Education

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Religion and education in Zambia, 1890 – 2000 and beyond
(University of South Africa, 2005) Simuchimba, Melvin
The relationship between religion (church) and education (state) through religious education (RE) in Zambia has passed through different stages of development. During the missionary period (1883/1890- 1924), RE was, naturally, offered in the form of Religious Instruction (RI) and was thus fully denominational and confessional. Despite some general improvements in the provision of education, the subject remained largely confessional at the end of the colonial period (1925 – 1964). After Independence, the confessional model of the subject was inherited and continued throughout the First Republic (1964 – 72) and part of the Second Republic (1973 – 90). However, as a result of educational reforms started in the mid 1970s, RE became more educational by adopting an approach that was partly confessional and partly phenomenological from the mid 1980s. Despite new educational reforms in 1991/92 and after 1996, progressive development of RE as a curriculum subject seems to have been negatively affected by the state’s self-contradictory declaration of Zambia as a Christian Nation in 1991. Thus the subject continued to be partly confessional and partly phenomenological during the Third Republic (1991 to date). While the state or Ministry of Education sees RE as a curriculum subject with educational aims like any other, research results show that many Zambians, especially members of different religious traditions, still see the subject as having confessional aims as well. However, since the country is pluralistic and democratic, RE in Zambia should continue developing in line with the constitutional values of religious and cultural freedom and the liberal national education policy provisions for spiritual and moral education. Thus the subject should go beyond its current unclear state of being largely confessional and partially phenomenological and become more educational; it should take the religious literacy and critical understanding model which takes both religious truth-claims and educational skills and understanding of religion seriously. To ensure this, a specific national policy which broadly outlines the nature and form of RE in schools needs to be put in place as a guide to all interest groups. Key Terms Religion Education; Religious Education; School Religious Education; Zambian Religious Education; Teaching Religion in Zambia; History of RE in Zambia; RE Syllabuses in Zambia; School RE in Zambia; Education in Zambia; Religion in Zambia
An assessment of the quality and relevance of educational provision in community schools of Mkushi
(2011-03-18) Mwansa, Albert
This study tried to find out whether the quality and relevance of the education provided by community schools in selected parts of Mkushi District had an impact on pupils' academic achievement. The study sample consisted of five community schools that were implementing the primary basic education course curriculum. Using the grade seven public examination results, academic achievement among the pupils was assessed by the number of pupils who had passed the examination and were selected into grade eight. The sample had a total number of fifty pupils who were in grade seven, twenty- five community school teachers and twenty-five officials working at the office of the District Education Board Secretary. The qualitative research paradigm was used for data collection and this included questionnaires, interviews and focus group discussions with various key and strategic stakeholders in the provision of education. Some variables relevant to the study of quality and relevance in educational provision in community schools were studied. They included academic and professional qualifications of teachers, pre-service and in-service training of teachers, teaching and learning materials, classroom pedagogy, professional supervision and support, assessment, school learning environment and community support. Data analysis was done by categorizing the responses in both descriptive and statistical figures. Triangulation of both qualitative and quantitative techniques was employed. The study revealed that community schools generally suffered from inadequate educational material supplies and professional support in the areas of human resource development. It also showed that the core technology of teaching and learning in community schools involved teachers' teaching of pupils' replication of knowledge and being assessed on the extent to which they retrieved it from memory. Teaching methods in community schools were predominantly teacher centred, as opposed to child centred. The study also revealed that almost all the teachers working in community schools were untrained. In-service training opportunities were equally not fully utilized and the majority of the teachers were not exposed to it at school. The study also showed that Co-ordination and instructional supervision of teachers was also lacking so was quality control on the utility of the teaching and learning materials that were used by community schools. Other findings of the study were that most of the community school teachers did not plan schemes of work and lesson notes and that not all the time-tabled subjects were taught in school. Teachers' guides including the syllabi in almost all the subjects were not available in community schools. Despite all these shortcomings with regard to the factors that contributed to the academic achievement of pupils, the results in community schools were impressive. This was evident by the fact that the transition of Grade 7 pupils into Grade 8 was in the range of 60.2% and 85.3%. Not ignoring other factors identified by literature as influential in enhancing academic achievement, this study singled out some of the factors as critical in the attainment of academic achievement of pupils and these among others included commitment and teachers' support from the community and a good working environment. VI Generally there was a general sense of purpose and a good working relationship with parents, staff and the learners in nearly all the community schools, a factor likely to enhance learning achievement in pupils. There was also professional and organizational commitment among community school teachers. Collective vision was much greater than individual personalities. There was also participative management and shared leadership at various levels of school management. Personal factors of the teacher appeared to have more influence on the enhancement of learning achievement in pupils. Masaazi (1991) supports the view that every education system depends heavily on the teacher. In order to improve the quality and relevance of the education provided by community schools the following measures should be taken: (l)The Ministry of Education should play a more pro-active role in ensuring that the education provided by community schools meets the expectations of both the Zambian society and the international community. Such measures as reformation of the policy document, re-designing the curriculum, setting priorities and increasing investment in education, should be taken. The Ministry should also seek to promote the development of a curriculum that is comprehensive, balanced, integrated and diversified, so that it is more responsive to the needs of an individual child. There is also need to improve upon instructional support, staff development activities, educational supplies, school facilities, the learning environment and the provision of incentives for teachers in community schools.
The primary school leavers problem in Zambia : official policies and attempted solutions since independence
(2011-04-11) Banda, Chikomeni Japhet
This study attempts to critically examine the governments policies towards the primary school leavers problem in Gambia since independence* The primary school leavers problem is a result of the policy of education expansion adopted at independence* This policy was a response to both manpower needs of a newly independent state and the demand for education by the people* The successful implementation of this policy has led to the primary school leavers problem* There has been a mismatch between the expansion of the primary sector and the secondary sector of the school system* This has led to a situation where many thousands of primary school leavers are unable to enter secondary schools every year* These school leavers have very few chances to either continue with their education or to be productively absorbed in the economy .The Government has attempted several policies to try to arrest the situation. In Chapter Three, we examine those policies which have attempted to solve the problem within the absorb as many school leavers as possible, or by reforming the school curriculum, to produce school leavers who are equipped with relevant skills for employment or self-employment. There is very little evidence to show that these efforts have made any significant contribution to mitigate the plight of the primary school leavers. The introduction of mass solution outside the school system also had negligible impact on the primary school leavers problem in Zambia, in Chapter Four, we show that organisations like the Zambia Youth Service, Zambia National Service and the Kural leconstruction Centres, have proved to be inefficient in their training programmes and unjustifiably expensivt, Such programmes just frustrate the Youths. The training of school leavers by the small scale community based training schemes has proved to be more successful than these other training schemes* However, these schemes only affect a very small proportion of school leavers due to lack of means to expand their services* Government policy towards these community based training schemes has not been very clear for a long time and only a few schemes have benefited from the help which is offered by the government. This study concludes that the ultimate solution to the primary school leavers problem lies in the solving of the economic problems, which are the root cause of the school leavers problem. However, since this is a long term thing,the study recommends that as a short term measure, the government,particularly the Ministry of Youth and Sports, should do everything possible to help improve the running of those training schemes that have proved successful in training primary school leavers in skills which enable them to play a useful role in the economy
Classroom and play ground interaction of children with and without disabilities : A case of George Basic school
(2011-04-11) Banda, Grace Nosta
The aim of the present study was to investigate and compare the social behaviours of children with mild mental retardation with that of their ordinary class - peers. The study also sought views of teachers on how they perceived social behaviours of children with mild mental retardation as well as on their perceptions of intervention programmes for promoting social interaction at their school. A sample size of 30 children with and without mental retardation and 10 teachers with two or more years of teaching experience participated in the study. Children's age range was from 8 to 13 years. Children with mild mental retardation were all receiving their education in the ordinary classroom on fulltime basis, while children without disabilities had been regular class members prior to integration. Children with mild mental retardation were matched with a non- disabled child. This was done by choosing an ordinary class peer of the same sex,with closest birth date to the targeted child. A time - sampling technique was used to collect observational data. The results generally indicate that there are similarities and differences in behaviour pattern between children with mild mental disabilities and those without disabilities attending ordinary classes. For example, both groups of children displayed inappropriate behaviour such as disruptive and aggressive behaviour, The only difference was that,while children with mild mental retardation showed higher levels of such behaviour their ordinary class- peers showed lower levels of inappropriate behaviour. The results in this study have also shown that there were differences between the two groups in the types of behaviour engaged in both the classroom and playground environments. In the classroom, children with mild mental retardation were more often off- task than their ordinary class peers. On the playground, children with mild mental retardation interacted and played less with their peers than did those without disabilities. The results of this study seem to suggest that, integrating children with mild mental retardation in ordinary classroom may not always result into intergroup social interaction. Since the aim of integration is to facilitate intergroup social interaction opportunities for interaction should be carefully planned and evaluated constantly A look at the present data, shows that although the study school has been integrating children with mild mental retardation for some years, there are several issues which need to be addressed if this concept has to work in favour of the affected groups of children. Since the results of this study show that children with mild mental retardation interacted less with their peers, there is need for the concerned teachers to develop programmes that facilitate intergroup social interaction e.g. sports in action activities that include children with mental retardation. There is also need for the ministry of education to provide uniform policies on social integration of children with disabilities the District Education Board Secretary in Lusaka should appoint a task force to formulate standard procedures for integration. This will help to avoid a situation whereby there are varied uncoordinated ways of interacting children in ordinary classrooms.
The educational policy and activities of the Dutch reformed church mission in Zambia up to 1976.
(2011-04-15) Banda, Richard S. Lupiya
This study attempts to investigate the educational policy and activities of the Dutch Reformed Church Mission in Zambia from 1899 to the time it handed over to the government its primary schools and the only secondary school, Katete, in 1976. The Afrikaners of South Africa have for long been associated with racial discrimination and oppression of the black people. It is interesting to ascertain why and how members of the same people, now in the name of the Dutch Reformed Church, pursued policies that were intended to enhance African advancement through education. Secondly, bibliographic inquiry does not reveal any previous comprehensive inquiry into the educational work of the Dutch Reformed Church in Zambia. It has been a neglected area of study and this makes the study not only significant but even more so urgent and imperative if we are to fairly assess the contribution the church has made to the educational development of the country. Chapter One centres on the geography and population of the Eastern Province; the cultural, social, economic and political position of the people in the area on the eve of the arrival of the church and the brief history of the origin of the Dutch Reformed Church and its activities in Central Africa. Chapter Two makes an inquiry into the education policy of the church. The origins of the policy are discussed in relation to the mother-body in the Orange Free State. A further investigation is made to ascertain the relevance and suitability of the policy to the local conditions. Chapters Three and Four attempt to make an assessment and comparison of the policy set and what actually went on in the field. And Chapter Five discusses the establishment of a secondary school at Katete. This, to a large extent, represented a change of policy for the church. The church had previously believed in providing only elementary education to the people. The study concludes with an evaluation of the educational work of the church and finds out if it managed to establish a local church which would be self-supporting, self-governing and which could expand from its own inner strength as was its ultimate aim.
The relationship between school environment and indiscipline among pupils in selected Government High Schools in Kitwe district
(2011-04-15) Banja, Madalitso Khulupirika
There have been many acts of serious indiscipline among pupils in high schools during both the pre and post independence eras in Zambia. A number of factors may contribute to indiscipline among pupils in schools. The purpose of this study was to find out whether there was a relationship between school environment and indiscipline among pupils in selected Government High Schools in Kitwe District. Specifically the study sought to: a) find out whether there was a relationship between the behaviour of teachers and pupil indiscipline. b) determine whether pupil indiscipline was caused by administrative practices and operational procedures. c) investigate the nature of indiscipline among pupils. The sample comprised four schools from which were drawn 128 Grade Eleven and Twelve pupils, four headteachers and their deputies and twelve members of the disciplinary committees. Data was collected through questionnaires, focus group discussions, semi-structured interviews and document analysis, and was analysed qualitatively to establish categories, themes and sub themes in the data. Descriptive statistics were used to come up with percentages and frequency tables. The findings of this study show that there was a significant relationship between pupils' indiscipline and the school environment. Specifically, the study showed that teachers' behaviour such as absenteeism from work, reporting late for class, failure to attend to pupils' personal problems, teachers' threats and use of sarcastic and abusive language towards pupils, having affairs with schoolgirls among many others, all contributed to pupils' indiscipline. It was also found that school administrations' practices and operational procedures which included use of abusive language towards pupils, bureaucratic tendencies and a laissez-faire attitude to work all contributed to pupils' indiscipline. The nature of pupil discipline problems that occurred most often as a result of the above teacher behaviour and headteachers' administrative practices and operational procedures were found to be rudeness to teachers and headteachers, absenteeism from school, dodging and noise making. In line with its findings, this study gives recommendations to policy makers on ways and means that can be employed to tackle the problem of indiscipline among pupils in Government high schools. Such measures should include the formulation of relevant and clear guidelines for teacher and headteacher behaviour.
The career aspirations of grade 12 Techinical Secondary pupils in Zambia : a case study of David Kaunda and Hillcrest schools
(2011-04-15) Mayumbwayila, Chilala Micheal
Although trades and crafts were being taught in some schools in Zambia before and after independence, technical education was formally introduced after Saunders made his report on the issue in 1967. It was at this time that technical schools and other facilities such as trades training institutions were established to meet the need for skilled human resources to facilitate Zambianisation in critical areas of technology and industry. Technical education became popular and almost every pupil wished to go to technical school and take up a technical career afterwards as an engineer, technician or technologist (Wood, 1974). However, this does not seem to be the case now because admission records at the University of Zambia (UNZA) and the Copperbelt University (CBU) indicate that since early 1990s, the proportion of pupils from technical schools being admitted to technical fields of study has steadily decreased, while that of those being admitted to non-technical fields has steadily increased. This defeats the purpose for which technical schools were established and leads Zambia into what is referred to as 'technological slavery' in the Statement of Policy and Intent document of 1969. In addition, there has been very little research done on the subject in Zambia such that most intervention efforts that have been made may not have been supported by research findings, but instead drew support from political statements. This study was undertaken to determine whether the grade 12 pupils in technical secondary school intended to apply for training in technical or nontechnical fields, and whether there were differences in career aspirations of male and female pupils. It further examined the factors that influence the pupils' career aspirations. The proportional random sampling method was used to select 104 male and female pupils who took part in the study from David Kaunda and Hillcrest Technical Secondary Schools. Data were collected by use of a questionnaire, the Rothwell Miller Interest Blank and interviews. The collected data was analysed by use of the SPSS package. Chi-Square analysis was used to test the two hypotheses and Factor Analysis was used to determine the factors that influence pupils' career aspirations. Percentages were also used to present analysed data. The findings of the study were that Grade 12 pupils intended to apply for training in non-technical fields. It was also observed that more male than female pupils intended to apply for training in technical fields, while more female than male pupils intended to apply for training in non-technical fields, as was ypothesised. The pupils' career aspirations were, to a larger extent, influenced by two factors - external rewards and social influence - than by other factors.
Guidance Services in Boarding High Schools in Southern Province,Zambia
(2011-04-15) Nkhata, Leonard
This study evaluated school guidance services in boarding high schools based on learners' views. Three objectives guided the study namely; to find out the problems learners in boarding high schools face, to establish the types of the guidance services available in boarding high schools and to investigate learners' evaluation of the guidance services in boarding high schools. The sample comprised 271 respondents from three (3) co - educational boarding high schools .They consisted of (265) learners; 135 female and 130 male learners, 3 headteachers and 3 ounsellors. "Statistical Package for Social Sciences (SPSS) was used to generate frequency tables, percentages and graphs and Qualitative data was analysed qualitatively. Results showed that there were peculiar problems learners in boarding high schools faced and these included meals that were poorly prepared, not balanced and insufficient, poor dormitory accommodation, erratic supply of water and poor sanitation, bullying and sexual violence, peer pressure, homesickness, out break of diseases and restrictive rules. In addition they shared with day high school learners problems such as poor or lack of information on entry into colleges, universities and job, inadequate co - curricular activities, inadequate teaching and learning materials, shortages of teaching staff, HIV/AIDS and corruption. The findings revealed that educational, vocational, avocational, personal/social and health guidance services were available in the boarding high schools. However, these guidance services were not offered to a satisfactory degree due to a number of challenges which included lack of trained School Counsellors, inadequate resources and materials for the guidance units, inaccessibility of School Counsellors to learners due to high teaching loads and the inadequate funding to the guidance units. However, despite the challenges learners were satisfied with the guidance services provided. The study recommended that the Ministry of Education should train School Counsellors and deploy them in all boarding high schools on a full time basis. The study also IV recommended that Boarding High Boards should ensure that School Counsellors' services are fully and effectively utilized and that School counselors train leaner peer - counselors and establish guidance clubs.
Production units in some Zambian Schools and Colleges:their organisation problems and prospects
(2011-04-15) Bwalya, Ignatio Kasonde
This survey attempts to document how production units in selected schools and colleges are organized and the problems they face. Furthermore, the survey analyses the opinions of pupils, students and teachers/Lecturers in reference to production units or manual work. The study also takes a look at pupils' preferences for farming as a career compared to other jobs. Four variables (namely, sex, location of the school, boarding or day status of the school and level of education of the respondents) were taken into consideration to determine whether or not they had any bearing on the respondents' attitudes to production units or farming as a career. Methodology This survey was conducted in two provinces, Luapula and Copperbelt. In each province one college was chosen for the study. 40 primary school pupils, 4O secondary school pupils, 38 college students and 38 teachers/lecturers responded to the questionnaires. Data Analysis Four data analytic methods have been utilized in this study* (i) On organization of production units and problems faced by them, factual presentation is done based on the responses of the respondents and personal observations \\ made during the survey; (ii) Percentages are used to compare the responses of various categories of respondents; (iii) The use of chi-square to determine if there is any statistical significance in the responses of various respondents;and,(iv) The use of gamma measure of association for ordinal variables.Findings 1. It was found that Party Officials or influential local leaders do not sit on school production unit committees, contrary to the Ministry of Education directives. 2. The problems of water, initial capital and theft was common in all schools. 3. The four variables of sex, location of the school, boarding or day status of the school, and level of education of the respondent had little or no influence on pupils', students' and teachers'/lecturers' responses to production units. There was an overwhelming support for production units to continue in all institutions of learning. 4. Farming was the second most popular job preference. This is an indication that school-leavers are no longer illusioned about their job preference as experience has taught them that in most cases, the majority of them will not get the jobs they prefer due to stiff job competition brought about by continuous shrinking job market in Zambia. Recommendations 1. Technical and vocatienbl' skills should tie. .taught, ;ln schools with stronger bias in favour of agriculture. 2. Teachers qualified in production unit skills should be deployed to boost production. This means fmore teachers should be trained in this field. 3. Individual schools should make efforts to purchase their own tools since the Ministry of Education is financially handicapped and unable to provide the required tools to schools.4. Pupils in day schools should be guaranteed good concessions to buy the produce at reduced prices as an appreciation for their labour. SUGGESTIONS FOR FURTHER RESEARCH A replication of the kind of study undertaken here, but with a much larger and representative sample of schools so that results can be boldly generalized to Zambian schools as a whole;A detailed study of two production units (one successful and one unsuccessful) to be able to pinpoint more accurately factors that account for success or failures of production unit activities; and A more comprehensive study regarding what pupils and studentspecific and school-specific variables are associated with acceptance or rejection of production units or manual work among pupils and students (and also teachers). Such insights may aid policy makers in the selection of strategies to shape attitudes in favour of manual labour among Zambians, especially young school-leavers.
A sociological investigation of school boards'contribution towards enhancing quality education in selected high schools in central province
(2011-04-16) Banda, Martin
This study was conducted in the Central Province of Zambia. The study investigated the contribution of School Boards towards enhancing quality education. The objectives of the study were to investigate whether or not School Boards have contributed to quality education in High Schools, ascertain whether the involvement of the community through School Boards has contributed to quality education in high schools and the perceptions of teachers, learners and the community towards the introduction of School Boards in High schools in so far as enhancing quality education was concerned. In this study, both qualitative and quantitative designs were used. The combined approach provided an opportunity of using techniques such as questionnaires, observations and interviews. The intended study population was 204 respondents and the actual was 180 respondents. The study used eclectic approach. In this regard four instruments were used for collecting data namely, questionnaires, interview guides, Focus Group Discussion guides and observation schedules. These were used to collect data to answer the major questions of the study. Questionnaires and interview guides were used for background information and to answer questions raised on each objective. Observation schedules were used for triangulation purposes to supplement the information given in the questionnaires and interviews on availability of resources from MoE, teachers, parents and pupils to support the School Boards contribution towards promoting quality education. The targeted institutions and the participants were sampled using simple random sampling. The study revealed that the School Boards were important in the schools. The situation allowed the creation of local participation in the running of the learning institutions.The study further revealed that teaching and learning materials were not adequate in the schools for the School Boards to contribute to the quality education through effective teaching and learning processes. In addition, because the study was sociological, it went beyond infrastructure, teaching and learning materials and availability and qualifications of teachers in defining quality education. The research revealed problems of teaching and learning materials, but above all revealed that teachers hardly had time for learners and that the lacunae in earlier researchers in Boards and quality education is addressed by this particular research.
In-service training opportunities among secondary school teachers in private schools.
(2011-04-19) Banda, Noah Hamlet
In-service Training (INSET) opportunities among secondary school teachers in Private Schools. This study investigated the availability of INSET opportunities among teachers in private secondary schools in Zambia (2001). Ten schools, five from Lusaka and the other five from Copperbelt Province were randomly selected for investigation in 2001. The instruments used in data collection included a structured questionnaire and semi-structured interview guide. The collected data provided both quantitative and qualitative information.The method called (SPSS) was employed to analyse the quantitative data. The data was presented in form of tables, percentages, graphs, and charts. Qualitative data from interviews was coded and emerging themes were grouped into categories using constant comparative analysis technique. The themes and categories of the initial data were compared with those in subsequent interviews. Then the categories were regrouped to get the most significant categories and themes. The tables, percentages, graphs and charts were used to test the following four major propositions: (a) Availability of INSET among secondary school teachers in private schools. (b) Factors that influence INSET provision to teachers in private schools. (c) Problems faced by teachers and school authorities regarding INSET participation.(d) Views of teachers, proprietors and Ministry of Education regarding current provision of INSET among teachers in private schools. The findings of the study revealed that there was inadequate INSET opportunities among secondary school teachers in private schools. The major cause of this was inadequate support from school administration and poor conditions of service. The other factors revealed by the study were inadequate financial resources, poor co-ordination between Ministry of Education and private schools, ir. ,dequate time for INSET and non-availability of IN?n.T information. Other findings were that in spite of government's concern on INSET provision to all those involved in education, the National Education Policies have not been as effectively implemented as to enable the Ministry of Education achieve all INSET goals. The 1996 education policy in Zambia revealed that the Ministry of Education would provide INSET to teachers of private schools but there were no guidelines to be followed by both private schools and the Ministry of Education. Furthermore, the study showed that the majority of teachers in private schools were in need of in-service training. The response from teachers revealed that they were unable to enroll in some high institutions of learning because INSET programmes were usually carried out during school days and that there were no provisions for evening classes on INSET for teachers. The study also revealed that the majority of teachers have not been exposed to INSET whilst serving in private schools.Since a large number of teachers in private schools have not been exposed to INSET and are interested in INSET, it can be said that private school administrations should start to support INSET for their teachers and that the Ministry of Education should extend their INSET provisions to teachers in private schools.
The career aspirations of grade 12 technical secondary school pupils in Zambia:a case study of David Kaunda and Hillcrest Schools
(2011-04-19) Mayumbwayila, Chilala Michael
Although trades and crafts were being taught in some schools in Zambia before and after independence, technical education was formally introduced after Saunders made his report on the issue in 1967. It was at this time that technical schools and other facilities such as trades training institutions were established to meet the need for skilled human resources to facilitate Zambianisation in critical areas of technology and industry. Technical education became popular and almost every pupil wished to go to technical school and take up a technical career afterwards as an engineer, technician or technologist (Wood, 1974).However, this does not seem to be the case now because admission records at the University of Zambia (UNZA) and the Copperbelt University (CBU) indicate that since early 1990s, the proportion of pupils from technical schools being admitted to technical fields of study has steadily decreased, while that of those being admitted to non-technical fields has steadily increased. This defeats the purpose for which technical schools were established and leads Zambia into what is referred to as 'technological slavery' in the Statement of Policy and Intent document of 1969. In addition, there has been very little research done on the subject in Zambia such that most intervention efforts that have been made may not have been supported by research findings, but instead drew support from political statements.This study was undertaken to determine whether the grade 12 pupils in technical secondary school intended to apply for training in technical or nontechnical fields, and whether there were differences in career aspirations of male and female pupils. It further examined the factors that influence the pupils' career aspirations.The proportional random sampling method was used to select 104 male and female pupils who took part in the study from David Kaunda and Hillcrest Technical Secondary Schools. Data were collected by use of a questionnaire, the Rothwell Miller Interest Blank and interviews. The collected data was analysed by use of the SPSS package. Chi-Square analysis was used to test the two hypotheses and Factor Analysis was used to determine the factors that influence pupils' career aspirations. Percentages were also used to present analysed data.The findings of the study were that Grade 12 pupils intended to apply for training in non-technical fields. It was also observed that more male than female pupils intended to apply for training in technical fields, while more female than male pupils intended to apply for training in non-technical fields, as was hypothesised. The pupils' career aspirations were, to a larger extent, influenced by two factors - external rewards and social influence -than by other factors.
The Impact of the Interactive Radio Instruction (IRI) Programme on the Provision of Quality Education: The Case of Nchelenge District
(2011-04-19) Bweupe, Kasapa Smith
The Post Jomtien Conference of March 1990, in Thailand, has seen the Zambian Government directing its efforts to providing quality education to all, for economic and social reasons. However, these efforts have been constrained by problems such as lack of qualified teaching staff and teaching and learning materials in schools. The Government has come to recognize these problems and has sought alternatives to ordinary classroom teaching methods. One of these methods is the use of Interactive Radio Instruction (IRI) programmes. This is a methodology which requires a classroom teacher to teach alongside radio instructions. This dissertation evaluates the impact of the IRI programme on the provision of quality education in schools. Given two categories, IRI classes and ordinary classes, the study was aimed at scertaining which of the two categories performed better than the other in terms of learning achievement. At the same time, the study was intended to establish the performance of pupils in test items in three subjects, namely English, Science and Mathematics. The research was a case study where both qualitative and quantitative methods were used. It involved administering questionnaires to the following respondents: twenty teachers, twenty head teachers and three Standards Officers. Structured interviews were given to twenty parents whose children were involved in this research. Formative tests were administered to 40 pupils of which 20 were those who were learning in IRI classes and the other 20 were from ordinary classes. This study has established that there is a marked difference in performance between IRI classes and ordinary classes. The overall 'mean' score in all three subjects was 68.9 percent for IRI classes, while it was 62.2 percent for ordinary classes. The study has also shown that pupils excelled in Zambian Language, followed by English Language, the reason being that a new methodology called New Breakthrough to Literacy (NBTL), is intensively applied at an early stage in Grade one. This methodology enables teachers to use local languages during lessons. The study concludes that the IRI programme, if properly implemented and radio reception improved upon, can have tremendous positive impact on the provision of quality education in schools.
Determinants of Under-Five Motality in Zambia: A Case study of Kitwe District
(2011-04-19) Mulenga, Justina
This research looks at the determinants of under-five mortality in Kitwe district in Zambia. The objective of this study was to investigate the determinants of under-five mortality in Kitwe district. Both qualitative and quantitative techniques were used in collecting data. A detailed questionnaire was administered to a sample size of 100 to collect information on the possible determinants of under five mortality in Kitwe district. The verbal autopsy provided qualitative information on the illness that led to the death of the child. One of the specific objectives was to investigate the relationship between socio-economic factors and under-five mortality. The other specific objective was to investigate the role of child care practices and use of modem health services and under-five mortality. The findings show that there is a relationship between the availability of electricity in households and under-five mortality. Households using electricity contributed only 27 percent of the under-five deaths in Kitwe district, whereas 73 percent of the deaths came from households using other means of energy for cooking. Similar findings were observed on the use of water where 65 percent of the deaths came from households that used river or well/bole water while 35 percent came from households using piped water. However, health-seeking behavior such as antenatal care, place of delivery, breastfeeding and vaccination of the child do not seem to be significant contributors to under-five mortality in Kitwe district.
Challenges that teachers face when teaching children with cerebral palsy at University teaching Hospital,Cheshire home and Dagama School for the disabled
(2011-04-19) Chinombwe, Jane
Teachers in special education face a lot of challenges when teaching children with cerebral palsy. Education and training programmes for children with cerebral palsy have recently been a focus of attention for government, organizations, schools and institutions in Zambia. It has been observed that the existing education and training facilities seem to promote a wide range of discrimination against persons with disabilities especially those with cerebral palsy.The study analyses three schools for the disabled. The purpose of the study was to determine the challenges that teachers face when teaching children with cerebral palsy and whether children with cerebral palsy could be taught in the mainstream or in special units. Thirty teachers and twenty pupils with children with cerebral palsy were involved in the study.The study was intended to identify the challenges which teachers faced when teaching children with cerebral palsy and to determine whether these children should be taught in the mainstream or in special education units, and recommend appropriate interventions and strategies which teachers could use when teaching children with cerebral palsy. Results from the analysis indicate that some children with cerebral palsy could manage to lead near-normal lives but others need constant care. The teachers of children with cerebral palsy expressed the view that a child with cerebral palsy had difficulty with posture and movement which was because of problems in the area of the brain, which control movement. That could either be the result of brain damage or a section that had not developed properly.The study revealed that teachers faced a lot of challenges because there were many different types of cerebral palsy. In fact no two children with cerebral palsy were precisely alike. Some were lightly affected that they had little more than a slight weakness or limp, while others could have difficulties crawling, walking, sitting,talking, feeding or using hands. The most challenging case was that teachers were not adequately trained and the government did not do anything to motivate the teachers for them to continue working hard. There was no Special Education allowance. However these considered to be main findings;(i) Some children with cerebral palsy could manage to lead near-normal lives, but others needed constant care,(ii) Teachers expressed the view that a child with cerebral palsy had difficulty with posture and movement because of problems in the area of the brain, which controls movement. That could either be the result of brain damage or section that had not been developed properly,(iii) Teachers faced a lot of challenges due to many types of cerebral palsy. No two children with cerebral palsy were alike. They had different degrees of difficulties,(iv) Teachers were not adequately trained and the government did not do anything to motivate the teachers for them to continue working hard. There was no special education allowance,(v) Children with cerebral palsy would learn in the mainstream using certain measures.
Proposed Educational Activities For University of Zambia Water Users Arising From An Enviromental Water Audit Of the Institution
(2011-04-19) Chanda, Flaviuor Sisala
Water supply management and wastewater disposal is a widespread problem, which can have significant impacts on an individual's daily life, health and the general environment. This study explored the situation of water management and wastewater disposal at the University of Zambia Great East Road Campus (UNZA-GER) located in Lusaka, Zambia. The study used the theoretical model of hydrosocial cycle in order to understand and explain the interconnected systems of UNZA-GER fresh or portable water supply management and its wastewater disposal system. Fresh/ portable water and wastewater are collectively referred to as water in this study. The process of the research involved three main connected stages, with one stage leading into the other. The first stage involved conducting an environmental water audit at UNZA-GER using the theoretical concept of the hydrosocial cycle. In the second stage, the findings of the study were presented and analysed. In the third and final stage the analysed findings of the water audit were used as a basis for proposing environmental education (EE) activities, which UNZA-GER Administration could effect. This last stage incorporated a process called Environmental Action Learning (EAL). The study adopted a qualitative research design, although few quantitative aspects were also utilized. Interviews were conducted and both non-structured and structured questionnaires were used depending on the theme. Observations as well as document review were also used as data collection techniques. The study results indicated mat quite a significant amount of portable water, at the time of this study, was being lost between the points of abstraction and the points of use xn especially in the old residences, with old defective fittings, thereby inflating the amount of portable water consumed. The state of affairs was attributed to inadequate finances, old water infrastructures and unsustainable values and attitudes of water users coupled with increased student population and vandalism. The concept of Environmental Action Learning (EAL) has been proposed in this study, which involves an action orientation on the part of the various water users at UNZAGER campus to solve the problem. For sustainable environmental management of UNZA-GER water resource it is required that the portable water flow is measured, the old corroded distribution galvanised iron (GI) pipes are replaced with PVC pipes and the metal potable water storage tanks on rooftops replaced with PVC tanks of much bigger capacity. The dissertation also looked at wastewater management at UNZA-GER and it was noted that there is no treatment of wastewater as it is discharged into the LWSC sewer lines. However, there are numerous processes used to clean up wastewater depending on the type and quantity of contaminants that UNZA-GER can benefit from. Wastewater can be highly treated and reused as reclaimed water and some treatment facilities are capable of producing useful by-products such as methane and organic fertilisers from sewage sludge. Wastewater if not properly handled can have adverse impacts such as odour and breeding of mosquitoes, responsible for the spread of malaria UNZA-GER should introduce Environmental Education in form of Environmental Action Learning (EAL) among the various water users, particularly in the curricula of students for improved and sustainable water management. For administrators, the University stands to benefit greatly if it introduced the EAL which could be informal, formal and non-formal. This suggestion would lead to making informed decisions and XIII actions. The university would greatly cut down on the cost of water, chemicals and energy if it introduced EAL. Through EAL, the university also needed to embark on vigorous campaigns against vandalism and water wastage, coupled with measures to protect the water facilities. The Rubber trees near water lines should also be replaced. With these proposed measures in place, the university could significantly cut down on portable water losses and the cost of providing it, thereby being able to manage its water sustainably.
Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers
(2011-04-19) Bwali, McDonald Lucas
In spite of the claimed low pay and unfavourable conditions of service in the teaching service in Zambia, a large number of young men and women enter teacher training colleges to train as teachers every year. The decision of these young men and women to become teachers raises questions as to whether their choice of teaching as a career is influenced by factors such as socio-economic status, job security and job opportunity at the time of looking for employment. This study investigated the factors which are related to the choice of teaching as a career among pre-service Zambian teachers. It was assumed that since a large number of young people take up teaching as a career at first, but only to leave it for other professions at a later stage, factors such as socio-economic status, job security and job opportunity at the time of looking for employment may have some influence on their choice of teaching as a career. The study was conducted in two colleges in Zambia and the sample of the study consisted of 250 student teachers aged between 16 and 21 years with at least Grade 12 academic qualification. In this study, ages of the students have been mentioned because this age group is not only dependent group but it is also the age group within which most Zambian youths complete their secondary education and enter the world of work. The sample was further divided into two groups of 124 male and female primary school student teachers and 126 male and female secondary school student teachers.The data collected through the questionnaire were presented using percentages. In order to determine the significance of the relationship between factors and the choice of teaching as a career, the data were subjected to chi-square statistical test.The findings showed that socio-economic status had significant relationship with the choice of teaching as a career. Job security and job opportunity at the time of looking for employment ahd no relationship with the choice of teaching as a career. Some other factors other than socio-economic status namely: place of birth and interpersonal factors were also found to have significant relationship with teh choice of teaching as a career among the pre-service Zambian teachers.
Factors inhibiting the learning of mathematical skills among pupils with hearing impairments:the case of selected Basic Schools in Ndola and Lufwanyama Districts, Zambia
(2011-04-19) Chishimba, Christine
The purpose of this study was to analyse factors inhibiting the learning of mathematical skills among pupils with hearing impairments. The objectives of the study were to identify mathematical skills taught to hearing impaired pupils in lower basic classes. The study further looked at the mode of communication used in the teaching of mathematical skills to hearing impaired pupils, establishing instructional strategies used and their impact on the learning of mathematical skills among pupils with hearing impairments. Assessment of the availability of educational resources and their suitability in the learning of mathematical skills among pupils with hearing impairments was also investigated. Four schools were randomly selected for investigation in 2006. The instruments used in the data collection included structured interviews, semi-structured interviews and observation schedule for the teachers of hearing impaired pupils and focus group discussion guide for pupils with hearing impairments. The collected data provided both qualitative and quantitative information.The Statistical Package for Social Sciences (SPSS) was employed to analyse the quantitative data. The data were presented in tables, percentages and charts. Qualitative data from interviews were coded and emerging themes were grouped into categories using constant comparative analysis technique.The results of the study revealed that there were inadequate specialized teachers to teach pupils with hearing impairments. The study also found out that pupils with hearing impairments faced a lot of problems in learning mathematical skills and these came about as a result of inadequate teaching and learning materials, lack of remedial work to help hearing impaired pupils improve in learning mathematical skills and seconded teachers who were not conversant with sign language. The factors inhibiting pupils with hearing impairments learn mathematical skills emanated from teachers' poor teaching strategies and non-availability of educational resources suitable in learning and teaching of mathematical skills among pupils with hearing impairments.The teacher is the key contributor to pupils' learning of mathematical skills and as such, take centre stage in the success or failure in acquiring and developing mathematical skills among pupils with hearing impairments. Further, the pupils' inhibiting factor of not learning mathematical skills was characterized by inadequate teaching skills from teachers, insufficient learning materials, failure of classroom communication, inadequate skills of sign language and the relationship between teachers and pupils. This was especially observed during the time of learning. The study recommended that schools where the hearing impaired pupils learn be provided with learning aids for them to grasp mathematical skills.Teachers of the hearing impaired pupils need to be adequately trained to be able to use different methods and strategies. Teachers must be conversant with sign language.
Analysis of the psychometric properties of the Zambia achievement test : reading recognition
(2011-04-19) Chamvu, Florence
This study set out to analyze the psychometric properties of the Reading Recognition part of the Zambia Achievement Test. This test was developed by a team of researchers at the Yale University and was adapted to the Zambian situation by the University of Zambia Researchers. The test was then translated into Chinyanja. The main purposes of this study were: (1) to analyse properties of the two versions of the test and: (2) to find out if the two tests were comparable in terms of their ability to discriminate between good and bad readers. A sample of 240 children from grades 4 to 6 were assessed, 121 were assessed in English and 119 were assessed in Chinyanja. The two groups of children were drawn from two schools in Lusaka, Ng'ombe Basic School and Olympia Basic School. The pupils were assigned to either the Chinyanja condition or the English condition depending on which language they spoke at home and were most comfortable with. The pupils were taken through training instructions to make sure that they understood the task. The test, which consisted of letter-matching, soundpicture matching letter-sound matching and word identification, was given to the pupils individually. There were no stoppage rules and all the pupils had to try all the items in the test. The responses were recorded on a bubble sheet. The results from the two groups of children were subjected to several levels of analysis. Item difficulty and discrimination, reliability and the means and standard deviations were all computed. T - tests were applied at each grade level to compare the reading achievement in the two groups of children. Analysis of variance was also applied
The role of student representatives on education boards : the case of Zambia Institute of special education, Copperbelt College of Education and Kitwe College of Education
(2011-04-19) Bowasi, Daniel S.
This study investigated the role of student representatives on Education Boards in three colleges, namely, the Zambia Institute of Special Education, the Copperbelt College of Education, and the Kitwe College of Education. The thesis investigated the effectiveness of the students'representatives on College Boards. Although Kitwe College of Education was not originally part of the research, it was felt that there was need to include a Basic School Teachers' College whose student population consisted mostly of pupils who had just completed school and was entering college life for the very first time. A sample total of 200 Respondents was selected from these three colleges out of whom 153 respondents answered the questionnaire. Data were collected using questionnaires, semi structured interviews and focus group discussions. The data from questionnaires were computer analysed using the Statistical Package for Social Sciences (SPSS). On the other hand the data from interviews and focus group discussions were analysed qualitatively by coding and grouping similar themes together using constant comparative techniques. Tables, charts and graphs were used in the examinations and presentation of data after analysis. These were also used to examine the following major issues: i) Student participation in board meetings. ii) Student participation in the financial committee. iii) Student participation in the decision making process involving: a) enrolment of students in the college b) disciplinary committee meetings involving both lecturers and students. iv) Student participation in the policy formulation process of the college. Vlll The findings of the study revealed that there were varying degrees of student participation in the various colleges and also that the role of student representatives on the education boards differed from one college to the other. The findings also revealed that student board members were marginalised by other board members when it came to decision making involving the utilisation of financial resources and disciplinary proceedings involving lecturers. Some information such as financial and audit reports was not readily available to student board members for them to make informed decisions on matters affecting their fellow students.

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