2016 Educational Statistical Bulletin PDF

Zambia EDUCATIONAL STATISTICAL BULLETIN 2016
Republic of Zambia
Ministry of General Education
Directorate of Planning and Information
DISCLAIMER
The information herein represents official statistics for the Ministry of General Education (MoGE) and should neither be reproduced without proper
acknowledgement nor altered in any way. The data in the 2016 Educational Statistical Bulletin (ESB) was captured through the Annual School Census (ASC)
exercises from 2006 to 2016. The MoGE’s EMIS team has engaged in continuous data verification and cleaning exercises to produce the statistics contained in
this document.
It is important to note that the Minstry has been using population projections from Central Statistics Office (CSO) to calcul ate the indicators herein. The CSO
projections are based on the 2010 census, and have not been adjusted to account for migration, lower birth rates, increased d eath rates, or other demographic
trends. All the population based indicators have since been recalculated using the 2016 population projected figures. Please note that data designated as
“unknown” in some of the tables was either reported as “unknown” or was not reported in the returned ASC questionnaires.
Republic of Zambia
89 Corner of Chimanga and Mogadishu Road, Lusaka
[email protected]
Copyright © 2016
Publication date: March 2017

2015 Education Statistics Bulletin
ACKNOWLEDGEMENTS
Thousands of teachers and other staff of the Ministry of General Education (MoGE), grant -aided, private and community schools contributed towards this report
by providing the required data in the 2016 Annual School Census (ASC) questionnaires. Education inspectors, planners, statist icians and other staff in district and ASC
provincial offices assisted in collecting and verifying the ASC information. The staff of the MoGE’s EMIS section wishes to a cknowledge , with gratitude, these AIDS
efforts and contributions of various stakeholders without which this Bulletin would not have materialized. Specifically, the Ministry,would like to thank the APU
following: BESSIP
a) Provincial/district education staff and school managers for facilitating the ASC exercise. CBO
b) Directorate of Planning and Information staff, especially Mr. Bupe Musonda, and Mr. Billy Jere, Programmer/Analyst. CP
c) ESB review team and other officers who engaged in the data verification and cleaning process. CS
d) The staff of the Zambia Education Sector Support Technical Assistance Facility (ZESSTA), and their funders the Department for International Development CSEN
(DfID) and the Global Partnership for Education (GPE). CSO
ECCDE
ECZ
EoF
LOIUS MWANSA (Mr.)
ESB
Director --Directorate of Planning & Information
EMIS
GA
P.O Box 50093
GER
LUSAKA
GIR
E-mail: [email protected]
GPI
Web: www.moe.gov.zm
GRZ
Telephone: +260 977250760
HIV
IRI
MoGE
MoESP
MDG
NER
NIR
NISTCO
OVC
P&S
ACRONYMS
ASC Annual School Census

AIDS Acquired Immune Deficiency Syndrome
APU Academic Production Unit
BESSIP Basic Education Sub-Sector Investment Programme
CBO Community Based Organizations
CP Cooperating Partner
CS Community School
CSEN Children with Special Education Needs
CSO Central Statistical Office
ECCDE Early Childhood Care, Development and Education
ECZ Examinations Council of Zambia
EoF Educating Our Future
ESB Educational Statistical Bulletin
EMIS Education Management Information System
GA Grant Aided School
GER Gross Enrollment Rate
GIR Gross Intake Rate
GPI Gender Parity Index
GRZ Government of the Republic of Zambia
HIV Human Immunodeficiency Virus
IRI Interactive Radio Instruction
MoGE Ministry of General Education
MoESP Ministry of Education Strategic Plan
MDG Millennium Development Goal
NER Net Enrollment Rate
NIR Net Intake Rate
NISTCOL National In-Service Training College
OVC Orphans and Vulnerable Children
P&S Primary and Secondary
TABLE of CONTENTS
page
Chapter 1: Education in Zambia 1-2
1.1 Highlights 3
Chapter 2: National Summary 4
Chapter 3: Provincial Summaries 5-7
Chapter 4: Primary & Secondary Schools 8-10

Distribution of Schools
Table 1: Number of Primary Schools by Agency from 2007 to 2016 8
Table 2: Number of Secondary Schools by Agency from 2007 to 2016 8
Figure 1: Number of Primary Schools by Agency from 20007 to 2016 8
Figure 2: Number of Secondary Schools by Agency from 2007 to 2016 8
Table 3: Number of Primary and Secondary Schools By Agency from 2007to 2016 9
Table 4: Number of Primary and Secondary Schools by Agency & Province 9
Figure 3: Number of Primary and Secondary Schools by Agency from 2007 to 2016 9
Table 5: Number of Primary and Secondary Schools by Location and Province 10
Schools by Grades Offered
Table 6:Number of Schools by Grades Offered and Province 10
Figure 4: Percentage of Schools by Grades Offered Nationally 10
Table 7: Number of Primary Schools by Grades Offered and Province 11
Figure 5: Number of Primary Schools by Grades Offered Nationally 11
Table 8: Number of Secondary Schools by Grades Offered and Province 11
Figure 6: Number of Secondary Schools by Grades Offered Nationally 11
Chapter 5: Enrolment 12-22

Enrolment
Table 9: Enrolment By Sex , Year, Grades and Grades Group 2011 to2016 12-13
Table 10: Enrolment By Sex and Province for Grades 1 to 12 14-15
Gross Intake Rate (Grade 1 Entrants)
Table 11: Grade 1 Entrants by Age, Sex and Province (Excluding Repeaters) 16
Table 12: Grade 1 Entrants with Pre-School Experience by Sex and Province 16
Figure 7: Grade 1 Entrants with Pre-School Experience by Sex and Province 16
Table 13: Gross Intake Rate for Grade 1 by Sex 2011 to 2016 17
Table 14: Gross Intake Rate for Grade 1 by Sex and Province 17
Net Intake
Figure Rate
8: Gross Intake for Grade 1 by Sex and Province 17
Table 15: Net Intake Rate for Grade 1 by Sex from 2009 to 2016 18
Table 16: Net Intake Rate for Grade 1 by Sex and Province 18
Figure 9: Net Intake Rate for Grade 1 by Sex and Province 18
page
Gross Enrolment Rate
Table 17: Gross Enrolment Rate by Sex from 2009 to 2016 19
Table 18: Gross Enrolment Rate by Sex and Province 19
Table 19: Gross Enrolment Rate by Grade and Province 19
Figure 10: Gross Enrolment by Sex and Province (Grades 1-7) 19
Figure 11: Gross Enrolment by Sex and Province (Grades 8-12) 20
Net Enrolment Rate
Table 20: Net Enrolment Rate by Sex from 2009 to 2016 21
Table 21: Net Enrolment Rate by Sex and Province 21
Table 22: Net Enrolment Rate by Grade and Province 22
Figure 12: Net Enrolment by Sex and Province (Grades 1-7) 22
Figure 13: Net Enrolment by Sex and Province (Grade 8-12) 22
Chapter 6: Efficiency 23-25

Repetition, Dropout, & Transition Rate
Table 23: Transition, Repetition and Dropout Rate by Sex (2009-2016) 23
Table 24: Transition Rate by Sex and Province 24
Table 25: Repetition, and Dropout Rates by Sex and Province 25
Table 26: Transition, Repetition, and Dropout Rates by Sex in Grades 1-11 from 2009 to 2016 25
Chapter 7: Equity
Gender Parity Index 26-37
Table 27: Gender Parity Index for Grade 1-7 and Grade 8 -12 (2009-2016) 26
Table 28: Gender Parity Index in all Schools by Grade and Province 26
Table 29: Gender Parity Index in all Schools by Grades and Agency 26
Table 30: Gender Parity Index in All Schools by Grade Group and Province 27
Table 31: Gender Parity Index in All Schools by Grade Group and Agency 27
Out-of-School Children
Table 32: Number of Out of School Children 7-13 by Sex (2011-2016) 28
Table 33: Number of Out of School Children 7-18 by Age, Sex and Province 28-29
Orphans
Table 34: Number of Orphans in All Schools by Sex from 2009 to 2016 30
Table 35: Number of Orphans by Grade, Sex and Province 20-31
Table 36: % Orphans in Grade Groups by Sex and Province 32
Table 37: Number of Orphans in all schools by Grade and Agency 33
Children with Special Education Needs
Table 38: Number of CSEN Pupils in All Schools by Sex and Year 2009-2016 34
Table 39: Number of CSEN Leaners at Secondary Level by Grade, Sex and province 34
Table 40: Number of CSEN Learners at Primary School Level by Sex , Grade and Province 35
page
Bursaries
Table 41: Number of Pupils Receiving Bursaries by Grade Groups, Sex and Province 35
Table 42: Number of Pupils Receiving Bursaries by Grade Groups, Sex and Province from 2009 to 2016 36
Pregnancies and readmissions
Table 43: Number of Pregnancies and Re-admissions by Grade Groups from 2009 to 2016 37
Table 44: Number of Pregnancies and Re-admissions by Grade Groups and Province 37
Table 45: Number of Pregnancies and Re-admissions by Grade Groups, Location and Province 38
Chapter 8: Teachers
Total teachers 39-45
Table 46: Teachers in All Schools By Sex from 2009 to 2016 39
Table 47: Teachers in All Schools By Sex and Province 39
Table 48: Teachers in All Schools By Agency and Province 40
Table 49: Mentors in IRI Centers By Sex and Province 40
Teacher Qualifications
Table 50: Teachers in All Schools By Academic Qualifications and Sex 41
Table 51: Teachers in All Schools By Professional Qualifications and Sex 41
Teacher Attrition
Table 52: Teacher Attrition By Sex from 2009 to 2016 42
Table 53: Teacher Attrition in All Schools By Sex and Reason 42
Table 54: Teacher Attrition in All Schools By Sex and Province 43
Table 55: Teacher Deaths in All Schools By Sex and Province 43
Table 56: Teacher Deaths By Sex from 2009 to 2016 44
Figure 14: Teacher Deaths by Sex from 2009 to 2016 44
Pupil-Teacher Ratio
Table 57: Pupil Teacher Ratio in All Schools by Class Range and Province 45
Figure 15: Pupil Teacher Ratio in All Schools by Class Range and Province 45
Chapter 9: Quality
Completion Rate 47-53
Table 58: Completion Rate for Grades 7, 9 and 12 By Sex from 2009 to 2016 46
Table 59: Completion Rate for Grades 7, 9 and 12 by Sex and Province 46
Survival Rate to Grade 5
Table 60: Survival Rate To Grade 5 by Gender from 2009 to 2016 47
Table 61: Survival Rate To Grades 5,7 and 9 by Sex and Province 47
Examination Pass Rate
Table 62: Examination Pass Rates in Grades 7 by Sex and Province in 2016 48
Table 65: Proportions of Candidates Obtaining Full School Certificates (2014-2016) 49
Pupil-Book Ratio (PBR)
Table 66: Number of Books in All Schools by Province 50
Table 67: Pupil Book Ratio in All Schools by Province 51
52
53
54
55
Page
Pupil-Classroom Ratio (PCR)
Table 68: Number of Classrooms in All Schools by Grade and Province 52
Table 69: Classroom Pupil Ratio in All Schools by Grade Group & Province 52
Contact Hours
Table 70: Average Number of Scheduled Contact Hours by Grade and Province 53
Table 71: Average Number of Scheduled Contact Hours by Grade and Running Agency 53
Table 72: Average Number of Scheduled Contact Hours by Grade and Class Type 53
Chapter 9: Infrastructure
School Infrastructure
Table 73: Classrooms, Special Education Classrooms, Laboratories and Libraries in Primary Schools by Type and Province 54
Table 74: Classrooms, Special Educ. Classrooms, Laboratories & Libraries in Secondary Schools by Type & Province 54
Table 75: Staff Houses in All Schools by Type and Province 55
Table 76: Dormitories in All Schools by Sex and Province 55
Chapter 10: Tertiary

Colleges & Universities
Table 77: Colleges of Education Student Enrolment in 2016 56
Table 78: University Student Enrolment in 2015 57
Table 79: University Staffing Level by Sex in 2016 58
58
Chapter 11 Computers
Table 80 Number of computers by province 59
Table 81 Number of schools with computers 59
Table 82 Number of computers by running agency 2016 59
Table 83 Number of computers in 2013/2016 59
59
Chapter 12 National Assessemnt

Table 84 Trends in Performance Bench Mark threshold for National Assessment (Pupils Reaching MLP (%)) 60
Table 85 Trends in Performance Bench Mark threshold for National Assessment (Pupils Reaching DLP (%)) 60
Table 86 Trends in Mean scores for National Assessment 61
Table 87 Trends in Performance Bench Mark threshold for National Assessment 61
Chapter 13 HIV AND AIDS SEXUALITY EDUCATION 63

Tables 88- 96 64
Chapter 14 SANITATION AND HYGEINE 66

Tables 93--106 67
68
69
70
Chapter 1: EDUCATION in ZAMBIA
MOGE Mission
The mission of the Ministry of General Education is to guide
the provision of education for all Zambians so that they are
able to pursue knowledge and skills, manifest excellence in
performance and moral uprightness, defend democratic
ideals, and accept and value other persons on the basis of
their personal worth and dignity, irrespective of gender,
religion, ethnic origin, or any other discriminatory
characteristic.
Geography
Zambia is a land-linked country covering an area of
approximately 752,614 square kilometers (CSO, 2010). Its
eight neighbouring countries are: the Democratic Republic of
Congo to the north, Tanzania to the north-east, Malawi to the
east, Mozambique, Zimbabwe, Botswana and Namibia to the
south, and Angola to the west. Zambia has a tropical climate,
with three distinct seasons: the rainy season (November to
mid-March), the cool dry season (mid-March to mid-July), and
the hot dry season (mid-July to November).
Population
The last Census of Population and Housing in Zambia was
carried out in 2010 by the Central Statistics Office (CSO).
Zambia's 2016 population is projected at 15,933,883 million.
Several of the educational indicators herein depend on
accurate population data. However, there is growing
consensus that currently available demographic data in
Zambia understimates the total number of school-aged
children. The statistics presented in this Bulletin may
therefore be innacurate in certain instances and should be
used with caution. Other reasons for innacurate population
and demographic data may include increased birth rates,
lower death rates, inadequate national coverage of
comprehensive registration of births and deaths, migration,
etc.
Page 15
Background
Zambia’s Education System consists of early childhood education (ECE), primary, secondary and professional or tertiary levels. ECE (pre-school) provides
education for children aged 3-6 years while primary level runs from grades 1 to 7 (7-13 year olds) and the secondary level runs from grades 8 to 12 (14-18
years olds). Tertiary education level includes universities and colleges.
In addition to the formal system, there is a non-formal education system that operates to serve, among others, displaced persons, school-aged children who
have either dropped out of school or have never attended formal school, geographically isolated children, street and working children, as well as adults that
want to be literate. The MoGE recognizes two alternative approaches to primary schooling, which are community schools and Interactive Radio Centres
provided by the Education Broadcasting Services. The Ministry has equally recognised open and distance learning (including e-learning) as a mode of education
provision.
The Sixth National Development Plan (SNDP) (2011 to 2015), which was later revised (R-SNDP) and extended to 2016 by the Government, places education at
the centre of the development process and has a specific chapter on the Education Sector. The SNDP and rSNDP priorities were translated into sector plans
and specific implementation frameworks were developed. For the education sector, the Ministry, in collaboration with its development cooperating partners
(CPs), formulated the National Implementation Framework (NIF III, which was also extended to 2016) as a strategic document to guide and inform the annual
work plans and annual budget formulation and execution. NIF III has become the main tool for operationalizing the SNDP and rSNDP at all the different levels
of the education system, from the Ministry Headquarters right up to the schools level. NIF III also serves as an important instrument for monitoring
implementation and performance and thus provides a platform to track the flow of resources and assess the impact and outcomes (results) of the various
interventions and programmes. In this regard, NIF III also provided a platform for mobilising external support through, for example, the Global Partnerships for
Education (GPE) and new bilateral country agreements. Since NIF was launched in 2007, it was no longer necessary for the Ministry of Education to have
Strategic Plans as the NIF served that role. In that regards, the 2003-2007 Strategic Plan was the last that the Ministry implemented. In the same context, the
NIF process made bilateral cooperation agreements between the Ministry of Education and its CPs (including those working within the context of the sector
pool [JASZ]) unnecessary and these were also discontinued in 2007.
Following the Government's approval of the Decentralization Policy in 2014 (Cabinet Circular no. 14 of 2014), MoGE started preparations for the
decentralization and devolution of ECE, primary and adult education to the local authorities. The Ministry has held a lot of planning and preparatory meetings
with Cabinet Office, Ministry of Local Government and Housing and other stakeholders to outline the process of implementing the National Decentralisation
Policy.
In 2015, the Ministry also started revising the Education Policy and the Education Act respectively and also started formulating the ECE policy. All these
regulatory frameworks are expected to include issues of devolution, the operationalization of the Teaching Council, the Higher Education Authority and the
National Qualifications Framework.
Page 16
HIGHLIGHTS
Primary Schools: There was a decline in the permanent classroom spaces at primary level. The total number of permanent classroom spaces ireduced from 40,471 in
2015 to 39 941 in 2016, a reduction of 530 permanent classrooms and this is attributed to the close Community schools. However, achievements were noted with
respect to special education permanent classroom spaces: Then number of permanent special education classrooms increrased from 347 in 2015 to 396 in 2016.
This is in line with the policy of educational inclusiveness being implemented by the government. While the total number of s taff houses was reported to be 19,253
in 2015, this increased to 20 014 in 2016.
Secondary Schools: Infrastructure development has continued in order to increase the classroom spaces at all levels. In 2015, the total number of permanent
classroom spaces reported for secondary schools was 9,115; this increased to 10,113 permanent classrooms in 2016. The number of secondary staff houses
increased slightly from 7,104 in 2015 to 7 545 in . The increase in educational infrastructure is a result of ongoing Government infrastructure development.
However, the degree of increase at secondary school level as compared to primary suggests that there is a concentration on building more schools at secondary to
increase access at that level .
Teachers: Nationally there has been an aggregate reduction in the number of teachers from 98,035 in 2015 to 96 228 in 2016. The total number ofschool teachers
decreased by 1,807. The number of primary teachers declined by 1,287 while for secondary teachers was 520. The pupil teacher ratio is now calculated based on the
new streams of primary (1-7) and secondary school (8-12).
Enrolment: Nationally there has been an aggregate increase in enrolment by 7,316 from 2015 (4,018,064) to 4 025 380 in 2016.
Completion rates: Annual comparison shows that the completion rates have increased at Grade 7, 9 and 12 in 2016 from 2015, The completion rates also varied
across provinces.
Contact Hours: The number of contact hours increased as pupils progressed to higher grades. Primary grades had fewer contact hours compared to secondary
grades. Private schools had more contact hours followed by Grant Aided, Government and community schools had the fewest contact hours.
Page 17
Page 18
NATIONAL ASSESSMENTS OF LEARNING ACHIEVEMENT
Learning achievement is perceived by the Ministry to be a critical indicator in the assessment of the quality of education delivery. In many educ ation systems,
learning achievement completes the equation on the outcome side. The effectiveness of any education system is judged by the quality of the outcomes which
are measured by learning achievement levels. Most of the measurements in the education system focus on inputs and processes and historically MoGE have
focused on reporting on these. Efforts are currently underway to increase the scope of reporting on education outcomes in greater depth.
In the late 1990s, the Ministry of Education and its cooperating partners introduced a sample based survey on learning achievement to be undertaken every
two years in order to measure learning achievement levels and changes over time. Learning achievement is defined as a demonstrable scholastic attainment on
a prescribed number of sampled items in numeracy and reading.
Test blueprints or test specification tables were used to spread the test items across content domains and cognitive demands, initially in reading in English and
numeracy. Although tests in Zambian Languages and life skills were introduced subsequently, for the purposes of this report, focus will be placed on reading in
English and Numeracy assessments. The two subjects were chosen because of their high correlation with overall learning achievement or overall scores at
Grade 7. The two therefore can be said to be good estimators of overall scholastic or learning achievement in a lateral manner.
The difference between National Assessment and examinations is fourfold:
 National Assessment is a sample based diagnostic tool that assesses the general “healthiness” of the education system. It br oadly evaluates the
national and provincial learning achievement levels and antecedent factors associated with its variation.
 National Assessment is broader in scope with over 400 primary and derived variables (fields) that provide explanations for le arning variations.
 Not all subjects are assessed in national assessment but a selection of subjects with a stronger predictive validity to overa ll learning achievement.
 General reporting of performance is not norm-referenced as in the examinations but general performance is based on defined standards.
The Ministry also recognised the importance of measuring learning achievement trends over time. In order to do this, two options were considered:
 If change is to be measured over time, the same instrument should be used in successive periods without modification (i.e. yo u must not change the
measure in in order to measure change). Therefore the assessment tools, namely the tests, were maintained for the period.
 Use psychometric parameters to measure trends through the use of anchor test items calibrated on similarly difficult levels t hrough the use of item
response theory.
The technical team chose to use the latter for purposes of measuring learning achievement over time in a system that was perceived to be underperforming.
Therefore, the National Assessment instruments are not publicly disclosed, and are a preserve of the Examinations Council of Zambia (ECZ). After the tests are
administered, they are always collected back and retained or destroyed by ECZ. The tests items for all the assessment years have remained the same with the
exception of 1999 when Reading in English and Mathematics had five items less. The five added new items in each case were developed by experts from ECZ
and the Directorate of Standards and Curriculum. The five items were added at the beginning of the test papers as booster items to assess the performance of
learners. However, subsequent psychometric analysis in years that followed indicated that the items were not as simple as initially thought.
Page 19
Page 20
CHAPTER 3: NATIONAL SUMMARY
Primary & High Schools Equity Indicators Quality Indicators

# schools gr. 1-12 Total 9 674 Gender Parity Index Primary 1.00 Completion Rate To Grade 9 68.8%
Primary 8 823 Sec 0.86 To Grade 12 52.7%
Sec 851 Out-of-school children Male 133 888 Survival to Grade 5 Primary 82.6%
Age 7-13 Female 115 698 Exam Pass Rate Primary 96.6%
Enrolment Indicators Orphans Primary 426 289 Sec 61.9%
# of students Total 4 025 380 Sec 162 677 Pupil Book Primary 0.96
Primary 3 203 220 CSEN Primary 103 218 Ratio Sec 0.72
Sec 822 160 Sec 20 092 Pupil Classroom Primary 42.1
Gross Intake Rate Primary 101.6% Pregnancies Primary 11 765 Ratio Sec 45.6
Sec 3 457 Contact Hours Primary 5.1
Net Intake Rate Primary 47.7% Readmissions Primary 5 423 Sec 6.5
Sec 2 230
Gross Enrollment Primary 105.5% Infrastructure
Rate Sec 45.7% Teachers # of classrooms Total 59 352
Net Enrollment Rate Primary 90.4% # of teachers Total 96 228 Primary 48 414
Sec 25.4% Primary 73 949 Sec 10 938
Sec 22 279 Classroom structure Permanent 50 054
Qualification Degree 10 871 Incomplete 4 482
Efficiency Indicators Diploma 42 334 Temporary 4 816
Transition Rate Primary 66.2% Certificate 39 682
Sec 46.6% Untrained/Unknown 3 341 Tertiary
Repetition Rate Primary 6.7% Teacher Attrition Primary 5 341 Enrollment University 22753
Sec 1.6% Sec 1 134 College 26029
Dropout Rate Primary 1.5% Pupil Teacher Primary 43.3 Staffing University 373
Sec 1.2% Ratio Sec 36.9 College 873
This national summary provides an overview of the structure of Zambia's general education system: out of 9,636 schools, 91% (8,804) are
primary while 9% (832) are secondary schools. A total of 4,018,064 leaners were enrolled in 2015, representing a gross enrollment rate of
120.8% at primary and 45.4% at secondary levels. The efficicency and equity indicators suggest the need for further strengthening of the
general education system, especially the low quality indicators that show low completion rates, low pupil-book ratio and very low contact
hours.
Page 3
CHAPTER 2: PROVINCIAL SUMMARIES
CENTRAL PROVINCE COPPERBELT PROVINCE

Number of schools Total 1 123 Number of schools Total 1 220
Type of school Primary School 1 042 Type of school Primary School 1 083
Secondary School 81 Secondary School 137
Number of students Total 504 735 Number of students Total 621 862
School phase Primary School 402 821 School phase Primary School 434 361
Secondary School 101 914 Secondary School 187 501
Number of teachers Total 12 209 Number of teachers Total 16 699
Pupil Teacher Ratio Primary School 42.6 Pupil Teacher Ratio Primary School 34.1
Secondary School 37.0 Secondary School 47.4
Number of classrooms Total 7 076 Number of classrooms Total 10 395
Structure Permanent 5 657 Structure Permanent 9 462
Incomplete 659 Incomplete 499
Temporary 760 Temporary 434
2015 Provincial Summaries

The provincial education summaries provide a concise
summary of key education indicators across the GRZ’s
ten provinces. District and school level data is available
in the 2015 ED*ASSIST.
EASTERN PROVINCE LUAPULA PROVINCE

Number of schools Total 1 083 Number of schools Total 696
Type of school Primary School 1 010 Type of school Primary School 631
Page 4
LUSAKA PROVINCE MUCHINGA PROVINCE

Number of schools Total 892 Number of schools Total 731
Type of school Primary School 786 Type of school Primary School 673
NORTH WESTERN PROVINCE NORTHERN PROVINCE

Number of schools Total 773 Number of schools Total 965
Type of school Primary School 678 Type of school Primary School 872
Page 5
SOUTHERN PROVINCE WESTERN PROVINCE

Number of schools Total 1 246 Number of schools Total 945
Type of school Primary School 1 140 Type of school Primary School 908
Page 6
CHAPTER 4: PRIMARY & SECONDARY SCHOOLS Distribution of Schools

Table 1 Numbers of primary schools by agency from 2007 to 2016 The following tables show the
Year Avg annual Percentage number of primary and secondary
growth rate change 2015- schools, disaggregated by year, running
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2007 - 2016 2016 agency, location and type of school. It
Total 8013 8195 7639 8493 8362 8359 8801 8754 8804 8823 0.8% 0.2% should be noted that the ESB
traditionally reflects the schools that
submitted the ASC questionnaires. There
GRZ/GA 4918 4790 4709 4903 5016 5219 5420 5474 5669 5670 1.9% 0.0% were 8,823 primary and 851 secondary
Priv/Church 387 411 354 739 709 498 485 616 699 673 5.6% -3.7% schools in 2016 representing an increase
of 0.2 percent in primary schools and 2.3
Community/Unknown 2708 2994 2576 2851 2637 2642 2896 2664 2406 2480 -2.1% 3.1% percent in secondary schools against the
previous year. The increase in the
number of secondary schools is
attributed to the upgrading of some
Table 2 Numbers of secondary schools by agency from 2007 to 2016 primary schools to secondary schools in
Year Avg annual Percentage all the provinces. Table 2 shows an
growth rate change 2015 - aggregated reduction of
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2007 - 2016 2016 Private/Church/Community schools at
Total 583 599 544 646 631 663 683 794 832 851 4.3% 2.3% secondary level from 168 schools in 2015
to 144 in 2016. This decline can be
attributed to closures or non- responses
GRZ/GA 459 464 447 498 487 501 522 616 664 707 4.9% 6.5% of some schools especially in private and
Priv/Church/Community 124 135 97 148 144 162 161 178 168 144 1.7% -14.3% community schools.
Figure 1. Number of primary schools by agency: 2007 - 2016 Figure 2. Numbers of secondary schools by agency: 2007 - 2016
10000 900
800
8000
700
Priv/Church/Community
600
6000 Community/Unknown 500
Priv/Church 400
4000 GRZ/GA
GRZ/GA 300
2000 200
100
0 0
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Page 7
Table 3 Numbers of primary and secondary schools by agency from 2007 to 2016
Year Average annual
Percentage change
growth rate 2016 -
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2015- 2016
2015
Total 8 596 8 794 8 783 9 137 8 993 9 022 9 484 9 548 9 636 9 674 1.3% 0.4%
Agencies
GRZ/GA 5 377 5 254 5 514 5 656 5 719 5 720 5 942 6 090 6 090 6 377 1.9% 4.7%
Priv/Church/Community 3 219 3 540 3 269 3 481 3 274 3 302 3 542 3 458 3 273 3 297 0.3% 0.7%
Table 4 Numbers of primary and secondary schools by running agency and province
Primary schools Secondary schools Total
GRZ Private GA Comm Total GRZ Private GA Comm. Total
National 5 446 673 224 2 480 8 823 602 126 105 18 851 9 674
Provinces
CENTRAL 624 58 21 339 1 042 56 12 10 3 81 1 123
COPPERBELT 499 268 21 295 1 083 89 37 10 1 137 1 220
EASTERN 668 24 37 281 1 010 45 7 18 3 73 1 083
LUAPULA 482 24 13 112 631 55 2 6 2 65 696
LUSAKA 268 156 29 333 786 57 40 8 1 106 892
MUCHINGA 472 18 11 172 673 54 0 2 2 58 731
NORTH WESTERN 497 13 9 159 678 83 7 3 2 95 773
NORTHERN 581 16 26 249 872 69 2 18 4 93 965
SOUTHERN 747 80 37 276 1 140 65 17 24 0 106 1 246
WESTERN 608 16 20 264 908 29 2 6 0 37 945
15 000 Figure 3. Numbers of primary and secondary schools by agency and year (2007 -2016)
Priv/Church/Communi
10 000 ty
GRZ/GA
5 000
0
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Page 8
Table 5 Numbers of primary and secondary schools by location and province

Primary Schools Secondary Schools Total Schools Location of schools
Urban Rural % Rural Total % of Total Urban Rural % Rural Total % of Total Table 5 shows that the majority of
schools in the country are located
National 1 646 7 177 81.3% 8 823 100% 333 518 60.9% 851 100% 9 674
in rural areas (where 65% of the
Provinces population lives), 81.3% of all
CENTRAL 121 921 88.4% 1 042 11.8% 28 53 65.4% 81 9.5% 1 123 primary and 60.9% of all
secondary schools are located in
COPPERBELT 610 473 43.7% 1 083 12.3% 104 33 24.1% 137 16.1% 1 220 rural areas. Southern Province has
EASTERN 57 953 94.4% 1 010 11.4% 15 57 79.2% 72 8.5% 1 082 the highest number of primary
schools (1,140) while Luapula
LUAPULA 39 592 93.8% 631 7.2% 10 53 84.1% 63 7.4% 694 Province has the least with 631
LUSAKA 518 268 34.1% 786 8.9% 79 26 24.8% 105 12.3% 891 primary schools. Overall, table 5
shows the urban bias of secondary
MUCHINGA 35 638 94.8% 673 7.6% 7 58 89.2% 65 7.6% 738
schools distribution: the four most
NORTH WESTERN 26 652 96.2% 678 7.7% 15 79 84.0% 94 11.0% 772 urbanized provinces of
Copperbelt, Central, Lusaka and
NORTHERN 52 820 94.0% 872 9.9% 27 64 70.3% 91 10.7% 963
Southern account for a third of all
SOUTHERN 143 997 87.5% 1 140 12.9% 37 69 65.1% 106 12.5% 1 246 secondary schools in the country
WESTERN 45 863 95.0% 908 10.3% 11 26 70.3% 37 4.3% 945 and three-quarters of all
secondary schools located in an
urban area .
Table 6 Number of schools by grades offered and province
Grades Grades Grades Grades Grades Grades Grades Figure 4. Percentage of schools by grades offered
1-4 1-7 1-9 1-12 8-9 8-12 10-12 Others Total nationally
National 473 3 603 2 755 56 14 377 23 2 373 9 674 4.89% Grades Grades
1-4 1-7
Provinces
CENTRAL 56 403 361 11 0 38 2 252 1 123
COPPERBELT 60 367 322 19 2 76 3 371 1 220 24.53% Grades Grades
1-9 1-12
EASTERN 41 432 278 4 1 46 1 279 1 082

0.24% 37.24%
LUAPULA 23 252 213 0 5 23 1 177 694 3.90% Grades Grades
0.14% 8-9 8-12
LUSAKA 24 296 248 16 2 46 3 256 891
0.58%
MUCHINGA 47 346 146 1 0 23 0 175 738
N = 9636 28.48% Grades Others
NORTH WESTERN 28 332 176 1 1 40 0 194 772 10-12
NORTHERN 86 422 215 1 0 25 0 214 963

SOUTHERN 78 439 487 2 3 40 10 187 1 246
WESTERN 30 314 309 1 0 20 3 268 945
Page 9
econdary
Page 10
Table 7 Primary schools by grades offered and province

Province
Schools by grades offered
Grades Grades Grades Grades
1-4 1-7 1-9 8-9 Others Total
Tables 7 and 8 show schools by Province and grades offered. Schools are
National 473 3603 2755 14 1978 8823 classified as Gr 1-4, Gr 1-7, Gr 1-9, Gr 8-9. Likewise, secondary schools are
Provinces classified as Gr 8-12, Gr 1-12, Gr 10-12. Mostly private schools offer Grades 1
12 as opposed to Government and Grant Aided schools that are split between
CENTRAL 56 403 361 0 222 1042 primary and secondary schools.
COPPERBELT 60 367 322 2 332 1083
EASTERN 41 432 278 1 258 1010
LUAPULA 23 252 213 5 138 631
LUSAKA 24 296 248 2 216 786 Figure 5. Number of primary schools by grades offered
MUCHINGA 47 346 146 0 134 673 nationally
NORTH WESTERN 28 332 176 1 141 678
5.36%
Grades Grades
NORTHERN 86 422 215 0 149 872 1-4 1-7
SOUTHERN 78 439 487 3 133 1140 22.42% Grades Grades

WESTERN 30 314 309 0 255 908 0.16% 1-9 8-9
40.84%
Others
Table 8 Secondary schools by grades offered and province 31.23%
N=8804
Province Grades Grades Grades
8-12 1-12 10-12 Others Total
National 377 56 23 395 851
Provinces
CENTRAL 38 11 2 30 81 Figure 6. Number of secondary schools by grades offered
COPPERBELT 76 19 3 39 137 nationally
EASTERN 46 4 1 21 72
LUAPULA 23 0 1 39 63 Grades Grades
8-12 1-12
LUSAKA 46 16 3 40 105
MUCHINGA 23 1 0 41 65 46.42% 44.30%
Grades Others
NORTH WESTERN 40 1 0 53 94 10-12
NORTHERN 25 1 0 65 91
SOUTHERN 40 2 10 54 106 N=832
WESTERN 20 1 3 13 37 2.70% 6.58%
Page 10
2.70% 6.58%
Page 11
red. Schools are

ndary schools are
hools offer Grades 1-
that are split between
grades offered
Grades
1-7
Grades
8-9
ades offered
Grades
Others
Page 12
Page 13
CHAPTER 5: ENROLMENT
Table 9 Enrolment by sex, year, grade and grade group 2011 to 2016
Average annual Percentage
Year
growth rate 2011 - change 2015 - Enrolment
2011 2012 2013 2014 2015 2016 2016 2016
Table 9 shows that between
National Total 3 653 709 3 879 437 3 847 348 4 019 466 4 018 064 4 025 380 2.0% 0.2% 2011 and 2016, the total number
of pupils in primary and
Male 1 858 574 1 968 038 1 935 949 2 035 339 2 036 552 2 026 186 1.7% -0.5%
secondary schools increased
Female 1 795 135 1 911 399 1 911 399 1 984 127 1 981 512 1 999 194 2.2% 0.9% from 3,653,709 to 4,025,380 i.e.
Grade
an annual average growth rate of
2.0% over the period. The
Grade 1 Total 522 706 544 817 531 792 544 949 537 990 544 321 0.8% 1.2% increase can be attributed to the
Male 258 852 269 157 262 720 269 750 266 173 268 365 0.7% 0.8% continued effects of the 2002 re-
introduction of the Free Primary
Female 263 854 275 660 269 072 275 199 271 817 275 956 0.9% 1.5% Education Policy and the growing
Grade 2 Total 477 993 495 555 497 535 521 128 495 008 496 083 0.7% 0.2% number of community schools
and upgrading of primary schools
Male 238 423 246 805 247 339 258 820 244 212 244 767 0.5% 0.2%
into secondary . Total male
Female 239 570 248 750 250 196 262 308 250 796 251 316 1.0% 0.2% enrolment in 2016 (for grades 1-
12) was 2,026,186 boys (51%)
Grade 3 Total 461 486 473 936 472 134 503 759 514 364 478 846 0.7% -6.9%
and girls 1,999,5,194 (49%).
Male 231 090 237 319 236 208 251 419 264 843 237 864 0.6% -10.2%
Table 10 on the following page
Female 230 396 236 617 235 926 252 340 249 521 240 982 0.9% -3.4% shows enrolment by grades and
sex across the provinces.
Grade 4 Total 448 511 459 633 448 805 477 517 482 451 483 631 1.5% 0.2% Enrolment in the two most
urbanized provinces of
Male 225 089 229 556 224 565 238 318 238 792 239 179 1.2% 0.2% Copperbelt followed by Lusaka
Female 223 422 230 077 224 240 239 199 243 659 244 452 1.8% 0.3%
are consistently (especially the
Copperbelt) in favour of girls.
Grade 5 Total 407 720 425 422 415 463 425 483 434 406 443 159 1.7% 2.0% Grades 1 and 2 across most
provinces also is biased towards
Male 205 799 213 514 208 866 213 476 218 751 221 303 1.5% 1.2% girls, reflecting the demographic
composition of the population.
Female 201 921 211 908 206 597 212 007 215 655 221 856 1.9% 2.9% For most other grades across
most of the other 8 provinces,
Grade 6 Total 372 358 383 211 375 795 393 630 397 960 404 413 1.7% 1.6%
the number of boys enrolled
Male 188 744 194 011 190 410 199 968 199 250 203 302 1.5% 2.0% tends to exceed that of girls, a
fact that disadvantages women
Female 183 614 189 200 185 385 193 662 198 710 201 111 1.8% 1.2% in economic and social affairs of
the country due to lower human
Grade 7 Total 339 346 352 868 333 637 351 406 353 544 352 767 0.8% -0.2% capital credentials.
Male 177 999 178 204 170 673 181 997 182 247 181 024 0.3% -0.7%
Female 161 347 174 664 162 964 169 409 171 297 171 743 1.3% 0.3%
Page 11
Table 9 Enrolment by sex, year, grade and grade group 2010 to 2015 (Continued)
Average annual Percentage
Grades Year
growth rate 2010 change 2010 -
2011 2012 2013 2014 2015 2016 - 2015 2015
Grade 8 Total 191 992 222 959 222 086 230 855 235 631 238 744 3.7% 1.3%
Male 100 889 114 982 114 260 117 902 120 535 121 715 3.2% 1.0%
Female 91 103 107 977 107 826 112 953 115 096 117 029 4.3% 1.7%
Grade 9 Total 188 578 233 325 229 077 242 759 235 330 252 460 5.0% 7.3%
Male 101 560 125 012 122 592 126 728 122 130 130 780 4.3% 7.1%
Female 87 018 108 313 106 485 116 031 113 200 121 680 5.7% 7.5%
Grade 10 Total 74 501 102 793 98 367 113 194 111 802 104 750 5.8% -6.3%
Male 40 398 55 976 53 219 60 675 60 156 56 144 5.6% -6.7%
Female 34 103 46 817 45 148 52 519 51 646 48 606 6.1% -5.9%
Grade 11 Total 87 307 96 365 102 996 109 677 114 483 118 463 5.2% 3.5%
Male 44 409 54 376 55 603 59 179 61 828 63 466 6.1% 2.6%
Female 42 898 41 989 47 393 50 498 52 655 54 997 4.2% 4.4%
Grade 12 Total 81 211 88 553 90 649 105 109 105 095 107 743 4.8% 2.5%
Male 45 322 49 126 49 494 57 107 57 635 58 277 4.3% 1.1%
Female 35 889 39 427 41 155 48 002 47 460 49 466 5.5% 4.2%
Grade Group
Grades 1-7 Total 3 030 120 3 135 442 3 075 161 3 217 872 3 215 723 3 203 220 0.9% -0.4%
Male 1 525 996 1 568 566 1 540 781 1 613 748 1 614 268 1 595 804 0.7% -1.1%
Female 1 504 124 1 566 876 1 534 380 1 604 124 1 601 455 1 607 416 1.1% 0.4%
Grades 1-9 Total 3 410 690 3 591 726 3 526 324 3 691 486 3 686 684 3 694 424 1.3% 0.2%
Male 1 728 445 1 808 560 1 777 633 1 858 378 1 856 933 1 848 299 1.1% -0.5%
Female 1 682 245 1 783 166 1 748 691 1 833 108 1 829 751 1 846 125 1.6% 0.9%
Grades 8-9 Total 380 570 456 284 451 163 473 614 470 961 491 204 4.3% 4.3%
Male 202 449 239 994 236 852 244 630 242 665 252 495 3.8% 4.1%
Female 178 121 216 290 214 311 228 984 228 296 238 709 5.0% 4.6%
Grades 10-12 Total 243 019 287 711 292 012 327 980 331 380 330 956 5.3% -0.1%
Male 130 129 159 478 158 316 176 961 179 619 177 887 5.3% -1.0%
Female 112 890 128 233 133 696 151 019 151 761 153 069 5.2% 0.9%
Page 12
Table 10 Enrolment by sex and province for Grades 1 to 12

CENTRAL COPPERBELT EASTERN LUAPULA LUSAKA MUCHINGANORTH WESTERN NORTHERN SOUTHERN WESTERN ALL PROVINCES
All Grades Total 504 735 621 862 435 703 312 625 490 017 245 032 285 796 339 006 495 787 294 817 4 025 380
Male 254 204 305 078 216 198 160 774 241 306 127 224 145 881 176 734 250 103 148 684 2 026 186
Female 250 531 316 784 219 505 151 851 248 711 117 808 139 915 162 272 245 684 146 133 1 999 194
Grades
Grade 1 Total 66 884 64 469 66 174 45 594 52 658 37 733 43 223 56 314 64 108 47 164 544 321
Male 32 850 31 824 31 668 22 604 25 828 18 974 21 221 28 147 31 919 23 330 268 365
Female 34 034 32 645 34 506 22 990 26 830 18 759 22 002 28 167 32 189 23 834 275 956
Grade 2 Total 63 351 63 166 58 716 40 463 51 841 32 800 36 164 49 515 59 939 40 128 496 083
Male 31 808 30 988 28 092 20 159 25 460 16 562 18 024 24 199 29 464 20 011 244 767
Female 31 543 32 178 30 624 20 304 26 381 16 238 18 140 25 316 30 475 20 117 251 316
Grade 3 Total 60 911 63 576 55 488 38 198 54 036 31 414 32 544 47 196 57 915 37 568 478 846
Male 30 491 31 528 26 489 19 027 26 207 16 126 16 220 24 278 28 670 18 828 237 864
Female 30 420 32 048 28 999 19 171 27 829 15 288 16 324 22 918 29 245 18 740 240 982
Grade 4 Total 60 489 65 019 54 562 43 397 55 689 32 421 32 062 45 141 60 019 34 832 483 631
Male 30 032 31 779 26 153 21 197 27 119 16 468 16 074 23 147 29 771 17 439 239 179
Female 30 457 33 240 28 409 22 200 28 570 15 953 15 988 21 994 30 248 17 393 244 452
Grade 5 Total 56 839 62 486 48 757 35 106 56 112 28 705 28 896 38 609 56 698 30 951 443 159
Male 27 514 30 466 23 865 18 228 27 272 14 814 14 556 20 391 28 630 15 567 221 303
Female 29 325 32 020 24 892 16 878 28 840 13 891 14 340 18 218 28 068 15 384 221 856
Grade 6 Total 50 662 60 319 43 423 30 540 54 291 24 991 25 572 34 021 53 591 27 003 404 413
Male 25 144 29 471 21 774 15 782 26 376 13 071 13 001 18 196 27 000 13 487 203 302
Female 25 518 30 848 21 649 14 758 27 915 11 920 12 571 15 825 26 591 13 516 201 111
Grade 7 Total 43 685 55 326 35 394 24 900 50 944 21 279 23 212 27 961 47 634 22 432 352 767
Male 22 266 27 039 18 650 13 445 25 124 11 534 11 971 15 370 24 199 11 426 181 024
Female 21 419 28 287 16 744 11 455 25 820 9 745 11 241 12 591 23 435 11 006 171 743
Grade 8 Total 32 078 44 636 22 460 16 606 33 328 10 618 17 141 12 534 33 350 15 993 238 744
Male 16 579 21 870 11 820 8 861 16 130 5 571 8 869 6 894 16 965 8 156 121 715
Female 15 499 22 766 10 640 7 745 17 198 5 047 8 272 5 640 16 385 7 837 117 029
Grade 9 Total 32 419 52 966 22 597 17 269 35 651 9 875 20 069 11 844 32 161 17 609 252 460
Male 17 392 25 274 11 860 9 600 17 897 5 295 10 795 6 673 16 732 9 262 130 780
Female 15 027 27 692 10 737 7 669 17 754 4 580 9 274 5 171 15 429 8 347 121 680
Page 13
Table 10 Enrolment by sex and province for Grades 1 to 12 (Continued)

CENTRAL COPPERBELT EASTERN LUAPULA LUSAKA MUCHINGANORTH WESTERN NORTHERN SOUTHERN WESTERN ALL PROVINCES
Grade 10 Total 11 923 24 790 9 639 6 785 14 590 5 130 7 934 6 419 10 257 7 283 104 750
Male 6 413 12 385 5 306 3 922 7 613 2 843 4 457 3 666 5 584 3 955 56 144
Female 5 510 12 405 4 333 2 863 6 977 2 287 3 477 2 753 4 673 3 328 48 606
Grade 11 Total 13 883 32 924 9 759 7 562 15 697 5 718 9 734 5 512 10 450 7 224 118 463
Male 7 539 16 358 5 430 4 411 8 096 3 304 5 400 3 316 5 786 3 826 63 466
Female 6 344 16 566 4 329 3 151 7 601 2 414 4 334 2 196 4 664 3 398 54 997
Grade 12 Total 11 611 32 185 8 734 6 205 15 180 4 348 9 245 3 940 9 665 6 630 107 743
Male 6 176 16 096 5 091 3 538 8 184 2 662 5 293 2 457 5 383 3 397 58 277
Female 5 435 16 089 3 643 2 667 6 996 1 686 3 952 1 483 4 282 3 233 49 466
Grade groups
Grades 1-7 Total 402 821 434 361 362 514 258 198 375 571 209 343 221 673 298 757 399 904 240 078 3 203 220
Male 200 105 213 095 176 691 130 442 183 386 107 549 111 067 153 728 199 653 120 088 1 595 804
Female 202 716 221 266 185 823 127 756 192 185 101 794 110 606 145 029 200 251 119 990 1 607 416
Grades 1-9 Total 467 318 531 963 407 571 292 073 444 550 229 836 258 883 323 135 465 415 273 680 3 694 424
Male 234 076 260 239 200 371 148 903 217 413 118 415 130 731 167 295 233 350 137 506 1 848 299
Female 233 242 271 724 207 200 143 170 227 137 111 421 128 152 155 840 232 065 136 174 1 846 125
Grades 8-9 Total 64 497 97 602 45 057 33 875 68 979 20 493 37 210 24 378 65 511 33 602 491 204
Male 33 971 47 144 23 680 18 461 34 027 10 866 19 664 13 567 33 697 17 418 252 495
Female 30 526 50 458 21 377 15 414 34 952 9 627 17 546 10 811 31 814 16 184 238 709
Grades 8-12 Total 101 914 187 501 73 189 54 427 114 446 35 689 64 123 40 249 95 883 54 739 822 160
Male 54 099 91 983 39 507 30 332 57 920 19 675 34 814 23 006 50 450 28 596 430 382
Female 47 815 95 518 33 682 24 095 56 526 16 014 29 309 17 243 45 433 26 143 391 778
Page 14
Table 11 Grade 1 entrants by age, sex and province (excluding repeaters)

Grade 1 Entrants
Under 7 yrs 7 yrs Over 7 yrs Total % of 7 yrs
Tables 11-12 and Figure 7
Male Female Male Female Male Female Male Female Male Female describe grade 1 entrants. The
National 20 521 24 406 113 762 120 139 110 600 107 877 244 883 252 422 46.5% 47.6% number of Grade 1 entrants aged
7 years in 2016 decreased to
Provinces
46.5% male and 47.6 % from
CENTRAL 3 278 3 848 14 370 15 144 12 866 12 809 30 514 31 801 47.1% 47.6% 48.5% and 49% respectively from
2015. Nearly half the Grade 1
COPPERBELT 3 712 4 263 15 349 15 676 9 049 8 950 28 110 28 889 54.6% 54.3%
learners started school at the
EASTERN 1 324 1 715 10 813 12 454 17 562 18 253 29 699 32 422 36.4% 38.4% official school age of 7 years.
LUAPULA 1 154 1 306 8 869 9 274 10 629 10 384 20 652 20 964 42.9% 44.2% Table 11 further shows that at
LUSAKA 2 887 3 228 10 195 10 909 11 564 11 440 24 646 25 577 41.4% 42.7% 54.6%, Copperbelt had the
biggest share of grade 1 entrants
MUCHINGA 1 139 1 553 8 870 8 742 7 186 6 711 17 195 17 006 51.6% 51.4% starting age 7 while Eastern had
NORTH WESTERN 1 664 2 087 8 819 9 515 8 250 7 872 18 733 19 474 47.1% 48.9% the smallest at 36.4%.
NORTHERN 1 566 1 822 10 655 11 143 13 095 12 451 25 316 25 416 42.1% 43.8% Table 12 shows that the number
of grade 1 entrants with pre -
SOUTHERN 2 370 2 857 14 417 15 227 12 218 11 293 29 005 29 377 49.7% 51.8%
school experience increased to
WESTERN 1 427 1 727 11 405 12 055 8 181 7 714 21 013 21 496 54.3% 56.1% 29.8% in 2016 from 24.4% in
2015. This increment is as a
result of introduction of ECE
centres in some government
Table 12 Grade 1 entrants with pre-school experience by sex and province primary schools across the
country.
Male Female Total % Female % of Enrolment
Figure 7 shows that 44% (split
National 87 539 60 662 148 201 40.9% 29.8% equally between boys and girls)
Provinces of grade 1 entrants in 2016 were
above the official school age of
CENTRAL 5 870 6 125 11 995 51.1% 19.2% 7.
COPPERBELT 9 511 9 970 19 481 51.2% 34.2% Figure 7. Grade 1 entrants with pre-school experience by sex
and province
EASTERN 3 872 4 288 8 160 52.5% 13.1%
4% 5%
LUAPULA 3 747 4 020 7 767 51.8% 18.7%
Under 7 Male
LUSAKA 39 328 10 655 49 983 21.3% 99.5% 22% Under 7 Female
MUCHINGA 2 382 2 453 4 835 50.7% 14.1% 23% 7 Male
NORTH WESTERN 2 113 2 353 4 466 52.7% 11.7% 7 Female
22% Over 7 Male

NORTHERN 3 433 3 213 6 646 48.3% 13.1%
Over 7 Female
SOUTHERN 14 657 14 707 29 364 50.1% 50.3% 24%
WESTERN 2 626 2 878 5 504 52.3% 12.9%
Page 15
ntrants aged
ectively from
Page 16
Table 13 Gross intake rates for Grade 1 by sex from 2009 to 2016 Gross Intake Rate (GIR)
Year
The national GIR for 2016 stood at 101.6% from
2009 2010 2011 2012 2013 2014 2015 2016 114.8% the previous year. The GIR is the total number
of new entrants in the first grade of primary education,
regardless of age, expressed as a percentage of the
Male 118.7% 119.3% 116.4% 132.0% 121.1% 112.0% 114.0% 99.7% population at he official primary school-entrance age.
The GIR is a rough measure of access to the first grade,
and a national GIR of over 100% implies that both
Female 119.0% 121.3% 118.2% 138.0% 126.4% 116.2% 115.6% 103.5% under- and over-aged learners enter grade 1 at the
same time. The GIR for Males was reported at 99.7%
Total 120.1% 121.3% 118.5% 135.0% 123.3% 113.7% 114.8% 101.6% while for females was 103.5%. GIR at the provincial
level ranged from 64% in Lusaka to 127% in Western
province.
Table 14 Gross intake rate for Grade 1 by sex and province

% Change
Male Female Total 2015 from 2015
National 99.7% 103.5% 101.6% 114.8% -13.0%
Figure 8. Gross intake rate for Grade 1 by sex and province
Provinces
140.0%
CENTRAL 122.8% 127.5% 125.2% 141.1% -12.7%
120.0%
COPPERBELT 81.4% 84.2% 82.8% 96.4% -16.4%
100.0%
EASTERN 103.1% 113.3% 108.2% 114.1% -5.5%
80.0%
LUAPULA 109.1% 109.4% 109.2% 119.0% -8.9% 60.0%
LUSAKA 63.3% 66.5% 64.9% 75.8% -16.9% 40.0%
MUCHINGA 123.1% 119.8% 121.4% 135.5% -11.6% 20.0%
NORTH WESTERN 124.5% 132.3% 128.4% 150.7% -17.4% 0.0%
NORTHERN 114.2% 115.5% 114.8% 132.4% -15.3%
SOUTHERN 92.3% 95.3% 93.8% 109.0% -16.2%
WESTERN 124.3% 129.8% 127.0% 141.8% -11.6%
Male Female Total
Page 16
Table 15 Net intake rates for Grade 1 by sex from 2011 to 2016 Net Intake Rate (NIR)
Year The NIR for Grade 1 is the percentage of seven-year-
olds who enter school for the first time, expressed as a
2011 2012 2013 2014 2015 2016 percentage of the total number of seven-year-olds in
Male 50.3% 56.8% 54.9% 52.2% 57.1% 46.3% the population. A high NIR indicates a high degree of
access to primary education for the official primary
Female 53.9% 60.5% 59.1% 54.7% 60.1% 49.2% school entrance age children. NIR of 100% is a
necessary condition for the policy goal of universal
Total 52.1% 58.7% 56.9% 53.4% 58.5% 47.7% primary ducation
In 2016 NIR was reported at 47.7% implying that about

Table 16 Net intake rate for Grade 1 by sex and province 48 % of the learner in Grade one were of the official
% Change school entrance age of 7 years. Lusaka province
Male Female Total 2015 2015 recorded the lowest NIR of 27.3% and was followed by
Eastern province with 40.5% while the highest NIR was
National 46.3% 49.2% 47.7% 58.5% -22.7% recorded in Western province at 70.1% and was
Provinces followed by Muchinga at 62.5%.
CENTRAL 57.8% 60.7% 59.3% 78.6% -32.6%
Figure 9. Net intake rate for Grade 1 by sex and province
COPPERBELT 44.4% 45.7% 45.1% 61.7% -36.8%
EASTERN 37.5% 43.5% 40.5% 45.7% -12.8%
80.0%
70.0%
LUAPULA 46.9% 48.4% 47.6% 61.0% -28.1% 60.0%
50.0%
LUSAKA 26.2% 28.3% 27.3% 40.1% -47.0%
40.0%
MUCHINGA 63.5% 61.6% 62.5% 73.6% -17.6% 30.0%
20.0%
NORTH WESTERN 58.6% 64.6% 61.6% 80.2% -30.3%
10.0%
NORTHERN 48.0% 50.6% 43.3% 67.4% -55.7% 0.0%
SOUTHERN 45.9% 49.4% 47.6% 59.9% -25.7%
WESTERN 67.5% 72.8% 70.1% 83.0% -18.4%
Male Female Total
Page 17
Table 17 Gross enrolment rate by sex from 2009 to 2016 Gross Enrolment Rate (GER)
Year The GER indicates the total enrolment of
2009 2010 2011 2012 2013 2014 2015 2016 learners in a specific level, regardless of
age, in a given year, expressed as a
Grades 1-7 Male NA NA NA NA 126.8 113.40% 111.20% 104.7%
percentage of the official school-age
Female NA NA NA NA 127.9 114.00% 111.20% 106.3% population for that level. GER is widely
used to show the general level of
Total NA NA NA NA 127.3 113.70% 111.20% 105.5%
participation in a given level of education.
Grades 8-12 Male 33.5% 37.10% 31.80% 36.70% 35.50% 35.23% 48.10% 48.1% It indicates the capacity of the education
Female 27.0% 29.80% 25.80% 29.20% 29.70% 29.48% 42.70% 43.3% system to enrol learners of a particular
age group.
Total 30.2% 33.40% 28.80% 32.93% 32.60% 32.32% 45.40% 45.7%
The primary NER is the proportion (in
percentage) of primary-aged (ages 7
learners who are enrolled in primary
school (grades 1-7) as a ratio to the total
population of the 7-13 in the total
population.
The Primary GER in 2016 was 105.5%
while the Secondary GER was 45.7%. The
Table 18 Gross enrolment rate by sex and province GER for primary school ranged from
Grades 1-7 Grades 8-12 76.6% in Lusaka province to 133% in
Central province whereas Secondary GER
Male Female Total Male Female Total ranged from 26.4% in Northern province
National 104.7% 106.3% 105.5% 48.1% 43.3% 45.7% to 66.8% in Copperbelt province and
66.5% in Western province
Provinces
respectively.Table 19 shows the GER by
CENTRAL 132.5% 133.8% 133.2% 59.7% 52.7% 56.2% Grade and province.
COPPERBELT 91.5% 95.9% 93.7% 67.0% 66.6% 66.8%
EASTERN 100.6% 106.3% 103.5% 36.6% 32.4% 34.6%
LUAPULA 118.3% 113.7% 116.0% 47.0% 38.0% 42.6%
LUSAKA 74.2% 79.0% 76.6% 39.6% 35.2% 37.3%
MUCHINGA 123.9% 114.7% 119.3% 35.9% 29.2% 32.6%
NORTH WESTERN 125.7% 128.5% 127.1% 71.3% 61.6% 66.5%
NORTHERN 114.2% 108.2% 111.2% 29.7% 23.0% 26.4%
SOUTHERN 105.2% 107.7% 106.4% 46.5% 42.3% 44.4%
WESTERN 112.1% 113.9% 113.0% 48.3% 44.8% 46.6%
Page 18
ent Rate (GER) Table 19 Gross enrolment rate by grade and province
the total enrolment of Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
ic level, regardless of National 131.44% 123.95% 132.58% 155.03% 145.07% 129.86% 113.67% 74.28% 79.95% 34.05% 39.61% 37.18%
, expressed as a
Provinces
official school-age
GER is widely CENTRAL 144.10% 142.73% 152.29% 176.34% 168.92% 147.94% 128.08% 91.29% 94.03% 35.47% 42.43% 36.55%
eneral level of
COPPERBELT 109.62% 109.95% 124.83% 155.49% 149.84% 136.64% 122.45% 92.06% 109.26% 51.66% 69.71% 69.71%
iven level of education.
acity of the education EASTERN 121.80% 112.47% 118.84% 132.93% 120.64% 105.06% 85.90% 52.55% 53.97% 23.78% 24.98% 23.29%
rners of a particular LUAPULA 127.17% 117.94% 122.52% 166.57% 139.06% 121.17% 100.47% 65.81% 70.00% 28.43% 32.82% 27.99%
LUSAKA 102.58% 102.39% 120.21% 147.12% 150.21% 137.60% 126.73% 77.12% 83.24% 34.72% 38.34% 38.34%
the proportion (in
aged (ages 7-13) MUCHINGA 160.33% 144.15% 148.71% 171.58% 156.94% 138.25% 120.55% 60.04% 57.41% 30.86% 35.59% 27.98%
nrolled in primary NORTH WESTERN 160.33% 139.27% 135.58% 148.02% 139.29% 125.50% 117.07% 86.64% 104.65% 42.91% 54.69% 54.12%
as a ratio to the total
13 in the total NORTHERN 150.50% 137.50% 139.72% 156.35% 137.52% 123.16% 103.87% 46.96% 45.65% 25.61% 22.73% 16.77%
SOUTHERN 127.03% 123.58% 133.69% 153.60% 148.72% 137.94% 123.47% 83.54% 82.48% 27.08% 28.41% 27.04%
2016 was 105.5% WESTERN 162.58% 143.25% 149.04% 155.56% 141.49% 122.15% 102.46% 70.99% 79.56% 33.72% 34.18% 31.99%
y GER was 45.7%. The
hool ranged from
ovince to 133% in
hereas Secondary GER Figure 11. Gross enrolment by sex and province (Grades 8-12)
in Northern province Figure 10. Gross enrolment by sex and province(Grades 1-
belt province and 7) 80.0%
160.0% 70.0%
19 shows the GER by
140.0% 60.0%
120.0% 50.0%
100.0% 40.0%
80.0% 30.0%
60.0%
20.0%
40.0%
10.0%
20.0%
0.0% 0.0%
Male Female Total

Male Female Total
Page 19
Page 20
Table 20 Net enrolment rate by sex from 2009 to 2016

Year Net Enrolment Rate (NER)
2009 2010 2011 2012 2013 2014 2015 2016 The primary NER is the proportion (in
Grades 1-7 Male 101.9 93.1 95 108.1 1.058 93.1% 89.6% 88.7%
percentage) of primary-aged (ages 7-
13) learners who are enrolled in
Female 102.3 93.9 97 111.7 1.082 95.4% 90.9% 92.0% primary school (grades 1-7) as a ratio
Total 102.1 93.7 96 109.9 1.07 94.3% 89.0% 90.4% to the total population of the 7-13
year olds in the total population.
Grades 8-12 Male NA NA 26.1 32.6 0.311 30.9% 30.5% 26.5% Table 20 shows primary NER of 90.4
Female NA NA 19.9 24.9 0.25 25.0% 25.7% 24.3% % and 25.4% NER for Secondary
respectively in 2016).
Total NA NA 23 28.7 0.28 27.9% 28.1% 25.4% The secondary NER is the percentage
of secondary-aged (ages 14-18)
learners who are enrolled in
secondary school (grades 8-12) as a
proportion of the 14-18 year-olds in
the population.
NER for primary education did not
vary between provinces compared to
Table 21 Net enrolment rate by sex and province the Secondary varaiations. Primary
NER varied from 81.9% in Eastern to
Grades 1-7 Grades 8-12 115.7% in Central province while
Male Female Total Male Female Total Secondary NER varied from 14.1% in
Northern to 37.1 % in Copperbelt
National 88.7% 92.0% 90.4% 26.5% 24.3% 25.4%
province.
Provinces NERs of over 100% for primary
CENTRAL 114.6% 116.8% 115.7% 32.8% 28.8% 30.8% education in Central, North Western
and Muchinga can be attributed to
COPPERBELT 82.8% 87.7% 85.2% 36.5% 37.6% 37.1%
inward migration patterns, especially
EASTERN 77.4% 86.4% 81.9% 22.0% 18.6% 20.3% for North Western on account of the
LUAPULA 98.0% 95.6% 96.8% 26.4% 20.5% 23.4% new mining industry in the region.
Migratory assumptions used in the
LUSAKA 64.8% 69.6% 67.2% 21.0% 20.3% 20.7%
2010 projections may have changed
MUCHINGA 103.9% 98.7% 101.3% 21.9% 16.8% 19.3% but the subsequent population
NORTH WESTERN 105.0% 110.0% 107.5% 38.0% 32.3% 35.2% projections might not have taken
such changes into account. Table 22
NORTHERN 93.9% 91.6% 92.8% 16.1% 12.0% 14.1%
illustrates NER by province and grade
SOUTHERN 88.3% 92.9% 90.6% 25.3% 25.8% 25.6%
WESTERN 98.2% 101.6% 99.9% 25.5% 23.5% 24.5%
NER 1-7 Page 20

Table 22 Net enrolment rate by grade and province

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
National 58.82% 50.07% 47.08% 51.27% 45.36% 38.74% 32.53% 20.82% 23.08% 10.71% 13.51% 20.79%
Provinces
CENTRAL 65.78% 59.17% 57.37% 62.82% 59.68% 48.64% 40.61% 26.96% 27.64% 11.12% 14.03% 17.82%
COPPERBELT 56.74% 51.63% 52.35% 62.83% 58.10% 52.59% 46.13% 30.60% 37.30% 17.59% 23.88% 32.58%
EASTERN 44.07% 35.91% 32.52% 32.78% 26.54% 21.79% 16.37% 10.75% 11.53% 6.14% 7.02% 15.03%
LUAPULA 52.42% 44.14% 41.67% 46.19% 37.51% 31.73% 25.15% 14.38% 17.71% 10.38% 13.26% 19.62%
LUSAKA 41.82% 38.85% 39.98% 46.06% 44.67% 37.47% 34.90% 21.57% 24.57% 10.55% 13.12% 22.45%
MUCHINGA 77.94% 62.18% 57.84% 62.74% 50.96% 41.21% 31.80% 16.31% 15.76% 10.29% 12.99% 17.29%
NORTH WESTERN 71.72% 54.78% 45.41% 46.37% 39.01% 33.71% 31.13% 22.61% 25.20% 13.13% 19.68% 35.71%
NORTHERN 60.58% 52.42% 41.98% 45.86% 36.39% 31.39% 24.04% 11.25% 11.85% 7.58% 7.51% 9.97%
SOUTHERN 60.97% 51.13% 48.40% 50.64% 45.32% 39.44% 31.72% 21.33% 21.40% 7.87% 8.71% 16.18%
WESTERN 83.95% 67.37% 63.52% 63.76% 57.06% 48.24% 40.01% 27.44% 29.70% 10.88% 12.99% 18.12%
Figure 12. Net enrolment By sex and province (Grades 1-7) Figure 13. Net enrolment by sex and province (Grades 8-
12)
140.0%
40.0%
120.0% 35.0%
100.0% 30.0%
80.0% 25.0%
Male
20.0%
60.0% Female
15.0%
40.0% Total
10.0%
20.0%
5.0%
0.0% 0.0%
NER 1-7 Page 21

CHAPTER 6: EFFICIENCY
This section provides a snapshot of the internal efficiency of the education sector, as measured by cohort flows: repetition, transition, and dropout rates. These indicators are
interrelated - given two indicators the third is calculated as a residual. Although it is tempting to use these indicators to measure progress towards educational strategy
targets, repetition and promotion are often manipulated through policy and other directives. In Zambia, automatic promotion exists, hence we should see repetition rates
drop to zero (and perhaps drop-out rates rise at the same time). Note: Flow rate calculations normally assume that negligible numbers of learners enter or leave the system
from outside the borders of a given territory/region.
Table 23 Transition, repetition and dropout rate by sex from 2009 to 2016 Transition rate
Year
The transition rate (also called promotion rate) represents the
2009 2010 2011 2012 2013 2014 2015 2016 proportion of students who have successfully completed a
grade and proceeded to the next grade the following year.
Transition Rate
Table 23 shows that the number of pupils who transitioned
Grades 7-8 Male 55.4% 62.1% 65.6% 63.1% 63.1% 59.1% 63.7% 65.3% from grade 7 - 8. There was a small marginal increase of 1.7
Female 56.6% 53.9% 54.6% 65.5% 60.6% 59.4% 65.5% 67.1%
percentage points for Grade 7-8 transition in 2016, up from
64.5% in 2015 to 66.2%, while the number who transitioned
Total 56.0% 57.9% 59.9% 64.2% 61.9% 59.3% 64.5% 66.2% from grade 9 - 10 rose by a slight increase of about 0.4% from
Grades 9-10 Male 41.4% 45.3% 46.0% 46.5% 43.6% 42.0% 47.4% 48.0% 46.2% to 46.6%.
Female 40.7% 44.8% 44.8% 47.0% 42.7% 42.3% 44.8% 45.1% This indicator demonstrates the degree of access or transition
Total 41.0% 45.0% 45.5% 46.7% 43.2% 42.2% 46.2% 46.6%
from a lower to a higher grade. The transition rate can help in
assessing the relative selectivity of an education system,
Repetition Rate which can be due to pedagogical or financial requirements.
High transition rates indicate a high level of access from lower
Grades 1-7 Male 6.6% 6.7% 6.3% 6.3% 6.4% 7.4% 6.6% 6.9% to higher grades. The indicator reflects also the absorptive
Female 6.1% 6.0% 5.8% 5.8% 6.0% 6.8% 6.2% 6.4% capacity of the next level of education. Inversely, low
transition rates signal restrictions between two levels/grades
Total 6.4% 6.4% 6.1% 6.0% 6.2% 7.1% 6.4% 6.7% of education on account of either high failure rates or
Grades 8-12 Male 7.2% 1.3% 0.9% 0.9% 0.9% 1.5% 1.2% 1.5% inadequate absorptive capacity in the higher level of
education or both. This indicator should be based on reliable
Female 6.7% 1.3% 1.3% 0.9% 1.1% 1.5% 1.4% 1.6% data on new entrants (or on enrolment and repeaters)
especially in the first grade of the higher level of education. It
Total 7.0% 1.3% 1.1% 0.9% 1.0% 1.5% 1.3% 1.6%
can be distorted by failure to distinguish between new
Dropout Rate entrants and repeaters, especially in the first grade of the
higher level of education. Students who interrupted their
Grades 1-7 Male 1.8% 1.9% 1.7% 1.6% 1.4% 1.5% 1.3% 1.3% studies for one or more years after having completed the
Female 2.9% 2.7% 2.6% 2.3% 2.1% 2.1% 1.9% 1.8% lower level of education and migrant students also affect the
quality of this indicator. Table 24 further illustrates gender
Total 2.4% 2.3% 2.2% 1.9% 1.8% 1.8% 1.6% 1.5% and spatial transition rates: girls have higher rates at primary
than boys at Grade 7 - 8. But this is reversed at grade 9 - 10;
Grades 8-12 Male 0.6% 0.6% 0.9% 0.5% 0.7% 0.6% 0.5% 0.7%
Northern, Eastern, Muchinga, Copperbelt, North-Western,
Female 1.8% 1.6% 2.2% 1.6% 1.7% 1.8% 1.9% 1.8% Lusaka, Lusaka, Eastern, Southern, Muchinga and Northern
Provinces have the highest grade 7 - 10 transition rates; at
Total 1.1% 1.1% 1.4% 1.0% 1.2% 1.1% 1.1% 1.2% grade 9 -10, Northern, Muchinga, Copperbelt and Northern
have the highest transition rates.
Page 22
Table 24 Transition rate by sex and province

Repetition rate
Grades 7-8 Grades 9-10
The repetition rate is the proportion of pupils from a cohort
Male Female Total Male Female Total
enrolled in a given grade in a given school year who remain in the
National 65.3% 67.1% 66.2% 48.0% 45.1% 46.6% same grade in the following school year. The repetition rate
measures the number of pupils repeating a grade, and is one of
Provinces the key indicators for analyzing and projecting pupil flows from
grade to grade within the educational cycle. A high repetition rate
CENTRAL 71.4% 68.9% 70.1% 41.8% 35.8% 40.4%
reveals problems in the internal efficiency of the educational
COPPERBELT 80.8% 81.6% 81.2% 51.1% 51.5% 50.4% system, and increasing repetition rates may serve as an early
warning that the system is experiencing capacity constraints
EASTERN 64.7% 64.9% 64.8% 57.4% 47.2% 55.9% either in terms of skilled human resource, teaching and learning
LUAPULA 65.1% 67.8% 66.3% 45.2% 32.9% 43.7% aids, financial resources or infrastructure.
LUSAKA 63.4% 67.5% 65.5% 45.4% 41.4% 43.6% Table 23 shows a national average increase in repetition rates
(2016) for both grade ranges 1-7 and 8-12 upward from 6.4% to
MUCHINGA 46.2% 51.9% 48.7% 56.2% 45.7% 55.0% 6.7% and 1.3% to 1.6% in 2016 representing 0.3 percentages
points increments, on both Grades 1 - 7 and 8 - 12 .
NORTH WESTERN 73.3% 75.8% 74.5% 47.1% 36.9% 46.0%
Table 25 shows repetition and dropout by sex and province.
NORTHERN 40.2% 40.9% 40.5% 83.9% 62.5% 78.0% Northern, North-western and Southern have the highest grade 1-7
repetition rates; while, the repetition rate for grades 8-12
SOUTHERN 64.0% 64.2% 64.1% 37.5% 31.8% 36.4% remained much lower than the grades 1-7. North-Western
Province still has the highest grade
WESTERN 68.9% 66.4% 67.6% 45.2% 38.1% 43.5%
Table 25 Repetition and dropout rate by sex and province

Repetition Grades 1-7 Repetition Grades 8-12 Dropout Grades 1-7 Dropout Grades 8-12
Male Female Total Male Female Total Male Female Total Male Female Total
National 6.9% 6.4% 6.7% 1.5% 1.6% 1.6% 1.3% 1.8% 1.5% 0.7% 1.8% 1.2%
Provinces
CENTRAL 6.2% 5.5% 5.8% 1.1% 1.4% 1.2% 1.1% 1.6% 1.4% 0.6% 1.7% 1.1%
COPPERBELT 4.7% 4.4% 4.5% 1.0% 0.9% 1.0% 0.9% 1.2% 1.0% 0.3% 0.9% 0.6%
EASTERN 5.4% 5.2% 5.3% 1.1% 1.1% 1.1% 1.4% 1.9% 1.7% 0.6% 1.9% 1.2%
LUAPULA 7.7% 7.9% 7.8% 2.8% 3.5% 3.1% 2.6% 3.2% 2.9% 1.1% 3.3% 2.1%
LUSAKA 3.8% 3.5% 3.7% 0.6% 0.8% 0.7% 0.7% 1.0% 0.9% 1.1% 1.0% 1.0%
MUCHINGA 7.8% 7.8% 7.8% 3.0% 3.9% 3.4% 1.3% 1.8% 1.5% 1.3% 4.0% 2.5%
NORTH WESTERN 8.8% 8.4% 8.6% 4.3% 4.6% 4.4% 1.6% 2.4% 2.0% 1.5% 3.2% 2.3%
NORTHERN 10.0% 9.8% 9.9% 1.9% 2.9% 2.3% 1.9% 2.5% 2.2% 0.6% 2.8% 1.5%
SOUTHERN 10.1% 8.7% 9.4% 1.4% 1.5% 1.5% 0.9% 1.4% 1.1% 0.6% 1.8% 1.1%
WESTERN 7.1% 6.3% 6.7% 0.7% 0.7% 0.7% 1.5% 2.1% 1.8% 0.4% 2.5% 1.4%
Page 23
Table 26 Transition, repetition and dropout rates in Grades 1-11 from 2015 to 2016
Transition rates Repetition rates Dropout Rates
Grade Males Females Total Males Females Total Males Females Total
Grade 1 92.9% 94.0% 93.4% 5.3% 4.2% 6.3% 0.9% 0.9% 0.9%
Grade 2 97.8% 96.8% 97.3% 5.4% 5.1% 5.3% 1.1% 1.0% 1.1%
Grade 3 89.8% 98.1% 93.8% 4.9% 5.7% 4.9% 1.1% 1.5% 1.1%
Grade 4 92.1% 90.8% 91.4% 6.0% 5.4% 5.7% 1.2% 1.2% 1.2%
Grade 5 90.8% 91.8% 91.3% 5.8% 5.4% 5.6% 1.4% 1.5% 1.4%
Grade 6 86.8% 83.4% 85.1% 6.9% 6.2% 6.5% 1.5% 2.1% 1.8%
Grade 7 65.3% 67.1% 66.2% 9.0% 9.1% 7.6% 1.6% 3.1% 2.4%
Grade 8 99.1% 96.9% 98.0% 5.5% 6.4% 5.5% 1.5% 3.3% 2.4%
Grade 9 48.0% 45.1% 46.6% 12.4% 12.6% 12.0% 1.9% 4.4% 3.1%
Grade 10 113.8% 112.4% 113.1% 1.5% 1.4% 1.5% 0.7% 1.6% 1.1%
Grade 11 101.8% 99.6% 100.7% 1.4% 1.8% 1.6% 0.8% 2.1% 1.4%
Dropout Rate
The dropout rate indicates the proportion of pupils who leave the
system without completing a given grade in a given school year.
Table 23 shows a slight decline in the national average dropout rate
to 1.5% (2016) for grades 1-7, down from 1.6% in 2015 and a slight
rise was recorded at secondary level from 1.1% to 1.2 % in 2016.
The disaggregated dropout rate data in table 25 shows that female
dropout rate in grades 1-7 at 1.9% was higher than that for boys at
1.3% . Similarly, in grades 8-12, female dropout rate was higher than
for the boys, 1.8% girls and 0.7% for boys.
Page 24
CHAPTER 7: EQUITY
Table 27 Gender parity index for Grades 1-7 and Grades 8-12 from 2009 to 2016
Year
2009 2010 2011 2012 2013 2014 2015 2016
Grade 1-7 1.00 0.99 0.97 0.99 0.98 0.99 0.99 1.00
Grade 8-12 0.96 0.86 0.82 0.80 0.84 0.85 0.84 0.86
Table 28 Gender parity index in all schools by grade and province

National 1.03 1.03 1.01 1.02 1.00 0.99 0.95 0.96 1.00 0.87 0.87 0.84
Provinces
CENTRAL 1.04 0.99 1.00 1.01 1.07 1.01 0.96 0.93 0.86 0.86 0.84 0.88
COPPERBELT 1.03 1.04 1.02 1.05 1.05 1.05 1.05 1.04 1.10 1.00 1.01 1.00
EASTERN 1.09 1.09 1.09 1.09 1.04 0.99 0.90 0.90 0.91 0.82 0.80 0.72
LUAPULA 1.02 1.01 1.01 1.05 0.93 0.94 0.85 0.87 0.80 0.73 0.71 0.75
LUSAKA 1.04 1.04 1.06 1.05 1.06 1.06 1.03 1.07 0.99 0.92 0.94 0.85
MUCHINGA 0.99 0.98 0.95 0.97 0.94 0.91 0.84 0.91 0.86 0.80 0.73 0.63
NORTH WESTERN 1.04 1.01 1.01 0.99 0.99 0.97 0.94 0.93 0.86 0.78 0.80 0.75
NORTHERN 1.00 1.05 0.94 0.95 0.89 0.87 0.82 0.82 0.77 0.75 0.66 0.60
SOUTHERN 1.01 1.03 1.02 1.02 0.98 0.98 0.97 0.97 0.92 0.84 0.81 0.80
WESTERN 1.02 1.01 1.00 1.00 0.99 1.00 0.96 0.96 0.90 0.84 0.89 0.95
Table 29 Gender parity index in all schools by grade and agency

Community/Unknown 1.06 1.03 0.99 1.00 1.06 0.97 0.90 0.91 0.93 0.80 0.95 0.93
Grant-aided 1.11 1.08 1.08 1.06 1.07 1.08 1.03 1.26 1.22 1.23 1.12 1.10
GRZ 1.02 1.02 1.02 1.02 0.99 0.99 0.95 0.94 0.91 0.83 0.83 0.82
Private 1.06 1.04 1.04 1.06 1.04 1.03 1.05 0.99 1.04 0.98 1.08 1.01
Page 25
Table 30 Gender parity index in all schools by grade group and province
Gender Parity Index (GPI)
Grades Grades Grades Grades Grades Grades
1-4 5-7 1-7 1-9 8-9 8-12 Tables 27-31 present GPI, the ratio of
National 1.02 0.98 1.01 1.00 0.95 0.85
female to male pupils. A GPI lower than
one (1) means that there are more males
Provinces than females attending school, while a GPI
greater than one means there are more
CENTRAL 1.01 1.02 1.01 1.00 0.90 0.88
females than males. The ideal GPI is one
COPPERBELT 1.03 1.05 1.04 1.04 1.07 1.04 signifying equal school attendance by both
males and females but given Zambia's
EASTERN 1.09 0.98 1.05 1.03 0.90 0.85 demographic profile of slightly higher
number of females than males in the
LUAPULA 1.02 0.91 0.98 0.96 0.83 0.79 population, a GPI of slightly higher than 1
LUSAKA 1.05 1.05 1.05 1.04 1.03 0.98 is desirable i.e. there are slightly more
females than males attending school.
MUCHINGA 0.97 0.90 0.95 0.94 0.89 0.81 The gender party for grade 1-7 had
NORTH WESTERN 1.01 0.97 1.00 0.98 0.89 0.84 incerased from 0.99 in 2015 to 1 in 2016
implying that equal number of boys and
NORTHERN 0.99 0.86 0.94 0.93 0.80 0.75 girls were enrolled at grade 1-7 in 2016,
but given the scenario in the first
SOUTHERN 1.02 0.98 1.00 0.99 0.94 0.90
paragraph above, a GPI of slightly higher
WESTERN 1.01 0.99 1.00 0.99 0.93 0.91 than 1 is desiarable. For grades 8 - 12 the
gender parity index increased from 0.84 in
2015 to 0.86 in 2016 implying that more
Table 31 Gender parity index in all schools by grade group and agency boys than girls were enrolled at secondary
level of education. By agency, tables 29
Grades Grades Grades Grades Grades Grades
and 31 shows that grant-aided schools still
1-4 5-7 1-7 1-9 8-9 8-12
have the most superior GPI, followed by
private and community schools.
Community 1.02 0.99 1.01 1.01 0.92 0.93 Government owned schools still have the
worst GPI.
Grant-aided 1.08 1.06 1.07 1.11 1.24 0.96 The provincial GPI numbers (table 28)
GRZ 1.02 0.98 1.00 0.99 0.93 0.94 show Copperbelt as still having the highest
GPI at all levels, followed by Lusaka and
Private 1.05 1.04 1.05 1.04 1.02 0.93 Central Province. These numbers continue
to reinforce the high attrition rates among
girl learners and need for Government to
continue with effective policy
interventions to improve girls' education.
The recently introduced keeping girls in
school project is one such measures aimed
at retaining girls in school.
.
Page 26
Table 32 Number of out-of-school children aged 7-13 by sex and year from 2010 to 2016
Year Out-of-school children
2010 2011 2012 2014 2015 2016
The number of out-of-school children declined from 259,390
in 2010 to 121,265 in 2012 but again increased steeply to
Male N/A 133 628 170,941 109 692 134 115 133888 reach 249,416 in 2015. Interestingly, from 2012 onwards,
Female N/A 209 981 240,565 88 065 115 301 115698 the number of boys out of school exceed that of girls. In
Total N/A 343 609 411 506 197 757 249 416 249586 2015, the out-of-school children were about 8% of the total
primary school enrolment -- quite a large number that calls
for further research into why so many children remain out of
school.
Table 33 Out-of-school children by age, sex and province
Age
7 years 8 years 9 years 10 years 11 years 12 years 13 years 14 years 15 years 16 years 17 years 18 years
NATIONAL Male 90572 43724 11809 NA NA NA NA 22887 34537 42301 62260 51474
Female 79206 32157 2349 NA NA NA NA 23238 38978 54028 80018 83163
Total 169778 75881 14158 NA NA NA NA 46125 73515 96329 142278 134637
Provinces
CENTRAL Male 7967 2118 NA NA NA NA NA 648 2267 4307 6199 5767
Female 7107 1088 NA NA NA NA NA 295 2892 4948 8379 10061
Total 15074 3206 NA NA NA NA NA 943 5159 9255 14578 15828
COPPERBELT Male 8131 2394 NA NA NA NA NA NA 310 2504 4940 4462
Female 6825 648 NA NA NA NA NA NA NA 2027 6407 7679
Total 14956 3042 NA NA NA NA NA NA 310 4531 11347 12141
EASTERN Male 16132 9084 4536 1050 1348 2310 3204 6010 6830 6003 8480 4350
Female 13666 6569 2217 NA NA 881 2274 6099 7089 7560 11002 10311
Total 29798 15653 6753 1050 1348 3191 5478 12109 13919 13563 19482 14661
LUAPULA Male 9132 4775 1546 NA NA NA NA 1465 2627 2973 4321 3933
Female 8291 4149 1413 NA NA NA 289 2284 3499 4066 5991 6484
Total 17423 8924 2959 NA NA NA 289 3749 6126 7039 10312 10417
LUSAKA Male 15684 11247 6121 750 NA 1428 1514 5900 7519 9311 11466 10693
Female 14079 9398 4299 NA NA NA 166 4754 7701 10190 13135 13575
Total 29763 20645 10420 750 NA 1428 1680 10654 15220 19501 24601 24268
Page 27
Table 33 Out-of-school children by age, sex and province (Continued)

Age
7 years 8 years 9 years 10 years 11 years 12 years 13 years 14 years 15 years 16 years 17 years 18 years
NORTH WESTERN Male 5992 3513 2108 911 911 1038 1119 1943 2134 1898 2630 363
Female 4858 2805 1476 412 797 570 882 2060 2656 2885 3739 3129
Total 10850 6318 3584 1323 1708 1608 2001 4003 4790 4783 6369 3492
MUCHINGA Male 3629 769 NA NA NA NA NA 1023 2053 1994 3555 3339
Female 3470 1039 NA NA NA NA 1103 2805 3908 4840 4971 4858
Total 7099 1808 NA NA NA NA 1103 3828 5961 6834 8526 8197
NORTHERN Male 6669 638 NA NA NA NA NA NA 1886 2409 5664 5895
Female 5944 NA NA NA NA NA NA 1844 3831 5044 7980 8131
Total 12613 638 NA NA NA NA NA 1844 5717 7453 13644 14026
SOUTHERN Male 10690 4756 1113 NA NA NA NA 2075 3952 5080 8788 7176
Female 9010 3413 NA NA NA NA NA 2117 4418 7095 11504 11706
Total 19700 8169 1113 NA NA NA NA 4192 8370 12175 20292 18882
WESTERN Male 6546 4430 2735 1569 1800 2727 3401 4571 4959 5822 6217 5496
Female 5956 4003 2304 1484 1512 2384 3393 4499 5226 6305 7041 7116
Total 12502 8433 5039 3053 3312 5111 6794 9070 10185 12127 13258 12612
Page 28
Table 34 Number of orphans in all schools by sex from 2009 to 2016 Orphans
Year Tables 34 - 37 present data on orphans
2009 2010 2011 2012 2013 2014 2015 2016 attending school (including regular, APU,
and open students). Table 34 shows that
Primary Schools Male 330 520 326 320 304 327 311 427 289 082 225 627 208 671 223 069 between 2009 and 2016 the number of
Female 323 033 320 078 297 728 310 231 286 088 225 143 209 818 203 220 orphans was high though progressively
decreasing (with the exception of 2012,
Total 653 553 649 398 602 055 621 658 575 170 450 770 418 489 426 289
when it increased slightly). The relatively
Secondary Schools Male 30 687 32 964 33 289 34 129 31 662 88 921 83 910 82 597 high number of orphaned children at
Female 26 178 28 847 31 894 42 342 30 803 83 844 82 933 80 080
primary school level might explain in
part the large number of children out of
Total 56 865 61 811 65 183 76 471 62 465 172 765 166 843 162 677 school that is presented in tables 32 and
All Schools Male 361 207 359 284 337 616 345 556 320 744 314 548 292 581 305 666 33 above. In fact, primary school
children who are orphans is the major
Female 349 211 348 925 329 622 352 573 316 891 308 987 292 751 283 300 driver of the total population of children
Total 710 418 708 209 667 240 698 129 637 635 623 535 585 332 588 966 who are out of school.
In terms of school types attended by
orphans, table 37 shows that
Note: Data from 2007 to 2013 was reported as Basic (Grade 1-9) and High School (Grade 10-12). In 2014 it
was reported as Primary (Grade 1-7) and Secondary (Grade 8-12)
government owned schools (as the
educator of the last resort), followed by
community schools, had the largest
population of orphans on their
respective rolls.
Table 35 Number of Orphans by Grade, Sex and Province
NATIONAL Male 27 528 27 385 49 524 30 024 29 658 29 347 29 603 23 482 24 941 10 308 11 815 12 051
Female 28 056 28 345 28 679 30 406 30 023 29 281 28 430 23 274 24 190 9 718 11 225 11 673
Total 55 584 55 730 78 203 60 430 59 681 58 628 58 033 46 756 49 131 20 026 23 040 23 724
Provinces
CENTRAL Male 3 651 3 528 3 633 3 851 3 653 3 832 3 909 2 807 3 057 1 293 1 586 1 507
Female 3 783 3 550 3 667 3 667 3 743 3 593 3 624 2 964 3 006 1 264 1 399 1 300
Total 7 434 7 078 7 300 7 518 7 396 7 425 7 533 5 771 6 063 2 557 2 985 2 807
COPPERBELT Male 3 671 3 863 4 126 4 371 4 340 4 241 4 457 3 724 4 465 1 798 2 314 2 511
Female 3 767 3 993 4 277 4 577 4 503 4 514 4 599 4 133 4 642 1 880 2 346 2 610
Total 7 438 7 856 8 403 8 948 8 843 8 755 9 056 7 857 9 107 3 678 4 660 5 121
EASTERN Male 2 254 2 368 2 333 2 468 2 404 2 418 2 378 1 662 1 823 630 681 802
Female 2 394 2 453 2 355 2 595 2 416 2 356 2 127 1 548 1 627 479 567 577
Total 4 648 4 821 4 688 5 063 4 820 4 774 4 505 3 210 3 450 1 109 1 248 1 379
Page 29
Table 35 Number of orphans by grade, sex and province (Continued)

gular, APU, LUAPULA Male 3 083 3 214 3 015 3 191 3 069 2 946 2 730 2 084 2 178 645 830 663
shows that
Female 2 946 3 122 2 988 3 176 2 928 2 727 2 563 1 913 1 960 550 752 734
Total 6 029 6 336 6 003 6 367 5 997 5 673 5 293 3 997 4 138 1 195 1 582 1 397
LUSAKA Male 3 376 3 451 3 867 3 936 4 117 4 192 4 245 3 359 3 780 1 584 1 795 2 146
e relatively
Female 3 717 3 834 3 902 4 138 4 489 4 668 4 596 3 757 3 947 1 621 2 119 2 553
Total 7 093 7 285 7 769 8 074 8 606 8 860 8 841 7 116 7 727 3 205 3 914 4 699
MUCHINGA Male 1 568 1 534 1 664 1 780 1 776 1 744 1 808 1 355 1 313 665 701 619
Female 1 550 1 612 1 580 1 647 1 848 1 604 1 566 1 252 1 132 639 681 648
Total 3 118 3 146 3 244 3 427 3 624 3 348 3 374 2 607 2 445 1 304 1 382 1 267
NORTH WESTERN Male 1 864 1 751 1 814 1 904 1 918 1 724 1 801 1 840 2 015 1 116 1 195 1 111
Female 1 826 1 865 1 825 1 902 1 822 1 746 1 660 1 736 1 806 997 976 940
Total 3 690 3 616 3 639 3 806 3 740 3 470 3 461 3 576 3 821 2 113 2 171 2 051
NORTHERN Male 2 723 2 370 23 632 2 614 2 405 2 197 2 264 1 565 1 444 724 754 671
Female 2 618 2 482 2 396 2 710 2 217 2 029 1 865 1 455 1 472 557 604 496
Total 5 341 4 852 26 028 5 324 4 622 4 226 4 129 3 020 2 916 1 281 1 358 1 167
SOUTHERN Male 2 337 2 371 2 588 3 003 3 140 3 484 3 600 2 610 2 830 1 111 1 341 1 310
Female 2 271 2 559 2 781 3 015 3 156 3 350 3 440 2 595 2 674 1 035 1 121 1 230
Total 4 608 4 930 5 369 6 018 6 296 6 834 7 040 5 205 5 504 2 146 2 462 2 540
WESTERN Male 3 001 2 935 2 852 2 906 2 836 2 569 2 411 2 476 2 036 742 618 711
Female 3 184 2 875 2 908 2 979 2 901 2 694 2 390 1 921 1 924 696 660 585
Total 6 185 5 810 5 760 5 885 5 737 5 263 4 801 4 397 3 960 1 438 1 278 1 296
Page 30
Table 36 Percentage (%) of orphans in grade groups by sex and province
Grades Grades Grades Grades Grades Grades Grades Grades

1-7 1-9 8-9 8-12 1-7 1-9 8-9 8-12
CENTRAL Male 6.5% 6.8% 9.1% 4.3% WESTERN Male 8.1% 8.8% 13.4% 3.8%
Female 6.4% 6.8% 9.3% 3.9% Female 8.3% 8.7% 11.4% 3.5%
Total 12.8% 13.6% 18.3% 8.2% Total 16.4% 17.5% 24.9% 7.3%
COPPERBELT Male 6.7% 7.0% 8.4% 3.5%
Female 7.0% 7.3% 9.0% 3.6%
Total 13.7% 14.3% 17.4% 7.2%
EASTERN Male 4.6% 4.9% 7.7% 2.9%
Female 4.6% 4.9% 7.0% 2.2%
Total 9.2% 9.8% 14.8% 5.1%
LUAPULA Male 8.2% 8.7% 12.6% 3.9%
Female 7.9% 8.3% 11.4% 3.7%
Total 16.1% 17.1% 24.0% 7.7%
LUSAKA Male 7.2% 7.7% 10.3% 4.8%
Female 7.8% 8.3% 11.2% 5.5%
Total 15.1% 16.1% 21.5% 10.3%
MUCHINGA Male 5.7% 6.3% 13.0% 5.6%
Female 5.4% 6.0% 11.6% 5.5%
Total 11.1% 12.3% 24.7% 11.1%
NORTH WESTERN Male 5.8% 6.4% 10.4% 5.3%
Female 5.7% 6.3% 9.5% 4.5%
Total 11.5% 12.7% 19.9% 9.9%
NORTHERN Male 12.8% 12.8% 12.3% 5.3%
Female 5.5% 6.0% 12.0% 4.1%
Total 18.2% 18.7% 24.3% 9.5%
SOUTHERN Male 5.1% 5.6% 8.3% 3.9%
Female 5.1% 5.6% 8.0% 3.5%
Total 10.3% 11.1% 16.3% 7.5%
Page 31
Table 37 Number of orphans in all schools by grade and agency

GRZ Male 18 420 19 492 41 783 22 546 23 403 23 610 24 532 21 167 22 649 9 048 10 623 10 903
Female 18 747 19 947 20 884 23 029 23 493 23 275 23 356 20 678 21 644 8 275 9 892 10 381
Total 37 167 39 439 62 667 45 575 46 896 46 885 47 888 41 845 44 293 17 323 20 515 21 284
Private Male 454 459 523 509 563 539 585 398 473 247 261 235
Female 457 585 569 491 525 576 654 395 458 258 280 245
Total 911 1 044 1 092 1 000 1 088 1 115 1 239 793 931 505 541 480
Grant Aided Male 661 677 716 867 798 812 844 1 071 1 012 820 766 833
Female 710 787 853 922 910 966 941 1 372 1 299 1 007 918 970
Total 1 371 1 464 1 569 1 789 1 708 1 778 1 785 2 443 2 311 1 827 1 684 1 803
Community/Unknown Male 7 993 6 757 6 502 6 102 4 894 4 386 3 642 846 807 193 165 80
Female 8 142 7 026 6 373 5 964 5 095 4 464 3 479 829 789 178 135 77
Total 16 135 13 783 12 875 12 066 9 989 8 850 7 121 1 675 1 596 371 300 157
Page 32
Table 38 Number of CSEN pupils in all schools by sex and year from 2009 to 2016 Children with Special Needs
Year (CSEN)
2009 2010 2011 2012 2013 2014 2015 2016 Tables 38 - 40 presents CSEN by year, sex,
Primary Schools Male 110 273 102 071 90 494 55 004 55 528 46322 42 955 53,035 province and grade. In 2016, there were
123,310 CSEN learners of which 103, 218
Female 91 842 96 323 84 867 51 855 51 743 42818 46 691 50,183 were at primary and 20, 092 at secondary
Total 202 115 198 394 175 361 106 859 107 271 89134 89 646 103,218 levels respectively. Compared to 2015,
the total number of CSEN increased by
Secondary Schools Male 1 826 1 880 2 351 146 396 3797 9 090 10,609 15.23%
Female 1 906 2 417 2 561 215 482 3674 8 278 9,483
In terms of provincial distributions at
Total 3 732 4 297 4 912 361 878 7471 17 368 20,092 primary level, North-Western had the
highest number of CSEN learners followed
National Total 205 847 202 691 180 273 107 220 108 149 96 605 107 014 123,310
by Western and Southern Province.
Lusaka Provinnce had the least number of
CSEN learners.
Table 39. Number of CSEN learners at secondary level by grade, sex and province
SECONDARY 8--12
Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
M F M F M F M F M F TOTAL
CENTRAL 312 312 352 336 54 34 48 37 31 20 1536
COPPERBELT 529 549 471 511 125 148 149 183 202 165 3032
EASTERN 173 159 218 138 48 23 59 24 71 32 945
LUAPULA 422 416 493 401 73 62 82 74 59 43 2125
LUSAKA 192 205 219 188 69 47 47 69 48 58 1142
MUCHINGA 242 213 184 154 41 24 47 35 36 31 1007
NORTHWESTERN 672 712 693 639 212 155 246 209 186 150 3874
NORTHERN 243 193 238 152 48 34 51 43 63 46 1111
SOUTHERN 502 471 518 436 63 71 96 53 67 69 2346
WESTERN 527 510 702 582 122 102 136 84 128 81 2974
TOTAL 3814 3740 4088 3537 855 700 961 811 891 695 20092
Page 33
Table 40 Number of CSEN learners at primary school level by sex, grade and province
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7
M F M F M F M F M F M F M F Total
CENTRAL 740 783 747 741 633 672 693 617 628 610 566 540 522 560 9052
COPPERBELT 989 969 893 843 911 852 892 766 782 773 778 692 830 698 11668
EASTERN 410 432 430 468 417 452 433 420 364 368 320 302 293 283 5392
LUAPULA 1291 1174 1069 1094 927 860 891 932 936 814 759 676 730 713 12866
LUSAKA 359 310 305 280 357 299 352 322 350 367 394 357 350 372 4774
MUCHINGA 794 727 621 572 609 497 588 521 525 498 504 427 457 432 7772
NORTHWESTERN 1272 1274 1093 1084 1141 1117 1067 1082 945 882 893 906 862 878 14496
NORTHERN 1152 1033 858 875 830 785 806 794 756 733 669 610 622 508 11031
SOUTHERN 928 822 956 808 943 875 1071 932 1034 948 970 934 887 808 12916
WESTERN 1156 1166 1061 960 984 931 1070 1015 966 853 842 796 762 689 13251
TOTAL 9091 8690 8033 7725 7752 7340 7863 7401 7286 6846 6695 6240 6315 5941 103218
Table 41 Number of pupils receiving bursaries by grade groups, sex and province
Grades 1-7 Grades 8-12 Grades 8-9 Grades 1-12
Provinces Male Female Total Male Female Total Male Female Total Male Female Total
CENTRAL 2 842 2 780 5 622 1 690 1 502 3 192 853 799 1 652 4 532 4 282 8 814
COPPERBELT 2 236 2 491 4 727 4 387 4 207 8 594 1 408 1 553 2 961 6 623 6 698 13 321
EASTERN 817 799 1 616 2 666 2 489 5 155 534 433 967 3 483 3 288 6 771
LUAPULA 1 198 1 084 2 282 1 915 3 469 5 384 912 1 107 2 019 3 113 4 553 7 666
LUSAKA 2 772 2 464 5 236 3 585 3 694 7 279 1 011 1 082 2 093 6 357 6 158 12 515
MUCHINGA 431 473 904 663 1 362 2 025 279 536 815 1 094 1 835 2 929
NORTH WESTERN 2 101 2 079 4 180 2 214 2 154 4 368 617 605 1 222 4 315 4 233 8 548
NORTHERN 859 843 1 702 1 374 2 492 3 866 552 837 1 389 2 233 3 335 5 568
SOUTHERN 2 908 3 219 6 127 1 611 2 062 3 673 640 720 1 360 4 519 5 281 9 800
WESTERN 2 170 2 346 4 516 1 443 3 241 4 684 665 1 163 1 828 3 613 5 587 9 200
TOTAL 18 334 18 578 36 912 21 548 26 672 48 220 7 471 8 835 16 306 39 882 45 250 85 132
Page 34
Table 42 Number of Pupils Receiving Bursaries in All Schools by Sex from 2008 to 2015
Year
2009 2010 2011 2012 2013 2014 2015 2016
Primary Schools Male 47 741 42 818 38 417 41 304 30 624 24242 19922 18 334
Female 53 365 45 113 42 862 45 530 35 083 25041 21250 18 578
Total 101 106 87 931 81 175 86 834 65 707 49283 41172 36 912
Secondary Schools Male 12 324 9 025 7 671 11 151 9 488 21548 20182 21 548
Female 12 854 9 342 7 519 11 808 11 188 26672 25933 26 672
Total 25 178 18 367 15 190 22 959 20 676 48220 48220 48 220
TOTAL (NATIONAL) 126 284 106 298 96 365 109 793 86 383 97 503 89 392 85 132
Bursaries
Tables 41 and 42 present the number of learners receiving bursaries. The
MoGE’s bursary scheme is intended to support orphans and vulnerable
children (OVC), especially girls who cannot afford basic school requisites.
Table 41 shows provincial and gender distribution of OVC receiving
bursaries. For all grade groups, more girls than boys receive bursary
support. This is meant to bridge the learners' gender gap arising from
many social, biological and economic factors disadvantaging girl learners.
Ironically, table 41 also shows that the two most prosperous and
urbanized provinces of Copperbelt and Lusaka top the OVC bursary
recipients.
In addition to the bursary support from the Ministry, other stakeholders
also provide financial and material support to vulnerable children and
OVC leaners: Forum for African Women Educationalists (FAWEZA), the
Campaign for Female Education (CAMFED) and other Faith and
Community Based Organisations. A total of 89,392 learners received
bursary support in 2015 compared to 85,132 in 2016.
Page 35
Table 43 Number of pregnancies and re-admissions by grade group from 2009 to 2016
Year
2016/15 %
2009 2010 2011 2012 2013 2014 2015 2016 change
Primary schools Pregnancies 13 634 13 769 13 929 12 753 12 500 13 275 11 989 11 765 -1.9
Re-admissions 5 517 5 034 5 106 4 915 4 492 5 322 5 217 5 423 3.9 0
Secondaryschools Pregnancies 1 863 1 817 1 778 2 096 2 428 3 103 3 136 3 457 10.2 0
Re-admissions 1 162 1 033 924 1 086 1 337 2 069 2 047 2 230 8.9 0
Table 44 Number of pregnancies and re-admissions by grade group and province

Grades 1-7 Grades 8-12 Grades 1-12
Provinces Pregnancies Re-Admits Pregnancies Re-Admits Pregnancies Re-Admits
CENTRAL 1 319 559 258 188 1 577 747
COPPERBELT 877 334 622 430 1 499 764
EASTERN 1 845 761 323 212 2 168 973
LUAPULA 1 012 524 343 190 1 355 714
LUSAKA 951 358 397 206 1 348 564
MUCHINGA 482 218 258 142 740 360 Tables 43
NORTH WESTERN 1 560 862 404 289 1 964 1 151 (prior year's)
the readmssion still rem
NORTHERN 736 428 125 121 861 549
become pregnant at pr
SOUTHERN 1 767 699 359 269 2 126 968
In terms of provincial d
WESTERN 1 216 680 368 183 1 584 863
pregnancies, Copperbe
the highest rate at 58%
by Central at 73% and
secondary level. Pregn
effective remedial mea
Page 36
Table 45 Number of pregnancies and re-admissions by grade groups, location and province
Grades 1-7 Grades 8-12
Pregnancies Re-Admits Pregnancies Re-Admits
Provinces Rural Urban Rural Urban Rural Urban Rural Urban
CENTRAL 1 177 141 481 78 154 104 130 58
COPPERBELT 457 420 199 135 110 512 69 361
EASTERN 1 731 114 725 36 273 50 176 36
LUAPULA 924 83 455 61 267 68 152 33
LUSAKA 559 392 164 194 83 311 47 157
MUCHINGA 432 50 172 46 171 87 100 42
NORTH WESTERN 1 481 75 821 39 367 35 258 30
NORTHERN 676 70 345 75 80 58 79 42
SOUTHERN 1 615 152 609 90 217 142 188 81
WESTERN 1 088 128 641 57 243 125 135 56
Total 10 140 1 625 4 612 811 1 965 1 492 1 334 896
Pregnancies & Readmissions

Tables 43 - 45 presents girl learners' pregnancy and readmissions by year, province, grade group, and urban/rural areas. Dividing re-admissions by a lag
(prior year's) of pregnancies (table 43) gives an average of 46% readmission at primary level an improvement from 38% in 2015 while at secondary level
the readmssion still remains at 65% -- implying that the readmission policy is much more effective at secondary than primary level and that girls who
become pregnant at primary school level have a higher risk of dropping out of school forever.
In terms of provincial distributions, Eastern, Southern and North Western Provinces top in pregenancies at primary grades. For secondary gades
pregnancies, Copperbelt is leading followed by North Western and Lusaka Provinces. In terms of readmissions after giving birth, Northern Province had
the highest rate at 58% for primary followed by Western at 56% and Northwestern at 55%. At secondary level Southern had 75% readmission followed
by Central at 73% and Copperbelt at 69%. In terms of rural-urban divide, rural schools have more pregnancies than urban both at primary and
secondary level. Pregnancies still remain a challenge in the education system both at primary and secondary level and therefore there is need for
effective remedial measures to enable girl learners complete their education.
Page 37
CHAPTER 8: TEACHERS
Table 46 Teachers in all schools by sex from 2009 to 2016
Year Annual Percentage Changes
2009 2010 2011 2012 2013 2014 2015 2016 2012-11 2013-12 2014-13 2015-14
Primary schools Male 30 088 30 901 30 364 34 474 35 146 36 105 34 267 33 764 1.9% 2.7% -5.1% -1.5%
Female 30 822 32 151 31 822 38 493 38 403 42 290 40 969 40 185 -0.2% 10.1% -3.1% -1.9%
Total 60 865 63 052 65 014 72 967 73 549 78 395 75 236 73 949 0.8% 6.6% -4.0% -1.7%
Secondary schools Male 9 645 9 843 8 845 10 785 11 273 12 551 12 815 11 815 4.5% 11.3% 2.1% -7.8%
Female 6 852 6 979 6 078 7 854 8 342 9 867 9 984 10 464 6.2% 18.3% 1.2% 4.8%
Total 16 497 16 822 12 947 18 639 19 615 22 418 22 799 22 279 5.2% 14.3% 1.7% -2.3%
Total 77 362 79 874 77 961 91 606 93 164 100 813 98 035 96 228 1.7% 8.2% -2.8% -1.8%
Table 47 Teachers in all schools by sex and province Total teachers

Primary schools Secondary schools
A total number of 96,228 teachers were reported in 2016
Male Female Total Male Female Total
showing a decline of 1,812 from 98,035 in 2015. The number of
National 33 764 40 185 73 949 11 815 10 464 22 279 primary school teachers was 73,949 and 22,279 secondary
Provinces
school teachers. Of the total 1,812 teachers decline from the
2015, 1,287 were primary school teachers while 520 were
CENTRAL 4 593 4 864 9 457 1493 1259 2 752 Secondary school teachers.
COPPERBELT 3 688 9 058 12 746 1741 2212 3 953 The reduction in the number of teachers in 2016 is on account of
EASTERN 3 604 2 884 6 488 1227 740 1 967 the high turnover among teachers. A total of number of 8,139
teachers left teaching in 2015 and 6,475 left in 2016, the number
LUAPULA 2 620 1 993 4 613 358 837 1 195
of teachers that leave the system falls below the numbers of
LUSAKA 3 537 7 285 10 822 1636 1747 3 383 teachers that are replaced annually which is usually about 5,000.
The about 5,000 teachers recruited in 2016 was done late in the
MUCHINGA 2 352 1 694 4 046 965 553 1 518
year and this number was not included in the 2016 teacher
NORTH WESTERN 2 357 2 164 4 521 1213 775 1 988 statistics. A reduction in the number of teachers when the pupil
NORTHERN 3 029 2 223 5 252 964 690 1 654
enrolment is increasing has adverse implications on education
quality.
SOUTHERN 4 869 5 082 9 951 1555 1280 2 835
In terms of provincial distribution of teachers, table 47 shows
WESTERN 3 115 2 938 6 053 663 371 1 034 that Copperbelt had the highest total number of teachers and
was followed by Lusaka both at primary and secondary levels.
Muchinga province reported the least number of primary
teachers while Western province had the least number of
secondary school teachers.
Page 38
Table 48 Teachers in all schools by agency and province

Primary schools Secondary schools Total
GRZ Grant Aided Community Private GRZ Grant Aided Community Private GRZ Grant Aided Community Private
National 57 952 2 674 7 481 5 842 17 410 2 575 334 1 960 75 362 5 249 7 815 7 802
Provinces
CENTRAL 7 429 277 1 148 607 2 258 294 24 176 9 687 571 1 172 783
COPPERBELT 9 091 131 1 066 2 473 3 028 205 20 604 12 119 336 1 086 3 077
EASTERN 5 096 516 782 134 1 401 373 155 68 6 497 889 937 202
LUAPULA 4 167 131 202 126 1 018 104 39 36 5 185 235 241 162
LUSAKA 7 141 542 1 657 1 188 2 496 202 12 676 9 637 744 1 669 1 864
MUCHINGA 3 471 38 398 153 1 460 62 6 0 4 931 100 404 153
NORTH WESTERN 3 935 96 376 141 1 769 63 46 136 5 704 159 422 277
NORTHERN 4 369 322 536 161 1 294 301 32 51 5 663 623 568 212
SOUTHERN 7 957 496 779 743 1 887 755 0 193 9 844 1 251 779 936
WESTERN 5 296 125 537 116 799 216 0 20 6 095 341 537 136
Table 49 Mentors in IRI Centres by sex and province Teachers by agency, province and IRI Centres
Male Female Total
Table 48 shows the distribution of teachers by school, agency and province. The
National 3 440 2 927 6 367 marjority of teachers as expected were Government, followed by Community, Private
Provinces
and the least was Grant Aided.
With regard to IRI services, table 49 shows a total of 6,367 IRI Centre mentors of
CENTRAL 764 736 1 500 which 3,440 are males and 2,927 females. Lusaka and Central had the highest number
COPPERBELT 375 472 847 of mentors while Northern had the least. It can be deduced from the table that urban
provinces tend to have more of IRI activities looking at the numer of mentors
EASTERN 187 115 302 compared to the less urban provinces. Radio reception in rural areas needs further
LUAPULA 73 21 94 investments.
LUSAKA 750 821 1 571
MUCHINGA 443 213 656
NORTH WESTERN 171 100 271
NORTHERN 15 2 17
SOUTHERN 456 332 788
WESTERN 206 115 321
Page 39
Table 50 Teachers in all schools by academic qualifications and sex Table 52 Teacher attrition by sex fro
Teacher qualifications
Primary schools Secondary schools All schools
Tables 50 and 51 show teachers by
Male Female Total Male Female Total Male Female Total
academic and professional
Below Standard 6 7 3 10 1 0 1 8 3 11 qualifications. WIith regard to Primary school Male
First degree 303 216 519 1 120 756 1 876 1 423 972 2 395 academic qualification, the marjority Female
teachers as expected have have Form
Form 2 / Grade 9 614 438 1 052 18 14 32 632 452 1 084 5/Grade 12 as this is the minimum Total
Form 3 / Grade 10 359 234 593 5 11 16 364 245 609 compulsory qualification for tertiary Secondary school Male
education. The lower educational
Form 4 295 272 567 173 137 310 468 409 877 Female
qualifications are being phased out
Form 5 / Grade 12 31 578 38 566 70 144 10 843 8 955 19 798 42 421 47 521 89 942 from the teaching profession. Total
GCE "A" Level 124 145 269 27 21 48 151 166 317 In terms of tertiary teacher training Total
Higher degree 30 14 44 57 43 100 87 57 144
professional qualifications, primary
teachers' certificate and diploma in
Standard 6 94 54 148 6 10 16 100 64 164 teaching (basic and secondary Table 53 Teacher attrition in all sch
Not stated 360 243 603 44 38 82 404 281 685 schools teachers) are the main
qualifications for the majority of
TOTAL 33 764 40 185 73 949 12 294 9 985 22 279 46 058 50 170 96 228 Zambian teachers.
All Reasons
The primary teacher certificate has
Table 51 Teachers in all schools by professional qualifications and sex been phased out hence an increase in
diploma holders at primary level.
Primary schools Secondary schools All schools Assigned to non-teaching duties
Entry qualification to teach at
Male Female Total Male Female Total Male Female Total primary level is now a diploma. All Contract expired
Advanced Diploma 163 114 277 149 48 197 312 162 474 certificate holders are expected to Death
upgrade their qualifications. For
Certificate In Special Education 171 155 326 21 33 54 192 188 380 secondary schools, the minimum Dismissed
Diploma (Basic or Sec. Teacher's) 11 329 13 595 24 924 6 987 5 350 12 337 18 316 18 945 37 261 qualification required to teach most Illness
subjects is a bachelor's degree,
ECE DIPLOMA 2 267 1 101 3 368 48 23 71 2 315 1 124 3 439 implying that a lot of secondary Others
Education Bachelor's Degree 1697 1662 3 359 3674 2624 6 298 5 371 4 286 9 657 school teachers will be required to Resigned
upgrade their credentials although
Master's Degree 77 64 141 137 83 220 214 147 361 Retired
this might adversely affect the
Untrained 900 361 1 261 5 5 10 905 366 1 271 delivery of teaching services in the
interim.
Other Bachelor's Degree 148 122 270 226 102 328 374 224 598
Pre-School Teacher's Certificate 664 2743 3 407 42 210 252 706 2 953 3 659 The Ministry has embarked on the
Fast Track training program for
Primary Teacher's Certificate 14729 18882 33 611 743 1289 2 032 15 472 20 171 35 643 teachers to upgrade their
Special Education Degree 63 100 163 48 44 92 111 144 255 qualifications to enable them qualify
to teach at secondary level especially
Special Education Diploma 428 530 958 106 96 202 534 626 1 160 in Science, Mathematics and
NOT STATED 1128 756 1 884 108 78 186 1 236 834 2 070 Technology subjects.
TOTAL 33 764 40 185 73 949 12 294 9 985 22 279 46 058 50 170 96 228
Teacher Certificate 44% 47% 45% 6% 13% 9% 34% 40% 37%
Diploma (Basic or Sec. Teacher's) 34% 34% 34% 57% 54% 55% 40% 38% 39%
Total (Certificate + Diploma) 77% 81% 79% 63% 66% 64% 73% 78% 76%
Page 40
Teacher attrition by sex from 2009 to 2016 Teacher attrition

Year
Table 52 shows teacher turnover/attrition from 2009 to
2009 2010 2011 2012 2013 2014 2015 2016 2016. The trend over the years show that male teachers
5 426 5 543 4 772 528 4 290 4 600 3 731 2 791 at both primary and secondary schools had higher
4 287 4 192 4 114 251 3 453 3 751 3 105 2 550 turnover rates than female teachers.
Table 53 indicates teacher attrition for teachers at both
9 713 9 735 8 886 779 7 743 8 351 6 836 5 341
primary and secondary schools by reason. Among the
1 103 921 833 3 252 729 851 751 626 reasons for attriton 'other reasons' is the most cited,
633 549 543 2 419 421 484 552 508 however, there is need for additional investigations to
1 736 1 470 1 376 5 671 1 150 1 335 1 303 1 134
unpack this category as all those that are are not
reported on any of the given reasons are lumped into
11 449 11 205 10 262 6 450 8 893 9 686 8 139 6 475 the other category. Resignations is the second highest
cited reason for teacher attrition.
Teacher attrition in all schools by sex and reason
2 791 2 550 5 341 626 508 1 134 3 417 3 058 6 475
58 47 105 14 10 24 72 57 129
204 197 401 50 20 70 254 217 471
201 255 456 39 37 76 240 292 532
120 93 213 23 9 32 143 102 245
77 58 135 5 3 8 82 61 143
1 559 1 492 3 051 389 367 756 1 948 1 859 3 807
494 366 860 82 59 141 576 425 1 001
78 42 120 24 3 27 102 45 147
Page 41
Table 54 Teacher attrition in all schools by sex and province

Primary schools Secondary schools All schools Teacher attrition by
Male Female Total Male Female Total Male Female Total province
National 2 831 2 510 5 341 749 385 1 134 3 580 2 895 6 475 Teacher attrition by province, sex
and level of education (table 54)
Provinces shows Lusaka, followed by
CENTRAL 417 334 751 96 78 174 513 412 925 Copperbelt and Central reported
the highest teacher turnover while
COPPERBELT 282 512 794 91 85 176 373 597 970 the least reported was in Eastern
EASTERN 178 157 335 43 25 68 221 182 403 and Western provinces.
LUAPULA 236 168 404 53 16 69 289 184 473 The fact that the number of
teachers who have been leaving
LUSAKA 374 483 857 104 43 147 478 526 1 004
since 2008 is much higher than the
MUCHINGA 241 123 364 35 18 53 276 141 417 5,000 annual teacher recruitment
NORTH WESTERN 205 136 341 65 38 103 270 174 444 means the system will continue to
have fewer teachers to service the
NORTHERN 390 202 592 90 21 111 480 223 703 ever increasing learner population
SOUTHERN 259 237 496 153 50 203 412 287 699 and hence the teacher pupil ratios
will continue to rise.
WESTERN 249 158 407 19 11 30 268 169 437
Table 55 Teacher deaths in all schools by sex and province Teacher deaths
Tables 55 and 56 present
teacher deaths across provinces
National 201 255 456 39 37 76 240 292 532 by sex and school levels. In 2016
a total of 532 teachers were
Provinces
reported to have died of which
CENTRAL 30 37 67 10 10 20 40 47 87 female teachers deaths were
COPPERBELT 14 39 53 4 8 12 18 47 65 slightly higher than males. By
province, Luapula followed by
EASTERN 10 5 15 1 2 3 11 7 18 Central had the highest deaths at
LUAPULA 18 97 115 3 1 4 21 98 119 119 and 87 respectively. Across
school types, more primary
LUSAKA 24 22 46 2 5 7 26 27 53 school teachers died compared
MUCHINGA 16 5 21 4 2 6 20 7 27 to secondary school teachers as
there are more primary than
NORTH WESTERN 25 10 35 4 3 7 29 13 42
secondary teachers.
NORTHERN 21 12 33 4 0 4 25 12 37
SOUTHERN 16 12 28 7 5 12 23 17 40
WESTERN 27 16 43 0 1 1 27 17 44
Page 42
Table 56 Teacher deaths by sex from 2009 to 2016

Year
2009 2010 2011 2012 2013 2014 2015 2016
Primary school Male 296 308 257 296 616 247 199 201
Female 214 382 237 214 471 169 169 255
Total 510 690 494 510 1 087 416 368 456
Secondary school Male 70 59 41 70 45 71 56 39
Female 34 36 16 34 25 28 78 37
Total 104 95 57 104 70 99 134 76
Total Male 366 367 298 366 661 318 255 240
Female 248 418 253 248 496 197 247 292
Total 614 785 551 614 1 157 515 502 532
1 400
Teacher deaths by sex from 2009 to 2016
1 200
1 000
496
Number of deaths
800
Female
600 418 Male
248 248
253 197
400 247 292
661
200 366 367 366

298 318
255 240
0
2009 2010 2011 2012 2013 2014 2015 2016
Page 43
Table 57 Pupil-teacher ratio in all schools by class range and province

Grades ranges
G 1-7 G 8-12
Pupil-teacher ratio (PTR)
National 43.3 36.9
Provinces The PTRs for primary and secondary in 2016 was 43.3 and 36.9
respectively.
CENTRAL 42.6 37.0
In Zambia, there is often double-shifting (one teacher teaches
COPPERBELT 34.1 47.4
two shifts), multi-grade classes (one teacher teaches pupils of
EASTERN 55.9 37.2 different ages, grades, and abilities), part-time teachers, and
other alternative models, and so the grade-level PTR may not be
LUAPULA 56.0 45.5
a very accurate measure of typical classroom circumstances.
LUSAKA 34.7 33.8
At primary level, Copperbelt and Lusaka have the lowest PTRs
MUCHINGA 51.7 23.5 and Muchinga, Northern and Eastern Provinces had the highest
NORTH WESTERN 49.0 32.3 PTRs. At secondary level Muchinga, Northern, Eastern and
Lusaka Provinces had the lowest PTRs with Western having the
NORTHERN 56.9 24.3 highest at over 50 learners per teacher.
SOUTHERN 40.2 33.8
WESTERN 39.7 52.9 .
60.0
Figure 15. Pupil teacher ratio in all schools by class range and province
50.0
40.0
Pupil Teacher Ratio
30.0 G 1-7
G 8-12
20.0
10.0
0.0
CENTRAL COPPERBELT EASTERN LUAPULA LUSAKA MUCHINGA NORTH NORTHERN SOUTHERN WESTERN
WESTERN
Page 44
CHAPTER 9: QUALITY
Table 58 Completion rate for Grades 7, 9 and 12 by sex from 2009 to 2016
Year Completion rate
2009 2010 2011 2012 2013 2014 2015 2016 The completion rate is the
number of learners who have
Grade 7 Male NA NA NA NA NA 88.90% 88.00% 91.3% successfully completed a given
Female NA NA NA NA NA 83.60% 83.83% 93.4%
grade (in a given year),
expressed as a percentage of
All NA NA NA NA NA 86.20% 85.81% 92.4% the total number of learners of
official school age for that
Grade 9 Male 55.7% 56.9% 51.9% 67.8% 68.9% 60.5% 59.6% 69.4%
grade. In 2016 (table 58),
Female 46.8% 48.4% 54.2% 55.9% 59.6% 55.4% 55.2% 68.3% 92.4%, 68.8% and 52.7% of
learners completed grade 7, 9
All 51.2% 52.7% 53.2% 61.9% 64.2% 57.9% 57.3% 68.8% and 12 respectively.
Grades 12 Male 25.0% 22.3% 35.7% 30.4% 34.7% 34.8% 34.3% 64.2% Completion rates at grade 7,
Grade 9 and Grade 12
Female 18.9% 17.4% 27.8% 23.3% 27.4% 28.6% 27.4% 41.4% improved between 2015 and
2016. Grade 12 completion
All 22.0% 19.8% 31.7% 26.8% 31.1% 31.7% 30.8% 52.7%
rates are not only the lowest
but are also the most unstable
over the 2008 - 2015 period.
Table 59 Completion rate for Grades 7, 9 and 12 by sex and province though, in 2015 to 2016 grade
Grade 7 Grade 9 Grade 12 12 completion rate improved
from 30.8% to 52.7%.
Male Female All Male Female All Male Female All Overall, the completion rate
National 91.3% 93.4% 92.4% 69.4% 68.3% 68.8% 64.2% 41.4% 52.7%
measures both an education
system's coverage and
Provinces learners' attainment, which
makes it a more
CENTRAL 118.3% 122.4% 119.3% 85.0% 82.7% 83.9% 67.6% 39.3% 53.4%
comprehensive indicator of
COPPERBELT 86.1% 92.1% 89.1% 73.5% 77.6% 75.6% 75.0% 59.7% 67.0% school quality than gross or net
enrolment rates or cohort
EASTERN 81.4% 90.0% 85.7% 68.5% 70.1% 69.3% 78.5% 45.9% 62.6% survival rates. However, it
LUAPULA 114.0% 96.8% 105.4% 75.7% 69.3% 72.3% 63.4% 41.3% 52.5% requires reliable estimates of a
particular age in a population
LUSAKA 75.1% 81.0% 78.0% 57.3% 55.7% 56.5% 43.9% 27.6% 35.1% to calculate and that is
sometimes difficult to obtain.
MUCHINGA 94.6% 89.3% 91.9% 63.5% 55.6% 59.5% 49.6% 29.6% 39.6%
Grade 12 completion rates very
NORTH WESTERN 110.6% 115.9% 113.2% 80.9% 79.2% 80.0% 115.5% 74.0% 94.9% lowest in Northern at 34.1%
and 49% in Southern Provinces
NORTHERN 90.5% 82.6% 86.6% 62.6% 54.4% 58.6% 40.7% 27.3% 34.1% (see Table 59).
SOUTHERN 88.0% 92.8% 90.4% 71.0% 73.3% 72.1% 61.7% 36.9% 49.3%
WESTERN 88.2% 91.2% 89.7% 63.9% 64.5% 64.2% 63.9% 43.3% 53.6%
Page 45
Table 60 Survival rate to Grade 5 by sex from 2009 to 2016

Year Survival rate to Grade 5
2009 2010 2011 2012 2013 2014 2015 2016
Survival rate is an indicator of quality
Male 85.0% 82.0% 85.0% 95.1% 81.9% 70.7% 83.0% 79.5% as it measures the percentage of
Female 81.5% 79.0% 77.3% 96.1% 81.2% 71.1% 79.7% 86.1% pupils enrolled in Grade 1 during the
current school year who are expected
All 83.3% 81.0% 81.5% 95.4% 81.4% 70.7% 81.2% 82.6%
to reach the higher grade. It is
estimated using data from a single
year. A higher survival rate means
more pupils are expected to reach the
Table 61 Survival rate to Grades 5, 7 & 9 by sex and province higher grade and that dropout rates
From Grade 1 to 5 From Grade 1 to 7 From Grade 1 to 9
are lower. Survival rates measure the
extent to which the school system can
Male Female All Male Female All Male Female All retain pupils.
National 79.5% 86.1% 82.6% 62.0% 102.2% 62.7% 41.5% 44.6% 42.9% Survival rate to Grade 5 of primary
school is commonly considered as a
Provinces pre-requisite for sustainable literacy.
CENTRAL 85.6% 88.0% 86.9% 64.3% 66.1% 65.2% 45.9% 40.1% 43.1% In 2016, Grade 5 survival rates for girls
were slightly higher than those for
COPPERBELT 95.8% 95.7% 95.8% 82.8% 79.1% 80.8% 72.9% 71.3% 72.0%
boys.
EASTERN 99.0% 83.8% 93.0% 99.1% 95.3% 50.9% 30.6% 42.3% 35.4% Provincial survival rates (table 61)
show that North-western province
LUAPULA 76.4% 77.4% 76.9% 51.7% 47.5% 49.7% 29.2% 25.6% 27.5%
had the lowest survival rate at Grade
LUSAKA 88.0% 96.0% 95.0% 91.0% 99.0% 97.0% 88.0% 96.0% 93.0% 5 while Copperbelt and Lusaka
MUCHINGA 91.8% 91.8% 91.8% 79.6% 71.8% 75.8% 28.2% 31.8% 29.8% reported 95.8 and 95 percent
respectively. .
NORTH WESTERN 56.5% 54.6% 55.5% 46.7% 44.6% 45.6% 35.4% 33.6% 34.5%
NORTHERN 64.1% 50.5% 57.0% 41.4% 29.3% 35.0% 17.1% 10.8% 13.7%
SOUTHERN 60.8% 72.3% 66.3% 43.3% 53.4% 48.1% 24.4% 29.5% 26.8%
WESTERN 99.6% 80.2% 97.6% 99.9% 60.9% 99.7% 38.2% 36.7% 37.5%
\
Page 46
Table 62 Examination pass rates in Grade 7 by sex and province in 2016 Table 64 Examination p
Numbers Sat Certificates
Examination pass rates
Male Females Total Male Female Total % Male % Female % Total
National 178 782 173 849 352 631 173 327 167 464 340 791 96.95 96.33 96.64 Government policy at grade 7 is National
Provinces
automatic promotion to grade 8 where Provinces
there are enough places. Grade 7 pass
Northern 14 123 10 833 24 956 11 620 10 833 22 453 82.28 100.00 89.97 rate does not, therefore, measure Northern
Luapula 12 284 10 031 22 315 12 284 10 031 22 315 100.00 100.00 100.00 learning achievement, rather it shows Luapula
how adequate absorptive capacities are
Southern 23 435 23 064 46 499 22 654 22 849 45 503 96.67 99.07 97.86 at grade 8 level in different provinces. Southern
Eastern 18 165 16 611 34 776 18 000 16 611 34 611 99.09 100.00 99.53 Eastern
The examination pass rates should not
Copperbelt 26 251 28 625 54 876 25 882 26 074 51 956 98.59 91.09 94.68 be confused with the transition rate Copperbelt
from grade 9 to 10 as the pass rates
North Western 11 338 10 626 21 964 11 338 10 626 21 964 100.00 100.00 100.00 North Western
are not based on the available places at
Central 20 238 19 867 40 105 20 238 19 867 40 105 100.00 100.00 100.00 grade 10. Thus, in principle, the pass Central
Western 10 754 10 537 21 291 10 754 10 537 21 291 100.00 100.00 100.00
rates can be higher than the transition Western
rates (i.e. the absorptive capacity of
Lusaka 31 491 34 747 66 238 29 854 31 128 60 982 94.80 89.58 92.06 grade 10 to accommodate all those Lusaka
Muchinga 10703 8908 19611 10703 8908 19611 100.00 100.00 100.00 learners who pass their grade 9 Muchinga
examinations). The grade 9 national
pass rate in 2016 remained almost
Table 63 Examination pass rates in Grade 9 by sex and province in 2016 static from 49% in 2015 to 49.1%. Table 65 Proportion of ca
Numbers sat Certificates At grade 12 level, the number of Provinces
Male Females Total Male Female Total % Male % Female % Total candidates who sat for exams declined
from 128,527 in 2015 to 126,474 in
National 160 946 157 026 317 972 82 454 73 573 156 027 51.23 46.85 49.07 2016 and the number of candidates
Provinces that got full certificates declined from Muchinga
125,686 to 78,337
MUCHINGA 7 663 5 984 13 647 4 218 2 952 7 170 55.04 49.33 52.54 Northern
For grade 12 pass rates in 2015,
NORTHERN 10 355 7 553 17 908 6 100 3 883 9 983 58.91 51.41 55.75 Luapula
Eastern Province had the highest rate at
LUAPULA 10 146 8 033 18 179 5 567 3 880 9 447 54.87 48.30 51.97 71.01% to 70.54% in 2016, a reduction Southern
of 0.47 % for the same Province. while
SOUTHERN 18 695 17 957 36 652 8 848 8 087 16 935 47.33 45.04 46.20 Eastern
Western had the lowest pass rate at
EASTERN 13 954 11 909 25 863 7 948 5 586 13 534 56.96 46.91 52.33 52.3%. Provincial comparisons (table Copperbelt
COPPERBELT 28 311 32 390 60 701 15 676 16 507 32 183 55.37 50.96 53.02 65) show that Muchinga, and Central's Northwestern
pass rate declined while that of
N/ WESTERN 11 471 10 039 21 510 5 733 4 788 10 521 49.98 47.69 48.91 Northern, Luapula, Southern, North- Central
CENTRAL 18 852 18 250 37 102 8 327 7 585 15 912 44.17 41.56 42.89 western and Lusaka slighly Increased. Western
WESTERN 9 770 8 657 18 427 4 748 4 621 9 369 48.60 53.38 50.84 Overall, boys consistently out Lusaka
performed girls at both grade 9 and 12
LUSAKA 31729 36254 67983 15289 15684 30973 48.19 43.26 45.56 National
levels according to their respective pass
rates.
Page 47
Table 64 Examination pass rates in Grade 12 by sex and province in 2016

Numbers sat Certificates
Male Females Total Male Female Total % Male % Female % Total

68442 57992 ####### 43793 34544 78 337 63.95 59.57 61.94
3499 2232 5 731 2419 1509 3 928 69.13 67.61 68.54
3900 2582 6 482 2518 1508 4 026 64.56 58.4 62.11

6916 5657 12 573 4925 3759 8 684 71.21 66.45 69.07
5589 4085 9 674 4055 2769 6 824 72.55 67.78 70.54
15111 15271 30 382 9003 8407 17 410 59.58 55.05 57.3
4943 3571 8 514 3021 2063 5 084 61.12 57.77 59.71
7015 5678 12 693 4258 3373 7 631 60.7 59.4 60.12
3580 3063 6 643 1917 1555 3 472 53.55 50.77 52.27
14830 13802 28 632 9503 8266 17 769 64.08 59.89 62.06
3099 2051 5 150 2174 1335 3 509 70.15 65.09 68.14
Table 65 Proportion of candidates obtaining full School Certificates (2014 – 2016)

% School Certificate 3 Year Average
2 016 2 015 2 014 comment
Boys Girls Total Boys Girls Total Boys Girls Total
70 65 68 65 62 64 65 61 64 65 Reduction
69 68 69 61 54 58 55 47 52 60 Increased
65 58 62 57 50 54 57 48 54 57 Increased
71 66 69 70 69 70 68 65 66 68 Increased
73 68 71 72 69 71 68 66 67 70 Increased
60 55 57 47 41 44 47 40 44 49 Reduction
61 58 60 54 50 52 56 52 55 56 same
61 59 60 63 60 61 61 57 59 60 Increased
54 51 52 53 52 53 53 49 51 52 Reduction
64 60 62 63 60 62 63 59 61 64 Increased
64 60 62 59 54 57 58 53 56 58 Increased
Page 48
Table 66 Number of Books in All Schools by Province Table 67 Book Pupil Ratio in A
Primary Schools Secondary Schools Primary Sch
Zambian Zambian
English Life Skills Maths Languages Total English Life Skills Maths Languages Total English
National 898 878 610 020 847 898 937 883 3 294 679 218 627 89 485 135 403 106 782 550 297 National 1/4
Provinces Provinces
CENTRAL 81 200 91 500 71 568 81 131 325 399 16 524 17 585 5 544 6 776 46 429 CENTRAL 1/6
COPPERBELT 191 200 30 254 197 690 176 231 595 375 15 958 1 110 79 405 15 481 111 954 COPPERBELT 1/3
EASTERN 59 542 33 521 60 541 92 820 246 424 63 588 5 085 1 065 10 804 80 542 EASTERN 1/7
LUAPULA 108 580 35 689 59 888 66 541 270 698 16 333 3 061 1 796 2 100 23 290 LUAPULA 3/8
LUSAKA 54 118 91 025 57 844 125 414 328 401 45 621 7 779 12 007 44 950 110 357 LUSAKA 1/8
MUCHINGA 61 024 83 198 125 502 58 645 328 369 8 496 13 395 11 680 7 855 41 426 MUCHINGA 1/4
NORTH WESTERN 78 216 32 544 57 253 65 888 233 901 9 088 2 496 3 833 3 801 19 218 NORTH WESTERN 1/3
NORTHERN 78 211 81 472 75 002 66 353 301 038 8 565 13 703 3 248 2 057 27 573 NORTHERN 1/4
SOUTHERN 105 222 39 005 95 052 115 203 354 482 25 612 1 171 10 400 4 848 42 031 SOUTHERN 2/9
WESTERN 81 565 91 812 47 558 89 657 310 592 8 842 24 100 6 425 8 110 47 477 WESTERN 1/6
Note: Zeros denotes the books are insuffic
Pupil-Book Ratio (PBR)
Table 66 shows the number of English, Life Skills, Maths and Zambian language books in primary and secondary schools across the provinces.
Table 67, shows the average PBR i.e. the total number of regular students (APU students are not included) divided by the total number of
books. At primary level the number of pupils per book for English, Life Skills, Maths and Zambian languages is 4, 6, 4 and 4 respectively, while at
secondary it is 4, 0, 6 and 9. There is need for more books especially at secondary level, particularly for Life Skills. The shortage of books and
other facilities continue to constrain the quality of education, thereby adversely affecting educational outcomes.
Page 49
7 Book Pupil Ratio in All Schools by Province

Primary Schools Secondary Schools
Zambian
Zambian Languag
Life Skills Maths Languages Total English Life Skills Maths es Total
1/6 1/4 2/7 1 2/7 1/9 1/6 1/7 5/7
0.20 1/7 1/6 2/3 1/6 1/6 0 0 1/2

0 3/8 1/3 1 1/8 0 0 3/7 0 3/5
0 1/7 2/9 3/5 7/8 0 0 1/7 1 1/9
1/8 1/5 2/9 1 1/3 0 0 0 3/7
1/5 1/8 2/7 3/4 2/5 0 1/9 2/5 1
1/3 5/9 1/4 1 3/7 1/4 3/8 1/3 2/9 1 1/6
1/8 2/9 1/4 1 1/7 0 0 0 2/7
1/4 1/4 1/5 1 1/5 1/3 0 0 2/3
0 1/5 1/4 3/4 1/4 0 1/9 0 4/9
1/5 1/9 1/5 2/3 0 1/4 0 0 1/2
s denotes the books are insufficient
Page 50
Table 68 Number of classes in all schools by grade and province

National 11 948 11 652 11 424 11 420 10 633 10 133 9 619 5 550 5 345 2 445 2 450 2 233
Provinces
CENTRAL 1 623 1 598 1 590 1 638 1 475 1 410 1 358 1 003 1 015 518 576 539
COPPERBELT 1 493 1 426 1 398 1 375 1 279 1 262 1 226 731 711 299 296 259
EASTERN 1 224 1 231 1 238 1 242 1 219 1 182 1 166 777 736 354 349 326
LUAPULA 1 450 1 433 1 424 1 425 1 364 1 319 1 251 823 774 248 231 224
LUSAKA 976 923 878 927 819 756 686 422 399 163 161 141
MUCHINGA 1 115 1 055 1 023 1 010 908 833 779 245 223 161 135 104
NORTH WESTERN 1 250 1 220 1 185 1 163 1 090 1 035 960 534 510 230 225 204
NORTHERN 891 880 862 831 782 742 706 366 366 191 205 196
SOUTHERN 1 141 1 118 1 061 1 054 991 927 857 435 417 151 141 111
WESTERN 785 768 765 755 706 667 630 214 194 130 131 129
Table 69 Pupil:classroom ratio in all schools by grade group & province

Grade ranges Pupil-classroom ratio (PCR)
G 1-4 G 5-7 G 1-7 G 8-9 G 1-9 G 8-12
Table 68 shows the number of classes per grade level and province across
National 43.1 39.5 41.7 45.1 42.1 45.6 the country while table 69 shows the pupil-classroom ratio. The number
Provinces of classes gradually decreases as you move from Grade 1 to Grade 12 with
the most significant decrease being at the transition levels of grade 7 and
CENTRAL 39.0 35.6 37.7 32.0 36.8 27.9 9. The pupil-classroom ratio increased marginally at grade1-7 from 41.6 in
COPPERBELT 45.0 47.3 45.9 67.7 48.8 81.7 2015 to 41.7% in 2016. The change arises from the countinous upgrading
of some primary schools into secondary schools between 2014 to 2016.
EASTERN 47.6 35.8 42.6 29.8 40.7 28.8
LUAPULA 29.2 23.0 26.7 21.2 25.9 23.7
Contact hours
LUSAKA 57.8 71.4 63.0 84.0 65.5 89.0
Tables 70-72 present the average number of hours learners spend at school
MUCHINGA 29.9 25.2 28.0 35.6 28.9 37.7
per day by grade, running agency and by class type. The contact hours
NORTHERN 57.2 45.1 52.5 33.3 50.3 30.4 stated are based on the official school calendar and does not include time
lost due to closure, learner or teacher absenteeism, exam period closures
SOUTHERN 55.3 56.9 55.9 76.9 58.2 76.4 or time dedicated to sporting activities. Table 70 indicates that on average
WESTERN 78.7 78.8 78.8 160.6 84.9 120.2 learners in grades 1-4 spent 3.9 hours in the classroom in 2015, and 2016
contact hours spent in class room rose to 4.2 hours in 2016; grades 5-7
spent 5.3 to 5.6 hours; and grades 8-12 spent 6.2 to 6.4 hours. Learners in
private schools had the highest contact hours followed by grant aided and
Government schools. and community schools had the lowest contact
hours.
Page 51
Table 70 Average number of scheduled contact hours by grade and province

National 4.2 4.2 4.2 4.2 5.5 5.6 5.7 6.2 6.1 6.5 6.5 6.5
Provinces
CENTRAL 4.1 4.1 4.1 4.2 5.9 6.0 6.1 6.9 6.0 6.2 6.2 6.3
COPPERBELT 4.7 4.7 4.7 4.7 5.5 5.5 5.6 6.7 6.6 7.4 7.0 6.9
EASTERN 4.2 4.1 4.1 4.1 5.6 5.7 5.7 6.1 6.1 6.5 6.5 6.5
LUAPULA 4.7 4.5 4.5 4.4 5.6 5.6 5.7 6.2 6.2 6.7 6.8 6.9
LUSAKA 5.0 5.0 5.0 5.1 6.1 6.2 6.3 5.8 5.9 6.1 6.1 6.1
MUCHINGA 3.5 3.5 3.5 3.5 5.0 5.1 5.2 5.8 5.9 7.3 7.4 7.5
NORTH WESTERN 4.1 4.1 4.0 3.9 5.4 5.4 5.5 6.1 6.1 6.5 6.6 6.6
NORTHERN 3.9 3.9 3.9 4.0 5.5 5.5 5.6 5.8 5.8 6.3 6.4 6.5
SOUTHERN 4.1 4.1 4.1 4.2 5.5 5.6 5.6 6.0 6.0 6.1 6.1 6.1
WESTERN 3.6 3.6 3.6 3.7 5.0 5.1 5.2 5.9 5.9 6.9 7.2 7.4
Table 71 Average number of scheduled contact hours by grade and running agency
Community/Unknown 3.9 3.9 3.9 4.0 5.2 5.3 5.5 5.8 5.8 6.0 5.7 5.9
Grant-aided 4.2 4.2 4.2 4.3 5.6 5.6 5.7 6.9 6.9 7.0 7.1 7.1
GRZ 4.1 4.0 4.0 4.0 5.5 5.5 5.6 6.1 5.9 6.3 6.3 6.4
Private 6.1 6.1 6.1 6.2 6.5 6.5 6.6 7.1 7.4 7.8 7.3 7.2
Table 72 Average number of scheduled contact hours by grade and class type
IRI 3.1 3.5 3.6 3.8 4.7 4.8 4.3
Open 5.3 5.4
Literacy 1.4 1.4 1.5 1.5 3.3 3.1 3.1 2.2 2.3 2.5 2.3 2.3
Regular 4.2 4.2 4.2 4.2 5.6 5.6 5.7 6.3 6.2 6.8 6.8 6.8
Page 52
CHAPTER 10: INFRASTRUCTURE Table 75 Staff houses in all
PRIMARY SCHOOLS
Table 73 Classrooms, special education classrooms, laboratories and libraries in primary schools by type and province
Classrooms Special education classrooms Laboratories Libraries National
Perm Temp Incomplete Perm Temp Incomplete Perm Temp Incomplete Perm Temp Incomplete Provinces
National 39 941 4 251 4 222 396 15 6 473 33 76 743 75 27 CENTRAL
Provinces COPPERBELT
CENTRAL 4 544 611 664 44 3 2 30 3 4 22 4 1 EASTERN
COPPERBELT 7 202 471 360 62 3 2 173 3 0 115 5 0 LUAPULA
EASTERN 4 363 494 633 21 0 0 9 1 0 42 31 4 LUSAKA
LUAPULA 3 191 279 254 22 0 0 24 4 5 44 3 2 MUCHINGA
LUSAKA 5 705 187 235 107 5 0 70 8 20 73 0 7 NORTH WESTERN
MUCHINGA 2 791 518 508 30 1 0 12 8 5 8 4 7 NORTHERN
NORTH WESTERN 2 661 370 296 24 0 0 32 2 14 195 1 0 SOUTHERN
NORTHERN 3 311 692 532 32 2 2 57 1 17 17 21 3 WESTERN
SOUTHERN 6 069 556 694 45 0 0 31 2 0 32 2 2
WESTERN 104 73 46 9 1 0 35 1 11 195 4 1
SECONDARY SCHOOLS Table 76 Dormitories in all s

Table 74 Classrooms, special education classrooms, laboratories and libraries in secondary schools by type and province
Classrooms Special education classrooms Laboratories Libraries
Perm Temp Incomplete Perm Temp Incomplete Perm Temp Incomplete Perm Temp Incomplete National
National 10 113 231 594 772 6 555 1 036 33 98 746 26 31 Provinces
Provinces CENTRAL
CENTRAL 1 113 48 96 11 1 0 105 6 14 107 6 14 COPPERBELT
COPPERBELT 2 260 28 74 43 0 0 198 6 10 60 2 3 EASTERN
EASTERN 794 13 36 50 1 0 120 6 4 107 5 4 LUAPULA
LUAPULA 577 19 34 169 1 0 58 1 20 27 3 2 LUSAKA
LUSAKA 1 452 1 48 36 3 2 173 1 16 73 5 0 MUCHINGA
MUCHINGA 428 22 84 6 0 550 51 4 7 96 1 0 NORTH WESTERN
NORTH WESTERN 790 32 64 9 0 3 51 4 7 16 1 2 NORTHERN
NORTHERN 662 32 58 58 0 0 17 3 2 127 3 3 SOUTHERN
SOUTHERN 1 375 4 42 195 0 0 198 1 17 58 0 0 WESTERN
WESTERN 662 32 58 195 0 0 Page 53 65 1 1 75 0 3
ble 75 Staff houses in all schools by type and province

School Infrastructure
Primary school staff houses Secondary school staff houses
Perm Temp Incomplete Perm Temp Incomplete Tables 73-76 provide a snapshot of school infrastructure in 2016.
Between 2015 and 2016, primary school permanent classroom
20 014 5 379 2 544 7 545 301 264
infrastructure reduced by 530 classroom spaces from 40,471 in 2015
to 39, 941 in 2016. This could be attributed to the conversion of
2 308 731 406 911 50 21 some primary classes to secondary. However, the number of spaces
in primary special education increased from 347 classrooms in 2015
1 164 196 60 722 42 26
to 396 in 2016. For secondary school infrastructure, permanent
3 013 460 423 917 10 12 classrooms increased from 9,115 in 2015 to 10,113 in 2016. Teacher
1 502 293 134 516 34 30 accommodation remained the same at 20, 014 housing units at
1 626 89 111 822 48 11
primary level in both 2015 and 2016. The Government has made
alot of investment in school infrastructure at different levels of the
1 857 766 263 331 48 18
education system in the recent past thereby improving access to
1 861 776 120 799 17 29 quality educational services.
1 821 1 105 294 575 17 29
3 661 674 567 1 153 35 44
1 201 289 166 799 0 44
ble 76 Dormitories in all schools by sex and province

Primary Schools Male Primary Schools Female Secondary Schools Male Secondary Schools Female
Perm Temp Incomplete Perm Temp Incomplete Perm Temp Incomplete Perm Temp Incomplete
275 75 24 286 80 24 1151 42 38 1052 61 34
32 19 2 44 14 3 125 14 5 135 12 0
38 2 0 54 3 0 61 5 0 128 10 0
42 31 4 52 27 2 107 5 4 125 4 4
38 0 0 36 0 0 67 4 7 74 9 5
34 2 2 34 2 2 134 1 1 180 2 0
16 8 1 11 8 1 54 4 0 35 15 2
6 0 0 9 1 0 54 1 15 60 6 10
30 7 3 19 7 2 94 3 5 62 2 9
26 2 7 17 4 5 294 4 0 195 1 1
13 4 5 10 14 9 161 1 1 58 0 3
Page 54
CHAPTER 11: TERTIARY

Table 77 Colleges of Education student enrolment in 2016
Primary Education Secondary Education Colleges of Education
students students Teaching staff All students
College Male Female Total Male Female Total Male Female Total Male Female Total Table 77 shows the Colleges of
Education enrolment in 2016.
Charles Lwanga 168 155 323 0 168 155 323 336 310 646 Student total enrolment recorded
Chipata 361 343 704 0 361 343 704 722 686 1 408 for both primary and secondary
David Livingstone 0 474 427 901 31 31 474 458 932 levels was 26,029 of which 13,484
were females representing 52%
Chalimbana University 84 494 224 827 28 20 48 1 341
and 12,545 were males
Kasama 499 501 1 000 0 28 6 34 527 507 1 034 representing 48% . As regards
Kitwe 386 563 949 0 34 23 57 420 586 1 006 lectuerers, there were more male
lecturers recorded in 2016; 658
Malcom Moffat * 0 0 0 0 0 0
male lecturers accounting for 75%
Mansa 221 216 437 0 28 10 38 249 226 475 compared to 215 female lecturers
Mongu 322 304 626 0 24 0 24 346 304 650 respresenting 25% repectively. It
is worth noting that colleges
Northern 220 127 347 0 0 220 127 347
recorded more secondary
Mufulira * 0 0 0 0 0 0 students; 15,677 secondary
Solwwezi 305 335 640 0 25 8 33 330 343 673 students compared to 10,352
COSETCO * 0 0 0 0 0 0
primary students in 2016.
Interestingly, colleges recorded
Nkrumah 0 0 0 0 0 0 more female students than male
Nkana 16 127 143 9 26 35 0 0 students at primary level than
ZAMISE * 0 34 49 83 0 34 49 83 those recorded at secondary
chiuta Akuyanja 0 2 6 8 0 6 6 level. For instance, out of 10,352
primary students recorded in
South West 0 39 85 124 0 85 85 2016, 5, 803 were females while
NISTICOL * 0 0 0 0 0 0
4,549 were male students. In
Foundation for Cross-
Cultural
contrast, out of 15,677 recorded
Education * 0 0 0 0 0 0 at secondary level there more
Jubeva 218 193 411 0 10 10 218 203 421 male students i.e. 7,996 males and
Lyambia 140 222 362 0 17 3 20 157 225 382 7,681 females.
George Benson Christian 0 191 142 333 10 10 201 142 343
Mosi -o-atunya 20 40 60 0 9 3 12 29 43 72
The African Institute of
Sathaya Sai Education * 0 0 0 0 0 0
Mars Hill Institute of
business and education 61 35 96 0 0 61 35 96
Theological College of
Central Africa * 0 0 0 0 0 0
Total 3 021 3 655 6 098 973 1 562 1 484 732 612 1 344 4 324 5 676 8 659
Note: Colleges marked with an asteric (*) did not submit data for 2016
Page 55
Table 78 Public universities student enrolments in 2016 (Fulltime programmes only)

University UNZA CBU Mulungushi All students
Male Female Total Male Female Total Male Female Total Male Female Total Public universities
School of Business 0 430 496 926 48 213 261 478 709 1 187
Table 78 shows the enrolment for
School of Built Environment 0 1273 1063 2336 0 1 273 1 063 2 336 the three publicly funded
School of Natural Resources 1000 610 1610 628 223 851 0 1 628 833 2 461 universities with total enrolment of
School of Technology 0 0 157 34 191 157 34 191 22,753 in 2016. About 50% of that
enrolment was at UNZA, followed
DDEOL 0 430 496 926 0 430 496 926
by 43% at CBU and 7% at
CLLE 0 0 0 0 0 0 Mulungushi University. The
Disaster Management 0 45 48 93 45 48 93 structure of university enrolment is
School of Maths & Natural not responsive to Zambia's
Science 0 1173 554 1727 0 1 173 554 1 727 development priorities and labour
market realities; only about 35% of
School of Agriculture 220 137 357 0 163 66 229 383 203 586
total enrolment is in sciences and
School of Education 2693 2883 5576 0 0 2 693 2 883 5 576 engineering. Though the demand
School of Engineering 388 27 415 923 124 1047 0 1 311 151 1 462 for skilled and professional labour
School of Humanities and in sciences, technology and
Social Sciences 1440 1494 2934 0 233 304 537 1 673 1 798 3 471
engineering seems to be high, the
School of Mines and Mineral
Sciences 656 244 900 656 244 900 public universities however,
continue to produce more social
Graduate School 682 333 1015
sciences graduates .
School of Law 129 128 257 0 0 129 128 257
School of Medicine 173 22 195 172 69 241 0 345 91 436
School of Vet. Medicine 90 39 129 0 0 90 39 129
Total 6 133 5 340 11 473 6 367 3 602 9 969 646 665 1 311 13 146 9 607 22 753
Note: CBU did not submit academic staff data
Table 79 Academic staff by sex

UNZA CBU Mulungushi All univerisities
Male Female Total Male Female Total Male Female Total Male Female Total
Total 228 87 315 51 7 58 279 94 373
Page 56
CHAPTER 11: COMPUTERS IN SCHOOLS (ICTs)
Table 80 Number of computers by province 2014- 2016 Table 83 (a) Number of computers by education level 2013-2016
PROVINCE 2014 2015 2016 EDUCATION LEVEL 2013 2014 2015 2016
CENTRAL 1281 1682 2255 SECONDARY 6503 7961 9785 11985
COPPERBELT 4135 5203 6647 PRIMARY 3342 7529 10241 14590
EASTERN 714 1221 2205 TOTAL 9,845 15,490 20,026 26,575
LUAPULA 541 934 1386
LUSAKA 3713 4786 5406
MUCHINGA 478 567 817 Table 83 (b)Number of computer laborotaries in schools by Region-2016
NORTH WESTERN 753 1132 1657 PROVINCE Temporary Incomplete Permanent Total
NORTHERN 508 746 1133 CENTRAL 14 8 86 108
SOUTHERN 2537 2851 3942 COPPERBELT 13 11 338 362
WESTERN 830 904 1127 EASTERN 4 3 73 80
TOTAL COMPUTERS 15,490 20,026 26,575 LUAPULA 5 2 49 56
LUSAKA 14 8 274 296
TABLE 81 Number of schools with computers by running agency 2014-2016 MUCHINGA 3 4 33 40
RUNNING AGENCY 2014 2015 2016 NORTH WESTERN 4 10 49 63
GRZ 687 935 2565 NORTHERN 8 6 39 53
GRANT AIDED 99 109 450 SOUTHERN 9 16 142 167
PRIVATE 405 650 701 WESTERN 3 1 39 43
COMMUNITY 71 75 91 Totals 77 69 1122 1268
TOTAL SCHOOLS 1,262 1,769 3,807
Computers in schools (ICTs)
Tables 80-83. summarize the ICT/computer situation from 2014 to
Table 82 Number of computers by running agency 2014-2016 2016. 2015 is the year when the first examinations in ICT based on
the new curriculum were conducted in all secondary government
schools .
Page 57
CHAPTER 12.NATIONAL ASSESSMENT

Trends in Performance Bench Mark threshold for National Assessment Table 86 Trends in mean score
Table 84: Pupils reaching Minimum Level of Performance (MLP) % Trends in Performance Bench Mark
Pupils reaching MLP (%)
threshold for National Assessment Trends in mea
1999 2001 2003 2006 2008 2012 2014 Essentially, the National Assessment Survey
English 40 36 40 40 40 38 38 benchmarks learner achievement against teacher Year
Mathematics 40 40 40 40 40 40 40 expectations. The learning test items are grouped English
Life Skills 43 39 39 into domains and practicing teachers from across Mathematics
Silozi 45.7 47 47 47 40 40 40 the country examine them by domain and indicate Life Skills
Icibemba 46.7 47 47 47 40 40 40 the proportion of items a learner should get correct Zambian Languages
Chitonga 47 47 47 40 40 47
in order to be deemed to have at least benefited
from the learning experience. Practicing teachers
Cinyanja 47 47 47 40 40 40
are also requested to indicate the number of items
Kikaonde 37
a learner should get correct in order to be deemed
Luvale 47
to have benefited from the learning experience in a
satisfactory manner and judged ready to move to Table 87. Defined performance b
Table 85: Pupils reaching
Pupils Desired Level of Performance - DLP (%) Trendslevel
the next higher in proportion of learners
of academic reaching as
competencies Minimum Level of Performance (MLP) and D
reaching defined at that level in line with curriculum Pupils reaching MLP
1999 2001 2003 2006 2008 2012 2014 expectations
English 73.3 71 71 70 70 72 72 Although different teachers are invited every year English
Mathematics 62.5 60 60 62 60 60 60 when the surveys are undertaken, the performance Mathematics
Life Skills 71 67 67 benchmark they set is strikingly close as seen in Life Skills
Silozi 66.7 70 70 67 70 70 70 tables 84 and 85. Further, table 87 shows the Icibemba
proportion of learners meeting the defined
Icibemba 66.7 70 70 70 70 70 70 Silozi
performance benchmark. Data presented in the
Chitonga 70 70 70 70 73 73 tables shows that universally there has been a Chitonga
Cinyanja 70 70 70 70 73 73 marked decline in the proportion of learners Cinyanja
Kikaonde 71 reaching the defined performance thresholds Kikaondde
Lunda 71 between 2012 and 2014 in all assessed subjects Lunda
except Chitonga. It is noteworthy that from the time
Luvale 70 National Assessment started in 1999, there has Luvale
been a steady increase in the proportions of
learners reaching the defined performance
thresholds generally. The sharp decline therefore in
2014 deserves investigation.
Page 47
Trends in mean scores for National Assessment

Trends in mean scores for National Assessment
Trends in mean scores for National Assessment Table 86 presents data on trends in mean scores for National Assessment.
Mean scores Between 1999 and 2008, there was gradual improvement in all subjects
tested. However, in both 2012 and 2014, the scores were much lower than
1999 2001 2003 2006 2008 2012 2014 the 2008 scores. This reversal of the trend is of concern and it is
33.2 33.4 33.9 34.5 35.3 34.1 32.1 imperative that the Ministry investigates why the scores deteriorated for
34.3 35.7 38.5 38.5 39.3 38.3 35.5 the two years. This is especially of concern as it comes at a time when
government spending on educational infrastructure has increased
40.2 37.3 35.3 significantly.
40.4 37.5 31.9 37.8 39.4 36.8 35.2
Defined performance benchmarks

of Performance (MLP) and Desired Level of Performance (DLP)
Pupils reaching MLP (%) Pupils reaching DLP (%)
1999 2001 2003 2006 2008 2012 2014 1999 2001 2003 2006 2008 2012 2014
23.1 29.3 28.7 29.2 32.3 35.8 21.8 2.8 5.4 5.5 6.2 6.4 7.6 3.5
26.5 28.7 43.4 42.4 44.6 39.5 33 3.8 6.1 10.1 9.6 9.9 10 9.7
61.9 38.5 27.8 11.8 11.4 10
31.3 28.4 36.2 46.2 57.2 25.3 34.3 9.5 8.4 10.6 9.7 17.3 8.8 7.3
36.5 31.1 51.2 50.8 54.6 46.7 34 13 7.8 20.5 12.2 16 14.7 5.4
18.4 22.4 40.4 34.3 25.3 15 4.6 5.5 9.7 5.2 6.9 2
18.2 27.5 31.4 31.1 24.5 4.3 5.8 3 3.5 1.4
40.5 3.9
27.1 5.4
34.3 22.9
Page 48
CHAPTER 13. HIV AND SEXUALITY EDUCATION
Table 88 Percentage of Teachers who received training in Life skills-based HIV and Sexuality Education 2014-2016
Province Male Female Total TOTAL TEACHERS 2016 (%) 2015 (%)
CENTRAL 1309 1107 2416 12209 19.8 20
COPPERBELT 1135 2225 3360 16699 20.1 17
EASTERN 1454 1180 2634 8455 31.2 31
LUAPULA 910 657 1567 5808 27.0 28
LUSAKA 1303 1907 3210 14205 22.6 29
MUCHINGA 1015 689 1704 5564 30.6 26
NORTH WESTERN 1014 750 1764 6509 27.1 31
NORTHERN 1097 765 1862 6906 27.0 25
SOUTHERN 2677 2192 4869 12786 38.1 31
WESTERN 1132 858 1990 7087 28.1 21
NATIONAL TOTAL 13046 12330 25376 96228 26 25
Table 89 Number of Primary School Teachers who received training in life skills-based HIV and Sexuality Education
Province Male Female Total Total Primary Teachers %
CENTRAL 1143 982 2125 9457 22.5
COPPERBELT 940 1912 2852 12746 22.4
EASTERN 1248 1033 2281 6488 35.2
LUAPULA 818 597 1415 4613 30.7
LUSAKA 1017 1573 2590 10822 23.9
MUCHINGA 918 621 1539 4046 38.0
NORTH WESTERN 750 565 1315 4521 29.1
NORTHERN 1024 690 1714 5252 32.6
SOUTHERN 2324 1975 4299 9951 43.2
WESTERN 1050 812 1862 6053 30.8
NATIONAL TOTAL 11232 10760 21992 73949 29.7
Table 90 Number of Secondary School Teachers who received training in life skills-based HIV and Sexuality Education
Province Male Female Total Total secondary Teachers %
CENTRAL 166 125 291 2752 10.6
COPPERBELT 195 313 508 3953 12.9
EASTERN 206 147 353 1967 17.9
LUAPULA 92 60 152 1195 12.7
LUSAKA 286 334 620 3383 18.3
MUCHINGA 97 68 165 1518 10.9
NORTH WESTERN 263 183 446 1988 22.4
NORTHERN 73 75 148 1654 8.9
SOUTHERN 353 217 570 2835 20.1
WESTERN 82 49 131 1034 12.7
NATIONAL TOTAL 1813 1571 3384 22279 15.2
TION
cation 2014-2016 TABLE 91 Number of Learners Provided With Life Skill-Based

2014 (%) HIV AND AIDS AND SEXUALITY EDUCATION FOR Province Male Female
20 TEACHERS AND LEARNERS CENTRAL 86804 79629
27 COPPERBELT 74362 72485
20 The numbers of teachers that were trained in EASTERN 74799 70782
23 HIV/AIDS and Life Skills and Sexuality Education LUAPULA 48319 39881
12 remained low in 2015 although there was a LUSAKA 65626 61835
21 slight increase in 2016 from 24,702 (25%) to MUCHINGA 44374 34649
29 25,376 (26%). NORTH WESTERN 51116 45503
20 Southern Province recorded the highest number NORTHERN 63912 53558
20 of teachers that received training. Out of a total SOUTHERN 106006 101887
28
of 12,786 teachers, 4,869 (38.1%) teachers WESTERN 46485 43150
received training and or gave lessons while NATIONAL TOTAL
22 661803 603359
Central Province recorded the least number.
Out of a total of 12,209 teachers, 2,416 (19.8%)
exuality Education
were trained. TABLE 92 Number of Primary School Learners Provided With
Province Male Female
Out of the total enrolment of 4,018,064 for 2015 CENTRAL 77189 70620
, 1,120,816 learners were provided with life skills COPPERBELT 61859 61859
based HIV and Sexuality education while in 2016 EASTERN 67374 63965
out of 4,025,380 of the total enrolment, LUAPULA 44336 36028
1,265,162 or 31.4 percent learners received life LUSAKA 54443 50537
skills based HIV and Sexuality education. (Table
91) MUCHINGA 39315 31600
NORTH WESTERN 38937 35398
At primary level, Soutern Province had the NORTHERN 57839 48385
highest percentage (63%) of learners provided SOUTHERN 96549 91557
with life skills based HIV and Sexuality education, WESTERN 43722 40696
while Lusaka province had the least at 28%. At NATIONAL TOTAL 581563 530645
Secondary level, Northern Western had the
TABLE 93 Number of Secondary School Learners Provided Wi
Province Male Female
CENTRAL 9615 9009
COPPERBELT 12503 11255
EASTERN 7425 6817
LUAPULA 3983 3533
LUSAKA 11183 11298
MUCHINGA 5059 3049
NORTH WESTERN 12172 9803
NORTHERN 6073 5173
SOUTHERN 9457 10330
WESTERN 2763 2454
NATIONAL TOTAL 80233 72721
ded With Life Skill-Based HIV and Sexuality Education 2014-2016
Total Total Enrolnments 2016% 2015% 2014%
166433 504735 33.0 33 28
146847 621862 23.6 24 21
145581 435703 33.4 34 29
88200 312625 28.2 35 28
127461 490017 26.0 24 19
79023 245032 32.3 30 26
96619 285796 33.8 35 22
117470 339006 34.7 37 30
207893 495787 41.9 37 36
89635 294817 30.4 26 22
1265162 4025380 31.4 28 26
Learners Provided With Life Skill-Based HIV and Sexuality Education

Total Total Enrol.primary %
147809 402821 36.7
123718 434361 28.5
131339 362514 36.2
80364 258198 31.1
104980 375571 28.0
70915 209343 33.9
74335 221673 33.5
106224 298757 35.6
188106 298757 63.0
84418 240078 35.2
1112208 3203220 34.7
ool Learners Provided With Life Skill-Based HIV and Sexuality Education
Total Total Enrol.Secondary %
18624 101914 18.3
23758 187501 12.7
14242 73189 19.5
7516 54427 13.8
22481 114446 19.6
8108 35689 22.7
21975 64123 34.3
11246 40249 27.9
19787 95883 20.6
5217 54739 9.5
152954 822160 18.6
TABLE 93: Number of Schools that Provided Life Skills Based HIV and Sexuality Education
PROVINCE Primary Secondary Total Total Schools 2016 (%) 2015 (%)
CENTRAL 635 66 701 1123 62.4 71
COPPERBELT 459 58 517 1220 42.4 69
EASTERN 471 40 511 1082 47.2 74
LUAPULA 356 42 398 694 57.3 80
LUSAKA 393 55 448 891 50.3 69
MUCHINGA 420 40 460 738 62.3 73
NORTH WESTERN 385 65 450 772 58.3 66
NORTHERN 543 56 599 963 62.2 70
SOUTHERN 688 68 756 1246 60.7 68
WESTERN 487 25 512 945 54.2 67
NATIONAL TOTAL 4837 515 5352 9674 55.3 70
TABLE 94: Number of Schools That HAVE Implemented an HIV and AIDS Work Place Policy Programmes
PROVINCE Primary Secondary Total Total Schools 2016(%) 2015 (%)

CENTRAL 595 65 660 1123 58.8 51
COPPERBELT 456 73 529 1220 43.4 43
EASTERN 429 40 469 1082 43.3 59
LUAPULA 376 42 418 694 60.2 66
LUSAKA 368 50 418 891 46.9 49
MUCHINGA 351 42 393 738 53.3 58
NORTH WESTERN 305 61 367 772 47.5 48
NORTHERN 463 61 524 963 54.4 52
SOUTHERN 592 60 652 1246 52.3 48
WESTERN 416 30 445 945 47.1 51
NATIONAL TOTAL 4351 524 4875 9674 50.4 52
TABLE 95: Number of Schools that Adopted Rules and Guidelines for Staff and Learners Related to Discrimination
PRIVINCE Primary Secondary Total Total Schools 2016 (%) 2015 (%)
CENTRAL 819 71 890 1123 79.3 75
COPPERBELT 620 86 706 1220 57.9 72
EASTERN 535 46 581 1082 53.7 73
LUAPULA 486 49 535 694 77.1 83
LUSAKA 486 67 553 891 62.1 67
MUCHINGA 502 50 552 738 74.8 74
NORTH WESTERN 475 77 552 772 71.5 72
NORTHERN 659 78 737 963 76.5 74
SOUTHERN 831 80 911 1246 73.1 67
WESTERN 650 33 683 945 72.3 70
NATIONAL TOTAL 6063 637 6700 9674 69.3 72
TABLE 96: Number of Schools that Organised Orientation Sessions Regarding Life Skills Based HIV for Par
2014 (%) PROVINCE Primary Secondary Total Total Schools
70 CENTRAL 555 52 607 1123
66 COPPERBELT 417 57 474 1220
69 EASTERN 420 37 457 1082
78 LUAPULA 381 34 415 694
66 LUSAKA 337 42 379 891
73 MUCHINGA 401 36 437 738
66 NORTH WESTERN 309 57 366 772
77 NORTHERN 455 55 510 963
73 SOUTHERN 600 52 652 1246
64 WESTERN 483 23 506 945
70 NATIONAL TOTAL 4358 445 4803 9674
HIV AND AIDS AND SEXUALITY EDUCATION IN SCHOOLS

2014(%)
TABLE 93. Shows the number and percentage of schools with pupils that received comprehensive life
57
based HIV and sexuality education. In 2016 55.3 percent of schools provided training
55
percent in 2015. In 2016 Central province (62.4%) followed by Muchinga Province (62.3%) reported th
56 highest percentage of schools while the least was Copperbelt province at 42.4 percent. In 2016, the
67 distribution varied from 62.4% percent in Central province to 42.4 percent in Copperbelt province.
56
57 TABLE 94. shows the numbers and percentages of schools implementing HIV work policy programmes
51 2014 to 2016. In 2016 4,875 or 50.4 percent of the schools implemented the HIV/AIDS work place polic
67 programmes. Luapula province had the highest number of schools at 60.2 percent while Eastern provi
54 the lowest at 43.3 percent in implementing the HIV Work Policy.
43
56 Tables 95. Shows the number of schools by province that adopted rules and Guidelines for Staff and Pu
of the total number of schools, 69.3 percent of schools had adopted Rules and Guidelines for staff and
in 2016. The province with the highest number of schools in 2016 that adopted the rules and guideline
ed to Discrimination
Central Province with 890 schools out of 1123 translating to 79.3 percent, while the least was Luapula
2014 (%) province with 535 schools out of 694 (77%). In 2016, the percentage of schools that adopted rules and
74 guidelines decreased to 69.3 percent from 72 percent in 2015.
67
68 TABLE 96 shows the number of schools which organised orientation sessions on life skills based and se
78 education programmes for parents and guardians of learners in 2015 was at 65 percent compared to 4
66 percent in 2016. In 2015, the percentage of schools that organized orientation sessions ranged from 79
76 percent in Luapula to 55 percent in Western Province. The scenario however at national level reduced
65 to 49.6 percent, with 38.9 percent of the schools in Copperbelt province and 59.8 percent in Luapula p
79
71
62
70
arding Life Skills Based HIV for Parents and or Guardians of Learners
2016(%) 2015 (%) 2014(%)
54.1 70 57
38.9 65 53
42.2 68 56
59.8 79 64
42.5 64 52
59.2 68 56
47.4 59 52
53.0 63 64
52.3 59 54
53.5 55 50
49.6 65 56
SCHOOLS
that received comprehensive life skills
ovided training to pupils compared to 70
nga Province (62.3%) reported the
e at 42.4 percent. In 2016, the
rcent in Copperbelt province.
ing HIV work policy programmes for

ted the HIV/AIDS work place policy
percent while Eastern province had
es and Guidelines for Staff and Pupils.Out

Rules and Guidelines for staff and pupils
t adopted the rules and guidelines was
while the least was Luapula
of schools that adopted rules and
essions on life skills based and sexuality

was at 65 percent compared to 49.6
ientation sessions ranged from 79
owever at national level reduced in 2016
nce and 59.8 percent in Luapula province.
CHAPTER 14.SANITATION AND HYGIENE
TABLE 97 NUMBER OF PIT LATRINES AND FLUSHING TOILETS BY SEX AND CONDITION.
PROVINCE ToiletType Temporary_pit Permanent_pit_working Permanent_pit_notworking
CENTRAL Boys 859 1600 105
CENTRAL Female Staff 248 450 22
CENTRAL Girls 840 1789 120
CENTRAL Male Staff 354 455 28
CENTRAL Staff Houses 1747 1604 54
COPPERBELT Boys 237 885 43
COPPERBELT Female Staff 89 266 15
COPPERBELT Girls 234 847 41
COPPERBELT Male Staff 116 269 15
COPPERBELT Staff Houses 346 417 42
EASTERN Boys 434 1653 76
EASTERN Female Staff 101 434 8
EASTERN Girls 426 1891 67
EASTERN Male Staff 152 472 10
EASTERN Staff Houses 1032 1602 53
LUAPULA Boys 663 1266 78
LUAPULA Female Staff 139 346 15
LUAPULA Girls 668 1336 87
LUAPULA Male Staff 177 344 24
LUAPULA Staff Houses 1220 627 50
LUSAKA Boys 165 1072 88
LUSAKA Female Staff 45 249 13
LUSAKA Girls 165 1180 89
LUSAKA Male Staff 56 299 13
LUSAKA Staff Houses 256 808 26
MUCHINGA Boys 743 1121 65
MUCHINGA Female Staff 141 271 9
MUCHINGA Girls 728 1171 62
MUCHINGA Male Staff 266 311 16
MUCHINGA Staff Houses 1559 611 83
NORTH WESTERN Boys 727 798 102
NORTH WESTERN Female Staff 189 211 19
NORTH WESTERN Girls 762 869 89
NORTH WESTERN Male Staff 327 231 21
NORTH WESTERN Staff Houses 1664 685 62
NORTHERN Boys 730 1772 120
NORTHERN Female Staff 125 377 26
NORTHERN Girls 722 1849 118
NORTHERN Male Staff 250 468 27
NORTHERN Staff Houses 1888 922 82
SOUTHERN Boys 748 2732 158
SOUTHERN Female Staff 169 624 34
SOUTHERN Girls 781 3000 165
SOUTHERN Male Staff 192 674 33
SOUTHERN Staff Houses 1401 2603 84
WESTERN Boys 2149 1047 84
WESTERN Female Staff 467 278 16
WESTERN Girls 2188 1131 88
WESTERN Male Staff 650 283 17
WESTERN Staff Houses 2853 935 178
TOTAL 33188 47135 2940
Permanent_flush Toilet_working Permanent_flush Toilet_notworking
910 145 SANITATION AND HYGIENE
258 18 Table 97 shows the type and number of sanitary
1148 96
232 20 facilities, by sex and condition, available in schools.
837 45 The type of sanitary facilities in schools are pit
2984 302 latrines and flush toilets (FT). Pit latrines are of two
743 50 types; permanent, which is accepted and temporary
3260 308 latrines, meant to be used for a short time. A total
661 39 of 117,826 sanitary facilities (VIP and flushing toilets
789 56 were counted of which 33,188 are temporary
376 25 latrines representing 28.2%. The total number of
79 8 permanent VIP latrines counted was 50,075 with
521 25 47,135, representing 94.1%, being functional
95 6 (working) while a total of 2940, representing 5.9%
504 30 not functional. Of the 34, 563 FT, 30,960 were
101 38 functional representing 89.6% ,while 3,603,
50 12
representing 10.4% of the toilets, were not
234 38
49 11 functional. The proportion of functional sanitary
181 127 facilities, both VIP and FT, is higher in Eastern
2426 215 Province, that is, VIP latrines was at 96.6% while that
666 43 for flushing toilets was at 94.4%. This could be
3026 239 attributed to partner interventions whose focus was
641 34 on construction of sanitary facilities. Functionality
1316 72 for both VIP latrines and flushing was lowest in
217 40 North Western Province which was at 90.5% for VIP
41 7 latrines while for flushing toilets it was at 64.5. There
218 20 is need to undertake maintenance of facilities in
46 7 schools as most of schools do not even meet the
174 4 minstry's pupil:latrine ratio. Functionality means
284 196 availability of facilities and does not in any way mean
62 17
262 205 adequacy of facilities which is determined by the
65 17 pupil:latrine ratio for a particular school. Spare parts
339 121 for flushing toilets should be stocked in schools to
329 79 ensure availability of facilities to keep the FT
82 13
415 84
81 26
349 43
1421 185
335 16
1709 140
303 19
1133 22
309 136
51 13
322 116
61 12
265 63
30960 3603
HYGIENE
d number of sanitary
on, available in schools.
es in schools are pit
). Pit latrines are of two
accepted and temporary
for a short time. A total
s (VIP and flushing toilets)
188 are temporary
. The total number of
nted was 50,075 with
%, being functional
940, representing 5.9%
63 FT, 30,960 were
6% ,while 3,603,
toilets, were not
of functional sanitary
s higher in Eastern
s was at 96.6% while that
4.4%. This could be
entions whose focus was
facilities. Functionality
shing was lowest in
hich was at 90.5% for VIP
oilets it was at 64.5. There
enance of facilities in
do not even meet the
. Functionality means
does not in any way mean
is determined by the
icular school. Spare parts
e stocked in schools to
es to keep the FT
TABLE 98: Number of Schools where Hygiene Education was Taught
PROVINCE Primary Secondary Total Total Schools % HYGIENE AND WASH
CENTRAL 990 77 1067 1123 95.0 Tables 98. shows the proportion of
COPPERBELT 746 94 840 1220 68.9 schools in the respective
EASTERN 649 47 696 1082 64.3 where hygiene education was taught.
Hygiene education empowers
LUAPULA 614 62 676 694 97.4 learners with basic hygiene skills to
LUSAKA 625 83 708 891 79.5 ensure they stay healthy. Luapula
MUCHINGA 624 57 681 738 92.3 Province had the highest proportion
NORTH WESTERN 582 84 666 772 86.3
of schools where hygiene education
was taught followed by Central,
NORTHERN 814 77 891 963 92.5 Nothern and Muchinga in that order.
SOUTHERN 1026 98 1124 1246 90.2 Eastern was the least with the
WESTERN 825 32 857 945 90.7 proportion of schools at 64% even
below the national average of 76%.
NATIONAL TOTAL 6670 679 7349 9674 76.0
Copperbelt was also below the
national avarege with the prortion
coverage being 68.9%. Eastern and
TABLES 99: Number of Schools Which Practiced Hand Washing Coperbelt provinces were below the
PROVINCE Primary Secondary Total Total Schools % national average, while the remaining
CENTRAL 886 74 960 1123 85.5 provinces had a proportion above
76%.
COPPERBELT 739 90 829 1220 68.0
EASTERN 623 46 669 1082 61.8 Table 99 shows proportion of schools
LUAPULA 585 57 642 694 92.5 practicing handwashing which is an
outcome of hygiene education. Like
LUSAKA 612 81 693 891 77.8 for hygiene education, the practice of
MUCHINGA 540 55 595 738 80.6 hand washing was higher in Luapula
(which received significant partner
NORTH WESTERN 550 79 629 772 81.5
support, in particular School Led Total
NORTHERN 770 75 845 963 87.7 Sanitation meant to achieve Open
SOUTHERN 997 94 1091 1246 87.6 Defecation Free status in schools, in
recent years). Monitoring after
WESTERN 732 33 765 945 81.0 partner exit will establish whether the
NATIONAL TOTAL 7034 684 7718 9674 79.8 practice will be sustained after
partner exit. Lusaka, Copperbelt and
Eastern provinces were below the
national avearge of 79.8% with
Eastern having the lowest percentage
TABLES 100 NUMBER OF SCHOOLS WHICH PROVIDE SOAP OR ASH FOR HAND WASHING practice of 61.8%.
PROVINCE Primary Secondary Total Total Schools %
CENTRAL 731 63 794 1123 70.7 Table 100 show the proportion of
schools that provided soap or ash for
COPPERBELT 635 77 712 1220 58.4 handwashing. Again Luapula reported
EASTERN 568 43 611 1082 56.5 a higher proportion in comparison to
LUAPULA 548 51 599 694 86.3
the rest of the provinces. The national
average was 67.8% with Muchinga
LUSAKA 548 73 621 891 69.7 (61.5%), Copperbelt (58.4%), Western
MUCHINGA 414 40 454 738 61.5 (58.2) and Eastern being the lowest.
Despite Eastern Province having had
NORTH WESTERN 493 64 557 772 72.2 interventions earlier, it can be seen
NORTHERN 645 62 707 963 73.4 that there is need for continued
SOUTHERN 877 73 950 1246 76.2
WESTERN 526 24 550 945 58.2
TOTAL 5985 570 6555 9674 67.8
TABLES 101: Number of Schools Which Provided Waste Disposal Facilities
E AND WASH PROVINCE Primary Secondary Total Total Schools %
shows the proportion of CENTRAL 717 70 787 1123 70.1
in the respective provinces Table 101
COPPERBELT 605 88 693 1220 56.8
ygiene education was taught. , one of the
EASTERN 543 43 586 1082 54.2
education empowers environment. Luapu
with basic hygiene skills to LUAPULA 498 53 551 694 79.4
providing waste disp
hey stay healthy. Luapula LUSAKA 533 76 609 891 68.4
proportion for schoo
e had the highest proportion MUCHINGA 433 44 477 738 64.6
ols where hygiene education Muchinga (64.6%), N
NORTH WESTERN 418 72 490 772 63.5
Copperbelt (56.8%)
ght followed by Central,
n and Muchinga in that order. NORTHERN 608 64 672 963 69.8
54.2%.
was the least with the SOUTHERN 878 92 970 1246 77.8
on of schools at 64% even WESTERN 567 29 596 945 63.1
he national average of 76%. Table 102
belt was also below the
NATIONAL TOTAL 5800 631 6431 9674 66.5
Hygiene Manageme
avarege with the prortion knowledge about m
e being 68.9%. Eastern and absenteesm and ulti
elt provinces were below the TABLES 102: Number of Schools Which Offered Menstrual Hygiene Management Education
be deduced that MH
average, while the remaining PROVINCE Primary Secondary Total Total Schools %
es had a proportion above schools with only 45
CENTRAL 476 58 534 1123 47.6
than 54% of the scho
COPPERBELT 359 74 433 1220 35.5
Province had the hig
proportion of schools EASTERN 445 41 486 1082 44.9
(54.3%), Lusaka (51.
ng handwashing which is an LUAPULA 332 45 377 694 54.3
e of hygiene education. Like provinces being belo
ene education, the practice of LUSAKA 394 68 462 891 51.9
ashing was higher in Luapula MUCHINGA 256 42 298 738 40.4 Table 103
received significant partner
, in particular School Led Total
NORTH WESTERN 271 59 330 772 42.7 to girls in 'emergenc
on meant to achieve Open NORTHERN 324 59 383 963 39.8 24% of schools prov
on Free status in schools, in SOUTHERN 681 77 758 1246 60.8 ensure schools prov
ears). Monitoring after
exit will establish whether the WESTERN 339 28 367 945 38.8 them to stay in scho
will be sustained after NATIONAL TOTAL 3877 551 4428 9674 45.8
exit. Lusaka, Copperbelt and
provinces were below the
avearge of 79.8% with
having the lowest percentage
TABLES 103: Number of Schools which Provided Sanitary Towels to Girls
PROVINCE Primary Secondary Total Total Schools %
show the proportion of CENTRAL 215 37 252 1123 22.4
that provided soap or ash for
shing. Again Luapula reported COPPERBELT 182 43 225 1220 18.4
proportion in comparison to EASTERN 243 32 275 1082 25.4
of the provinces. The national LUAPULA 143 21 164 694 23.6
was 67.8% with Muchinga
Copperbelt (58.4%), Western LUSAKA 223 46 269 891 30.2
nd Eastern being the lowest. MUCHINGA 96 16 112 738 15.2
Eastern Province having had
ntions earlier, it can be seen NORTH WESTERN 181 43 224 772 29.0
re is need for continued NORTHERN 235 33 268 963 27.8
SOUTHERN 367 42 409 1246 32.8
WESTERN 134 17 151 945 16.0
TOTAL 2019 330 2349 9674 24.3
MENSTRUAL HYGEINE MANAGEMENT EDUCATION
Table 101 shows proportion of schools providing waste disposal facilities
, one of the requirements to providing a conducive learning
environment. Luapula Province had the highest proportion of schools
providing waste disposal faciliites at 79%. The national average
proportion for schools providing waste disposal facilities was 66.5%.
Muchinga (64.6%), North Western (63.5%), Western (63.1%),
Copperbelt (56.8%) and Eastern was the least with a proportion of
54.2%.
Table 102 shows the proportion of schools which offered Menstrual

Hygiene Management Education meant to equip adolescent girls with
knowledge about menstruation. Lack of this knowledge could lead to
absenteesm and ultimately drop out from school. From the table it can
ment Education
be deduced that MHM Education is not delivered in a number of
schools with only 45.8% of the schools offering MHM Education. More
than 54% of the schools did not deliver MHM education. Southern
Province had the highest proportion of 60.8% followed by Luapula
(54.3%), Lusaka (51.9%) and Central (47.6) with the remaing six
provinces being below the national average.
Table 103 shows the percentage of schools providing sanitary towels

to girls in 'emergency' situations. From the table it can be seen that only
24% of schools provided emergency pads and so efforts are required to
ensure schools provide sanitary towels to the menstruating girls for
them to stay in school during menstruation.
TABLES 104. NUMBER OF SCHOOLS WHICH HAVE FACILITIES FOR DISPOSAL OF USED SANITARY TOWELS
FACILITIES FOR DISPO
PROVINCE PRIMARY SECONDARY TOTAL TOTAL SCHOOLS % SANITARY TOWELS
CENTRAL 238 46 284 1123 25.3
COPPERBELT 177 42 219 1220 TABLES 104.
18.0
percentage
EASTERN 256 33 289 1082 26.7 facilities for disposal of
LUAPULA 160 28 188 694 27.1 towels. It can be seen f
LUSAKA 221 50 271 891 30.4 like provision of emerg
towels is a challenge,
MUCHINGA 121 18 139 738 18.8 disposal facilities for us
NORTH WESTERN 174 35 209 772 27.1 There is need to impro
MHM if adolescent girl
NORTHERN 173 41 214 963 22.2
school.
SOUTHERN 323 50 373 1246 29.9 Table 105
WESTERN 155 17 172 945 18.2 schools that have main
committees for WASH.
NATIONAL TOTAL 1998 360 2358 9674 24.4 from the table that mo
have maintenance com
national averagge is at
Except for Luapula, wh
TABLES 105. NUMBER OF SCHOOLS WHICH HAVE FUNCTIONAL SCHOOL MAINTENANCE COMMITTEES ORSouthern
WASH at 73%, Noth
PROVINCE PRIMARY SECONDARY TOTAL TOTAL SCHOOLS % Central at 66%
CENTRAL 673 68 741 1123 66.0 are below the national
Table 106
COPPERBELT 476 76 552 1220 45.2 which have work plans
EASTERN 548 42 590 1082 54.5 water and sanitation fa
LUAPULA 475 50 525 694 75.6 proportion of schools w
LUSAKA 442 63 505 891 56.7
low with Luapula at 77
71.7%, Muchinga at 71
MUCHINGA 442 43 485 738 65.7 at 70.8% and Central a
NORTH WESTERN 351 64 415 772 53.8 remaining five province
NORTHERN 629 67 696 963 72.3 the national average o
maintenance, the life o
SOUTHERN 821 89 910 1246 73.0
sanitary facilities (flush
WESTERN 515 28 543 945 57.5 reduced. There is need
NATIONAL TOTAL 5372 590 5962 9674 61.6
TABLES 106 NUMBER OF SCHOOLS WHICH HAVE WORK PLANS FOR MAINTAINING WATER AND SANITA
FACILITIES FOR DISPOSAL OF USED
SANITARY TOWELS PROVINCE PRIMARY SECONDARY TOTAL TOTAL SCHOOLS
CENTRAL 699 69 768 1123
TABLES 104. shows the number and COPPERBELT 501 79 580 1220
percentage of schools which provide
facilities for disposal of used sanitary EASTERN 552 42 594 1082
towels. It can be seen from the table that, LUAPULA 488 52 540 694
like provision of emergency sanitary LUSAKA 460 65 525 891
towels is a challenge, so is provision of
disposal facilities for used sanitary towels. MUCHINGA 477 48 525 738
There is need to improve in the area of NORTH WESTERN 370 64 434 772
MHM if adolescent girls are to stay in
school. NORTHERN 618 72 690 963
Table 105. shows the proportion of SOUTHERN 804 78 882 1246
schools that have maintainance WESTERN 549 28 577 945
committees for WASH. It can be drawn
from the table that most schools do not NATIONAL TOTAL 5518 597 6115 9674
have maintenance committes. The
national averagge is at 61.6% which is low.
Except for Luapula, which is at 75.6%,
ES ORSouthern
WASH at 73%, Nothern at 72.3% and
Central at 66% all the remaing provinces
are below the national average of 61%.
Table 106. shows the number of schools
which have work plans for maintaining
water and sanitation facilities. The
proportion of schools with work plans is
low with Luapula at 77.8%, Northern at
71.7%, Muchinga at 71.1% and Southern
at 70.8% and Central at 68.4%. The
remaining five provinces were all below
the national average of 63.2%. With poor
maintenance, the life of water and
sanitary facilities (flushing toilets) is
reduced. There is need for support to the
NTAINING WATER AND SANITATION FACILITIES
%
68.4
47.5
54.9
77.8
58.9
71.1
56.2
71.7
70.8
61.1
63.2

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Zambia EDUCATIONAL STATISTICAL BULLETIN 2016

Publication date: March 2017

ASC Annual School Census

Chapter 3: Provincial Summaries 5-7

Chapter 4: Primary & Secondary Schools 8-10

Chapter 5: Enrolment 12-22

Chapter 6: Efficiency 23-25

Chapter 10: Tertiary

Chapter 12 National Assessemnt

Chapter 13 HIV AND AIDS SEXUALITY EDUCATION 63

Chapter 14 SANITATION AND HYGEINE 66

Chapter 1: EDUCATION in ZAMBIA

NATIONAL ASSESSMENTS OF LEARNING ACHIEVEMENT

CHAPTER 3: NATIONAL SUMMARY

Primary & High Schools Equity Indicators Quality Indicators

CHAPTER 2: PROVINCIAL SUMMARIES

CENTRAL PROVINCE COPPERBELT PROVINCE

2015 Provincial Summaries

EASTERN PROVINCE LUAPULA PROVINCE

LUSAKA PROVINCE MUCHINGA PROVINCE

NORTH WESTERN PROVINCE NORTHERN PROVINCE

SOUTHERN PROVINCE WESTERN PROVINCE

CHAPTER 4: PRIMARY & SECONDARY SCHOOLS Distribution of Schools

Table 5 Numbers of primary and secondary schools by location and province

EASTERN 41 432 278 4 1 46 1 279 1 082

NORTHERN 86 422 215 1 0 25 0 214 963

Table 7 Primary schools by grades offered and province

SOUTHERN 78 439 487 3 133 1140 22.42% Grades Grades

red. Schools are

Table 10 Enrolment by sex and province for Grades 1 to 12

Table 10 Enrolment by sex and province for Grades 1 to 12 (Continued)

Table 11 Grade 1 entrants by age, sex and province (excluding repeaters)

NORTH WESTERN 2 113 2 353 4 466 52.7% 11.7% 7 Female

22% Over 7 Male

WESTERN 2 626 2 878 5 504 52.3% 12.9%

Table 14 Gross intake rate for Grade 1 by sex and province

In 2016 NIR was reported at 47.7% implying that about

Male Female Total

Male Female Total

Table 20 Net enrolment rate by sex from 2009 to 2016

NER 1-7 Page 20

Table 22 Net enrolment rate by grade and province

NER 1-7 Page 21

Table 24 Transition rate by sex and province

Table 25 Repetition and dropout rate by sex and province

Table 28 Gender parity index in all schools by grade and province

Table 29 Gender parity index in all schools by grade and agency

Table 33 Out-of-school children by age, sex and province (Continued)

Table 35 Number of orphans by grade, sex and province (Continued)

Table 36 Percentage (%) of orphans in grade groups by sex and province

Grades Grades Grades Grades Grades Grades Grades Grades

Table 37 Number of orphans in all schools by grade and agency

Table 44 Number of pregnancies and re-admissions by grade group and province

Pregnancies & Readmissions

Table 47 Teachers in all schools by sex and province Total teachers

Table 48 Teachers in all schools by agency and province

Teacher attrition by sex from 2009 to 2016 Teacher attrition

Table 54 Teacher attrition in all schools by sex and province

Table 56 Teacher deaths by sex from 2009 to 2016