Factors Contributing to Low Enrolment Levels of Students in Teacher Training Institutions in Zambia

Abstract

The purpose of this study was to investigate factors contributing to low enrolment levels of students in teacher training institutions. The target population consisted of school leavers, parents and heads of colleges in Livingstone, Monze, Lusaka and Kabwe towns of Zambia The study followed a case study research design. The bulk of the data was elicited through a questionnaire, interviews and complemented by secondary sources specifically institutional enrolment records. This study’s findings showed that failure by government to employ teachers in the recent past is the main reason why a good number of school leavers were discouraged from training as teachers. The other reason that seriously contributed to the decline in the number of students in teachers’ training colleges was the mandatory merit grade required in the teaching subjects for one to be enrolled in public colleges of education. Prospective students would rather go to universities where the entry qualification is simply five credits. To a smaller extent, the economic and financial status of parents was noted as another barrier to teacher training. Based on the findings, the study recommended that government should employ more trained teachers in order to motivate and encourage school leavers to train as teachers.  Considering the competitive environment colleges of education find themselves in, the study recommended that the government should change the entry qualification from two merits in the teaching subjects to five credits which should include English just like what universities are demanding