Education

Permanent URI for this community

http://41.63.25.24:4000/handle/123456789/1

Browse

Now showing 1 - 20 of 621

Advancing girl's education in Zambia.
(Ministry of Education, 1998-09) Nkhata, Bentry.; Elizabeth, Mumba.C.; Israel, Chikalanga.W.; Sikwibele, Anne.L
The Programme for the Advancement of Girls' Education (PAGE) is a Ministry of Education (MOE) supported by UNICEF with initial funding from CIDA. PAGE was developed in 1996 based on experiences from the previous Girl Child Education Programme (1994-1995), as well as through the utilisation of findings from research studies that were part of that programme. The Girl Child Education Programme focused on policy development, development of gender sensitive materials and research. Building on the success of the Girl Child Education Programme, PAGE integrated advocacy, gender sensitisation, social mobilisation and testing of specific interventions to improve girls' education. PAGE is a concrete expression of Zambia's commitment to the advancement of girls and women in education and all sectors of society. The programme seeks to deliver quality primary education to all children, especially girls, and to reduce gender disparities in primary education enrolment, retention, completion and achievement. The overall objectives of PAGE are: • to empower girls and women to fully participate in and benefit from the economic and social development of the nation; and • to ensure the survival of girls into adulthood with particular emphasis on their protection from HIV/AIDS.
Attitudes of girls towards mathematics in selected secondary schools in Lusaka and Mazabuka, Zambia.
(ERNESA/DSE/IDRC Publications, 1999) Ndhlovu, B.Z.
The study explored the attitudes that girls had towards Mathematics. The circumstances and factors that condition the attitudes were investigated and recommendations and suggestions on possible remedies were given. The study was conducted in two towns of Zambia; Lusaka and Mazabuka. A qualitative research approach was adopted with interviews and Focus Group Discussions as the main data collection methods. The data was analyzed thematically. The findings indicated that mathematics was viewed as a difficult subject arising from lack of successful experiences in the subject, poor teaching and peer pressure. The study recommended guidance and counseling and appropriate teaching strategies in the subject.
Views of stakeholders outside the education sector on the basic school curriculum: an activity under the BESSIP component of basic school curriculum development.
(Curriculum Development Centre, MOE, 2000-02) Chakulimba, O.; Ndhlovu, B.Z.; Chimpandu, B.; Moloka, H
The study was aimed at capturing the views and ideas of Stakeholders (Parents, Church Leaders, Employers of companies, Public Sector, Trade Unions, NGOs, Students, Pupils and Youth) on what should be included in the Curriculum. The survey endeavoured to find out the views on; existing Basic Education Curriculum in Zambia, ideas on the 'ideal' curriculum, views on how they expected the curriculum to be delivered, aims and purposes of formal education and their views on the Basic Education in general. The survey covered five Provinces of Zambia covering One Thousand Six Hundred five (1605) stakeholders. A questionnaire was the main instrument of data collection supplemented by interviews.
Strengthening of mathematics and science education in Zambian secondary schools : a baseline study report.
(Ministry of education and Japan international co-operation agency., 2002-12) Haambokoma , Christopher.; Nkhata, Bentry.; Kostyuk, Vasly.S.
Low learning achievements in mathematics and science subjects among secondary school pupils as revealed by public examination results has been a source of concern among stakeholders. At the same time many educators were not satisfied that existing (Government/Donor led)teacher Continuing Professional Development(CPD) is not only increasing teacher effectiveness but also inculcating in teachers a realisation that participation in CPD was a personal responsibility,undertaken solely for purposes of improving one's professional skills. In view of this in 2001 concerned stakeholders, mainly mathematics and science education practitioners from schools,colleges/universities,Teacher Education Development(TED),Zambia Association for Mathematics Education(ZAME),Junior Engineers Technicians and Scientists(JETS) and the Zambia Association for Science Education(ZASE)formed a task force to explore ways of promoting teachers's CPD in MSE,particularly at secondary school level.The task force team came up with the idea of a programme to be called "Strengthening of Mathematics and Science in Education"(SMASE) a teacher driven (bottom up) CPD initiative intended to be implemented through activities of subject associations (i.e those of ZAME and ZASE) The department of Mathematics and Science Education(MSE) in the school of Education,University of Zambia was tasked to carry out a Baseline study to generate information on the basis of which the programme could be designed. MSE sub contracted the In-Service Training Trust to conduct stakeholder analysis component of the study
Does public school religious education indoctrinate learners
(Zambia Journal of Contemporary Issues, 2003) Simuchimba, Melvin
Religious education in Zambia: syllabuses, approaches and contentious issues
(Mission Press, 2004) Simuchimba, Melvin
Religious Education in Zambia: At the crossroads
(Mission Press, 2005) Simuchimba, Melvin
Education for all (EFA) and 'african indigenous knowledge systems (AIKS)': the case of the Chewa people of Zambia.
(University of Nottingham, 2006) Banda, Dennis
This research is an investigation of whether “African Indigenous Knowledge Systems (AIKS)” can enhance the achievement of Education for All (EFA) with particular reference to the Chewa people of Zambia. The study raises challenges that many countries have experienced in their effort to achieve EFA. Among the Chewa people of Zambia, quality, relevance and credibility of the education are some of the reasons affecting the provision of education to all. This research has argued that formal schooling education, in its current form may not be the right vehicle to deliver EFA goals. The research has proposed alternative forms of knowledge that could be hybridized with the formal schooling education to address some of the challenges identified. The research has tried to re-appropriate some Chewa AIKS to theorize curriculum and pedagogy reforms that could enhance the achievement of the EFA goals. I have used qualitative research methodology in the study. The respondents in this study were drawn from two areas of community of practice i.e. the Chewa traditional chiefs and elders as perceived custodians of the Chewa AIKS and the educationists, as implementers of education programs and policy and curriculum designers. Key issues identified by this research include the following: that a replacement of the formal schooling education by the AIKS is not an answer to the current challenges facing the provision of meaningful education to all; that through consultations, and co-ordination by all stakeholders and research in AIKS and formal schooling education, either system would shed off elements perceived as barriers to EFA; and be hybridized to complement each other to enhance the achievement of EFA goals; that the formal schooling education should not be considered to be superior to informal and nonformal education systems, but that all are critical components in this quest. Theories and frameworks of hybridization of forms of knowledge/education have been considered in this research. I have argued that hybridizing AIKS with the formal schooling system will only become significant if an economic value is added to the AIKS through some mechanisms put in place. The practical skills embedded in AIKS could foster career building, entrepreneurship and apprenticeship if linked to the money economy of employment and wealth creation. I have argued that there may be need to establish opportunities for AIKS holders to be accredited within the National Qualification Framework and policy framework on AIKS be enacted to regulate and protect IK, and guide the hybridization process. The study highlights three main frameworks on the hybridization of the AIKS and the formal schooling curriculum: (1) Mainstreaming/ Incorporation/ Integration/ infusion of the AIKS into the formal school curriculum. (2) Establishing IK as a core subject with a structure similar to those of other core subjects in the curriculum. (3) Teaching AIKS as a component of the seven official Zambian languages that are taught in schools.
Towards the endogenous development of mathematics education-children final report on Zambia.
(Hiroshima University., 2007) Uchida, T. Nakamura.; Nkhata, B.
“Influence of teachers’ views about education on mathematics lessons in primary schools – Zambia Study” in Baba, T. international comparative studies on influence of teachers’ views about education on mathematics lessons in primary schools.
(Hiroshima: Centre for International Development in Science, Maths and Technology Education, Hiroshima University., 2007) Uchida, T.; Nakamura, S.; Nkhata, B.
This Chapter provides a brief overview of the changes in mathematics education in Zambia from right before political independence till date. The major focus is on mathematics at the primary/basic school stage, where the initiatives have mostly been local
''Towards the Endogenous Development of Mathematics Education – Children’s Final Report on Zambia” in Iwasaki, H. Empirical Study on the Evaluation Method for International Co-operation in Maths Education in Developing Countries – Focussing on Pupils’ Learning Achievement
(Hiroshima : center for international development in science, maths and technology education, Hiroshima university., 2007) Nkhata, B.; Uchida, T.; Nakamura, S
Religious education and the problem of faith commitment in Zambia
(Mission Press, 2007) Simuchimba, Melvin
The problem of faith or religious commitment versus neutrality in the theory and practice of modern RE is still far from being resolved at least in as far as it affects societies that are still becoming plural ,multi-faith and multi-cultural. This article discusses the problems of the RE teacher's faith commitment and neutrality with reference to one such society, Zambia. The article first attempts to briefly define the concept of education. It then argues that both dogmatic religious commitment and strict professional neutrality by the teacher are untenable. It purposes a middle path approach, professional religious commitment as one possible way.
''Towards the endogenous development of mathematics Education – Children’s final report on Zambia” in Iwasaki, H. empirical study on the Evaluation Method for International Co-operation in Maths Education in Developing Countries – Focussing on pupils’ learning achievement.
(Hiroshima: Centre for International Development in Science, Maths and Technology Education, Hiroshima University., 2007) Nkhata, B.; Uchida, T.; Nakamura, S.
Religious Education confessional or educational?
(Mission Press, 2008) IIubala, Ziwa.J.L
Religious education versus moral education in schools
(Zambia Journal of Education, 2008) Simuchimba, Melvin
Environmental degradation and rural poverty in Zambia: a silent alliance.
(Research journal of applied sciences, 2008) Mweemba, Liberty
Perspectives on the role of infomation and communication technologies (ICTs) in professional women's access to development information in Zambia.
(Standing Conference of East, Central and Southern African Library and Information Associations, 2008-07) Mulauzi, Felesia; Albright, Kendra
Information and Communication Technologies (ICTs) have the potential to provide the much-needed development information. In particular, ICTs can facilitate access to development information for professional women in order to increase their productivity, efficiency and incomes. Although much has been documented about gender and ICTs, few studies have closely reviewed the literature regarding the link between ICTs, women and development information. This paper provides a critical review of studies investigating ICTs and their role in making development information available to professional women in Zambia.
Sexual objectification of women in female initiation rites: the case of the chisungu female initiation rite.
(New Voices in Psychology, 2009) Munsaka, Ecloss
In this paper, I examine sexual objectification in the chisungu initiation rite performed among the Bemba speaking people of Northern Zambia. This paper explain and interprets the sexual objectification messages that are contained in the songs and various imageries that initiation instructors use to teach the young women who enter puberty. From the analysis of the lore, it seems the female initiation rite promotes sexual objectification of women by emphasizing the sex roles that young women have to fulfil when they get married. The paper proposes that, initiation, being a vital means of passing cultural values from generation to generation, has an influence on how the young women who are initiated construct their identity.
Information and communication technologies (ICTs) and development information for professional women in Zambia.
(Inderscience Enterprises Ltd, 2009) Mulauzi, Felesia; Kendra, Albright
Information and Communication Technologies (ICTs) can contribute to the development information needs of women in the developing world. While a number of studies have examined the relationship between gender and ICTs, few have investigated the link between ICTs, women and development information. Women comprise half of the world’s population but are generally excluded from participation in development plans and policies. In order for women to participate in development decisions, they need access to development information including health, education, agriculture, environment, good governance and water and sanitation. ICTs can provide that access. The purpose of this study is to investigate whether professional women in Zambia use ICTs to access development information. Over 200 professional women participated in the study. The results are reported and include the participants’ access to ICTs and development information, the types of information they use most often and the barriers to access and use.
Records and archives legislation.
(Association of Commonwealth Archivist and Records Managers, 2009) Mulauzi, Felesia
The importance of records and archives cannot be overemphasized. They document essential activities, decisions and evidence of government. Without records and archives, government can neither operate effectively and efficiently nor be accountable to its citizens. Besides, the rights of its citizens including that of the environment, land rights and territorial integrity cannot be protected without records. The future of any nation depends on the past. Past records are used as gateway into the past. Thus governments all over the world require records and archives legislation for compliance and to ensure that records and archives are managed accordingly for posterity and historical purposes. The absence of records and archives legislation to act as a guiding principle to custodians, creators and users of records and archives poses risks that cannot be ignored.

Browse

Browsing Education by Issue Date

Results Per Page

Sort Options