An Appraisal of School Rules from Selected Primary and Secondary Schools in Ndola District Copperbelt

Abstract

This thesis was premised on the investigation of the formulation, interpretation and enforcement of school rules in selected primary and secondary schools in Ndola District of the Copperbelt Province, within the framework of the Education Act No. 23 of 2011. this study renders an account of the increasingly complex management of pupil discipline in Zambian schools. Following the abolition of corporal punishment, it was observed that the Act provides limited guidance on the formulation and implementation of disciplinary procedures, which has resulted in inconsistencies and ineffective management of discipline. The aim of this study was to conduct an appraisal of school rules in selected primary and secondary schools in Ndola District Copperbelt. To address these challenges, the study adopted a qualitative research approach based on phenomenological design with data utilised emanating from one on one interviews with concerned stakeholders. The study was modelled on a phenomenological design in order to capture the lived experiences and perspectives of teachers, pupils and parents on the application and understanding of school rules. The major findings of the study revealed that while the abolition of corporal punishment was a progressive step toward rights-based education, its effectiveness has been weekend by the absence of a standard disciplinary framework. The study concludes by emphasising the need for a coherent, legally grounded and participatory approach to the formulation and enforcement of school rules to promote fairness, accountability and positive pupil behaviour in Zambian schools.