Language and Social sciences Education

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‘10 years after: an ‘austerity audit’ of services and living conditions for people living with HIV in the UK, a decade after the financial crisis.
(HIV Psychosocial Network - London, 2018) Mulubale, S.
Enormous progress has been made in tackling the HIV epidemic. Many people with HIV are leading healthy and happy lives, with fulfilling relationships and work. Yet problems remain. Significant numbers of people with HIV have health difficulties, those from less powerful communities may be ‘left behind’, and psychosocial issues related to HIV remain underaddressed. In addition, since 2008, the financial crisis and accompanying UK ‘austerity’ policies have generated cuts in health and especially social services that have severely affected HIV services and the lives of those living with the virus.
The 2014 Zambian revised literacy policy in primary schools: were teachers prepared to implement it?.
(International Journal of Humanities Social Sciences and Education (IJHSSE), 2019-08) Kombe, Christine; Mwanza, David Sani
The purpose of this study was to establish whether teachers were adequately prepared to implement the 2014 revised literacy policy in selected primary schools in Kitwe district on the Copperbelt. The objectives that guided this study were; to establish the extent to which in-service teachers were prepared to implement the revised policy and to establish the challenges teachers faced in the implementation of the 2014 revised literacy policy. The study employed qualitative descriptive design. Purposive sampling technique was used to come up with 134 respondents, that is, 103 classroom teachers, 30 lecturers and 1 District Resource personal. Data was collected through interviews and focus group discussions. Focus group discussions enabled respondents to give detailed views on the 2014 revised literacy policy while interviews were used to collect data from the district resource centre coordinator and college/school administrators. The study found that while some teachers were trained, others were not. Even after commissioning the policy in 2014, schools still lacked teaching resources with which they could implement the policy. Teacher training institutions were finding it challenging to comprehensively revise their teacher education programme because they did not fully understand the content of the 2014 revised policy. The study recommended wider consultation between policy makers and implementers during formulation and or revision of literacy policies.
5 Zambia.
(Southern African Regional universities association, 2020) Mweemba, Liberty; Hampwaye, Geoffrey
ABCD literacy in Senga and Tumbuka.
(Lusaka: unza press, 2014) Mkandawire, Sitwe Benson
This book is about teaching children easy ways to learn the alphabet in Senga and Tumbuka. It can be used in the home setting as well as at school.
Alternatives for dumpsite seavenging: the case of waste pickers at Lusaka's Chunga landfill.
(International journal of humanities Social Sciences and Education (IJHSSE), 2017-06) Chileshe, Bernard; Mirriam Sampa, Moonga
Analysing teaching strategies teachers use to develop communicative competence in secondary school english language learners.
(International Journal of Humanities Social Sciences and Education (IJHSSE), 2020-03) Mwelwa, Wise; Mwanza, David Sani
English has always been the language of government business, judiciary, media and employment and a compulsory subject from grade five to the final year of secondary education while Zambian languages are used as medium of instruction from grade 1- 4 and as a subject from grade 5-12 and have largely performed the role of preserving Zambian culture and heritage as noted by (Wakumelo 2013). This implies that the teaching of English in schools is of paramount importance. In line with this, the Zambian Senior Secondary School English Language Syllabus recommends two general methodologies, the communicative language teaching approach and Text Based Integrated Approaches. This clearly, entails that communicative competence is the aim of teaching English in Zambian secondary schools, as it is critical for mobility in education and is seen as a symbol of people‟s aspirations for quality in education and a fuller participation in national and international life. However, we did not know what classroom teaching strategies teachers were using to teach English grammar aimed at developing learners‟ communicative competence. The objective was; to analyze teachers‟ classroom teaching strategies aimed at developing communicative competence in learners used during English grammar lessons. The study was qualitative and data were collected through interview guides and classroom observation guides. The sample size was 4 secondary schools, 20 teachers of English and 4 heads of departments. The collected data were analyzed thematically. The findings revealed a number of strategies teachers were employing in teaching English grammar lessons aimed at developing communicative competence in learners which included; group discussions, sentence construction and oral presentations, teacher simulations, brain storming and context based storytelling. However, in 7 out of the 8 lessons observed, teachers were not contextualizing these strategies so as to bring real life application of the grammar learners were learning. In view of these findings; universities and colleges of education should come up with professional development programs aimed at keeping in-service teachers abreast with the recommended methods through short intensive courses during school holiday, schools to intensify on continuations professional development programs
An analysis of teachers‟ classroom application of the eclectic method to english language teaching in multilingual Zambia.
(International Journal of Research and Innovation in Social Science (IJRISS), 2020-02) Mwanza, David Sani
- The Eclectic Method is the recommended method for teaching English as a second language in Multilingual Zambia. This implies that teachers need to posses the required competencies and skills to apply the method in multilingual classroom with learners of diverse abilities and language backgrounds. Through the use classroom lesson observation and interviews with 30 teachers of English drawn from 6 secondary schools in the Central Province of Zambia, this study provides an analysis of teachers’ classroom application of the Eclectic Method and the challenges they faced in so doing. The paper also provides suggestions regarding what teachers should do to implement the method in under resourced and challenging contexts. The findings showed that while some teachers understood the method and applied it in the classroom, others shunned it for various reasons. Some of the challenges faced were lack of English proficiency among learners, poor training received by teachers and shortage of teaching materials which were needed for the method to be applied. By drawing on multi modality and its extended notions of resemiotisation and semiotic remediation, the paper shows how teachers can still apply the eclectic method in under-resourced countries and contexts.
Application of interprofessional education model to university pre-licensure health students in the management of chronic care conditions in Zambia.
(Medical Journal of Zambia, 2022) Daka, Harrison
Ba c k g r ound : Th e r e is e v i d e n c e t h a t multidisciplinary healthcare teams can provide better quality of care and treatment outcomes compared to that delivered by individuals from a single health discipline. The project on which this article is based applied the interprofessional education model to university pre-licensure health students in the management of chronic care conditions in Zambia. Methods: Four distinct but interrelated approaches, namely desk review; module development workshops; review and validation of modules by experts; piloting and review of the training modules were employed. Results: Several models of interprofessional education currently in existence and used successfully by higher education institutions in other settings were identified. While several models of Interprofessional Education were identified, our project adapted the “didactic program, communitybased experience, and interprofessional-simulation experience” models. To apply the models, modules of seven chronic care conditions were developed and piloted. The extent to which the module activities promoted interprofessional education were rated between 74 - 87% (agree or strongly agree) by the students. Conclusion: Three models of Interprofessional Education were identified and adapted in the project, and seven modules were developed and administered to the students. The process was effective for putting forth an interprofessional training program at the undergraduate level, with the potential to improve quality of care for patients.
Appropriateness and adequacy of teaching and learning resources and students’ industrial attachment in public colleges of technical and vocational education in Zambia.
(East African Journal of Education and Social Sciences, 2020) Mulenga, Innocent Mutale; Chileshe, Edward King
Zambia has the largest youthful population of below 15 and 18 years which constitute 45.5% and 52.5% of the total population respectively. This is expected to rise by 2030. However, this huge number of young persons, which should be a great resource for economic development, is mostly unemployed (UNESCO, 2016). For many years now the government of the Republic of Zambia has been running and introducing more Vocational Education and Training Institutions as a way of reducing unemployment amongst young people. Regardless of all these efforts, most youths in Zambia who have graduated from such institutions remain unemployed (TEVETA, 2015). In this study, the researchers investigated the appropriateness and adequacy of institution’s teaching and learning resources that the students were exposed to during trainings and how the industrial attachments were organized by the Technical Vocational Education and Training (TVET) institutions. The mixed method research approach was used to analyze this phenomenon. Six college principals were purposively sampled while stratified and simple random sampling were used to sample sixty lecturers, ten from each of the six colleges. Findings showed that TVET institutions in Zambia were plagued with a number of challenges ranging from lack of appropriate and modern workshop equipment, lack of reading material and ineffective industrial attachment. Researchers recommend that the Ministry of Higher Education and college managements should provide a conducive learning environment in these institutions if graduates were to acquire the required technical competencies.
Basoli of Lusaka province: a reflection on and reappraisal of their traditional culture.
(The University of Zambia Press, 2019) Manachishi, Peter Chomba
The book contains three main sections. The first one presents Basoli. Note that there is already a book on Basoli titled “A Brief History of the Soli people from 1500-1900 by Manchishi P.C. and Musona E. (1990). The second section is on the concept of culture. The third section, which describes the traditional culture of Basoli, is the central part of the book. Most of the information in this section is from my personal experience (I grew up in a Soli village) enriched by supplementary information from interviewees and secondary data (from documents).
Bathymetry of the Makoye reservoir and its implications on water security for livestock within the catchment.
(Conscientia Beam, 2019) Muchanga, Manoah
The objectives of the study were to: determine bathymetry of the reservoir; understand seasonal hydrological regimes of the reservoir; determine factors influencing reservoir bathymetry and, examine the implications of the reservoir's bathymetry on livestock water demand and policy decision making. The determined reservoir bathymetries and capacities at low, medium and full levels confirmed drastic changes in water volumes and eventually, a threat to water security for livestock. This unsteady equilibrium in reservoir's bathymetry and water volumes was mainly due to high mean annual siltation rates (>5,000 tyr-1 ). Using 3D spatial analysts tools in ArcGIS 10.3 and spreadsheet Microsoft Excel to analyze the data based on the study, hypsometric curves showed strong non-linear relationships among water depth and water surface; water depths and water volume, as well as water surface area and water volume. Generally, through inter-seasonal comparisons of reservoir's bathymetries and water volumes between 2015 and 2017, this study illustrates the significance of bathymetric study of small reservoirs as a plinth to provide policy context and guidelines on water resource management for livestock, as a missing component in general studies of bathymetry, which are usually predominated by understanding the physical processes, but with little or no emphasis on their meaning towards addressing societal needs. Hence, a community engaged strategy to addressing upstream sediment-generating activities would help in stabilizing the bathymetry of the reservoir and eventually enhance water security for livestock
Challenges and opportunities of teaching geography in junior secondary school social studies: a study of selected schools in Serenje district-Zambia.
(University of Zambia, 2023-05) Simfukwe, Frank
The aim of this study was to investigate the challenges and opportunities presented by teaching and learning of Geography as part of Social Studies at Junior Secondary School level in Serenje district of the Central Province in Zambia. The objectives of the study were to ascertain the challenges faced by learners when learning Geography in Social Studies in selected secondary schools in the district; to investigate the challenges faced by teachers in the delivery of the Geography component in Social Studies in the selected secondary schools; and to explore the opportunities that would facilitate improved teaching and learning of Social Studies in secondary schools in Zambia. A descriptive research design utilising the qualitative approach was used in conducting the study. Data were collected through semi-structured interviews, focus group discussions, lesson observation, and document analysis. The sample of participants comprised four heads of the Social Sciences department, sixteen teachers of Social Studies and sixteen learners. All the participants were purposively sampled with a view that they were knowledgeable and well informed about the subject under investigation. The data were analysed using thematic analysis and presented as verbatim quotes. The study revealed that teachers lacked training in teaching Social Studies (hence lacked both content knowledge and pedagogical know-how); teachers mostly used teacher exposition, with low-levels of active learner involvement; there was a paucity of teaching and learning materials for the Geography component; some learners at junior secondary school level were of low calibre because of the automatic qualification policy; and there was no robust monitoring of teachers either by school authorities or district inspectors. Lack of subject content knowledge by teachers deprived learners of the necessary information required for them to excel in the subject. Topics that posed a challenge for teachers were sometimes deliberately ignored or skipped. Lack of pedagogical know-how meant that teachers mostly used the transmission method to teach Geography, a subject which otherwise requires active participation of the learners. Lack of learning materials, particularly textbooks, meant that learners received instruction without learning aids, which made learning difficult. The syllabus for Social Studies was distributed to all the schools but without textbooks and other materials to support teaching and learning. Also, lack of monitoring resulted in laxity on the part of teachers who resorted to note-giving instead of actually teaching. Based on these findings, the following recommendations were made: the government should, as a matter of urgency, deploy teachers who are trained to teach Social Studies; government should supply schools with necessary requisites for teaching and learning Social Studies while schools, on their part, should find ways of obtaining relevant Geography teaching and learning materials; schools could revert to the old system (of separated Geography, History and Civics) until such a time as necessary arrangements are put in place for teaching and learning Social Studies; teacher competency should be improved through vigorous in-service training (or capacity building) and CPD). Further studies can be conducted on the short comings concerning the junior secondary social studies.
Challenges and strategies in the implementation of civic entrepreneurship in the governance of the university of Zambia.
(International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VII, 2019-07) Muleya, Gistered; Mupeta, Sydney
This paper is an extract from the master’s study which was investigating the implementation of civic entrepreneurship in the governance of public universities with a focus on the University of Zambia. Therefore, this paper focuses on exploring the challenges encountered in the implementation process of civic entrepreneurship and suggests strategies that could address such challenges. The study followed a qualitative case study design. Semi-structured interviews were used to collect data from 56 respondents who were sampled using snowball and convenient sampling. Document analysis was equally employed in the collection of data. Data analysis was done on the basis of themes that emerged from the study. The findings of this study indicated that lack of financial resources and strong financial framework for funding public universities was a major challenge in the implementation of civic entrepreneurship in the university governance system. The study further indicated that there was a lot of bureaucracy in the governance of the University of Zambia. The study therefore recommends that there was need to re-engineer the governance system at the University of Zambia. The university management should devise and adopt less bureaucratic systems of governing the university. The government is implored to devise a financial framework for funding public universities in order to enhance effective delivery of education services and good governance of public universities in Zambia.
Challenges faced by combined schools in Masaiti district which hinders the provision of quality education.
(International Journal of Research and Innovation in Social Science (IJRISS), 2021) Mulubale, S.
This paper discusses challenges faced by combined schools in Masaiti district which hinders the provision of quality education. A mixed methods concurrent triangulation model was used in the study. The study was conducted in all the 8 purposively sampled combined schools in Masaiti district on the Copperbelt province of Zambia. The study sample had 138 respondents comprising 77 females and 61 males. Teachers and pupils were randomly selected while school administrators and the Ministry of General Education officials were purposively sampled. Focus Group Discussions, semi-structured interviews & mixed questionnaires were the research instruments used during data collection. Pupils, school administrators and the Ministry of General Education officials were interviewed while teachers responded to a questionnaire. Qualitative data was thematically analysed while quantitative data was analysed with the help of Statistical Package for Social Sciences (SPSS) software. The study revealed that all combined schools in Masaiti district faced many challenges which hindered the provision of quality education to learners. Some of these challenges were; lack of teaching and learning materials, inadequate infrastructure, sexual harassment among learners, lack of parental involvement in school activities, inadequate qualified teachers and long distances covered by learners to school among others. Due to these challenges, it was revealed that these schools were recording very poor final examination results at junior secondary school level more especially in Social Studies from the time they were upgraded in 2017. But little was being done to mitigate these challenges. Based on the research findings therefore, the study recommended that the Ministry of General Education should collaborate with parents and other relevant stakeholders in order to mitigate these challenges by providing necessary teaching/learning materials and embark on construction of school infrastructure which will improve the provision of quality education in combined schools. Keywords: Challenges, Combined Schools, Learners, Masaiti, Quality Education, Strategies
Challenges of using icibemba in the learning of initial literacy in selected primary schools in Serenje district of Zambia: an analysis of views of teachers and learners.
(Multidisciplinary Journal of Language and Social Sciences Education, 2019) Chibesakunda, Mwimba; Mulenga, Innocent Mutale
The purpose of this study was to establish views and investigate challenges faced by teachers and learners in the use of Icibemba in teaching initial literacy in primary schools in Serenje district. A descriptive research design supported by qualitative data collection techniques was employed. A purposive sampling procedure was used to select all the participants giving the study a sample size of 56 comprising of 40 grade four learners and 16 of their teachers sampled from 10 primary schools. Researchers decided to have more learners in this study since they were the direct beneficiaries of the curriculum. And thus the need to have a wider view from them. This was also done so as to have enough participants from each school. Data was collected through interviews, focus group discussions and classroom observations of literacy lessons. Lesson observation was used to get first hand information on the learning experiences and helped the researchers to triangulate with what participants expressed during interviews and focus group discussions. Focus group discussions and interviews enabled participants to provide their detailed views of the exact situation learners and teachers encountered. Thematic analysis was used to analyze all the data. It involved organizing data through use of open, axial and selective coding before presenting the emerging themes. The findings revealed that although the Ministry of General Education zoned Serenje district under Icibemba instead of Icilala in teaching initial literacy, learners’ performance was low because the language used in school was unfamiliar to learners. Additionally, findings also showed that there was a lack of teacher’s guide books and learners’ text books to use in teaching initial literacy hence teacher’s delivery of lessons was negatively affected. Researchers concluded that learners performed poorly in literacy due to the fact that the zoned language was unfamiliar to learners in that area where it was used as a medium of teaching literacy. It is therefore recommended that the Ministry of General Education through the Curriclum Development Center should develop and produce and distribute learning materials for the teaching of literacy in grades one to four. Furthermore, lessons for literacy should be taught using concrete and real teaching and learning resources that can enhance learning. Additionally, there is a need to start thinking about the possibility of rezoning the whole country.
Challneges encountered in conservation farming by subsistence farmers of Chikupi resettlement in Kafue district of Zambia.
(National Journal of Advanced Research, 2016) Moonga, Anolt L.H.; Mirriam Sampa, Moonga
Civic education and civics: where do we draw the line?.
(Journal of Lexicography and Terminology, Volume 1, Issue 2, 2017-11) Muleya, Gistered
Defining Civic Education and Civics is rather getting problematic especially in Zambia. There are two schools of thought with regard to what constitutes Civic Education and Civics. Experts alike in the field at times are embarrassingly not very clear on the dividing line between the two concepts. This is because of the different schools of thought surrounding the two concepts where people tend to view Civic Education as Civics and the other way round. One tends to agree with what Muleya (2017) and Evans (2009: 410-435)( as cited by Muleya (2015)who have contended that, contemporary conceptions of Citizenship Education or Civic Education reflect a certain level of ambiguity due to various views that have come into play. Therefore, in this article I attempt to discuss the meaning of Civic Education and Civics. What is the dividing line between the two concepts? How should the two concepts be viewed? Once these key questions have been addressed it will be very easy to draw a clear cut line between Civic Education and Civics. That done, I will draw the conclusion by way of stressing the point that Civic Education and Civics can indeed be confusing if the two concepts are viewed from uninformed positions. In this article I am using Civic Education and Citizenship Education interchangeably.
Civic education versus citizenship education: where is the point of convergence?.
(Journal of Lexicography and Terminology, Volume 2, Issue 1, 2018-06) Muleya, Gistered
Defining Civic Education and Citizenship Education is rather problematic especially to the practitioners and researchers in the field of Civic Education. Based on anecdotal evidence, the practitioners and researchers in the field of Civic Education, tend to view them as one and at times they apply them interchangeably. It is important to state note that the two terminologies are not the same as they carry different meanings. Admittedly, they can be used interchangeably depending on the context upon which one wants to use them, provided the point of convergence is created or attained. Otherwise, by any stretch of the imagination, there is need to examine the daily application of the two concepts and arrive at the correct point of convergence. In other instances, it would be counterfactual for one to try and use them under the guise of implying Civic Education to mean Citizenship Education or the other way round. No wonder Muleya (2017b:125-148) argues that contemporary conceptions and assumptions of Civic Education and Citizenship Education tends to reflect some level of ambiguity in the manner the two concepts are taken or viewed. Therefore, in this article the author wants to demonstrate that Civic Education and Citizenship Education though have a point of convergence might in fact not mean one and the same thing. In this article, the author distinguishes between Civic Education in its broadest definition and Citizenship Education in its implicit position of belonging to a particular discipline in schools. It is this implicit and broadest position between the two concepts that tend to create confusions among the practitioners and researchers in the field on how they apply them in formal and non formal learning settings. The author is aware that such a distinction is not easy to sustain because the two concepts are always driven by the ideological strands which might not be addressed in this particular article. What characterises Civic Education and Citizenship Education is an issue of particular interest in this article. The distinction between Civic Education and Citizenship Education allows the author to show the shifts as well as the points of convergence between the two concepts. Before discussing the characteristics of the two concepts, the author intends to address the definitions associated with these two concepts. The author noted that in this article, he intends to clarifications on the similarities and differences between Civic Education and Citizenship Education. The reason for this is simply meant to bring out the useful points of convergence between two concepts.
Civic entrepreneurship: the implementation of civic innovations in the governance of the university of Zambia.
(Advances in Social Sciences Research Journal, 7(7) 674-685., 2020-07-25) Muleya, Gistered; Mupeta, Sydney; Kanyamuna, Vincent; Simui, Francis
This research paper explores and interrogates the intricacies surrounding the implementation of civic innovations in the governance of public universities with the focus on the University of Zambia. This research employed qualitative case study design which culminated into the use of semi-structured interviews to generate data from 15 participants who were purposively sampled using snowball and convenient sampling. Document review and analysis was used in the generation of data. Data analysis was done on the basis of themes that emerged from the study. The research findings revealed that the university receives a lot of support from various interested stakeholders in the implementation of civic innovations. The study further indicated that the implementation of civic innovations was embedded in the strategies of the university as stipulated in the university strategic plan (2018-2022). The study also revealed that the university carries out sensitization programmes in the implementation of civic innovations. The study, therefore, recommends that the University of Zambia should be inclusive in approach during the planning and implementation of civic innovations through the involvement of various relevant stakeholders.
Climate change impacts, vulnerability and adaptation options among the Lozi speaking people in Barotse floodplain of Zambia.
(International Journal of Humanities Social Sciences and Education (IJHSSE), 2019-09-15) Mirriam Sampa, Moonga; Namafe, Charles; Milupi, Inonge D.; Njungu, Mwimanenwa; Mirriam Sampa, Moonga; Namafe, Charles; Milupi, Inonge D.; Monde, Pauline N.; Simooya, Steria M.; NJungu, Mwimanenwa
The aims of this study were: - to find out how communities in the Barotse floodplain of Mongu district in Zambia are affected by climate change, establish adaptation opportunities practiced by the Lozi people and to raise awareness and stimulate interest in matters of climate change. Using primary and secondary data sources, it was observed that the negative impacts of climate change among the Lozi people include; increase in atmospheric pressure and excessive heat and flooding, prolonged spells of unexpected changes in seasons, reduction in food production and security, as well as inadequate clean water supply and extinction of some plant and animal species. The study also revealed vast local ecological knowledge that, if utilised, may help in the adaptation of climate change. The study further showed that climate change awareness and education are key in mitigating and adapting to climate change effects, though it was not found in the area. The study strongly recommend regular climate change awareness activities in order to promote mitigation and adaptation, need to pay greater and particular attention to the vast local ecological knowledge exhibited by the Lozi people that would help in adaptation to climate change in the area.

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