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dc.contributor.authorMulenga, Alfred
dc.date.accessioned2014-08-27T08:44:28Z
dc.date.available2014-08-27T08:44:28Z
dc.date.issued2014-08-27
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/3460
dc.description.abstractProvision of quality education has been rendered weak. It is also probably arguable that the presence of churches in schools has rendered the educational institutions (basic schools in particular) weak and ineffective. A wave of churches has stormed schools following the declaration of Zambia as a Christian nation. Many splinter groups and new churches have found domain in classrooms resulting in falling educational standards. This claim is indefensible and has been dismissed that there is no justification causing such variability. However, following the use of classrooms by churches desks, chairs, tables, chalkboards, walls, floors, electrical fittings are among the items which have been vandalized. Displays like maps, diagrams, paintings, pictures and other learning aids have not been spared. Classrooms have lost sophiscation - a complex and refined learning atmosphere which is vital in supporting internalization during the process of learning. Contrary to popular belief, vandalism is not always deliberate destruction. There is what is called administrative vandalism. Research study revealed that schools presently play host to huge crowds with a range of 10 churches in one school. This has resulted into population pressure on limited physical facilities and school infrastructure. The assessment contained herein outlines the costs involved emphasizing the divergent viewen_US
dc.language.isoenen_US
dc.subjectSchool Vandalismen_US
dc.titleA study of how vandalism affects pupil/teacher performance due to Churches using classrooms in Lusakaen_US
dc.typeThesisen_US


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