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The Higher Education Policy in Zambia: An Analysis

Year 2021, Volume: 5 Issue: 4, 112 - 122, 30.12.2021

Abstract

After a long struggle in educational reforms, HE in Zambia is undergoing changes mainly because of the rapid expansion in 2017. Higher education is presently undergoing a succession of crises due to the government subventions dropping in real terms as a result of a slowdown in economic growth, while student enrolment is expanding incredibly quickly as a result of increased demand for tertiary education. Universities are critical to the development of any nation. In underdeveloped nations, they are frequently the only institutions capable of generating highly trained labor, transferring technology, and creating new knowledge. With rising globalization, it is logical that when such institutions are under decline or stagnation, research and international attention take center stage. This study used the hexagon model of policy analysis to examine the fit and feasibility of the Zambian higher education policy. This paper reviews the higher education policy in Zambia, with a particular focus on the present-day global needs of Higher education and the current needs of both the society and individuals, along with the extended higher education financing. Additionally, prior to reaching conclusions, this research examines the issues influencing access to and the quality of higher education. As resources become scarce, political interference in the resource allocation process becomes more common. Using the hexagon model of policy analysis, this study contends that the adoption of a clear method for allocating resources within a supportive higher education policy framework is necessary. It proposes, as a way forward, that the ultimate objective of enhancing efficiency and effectiveness in African higher education resides in a transparent resource allocation system that rewards success, despite substantial public funding. There is need to increase public funding, treat the business sector as a partner, strengthen industry-academia contact, and encourage research.

Project Number

No

References

  • Bogue, E. Grady, and Kimberely Bingham Hall. 2003. Quality and Accountability in Higher Education. Westport, CT: Praeger.
  • Brown, R., and Carasso, H., 2013. Everything for Sale? The Marketisation of UK Higher Education. Abingdon: Routledge (Society for Research into Higher Education).
  • Council on Higher Education Accreditation (CHEA). 2016. A Board Member's Guide to Accreditation: The Basics, the Issues, the Challenges. Washington, DC: CHEA
  • Damtew Teferra and Philip Altbachl, "Teferra, Damtew, and Philip G. Altbachl. 2004. “African Higher Education: Challenges for the 21st Century.” Higher Education 47 (1): 21–50. ",
  • Government of the Republic of Zambia. 2013. The Higher Education Act (No. 4 of 2013). Lusaka: Higher Education Authority, Ministry of Higher Education, Republic of Zambia.
  • Hamusunga, G. (2012). An analysis of the Zambian Education System. Zambia National Education Coalition (ZANEC)
  • Kettley, N. 2007. The past, present, and future of widening participation research. British Journal of Sociology of Education 28(3): 333–347
  • Metz, A. & Louison, L. (2018) The Hexagon Tool: Exploring Context. Chapel Hill, NC: National Implementation Research Network, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill
  • Ministry of Education (2019) Annual Report Lusaka, Government Printer
  • Ministry of Education (2020) Annual Report Lusaka, Government Printer
  • Picketty, T., 2014. Capital in the Twenty-First Century. Cambridge, Mass., and London: Belknap Press of the Harvard University Press.
  • UNICEF (2008). Zambia MDGs Progress Report. Lusaka: GRZ
  • Robbins, L. 1963. Higher education: A report. London: HMSO.
  • Scott, P., 2014a. Robbins, the Binary Policy and Mass Higher Education In Higher Education Quarterly. Volume 68, Number 2, pp. 147-163.
  • Scott, P., 2014b. The Reform of English Higher Education: Universities in Global, National and Regional Context' in Cambridge Journal of Regions, Economy, and Policy, Volume 7, Number 2, pp. 217-231.
  • Shattock, M., 2012. Making Policy in British Higher Education 1945–2011, Maidenhead: McGraw-Hill and Open University Press.
  • Sutin, Stewart E., and W. James Jacob. 2016. Strategic Transformation of Higher Education: Challenges and Solutions in a Global Economy. Lanham, MD:
  • Teferra, D., Altbachl, P.G. (2004). African higher education: Challenges for the 21st century. Higher Education 47, 21–50 https://doi.org/10.1023/B:HIGH.0000009822.49980.30

The Higher Education Policy in Zambia: An Analysis

Year 2021, Volume: 5 Issue: 4, 112 - 122, 30.12.2021

Abstract

After a long struggle in educational reforms, HE in Zambia is undergoing changes mainly because of the rapid expansion in 2017. Higher education is presently undergoing a succession of crises due to the government subventions dropping in real terms as a result of a slowdown in economic growth, while student enrolment is expanding incredibly quickly as a result of increased demand for tertiary education. Universities are critical to the development of any nation. In underdeveloped nations, they are frequently the only institutions capable of generating highly trained labor, transferring technology, and creating new knowledge. With rising globalization, it is logical that when such institutions are under decline or stagnation, research and international attention take center stage. This study used the hexagon model of policy analysis to examine the fit and feasibility of the Zambian higher education policy. This paper reviews the higher education policy in Zambia, with a particular focus on the present-day global needs of Higher education and the current needs of both the society and individuals, along with the extended higher education financing. Additionally, prior to reaching conclusions, this research examines the issues influencing access to and the quality of higher education. As resources become scarce, political interference in the resource allocation process becomes more common. Using the hexagon model of policy analysis, this study contends that the adoption of a clear method for allocating resources within a supportive higher education policy framework is necessary. It proposes, as a way forward, that the ultimate objective of enhancing efficiency and effectiveness in African higher education resides in a transparent resource allocation system that rewards success, despite substantial public funding. There is need to increase public funding, treat the business sector as a partner, strengthen industry-academia contact, and encourage research.

Supporting Institution

No supporting Institution

Project Number

No

References

  • Bogue, E. Grady, and Kimberely Bingham Hall. 2003. Quality and Accountability in Higher Education. Westport, CT: Praeger.
  • Brown, R., and Carasso, H., 2013. Everything for Sale? The Marketisation of UK Higher Education. Abingdon: Routledge (Society for Research into Higher Education).
  • Council on Higher Education Accreditation (CHEA). 2016. A Board Member's Guide to Accreditation: The Basics, the Issues, the Challenges. Washington, DC: CHEA
  • Damtew Teferra and Philip Altbachl, "Teferra, Damtew, and Philip G. Altbachl. 2004. “African Higher Education: Challenges for the 21st Century.” Higher Education 47 (1): 21–50. ",
  • Government of the Republic of Zambia. 2013. The Higher Education Act (No. 4 of 2013). Lusaka: Higher Education Authority, Ministry of Higher Education, Republic of Zambia.
  • Hamusunga, G. (2012). An analysis of the Zambian Education System. Zambia National Education Coalition (ZANEC)
  • Kettley, N. 2007. The past, present, and future of widening participation research. British Journal of Sociology of Education 28(3): 333–347
  • Metz, A. & Louison, L. (2018) The Hexagon Tool: Exploring Context. Chapel Hill, NC: National Implementation Research Network, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill
  • Ministry of Education (2019) Annual Report Lusaka, Government Printer
  • Ministry of Education (2020) Annual Report Lusaka, Government Printer
  • Picketty, T., 2014. Capital in the Twenty-First Century. Cambridge, Mass., and London: Belknap Press of the Harvard University Press.
  • UNICEF (2008). Zambia MDGs Progress Report. Lusaka: GRZ
  • Robbins, L. 1963. Higher education: A report. London: HMSO.
  • Scott, P., 2014a. Robbins, the Binary Policy and Mass Higher Education In Higher Education Quarterly. Volume 68, Number 2, pp. 147-163.
  • Scott, P., 2014b. The Reform of English Higher Education: Universities in Global, National and Regional Context' in Cambridge Journal of Regions, Economy, and Policy, Volume 7, Number 2, pp. 217-231.
  • Shattock, M., 2012. Making Policy in British Higher Education 1945–2011, Maidenhead: McGraw-Hill and Open University Press.
  • Sutin, Stewart E., and W. James Jacob. 2016. Strategic Transformation of Higher Education: Challenges and Solutions in a Global Economy. Lanham, MD:
  • Teferra, D., Altbachl, P.G. (2004). African higher education: Challenges for the 21st century. Higher Education 47, 21–50 https://doi.org/10.1023/B:HIGH.0000009822.49980.30
There are 18 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Gift Muyunda 0000-0002-4468-9984

Project Number No
Publication Date December 30, 2021
Published in Issue Year 2021 Volume: 5 Issue: 4

Cite

APA Muyunda, G. (2021). The Higher Education Policy in Zambia: An Analysis. Journal of Multidisciplinary Studies in Education, 5(4), 112-122.