Exploring the Barriers and Enablers in Implementing the Catch-Up Programme: A Focus on Community Schools in Zambia

Abstract

This research examined the barriers and enablers experienced by teachers influencing the implementation of the Catch-Up Programme in community schools within Lusaka province. The study employed the COM-B method, which posits that changes in teachers' behaviour can be influenced by their Capabilities, Opportunities, and Motivation. This theoretical approach suggests that enhancing these factors can facilitate better implementation of the Catch-Up Programme. To gather data, qualitative semi-structured interviews were conducted with 12 teachers from Lusaka. Thematic analysis revealed several significant barriers including language barriers, lack of follow-up training, shortage of materials, inadequate facilities, unfavourable teacher-student ratios, lack of community understanding, and insufficient appreciation, supervision and incentives from the Ministry of Education. Conversely, several enablers were identified, such as high self-efficacy among teachers, quality initial training, availability of teacher guides, use of visual aids, outdoor teaching Opportunities, collaboration among teachers, community support, and the perceived effectiveness of the programme. The identification of these barriers and enablers provides a foundational basis for future development and refinement of the Catch-Up Programme in community schools. Addressing these factors can lead to more effective implementation and ultimately improve educational outcomes in the region.