USAID / ZAMBIA
STRATEGIC OBJECTIVE TWO CLOSE OUT REPORT
SO Name: Improved Quality of Basic Education for More School-Aged Children
SO Number: 6110002
Approval Date: September 15, 2000
Geographical Area: Zambia
Total Cost: $17,267,831.00
Access to Basic Education
Child Survival 8,891,339.00
Development Assistance 8,376,492.00
_____________
Total USAID Funding $ 17,267,831.00 
Principal Implementing Partners
Creative Associates International
Education Development Center
Academy for Education Development
American Institutes for Research
UNICEF
Macro International
Background
SO2 was USAID’s initial involvement in the education sector in Zambia. In late 1998, USAID participated 
with the Government of Zambia (GRZ) and its cooperating partners in appraising and refining Zambia’s 
plans for a Basic Education Sub-Sector Investment Program (BESSIP). Through the implementation of 
BESSIP in 1999, the Government of Zambia began to address many problems within the education system 
that had seriously deteriorated during the past twenty years due to economic decline, the lack of resources 
and institutional inefficiencies. Problems included undertrained teachers, lack of teacher incentives low 
attendance of girls in school, poor health and nutrition of school children, HIV/AIDS, increasing numbers 
of school-aged orphans and inability of families to pay school fees as well as a lack of textbooks, desks and 
sanitation facilities. Under a Limited Scope Grant Agreement (LSGA) followed by the Strategic Objective 
Agreement (SOAG) for Strategic Objective 2 (SO2), USAID catalyzed and strengthened Ministry of 
Education (MOE) support for several activities whose main purpose was to improve quality of basic 
education for more school-aged children. The S02 SOAG was USAID's principal instrument for obligating 
funds for education activities and through which USAID provided assistance to support basic education in 
Zambia. 
Activities conducted under SO2 were in the following areas
· School Health and Nutrition (SHN)
· HIV/AIDS prevention and mitigation
· School and community sensitization and mobilization
· Gender and Equality (support for vulnerable children).
· Education Management Information System (EMIS) development
· Interactive Radio Instruction (IRI) for out of school children
· Institutional Development
· Assumptions: The key assumptions during this period were that the GRZ and other donor support 
would continue through USAID’s and the MOE’s strategic plan period. Decentralization and 
restructuring would continue to be a part of the overall Government of Zambia reform program. 
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The Ministry would have adequate levels of staffing to implement its BESSIP activities, especially 
in the Planning Unit. The mitigation of the effects of HIV/AIDS would continue to be a part of 
the overall Government of Zambia strategy.
· Most of these assumptions were valid. Donor support remained constant throughout this period. 
Decentralization, however, was not taken up seriously by the MOE or donors. Little was 
accomplished in this area. The Ministry had sufficient number of personnel to meet basic 
requirements but the skill level required to make significant impact were lacking. The Planning 
Unit continues to struggle to meet basic requirements and is overwhelmed with demands. 
HIV/AIDS continued to have a devastating impact on the MOE workforce but until recently the 
MOE HIV/AIDS response has been superficial. The implementation of HIV interventions were 
few in number and not effective.
Summary of overall impact at SO level and IR level
The achievements of SO2 have provided a sound basis for continuation and expansion of USAID support 
to the MOE. The follow on SO6 includes the same fundamental portfolio that was started within SO2 
period; i.e., Interactive Radio Instruction Program, School Health, HIV/AIDS prevention and Education 
Management Information System (EMIS). Each of these specific interventions, however have been 
significantly expanded and new components have been added. For example, the original EMIS program 
has been rolled into the Leader With Associates (LWA) EQUIP 2 program that now includes policy 
formulation, decentralization, institutional capacity development, HIV/AIDS workplace program and 
student s’ continuous assessment intervention. The EQUIP2 program as a result the SO2 ground work 
remains to be directly linked and embedded within the MOE headquarters structure.
The overall achievements of SO2 were positive and established productive working relationship with the 
Ministry o Education, a consequence USAID remains in a strong position to support the MOE implement 
its strategic plans. In addition, USAID is a solid contribution to the harmonization efforts among donors.
IR1: Improved participation of girls and other vulnerable children.
2000
Good progress was made in 2000 in the delivery of interventions of the USAID-supported, UNICEF￾implemented program for the Advancement of Girls’ Education PAGE). From 1999 and 2000, targeted 
PAGE schools increased overall enrollment by 12.6% with a slight increase in the percentage of girls 
enrolled (from 47.6% to 47.9%). Learning environments of the 42-targeted PAGE schools were improved 
through the provision of anti-HIV/AIDS materials, education kits and trained teachers to use them, and 
guidelines and teacher training on creating girl-friendly schools. Thirty-five schools have improved water 
supply through provision of new boreholes, reaching over 10,500 pupils. Water, sanitation and hygiene 
education (WASHE) community committees were trained to maintain boreholes/hand pumps, build 
latrines, and prevent malaria and HIV/AIDS.
Expectations were exceeded in USAID’s new interactive Radio Learning Center (IRLC) activity, providing 
access to grade 1 basic education to over 1,200 children, as compared to the target of 800.
2001
During FY2001, USAID support for the interactive radio instruction (IRI) program expanded from 21 IRI 
centers with a total enrollment of 1,254 pupils in two provinces in 2000 to a total of 169 centers (target 
171) in all 9 provinces with a total enrollment of 7,782 in 2001. The number of children enrolled in 
USAID-supported basic education schools and IRI centers dramatically increased from 12,565 pupils in 63 
basic education sites in 2000 (40 government schools, 2 community schools, and 21 IRI centers) to 37,140 
pupils enrolled in 256 basic education sites in 2001 (85 government schools, 2 community schools, and 169 
IRI centers).
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An assessment of Grade 1 learners from a sample of 405 pupils in 30 IRI centers (18% of 169 centers) 
indicated that pupils learned from the lessons. The literacy skills assessment, based on the MOE’s Grade 1 
curriculum, indicated a mean score performance of pupils of 56.5% as compared to a target of 47% and the 
conventional primary school standard set for “passing” of 50% or better.
USAID assisted the MOE to develop its first HIV/AIDS strategic plan, which led to its 2001 HIV/AIDS 
annual plan. The EMIS strategy incorporated the development of district and school-level HIV/AIDS data 
to help planners understand how the educational system was affected in order to address these effects. The 
teacher-training component of SHN taught life skills so teachers could transfer important attitudes, 
knowledge and skills to their pupils regarding HIV/AIDS. The community mobilization effort integrated
HIV/AIDS information to ensure that parents and community leaders consider what HIV/AIDS is, how it 
affects life in Zambia, and measures to prevent their children, especially girls, from the disease. In 
addition, the IRI program provides basic education to out-of-school AIDS orphans and other vulnerable 
children who have no access to government schools. 
2002 
In 2002, the USAID basic education framework within the new Country Strategic Plan 2004-2010 evolved 
to : Improved quality of learning environments. A part of this IR was Community Sensitization and 
Mobilization Campaign (CSMC): Communities in 25 school catchment areas in 5 districts were sensitized 
during CSMC research and verification activities. That resulted in forty zonal (sub-district) multi-sector 
teams consisting of 5,818 teachers, community leaders, PTA members, and villagers (from 138 villages) 
being sensitized and mobilized to take action concerning girls’ education and HIV/AIDS. 203 provincial, 
district, and zonal officials were trained in gender and equity issues in education, HIV/AIDS awareness, 
and community mobilization. This effort led to the development of 65 zonal and 139 community-level 
action plans to address local issues related to getting more girls in school and mitigating the effects of 
HIV/AIDS on children. 
Interactive Radio Instruction Program (IRI): The IRI program to deliver basic education to out-of-school 
children developed 200 Grade 3 lessons and over 130 of 200 Grade 4 lessons in CY2002, and broadcast 
lessons for Grade 1 through Grade 4 pupils. The quality of programs improved as a result of the 
installation of digital production equipment and the successful training of technicians who, initially, were 
not computer literate. The digital equipment helped improve recording quality and editing precision and 
efficiency of radio program production. The number of IRI centers throughout Zambia rose from 169 to 
369, with a total of 11,498 children enrolled (5,746 girls; 5,752 boys). 
Program for the Advancement of Girls Education (PAGE): The first education activity of the Mission, 
ended in December 2002. Enrollment of girls in the PAGE schools increased between 1999 and 2001 by 
14 percent while the boys’ enrollments increased by 18 percent. Girls comprised 49% of the children 
enrolled in USAID-supported schools, which is indicative of the over-all proportion of girls in primary 
schools.) 
2003
The national school census indicated that the primary school population (7 to 13 years) in CY2003 was 
1,808,090, an increase of more than 76,500 students compared to the previous year. Girls’ gross enrollment 
ratio has remained steady at 85% compared to 91% of boys. Overall, more students entered school. USAID 
support to primary schools expanded dramatically, reaching 212,624 students in CY2003, compared to 
55,156 in CY2002.This increase could be attributed to successful community sensitization programs that 
promote primary education, particularly for girls. The Net Admission Rate in these schools for grade one, 
was however, less than expected with a slight decrease from 33% in CY2002 to 31% in CY2003. Thirty 
eight thousand students (45% girls) completed grade seven in the schools supported by USAID, a 
completion rate of 63%. This was below the national completion rate of 71%, but a significant achievement 
considering the programs were operating in remote, hard-to-serve areas. 
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2004
The number of IRI centers increased from 21 in FY01 to 647 in FY04, with a corresponding increase in 
enrolment from 1,250 children in FY01 to 38,513 children (19,101 girls; 19,412 boys) in FY04. Of the 647 
centers, 188 are community schools using IRI methodology. This increase in enrolment means that more 
than 39,000 children who don’t have access to government schools are receiving an education.
Community Sensitization and Mobilization Campaign (CSMC) expanded to all 661 basic schools and 67 
community schools in the Southern Province, reaching a total of 116,275 students (56,590 females, 59,685 
males). A total of 5,818 teachers, community leaders, PTA members and villagers (from 138 villages) have 
been sensitized and mobilized to take action. Two hundred and three (203) provincial, district and zonal 
officials were trained in gender and equity issues, in education, HIV/AIDS awareness, and in community 
mobilization techniques. Sixty-five (65) zonal and 139 community action plans were developed to address 
issues related to getting more girls in school and mitigating the effects of HIV/AIDS on education. Over 
12,000 children have benefited.
IR2: Increased school-based health and nutrition (SHN) interventions to support pupil learning.
2000
SHN intervention pilot test begun in Eastern Province. FY 2000 was the baseline year for this activity
2001 was the year the pilot testing of the school health and nutrition interventions commenced. Progress 
had been made in laying the foundation for the pilot test activity, including the development of multi￾sectoral agreements between the MOE and the Ministries of Health and of Community Development and 
Social Services; completion of a SHN situation analysis; orientation of personnel of government 
departments in Eastern Province, selection and site visits of the pilot test schools, and development of pupil 
health cards, drafted cognitive assessment items, and other measures for monitoring and evaluation the 
intervention’s success.
2001
USAID made significant progress in assisting the MOE to introduce SHN interventions in 40 schools in 
Eastern Province and set up a pilot SHN delivery system in 20 of those 40 schools for the treatment of 
worms and provision of micronutrients. Preliminary analysis of SHN baseline data collected on pupils in 
the 20 pilot schools indicated that half of the surveyed schools had a greater than 50% positive rate for 
urinary schistosomiasis, while considerably more than half of the schools have a greater than 50% positive 
rate for other worm infestation. Japan has partnered with USAID for the first time in education for this 
activity by funding the MOE’s purchase of all the de-worming and micronutrient supplies required for the 
USAID supported delivery system.
2002
The School Health and Nutrition activity developed cost-effective but rigorous instruments and protocols to 
conduct a baseline survey of health and nutrition of school going children. This included height poles that 
allow teachers to determine appropriate dosages of tablets to give to pupils based on their height, a simple 
questionnaire that enabled children to self-diagnose whether they have bilharzia, and a cognitive
assessment instrument (CAI) to detect the link between health interventions and children’s cognitive 
function. A follow-up post-intervention survey was carried out six months later. 
2003
In the Eastern Province 110 schools implemented health and nutrition interventions (compared to 50 in 
CY2002 and a target of 60). These health interventions implemented by partner organizations focused on 
teacher managed de-worming efforts and eradication of bilharzia infestations plus the provision of 
vitamins. The results of these efforts not only indicated improved health of the children but through 
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specifically designed tests, demonstrated significant improvements in the cognitive performance of the 
students. These results reinforced the value of cost-effective school managed health interventions. In 
CY2002 a total of 20,596 students (10,119 girls; 10,477 boys) participated in the second phase of this 
health program. In CY2003, the program reached a total of 44,267 primary school children (21,333 girls; 
22,934 boys), which is more than double the target of 21,000. This increase was due to the acceptance of 
the program and its rapid expansion of coverage at the request of the MOE. Teachers, community health 
workers and representatives from the District Health Management Teams, for the first time, are routinely 
worked together to maintain proper health records; monitor the provision of the drugs; and educate parents. 
2004
Teacher-managed de-worming of students, eradication of bilharzia infestation plus the provision of 
vitamins have been the primary focus of the USAID supported partner organization. These low-cost, 
school-managed interventions proved popular with communities, school personnel and students. In FY04 a 
total of 306,815 primary school students (151,267 girls 155,554 boys) from 555 schools participated in the 
school heath program, over five times the planned target of 140 schools and 56,000 students. In FY04, the 
Schistosomiasis Control Initiative (SCI) was also initiated in the Southern Province in conjunction with the 
community sensitization and School Health program. The SCI program began in 60 schools in three 
districts reaching 14,666 community members on how to prevent and treat schistosomiasis.
The SHN component has reached nearly 306,815 children in 555 schools over five times the planned target 
of 140 schools and 56, 000 students. A survey conducted in Eastern Province among the targeted schools 
show SHN interventions have had positive impact: hookworm prevalence among school children was 
reduced from 55% to 8%, and bilharzias prevalence was reduced by half from 48% to 24%.
IR3: Improved information for education decision making 
2000
USAID, as a main donor for the EMIS activity, helped the MOE analyze report findings from a backlog of 
school census data, resulting in “Trends in Primary Education 1996-1999” and showing that primary 
education enrolment increase had stagnated at around 1%, though school-age population increased by 3.1% 
per year. Other EMIS achievements included a situation analysis, development of a two-year EMIS plan, 
and commencement of the MOE’s EMIS re-engineering process.
2001
USAID’s support for Zambia’s National Census in 2000, combined with the short term technical assistance 
provided to the MOE for its education management information system (EMIS), led to the establishment of 
an EMIS platform and a significant improvement in the accuracy of education data available to education 
planners for making better-informed decisions. Unlike previous years when Basic Education Sub-Sector 
Investment Program (BESSIP) partners, including the World Bank, disputed MOE education statistics 
reports, BESSIP partners at this year’s annual review accepted the report without requiring modifications. 
The national census in 2000 school-age population figures revealed that the primary school population (the 
7-13 year age range) had been underestimated by about 250,000 and therefore the past gross and net 
enrollment rates from the MOE were artificially high. The most recent school enrollment number is 
1,589,544 pupils for 2000. Boys’ enrollment still exceeds that of girls but the gender gap has slowly 
decreased to 7.4%, as compared to an 8.8% gap in 1996.
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2002
For the second year, the Education Management Information Systems (EMIS) activity exceeded its target 
of “this year’s school census data this year” with four months to spare. In addition, a statistical trends report 
was published by the end of the 2002 calendar year. Improved EMIS management in the Planning Unit 
ensured printing and distribution of annual school census forms and coordination of training of more than 
4,432 provincial, district and school level staff to complete the forms. The Planning Unit also distributed 
the 2003 annual school census questionnaire at the end of 2002 in anticipation of the 2003 exercise. 
Additionally, a computer training facility with 20 workstations is near completion. As part of the move 
toward decentralization, it has been established to train provincial and district planning staff on the EMIS 
system and to place good information at the fingertips of decision-makers in District Education Boards, 
district education offices, schools and communities.
The Education Data Survey, an amplified module of the Zambia Demographic Health Survey covered 
4,245 households, 3,975 parents/guardians and 8,027 children of primary school age. It confirmed the net 
enrolment rates reported by the MOE; identified monetary reasons as a primary factor behind low
attendance, dropout and absenteeism; and reported that parent/guardians overwhelmingly recognized the 
importance of schooling for both boys and girls and were generally satisfied with the schooling they 
received. It also found that parent/guardians were more supportive of including AIDS education in the 
basic education curriculum than sex education, but would generally support both if introduced in the upper 
grades.
2003
USAID was uniquely positioned, for the past two years, in providing technical assistance to the MOE to 
establish a management information system. The achievements had been impressive and for the first time 
ever the MOE had reliable electronic data on the entire national school system. In addition required data 
was being submitted in a timely manner making it possible for MOE planners to coordinate their efforts 
with the Ministry of Finance and National Planning and others. All the collaborating donors supporting the 
education sector were utilizing the data generated to allocate their funds. 
A significant achievement was the establis hment of a computer network in the central MOE offices, for the 
first time linking all six of the key departments. In CY2002, the MOE headquarters was the only unit 
considered even remotely capable of generating meaningful reports on the status of the education system. 
In CY2003 the targets for education management units producing Annual School Census reports and 
managing data effectively were met; this included reporting at the national level, four reports at the 
provincial level and 19 reports at the district level. A feasibility study was completed on how to expand the 
network throughout all entire nine provinces in the country. 
2004
The following was achieved in 2004:
· EMIS units were able to produce periodical reports, 19 of the targeted 47 districts are able to 
produce regular education reports and only four of the provinces out of the targeted six can 
provide summary reports.
· Improved EMIS management ensured timely printing and distribution of annual school census 
forms. More than 4,432 provincial, district and school level staff have been trained. Statistical 
trend reports are now being published regularly and by the end of calendar year .Annual school 
census statistical report were produced on time (4 months earlier than targeted time)
HIV/AIDS Interventions
USAID began planning the implementation of an HIV/AIDS workplace program for MOE employees late 
in 2004. This initiative, funded by The President’s Emergency Plan for AIDS Relief (PEPFAR) was 
designed to increase the staff acceptance and use of Voluntary Counseling and Testing (VCT) services and 
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Anti-Retroviral Therapy (ART). 
USAID maintained the Ambassador Girls' Scholarship Program (AGSP) and took the initiative to include 
PEPFAR funds to support school level HIV/AIDS interventions and expanded the provision of
scholarships. At present the USAID Africa Education Initiative (AEI) funds support 693 orphaned children 
(620 girls) in grades eight to twelve.
Significant changes in the Results Framework during the life of the SO.
Changes in the original Results Framework included (i) the intermediate result planned for HIV/AIDS was 
dropped as it was premature given the development of program activities (ii) the performance indicator on 
the Net Admission Rates were dropped because data was only available at the national level and not the 
district level.
Summary of activities used to achieve the SO and their major outputs.
Programme for the Advance of Girls Education
PAGE aimed at creating a girl-friendly environment to promote the greater participation (access, 
persistence and achievement) of both girls and women (as teachers) in education. PAGE provided training 
and resources for; the use of appropriate pedagogy to promote girl’ learning outcomes; the involvement of 
parents in providing a good education for their children, especially girls; the promotion of leadership skills 
among girls; the provision of safe water (boreholes) and latrines; and advocacy for girls and women. 
USAID supported PAGE in 4 districts in 42 schools in Southern Province. By 2002, Southern Province’s 
education office had expanded PAGE to 40 schools in all 4 districts.
Interactive Radio Instruction Program “Learning at Taonga Market” (LTM)
The purpose of this activity was to increase the access of out of school children to basic education. Initially, 
technical assistance was provided to develop and deliver Grade 1 IRI lessons for out of school children in 
selected communities and schools around Lusaka. Based on the positive result of this pilot activity, the 
“Learning at Taonga Market” program was expanded to include more grades (grade 1 through 5) and is 
now broadcast nationwide. Community based Interactive Radio Learning Centers, staffed by volunteer 
mentors, serve as the delivery point. 
The findings of various studies indicate that there is a high demand for the LTM program, particularly in 
the rural and disadvantaged communities. The quality of the IRI lessons and program has improved as a 
result of the installation of digital production equipment and successful training of technicians at Education 
Broadcasting Services (EBS). The irregular status of the IRLC mentors poses the greatest threat to the 
program.
Communities Supporting Health, Nutrition, Gender and Equity Education in Schools Project (CHANGES)
The CHANGES Project comprised two inter-related and complementary components: (i) the School 
Health and Nutrition program and (ii) the Community Sensitization and Mobilization Campaign.
The purpose of the School Health and Nutrition Activity (SHN) was to improve pupils' health and 
nutritional status in order to increase their learning capacity and performance in school. Working with three 
ministries (the MOE, the Ministry of Health, and the Ministry of Community Development and Social 
Services) at the central, provincial, district and zonal levels initially in Eastern Province and later Southern 
Province, CHANGES helped the MOE establish an SHN delivery system that: provides micro-nutrient and 
de-worming treatments to students and teachers; disseminates information and education on health, 
nutrition, water and sanitation, HIV/ AIDS, and life skills; and raises community awareness on these issues 
and mobilizes them to action through a variety of innovative Information, Education and Communication 
(IEC) methods (including community theatre). The SHN Activity developed an SHN information system, 
including instruments and protocols to conduct baseline surveys of the health and nutritional status of 
school-going children and to assess the effects of its interventions.
The purpose of the Community Sensitization and Mobilization Campaign (CSMC) was to increase access to 
basic education, especially for girls, orphans, and other vulnerable children (OVCs), by promoting the 
active participation of communities in the education of their children and raising awareness of issues that 
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can threaten educational participation, such as SHN and HIV/AIDS. Support was provided to build 
capacity of MOE personnel and community partners (e.g. local NGOs and CBOs) to work with
communities so that they develop the skills, techniques and communication channels to identify and 
address their own educational and schooling needs. Multi-sectoral teams have been established to train 
communities in planning, budgeting, and implementing action plans to improve education.
Education Management Information System (EMIS) and Competency Testing
The purpose of the activity was to assist the MOE to develop an education management information system 
(EMIS), build its capacity to operate (i.e. collect, enter, analyze and report data) the EMIS effectively, and 
to use the EMIS data for diagnostic, planning, and management purposes. Support has been provided to 
help the MOE re-design its annual school census instrument, train head teachers in its use, establish a 
computer training lab, and train key EMIS personnel at MOE Headquarters and in all districts in two 
provinces. Assistance was also provided to support the Zambian Examinations Council in the development 
of competency tests to measure pupil learning in grade four.
The USAID supported programme enhanced MOE’s information technology infrastructure by establishing 
access to the Internet. It allowed for the first time use of e-mail and provided the means for effective 
information access and sharing. Additionally, the program introduced the Education Automated Statistical 
Information System Toolkit, a system that enables the MOE to collect, manage, disseminate, and use 
Zambia’s educational data for effective decision-making and planning.
2002 Zambia DHS Education Survey (ZDES)
The 2002 Zambia DHS EdData Survey (ZDES), a nationally representative sample was designed to provide 
information on education among children 6-14 in order to inform the development, planning, monitoring 
and evaluation in Zambia. It complements the school data collected by the Ministry of Education. The 
survey focuses on the factors influencing household decisions about schooling. It provides information on; 
adult education attainment; children’s characteristics; rates of school attendance and absenteeism and the 
factors that cause them; household expenditures on schooling and other contributions; and parent/guardian 
perceptions about schooling. The ZDES also provided anthropometrics and basic literacy and numeracy 
data on school-aged children. The ZDES is linked to the Zambia DHS and the MOE’s school census 
database (through a school coding system), so that greater socio-economic, as well as school, details can be 
developed about each household.
Prospects for long-term sustainability of impact and principal threats to sustainability.
The prospects for sustainability are good for several reasons. The EMIS, SHN and HIV/AIDS activities 
initiated under S02 are featured in the Ministry of Education Strategic Plan (MOESP), are being
institutionalised and mainstreamed into MOE structures and operations, and will be expanded nation-wide. 
The innovative "Learning at Taonga Market" Interactive Radio program for the out-of-school children will 
be expanded, and the IRI technology and methods will be applied to formal classroom instruction, teacher 
development, and community mobilization activities.
In addition, it appears that the MOESP, including the USAID-introduced intervention, is likely to receive 
sufficient funding. The GRZ has pledged to meet sector-funding levels required for HIPC debt concessions. 
Several cooperating partners have pledged budgetary support to the MOE through a Sector-Wide Approach 
(SWAp) mechanism, which will help the MOE to implement the MOESP during the transition period. 
Under its new education S06, USAlD will continue to support these activities, focusing on strengthening 
managerial and technical capacity.
Although economic growth prospects for Zambia are generally positive, the macro economic picture is 
threatened by structural weaknesses and corruption, and could have adverse implications for sector 
financing. Ambitious decentralisation and restructuring plans may pose a danger in terms of management 
delays thereby affecting the efficiency of the MOE programs.
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All the SO2 education programs were designed to fit within the Ministry of Education (MOE) strategic 
framework. Each program was implemented in collaboration with specific Government counterparts at 
MOE Headquarters, provincial or school level. It was essential for the USAID supported programs to 
secure “buy in” and support from the Government counterparts. The majority of the education activities 
were managed through the MOE network and relied on the MOE contributions.
Despite these efforts to ingrain the USAID programs within the MOE systems there remained a tendency 
for the Government to view USAID’s support as time bound within a project framework. Frequently, 
USAID supported programs are more flexible, better planned and move faster than the Ministry can absorb, 
as a consequence the Ministry develops a dependence on the USAID supported programs.
USAID activities tend to fill gaps within the Government systems and the Government though is 
appreciative is frequently not capable of absorbing new responsibilities quickly and requires the continuing 
support.
Lessons Learned
In the area of performance monitoring, the following was learned:
The Performance Monitoring Plan required a great deal of effort to develop and finalise, but was useful in 
that it helped the SO2 team to manage its resources more efficiently by providing the indicators,
instruments and information to track progress and signal problems in a timely manner. It also proved useful 
as a communication tool in appraising the MOE and other CPs about progress and problems.
In the area of education sector reform support, the following was learned:
The Sector Wide Approach (SWAp), as developed in Zambia, has been positive to USAID. The approach 
requires that the MOE develop a defined and detailed Strategic Plan, which articulates goals, strategy, 
priorities, approaches, and indicators. This serves multiple purposes. It enables USDAID and other CPs to 
better understand the MOE's goals, challenges and successes; its provides the parameters and framework 
that USAID can use to define its support; it helps harmonize and coordinate donor input; and it ensures 
MOE ownership and, to various degrees, institutionalisation.
The SWAp has promoted greater collaboration and communication among CPs. The degree of success 
achieved by (Basic Education Sub-Sector Investment Program) BESSIP is unlikely to have occurred, if at 
least some CPs were not prepared to contribute to the funding "pool".
The debate about SWAps has been a lengthy one and consumed a great deal of donor time, but has yielded 
positive results. The MOE has adapted several practical management procedures, such as putting in place 
joint (i.e. MOE-CP) committees or task forces for planning, budgeting, management, and review.
Directorate of Planning and Information plays a critical role in the MOE's sector reform program, as it is 
responsible for policy development, planning, information systems, special crosscutting issues, and 
assessment of both implementation progress and the validity of the overall strategy. At the same time, this 
Directorate has often seemed to be the most understaffed. Although similar situations have been reported in 
other countries, it is important that the lacunae in this key area be filled. USAID hopes that with the 
restructuring and decentralization underway at the MOE, this problem will be remedied. Under S06, 
USAID will provide support to strengthen this Directorate and its units.
Performance Indicators
· Because the process of developing performance indicators was consultative and iterative, it was 
labor-intensive and lengthy. The result, however, was a set of indicators reflecting shared goals 
and targets, and a thorough understanding by all parties of what the indicators were meant to 
signify.
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· In the initial stages of USAID assistance to the education sector, the collection of baseline data 
was not as systematic as desired because the MOE had not yet established an EMIS. With USAID 
support under S02, the MOE developed a functional EMIS, which serves not only the MOE but 
also the CPs, including USAID. The MOE's EMIS facilitates USAID's tracking and reporting, and 
reduces the challenge of obtaining accurate and timely information.
· Performance indicators should be tracked over a number of years in order to capture incremental 
changes, as well as allow the data collection and reporting systems to develop. 
· The performance indicators are a useful management tool, providing proof of progress (or not), 
ensuring consistency in assessing and reporting progress, and providing a foundation for strategy 
and program evaluation.
· The timely delivery of EMIS Annual School Census Reports is a good measure of the extent to 
which the MOE has developed and producing quality data to inform its planning decisions. 
· Data on Net Enrolment has not been disputed but is available thus far only at the national level 
without being disaggregated according to districts, thereby making it difficult to isolate target 
areas.
· Data on Gross Enrolment both for formal and non-formal schooling has proved reliable, is based 
on EMIS Reports, and is easier to disaggregate.
· Obtaining information on IRLCs has been problematic because they have not been included in the 
EMIS Annual School Census exercise; reflecting in part the MOE's unresolved view of their 
status. Consequently, USAID through its projects has had to assume responsibility for collecting 
this data.
· Although the performance indicators are less conventional for education, the data obtained for the 
SHN activities has proved reliable, because of USAID's emphasis on monitoring and evaluation in 
the initial design of CHANGES Project.
· Several special studies and evaluations, commissioned by USAID have made notable
contributions to the Performance Monitoring Plan.
· The assessment study of the pilot IRI program found that significant learning gains were being 
made among children attending the non-formal IRLCs, thus leading to USAID's decision to 
expand the program and laying the foundation in terms of methodology for future evaluation and 
performance indicators relating to the IRI activity.
· The summative evaluation of USAID's support of PAGE revealed positive changes in girls' 
education due to the intervention. Prior to the USAID-supported study, it was difficult to identify 
the effects of the PAGE interventions.
· Criterion-referenced testing has been a useful tool in building USAID's confidence that its 
interventions are having positive impacts on children's learning. If USAID had not insisted on 
having its projects develop the tests with the MOE and use them annually, MOE and USAID 
could not have shown the benefits of its innovative programs (such as L I'M).
· The CHANGES District Profile Reports contain good perspective of the status of education at 
grass root levels, although their value has not yet been sufficiently exploited
· The ZDES provided a view of education and schooling from the household perspective, focusing 
on educational demand, rather than educational supply (as done by the EMIS and annual school 
census). It also pioneered the development of survey instruments to collect data on basic literacy 
and numeracy and anthropometry of school-aged children, which are now being used in other 
countries. In fact, for the first time in Zambia, data was obtained about the nutritional status of 
school-aged children, in terms of stunting wasting and underweight measures.
Evaluations and Special Studies
· Dr Y. A. Chondoka, "Needs Assessment Survey on Radio Programmes for Out of School Youths, 
Ministry of Education, Zambia 2000.
· Kathleen Letshabo, "Evaluation Strategy for Interactive Radio Instruction Pilot Project for Out-of
School Children and Youth," July/August 2000.
· Education Development Center, "Interactive Radio in Zambia for Out-of-School Audiences," 
October 15, 2000.
USAID / Zambia
Close Out Report 6110002
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· Education Development Center Inc., "October 2000 Evaluation of the Interactive Radio Pilot for 
Out of School Audiences," October 2000.
· Alice K. Siachitema et al, "Evaluation of Results of USAID Support to the Program for the 
Advancement of Girls Education (PAGE)," October 2000.
· Richard Siacewena, "Consultant's Report Verifying and Elaborating on the Findings of EDC Pilot 
Test Evaluation," December 2000.
· Ministry of Education, "Report on an EMIS Situational Analysis & Statistical Support," December 
2000 and revised January 2001.
· Ministry of Education, "School Health and Nutrition Situation Analysis Conducted in Eastern 
Province," June 2001.
· Ministry of Education, " Basic Education Sub-Sector Investment Programme (BESSIP) 2000 
Programme Performance Indicators," November 30, 2001.
· Ministry of Education, "Interactive Radio Instruction for Out-Of-School and Youth in Zambia: An 
Evaluation Report for Grade 1 Learners," December 2001.
· Ministry of Education, "Learning Achievement at Grade Two Level in the IRI Centres: Report on 
the Comprehensive Study of the Basic Competencies in English 3rd Mathematics in the IRI 
Centres and GRZ Schools," 2001.
· Diane R. Garavaglia et al, "Needs Assessment Analysis of Zambia's Basic Competence Testing 
Program: Observations and Recommendations," AIR, May 2002.
· William Nance et al, "Education Non-Project Assistance Feasibility Study-US AID/Zambia," L T 
Associates Inc., July 2002.
· Paul Hebert et al, "Review and Analysis of Zambia's Education Sector," LT Associates Inc, 
August 2002
· Richard Siaciwena, et al, "Report on the Rapid Appraisal of the MOE's Interactive Radio 
Instruction (IRI) Basic Education Delivery System, August 2002.
· USAID/Zambia, "FY 2003 Annual Report," December 30, 2002
· USAID/Zambia, “Performance Monitoring Plan," revised 2002.
· M. R. Malyenkuku et al, "Education Management Information System (EMIS) and Related 
Activities: Community Data Collection and Use Consultancy Report," June 2003
· Glory 1.T. Makwati et al, "Mid-term Assessments of USAID's. Support for Zambia's Education 
Management Information System (EMIS) and Related Activities," March 2003.
· Central Statistical Office and ORC Macro, "2002 Zambia DHS EdData Survey," April 2003.
Instrument Closeout Reports
Instrument close out are still in process of final closure by RCO - most awaiting final financial reports. 
Technical reports have been received including Cost Share reports for EDC COAGS. Key contacts
Frederick Henning, Ed.D
Education Advisor
USAID/Zambia
Email: fhenning@usaid.org
Phone 260-1-254303/6
Partners
Creative Associates International
5301 Wisconsin Avenue NW
Suite 700 Washington DC 20015 USA
USAID / Zambia
Close Out Report 6110002
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Education Development Center
55 Chapel Street
Newton, MA 02458-1060 USA
Academy for Education Development
1825 Connecticut Avenue
Washington DC 20009 USA
American Institute for Research
100 Thomas Jefferson, NW
Washington DC 20007 USA
Macro International Inc.
11758 Beltsville Drive
Calverton, Maryland 20705-3119
USA
United Nations Children’s Fund (UNICEF)
Alick Nkhata Road
P.O Box 33610
Lusaka