FACTORS TEACHER UNIONS LOOKED FOR IN THE (1997) RE-ENTRY POLICY IN ZAMBIA
Keywords:
Re-entry policy, teacher unions, education policy formulation, girls' education, gender equality, inclusive education, dropout prevention, policy implementation, marginalized learners, stakeholder collaboration, policy development.Abstract
Our study was motivated by a gap identified in the existing literature regarding the factors considered by teacher unions, specifically the
Zambia National Union of Teachers (ZNUT) and the Secondary School Teachers Union of Zambia (SESTUZ), during the
formulation of the re-entry policy in Zambia. To address this gap, we adopted ontological, epistemological, and axiological approaches
within the study process. Employing a qualitative case study design, the study was conducted in Zambia, with a sample drawn from schools,
zones, districts, and provinces through convenient sampling. The study population comprised 20 Teacher Union Representatives from
ZNUT and SESTUZ and directors from the Ministry of General Education (MoGE). Sample size determination follows
recommendations by Creswell (1998) and Morse (1994), resulting in 26 participants. However, due to data saturation, interviews are
conducted with 11 union representatives and 4 directors. Data is collected through interviews, and thematic analysis is employed for data
analysis. Ethical clearance was obtained from the University of Zambia Directorate of Research and Graduate Studies. The findings
reveal that teacher unions sought inclusivity, adequate resources, quality education, support for teachers, protection of learners' rights, and
policy sustainability during the re-entry policy formulation. The study underscores the pivotal role of teacher unions in the formulation
and implementation of education policies, emphasizing the importance of their input for policies to be effective, practical, and inclusive,
thereby benefiting the entire education ecosystem.
