The study sought to examine the roles of head teachers in the implementation of production unit as income generating venture in the selected primary schools in Kalomo District, Southern province, Zambia. The objectives of the study were to: examine the role of head teachers in the implementation of production unit as income generating venture in primary schools and establish the opportunities of implementing production unit as income generating venture in primary schools.
Many studies done focused on just the design of production unit, challenges in implementing it and the merits of it without considering the role of head teachers who are at the core of production unit implementation as income generating venture in primary schools. The main concern of this study was to examine the role of head teachers in the implementation of production unit as income generating venture for primary schools. A descriptive survey was used in conducting the research. The study used both qualitative and quantitative methods of data collection. The sample consisted 16 females and 34 males a total of 50 respondents. In selecting the participants, simple random sampling technique was used for the 10 schools and purposive sampling technique was used for respondents.
Table of Contents
ABSTRACT
Introduction
Background of the study
Statement of the Problem
Purpose of the study (AIM)
Research Objectives
Research Questions
Significance of the Study
Delimitation of the Study (Scope)
Theoretical Framework.
Project Based Learning Theory
Service Learning Theory
Conceptual Framework.
Conceptual Framework Model of Production Unit
Description of model Variables.
Literature Review
Production Unit Implementation and Management
Case of the United States of America
Case for Sweden
Case for Indonesia
Case of Java
Case of Angola
Production Unit Implementation and management in Zambia
The role of head teachers in the implementation of production unit
Opportunities of implementing Production Unit
The Research Gap in the Literature
Methodology
Research Design
Research population
Sample Size
Sampling Techniques /procedures
Data Analysis
Ethical Considerations
Presentation of Findings
Whether Pu Exists in Schools
Whether PU is a Practical Skills Training to Pupils in schools.
Discussion of study findings
Economic Value of production unit
Educational Value of production unit.
Conclusions and Recommendations
Conclusion
Recommendations
REFERENCES
ABSTRACT
The study sought to examine the roles of head teachers in the implementation of production unit as income generating venture in the selected primary schools in Kalomo District, Southern province, Zambia. The objectives of the study were to: examine the role of head teachers in the implementation of production unit as income generating venture in primary schools and establish the opportunities of implementing production unit as income generating venture in primary schools. Many studies done focused on just the design of production unit, challenges in implementing it and the merits of it without considering the role of head teachers who are at the core of production unit implementation as income generating venture in primary schools. The main concern of this study was to examine the role of head teachers in the implementation of production unit as income generating venture for primary schools. A descriptive survey was used in conducting the research. The study used both qualitative and quantitative methods of data collection. The sample consisted 16 females and 34 males a total of 50 respondents. In selecting the participants, simple random sampling technique was used for the 10 schools and purposive sampling technique was used for respondents. The study used questionnaires and one on one interviews to ensure validity of the findings. The data processing and analysis involved computation, classification and tabulation to enable the analysis to be done well. The statistical package for social sciences computer software (version 20) was used for quantitative data analysis mainly. The study has revealed that production unit is an income generating venture to schools and this is as indicated by 94 percent of the respondents. The study also indicated that head teachers don’t fully play their role in implementing production unit even though it was a good income generating venture in primary schools. The study further revealed that production unit was also a practical skills training to the pupils and 70 percent of the respondents indicated so. It has also emerged from the study that PU should be a compulsory activity in schools. Arising from the findings of the study, the following recommendations were made: Government through the ministry of general education should intensify sensitization of head teachers on their role in the implementation of production unit in primary schools. Benefits of PU both educational and economic should be spelt out to all schools so that the perception of production unit was improved in all stakeholders.
Key words:Production Unit, Management, Entrepreneurships Skills, Business Plans, Vocational and Technical Subjects, curriculum.
Introduction
The main aim of this study was to examine the role of head teachers in the implementation of production unit as income generating venture in the selected primary schools in Kalomo District. The statement of the problem was discussed. The study further formulated the research questions, research objectives, scope of the study and significance of the study. The objectives of the study were to examine the role of head teachers in the implementation of production unit as income generating venture and to establish the opportunities of implementing production unit in the selected primary schools in Kalomo District. After discussion and analysis of findings, the study ended by giving recommendations to Ministry of education about the ways in which production units can best be managed in the selected primary schools in Kalomo District.
Background of the study
The idea of production unit in Zambia started in 1975 through a presidential decree made by Doctor Kenneth Kaunda. (Educational Reforms,1977). According to MOE (1992), in the first 10 years of Zambia’s independence, Government made massive investments in Education. In 1973, a one- party rule was introduced. More government attention went towards party organization and this party organization used a lot of money in terms of budgetary allocations. The education sector therefore suffered due to poor funding from the central government. In helping out the education sector, the president put in place production units for schools. The presidential directive was a reaction to the problems besetting Zambia’s educational system. Though this good measure was taken by government, implementation has remained poor due to unknown reasons.
The vision 2030 (2006) also shares the same belief that, Zambia’s public spending on education as a share of GDP declined from 5% to as low as 2.5% per annum between the space of 1965 to 2000.In contrast, other middle-income countries were devoting more than as large a share of their GDP. low levels of funding led to extensive dilapidation of existing infrastructure, exodus of qualified staff and shortage of instructional materials. To address this challenge, government had to exploit other means of raising funds for the education sector. School community partnerships and production units become some of the answers in this case.
Over the years, Zambia`s economic status continued declining. With this economic decline, many sectors have continued to suffer in terms of funding from government. The education sector was not left out. Stakeholders took keen interest in the affairs of the education system, they expressed their concern over the poor economic situations of schools. Production unit implementation by all schools again proved to be the answer. The idea of revamping production unit in the education sector comes in a work of these concerns from the public noting the rise in the cost of education provision on one side and the acquisition of productivity skills among the learners on the other side. In 2019, the ministry of general education took this concern very seriously and directed all schools to revamp production unit. The main purpose of revamping PU in the learning institutions was to generate income and develop competencies in learning institutions (MOGE,2019).
According to Kelly (1988), Production unit in a broad sense means those activities whereby goods or services are produced by the school that have economic value, and which are either exchanged for cash or contribute to self-sufficiency of the institution. From the above definition, Production unit is therefore an income generating venture for any school that under takes it. From this definition, PU was just seen as an income generating venture to the school and nothing to do with its educational value is stated. It was an activity that served to produce goods and services by utilizing all available resources in a school.
The National Policy on Education, educating our future (1996), shares the belief that education with production has an active role to play in the social economic development of schools. This belief has again been amplified by Ogumbe (2015) who stated that production unit also serves for profiting and sustenance of hosting institutions.
In the effort of making schools self-reliant and sustainable through involvement in various fundraising ventures, the Ministry of education directed all institutions of learning to revamp production unit. The Ministry held sensitization meetings for stakeholders, introduced vocational subjects, supplied instructional materials for vocational subjects and supported the spirit of income generation in all schools (MOGE,2019). Despite, putting in place all these measures, progress of production unit implementation in selected primary schools in Kalomo District was in the decline each year a situation which makes them not to be self-reliant, self-sustainable and ending up depending on government grants. Due to the above reasons, it has come to the attention of this study to be under taken in order to examine the role of head teachers in the implementation of production unit as income generation in the selected primary schools in Kalomo District of Zambia.
Over the years, many studies have determined the contributors to success and failure for new initiatives specifically new curriculum implementation and have found out that the administrator`s attitudes and perspectives influence progress of any program in an institution. An administrator who presents a negative attitude towards the initiative may cloud the perspective of all the other stakeholders about the whole program and could hinder the onset of implementation (Derrington and Campbell,2015). From the above assertion, head teachers fall in line of administrators. Their participation in all school programs is very cardinal. It is important for them to provide exemplary leadership in carrying out their implementation roles of all school policies. The role head teachers play in implementing PU must be known and if head teachers come to know their role then implementation would be positive.
Statement of the Problem
In an era of struggling economy, the Ministry of General Education acted by instructing schools in all the provinces in the country to revamp the production unit policy so as to remain self-reliant and sustainable. Production unit was required as a cure for the economic problems’ schools faced. Since the establishment of the policy, a number of scholars, policy makers and other researchers have resolved to address benefits of the production unit and the challenges that hinder its implementation as an income generating venture for schools leaving out the roles of head teachers. Since the roles of head teachers are overlooked, the aim of revamping production unit in schools may be compromised. Therefore, the study attempts to examine the roles of head teachers in the implementation of production unit as income generating venture in primary schools.
Purpose of the study (AIM)
The purpose of this study was to examine the role of Head teachers in the implementation of production unit as income generating venture in selected primary schools in Kalomo District, Zambia.
Research Objectives
The objectives of the study were:
i. To examine the role of Head teachers in the implementation of production unit as income generation venture in the selected primary schools in Kalomo District.
ii. To establish the opportunities of implementing production unit as income generating venture in the selected primary schools in Kalomo District.
Research Questions
The study was guided by the following research questions:
i. What are the roles of Head teachers in implementing production unit as income generating venture in selected primary schools in Kalomo District?
ii. What are the opportunities of implementing production unit as income generating venture in the selected primary schools in Kalomo District?
Significance of the Study
The study would contribute to the already existing body of knowledge and may form the basis for further research in the area of production unit implementation in schools. The study would fill up the knowledge gap on the roles of head teachers in relation to implementation of production unit in schools. The stakeholders would benefit from the findings as they would be equipped with better ways of implementing production unit in their schools. Schools would be in a position of becoming productive and self-reliant and stop depending much on government grants. Furthermore, other education administrators such as District Education Board Secretary, Provincial Education Officer and others would use the findings to supervise implementation of PU programs.
Delimitation of the Study (Scope)
The data for this study was only collected in Kalomo District and may not be generalized to another district in Zambia. The study dealt only with the roles of school Head teachers in enhancing production unit implementation in primary schools. Generalization can only be done unless those districts have the same characteristics as the study area.
Theoretical Framework.
This part of the study provides the interrelationship of the various constructs of the study. This is where the existing theories on production unit coupled with the devised conceptual model, seek to address the problem statement and research questions at hand thereby providing the necessary solutions.
Project Based Learning Theory
Production unit is an educational activity that involves learners in doing rather than just being mere consumers of knowledge funneled into them by teachers. Production unit therefore, fits well in John Dewey’s theory of project-based learning dating back to the early 20th century. This theory involves hands-on or learning by doing. Dewey advocated action-based learning and experience as the forefront of positive learning (Ross & Erin, 2021).
The project-based learning theory is also highly pronounced in the revised curriculum and is believed to promote acquisition of skills by learners that would liberate them from job searching when they complete their formal education. Ideally learners should be job creators. Participation in production unit activities provides learners with opportunities that give them hands-on experiences with practical skills development meaning that they will be able to convert theory into practice. The pupils learning agriculture science should practice what they learn in the school garden or farm. Those doing business studies should be involved in running school enterprises like a tuck-shop or business Centre. This should be done to all practical subjects (MoGE, 2013). It is their active participation in these vocational subjects that would impart life skills in them.
There are also several types of projects. Production unit activities fall under the category of production projects. Production projects involve students creating or rather producing goods or services that have economic value, and which are either exchanged for cash or contribute to self-sufficiency of the institution. In this case, learners are given tasks to undertake. Tasks are practical activities. Skills for future life are acquired through carrying out of specific tasks (John & Suzie, 2018). The projects should be beneficial in nature. They should not be ones which are done for formality.
Service Learning Theory
Production unit can also be connected to the theoretical framework of service learning. This can be defined as an organised educational experience that both meets the need of the community and fulfills learning objectives (John, 2015). It’s about an institution that is integrated with community service. It’s an approach somewhat between internship, practical and volunteerism. When planning PU activities, it’s important to create activities that truly match with the needs of the community with the learning needs of the students. The objectives of PU are based on making sure that a child is not just turned into an economic machine but into a meaningful future citizen who is ready to not just contribute to his personal life but also to that of the entire community. Activities in a community that are also part of the child’s upbringing are very important.
Timothy & Fisher (2010) argue that service learning involves students in service projects applying classroom learning for local agencies that exist to effect positive change in the community. School-based entrepreneurship is a productive activity of vocational learners who produce a product or provide a service to the school or to the community. It provides a course which is not tied to the academic curriculum. This is very important because learners are engaged in real life practical activities that give them the opportunity to face the real-life situations of later life.
MoE (2002) indicates that involvement of pupils in production work enables leads to acquisition of both theoretical and practical skills. The skills gained from an efficient PU education will be used even long after the students have left school. It gives students skills that may lead to some of them becoming their own bosses, running their own businesses. Students who are well equipped with practical skills are likely to open up businesses that are likely to be sources of employment for others. Opening such businesses is a service to the society. The current gap that needs attention for now has to do with the implementation part. Though profitable to the school, individual learners and the society at large, PU is still not seriously implemented in schools. It is for this reason that this study was undertaken so as to establish the role of head teachers in implanting PU as income generating venture for primary schools.
A unique contribution of this theory is amplified in people appreciating production unit. Production unit is all about practical work. When people develop positive attitude towards manual work, it means many of them will be ready to work for themselves in future. This self-employment will help reduce the current overloaded job market. The problem of unemployment will be solved and goods and services will be produced abundantly. This will improve the economic status of the country (Blenkers, 2011). The core of the service learning theory is rooted in its benefits not just to the individual learner but the entire community at large.
Production unit is a valuable source of revenue. The amount achieved depends on the school’s own efforts. Profits made through PU make an impact as they are used to purchase stationery, some materials for repairs, maintenance, and even transport and other logistical support. Because of these benefits, many schools consider revamping their production units seriously. Money raised through PU now tends to exceed what is collected directly from parents (MoGE, 2019). The income made by the school through production unit serves the school in many ways as explained above. This is in itself a service to the community.
Conceptual Framework.
This part of the study looked at the concept of production unit in schools. Production unit is more than just fundraising for the school. It involved a number of things. According to Kelly (1988), Production unit in a broad sense involves those activities where goods and services are produced by a school which have economic value, and which are either exchanged for cash and contribute to self – sufficiency of the institution. From the definition above, PU is seen as an income generating venture for schools if well undertaken and managed. What lacks from the above definition is the educational value of PU which puts focus on the acquisition of practical skills.
Chuku (2018), saw production unit as an industrial sector where goods and services are produced by students under the supervision of qualified instructors. It was a government encouraged mechanism for enhancing the relevance of schools with the view that the program integrates classroom learning and learning transference through creativity and innovations in making goods and providing services. Establishment and operation of production unit in schools is then expected to provide on the job training of students and provide commercial activities to sustain the day to day running of the school. It was then up to the government to fill the gap by providing qualified instructors in form of teachers who will help in meeting this objective.
According to AIP conference report (2016), a production unit is a government program in an effort to promote vocational school. From this definition, production unit does not only have economic value but also educational value. It is a program that needs to equip the students with practical skills knowledge to use in the future life after school. Production unit should not be looked at as manual work done so as to fundraise for the school. It should be seen as a skills training for students. The current gap that needs attention is the failure by education authorities to carry out a serious sensitization of stakeholders over the importance of PU in line with its educational value.
Ananda and Mukhandis (2016) argued that the major aim of school production unit is to offer direct working experience in the industry, inculcate entrepreneurial spirit, creativity and innovations and offer on the job training. If schools are established to provide solutions that serve the societal needs, then efforts that aim at ensuring that skillful graduates are produced should be enhanced. The opportunities like this one discussed above should therefore be realized by all stakeholders involved in implementation of school-based production unit. This is in itself not known by many stakeholders involved in running PU.
Conceptual Framework Model of Production Unit
The conceptual framework model below shows the relationship that exits between the independent, moderating and dependent variables. From the flow chart, it can be seen that, when schools are involved in various production activities, both economic and educational benefits of PU are achieved. The implementation of the activities will give out positive results or opportunities and failures or poor implementation will give out negative results. It is important to therefore understand the challenges involved in production unit so we stand a better chance of working on them and get positive results.
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Figure 1: The Management model of Production Unit as both a learning resource and an income generating venture.
Source:( Field research ,2021).
Description of model Variables.
The model above can be explained that the implementation of production unit as a source of learning and a source of funding can be done through the four stages of management including planning, organizing, implementation and supervision. To produce a graduate who is ready to work, then the production unit must have good management that supports learning. The school vision, mission and goal of production unit(independent variables)have to be well planned(moderating variable)so as to have PU management as a source of learning or a practical skills training(dependent variable).The business environment analysis be done as well. The organizational structure of PU and job description for stakeholder(independent variables)have to be organized(moderating variable)so as to have PU implementation as a source of learning(dependent variable).To be a source of funding, the four management functions have to be involved again. The division of tasks of teachers, pupils and learning order in production unit(independent variables)needs to under implementation(moderating variable)so as to have PU management as an income generating venture(dependent variable). Cost and quality of production unit things, PU personnel and activities(independentvariables)needs supervision(moderating variable)to produce income for an institution(dependentvariable). From the model, the four management functions are the moderating variables. The achievements of PU. as both a source of learning and an income generating venture are the dependent variables. All the input activities like vision, goals, organization structure, tasks, excellent service, evaluation and supervision of activities are all independent variables.
Literature Review
The Notion of Production Unit
In this study Production Unit will be understood as that type of education that helps in improving the economic status of the school through involvement in various fundraising ventures. Towardjono (2012), defined Production unit as a government program in an effort to promote vocational school. This definition is also important because it shows the educational value of production unit. The idea of a vocational school is also indicted by MOE (1977) that, the education system has the obligation and responsibility in preparing students to enter the world of work. It should create conditions whereby relevant productive skills gained during the process of education could be put to use in appropriate fields immediately on leaving school.
According to Ogube (2015), Production Unit is set up for the production and sales of products while ensuring student acquisition of sufficient practical skills, adequate knowledge and attitudes of production in line with area of specialization, and certify a student’s level of readiness to face the world of work before graduation. From the above assertion, schools should plan activities that bring revenue to the schools. What has to be in place is an education with production.
Production Unit Implementation and Management
A look at how production unit is implemented in other countries is important to this study. This gives an understanding of the whole concept of production unit implementation as income generation to the school. It is from the same background that un understanding of the role of head teachers in the implementation of PU shall be found. The countries looked at in this study are USA, Sweden, Indonesia, Java and Angola.
Case of the United States of America
According to Grill (2019), the form of learning through production units is also done in the USA. Countries like the USA have used this form of learning for decades now. It is done in the form of school-based enterprises. If well utilised, production units help schools meet several needs. It provides relevance, context, and concreteness to abstract material learned in the classroom. The USA in addition observes that the revenue realised from production units enable the schools to meet the cost of paying their own utility bills. The realisation of revenue through production unit makes schools self-reliant as they are able to meet all their needs without total dependence on government funding.
The role of head teachers in the USA is to plan meaningful business-oriented activities that can bring income to the institution if well implemented. It is a two-way activity. The children are not left out but fully involved in all the planned activities that bring income. Production unit is a learning resource to the pupils.
Case for Sweden
In many European countries, production unit comes in form of entrepreneurship education. It is often offered as an elective subject and mainly as standalone course or seminar. It is done theoretically and practically. All activities that need hands-on experience are done in that manner. In Sweden, classroom instruction is supplemented by extracurricular activities such as business plans, competitions, student consulting companies and internships within various firms. The aim is to foster knowledge-based graduates and future employees (Swedish Ministry of Education and Research, 2016).The head teachers in this case carryout the role of monitoring and supervising all programs to make sure that theory is turned into practice. As indicated above, production unit in Sweden involves teaching of vocational subjects. These come as standalone subjects or courses. The head teacher has to make sure that all pupils take part in these subjects.
Case for Indonesia
According to Herry (2016), in Indonesia, PU comes in form of vocational study areas. Various production unit related subjects sit on the Indonesian curriculum. The Indonesian curriculum is made in such a way that it prepares the learners for the future world of work. The young Indonesians are taught various skills through these practical subjects so that they become the labour force to develop the country. The country has opened more vocational schools and also trained massive numbers of educators to handle the PU related subjects. The function of PU in Indonesia is to be a study area for students to learn, practice skills and do entrepreneurship for the school. In Indonesia, production unit is there to benefit not just the school and individuals but also the entire country at large.
In Indonesia, Production unit is more serious. According to Towardjono (2012), it is a government machinery for the production of future citizens who would be in a position to contribute positively to the economic development of the country. The head teacher`s role in Indonesia is to make sure the vocational curriculum designed by the Central Government is well implemented. In this country, many teachers are well trained and deployed in schools to handle production unit related subjects. Being such a serious study area, the head teacher also makes sure pupils pass the same subject during examination time. The examination part makes this study area more important in Indonesia unlike in other countries.
Case of Java
According to Raharddjo (2012), there are no schools that carry out all aspects of production unit activities to the maximum. Only some of the activities are done. Very few schools have been conducting production unit well. Also the teachers involved have not been training entrepreneurial students to the maximum in terms of numbers and ideas. There are schools already making the labour market through online services to students, but still cannot help get jobs and open their own business. Reality in schools shows that activities of production units are still viewed with one eye.
In Java, therefore, the head teachers have no role to play in the implementation of production unit as income generating venture for schools. There are no production unit facilities in schools to support production unit activities. Graduates produced by many schools end up being job seekers instead of job creators. Many students want to quickly finish their studies and get a job. There is no room for self-employment since learners are not exposed to a vocational type of curriculum. It is cardinal to note that this situation makes the employment space to shrink. It is therefore realistic to conclude that many of the graduates in Java end up unemployed.
Case of Angola
According to UNIDO (2014), several countries have recently introduced policies and programs to foster youth entrepreneurship. African countries, for example, spearheaded the introduction of entrepreneurship curriculum in school systems. In Angola, 139 teachers have been trained and certified to teach entrepreneurship and 9,800 students have taken the entrepreneurship courses to date. Entrepreneurship is not simply opening a shop or starting a business; it is a process through which individuals identify opportunities from a crisis, allocate resources, take calculated risks and create value. This creation of value is something that students should be oriented towards achieving. It should be understood here that entrepreneurship is one of the key aspects of production units. Entrepreneurship education covers a broad spectrum of learning activities aimed at installing and shaping an entrepreneurship spirit and providing the right tools to start, grow and sustain a business.
According to Davies (2010), the head teachers in Angola make sure this aspect of education is implemented. The whole idea is to teach pupils entrepreneurship skills. It is not for school fundraising but a skills training for the learners. The head teacher together with his teachers should make available all the learning experiences that help the learners identify their abilities and opportunities.
Production Unit Implementation and management in Zambia
In view of inadequate funding to education sector from government, School head teachers and other stakeholders are expected to source supplementary income through various ventures. In sourcing these supplementary funds, it should be noted that learners are not supposed to beg for money or any other item in public places. In steady, fundraising activities should be agreed upon by all parties concerned. These stakeholders include pupils, teachers, parents school head teachers and board members. All schools are currently being encouraged by education authorities to revamp production units. The head teachers together with other stakeholders sit and plan good fundraising activities that can bring income to the schools. When such meetings are held, minutes of are made available to Education standards officers and other stakeholders if and when required (MESVTEE, 2015).
According to MOE (1996), the new system of education shall promote cost sharing between the state, the beneficiaries and other stakeholders. All will be encouraged to contribute financially or in kind towards the education sector. It will be the duty of the ministry of education to provide technical advice to make sure schools are in the position of mobilizing local resources for themselves. The person who should spearhead all this process is the head teacher who should play the role of bringing on board all stakeholders by providing guidelines on how production unit should be done. Clearly, routine experiences in classrooms that help in promoting production unit be improved through activities and programs of extra curriculum in nature.
The education boards and PTAs have the task to raise funds for the school through various activities. It is the task of these organization together with school management and to sit plan better ways if raising these funds for schools. School production unit is the answer in this case. To operate well, school production unit committees should be in place. By design, the PU committee is a sub-committee of the school PTA committee. The committee shall constitute, the chairperson who presides at all executive and general meetings. He is the overall supervisor of the committee and spokesperson of the association. The vice chairperson who performs the functions of the chairperson in his or her absence. Vice chairperson may lead a sub-secretary who takes and keeps all records of all deliberations of the committee. He or she convinces meetings of the executive committee and general membership in a consultation with the chairperson. The secretary also undertakes publicity work of the association. The secretary also has a vice that performs functions of the secretary in his or her absence. Coordinates activities of the sub-committee as may be delegated. The treasure is the custodian of all project funds. He or she may lead fundraising campaigns as may be delegated. The school enterprise or production unit committee shall comprise the head teacher, 3teachers, 3 parents and 4 pupils. (MOE, 2015).
The pupils or students should serve on certain school committee. The pupils are appointed by the head teacher of the school in the case of primary schools or elected by the pupils in case of secondary schools. They should also serve on production unit committees as has already been mentioned. This helps them to participate in deciding on the P.U activities for the schools (MOE, 1977).
The Ministry of education has revised the school curriculum in a bid to promote acquisition of skills by learners that would liberate them from job searching when they complete their formal education. This revised curriculum should be well implemented at all levels by all stakeholders. The implementation should be done through provision of opportunities that gives learners hands on experiences with enterprise development. It is through PU that many of these opportunities are provided. According to curriculum planners, the curriculum of work-related training and skills, adequately prepare those compelled to leave school early for self-employment (MOE, 2000).
The role of head teachers in the implementation of production unit
According to Business Dictionary (2013), a role is a prescribed or expected behavior with a particular position or status in a group or a school. School head teacher are expected to show patterns of behaviors and responsibilities associated with their position A school head teacher that is in charge of a school has a lot of responsibilities to accomplish. For example, developing a strategic vision and direction of the school development, management of staff, students and finances, supervision of the implementation of school curriculum and developing the relationship with the wider community. The above is the prescribed or expected behavior associated with the position of a head teacher in a school. The school head teacher therefore should show the above described behavior in carrying out all school activities. Production unit is included in all these activities. It is the duty of the head teacher to carry the vision of the school in terms of production unit and also manage the teachers and pupils as take part in all PU programs.
All schools should have a vision. According to Reh (2013) A vision is an over-riding idea of what the organization should be. Often it reflects the dream of the leader (head teacher). A vision must be sufficiently clear and concise that everyone in the organization understands it and can fulfil it with passion. In the first place, a vision must be realistic by being meaningful to the school. This means a vision must be somewhat specific rather than a vague idea about the future. Tatum (2013) asserts that vision has to be relevant to those who will be involved in reaching that ultimate goal. Therefore, vision should describe a set of ideals and priorities, a picture of the future, a sense of what makes the school special and unique, a set of principles that the organization stands for, and a broad sense of compelling criteria that will help define organizational success. From all the above, we can conclude that it is the head teacher`s role to carry the vision of the school. He should make it known to all stakeholders. He should communicate the production unit vision for the school to everyone to follow.
Supervision of all school activities is another role a head teacher should play in a school. Mpondo (2005) defines supervision as evaluating the educational practices in a school to find out if the objectives of a school are attained or not. The school head teacher has to gather information systematically, which can be used to create possibilities for a further improvement in the school. The head teacher should therefore supervise all production unit programs in the school. He or should not leave things in the hands of others. He is the one to take keen interest in making sure production unit is implemented in the school as income generating venture for the school.
The school head teachers are the vital inputs in the school realm. MOE (1977) points out that their major responsibilities in to provide professional leadership that would lead to the achievement of educational objectives which is revealed in terms of student outcomes. Where head teachers are active in providing this leadership, all school programs including production unit are a success. Head teachers provide leadership that is outcome based. For all PU activities to flourish, head teachers should be in the fore front.
On top of that, recent research findings such as Meador (2013) show that a good school head teacher is the one who always leads by example, is positive, analytical ability, and common sense and have a hand in the day to day activities of the school, and listen to what their constituencies are saying. An effective head teacher steps to fill in the gaps as needed, even if it isn`t part of their daily routine. This clearly calls for head teachers to part and parcel of all production unit activities in the school. They should fully be involved as examples in the implementation of PU as income generation venture for the school.
School community partnership is a vital component in the day to day running of the school. A school is a social institution where consciously designed learning experiences are provided with the objectives of achieving social needs, over a period of time. A school should coordinate with environment in which it is situated. The school head teacher plays a big role in determining the level of parental involvement. The head teacher makes sure all-important programs within the school are known and supported by the community. PTCs should be functional in the school and head teacher is normally the chief executive officer of the PTC. When parents are involved, they help in issues of funds, technical knowledge and provision of materials to support school programs. Production unit is an area which needs community involvement. The head teacher should therefore promote high level of school community partnership. When parents are involved, the whole program receives total support because they will feel that their cultural values and interests are respected (Corner,1980).
Combs (1968) indicated the limited administrative ability of education systems to plan and to transform plans into desired results. By definition, Bauleni (2005) says, planning is the process of making decisions today about what is to be done tomorrow or thereafter.it helps to formulate objectives to come out into the open of what is to be achieved at the end of the activity. Poorly planned education activities are a hindrance to PU programs. This is so because projection of what will happen at a certain time is not shown where head teachers are poor planners. There is normally no clear picture of what is expected on production unit projects and no deadlines to meet, hence creating a state of confusion. A number of PU projects end up being exposed to unpredicted high risks and problems due to poor planning. It is the duty of school head teachers to plan all production unit activities. A well-planned PU project is destined for success.
Opportunities of implementing Production Unit
According to MOGE (2013), entrepreneurship and financial education has a potential to make a real difference to pupils `lives and to the school`s financial status and the national economy at large. Teachers should encourage learners to think about creating their own business opportunities as well as managing their finances well. Schools also can under production unit open up business ventures. These will contribute to the financial wellbeing of the school. When the school`s financial status is sound, then such a school becomes self- reliant. This means it will be in the position to meet its needs. Teaching and learning of business studies related subjects should not abstract, and bookish. The spirit of hands on is beneficial to learners where business studies is concerned.
Education should have educational value rather than economic value alone. Production units form a basis for practical training since the main objective is to give the pupils a whole round education. Nevertheless, this document also acknowledged that production units should enhance a spirit of and practice of self-reliance. It is also hoped that knowledge gained by pupils from school productive work would help pupils lead productive lives in the absence of wage employment after they left school. (MOE,1977).
According to Kelly (1988) production unit is a valuable source of revenue for schools. The amount achieved depends on the efforts of individual schools. Profit made through production unit make an impact as they are used to purchase stationary, some materials for repair and maintenance, and even transport inclusive. Because of this attraction, many schools consider revamping their production units. Money raised through PU tends to exceed what is collected directly from parents. School head teachers should take keen interest in improving their production units so as to increase financial capacity of their schools.
According to Ogube (2015), Production Unit is set up for the production and sales of products while ensuring student acquisition of sufficient practical skills, adequate knowledge and attitudes of production in line with area of specialization, and certify a student’s level of readiness to face the world of work before graduation.
MOE (2002), indicated that involvement of pupils in production work enables theoretical and intellectual skills to be applied because knowledge and skills are an important life skill. The skills also gained from an efficient PU education will be used even long after the students have left school, it gives students skills that may lead to some student becoming their own bosses in self-employment.
According to Borstel (1991), the revenue realized from production unit may enable the schools to meet the cost of paying their own utility bills. If schools are involved in PU and raise their own monies, then the syndrome of depending on fees paid by pupils shall end and also a situation of complete dependency on government grants shall also end.
The Research Gap in the Literature
Despite the fact that a number of studies have been conducted on issues of Production Unit, no particular study has been conducted to specifically examine the role of head teachers in the implementation of production unit as income generating venture for schools. The aspect of the role of head teachers is missing in many studies. Studies that have been conducted have largely concentrated on just stating the challenges and benefits of PU without giving the road map which head teachers should use in implementing he whole PU program in primary schools. This study is therefore, set to examine the role of school head teachers in implementing production unit as income generating venture in the selected primary schools in Kalomo District.
Methodology
Research Design
A descriptive survey design was used when conducting this research. Since the research sought to collect information about the respondents’ opinion on the topic at hand, the descriptive research design was ideal. The study used mixed methods in collecting data. The approach was adopted to enable the researcher get and analyze relevant information concerning stakeholders’ opinions over the role of head teachers in the implementation of production unit as income generating venture in selected primary schools in Kalomo District.
Research population
According to Bonney (2010), Population is basically the target group from which the researcher wishes to draw responses. It is the aggregation of element from which the sample elements are actually selected. The population of interest in this study consists of all the primary schools in Kalomo district. A detailed description of this population was those stakeholders responsible for management and implementation of production unit in schools. The population consists school head teachers, production unit co-coordinators and production unit prefects or captains.
Sample Size
Sample size refers to the number of items to be selected from the universe to constitute the sample and this answer how many units should be surveyed and interviewed (Kothari, 1990). Large sample gives more reliable results than small samples. For this research, the sample consisted of 10 schools randomly chosen. 10 head teachers from those schools were sampled and two teachers co-coordinating production unit from each school making it 20. 2 school production unit prefects or captains from each of the 10 schools will also be sampled making it 20 again. All those numbers of respondents from the 10 schools chosen add up to 50. This sample size resulted in obtaining of reliable information.
Sampling Techniques /procedures
The data was collected from 10 schools out of 60 schools. The schools were chosen using the simple random sampling method and Yamane`s formula was used to calculate this number. Yamane (1967) provides a simple formula to calculate sample sizes.
Yamane’s formula;
n = N/ [1+N(e)^2]
Where,
nis the sample size
Nis the population size
eis the acceptance sampling error at 95% confidence level which makes it = 0.05
A total of 50 respondents were picked. 10 head teachers,20 teachers who are PU coordinators and 20 PU prefects from the 10 schools. 2 out of the 10 head teachers were female while 8 were male. 4 out of the twenty PU coordinators were female while 16 were male. 10 out of the twenty prefects were female and the other 10 were male. In summary the team of respondents consisted 34 males and 16 females a total of 50 respondents. The respondents from each sampled school were purposively chosen as they happened to be the ones in charge of coordinating PU activities. In terms of respondents’ percentages,68 percent were male and 32 percent were females.
Data collection instruments
In this study, the primary sources of data were collected from oral interviews, questionnaires and face to face observation of the respondent. Secondary source of data are simple data collected on a second-hand base. In this research, the secondary sources of data were obtained through the use of text books, journals, internet, public and specialized libraries. This would enhance validity and reliability of data.
Data Collection Procedure.
A permit was first obtained from the directorate of post graduate studies, school of education authorizing the researcher to carry out a research as per regulations, and then before going into the field, the researcher got permission from the District Education Board Secretary (DEBS) for Kalomo. The researcher collected both qualitative and quantitative data. The questionnaires, interview guides and one on one interviews were used to collect data. This were the ways in which primary data was collected. The researcher self-administered the questionnaires and interview guides within a period of two weeks. The researcher also had conferences with selected head teachers and production unit co-coordinators in selected schools using the one on one interviews approach. In collecting secondary data, the researcher explored different pieces of literature published by different authors.
Data Analysis
The quantitative data was analyzed using the statistical package for social sciences (SPSS) computer software version 20 to generate tables of frequencies and percentages which were used in describing distributions of the variables. The qualitative data was analyzed by coding and grouping the emerging themes.
Ethical Considerations
Before approaching respondents in schools, permission to meet with them was sought from the local education authority who is DEBS in this case. The respondents were treated with all respect they deserved. Consent was obtained from the respondent before they participated in the study. They had all the rights to awareness of all that the researcher was doing as he dealt with them. Confidentiality of the respondent was highly kept. Permission was also obtained for photo taking.
Presentation of Findings
Research Question 1: What is the role of head teachers in the implementation of production unit as income generating venture in selected primary schools in Kalomo District?
The respondents were asked to answer the question on the role of head teachers in the implementation of PU as income generating venture in schools. Responses are given in table 2 below.
Table 2: Views of respondents on the role of head teachers in the implementation of production unit as income generating venture in schools as indicated by respondents.
Abbildung in dieser Leseprobe nicht enthalten
(Source: Fieldwork ,2021)
Table 2 shows the role of head teachers in the implementation of production unit as income generating venture in primary schools. Firstly, on the role of planning PU activities in schools,41(82%) out of 50 (100%) participants said head teachers planned activities and 9(18%) said they don’t. Planning was a very important role that the head teachers should do in schools. Secondly, when asked if head teachers were involved in the organization of PU activities in the school,41(82%) again said yes and 9(18%) disagreed that head teachers organize all PU activities in the school. Over monitoring and evaluation of PU programs in the school, on this one,13(26%) out of 50(100%) respondents said head teachers do so while 37(74%) said they don’t monitor and evaluate PU activities in the school. Lastly, on the role of supervising PU activities, only 11(22%) out of 50(100%) respondents said that they see head teachers supervising and the remaining 39(78%) said they don’t.
Whether Pu Exists in Schools
The researcher asked the head teachers, teachers coordinating PU in schools and also PU prefects to state whether there are PU existed in their schools as income generating ventures. The results are presented in tables 3 below.
Table 3: Views of the respondents on the existence of PU in their schools.
Abbildung in dieser Leseprobe nicht enthalten
(Source: Fieldwork, 2021)
Table 3 shows that seven (70%) of the respondents who are head teachers indicated that PU was implemented in their schools while three (30%) said it was not implemented. As for PU coordinating teachers, seven (70%) said PU exist in their schools while three (30%) said it was not there. Finally, fourteen (70 %) of the PU coordinating prefects indicated that PU exist in their schools while six (30%) said it was not. With this evidence, it was deduced that more than half of the schools’ implement PU programs while very few are not.
Whether Head Teachers Support PU in Schools
Head teachers are the key figures in the running of schools. This part asked whether head teachers are supporting PU activities or not.
Table 4: View of respondents on support of PU programs by head teachers in schools.
Abbildung in dieser Leseprobe nicht enthalten
(Source: Fieldwork, 2021)
Table 4 indicates that, seven (70 %) of the head teachers support PU activities while three (30%) do not. While fourteen (70%) of the PU coordinators agreed that PU is supported by school management, six (30 %) said it was not supported. Finally, fourteen (70 %) of the PU prefects indicated that it was supported by management while six (30%) disagreed. The study deduced that, all those schools where PU does not exist are the ones with head teachers that do not again support PU activities, therefore, nonexistence of PU in schools was somehow as a result of lack of support from the head teachers.
Research question 2: What are the opportunities of implementing production unit as income generating venture in the selected primary schools in Kalomo District?
This part puts forth the opportunities of implementing PU in schools. Tables 5 and 6 below shows the responses with regards to the opportunities of implementing PU.
Whether PU is an Income Generating Venture in schools.
This part aimed at getting the views of respondents on whether PU was an income generating venture in schools or not.
Table 5: Views of participants on production unit as an income generating venture.
Abbildung in dieser Leseprobe nicht enthalten
Source: Fieldwork (2021)
From table 5 on production Unit as an income generating venture. 90 percent of the head teachers accepted that PU was really an income generating venture to schools while 10 percent disagreed. All the teachers coordinating PU agreed that it was an income generating venture and this was 100 percent. 90 percent of the PU prefects also said that PU was an income generating venture while 10 percent said it was not. Therefore, the research concluded that production unit was an income generating venture to schools since the majority of the respondents indicated so in their responses.
Whether PU is a Practical Skills Training to Pupils in schools.
Apart from being income generating venture in schools, PU is also expected to be a skills training for learners. This part tried to find out the view of respondents on whether PU was a practical skills training activity or not.
Table 6: Opinions of participants on production unit as a practical skills training.
Abbildung in dieser Leseprobe nicht enthalten
Source: Fieldwork (2021)
Table 6 indicates that 70 percent of the school head teachers agree that Production unit is a practical skills training to the learners while 30 percent disagreed. As for the PU coordinators, 70 percent also stated that PU is a practical skills training and 30 percent said it is not. Finally, 70 percent of the PU prefects also said that PU is a practical skills training with 30 percent said it is not. In general, 70 percent of the respondents indicated that PU is a practical skills training while 30 percent disagreed. From the statistics, majority of the respondents which is 70 percent agreed that PU is a practical skills training. The research therefore concluded that PU is a practical skills training to the learners and this also shows its educational value.
Discussion of study findings
The discussion was arranged according to the four objectives of the study. The section was sub divided into the following research objectives:
i. To examine the role of head teachers in the implementation of production unit as income generating venture in selected primary schools in Kalomo District.
ii. To establish the opportunities of implementing production unit as income generating venture in selected primary schools in Kalomo District.
Objective 1: To Examine the Role of Head Teachers in The Implementation of Production Unit as income generating venture in the selected primary schools.
The first objective as highlighted was to examine the role of head teachers in the implementation of production unit as income generating venture in primary schools.
Developing a strategic vision and direction of a school
School head teachers are expected to show patterns of behaviors and responsibilities associated with their position. From the educational perspective, Sonia (1997) says that a school head teacher that is in charge of a school has a lot of responsibilities to accomplish. For example, developing a strategic vision and direction of the school development, management of staff, students and finances, supervision of the implementation of school curriculum and developing the relationship with the wider community. The above is the prescribed or expected behavior associated with the position of a head teacher in a school. The school head teacher therefore should show the above described behavior in carrying out all school activities. Production unit is included in all these activities. Sapru (2012), talks of the head teacher as being a person who should influence people so that they are willing to contribute their level best to the achievement of group goals. It is the duty of the head teacher to carry the vision of the school in terms of production unit and also manage the teachers and pupils as take part in all PU programs.
All schools should have a vision. According to Reh (2013), A vision is an over-riding idea of what the organization should be. Often it reflects the dream of the leader (head teacher). A vision must be sufficiently clear and concise that everyone in the organization understands it and can fulfil it with passion. In the first place, a vision must be realistic by being meaningful to the school. This means a vision must be somewhat specific rather than a vague idea about the future. Tatum (2013) asserts that vision has to be relevant to those who will be involved in reaching that ultimate goal. Therefore, vision should describe a set of ideals and priorities, a picture of the future, a sense of what makes the school special and unique, a set of principles that the organization stands for, and a broad sense of compelling criteria that will help define organizational success. From all the above, we can conclude that it is the head teacher`s role to carry the vision of the school. He should make it known to all stakeholders
Planning as a role of head teachers.
According to the conceptual framework, planning is very cardinal role head teachers should play in running all activities in the school. It is a process of making decisions today about what is to be done tomorrow or the thereafter. According to the respondents on the role of planning PU activities in the school, majority of them agreed and said that head teachers plan PU activities in the schools and a few disagreed and they indicated that head teachers don’t plan production unit activities in schools.
Planning helps to formulate objectives to come out into the open of what is to be achieved at the end of the activity. Poorly planned education activities are a hindrance to success (Bauleni, 2005). This view is also indicated in the conceptual framework and according to it, Planning enables head teachers to meet set targets. The study concluded that in schools where head teachers are good planners, PU programs succeeds and where head teachers are poor planners, PU activities fail. (Bauleni ,2005).
Production unit by design and practice is more of a co-curricular activity. According to the theoretical frame work, it involves learning by doing and provision of services which needs a lot of time away from the classroom. In this case, the head teacher has to put in place a well-designed plan of production unit operational time and arrangement of production unit personnel. Such a plan leads to excellent implementation of the program.
Organizing as a role of head teachers
According to the theoretical framework, PU involves hands on by the learners a lot of things are therefore supposed to be organized. The function of organizing is to arrange, direct, coordinate, and control the activities of an institution. Head teachers should be involved in organizing all PU activities in schools. Again, on this one majority of the respondents said yes. This represents 41 out of 50 respondents and 9 are the ones who said head teachers don’t organize PU activities in schools. The school head teachers are the vital inputs in the school realm.
MOE (1977) points out that the major responsibilities of head teachers is to provide professional leadership that would lead to the achievement of educational objectives which is revealed in terms of student outcomes. From the conceptual framework, where head teachers are active in providing this leadership, all school programs including production unit are a success. Head teachers provide leadership that is outcome based. For all PU activities to flourish, head teachers should be in the fore front. He is one charged with organizing all production unit in a school.
Head teachers have to realize that without the playing the role of organizing various things within the school, all the program would come to a standstill. It is their role to well organize the division of tasks of all the teachers, pupils and the entire learning order in the production unit. They should organize material, financial and technical support for production unit to bear it`s fruits as an income generating venture in schools
Monitoring and Evaluationof PU Programs
Another question was on monitoring and evaluation of PU activities in the school. This process is very important because it has to do with a systematic collecting, analyzing and using information to track a program`s progress towards reaching its objectives and to guide management decisions. According to the findings, very few respondents said head teachers monitor and evaluate PU activities in schools. The majority disagreed and said that head teachers don’t monitor and evaluate PU activities in schools.
On top of the monitoring and evaluation processes indicated above, recent research findings such as Meador (2013) show that a good school head teacher is the one who always leads by example, is positive, analytical ability, and common sense and have a hand in the day to day activities of the school, and listen to what their constituencies are saying. An effective head teacher steps to fill in the gaps as needed, even if it isn`t part of their daily routine. This clearly calls for head teachers to part and parcel of all production unit activities in the school. They should fully be involved as examples in the implementation of PU as income generation venture for the school.
Monitoring and evaluation was looked at from two points of view. Firstly, there has to be internal monitoring done from within the school itself by the head teachers, PU coordinating teachers and PU coordinating prefects. The above should carry out checks on how the program is progressing in the school. They should carry out supervision on things like the cost, quality and progress of production unit. Another form of monitoring and evaluation should be an external one. This should be done by the out siders. These include officers from the District, Province and Nation. By doing this kind of monitoring, these officers are able to determine if the policy of compulsory implementation of PU in all schools is being implemented. This would help in putting in place best measures for all PU programs where necessary.
Supervision of school production unit programs.
The issue of supervising school production unit activities was also asked. Supervision is also very important in the implementation of all organizational activities. It is an act of or function of overseeing something or somebody. It is a critical action of watching and directing all activities in a school. When supervising the work of teachers and pupils, the head teacher has to employ various leadership styles. This is because certain individuals work well under commands while other respond well to democratic leadership of the head teacher. It is up to the head teacher to read the situation and apply the best style to fit that situation. Supervision of all school activities is an important role a head teacher should play in a school.
Mpondo (2005) defined supervision as evaluating the educational practices in a school to find out if the objectives of a school are attained or not. The school head teacher has to gather information systematically, which can be used to create possibilities for a further improvement in the school. The head teacher should therefore supervise all production unit programs in the school. He or should not leave things in the hands of others. He is the one to take keen interest in making sure production unit is implemented in the school as income generating venture for the school.
Ultimately, the administration machinery is to create and ensure coordination between all the wings of the education set up (Sidhu,2012). The stakeholders in the school must also be part of the gradual changes taking place. In line with the conceptual framework, it was the head teachers` duty to come up with the organizational structure of production unit. It was the head teacher to identify the persuasive members of staff and discover ways of to bring them on board in the PU implementation structures. Job description for each member stakeholder was of great importance for production unit to be well implemented.
Support of PU programs through school community partnerships
School community partnership is a vital component in the day to day running of the school. A school is a social institution where consciously designed learning experiences are provided with the objectives of achieving social needs, over a period of time. A school should coordinate with environment in which it is situated. The school head teacher plays a big role in determining the level of parental involvement. The head teacher makes sure all-important programs within the school are known and supported by the community. PTCs should be functional in the school and head teacher is normally the chief executive officer of the PTC. When parents are involved, they help in issues of funds, technical knowledge and provision of materials to support school programs. Production unit is an area which needs community involvement. The head teacher should therefore promote high level of school community partnership. When parents are involved, the whole program receives total support because they will feel that their cultural values and interests are respected (Corner,1980).
According to the study findings, production unit was not fully supported financially by other stakeholders. For every school project to succeed, money was needed. It was this same money that should be used to buy implements to use. On whether PU was supported through technical advice from members of the community, majority of the respondents indicated that it was not receiving enough support. Finally, very few respondents indicated that PU was supported materially by communities. From the responses above, head teachers don’t fully involve communities in the implementation of production unit as income generating venture in schools.
Objective 2: To Establish the Opportunities of Implementing PU as Income Generating Venture inschools.
Economic Value of production unit
According to Kelly (1988) production unit is a valuable source of revenue for schools. The amount achieved depends on the efforts of individual schools. Profit made through production unit make an impact as they are used to purchase stationary, some materials for repair and maintenance, and even transport inclusive. Because of this attraction, many schools consider revamping their production units. Money raised through PU tends to exceed what is collected directly from parents. School head teachers should take keen interest in improving their production units so as to increase financial capacity of their schools.
According to the conceptual frame work, Production unit has economic value as well. If well established and implemented, schools can generate income through it and this can address the crisis of depending on government grants. The school solves its own economic challenges. Depending on grants and levies is reduced. This was in line with what majority of the respondents acknowledged. The great value PU has to schools if well implemented and supported, should be embraced by all. In this case, the head teacher should provide professional leadership to make sure this important aspect of education this well utilized as income generating venture in schools. no deadlines to meet, hence creating a state of confusion. A number of PU projects end up being exposed to unpredicted high risks and problems due to poor planning. It is the duty of school head teachers to plan all production unit activities. A well-planned PU project is destined for success.
According to MOGE (2013), entrepreneurship and financial education has a potential to make a real difference to pupils `lives and to the school`s financial status and the national economy at large. Teachers should encourage learners to think about creating their own business opportunities as well as managing their finances well. Schools also can under production unit open up business ventures. These will contribute to the financial wellbeing of the school. When the school`s financial status is sound, then such a school becomes self- reliant. This means it will be in the position to meet its needs.
According to Borstel (1991), the revenue realized from production unit may enable the schools to meet the cost of paying their own utility bills. If schools are involved in PU and raise their own monies, then the syndrome of depending on fees paid by pupils shall end and also a situation of complete dependency on government grants shall also end.
Educational Value of production unit
MOE (2002), indicated that involvement of pupils in production work enables theoretical and intellectual skills to be applied because knowledge and skills are an important life skill. The skills also gained from an efficient PU education will be used even long after the students have left school, it gives students skills that may lead to some student becoming their own bosses in self-employment.
The educational value where PU provide opportunity for integrating theory and practice as production and learning interact in many ways. Pupils come to know the importance of production work and take it as a serious venture or occupation in future life. They learn useful occupational skills for the future life through production unit. This is its value to individual learners. When children are equipped with practical skills, the issue of job seeking and unemployment is solved. Schools produce learners who will end up being employers and not employees. While 70 percent of respondents indicated this view,30 percent disagreed.
MOE (1977) also noted that, education should have educational value rather than economic value alone. Production units form a basis for practical training since the main objective is to give the pupils a whole round education. Nevertheless, this document also acknowledged that production units should enhance a spirit of and practice of self-reliance. It is also hoped that knowledge gained by pupils from school productive work would help pupils lead productive lives in the absence of wage employment after they left school.
According to Ogube (2015), Production Unit is set up for the production and sales of products while ensuring student acquisition of sufficient practical skills, adequate knowledge and attitudes of production in line with area of specialization, and certify a student’s level of readiness to face the world of work before graduation. The study also revealed that PU has both economic and educational values to primary schools. This view was expressed in the theoretical framework where it was looked at as being a way of raising money for an institution and also a means of imparting practical skills to the learners as they got involved in hands on activities. It is through these activities that the schools in return gain funs to use for various services and needs.
Conclusions and Recommendations
Conclusion
Having discussed the major findings of the research, the following are the conclusions from the research questions.
Firstly, with respect to the questions on the roles of head teachers in the implementation of production unit as income generating venture in primary schools, respondents from the selected primary schools revealed that head teachers don’t fully carryout their roles. The study revealed that management roles like supervision, monitoring and evaluation are not fully carried out by head teachers in schools and this in itself hindered PU implementation.
Secondly, on the question regarding the opportunities of implementing production unit in selected primary school in Kalomo district, results from the study can still be used to answer this question. Firstly, PU was an income generating venture to schools and secondly, it was a practical skills training to individual learners involved in it. It was a source of income to the school and also a learning resource to the learner.
Recommendations
In the view of the role of head teachers in PU implementation and the opportunities of implementing PU, the following are the recommendations which the government and other relevant stakeholders should act on in order to achieve the proper implementation of PU in primary schools;
i. The government through the ministry of general education should consider increasing the process of monitoring and supervision of primary schools` PU projects. This will help them see whether school head teachers are implementing the policy directive given by the ministry of general education of making PU compulsory in all schools or not.
ii. The government through the ministry of education should intensify sensitization on the merits of production unit. Benefits of PU both educational and economic should be spelt out to all schools so that the perception of production unit is improved in all stakeholders.
iii. The Government through the ministry of education should make sure that teachers to handle the vocational part of the curriculum are also made available to all primary schools. The current lack of specialized teachers in PU related subjects makes it difficult for primary school managers to manage PU effectively. Teachers should be trained in numbers and then sent to primary schools to handle vocational subjects.
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- Rosemary Muma Mulenga (Author), Mwiya Mufalali (Author), 2022, The role of head teachers in the implementation of production unit. Generating venture in the selected primary schools in Kalomo District Zambia, Munich, GRIN Verlag, https://www.grin.com/document/1274444
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Upload your own papers! Earn money and win an iPhone X. -
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Upload your own papers! Earn money and win an iPhone X. -
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Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
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Upload your own papers! Earn money and win an iPhone X.