculum designed to suit the Zambian situation by condensing the formal 7 years primary education into a 4 year program. Training in the use of SPARK imparts skills in learning and teaching methodologies in relation to vulnerable children.

Boesen (1997) asserts that due to weak administrative capacity, absorption of donor support to the education sector was very limited hence training in management and planning including financial planning and accounting would be a prerequisite for capacity building. It is inferred from surveys made that shortcomings found in the government system would be evident in NGOs attempting to work with the system.

An analysis of the available literature shows that with the worsening economic condition of the country, no much change has taken place in basic education regardless of the number of NGOs involved in basic education. NGOs do not have individual capacity to address the problem at hand and will need a well coordinated network to establish mutual support for greater efficiency in the basic education sector.

It was identified through the feasibility study to evaluate the training needs of NGOs in Zambia through NORAD (Decemberl993) that most NGOs need training in strategic planning, human resource management, financial management, project management and training in administrative skills. Issues identified under strategic planning were such as development of vision on the goals and long term and short term objectives. It was felt that if the organizations were to meet their objectives, they had to regularly monitor and evaluate their strategic plans. This may be done by having retreats once a year to reflect on their objectives and activities in the past year. Two NGOs were identified as already using the participatory methods. These were YWCA and Women for Change.

Secondly, human resource development was thought to be important for the efficiency and effectiveness of the organizations. It was also suggested that organizations should have specific job descriptions for their staff.

In the third place, financial management was stated as a major weakness in many Zambian NGOs. The solution to this would not be training in book - keeping and accounting but rather to address the financial situation of the organizations.

In the fourth place, it was stated that though many NGOs were involved in development projects, they were not aware of what the community needs are. Further more, they rarely design projects or actions that meet the community needs.

Lastly, the study team noted that most NGOs executive staff are not qualified or experienced to do their jobs. Especially in small NGOs who are constrained by finances.

3

DATA ANALYSISANDRESEARCH FINDINGS

INVENTORY OF NON GOVERNMENTAL ORGANISATIONS INVOLVED IN BASIC EDUCATION

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

l

Anglican street Kids Program Christian Social Service Organization People Act Foundation Family Life Movement Zambia Children education Foundation Zambia Pre - School Association Fountain of Hope Association Makeni Ecumenical Center Christian Children’s Fund Zambia Open Community School Guide Association Of Zambia Zambia National Aids Network Reformed Church in Zambia Development Program National Women’s Lobby Group Women in Law and Development in Africa Human settlement Of Zambia Adult Education Association Of Zambia World Vision Zambia Women for Change Young men’s Christian Association of Metropolitan Zambia Red Cross Society Makeni Islamic Society Trust Family Life Movement Of Zambia Mental Health Association Of Zambia Zambia Episcopal Conference Forum For Women Educationalists Of Zambia Dominican Sisters

ORGANISATION STRUCTURE

STRUCTURE COMMUNITY CHILDREN’S TOTALS LEVELS PROGRAMMES PROGRAMMES

2 2 2 4 3 5 4 9 4 6 6 5 4 4 6 3 3

TOTALS 20 6 26

The Organizational structures of community based education programs are rather more complicated than those of children’s education programs. This is mainly due to the fact

4

that the community based programs do not only deal with education but have a diversity of programs. This is the main reason for the complication. In fact, education programs just fall in as a department or section of the whole structure.

On the other hand the organizational structures of the children’s programs are more simplified because the organizations major objectives are actually providing education whether formal or informal to the target group. In fact five (5) out of eight (8) children programs deal with only education matters where as the other three also deal in community development projects and providing shelter.

OBJECTIVES The NGOs involved in children’s basic education programs basically deal with three categories of children, the street children, orphans and the children whose parents cannot afford to pay school fees or even provide food for their children.

Children assisted (educated) from their parents or guardian’s homes are not only provided with education, but there is an attempt to address and meet their extra curricular needs such as the right to adequate food, and proper housing with the understanding that successful educational development can only take place within a conducive environment.

Children retrieved from the streets given access to basic education for the purpose of reintegrating them into formal learning. Some of these children are also provided with home for the length of time that they are being supported. Other children come off the streets for a few hours on a daily basis and are in some cases provided with a meal.

The ophaned include both those that are in homes (the majority) and those that need to be sheltered. The NGOs that pay particular attention to this category of children assist by 0 Paying for necessary school requirements in the formal school ii) By running community schools that do not require uniforms to be worn or

schools fees to be paid.

A second type of NGO in children’s basic education does not necessarily deal with the underprivileged. The Zambia pre -school basic is an umbrella organization for all pre- schools whose main objective is to create awareness on early childhood development and care. The great majority of pre schools are thus fee paying ranging from low to very high cost. The community basic education programmes are basically meant to provide education by creating awareness among the members of the community. This is targeted towards sensitizing the community to take part in decision making. It has been realized that the underprivileged in society are not represented at decision making levels and some do not even bother about decisions made although the decisions affect their lives. The NGOs endeavor to create awareness among grass root communities. It is realized among other things that a human being is not empty no matter how poor. They can contribute towards the programs and decisions affecting them. Furthermore,

5

it is known to the NGOs that these grassroot communities if empowered are capable of managing their own lives and are better able to identify their needs which most of the community development projects could be based on. Apparently a number of NGOs base their objectives on the above understanding of their target group. As such their basic education is tailored towards meeting the objectives of creating awareness and sensitizing rather than basically educating the communities on how to read and write.

Some NGOs involved in basic education base their objectives on the fact that women are very underprivileged and need to be helped to fight for their rights and be involved in decision making. These NGOs support women and girls to acquire education so that they may be well informed and be aware of their rights. Some of the women NGOs actually seek to work with the rural women with an understanding that the sensitizing of the rural women is the core issue in bringing about social change. Among the NGOs involved in women programs, some set their objectives towards empowering women with skills that will enable them manage their own lives. They concentrate on the skills as a means of providing education and not necessarily literacy or formal education.

There are some community based NGOsthat give a special literacy program for women. This also is based on the understanding that women do not have the privilege to be in formal schools for a longer period than men leading to high illiteracy among women.

The community based NGOs are also involved with providing family life education, education on family planning and AIDS related issues. These NGOs aim at improving the quality of human life and also provide skills to the community who due to their poor health may not get the opportunities or may be looked down upon especially AIDS patients and mental patients.

VISION

The very basic agreement or vision of NGOs involved in children’s work is the absolute need for a basic education for all children. Whether this is provided through the informal or formal channel is not the primary concern. The realization now is that on an increasing scale, the formal section of education in the nation cannot provide and fully satisfy the need for primary education for all children in the country. A large part of this burden has been taken up by the profit making private sector. This has left out many children from the less privileged families who end up either dropping out in the process or even fail to enter the education system at all. The number of such children is on a rapid increase due to the economic difficulties the nation is facing. Ultimately a number of NGOs have been motivated to specialize in this type of work. It is overwhelmingly agreed that for every individual to contribute to their own society’s development must have access to basic education whether they are able to pay for it or not. There is thus an attempt to put in place a social safety net for the orphans, street children and out of school children. The Pre- school Association of Zambia is working towards having a society that is fully aware of early Childhood development and care.

6

In summary, the general vision on the short term is to provide access to a complete early basic education for every child. This being achieved will in the long run create a community that is enlightened on its responsibility to provision of basic education and improvement of living standards for the community as a whole.

NGOs whose involvement spreads across all age groups provide basic education for specific immediate laid down programme objectives. The vision is to create awareness in the particular area of interest or specialization. These areas include women’s rights, primary and specialized health matters such as AIDS, family planning and others. The NGOs hope to foster communities that are well equipped with basic life preserving and life enhancing skills. It is also hoped that a community that effectively decides its own development will be developed.

Religious inclined NGOs have an added component of spiritual development to the community.

The vision in the end regardless of issues tackled are developmental in nature. The basic education provided centers on skills and understanding of the learner’s immediate environment such as:-

a)

b)

Legal rights awareness that creates a culture of respect for women’s human rights. Sensitize community at an individual level to participate in the development process.

RELATIONSHIPS MAINTAINED WITH OTHER INTERESTED PARTIES

Relationships No relationships Government 24 2 National/ International 22 4 Financial Donors 22 4 Private Sector 17 9 NGO 25 1 Communities 23 3

The NGOs sampled in the survey maintained relationship with the government in a way of networking. The NGOs utilize the government workers such as social workers, agricultural extension workers and community development workers. In schools that are run by the missions the government provide teachers and pay salaries. Some NGOs are also involved in policy planning at government level especially through the ministry of Education. It is however, important to note that all NGOs are obliged to operate within the framework of the policies and regulations of the incumbent government.

The relationship maintained with the international and donor agencies is mainly that of networking by the International agencies providing technical staff and finances. Actually 7

some NGOs have to affiliate to the international headquarters outside Zambia. Furthermore, NGOs that get financial support from overseas have to write financial reports and progress reports for continued support.

The private sector also contributes towards the work of NGOs. Some private institutions provide financial and material support to the NGOs. Some even recommended that their workers be trained by some NGOs who have experience in training of trainers programmes.

MEMBERSHIP Approximately 46% of the sampled NGOs have no specific or selective pre - requisite for membership but are open to persons interested in the aims of the organization. The remaining 54% of the NGOs require that the members be either:- (i) Qualified in the NGO’s field of operation such as education or research . Examples of

such NGOs include FAWEZA (Forum for African Women Educationists) and the catholic Church

(ii) Be a member of the community in which the program is being carried out.

12.5% of all the sampled NGOs charge a membership fee. Many are based in low income communities in which charging fees would hinder growth of membership and hence have a bearing on the work. Other NGOs already have qualified members who in turn train others while others need their capacity to be built in this area as new people join the organization. They have to be helped to either help themselves or help the rest of the community members.

PROVISION OF CIVIC EDUCATION AND LEADERSHIP TRAINING

There are four major roles played by NGOs in providing basic education to the community.

First, 41.6% of NGOs are providing civic education, leadership training and some literacy programmes. The civic education is provided to the community so that they may be able to analyze situations and contribute to their well being. Leadership training is basically provided to the members of the community who become trainers or specifically the women who may aspire for higher positions in the decision making positions. The NGOs also seek to provide literacy classes for women so that they develop confidence in themselves and thus enable to fight for their rights.

Secondly, 37.5% provide formal education and some training skills. The formal education programs that are provided range from running of secondary and primary schools, provision of education through community open schools. Training skill are provided through community development ventures and some training undertaken by NGOs.

8

Thirdly, 4.1% of the NGOs act as a compliment to already existing schools. It has been observed that the government does not have enough schools to accommodate all the children that reach school age. Therefore, some open schools have been set up to cater for the children who are left out by the system. These children may later be reinstated into the formal government school system.

Lastly, seeing that a number of people cannot afford to pay fees for their school going children, 8.3% have taken up the responsibility of paying fees for some children to afford them a chance to attend school. Orphaned children who do not have anybody to support them are also taken up by NGOs to enable them attend school as well. About 9.1% of the organizations could not be classified in any group since they are involved in more than two of the above named activities.

MOTIVATION

Different NGOs have been motivated to run their current educational programs based on the understanding that real and sustainable development can only be attained if the holistic approach to community problems is undertaken. This necessarily centers on education in whatever form it takes. The basis of this belief comes from a series of aspects summarized as follows:- (i) Community needs Assessment. Realizing that some communities lack basic

educational facilities and means for children’s education prompts a number of NGOs to move in to cover this fundamental missing link in society.

(ii) Realizing that the responsible body - the government cannot shoulder this responsibility alone due to the ever growing need

(iii) Disparities in specific areas such as that between the female gender and the male gender in basic education provision.

(iv) Enlightenment due to involvement or training in a particular field has led some to have greater insight into a particular problem and its possible solutions of which the general society may be ignorant about e .g. Mental Health Association which seeks to raise public awareness on mental health.

Motivation as a whole really comes from individual and group desires to fulfil particular needs out of charity, experience, or training in those areas of interest.

GENDER AND PARTICIPATION

The table below illustrates the gender involvement in different projects.

SEX Both male and female

Female Male

NO OF NGOs 23 3

9

NGOs seem to be responding well to the recent introduction of equal participation for both male and female in development. The table below indicates the participation levels of both gender in basic education programs.

Participation No of NGOs Equal female and male 14 More females 7 More males 2

CURRENT PROGRAMS RUN

A great variety of programs and projects are being run in the basic education sector. Close to 50% of the NGOs have some form of skills training programs which include the generation of income. This involves the whole community with a few concentrating on empowering the women in particular.

Health is a big part of basic education with 33% carrying on some form of health education. Approximately 40% of sampled NGOs have nursery, pre and primary schools with a small fraction providing secondary education. These would mainly be fee paying as an income generating ventures for the NGOs themselves. A further 33% of NGOs are dealing with basic education provision to orphans, street kids and other underprivileged children. The NGOs are also involved in Adult literacy for male and female, while about 25% of them also train adults as teachers and trainers for various programs. A small number of NGOs are also producing materials for basic education either for their own use or for others. Only 12% of NGOs are dealing with community development as a specific program which may only incorporate basic education on a small scale. Field of involvement are found to be quite varied.

PHILOSOPHY (BASIS OF EDUCATION PROGRAMS)

The NGOs though all desiring to provide basic education have a diversity of philosophies. At least 12.5% of the sample have their reasoning based on the fact that through understanding their role in society the rural women can contribute to development. Thus their philosophy is based towards education for all women. 58.3% believe that education for all is a moral obligation to society. Therefore, the underprivileged especially children should have an opportunity to go to school so that they are empowered to participate in making decisions that are important to their day to day lives. Another 12.5% have a philosophy that is centered on religious beliefs. They look at a human being made in God’s image and loved by God and hence should be helped to realise their full potential and should be developed in all aspects of their lives.

Functional education and community participation makes up the philosophy of another 12.5%. There is only one NGO that advocates for the education of the community into realizing the need to have a social conduct towards and understanding the mentally ill.

10

NGOs UNDERSTANDING OF DEVELOPMENT

It was observed that although all the sampled NGOs were involved in developmental programs, they had varied understanding of what development means. 16.6% of the respondents understood development to be a change of life style and living standards of the people. Particular emphasis was put on accessibility to clean and safe drinking water, food, education, health and shelter. 8.3% understood development to be the liberating of people so that they are able to understand how they benefit from development. Development must be centered towards meeting the needs of the target group. When projects are of benefit to the community then a nation is developing.

On the other hand, 29.1% felt that it is of cardinal importance that the community participates in shaping their destiny. They should be empowered to decide what they need in the next few years. 4.2 O/O emphasized the fact that the key issue of development is being of sound mental health.

The majority, about 41.6% of the respondents believe that education is the key to any form of development. Education will help the people to be able to analyse issues and they will be empowered to exercise their rights. The most important aspect is being able to critically analyze issues and also to have skills to manage one’s own life. Being able to read and write is important and helps people question issues. This kind of development was seen to be sustainable because people will question anything that is not of benefit to themselves and even to the entire nation.

TEACHING METHODOLOGIES

The methodologies used in the education programs are in three categories. 33.3% of the group use lectures, group discussions, drama, leaflets, workshops ,radio and television programs. 37.5% use participatory approaches. The two major participatory approaches used are the Participatory Rural Appraisal (PRA), and Visualization in Participatory Programs (VIPP). PRA allows the rural communities participate in the appraisal of rural programs and making necessary suggestions. VIPP involved visual or figurative writings to make points clear to participants.

In the children’s program the pupil - teacher classroom relationship is the basic approach used. All the programs or lessons are based on the government syllabus. In the community open schools however, the program used is the SPARK which is slightly different from the ordinary primary schools. The education programs are conducted in both English and Zambian languages. The Zambian languages used are those appropriate to the particular area in which the program is being conducted.

96.8% of the organizations carry out their programs in both English and Zambian languages. Though 4.1% of the 96.8% do not use Zambian languages but other languages like Arabic. Only 4.1% of the sampled organizations carry out their programs in English only.

11

12.5% of the respondents do not employ any methods in evaluating their programs. 25 % evaluate their projects through holding annual meetings, visiting the projects to monitor and see to it that the intended objectives are being met. 11.2% of the 25% also include looking at their intended beneficiaries and what effect the programs have had on the target group. 12.5% of the 25% also use participatory evaluation methods like PRA and VIPP. 14.1% evaluate their programs by having annual general meeting where the responsible field workers report the work they are doing and to what extent they have met the intended objectives. They also express hindrances they have encountered. 4.1% of the 14.1% invite evaluators at least on a quarterly basis to professionally appraise their projects. 12.5% invite professional evaluators for recommendations helpful to improve the operations of the programs. About 13.8% evaluate their work by administering questionnaires while 11.2% evaluate their performance by assessing the performance of their learners as to whether they are eligible for higher grades or not.

EXPERIENCE WITH LEARNERS

79.1% of the respondents expressed satisfaction that they have had good cooperation with learners. The clients are willing to learn and do make efforts to understand how they can transform their own lives. In the case of children programs, children are keen to learn although a number of children experience difficulties in paying fees no matter how little. In several cases the organizations also provide food to learners to assist them concentrate. Of the 79.1%, 4.2% indicated that there was great demand for their programs.

8.3% of the respondents have taken an approach of asking learners to participate because experience has shown that clients respond well when particular interest on them as individuals is taken. The one to one approach has yielded more result because it encourages participation among learners. It was also found out that learners were not all at the same level in terms of abilities. 12.6% of NGOs feel that the educational programs should not only be academic but should also explore the learners talents and skills that can improve the learners lives. It was further found out that it is actually difficult to bring about meaningful change in the learners. Actually a dependence syndrome is often created and clients feel that the organization is obliged to support them in every way.

12

The educational materials used in the programs are shown in the table below.

TYPE OF MATERIAL O/o OF USAGE World Health Organization (WHO) booklets 4.2 Booklets, posters, visual aids, charts, tapes, overheads and role plays 29.1 Own training manuals and materials 20.8 Sewinq equipment & technical skills 4.2 Government recommended materials 41.6

FIELD WORKERS AND TEACHERS

The education categories of the teachers and field workers who carry out educational programs in the sampled groups are categorized in six (6) different classes.

54.6% are in the range of certificates, Diplomas, degrees and masters although only 4.1% have trained at masters level. These qualifications are specifically in the field of education. 8.3% of the organizations have staff trained at diploma level, in gender development. Another 8.3% have volunteer workers including grade 8 and 12 (Junior secondary & O’level trained staff. The respondents expressed concern that they do not have adequate funding to attract very highly qualified staff in their programs. It was common experience among respondents that once workers go for higher training do not return to the same projects but find jobs elsewhere where they are paid higher salaries.

4.2% have employed medical doctors and nurses to undertake educational programs. 12.4% have qualified social workers and 4.2% have staff who are not specifically qualified in any field but have only done training of trainers in-house course. 37.5% of the organizations are understaffed while 58.3% were satisfied with the staffing levels in their organizations.

FINANCIAL STATE OF NGOs SAMPLED International agencies and donor organizations supply well over 50% of the NGO finances, with above 20% also receiving funding from individuals either locally or from abroad. The majority have multiple sources of income and do not rely totally on the intermittent donor funds. These programs cover school fees, program fees, member subscriptions and varied on going and ‘one-off’ fundraising ventures. Religious based organizations are usually at least partly funded by the mother body. The government also finances about 20% of these educational NGOs. About 85% of the NGOs have qualified persons handling their finances. Consequently, most of the NGOs follow the standard financial procedures with their own prescribed procedures or as is laid down by the funders. Where communities or projects directly handle finances, they are also responsible for financial accounting and record keeping. For audit purposes, only a few use external auditors.

13

CONCLUSION AND RECOMMENDATIONS

The NGOs sampled fall into two categories according to shared criteria. The first is that of the NGOs whose target group is children. These NGOs are actually carrying out basic education programmes that address literacy skills - basic reading and writing. Most of them combine functional education and literacy programmes. The second category of NGOs is that of those involved in community education programmes. These NGOs target their programmes towards the entire community and are largely involved in functional education. Their educational provision is applicable on a daily basis within the community. Programmes in this category include bookkeeping for small scale businesses, women’s rights, democracy and a number of technical and vocational skills training.

The children in the open community schools come from different underprivileged backgrounds with various needs and have to be assisted to appreciate school and education. A number of children that attend school only for a short time and then stop, is very high. There is, therefore, need for consistent follow up to all children that register for these programs if the vision of providing Education for All is to be achieved by the year 2001. Most of the children that discontinue the educational programs actually return to the streets and live lives as before. It is however, difficult for staff to follow up the children because of the overwhelming number of children attended to on a daily basis. The situation would be improved if there was an increase in the number of NGOs dealing with basic education. The need in the field is far much greater than the number of NGOs attempting to address the problem.

Zambia’s education system lays much emphasis on secondary and tertiary education (University and College Education). This is evidenced by the infrastructure and budgetary provision on this section of education. It is a contrast then that pre school and primary school education which are the foundation for all future education programs lie unnoticed and uncared for. The education of children actually develops a more responsible useful society.

NGOs need to further understand the education policy of the country. Currently the NGO efforts do not blend well with government policy and so may not always be complimentary to government efforts but rather contradictory.

The participatory approaches have proved to be helpful and need to be emphasized. Only 37.5% were found to be using the participatory methodologies. Even among the NGOs that use participatory methods, it was noticed that many only understood participatory to mean the provision of opportunity to freely ask questions and not ability to contribute to planning and implementation of desired community programs. It is recommendable that NGOs that use workshops as a communication method should be trained in participatory approaches.

14

Project evaluation methods employed do not really help evaluate the experience and benefit of programs to learners. Questionnaires being used for evaluation several times indicate positive response to educational programs which in fact is not the case. It is thus necessary that evaluation capacity of NGOs be strengthened and should take up the participatory nature.

The majority of NGOs were found to be maintaining a strong relationship between the government, the private sector, other NGOs, donors and international agencies, but only for the sake of information sharing. NGOs ought to strengthen the umbrella body so that it can reach out to the policy makers. Government and NGOs should be seen to be complimentary rather than conflicting and competing. Government could even go as far as providing rooms for educational programs at agreed times to NGOs to afford the beneficiaries a decent place to learn form.

NGOs could benefit more from greater interaction with one another. This would also provide an opportunity for NGOs to know each other’s needs. A strong relationship among NGOs will also reduce duplication of work, save resources and reduce competition. NGOs that come later should build on the experience and achievement of the earlier NGO rather than reinventing the wheel.

A strong NGO network and working relationship will improve NGO representation at policy making levels and also provide a united voice to government.

RECOMMENDATIONS

1. Set up framework for imparting managerial skills (financial & otherwise) to the needy NGO’s.

2. empower personnel in children’s programs with specific training in teaching/handling children (especially girls and those in need within their cultural and social contexts so as to efficiently meet their psycho-social needs and transmit appreciation of education:

2.1 by engendering a true awareness of the foundational nature of the child’s education

2.2 by providing for and emphasizing the need for consistent follow up to all cases

3. enlighten NGOs on government efforts in education to ensure the complimentary nature of their own work and make them fully conversant with government policy on education and its “Partners” providing this basic human right. Such a forum would greatly smoothen NGO operations.

15

4. encourage the use of participatory methods with a full understanding of what it entails.

5. set up mechanism for a network of NGOs and impart networking skills to lay a strong foundation for a well - rounded and useful relationship (i) between NGOs (ii) with their other partners in education (government, churches, etc.) The action could include:-

5.1 drawing up of particular common objectives in education that will be respected by government and respective member organisations

5.2 holding regular meetings to report on activities, achievements and constraints.

5.3 undertaking joint field trips to share individual experience with sister NGOs

CONCLUSION

The capacity building needs of the NGOs in Zambia can be summarised as follows:-

Firstly, NGO staff need training to appreciate objective planning or goal oriented planning. This would assist achieve the visions within a particular period of time.

Secondly, the NGO staff require training in participatory planning and implementing approaches. This would help in designing programs that meet the needs and aspirations of the target group in an appreciable way.

Thirdly, NGOs should learn monitoring and evaluation methods for effective project management.

Fourthly, NGOs need to know how to develop a relationship that will strengthen the NGOs and foster team work, i.e. networking skills.

Lastly, Human resource training with much emphasis on managerial skills is another area which has been prioritized. A number of respondents indicated that they need this training for better co-ordinated and sustainable development.

16

Many NGOs are not adequately funded in all aspects of their programs and so do operate under great stress and constraint. The majority of the NGOs start small but soon or later discover that the need they intended to meet is much higher than their capacity to meet it.

By far the greatest constraint is that of finances which affects every area of operation and has even caused some to close completely. Linked to the financial problem is the transportation problem. This problem has generally slowed down the spread of educational programs particularly in the rural areas. As a result most of the educational programs are centred around urban settlements. Lack of finances has also affected the acquisition of educational materials and other supplies like food and shelter for those taking care of orphans and street children, and has led NGOs to depend on often inconsistent volunteer support.

Of increasing importance in this era as NGOs emerge everyday is the need for efficient networking skills. Much more would be achieved if NGOs knew who was doing what in the NGO world. This would also foster unity among NGOs rather than a competitive and isolator-y attitude.

Financial implications of setting up an NGO networking system are that NGOs will require logistical support in the initial stages to sustain the network. NGOs will require finances for regular meetings and workshops since most of them may not be able to meet the costs on their own.

17

QUESTIONNAIRE FOR NON - GOVERNMENTAL ORGANISATIONS

INVOLVED IN BASIC EDUCATION IN ZAMBIA: CAPACITY NEEDS

ASSESSMENT FOR GRASSROOT NGOs

1. Name of NGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.

3. State the major objectives of your Organisation .................................

4.

5.

a) W c) d) e) 9

How is your organization structure? (Provide an organogram if available)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , , .

...................................................................................................

. . . . . . . . . . . . . . . . . * . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . .

What does your project hope to achieve in the short and long term

(Vision)?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

What kind of relationship does your organization maintain with other

partners?

Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

National/International.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Financing Agencies/Donors.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Private sector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

NGOs.. . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Communities.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6. What is the prerequisite for membership in your organization?... . . . . . . . . . . . .

7.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

What role does your organization play in providing basic education to the

community7 , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1

6. Why did your organization choose to be involved in this particular type of

project?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9. What is your target group? (a) Sex: ........................ (b) Age: ............

10. Is there equal participation of both males and females in your programs?

...................................................................................................

.................................................................................................

11. Which projects/programs are you currently running? ...........................

...................................................................................................

........................................................................... ........................

12. What plans do you have to expand your programs? . . . . . . ,.. . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13. What is the basis of your educational programs (Philosophy) ?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14. What is your understanding of development as an NGO? . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ,

15. Which methodologies have you applied and also found useful in your

educational programs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . , . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16. In what language medium do you conduct your lessons? . . . . . . . . . . . . . . . . . . .

17. What methods have you employed when evaluating your programs? . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2

18. How would you describe your experience with your clients (learners)? . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

19. What educational materials do you use in your programs? . . . . . . . . . . . . . . . . . . .

20.

a)

b)

. . . . . . . . . . . . . . . . . . . . . , . . * . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

21. What are your sources of finances?.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

22. How qualified are the people managing your finances? . . . . . . ,.. ,.. . . . . . . . . . . . .

23.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . .

24. What are your priority needs in carrying out your programs? . . . . . . . , . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Do you have enough technically qualified staff (teachers, Instructors &

Field workers) to undertake educational programs? ..............................

Number of teachers ........................................................................

Qualifications ..............................................................................

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 . . . . . . . . . . . . . . * . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *..,

What financial procedures are followed for various programs in your

organization? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . *... . . , . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3