Education Administration and Policy Studies

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Browsing Education Administration and Policy Studies by Author "Chipindi, Ferdinand M."

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    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.
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    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.
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    Challenges faced by pupils with disabilities in accessing primary education in two selected inclusive education piloting schools in Livingstone district.
    (2020-12) Zemba, Benson; Chipindi, Ferdinand M.
    The study aimed to examine the challenges faced by pupils with disabilities in accessing primary education at two selected inclusive education piloting primary schools in Livingstone district of Southern Province. The researchers adopted a descriptive case study approach with a qualitative perspective. Data were analysed using the thematic approach. The study found that the views of most school stakeholders were predominantly positive, reflecting an acceptance of the inclusive status of the schools. The absence of significant negative attitudinal barriers, improvements in school accessibility, progress in teacher training and the production of locally made Inclusive Education (IE) modules are noticeable areas of achievement. The study concludes that despite the presence of various exclusionary factors, the two schools have made some observable headway towards the improvement of inclusive learning for children with disabilities. The study puts forward various recommendations for IE implementation and future research in Zambia.
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    Gender gaps in administrative positions: the case of selected educational institutions in Lusaka district, Zambia.
    (2021-01) Muuma, Charity; Chipindi, Ferdinand M.
    The vision of the National Gender Policy (NGP) was to achieve gender equity at all levels of decision making in the Zambian political economy. Institutions of higher learning occupy a significant role in the socio-economic development of Zambia and are critically affected by gender policy issues. The study was carried out to investigate the Gender gaps among Women and Men in Administrative positions: The case of Educational Institutions in Lusaka District, Zambia. The objectives that guided the study were: to assess the extent of gender gaps in administrative positions of selected educational institutions; identify the causes of gender gaps in managerial positions of established educational institutions, and ascertain the effect of gender gaps in the operations of selected academic institutions. This research employed both quantitative and qualitative survey research approaches, which followed a descriptive case study design. The sample consisted of seventy-eight (78) respondents. This comprised of forty-eight (48) administrative officers from six (6) educational institutions, that is eight (8), administrative officers, from each institution. At the same time, thirty (30) respondents were sampled from non-administrative officers, five (5) non-administrative officers were sampled from individual educational institutions. Purposive sampling and random sampling technique were used to sample the participants. A questionnaire and semi-structured interviews were used to collect data from the field. The study revealed the extent to which there are gender gaps in administrative positions of educational institutions is very significant. That is because the number of male administrative thirty-one (31) officers is almost double the numbers of female administrative seventeen (17) officers. The causes of gender gaps in administrative positions included; lack of clear policy on recruitment and promotion of administrative officers, lack of affirmative action during recruitment and promotion process, stereotyping of administrative positions, lack of confidence, limited role models, low level of education and administrative experience amongst females, and being overwhelmed with household responsibilities.
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    Investigating the lived experiences of teachers in long-distance marriages: a case of selected secondary schools of Choma district, Zambia.
    (2021-01) Muwana, Kwaleyela; Chipindi, Ferdinand M.
    Distant marriage has widely been researched on in other professionals such as lawyers, doctors, soldiers. However, in the teaching fraternity, this phenomenon has not been widely studied. Thus, the lived experiences of teachers in long distant marriage are generally unknown. This study aimed to assess the lived experiences of teachers faced with long distant marriages and the dynamics on perceived marital as well as job fulfilment in Zambia. This study used ethnographic research methods to uncover the lived experiences of teachers in long distance Choma district of Zambia. Three schools were the primary focus of the study; St Mark’s, Choma Boarding and Njase. Interview with open and closed questions and observation protocols were used to collect data. The study found that teachers on long distant marriage must prepare themselves adequately by adapting to it through, consulting with the Ministry of General Education on available payroll vacancies, family, visitation, proper planning, and management of their finances. Indeed, work presence and input/output as well as to engage in social activities were critical moments for the respondents. Respondents gave their concerns on their continued stay in long-distance marriages which may be useful for educational planners and implementers. The study recommends that the Zambian Ministry of Education should redesign the deployment policy of teachers to cater for those in long-distance marriages. Finally, the study recommends additionally that the impact of long-distance marriage on a learner be investigated by other researchers.
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    Neoliberal governmentality, responsibilization and deepening of academic tribalism in the Zambian academy: a commentary. International Journal of multi-disciplinary research. ISSN (online): 3471-7102.
    (International Journal of Multi-Disciplinary Research. ISBN (online): 3471-7102., 2017-08) Chipindi, Ferdinand M.
    This commentary advances the central contention that neoliberal governmentality has caused a systematic responsibilization of academics which has in turn caused academic tribalism to deepen. By neoliberal governmentality I mean the regulation of mind and soul of the academics to orient them towards entrepreneurial forms of thinking. On the other hand, my understanding of responsibilization corresponds to the definition offered by Davies (2003) who asserts that it is the process by which Schools and universities are reconfigured to produce the highly individualized subjects who become entrepreneurial actors across all dimensions of their lives. In this paper, the manifest forms and effects of neoliberal governmentality are discussed. The ways in which neoliberal governmentality may deepen academic tribalism are also illuminated. Finally, an opinion is offered on the role of neoliberal governmentality in deepening academic tribalism in the Zambian academy.
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    The pull and push factors of rural-urban teacher transfer: a case of Isoka district of Muchinga province.
    (2020-12) Sichilima, Ginno M.; Chipindi, Ferdinand M.
    This study investigated the factors that push teachers away from rural schools and pull them towards urban and periurban schools. The study used ethnographic research techniques to explore the factors that influence teacher transfers from rural to urban spaces in Isoka district of Northern Zambia. We used purposive sampling to locate and interview teachers and administrators to provide insights into the pull and push factors of teacher transfer. The study uncovered a plethora of reasons for these phenomena. The factors included how the study participants negotiated their relationships with colleagues or superiors. Our research, thus, recommends that the District Education Office in the area needs to be considerate during teacher deployment and placement to suitably place teachers where they can be most productive and settled to avoid transfers.