Examinations’ League Table: Challenges and Prospects for Enhancing Academic Performance in Luapula Province, Zambia

Evans Lwimba
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Evans Lwimba: Commonwealth PhD Scholar (Inclusive Education), University of Bristol, UK

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 5160-5178

Abstract: The absence of researched data regarding the below par academic performance of Luapula province in national examinations might have contributed to the static low position on the examinations’ performance league table. Given that the incidence of dwindling in performance has been year in year out, it can no longer be ignored and continue to be seen as a ‘new normal’ or pretend as if everything is alright in this potential province. Seeing that challenges affecting the academic performance might be multifaceted and remain misunderstood, the focus of this study was to examine and better understand the root causes of this long history of underperformance in National Examinations conducted by the Examinations Council of Zambia (ECZ). Using a qualitative case study design and supported by the theory of education production function, the research unfolded as anticipated. Paper (printed) and online questionnaire with open-ended questions, videos and oral/Sign Language interviews of 98 participants from 12 Districts of Luapula province, were used for data collection. The data was central in establishing challenges and prospects in the province’s determination and willpower for enhancing academic performance in public or national summative assessments at par with other leading provinces. It was revealed that the major challenges in the province stemmed from lack of coherence and consistent in its local policies, innovations and the application of the theory of education production. It was also established that the province has prospects to clinch on top of the league table through a multi-stakeholder’s concerted and unwavering efforts. This study concluded that stringent measures are more needed now than ever before to address the challenges for instance by streamlining educational policies and frameworks to closely reflect the real needs and aspirations of the local learning climate. The study recommends among other things resources mobilisation, infrastructures expansion and for a robust monitoring and evaluation to foster the implementation of all realistic and results-oriented measures.

Date: 2024
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