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- ItemThe Lord has chosen new wars : marianist brothers' contribution to moral and integral boys' education in Zambia (1966-1991).(2022) Muyuni, AudreyThis research was based on the Lord has chosen new wars, Marianist Brothers’ contribution to moral and integral boys’ education in Zambia (1966-1991). The main purpose was to examine the contribution the Marianist Brothers made to moral and integral boys’ education in Zambia and how the utilisation of the five-fold Marianist charism pedagogy enhanced or did not enhance pupils’ lives after leaving the school. The study was guided by the following research objectives: to establish aspects of morality that have been integrated with education by Marianist Brothers of Matero Boys Secondary School (MaBoys), to examine how particular moral values in the education philosophy of the Marianist Brothers have shaped the way of life of MaBoys and to analyse the motives of Marianist Brothers’ selection of particular cornerstones of moral values. These objectives formed the main basis for the achievement of the study’s overarching purpose highlighted earlier. A qualitative methodology was utilized to gather data from participants using semi-structured interviews, focus group discussion and from documents. Key documents analysed using document analysis consisted of the world view of the Catholic and Marianist educational philosophies. The findings showed that at MaBoys, the Marianist education was the core of morality. The Marianist community of teachers integrated the pedagogical practices of the five-fold Marianist charism, which included education for adaptation and change, in their education philosophy and formed Christ in the souls of young boys. This was evident in that the Marianist imprint remained in the boys’ lives long after school. Their lives were transformed socially, spiritually and economically. The study concluded that in line with the Marianist Motto ‘Deeds not Words’ the boys at MaBoys had been transformed into visible words by their acts and behaviour after school. The motto signified the Marianist Brothers’ commitment in their mission to educate boys. The study recommended, among others, that since the current research investigated on the first twenty- five years with the original set up of the first Marianist Brothers, there was need for another study to review the current moral teaching integrated with the revised curriculum of 2013 at MaBoys, in the absence of the original pioneers.
- ItemAccessibility to specialised services by learners with physical disability in selected schools of Kasama and Lusaka districts.(The University of Zambia, 2019) Munanga, Joseph M.The study was conducted in selected schools of Kasama and Lusaka districts and was aimed at establishing whether learners with physical disability (PD) had access to specialised services. Due to ethical issues, the five schools that participated in the study were given pseudonyms; Dudu, Teka, Don, Hope and Venus. A total of 109 respondents participated in the study comprising 25 teachers, 5 head teachers, 40 pupils, 15 parents, 8 caregivers, 10 service providers and 6 education standard officers. The study used a descriptive case study design and was purely qualitative. The study used semi-structured interview guides, focus group discussion guides, observation checklists and questionnaires to collect data. Thematic approach was used to analyse data and the Microsoft Office Excel was used to generate charts. The research has established that learners with PD in both districts accessed counselling and teacher aide services. Learners in Lusaka also schools accessed more services such as orthopaedic and physiotherapy services. Additionally, leaners in both districts had access to mobility aids. With regards to accessibility to the school built environments, the research has found that generally school environments in Lusaka schools were more accessible than those in Kasama schools. The study has equally revealed that all the door handles were not accessible to learners with shorter stature and those using wheelchairs. All the accessible services in the sampled schools were not adequate. The major barriers that limited learners with PD from accessing specialised services were less funding from the government and shortage of service providers. Despite the specialised services not being adequate, the respondents felt that the services that were accessible were significant to the learners. For example, mobility aids enhanced mobility and orthopaedic surgeries helped in correcting deformities. The study therefore recommends that government must increase funding to Special Education to enhance learners’ access to specialised services. Government must create a Directorate of Special Education so as to improve accessibility to specialised services in the country.
- ItemSocio-ecological typologies to climate variability among pastoralists in Namwala district of Zambia: an environmental education perspective.(The University of Zambia, 2019) Kalapula, ShepandeClimate variability and change are likely to continue bringing new weather patterns that pastoralists are unfamiliar with in view of increasing temperatures and prolonged flood or drought conditions. Thus, a study involving one hundred and twenty pastoralists was conducted in Namwala District in the Southern part of Zambia with the aim of assessing complexities of social-ecological typologies to weather-related shocks and providing an understanding of historical and contemporary synergies in the utilisation and management of common property resources. To attain its objectives, the study employed a mixed methods approach in which both qualitative and quantitative techniques were used. The research utilized typical case sampling in which questionnaires, interviews, oral histories and transect walks were used to collect data. The study shows that pastoralists were aware of their local environment and were conscious of the ways climatic variations affected their livelihoods. Pastoralists were facing several climatic related constraints that hindered livestock production. These include livestock deaths and diseases, drought and floods, shorter rainfall season, weather variability and unpredictability and drying of surface streams. In view of these effects, the study shows that pastoralists had put up various resilient strategies that included herd mobility and splitting, capital projects, increased cash investment into the herd and diversification with mixed livestock among others. The results also reviewed that population in cattle had increased resulting into reduced area available for grazing per cow with respect to access to water and pasture. This implies that the Kafue Flats is prone to overgrazing in view of combined increased floodplain agriculture, successive droughts and influx of ‘green pasture seekers’ from outside Namwala. Furthermore, the study established that land was one of the most important resources to pastoralists despite increased individualization, particularly along the edges of the Kafue Flats. Pastoralists identified social typologies as local knowledge, networking, mutual support, mobility, innovation, labour, practices and social networks while ecological typologies were the Kafue floodplain, grass species, Kafue river, streams, lagoons, pans, and land. Thus, climate variability, altered Kafue River flow and land tenure insecurity had continued to threaten the resilience of pastoralists. The study concludes that despite pastoralists facing a number of climate variability related effects and altered flow of the Kafue River, pastoralism in Namwala had survived, demonstrating resilience, dynamic and self-adaptive behaviour. Different categories of pastoralists within similar agro-pastoral communities and households responded differently to opportunities and constraints resulting from climate variability. Hence, the study recommends the involvement of local pastoralists and provision of environmental education in all pastoral activities. It is also submitted that, rather than being replaced, customary land tenure and traditional land administration structures in rural Zambia should be adapted to local social-economic and ecological realities. Thus, environmental education in pastoral social-ecological typologies, in general, and the management of common property resources like the Kafue Flats, in particular, depends on preserving and nurturing existing social, economic and ecological components and their interactions that enable pastoralists to renew and reorganize livelihoods.
- ItemClassroom practices of teachers of biology in selected secondary schools in Luapula province of Zambia.(The University of Zambia, 2020) Kasama, KalumbaThe purpose of the study was to explore instructional practices of teachers of biology in selected secondary schools in Luapula Province of Zambia. These schools have recorded low pass rates in School Certificate Examinations in biology for some time now. This is despite several initiatives undertaken by the Government of Zambia to improve the quality of Science and Mathematics education. The following objectives guided the study: to establish the skillfulness of biology teachers’ lesson preparation; to determine how teachers of biology conduct their lessons; to determine the extent to which the classroom physical environment is organised for teaching and learning of Biology. Vygotsky’s social constructivist theory guided the study. The study employed a descriptive survey design and a qualitative approach. The data collection methods employed were: lesson observations, self-administered questionnaires, document analysis and focus group discussions. The study population comprised three secondary schools and led to the study of 3 heads of departments, 12 teachers of biology and 77 Grade 12 pupils. The participating schools and the respondents were drawn in the study by purposive sampling. However, the grade 12 pupils who participated in the focus group discussions were selected by simple random sampling. The study established that teachers were inconsistent in the use of curriculum materials – schemes and records of work and lesson plans, and mostly used teacher centred teaching strategies. The study further established that the classroom physical environments were not adequately organised to facilitate effective teaching/learning. The study makes the following recommendations: The Science Departments of the schools understudy should be preparing schemes of work for the next term in the last two weeks of the ending term so that the HoD can easily monitor progress of the work. They should end their tradition of preparing schemes during the holidays. School administrators should make effort to acquire more ICT facilities and to facilitate integration of ICT in teaching and learning. Teachers in the current study should take responsibility of their professional growth and read widely on curriculum materials and keep abreast with modern trends in pedagogy. The schools in the current study should incorporate learners in creating favourable and active classroom environments.
- ItemLearners’ problem-solving processes in calculus at grade 12 level: a case study of selected secondary schools in Lusaka district, Zambia.(The University of Zambia, 2019) Zulu, JuliusPoor essential workings in Mathematics is an attribute of poor problem solving processes. The study explored learners’ problem solving processes in Calculus at Grade 12 level. Calculus was introduced when the curriculum was revised in 2013 and involves basic differentiation and integration at this level. The study sought to establish Grade 12 learners’ problem solving processes in Calculus, identify the challenges Grade 12 learners’ encounter in solving Calculus problems, and determine strategies teachers and learners would suggest to improve problem solving-skills in Calculus. Twenty learners and two teachers at two secondary schools in the Lusaka district of Lusaka province, Zambia, participated. A qualitative study approach, which followed a descriptive case study design, was used. Data was collected using lesson observations, focus group discussions, and semi-structured interviews. Video and audio recordings were used to capture observations and interviews, respectively, in their totality. Thematic analysis was used to analyse data. The four principles of problem solving by Polya namely, understanding the problem, devising a plan, executing the plan and looking back guided the analysis. Although learners’ read, re-read and wrote Calculus functions before solving, they experienced difficulties in underlining key important words; writing calculus formulas; simplifying Calculus problems; applying appropriate Calculus formulas; and had no reflective skills during and after solving Calculus problems. The challenges included failure to: substitute 𝑓(𝑥+ℎ) and 𝑓(𝑥) when working from first principles, cite Calculus notations, cite the correct formula when working from first principles, and apply appropriate basic Mathematical concepts. Moreover, learners had challenges with understanding the language of Calculus, and teachers’ teaching approaches. In view of these findings, it was recommended that teachers should use problem solving approaches which assist learners in identifying key words in the problem, devising Calculus formulas, monitoring each step during solving and looking back after solving. Applications of basic concepts in earlier grades should also be consolidated and revised on an on-going basis. It was further recommended that teachers should focus on the development of the formulas and introduce Calculus symbols in early grades while learners should practise basic concepts to enhance understanding of Calculus.