Education Administration and Policy Studies

Permanent URI for this collection

http://41.63.25.24:4000/handle/123456789/24

Browse

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

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    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.
  • No Thumbnail Available
    Item
    Factors affecting the effectiveness of remedial work policy in selected secondary schools in Kasempa district
    (2021-02) Musongole, Lastone; Chipindi, Ferdinand Mwaka
    The study aimed to explore the factors affecting the effectiveness of remedial work policy in selected secondary schools in the Kasempa District of North-Western Province of Zambia. Despite the existence of localised corrective work policy in schools and the emphasis on the need for sustained remedial work for learners whose academic achievement fell below acceptable levels, academic achievement remained low in secondary schools of Kasempa District, as evidenced by results in the National Examinations at grades 9 and 12 levels. A descriptive case study design was used to collect and analyse the data. Among the factors explored were government and school policies on remedial work, teacher preparedness and ability to prepare various teaching/learning activities, and the headteacher characteristics and support to remedial work. On the other hand, external factors explored included parental monitoring of learners' schoolwork, parental guidance and checking on homework, home environment and parental support to learners' education. The study recommends that similar studies be conducted throughout the country.
  • Thumbnail Image
    Item
    Factors affecting the effectiveness of remedial work policy In selected secondary schools In Kasempa District
    (2021-04) Musongole, Lastone; Chipindi, Ferdinand Mwaka
    The study aimed to explore the factors affecting the effectiveness of remedial work policy in selected secondary schools in the Kasempa District of North-Western Province of Zambia. Despite the existence of localised corrective work policy in schools and the emphasis on the need for sustained remedial work, academic achievement remained low in secondary schools of Kasempa District. This is as evidenced by results in the National Examinations at grades 9 and 12 levels. We used a descriptive case study design to collect and analyse the data. The factors explored were government and school policies on remedial work, teacher preparedness and ability to prepare various teaching/learning activities, and the headteacher characteristics and support to remedial work. On the other hand, external factors explored included parental monitoring of learners' schoolwork, parental guidance and checking on homework, home environment and parental support to learners' education. The study recommends that similar studies be conducted throughout the country.
  • Thumbnail Image
    Item
    Neoliberal reforms in higher education: trends, manifestations and implications.
    (Springer Nature Switzerland AG 2022, 2022-03-21) Chipindi, Ferdinand Mwaka; Daka, Harrison
    This chapter analyses the spread of neoliberal reforms in higher educa tion, with a primary focus on an empirically specifc locale in Zambia, a Sub Saharan African economy. We argue that neoliberal discourses, introduced into mainstream national policy on higher education in Zambia from the early 1990s have profound effects on the character of higher education in general. The reforms have occasioned signifcant levels of regulation or control over the actors within higher education by using words that frame and constrain, behaviour leading to the emergence of kinds of individuals who are then rendered governable (Bansel & Davies, 2010). The reforms include cutting public expenditures for social services, which include reducing government support to education and healthcare, as well as a trend toward greater participation by private actors in public life, and in higher education provision and fnance (Giroux HA, Harvard Educ Rev 72:425–463, 2002; Harvey 2005; Olssen M, Peters MA, J Educ Policy 20:313–345, 2005; Zajda J, Rust V, Globalisation and comparative education. Springer, Dordrecht, 2021). Ultimately, there has been an institutionalisation of entrepreneurial and managerial modes of organising higher educational institutions, stimulated and advanced by promoting business-like relations between the institutions and industry, commerce, and government.
  • Thumbnail Image
    Item
    Value of traditional ceremonies in socio-economic development: a case of some selected traditional ceremonies in Zambia.
    (International Journal of Humanities Social Sciences and Education (IJHSSE), 2021-02-15) Daka, Harrison; Phiri, Davies; Chipindi, Ferdinand Mwaka; Nachimwenda, E
    Zambia has a rich history and diversity of traditional ceremonies. Traditional ceremonies are a time honoured form of communication and provide a vibrant record of common heritage. This article developed out of a study to establish the value of traditional ceremonies plays in socio – economic development. Data was collected through interviews and observation of activities and practices across selected traditional ceremonies in Zambia. Findings revealed that traditional ceremonies add value to socio – economic development in different ways and therefore there is need to manage them well by the state. From the findings, it was recommended that there is need to carefully explore and document the enormous socio - economic benefits inherent in Zambia’s multiple traditional ceremonies so as to derive lesson and opportunities that can inform economic growth and social development. In addition, there is also need to streamline access to and disbursement of the budgetary allocations for activities related to traditional ceremonies such as research (by institutions of learning) documentation of traditional knowledge.