NUE Journal of International Educational Cooperation，Volume

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Research Article

CURRENT STATUS AND CHALLENGES OF

IN-SERVICE TRAINING OF TEACHERS IN ZAMBIA
− Based on the Experience of Introducing Lesson Study to the Schools −

Benson Banda

Senior Education Standards Officer – Natural Sciences

Ministry of Education - Central Province, Zambia

Abstract：Strengthening of Mathematics, Science & Technology Education - Continuing

Professional Development (SMASTE-CPD) Program was started in Central
Province of Zambia in 2006 to improve teaching/learning activities in the
classroom through "School-based Lesson Study" by the teachers. Although the
program has been conducted only for one year, it is considered by Ministry
officials as an alternative framework for teacher education which can involve a
number of teachers at low cost. This paper describes the benefits and challenges
on the implementation of school-based CPD for teacher education based on the
experience of the Ministry of Education in Zambia.

Keywords：Teacher Education, School-based, SMASTE, Lesson Study, CPD

Introduction Overview of Zambian Education

　Zambia is a country located in the southern part of
Africa. It is a landlocked country surrounded by eight
neighboring countries. The country has a population of
around 12 million. The education system is faced with
many challenges hence affecting quality. Amongst the
challenges are inadequate and in some cases poor
infrastructure, few teachers, and few instructional
materials. There are a few schools and long distances
from pupils’ homes to school. The competencies of the
teachers are also a source of concern. In order to
contribute to the quality education, the Ministry of
Education has implemented a school based continuing
professional development for teachers.
　This paper describes the current status and
challenges of in-service training of teachers in
Zambia based on the experiences of conducting the
school based continuing professional development. This
is basically based on the experience of introducing
Lesson Study in Zambia since January 2006.
1. Education System and Basic Statistics
　The education system being followed is nine (9) years
Basic School, three (3) years High School and two (2)
to four (4) years Tertiary education. From Grade 1 to 7
at Basic School is compulsory. Table 1 & 2 show the
basic statistical data on pupils and teachers as well as
schools in the country and Central Province, where the
Ministry of Education has introduced lesson study
activity for teachers.
2. Teachers Preparation (Pre-Service Training)
　There are three (3) types of teacher training programs
in Zambia that is 2 years in colleges to obtain a
certificate or diploma, 3 years for a diploma and 3 to 4
years for a degree. The government policy is that only
degree holders could handle high school education
teaching. However this is not the case as the country has
very few university graduates. Those who might have
trained as teachers at the university might have gone for
greener pasture or could have joined other organizations

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offering non-teaching programs. This deficiency has
forced the government to second diploma holders to
some extent certificate holders to teach at high school
level. This, therefore, means that the teachers who are
supposed to teach basic school level are reduced. With
this situation, the competencies at different levels of
education are affected as teachers are seconded to teach
what they are not competent to teach. As the world is
striving for education for all by 2015, there has been
mass expansion of basic school with less out put of
qualified teachers.

Table 1: Basic National Statistics on Pupils and Teachers (Ministry of Education, 2005)
Item Basic School High School
1 Grade 1-9 10-12
2 Age 7-15 16-18
3 Total Number of pupils/students 2,827,251 136,192
4 Net Enrolment Ratio (%) 92.6 (M93.16/F92.04) 21.06 (M24.12/F18.04)
5 Dropout Rate (%) 2.54 (M 2.11/F 3.00) 2.60 (M1.64/F3.82)
6 Total Number of Teachers 52,752 6,234
7 Pupil/Teacher Ratio (per teacher) 53.6 21.8
8 Book/Pupil Ratio (per pupil) 6.27
9 Average number of pupils in one class 40.46 37.19
* M: Male, F: Female

Table 2: Number of Schools at National and Provincial Level (Ministry of Education, 2005)
Type of School Grade National Central Province
1 Lower Basic School 1-4 1,380 140
2 Middle Basic School 1-7 3,961 439
3 Upper Basic School 1-9 1,611 187
4 Multi Grade School --- 197 21
5 Mixed Grade School 1-12 80 6
6 Junior School 8-9 4 1
7 Full School 8-12 214 17
8 High School 10-12 72 10
9 Unkown --- 92 13
Total 7,611 834

3. In-service Training
　With the challenges mentioned under teacher
preparation, the Government has seen the need to
address the competencies of the teachers already
teaching in the schools. This led to the formulation of
the Policy of Education found in a document known as
Educating Our Future. Among the many interventions
several approaches are being suggested. On teacher
INSET education the interventions are as stipulated
under current status on Government Policy on INSET
(1996). It is because of this that the Government
authorized the School-Based Continuing Professional
Development (CPD) activities as a way of developing a
guide on how a sustainable CPD could be managed.
This falls under the existing system known as “School
Program of In-service for the Term (SPRINT)”.
Current status surrounding teachers
1. General Concerns at Classroom
　The general concerns at classroom level are many in
Zambia; however, the major ones are as shown below:
　a. Inadequate number of teachers
　　Even though the pupil/teacher ratio is 53.6, these
are mostly located in urban areas. There are schools
in remote parts of the country which have 1 to 2
teachers running grades 1 to 7.
b. Insufficient knowledge & skills of teachers, especially
seconded ones
　　The massive upgrading of Middle Basic schools to
Basic schools and Basic schools to High Schools has
led to teachers being seconded to higher grades

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 CURRENT STATUS AND CHALLENGES OF IN-SERVICE TRAINING OF TEACHERS IN ZAMBIA
without sufficient knowledge and skills.
c. Limited access of teachers to join in-service
training
　　Most CPD in the past had been either centralized or
long term. This made difficult for many teachers to
participate. Even if it were so, most head teachers
would not allow many teachers to leave the school at
the same time because there would be no one to teach
the classes.
　d. Lack of materials & equipment
　　Most of the Ministry of Education budget has to go
towards paying emoluments leaving little for capital
investments. This leads to inadequacies in materials
and equipment in schools.
　e. Large number of pupils in a class
　The introduction of free education at middle basic
level has led to having more pupils in classes. At the
same time there are very few high school creating
pressure at high school levels leading to over enrolment.
Some schools have inadequate number of teachers
hence combining classes.
2. Government Policy on INSET
　The Zambian Ministry of Education issued a policy
named “Educating Our Future” in 1996 to among the
many things help address the in-service training of the
teachers. This policy documents on CPD states that the
country needed to develop and run the following type of
INSET:
a. Demand driven program responding to identified
needs
b. Programs which focus on school needs and are
based in schools and resource centers
c. Cost-effective programs which gives opportunity
of learning to large number of teachers
d. Programs for learning contents & methodologies
together
　These suggestions have worked as guidelines for
formulating major concepts and framework of
SMASTE-CPD program which introduces lesson study
in schools.
3. Baseline Study on Teacher Development
　A team of University of Zambia (UNZA) lecturers in
2002 led by Hambokoma together with the In-service
Training Center (ISTC) was tasked by the Ministry of
Education in partnership with JICA to conduct a
research to ascertain the baseline on the Teachers of
mathematics and science in Zambia. The major finding
from this survey revealed:
a. Lack of institutionalization of school-based INSET
b. Lack of commitment to professional development
by school managers and teachers
c. Inadequate involvement of stakeholders for
continuing professional development
d. Necessity of strengthening CPD activity in a school
　These results have affected the quality of teaching
and learning in schools. This contributed to the need for
strengthening of the CPD in Zambia hence justifying
the need for “Strengthening of Mathematics, Science
and Technology Education, School Based CPD
(SMASTE-CPD)” program.
4. Existing Programs
　When we formulated the program to introduce lesson
study in Zambian schools, we put as a priority the need
to utilize the existing program and organization. Here
no new personnel were recruited; the structure of
education management was left the way it was. All what
was needed was to reorient ourselves and maximize the
utilization of resources. In schools, SPRINT was conducted
hence it became the spring board for SMASTE –School
based CPD.
　a. SPRINT-CPD at Basic and High School Level
　This is the cluster system representing the vehicle by
which all school based in-service training is delivered
for their CPD at school and zone Resource Center
levels. It is supported by the Head teachers and supported
by in-service providers through the Provincial, District
and Zone Teachers Resource Centers. The basic components
in Basic school SPRINT being Teacher Group meetings
(TGM) grade meetings at resource centers (GRACE)
School In-Service and Monitoring (SIMON) Head
teachers In-service Meeting (HIM). At High school
level, the key stakeholders are heads of Departments
and subject associations. It also consists of school based
CPD, head teachers meetings, HOD/HOS meetings,
Subject meetings at the Resource Center (SMARC) and
based on the activities called “Demonstrate, Observe,
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 Benson Banda
Discuss and Implement (DODI)”.
　b. Program which assures school-based CPD activities
　There was a need to come up with a program which
could embrace both the basic and high school type of
CPD. Therefore the development of the school based
CPD is not the development of a new system but
strengthen the existing system of SPRINT. The program
uses the existing system and resources. Hence SMASTE
School based CPD coming to improve the quality of the
SPRINT systems’ effectiveness. The main focus being
the development of activities which enhance science,
mathematics & technology education at school level
and later on spread to other subjects.
Introduction of lesson study
1. Rationale
　A policy on CPD in Zambia does exist and this also
led to the establishment of Teacher Education
Department. Basic infrastructure aimed at in-servicing
teachers such as resource centers do exist at national,
provincial, district, zone and school levels. All these use
the SPRINT-CPD as a way of conducting INSET.
However there has been need to develop a sustainable
CPD which is cost effective at the same time benefiting
many teachers but have less disturbance on the teaching
and learning of pupils. This led to the formation and
piloting of the SMASTE School Based CPD. It is hoped
that other provinces would use the developed guidelines.
　Having looked at all the concerns in our education
system on CPD several possible alternatives where
looked at. Then the Lesson Study approach was
considered as a workable alternative under SMASTE
School Based CPD. It is useful in the point that it allows
our teachers to learn both the content and the
methodology at the same time.
　SMASTE-CPD was launched as an “Injection” to
ensure and enhance CPD activities of teachers within
the school. It aims to improve teaching and learning in
the classroom through Lesson Study. In order to allow
for learning and improvement, the program was
designed to start from Science, then expanded to
Mathematics, Technology Education, and other
subjects. It, therefore, means that the framework
designed should be such that it should work for other
subjects.
92
　As a part of the base line survey for the program, a
research was done by observing 44 science lessons by
teachers and 2,029 students’ perception on science
lesson. The observation on science lesson was pursued
by original observation format developed by SMASTE
technical committee, while perceptions of student were
analyzed by the tool developed by Kardash and Wallace
(Bernardo et al., 2003). It has indicated that the type of
teaching and learning in schools in the province is
largely affected by the teacher-oriented factor. The
results are shown in Figure 1and 2.
　It is hoped that when an end line survey is done, the
lowly scored important factors in teaching and learning
will have improved by stretching outward.
2. Framework of implementation
　The basic frame work for SMASTE is made up of two
core activities. These are “Stakeholders’ workshop” and
“School Based CPD”. During the stakeholders’
workshops, key stake holder such are district Education
Board Secretaries, District Education Standards Officers,
Resource Center Coordinators, Head teacher, their
Deputies, Teacher (facilitators), college lecturers and
the Provincial team meet to share different experiences
every three months at a resource center (mostly at a
school). They are also oriented towards specific skills
such as management and quality lesson processes. After
this workshop each school is required to conduct its
own school based workshop. Then the teachers are
requested to conduct lesson study activities which
consist of eight (8) steps as shown below:
Step 1: Defining the Problem or Challenge (1-2
hours meeting)
Step 2: Collaboratively Planning the Lesson (2-3
days)
Step 3: Implementing Demo-Lesson (1 usual lesson
period)
Step 4: Discuss the Lesson and Reflect on its
Effects (1-2 hours meeting)
Step 5: Revise the Lesson (1-2 days)
Step 6: Teach the Revised Lesson (1 usual lesson
period)
Step 7: Discuss the Lesson and Reflect on its Effect
again (1-2 hours meeting)
Step 8: Reflection Compiled and Shared (For every
school term)
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 CURRENT STATUS AND CHALLENGES OF IN-SERVICE TRAINING OF TEACHERS IN ZAMBIA

　Since one complete lesson study is considered as a cluster meet to conduct the actual lesson study. The
cycle, they do three (3) cycles each term basically. At results are then shared during the next stakeholders’
this moment the other teachers within the school or workshop.

Figure 1: Result on Observation of Science Lessons as Baseline Survey for SMASTE-CPD Program

Figure 2: Result on Students’ Perception on Science Lesson

　　　 as Baseline Survey for SMASTE-CPD Program

3. Benefits of lesson study
a. Benefits in Schools
　　The benefits of conducting lesson study could be
categorized into two ways. That is benefit in the
school and the benefit on management. Since the
framework recommends a two-way system of training
which consists of the stakeholders’ workshop and the
school based CPD, these benefits seem to be
combined very well.

As at 30th September 2006, the Lesson Study
Activities as School CPD were introduced into
73.1% of Upper-Basic & High Schools in Central
Province for the period of 9 months. This shows
that by the end of 2006 a high percentage would be
expected

Over the same period, 1,653 teachers in the
Province had been given an opportunity for
continuing learning in the schools. This in turn
could be assumed that there was an improvement of
the type of lesson plans created as well as attitude
change for teachers towards teaching.

The implementation team is constantly visiting
schools and conducting interviews with stakeholders
(teachers and administrators) to assess the impact
of conducting lesson study. The reports from
schools indicated that;

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 Benson Banda

・Teachers became serious and confident on
planning and implementation of their lessons.
・Teachers spend more time now on lesson
planning & preparation.
・Teachers’ teamwork was strengthened.
　The data on the implementation of SMASTE-CPD
Lesson Study has been tabulated below as Table 3.
However, it is worth noting that every time there was an
average increase in performance in terms of quantity
and quality.

Table 3: Implementation of Lesson Study Activity at Schools in Central Province

as of 31 July 2006 (By District)
1st Group 2nd Group
Name of District Kapiri Total
Kabwe Serenje Mumbwa Mkushi Chibombo
Mposhi
No. of High Schools 11 3 4 3 3 5 29
No. of High Schools implementing LS 11 3 4 2 3 3 26
Percentage 100.0% 100.0% 100.0% 66.7% 100.0% 60.0% 89.7%
No. of Upper-Basic School 33 25 44 25 24 54 205
No. of Upper-Basic implementing LS 22 19 36 18 13 37 145
Percentage 66.7% 76.0% 81.8% 72.0% 54.2% 68.5% 70.7%
Total No. of High & Upper-Basic Schools 44 28 48 28 27 59 234
No. of Schools implementing LS 33 22 40 20 16 40 171
Percentage of Implementation 75.0% 78.6% 83.3% 71.4% 59.3% 67.8% 73.1%
No. of Teachers involved in LS activities 633 182 294 132 99 313 1,653

b.Benefits on Management pay a lot of money to participate in the workshop

　In line with the implementation framework, all key
stakeholders were identified and grouped accordingly.
Among them being education managers at all levels.
During the stakeholders’ workshops, the managers
share experiences as well as learn new input on
effective management. All this was done in order to
strengthen the skills of managers. According to the
Zambian experience most of the education programs
suffered due to inadequate management skills of
managers. These managers have teaching as their initial
training then promoted to managerial positions without
training. With this type to training the benefits on
management have been:

Capacity building of office members through
teamwork as SMASTE technical committee at
Provincial (Regional) level

Development of management skills of Head &
Deputy Head teachers such as effective
management of school based CPD, school
organization, resource mobilization and
management, lesson observation skills as process
observers etc.

All the trainings are school based using existing
infrastructure such as pupils’ dormitories over the
holidays. The workshop participants do not need to
because it is usually held at school instead of using
hotels and guesthouses. As a result there has been a
reduced cost for running Workshops & Trainings.
4. Challenges
　In implementing this program one would not do
without any challenges. Several challenges are being
faced. These could be categorized into two management
challenges as well as CPD challenges.
　a) Management Aspect

Difficulties in monitoring & creating clusters
caused by geographical location of schools.
　　Most schools in remote parts are not easily
reached by ordinary vehicles but 4x4s. The road
network is bad. Not enough capacities developed at
local levels to effectively monitor and submit
quality reports. The funding is low hence reduced
monitoring done. This therefore affects quality

Low commitment of school managers on professional
development of teachers.
　　Most heads do not have the skills on long-term
school development. Hence most activities are on
the adhoc basis. In the process they get mixed up as
to how they could proportionally distribute and
utilize resources available to them.

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 CURRENT STATUS AND CHALLENGES OF IN-SERVICE TRAINING OF TEACHERS IN ZAMBIA

Paradigm shift
　　The need for both teacher and managers to
change their way of looking at workshops as
income generating activities to that of being
avenues to continuingly improve on their learning.
　b) Aspect on Continuing Professional Development
　　　　　　　　　　　　　　　　　　　　(CPD)

Negative attitudes of some teachers
　　Due to low salaries, inadequate skills, low
working morale and other factors; teachers tend to
show negative attitudes towards CPD. They also
have not been seeing the benefits of CPD. This also
came about because of other CDP programs, which
paid them more money when they attended CPD
meetings.

Insufficient skills of teachers & facilitators for
good critiquing
　　The teachers mostly teach subjects they are not
competent in due factors already mentioned.
Geographically seconded teachers are expected to
be facilitators hence they show signs of insufficient
skills of facilitating for good critiquing

In adequate material and information necessary for
teachers to use as tool to improve their competencies
　　Although teachers in schools are requested to
maximize the use of existing resources such as
locally-available materials and books in the
schools, some schools, especially those in very
remote areas, are still in a terrible condition in
terms of using materials and getting up-dated
information.
　In order to address these challenges, SMASTE CDP
has started addressing the issues of attitudes by
continuingly meeting stakeholders. Those teachers and
managers seen to be doing well are rewarded by being
given chances to go for external trainings. They are also
used as models during the stakeholders’ workshops.
Conclusion
　The Lesson Study approach as a form of conducting
CPD is proving to be a good model of in servicing
teachers. The capacities of teachers and managers are
being developed simultaneously. In the long run the
quality of teaching and learning would be realized. The
schools would also develop due to improved managerial
skills.
　The SMASTE CPD program emphasizes the paradigm
shift from top-down to bottom-up where teachers
change from being recipient to teachers as the main
actors. This is so because many programs before were
nationally driven and offloaded on teachers who
resisted them. Such examples are Action to Improve
English, Mathematics and Science (AIEMS) project.
　In order to maintain quality control, successful cases
are given incentive under the program. The program is
owned and implemented by the Ministry of Education
with JICA as a cooperating partner. While the government
of Zambia is responsible for implementation, the
Japanese Government through JICA is providing training
opportunities abroad, a vehicle and assignment of a
technical advisor to Central Province. This has ensured
continuity and sustainability of the program. It also
allows Zambians to learn how to solve the challenges of
implementation by themselves. As such capacities of
stakeholders are built.
Acknowledgement
　I would like to express my sincere gratitude to Prof.
H. Ozawa of Narutro University of Education for giving
me an opportunity to present this paper at the International
Experts Conference on Education Development held on
November 25, 2006 in Japan, Ministry of Education in
Zambia and JICA. Special thanks go to the following
people for the support in the preparation of this paper;
Ms. C. Mutinta, Principal Education Standards Officer,
Mr. K. Nakai, JICA Technical Adviser, at the regional
office in the Ministry, SMASTE-CPD Joint Technical
Committee members and all teachers & pupils in Central
Province.
References
Bernardo A., Prudente M., Limjap A. (2003), Exploring
Mathematics and Science Teaching in the Philippines,
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Ministry of Education (1996), Educating our future - Policy
paper of Zambian education, Ministry of Education,
Lusaka, Zambia
Ministry of Education (1998), School Programme of In-
Service for the Term (SPRINT): A Manual for In-
service Provision, The Teacher Education Department,
Ministry of Education, Lusaka, Zambia
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 Benson Banda

Ministry of Education (2002), Baseline survey on science

要　　約
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００６年にザンビアの中央州にて開始されたSMASTE
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96 NUE Journal of International Educational Cooperation, Volume