Institute of Distance Education
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Browsing Institute of Distance Education by Author "Simui, Francis"
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- ItemComparative analysis of Distance and Conventional Education: Focus on access to Education at the University of Zambia(2012-02) Chishimba, Nkosha; Simui, Francis; Mwewa, Godfrey;
- ItemDistance Education Examination Management in a Lowly Resourced North-Eastern Region of Zambia: A phenomenological Approach(OPEN PAXIS, 2017-07-03) Simui, Francis; Chibale, Henry; Namangala, Boniface
- ItemDistance learners' perspective on user friendly instructional materials at University of Zambia(Journal of Learning for Development - JL4D, 2017-03-13) Simui, Francis; Tompson, L.C; Mundende, K; Mwewa, G; Kakana, F; Chishiba, A; Namangala, B
- ItemInternational perspectives on preparing pre-service teachers for inclusive education pedagogies: implications for developing countries(American Journal of Educational Research, 2020-12-01) Mooka, Godfrey Mukelabai; Siakalima, Daniel; Simalalo, Magdalene; Muleya, Gistered; Kaputa, Thomas Musankuleni; Simui, FrancisThe Dakar World Education Conference (2000) committed governments to ensure that their education systems are inclusive and specifically cater for the needs of disadvantaged, vulnerable and marginalized learners. For Zambia as one of the developing countries, in its Persons with disability Act of 2012, it affirms the government’s commitment for persons with disabilities to access an inclusive, quality and free primary, secondary and higher education on an equal basis with others in the communities in which they live. The debates on how best to prepare pre-service teachers for diverse, inclusive classrooms have led to some teacher educators working more closely with schools in trialing new approaches. In this discourse, we explore literature on preparation of pre-service teachers in inclusive pedagogies worldwide. Emerging from this study is the strong emphasis on inclusive pedagogy with a bias on improving the quality of mainstream education and addressing educational inequality among others. The findings contribute to inclusive education policy development in institutions of higher learning and pedagogical practices among others. The study further adds on to scanty literature on inclusive education pedagogies.