Cover of "Community Schools in Zambia: Stakeholder Briefing" including title, introductory text, and graphics

This briefing provides a summary of the findings laid out in the comprehensive review of community schools in Zambia, which provides an in-depth review of community schools, as they exist today, through the lens of two key questions:

  1. What common factors characterize community schools as compared to the other three types of schools in Zambia?
  2. To what extent do these unique community school factors support or hinder learning?

To access the full study, see Ensuring Inclusive and Quality Education for All: A Comprehensive Review of Community Schools in Zambia.

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Cover page of the comprehensive review of Community schools in Zambia showing the title, table of contents, and first page of text

A Comprehensive Review of Community Schools in Zambia

While a number of studies have examined community schools in Zambia, there has not been a comprehensive overview since 2006. Many of these studies focus on a narrow topic within the field of community schools, or have small sample sizes that impede the ability to generalize broadly. Consequently, there is a need to synthesize findings across studies and data sources in order to present an accurate “big picture” and summarize the most important factors that will have bearing on current and future community school initiatives.

This study provides in-depth review of community schools, as they exist today, through the lens of two key questions:


  1. What common factors characterize community...
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The 5-year Time to Learn (TTL) project aims to improve reading among 500,000 primary grade community school learners in six of Zambia’s 10 provinces. TTL seeks to inform and inspire policy dialogue at the central Ministry of General Education (MOGE) level, creating a favorable environment for effective implementation of the MOGE policy for integrating community schools into the formal education system and providing a range of MOGE actors with an opportunity to understand how to sustain and generalize TTL interventions for project scale-up.

TTL is conducting internal impact and performance evaluations over the life of the project to assess its interventions at different points and from different perspectives, and to provide a holistic understanding of project results over time...

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Community schools in Zambia are locally founded, financed and managed through a parent community school committee (PCSC). Despite the stigma and paucity of resources associated with community schools, evidence suggests that many produce better learning outcomes than government schools. Significant research shows parental engagement to be an important factor impacting school quality, although evidence is divided about the nature of the impact. While there is consensus affirming a role for parents in assuring school performance, little is known about specific PCSC activities that contribute most to strong performance in the Zambian community school context. Building on previous research from Zambia, this case study seeks to establish how PCSC roles might contribute to community school...

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This toolkit was developed to support implementation of the U.S. Strategy to Prevent and Respond to Gender-based Violence Globally. It provides guidance and resources for USAID technical and program officers working on education to increase understanding of gender-based violence (GBV) in the education context and strengthen integration of a GBV response into projects and activities. Because reducing school-related gender-based violence is a high priority for USAID in all school systems globally, this toolkit includes school-related gender-based violence, but the overall focus is GBV in the education context broadly.

The Toolkit provides:

  • The United States government definition of GBV and USAID’s definition of school-related...
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