Authors: Ephraim Mapiki
Abstract: This study investigated the challenges and strategies for learner support and remediation in the context of Free Education and the Competency-Based Curriculum (CBC) in selected secondary schools in Chirundu District, Zambia. The study was guided by three objectives: to identify challenges schools face in providing learner support and remediation; to examine how Free Education and CBC affect the provision of learner support and remediation; and to determine strategies for addressing the identified challenges. A qualitative research approach and descriptive research design were employed. The study involved three selected secondary schools, with three headteachers, thirty teachers and fifteen learners participating. Data were collected through headteacher interviews and structured questionnaires administered to teachers and learners, and were analysed thematically and descriptively. The findings revealed that learner support and remediation were being provided through remedial and extra lessons, continuous assessment, peer support, group work, additional explanations and follow-up of learners experiencing difficulties. However, their effectiveness was constrained by large class sizes, inadequate classroom space, shortages of textbooks and other teaching and learning materials, limited computers and practical equipment, heavy teacher workloads, limited instructional time and inadequate professional support. Learners particularly reported difficulties caused by classroom noise and overcrowding, while also highlighting shortages of textbooks, computers and practical materials. At the same time, learners appreciated teachers' efforts to provide extra lessons and simplify explanations. The study further found that Free Education had significantly increased access to secondary education, particularly for learners from financially disadvantaged families. However, increased enrolment had placed additional pressure on teachers, classrooms and learning resources, thereby reducing opportunities for individualised learner support and making remediation and continuous assessment more difficult. The study concludes that expanding access without proportionately expanding school capacity can undermine the effectiveness of learner support and the attainment of CBC competencies. The study recommends increased provision of teachers, classrooms, textbooks, ICT and practical resources; strengthened continuous professional development; structured remedial programs; effective assessment and monitoring; supportive supervision; and stronger parental and community involvement. The study concludes that the effective implementation of Free Education and CBC requires not only increased access to education but also adequate resources and systematic learner support to ensure that all learners have meaningful opportunities to achieve the expected competencies.
