Daniel L. Mpolomoka

High School Literacy in Zambia: a Case of Chibombo High School Daniel L. Mpolomoka

Today, a significant number of pupils in high schools do not generally know how to read and write. Such a situation makes them fail to perform well at school in other subjects other than English language. It is against this view that this book explores the levels of literacy of high school pupils at Chibombo High School Board. The book comprises five chapters: the introduction; review of literature related to literacy; the methodology; discussion findings; and the conclusion and recommendations. The research-validated information explored in this book is a yardstick to teachers, local school administrations and Curriculum Development Centre to revise curricula to meet the differentiated literacy needs of struggling learners in high school. This book is meant for pupils, teachers and researchers; and is an eye-opener to key stakeholders (Schools, District Education Board Secretaries, and Provincial Education Officers), stakeholders and policy makers. These play a crucial role in preparing high school learners to compete in the fast-evolving literate knowledge-based economy.