Community Education: The Engine for Sustainable Development

Community Education: The Engine for Sustainable Development

Building an education in Zambia

In two to three years, the children will know much more than their parents. The parents are now well aware that even primary education has the potential to change their children's lives.

Mr Kaira, teacher

CONTEXT

In remote areas of Zambia, many villages do not have adequate access to quality basic education. Although the constitution espouses the right to universal public education, many children are forced to forgo school in order to contribute to their families’ survival.

OBJECTIVES

  • To build the capacity of 30 Community Schools in Chama and Mafinga Districts of Muchinga Province to take a leading role in their communities and to provide quality service in response to education and sustainable livelihoods
  • The community schools will serve as multi-purpose centres providing an integrated response to the needs of orphans and vulnerable children and the surrounding communities

RESULTS

  • With the signing of additional grants around 450 community-led educational projects and other non-state actions will benefit from EU funding.
  • It is estimated that on average 4 200 children across 450 community-led projects will benefit from EU support.
  • A large number of these children will be girls.

FACTS AND FIGURES

  • An excess of €9 million has been earmarked for support to education interventions for Zambia from 2012-2018.
  • Zambia has 3000 community schools. They receive little or no funding from the Ministry of Education.

TESTIMONY

Building an education in Zambia

The village of Itenda, in the heart of the Muchinga escarpment, lies over a thousand kilometres from Zambia's capital Lusaka. Itis made up of a cluster of around seventy small huts made of clay bricks and grass; previously there was no school here, with the closest one located 20km away through the bush. However, as part of this project funded by the EU and implemented by Dutch NGO 'Help a Child' and in-country partner 'Reformed Open Community Schools' the villagers in Itenda have now built a school.

For weeks they dug for clay, formed it into small cubes, dried them in the sun, and built a great semi-circular kiln, which was then fired to harden it. The school is run by a group of community leaders. Everyone has a different responsibility: one person acts as a caretaker, another tends to the school garden; the main source of school funding and of the teacher's salary.

The teacher in Itenda is Mr Kaira, who says about his work: "Project managers visit twice a year from Lusaka. We can't do this by ourselves. For me, it's like a course in continuous education. We discuss new learning methods, children's rights, the best ways to improve conditions in our village. The children love being in school. Here, they have new books, maps, rulers."

Before, none of the children were attending school, but today almost a hundred boys and girls, aged 3 to 12, study reading, writing and arithmetic. Using a multi-coloured globe, the children have learnt where in the world are Zambia, Chama and Lusaka, expanding the confines of their village. The community school is a revelation, for the parents and village elders just as much as the children. "In two to three years, the children will know much more than their parents. The parents are now well aware that even primary education has the potential to change their children's lives" says Mr Kaira.

Apart from an education in counting and reading; teachers provide an education in daily hygiene, and respect for human rights. Through this programme of school building, the European Union is trying to effect a profound change in rural communities in Zambia, giving people living in remote villages the tools to dramatically change the course of their children's lives.