Education Administration and Policy Studies

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Academic flaws in the face of the COVID - 19 pandemic: a case of university of Zambia student.
(International Journal of Research and Scientific Innovation, 2022-07-31) Daka, Harrison; Mugala, Alex; Mulenga-Hagane, Mukuka Lydia; Kalimaposo, Kalisto
The COVID-19 pandemic and resulting economic crisis has brought unprecedented challenges to higher education. The COVID-19 pandemic has subsequently left higher institutions of learning struggling on how to provide quality education to all. Globally, students have faced unprecedented challenges stemming from the COVID-19 pandemic. Irrefutably, this austere pandemic has disrupted the teaching and learning process and it has affected the provision equitable and quality education. This paper aimed to provide a comprehensive report on the challenges facing University of Zambia Students in the face of the COVID-19 Pandemic. This was achieved by analyzing 400 University of Zambia students’ responses to the survey-based questionnaire. A descriptive statistical method was used to test the validation of the study. The students were sampled using simple random sampling. The study revealed that the major challenges included poor network connectivity, failure to access and upload educational materials on the platforms and lack of digital skills. In order to curb these challenges, the study recommended that the government and private network providers should improve the network provision to all parts of the country. In addition, the study recommended that there is need to have blended learning so as to enhance understanding in the learners for concepts which were not clear when taught during online. It was proposed that the University of Zambia management should also put a deliberate programme to train all students in digital skills.
Academic flaws in the face of the COVID - 19 Pandemic: a case of University of Zambia student.
(International Journal of Research and Scientific Innovation (IJRSI), 2022) Daka, Harrison
The COVID-19 pandemic and resulting economic crisis has brought unprecedented challenges to higher education. The COVID-19 pandemic has subsequently left higher institutions of learning struggling on how to provide quality education to all. Globally, students have faced unprecedented challenges stemming from the COVID-19 pandemic. Irrefutably, this austere pandemic has disrupted the teaching and learning process and it has affected the provision equitable and quality education. This paper aimed to provide a comprehensive report on the challenges facing University of Zambia Students in the face of the COVID-19 Pandemic. This was achieved by analyzing 400 University of Zambia students’ responses to the survey-based questionnaire. A descriptive statistical method was used to test the validation of the study. The students were sampled using simple random sampling. The study revealed that the major challenges included poor network connectivity, failure to access and upload educational materials on the platforms and lack of digital skills. In order to curb these challenges, the study recommended that the government and private network providers should improve the network provision to all parts of the country. In addition, the study recommended that there is need to have blended learning so as to enhance understanding in the learners for concepts which were not clear when taught during online. It was proposed that the University of Zambia management should also put a deliberate programme to train all students in digital skills. Key words: Academic flaws, Covid – 19, Learning and teaching, Pandemic, Strategies The COVID-19 pandemic and resulting economic crisis has brought unprecedented challenges to higher education. The COVID-19 pandemic has subsequently left higher institutions of learning struggling on how to provide quality education to all. Globally, students have faced unprecedented challenges stemming from the COVID-19 pandemic. Irrefutably, this austere pandemic has disrupted the teaching and learning process and it has affected the provision equitable and quality education. This paper aimed to provide a comprehensive report on the challenges facing University of Zambia Students in the face of the COVID-19 Pandemic. This was achieved by analyzing 400 University of Zambia students’ responses to the survey-based questionnaire. A descriptive statistical method was used to test the validation of the study. The students were sampled using simple random sampling. The study revealed that the major challenges included poor network connectivity, failure to access and upload educational materials on the platforms and lack of digital skills. In order to curb these challenges, the study recommended that the government and private network providers should improve the network provision to all parts of the country. In addition, the study recommended that there is need to have blended learning so as to enhance understanding in the learners for concepts which were not clear when taught during online. It was proposed that the University of Zambia management should also put a deliberate programme to train all students in digital skills. Key words: Academic flaws, Covid – 19, Learning and teaching, Pandemic, Strategies
Administrative mitigation measures against examination attrition rates in tertiary institutions: a case of school of education, University of Zambia.
(European Modern Studies Journal, 2021) Daka, Harrison
The purpose of the study was to formulate strategies that heads of departments can use in mitigating examination attrition. The study was done from the School of Education of the University of Zambia. A case design was used through a qualitative approach. The heads of department who once experienced examination attrition rates on the departments in the School of Education were the target population. Therefore, purposive sampling was used to gather participants’ responses from the nine (9) participants. Coding and thematic analysis of data using the emerging themes from the findings was used to analyse data. From the findings, main factors leading examination attrition rates were cited as financial constraints, taking courses for prestige, ignorance about the importance of assessments and work overload. The findings revealed that heads of department play various roles in mitigating examination attrition such as allocating lecturers to each student to offer counselling to students who are faced with academic challenges. In addition, the findings revealed that heads of departments keep up to date with students’ academic performances so that they can provide solutions if students are facing any challenges academically. From the findings, the following recommendations were made: students must meet with their course lecturers for consultation as it plays an important role in retention of students in schools, detailed feedback from lecturers must be given to students in time, academic and psycho-social counselling must be provided to all students. Keywords: examination attrition, heads of department, counselling, mitigating
Administrative mitigation measures against examination attrition rates in tertiary institutions: a case of school of education, university of Zambia.
(The University of Zambia, 2021) Daka, Harrison; M. Chipindi, Ferdinand; Phiri, Agness; Mulenga, Bertha; Mvula, Leah; Chirwa, Judith
The purpose of the study was to formulate strategies that heads of departments can use in mitigating examination attrition. The study was done from the School of Education of the University of Zambia. A case design was used through a qualitative approach. The heads of department who once experienced examination attrition rates on the departments in the School of Education were the target population. Therefore, purposive sampling was used to gather participants’ responses from the nine (9) participants. Coding and thematic analysis of data using the emerging themes from the findings was used to analyse data. From the findings, main factors leading examination attrition rates were cited as financial constraints, taking courses for prestige, ignorance about the importance of assessments and work overload. The findings revealed that heads of department play various roles in mitigating examination attrition such as allocating lecturers to each student to offer counselling to students who are faced with academic challenges. In addition, the findings revealed that heads of departments keep up to date with students’ academic performances so that they can provide solutions if students are facing any challenges academically. From the findings, the following recommendations were made: students must meet with their course lecturers for consultation as it plays an important role in retention of students in schools, detailed feedback from lecturers must be given to students in time, academic and psycho-social counselling must be provided to all students. Keywords: examination attrition, heads of department, counselling, mitigating
Administrative mitigation measures against examination attrition rates in tertiary institutions: a case of school of education, university of Zambia.
(European Modern Studies Journal, 2021-06-10) Daka, Harrison; Chipindi, Ferdinand Mwaka; Phiri, Agness; Mulenga, Bertha; Mvula, Leah; Chirwa, Judith
The purpose of the study was to formulate strategies that heads of departments can use in mitigating examination attrition. The study was done from the School of Education of the University of Zambia. A case design was used through a qualitative approach. The heads of department who once experienced examination attrition rates on the departments in the School of Education were the target population. Therefore, purposive sampling was used to gather participants’ responses from the nine (9) participants. Coding and thematic analysis of data using the emerging themes from the findings was used to analyse data. From the findings, main factors leading examination attrition rates were cited as financial constraints, taking courses for prestige, ignorance about the importance of assessments and work overload. The findings revealed that heads of department play various roles in mitigating examination attrition such as allocating lecturers to each student to offer counselling to students who are faced with academic challenges. In addition, the findings revealed that heads of departments keep up to date with students’ academic performances so that they can provide solutions if students are facing any challenges academically. From the findings, the following recommendations were made: students must meet with their course lecturers for consultation as it plays an important role in retention of students in schools, detailed feedback from lecturers must be given to students in time, academic and psycho-social counselling must be provided to all students.
An analysis of epistemological considerations in educational research.
(2020-11) Chipindi, Ferdinand M.; Serenje-Chipindi, Janet; Daka, Harrison
This paper provides illustrative analyses of three central epistemological standpoints that are possible in education related research. The authors used these analyses to show how epistemological persuasions shape the content, approach and foci of educational research. The positivist and post-positivist paradigm is exemplified in the first part of the paper. A focused analysis of the constructivist and interpretivist paradigm then follows. Here again, authors tried to isolate and illuminate the characteristics of the conversation that illustrate its epistemological leaning. Finally, an analysis of the poststructuralist, postmodernist and critical theory paradigms. The overall aim of the paper was to exemplify these various epistemologies.
An assessment of factors causing employees’ absenteeism from work among health workers in rural parts of Zambia: a case study of Chadiza district.
(Journal of Lexicography and Terminology, 2023) Daka, Harrison
Staff absenteeism is a global management problem that affects most organisations. Staff absenteeism in health facilities is alarming, and yet factors affecting absenteeism are not fully understood and documented to guide managers for appropriate action. In 2012, the Ministry of Health (MoH, 2012) reported that 80 percent of Zambians now depend on complementary and alternative healthcare. One of the contributing factors to people seeking healthcare from private institutions has been attributed to absenteeism among health workers in public health facilities. Based on information from HR officers in health facilities, absenteeism rate was calculated at 12.5%. (Ministry of Health Chadiza, 2023). Therefore, the objectives of the study were; to identify the factors causing employees’ absenteeism; to ascertain the repercussions of employees’ absenteeism, and to identify measures that can help prevent health workers’ absenteeism from work. To achieve the objectives, the study conducted a survey of 106 health workers in selected health facilities of Chadiza District, and 4 key informants. The study used mixed method research. The study used descriptive and causal research designs. Data was analysed by obtaining descriptive statistics such as means, frequencies and percentages, and the study used logistic regression analysis to statistically determine factors causing employee absenteeism. The results from the logistic regression found alcohol/drug abuse to be statistically significant, illness/health problem, family responsibilities, bad working culture, irregular supervision, and inadequate motivation to be statistically significant in causing employees’ absenteeism from work. Repercussions of employee absenteeism from work were found to be increased deaths, prolonged illnesses, loss of public confidence, increased cost on government, and unhealthy nation. The study therefore recommended that management should assist employees address personal problems like alcohol abuse, illness and family responsibilities; design employee motivation strategies, and design employee supervision program that is efficient and effective. Key words: Absenteeism, Employees, Causes, Repercussions, Measures
An assessment on the implementation of performance management in Jesuit owned institutions: a case study of St Ignatius college.
(International Journal of Recent Research in Commerce Economics and Management, 2024-01) Mpelo Saulo and Daka Harrison
The purpose of the study was to assess the implementation of performance management in Jesuit owned institutions. The following objectives informed the research; to determine the influence of performance management process on staff motivation, and to propose measures to improve performance management in Jesuit owned Learning institutions. This research applied a mixed approach that used a descriptive design. The study employed a non-probability purposive sampling on teachers found at St Ignatius College and management. In-depth interviews were done among, Principal, Vice Principal, Heads of Departments, and the Jesuit Provincial office. Data was generated using structured questionnaire, review of documents and interviews. Document analysis was also used to verify documented information that was needed as supportive evidence in the study. It was then analyzed by means of applying thematic analysis techniques based on emerging themes from the study. The study revealed that implementation of performance had commenced with various gaps requiring management attention. The study further revealed that in many instances, the designing, agreeing and reviewing of performance management had gaps including the failure to provide reasonable feedback on the performance of the employees. Thus supervisors preferring to be more subjective in the process to avoid being questioned and at many instances employing central tendency rating methods. The study recommended the need for schools to ensure that the managers and immediate supervisors are empowered and schools to implement consistency performance bonus awards to deserving employees. The study further recommended the need for management to cascade the strategic objectives to the departments for their extraction of performance objectives
An exploration of school-community collaboration in curbing child marriages among girls in three selected primary schools of Chama district of Zambia.
(Journal of Lexicography and Terminology, 2022-03-10) Mulenga, Foster; Daka, Harrison
This study sought to explore school-community collaboration in curbing child marriages among girls in three primary schools in Chama District of Muchinga Province of Zambia. A descriptive research design was used in this study. The study sample size included three head teachers, three chiefs, three Guidance and Counselling teachers, three religious leaders, three girls who were victims of child marriage, three parents to the victims of child marriage and seventeen grade seven girls making the total of thirty-five participants. Purposive sampling and snowball sampling techniques were used to sample the participants. Data was generated using interviews, focus group discussions and document analysis then it was analyzed qualitatively using thematic analysis techniques based on emerging themes from the study. The study revealed that schools do not collaborate well with some members of the community in the fight against child marriage. The study further revealed that most of the challenges experienced by schools and communities in curbing child marriages were because of cultural practices, threats, family ties and misunderstanding of human rights. The study recommended need for the government to address these challenges so that collaboration is enhanced between schools and communities. The study further recommended that similar studies be conducted on a large scale for the purpose of establishing what prevails in other Districts.
An investigation into the effect of organizational culture on strategy implementation: a case of investrust bank of Zambia.
(Journal of Lexicography and Terminology, 2024) Daka, Harrison
Abstract The primary purpose of this study was to investigate the effect of organizational culture on strategy implementation with Investrust Bank being the case study. And so, to achieve this the research objectives were: to diagnose the distribution of the types of organizational culture at Investrust Bank and to propose the best culture distribution that a bank can adopt to improve strategy implementation, in this case Investrust Bank. The sequential exploratory design where the qualitative phase of data gathering and analysis is followed by the quantitative phase of data gathering and analysis was used. The researcher used a combination of stratified sampling and convenience sampling due to the mixed method research approach that will be adopted. The sample size was derived from the target population of 300 employees at Investrust Bank using the Taro Yamane formula, and 171 participants were involved in this study as per calculation. The study employed questionnaires and surveys for primary data collection and internet articles and data archives for secondary data collection. To analyze the data collected using qualitative and quantitative methods, thematic analysis and descriptive analysis were used. The study findings revealed that organizational culture does have an effect on strategy implementation in Investrust Bank Plc. However, this effect is dependent on the measure to which a particular organizational culture type is been exercised. Using Cameron & Quinn’s OCAI tool the results revealed that the distribution of in the bank was as follows: the dominant being hierarchy culture (51%), followed by market culture (31%), then adhocracy culture (9%) and lastly clan culture (9%). The study concluded that organizational culture does have an effect on strategy implementation and using the OCAI tool it was based on the measure of it in the bank which revealed that the four types of organizational culture were irregularly distributed and so the effect on strategy implementation stifled the process instead of easing the process. And the following recommendations were made: introduce a ‘strategic management’ department that will solely focus on strategy; adopting a well balanced mix of all four types of organizational culture in accordance with Cameron and Quinn’s Competing Values Framework; and ensuring that process of adopting the types of organizational cultures is done prudently without experiencing competition between dimensions; and for management to deliberately design a working environment that is aligned to the envisaged culture that encompasses all four types of organizational culture. Keywords: Organisational Culture, Strategy Implementation, Strategic Management, Values
An analysis of epistemological considerations in educational research.
(Journal of Lexicography and Terminology, 2020) Daka, Harrison; Chipindi, Ferdinand M.; Chipindi, Serenje-Janet
This paper provides illustrative analyses of three central epistemological standpoints that are possible in education related research. The authors used these analyses to show how epistemological persuasions shape the content, approach and foci of educational research. The positivist and post-positivist paradigm is exemplified in the first part of the paper. A focused analysis of the constructivist and interpretivist paradigm then follows. Here again, authors tried to isolate and illuminate the characteristics of the conversation that illustrate its epistemological leaning. Finally, an analysis of the poststructuralist, postmodernist and critical theory paradigms. The overall aim of the paper was to exemplify these various epistemologies. Keywords: Paradigm, Epistemology, Research, Analysis.
Analysis of quality assurance systems in selected private universities in Lusaka district.
(The University of Zambia, 2023) Kajala, Mathias Mooba; Daka, Harrison
Higher education institutions in developing nations are increasingly emphasizing quality assurance, as seen by the creation of pertinent national and institutional policies, structures, and processes. Therefore, this study sought to investigate the quality assurance systems in selected private universities in Lusaka district. This study was guided by four objectives namely to assess the infrastructure available for students learning, to ascertain the credentials of academic staff and other staff, to explore how the financial capacity of the selected private universities impacts their internal and external operations and to establish the measures private universities need to put in place to ensure quality assurance. The study was guided a case study research design. The data was collected using questionnaires and interview guides. The data collected was subjected to thematic and descriptive analysis. The study revealed that infrastructure is an essential component of the learning environments universities. The study further revealed that some lectures at private universities don’t actually have the academic credentials they claim to have. The study further revealed that the financial capacity of selected private universities impacts their internal and external operations in a negative way as it was dependent on tuition fees from students. Following the research findings and in response to the conclusions drawn from the study the following recommendations have been made; Private universities must set up quality assurance units to safeguard the general interest of all stakeholders in sound standards and maintenance of high quality education. It will encourage continuous improvement in the management of quality academic processes. Private universities need to find other alternative sources of funding in order to reduce sole dependency on fees. Private universities should establish a staff exchange program especially the non- teaching staff with already established universities especially public GSJ: Volume 11, Issue 4, April 2023 368 ISSN 2320-9186 GSJ© 2023 www.globalscientificjournal.com universities. Management of the private universities should put in place modern financial management control systems especially adoption of computer related packages to make sure they are able to plan properly and avoid financial surprises Key Terms: Quality assurance, Private Universities, Financial capacity, Infrastructure, Academic Credentials
An assessment of major educational policies in Zambia from 1964 to 2015: lessons for the future.
(UNZA Press, 2018) Mwanza, Peggy
This chapter provides an understanding and evaluation of major educational policies in Zambia from 1964, the date of political independence, to 2015. Policies are often formulated in response to a problem or set of problems. At independence, Zambia inherited a small and racially segregated educational system from the British. Therefore, there was an urgent need to expand education at all levels to eliminate racial segregation, combat inequities and create an educated workforce. There has been a wave of educational reforms in this sector over the years. While some are steps in the right direction, implementation remains a challenge. This chapter shows that most educational policies in the country are either insufficiently implemented or are not implemented at all. Action is urgently required on the part of the government and other stakeholders if these policies are to achieve their original intention.
An assessment of the quality service provided to children with special education needs in Zambian primary schools.
(International Journal of Research and Scientific Innovation (IJRSI), 2021) Daka, Harrison
The study was looking at an assessment of the quality service provided to children with special education needs marginalized children in Zambian primary schools. Its main objectives were; to find out how teachers handle children with special education needs and the strategic plan school administrators have put in place in providing quality service to children with special needs. The study was a purely qualitative and employed a descriptive design. It targeted all primary school administrators and teachers in primary schools in Lusaka district. Data was collected using interviews (open ended questions). The collected data was analyzed using thematic analysis and the results were as follows: teachers handled learners with special needs by giving them special attention, this was done in different ways depending on the attention the teacher wanted. The study also revealed that most of the teachers made sure that the learners with special needs were always put in front of the classroom in order for easy and proper guidance. The study further revealed that the best strategy that most of the school administrators used was motivation. Teachers were motivated by being recognized by the administration through giving of prizes to teachers who had improved slow learners capabilities. The study recommended that assessments and screening for learning disabilities should be carried out in order to identify learners with learning challenges and be able to meet their need. Key words: Children with special needs, strategies, inclusiveness, quality service
Averting learner absenteeism in Zambian urban and rural primary schools: a case of Kalingalinga and Simweendengwe primary schools.
(Journal of Lexicography and Terminology, 2021-06-14) Daka, Harrison; Chilala, Michael M.; Hamatanga, Olen H; Chirwa, Bright; Mumba, Aniah; Kaoma, Chileshe; Chikopela, Cornelius
The study investigated the causes of learner absenteeism, the impact it has on academic performance and ways of averting learner absenteeism. The study used a mixed design which involved the use of questionnaires to obtain information from the teachers, and school administrators, research interview guides for the parents and focus group discussions for the learners from Kalingalinga and Simweendengwe primary schools and their catchment area respectively. The research population was composed of one hundred and twenty (120) respondents which included; fourty (40) education administrators and teachers, fourty (40) parents who were randomly selected and 40 learners who were purposefully selected. The data collected through questionnaires was analysed using Statistical Package for Social Sciences and the focus group discussions data was analysed thematically. The findings established that the leading cause to learner absenteeism were home related factors. The study further established that the performance of learners who consistently abscond from school in academic terms was average and in extreme cases bad. The findings also established that Pupil, Parent Teacher engagement is the best methods to use if absenteeism is to be addressed. From the findings, it was established that good policy support would enhance efficiency if learner absenteeism was to be addressed by teachers and educational administrators.
Bridging the gap in teacher education curriculum in promoting entrepreneurship: a case study of undergraduate students of Kwame Nkrumah university, Kabwe, Zambia.
(International Journal of Research and Scientific Innovation, 2021-09-22) Mwamba, Lefterius Kalonga; Musonda, Astridah; Daka, Harrison
The purpose of this study was to investigate how teacher education curriculum of undergraduate students of tertiary education institutions promotes entrepreneurship. The study was guided by the following specific objective to examine the extent to which entrepreneurship education is being practiced at Kwame Nkrumah University, to discover how the teacher education curriculum being used at Kwame Nkrumah University is being used to promote entrepreneurship culture. This case study was anchored on pragmatism as its research paradigm; it used a mixed method approach and employed the concurrent triangulation design. The study used simple random sampling on students, random sampling for Lecturers and purposive sampling for Administrator. Data collection instruments were questionnaires and interview guides and analysed data was eventually presented if form of frequency tables, bar graphs and pie charts. The study’s findings are that majority of students of Kwame Nkrumah University are aware of the importance of mentorship in entrepreneurship and are willing to acquire entrepreneurial skills, only a minority of students who belong to the category of business studies formally have access to the said mentorship and that this mentorship is merely theoretical. The study also established that the curriculum in application for training of students is as a matter of fact not inclusive in the provision of mentorship in entrepreneurship and that there is a missing link between the secondary and the tertiary education in the provision of the aforementioned mentorship. In view of building the gap in promoting in entrepreneurship at the university and in other similar institutions of tertiary education, the study hasrecommended curriculum revision.
Bridging the gap in teacher education curriculum in promoting entrepreneurship: a case study of undergraduate students of Kwame Nkrumah University, Kabwe-Zambia.
(International Journal of Research and Scientific Innovation (IJRSI), 2021) Daka, Harrison; Mwamba, Kalonga, Lefterius; Musonda, Astridah
The purpose of this study was to investigate how teacher education curriculum of undergraduate students of tertiary education institutions promotes entrepreneurship. The study was guided by the following specific objective to examine the extent to which entrepreneurship education is being practiced at Kwame Nkrumah University, to discover how the teacher education curriculum being used at Kwame Nkrumah University is being used to promote entrepreneurship culture. This case study was anchored on pragmatism as its research paradigm; it used a mixed method approach and employed the concurrent triangulation design. The study used simple random sampling on students, random sampling for Lecturers and purposive sampling for Administrator. Data collection instruments were questionnaires and interview guides and analysed data was eventually presented if form of frequency tables, bar graphs and pie charts. The study’s findings are that majority of students of Kwame Nkrumah University are aware of the importance of mentorship in entrepreneurship and are willing to acquire entrepreneurial skills, only a minority of students who belong to the category of business studies formally have access to the said mentorship and that this mentorship is merely theoretical. The study also established that the curriculum in application for training of students is as a matter of fact not inclusive in the provision of mentorship in entrepreneurship and that there is a missing link between the secondary and the tertiary education in the provision of the aforementioned mentorship. In view of building the gap in promoting in entrepreneurship at the university and in other similar institutions of tertiary education, the study has recommended curriculum revision. Key Words: Promotion, Entrepreneurship and Curriculum
Bridging the gap in teacher education curriculum in promoting entrepreneurship: a case study of undergraduate students of Kwame Nkrumah university, Kabwe-Zambia.
(2021-08) Mwamba, LK; Musonda, A; Daka, Harrison
The purpose of this study was to investigate how teacher education curriculum of undergraduate students of tertiary education institutions promotes entrepreneurship. The study was guided by the following specific objective to examine the extent to which entrepreneurship education is being practiced at Kwame Nkrumah University, to discover how the teacher education curriculum being used at Kwame Nkrumah University is being used to promote entrepreneurship culture. This case study was anchored on pragmatism as its research paradigm; it used a mixed method approach and employed the concurrent triangulation design. The study used simple random sampling on students, random sampling for Lecturers and purposive sampling for Administrator. Data collection instruments were questionnaires and interview guides and analysed data was eventually presented if form of frequency tables, bar graphs and pie charts. The study’s findings are that majority of students of Kwame Nkrumah University are aware of the importance of mentorship in entrepreneurship and are willing to acquire entrepreneurial skills, only a minority of students who belong to the category of business studies formally have access to the said mentorship and that this mentorship is merely theoretical. The study also established that the curriculum in application for training of students is as a matter of fact not inclusive in the provision of mentorship in entrepreneurship and that there is a missing link between the secondary and the tertiary education in the provision of the aforementioned mentorship. In view of building the gap in promoting in entrepreneurship at the university and in other similar institutions of tertiary education, the study has recommended curriculum revision.
Bridging the gap: addressing the disparity between higher education knowledge and industry needs.
(The University of Zambia, 2023) Daka, Harrison; Minjale, Linda; Kakupa, Paul; Kaani, Bestern; Tembo, Pilira; Mukuka Mulenga, Lydia; Musonda, Astridah
Job mismatch, which has been described as a discrepancy between skills possessed by individuals and those demanded by the labor market, has become a prevalent issue with significant implications for individuals, organizations, and society at large. This paper explores the causes and consequences of job mismatch and proposes strategies to address this challenge. Drawing on existing literature and personal experiences, the paper highlights the role of technological advancements, inadequate education and training systems, and changing job requirements in contributing to job mismatch. It discusses the adverse effects of job mismatch on individuals' job satisfaction, productivity, overall well-being, and its impact on organizations' performance and the economy. To mitigate job mismatch, the paper suggests collaborative efforts between training institutions and employers, increased investment in employee training and development, and the use of comprehensive skills assessment tools. By implementing these strategies, individuals can acquire the necessary skills, organizations can optimize their workforce, and societies can foster inclusive and sustainable economic growth. This paper provides insights into the complex issue of job mismatch and offers practical recommendations for policymakers, employers, and individuals to tackle this challenge and create a better-aligned labor market.
Can university mathematics be taught differently? Possibilities and challenges.
(European Modern Studies Journal, 2022-01-20) Kanchebele-Sinyangwe, Maureen; Daka, Harrison
The aim of this study was to explore the perceptions of first year Mathematics undergraduate students of the modes of teaching that might be seen to support them in learning Mathematics. The study originates from an initial tracking of first year undergraduate students, taking Mathematics as part of the programme they enrolled in, over a period of three years before the start of this research study, whereby this first year Mathematics course was considered a ‘killer course’ and the most feared one. Explanatory sequential design was used where qualitative data was used to explain quantitative data. The target population for this study was 182 students taking Mathematics as one of their first year courses at Kwame Nkrumah University in Central Zambia. Data was collected via questionnaires, with open and closed questions, and semi-structured interviews. Student’s responses indicate that the way Mathematics is taught affected them in learning it. They identified modes of teaching that could support them in learning Mathematics and overcoming their fears. The paper concludes that the identified ways of teaching may need to be considered alongside the lecturer’s characteristics and perceptions of teaching Mathematics at University level as well as the student’s personal perceptions related to learning Mathematics at University level. From the findings, the study recommends that lecturers need to adjust the ways of teaching by allowing students to get more involved during lessons, speak words of encouragement to students so as to change their negative perception about the subject and lastly lecturers should use appropriate teaching aids to help students understanding.

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