Education

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Browsing Education by Author "Banja, M.K"

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    Centrality of the teacher in mentorship and implementation of school curriculum in Zambia.
    (University of Eswatini, 2020-09) Banja, M.K
    This paper argues that the classroom teacher should be placed at the centre of all curriculum development efforts. It further argues that most teachers graduate from teacher education programmes ill-prepared to competently implement the curriculum. In doing so the paper focuses on the type of training received at university/college as an impediment to new teacher competence in curriculum implementation. In view of this, this paper advocates that offering school-based mentoring focussed on curriculum implementation makes mentorship of NQTs not only important but a necessity that can help ameliorate the problem. The paper also discusses various local and external forces affecting curriculum development and implementation. The paper concludes that while improving teacher education is one option, school-based new teacher mentorship appears more feasible in the short term.
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    Mentorship as a form of newly qualified teacher support in Zambian secondary schools.
    (AFTRA, 2016) Banja, M.K
    The aim of this paper was to argue the case for the need for mentorship of newly qualified secondary school teachers in Zambia. Based on both a global perspective and the findings of a study, this paper argues that inadequate initial training coupled with an unfriendly work environment make mentorship of newly qualified teachers a necessity. Further, the paper presents numerous benefits accruing from the mentoring of newly qualified teachers. These benefits include benefits to the newly qualified teachers themselves, the heads of departments, head teachers and ultimately filter to the learners. In view of both the identified needs of newly qualified teachers and the invaluable benefits, the paper ends with a clarion call for the introduction of mentorship of newly qualified teachers in Zambian secondary schools.