Language and Social sciences Education

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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.
Environmental degradation and rural poverty in Zambia: a silent alliance.
(Research journal of applied sciences, 2008) Mweemba, Liberty
Opportunities for universities in Southern Africa to participate in the UNDESD.
(EEASA: Environmental Education Bulletin, 2009) Mirriam Sampa, Moonga; Kasembe, Raviro
Environmental self-efficacy, attitude and behavior among small scale farmers, Zambia.
(Environment, Development and Sustainability, 2009) Mweemba, Liberty
The rural livelihood system in Zambia is essentially agriculture, and agriculture is the main link between people and their environment. Through agricultural activities, people seek to husband the available soil, water and biological resources so as to ‘harvest’ a livelihood for themselves. The aim of this study is to examine Zambian farmers’ awareness and attitude toward the degradation of the environment and their relationships with a set of beliefs to evaluate their perceived capacity to take actions to improve the environment. Results of the study revealed that perception of the severity of environmental degradation had a positive influence on both awareness of and attitude toward land degradation (b = 0.47; p\.001). Perception of susceptibility and benefits significantly influence farmers’ attitude toward environmental degradation (b = 0.51; p\.001). Awareness of environmental degradation is a significant precursor of environmental selfefficacy and behavior (b = 0.38; p\.001). Increasing severity of environmental degradation tends to promote a positive attitude of Zambian farmers toward the environment (b = 0.27; p\ .001). Greater awareness of environmental degradation enhances farmers’ capacity in making decisions to improve the situation. Greater environmental awareness leads to greater involvement in land management programs. Greater awareness of the degradation of the environment leads to a more positive environmental behavior. The more individuals are aware of the existence of the degradation of the environment and of its consequences, the more likely they are to do something about it in order to ameliorate the situation (b = 0.36; p\ .001). Farmers’ environmental self-efficacy also plays a significant role in their decision to change their behavior. Greater perception of one’s capability to improve the environment is significantly associated with a more positive environmental behavior (b = .39; p\.001). Keywords Environment , Degradation , Awareness , Susceptible , Severity , Self-efficacy
Greening our future and environmental values: an investigation of perception, attitudes and awareness of environmental issues in Zambia.
(White Horse Press, 2010) Mweemba, Liberty
The visibility of environmental problems and the increasing awareness of associated consequences have made environmental issues salient in Zambia. The purpose of this study was to investigate correlations between the social and psychological influences affecting college students in Zambia, and the behaviours perceived by them to be appropriately environmentally friendly. The underlying social and psychological factors that would determine indi visuals' attitudinal responses toward appropriate environmental behaviour were assessed. The study attempted to measure behavioural tendencies towards environmental conservation. Behaviour involving energy and water conservation (EW) was consistently rated as the most important, and ap propriate category of environmental behaviour, whereas social and political action (SP) was viewed as the least favourable behaviour according to the respondents in Zambia. The respondents who were older in the graduate level of the study and had frequently contact with environmental education activities and courses were more likely to hold positive behavioural tenden cies toward environmental conservation in general. KEYWORDS Environment, degradation, awareness, self-efficacy, behaviour, barrier
Driving the process or driven by the process? The transformation of Nkrumah college of education into Nkrumah university college.
(ZANGO - Journal of Contemporary Issues, 2010) Cheyeka, Austin; Mulenga, Innocent Mutale; Masaiti, Gift
Impediments to curriculum implementation in learning institutions.
(African Higher Education Review, 8 (2), 1-15., 2010-07-15) Mkandawire, Sitwe Benson
This article emanated from a study on challenges institutions of learning faced in the implementation of a curriculum. Data was collected through document analysis and interviews with selected teachers in secondary schools of Zambia. The information collected was analysed thematically using emerging themes. Findings revealed that there were several challenges in the implementation of curriculum. Some of these challenges included inadequate teaching and learning materials, lack of funding, inadequate school facilities, inadequate quality and quantity of teaching staff, distance to school and unfriendly conditions of service. The study recommended that the government of Zambia and school authorities should ensure that basic factors that can be addressed within their means are attended to as soon as possible.
Cross-cultural social research with indigenous knowledge (IK): some dilemmas and lessons.
(Journal of Social Research & Policy, 2011) Islam, M. Rezaul; Banda, Dennis
This paper looks at many contemporary issues in cross-cultural social research with indigenous knowledge (IK). The paper draws some practical examples and experiences based on two PhD research works done in two countries in the South – Zambia (Banda, 2008) and Bangladesh (Islam, 2009). The paper argues that this is the Eurocentric assumption which holds that no body of knowledge can be owned by a tribe or group of people and that alternative knowledge to universal knowledge is ignorance. Finally, this paper highlights the need for more research in IK by researcher from both the North and the South, but taking into account the peculiarities and complexities conducting research in IK
The withdraw of european missionaries from St. Anthony's Catholic secondary school: what are the implications?.
(The Journal of Humanities - The University of Zambia, 2011) Cheyeka, Austin; Masaiti, Gift; Mulenga, Innocent Mutale
A survey of public participation in planning for climate change adaptation among selected areas of Zambia‘s Lusaka province.
(CPI, 2012) Muchanga, Manoah
The study aimed at investigating the stakeholders that would be relevant in planning for climate change adaptation. Uncertainties in terms of who could in planning prompted a snap shot survey research whose contextual relevance was premised on the Ahmadabad fourth conference on Environmental Education, to address climate change as a major global issue. It was also contextualized in the frameworks of article six of the United Nations Framework Convention on Climate Change (UNFCCC, 1992) and the Zambia National Adaptation Programme on Action (NAPA). Using a hermeneutic survey design, a sample of 165 households was captured using cluster and simple random sampling techniques. Respondents were interviewed using a semi-structured interview schedule. Overall, the study revealed that planning for climate change would require a diversity of views from multiple stakeholders such as educationists, traditional leaders, the government, affected people, government statutory bodies, clergies, NGOs, among others. Since most of the residents thought adaptation planning to be mainly (35 per cent to 90 per cent), the government’s responsibility, it was recommended that further researches be conducted in order to find out how partnership for climate change adaptation planning and learning could be strengthened. The research findings could be useful to environmental educationists and practitioners, researchers, the government and others.
A situational analysis on the teaching of governance issues in the primary and junior secondary school curriculum in Zambia.
(Zambia Journal of Education, 2012) Kalimaposo, Kalisto; Kandondo, S. Chileshe; Matafwali, Beatrice; Mulenga, Innocent Mutale; Muleya, Gistered; Chakufyali, Peggy Nsama
The university of Zambia school teaching experience: is it effective?
(Excellence in Higher Education, 2013) Manchishi, Peter Chomba; Mwanza, David Sani
Teaching practice exercises serve the purpose of orienting the teacher into real classroom situations where the novice puts his or her skills into practice. Education students at the University of Zambia (UNZA) go through the school teaching experience after their third year of study. This comes after they have arguably completed enough content and methodology courses to teach. The purpose of this study was to establish the effectiveness of the UNZA school teaching experience. The research instruments used were interview guides, observation checklists, and focus group discussions. The respondents included 80 serving teachers, 80 student teachers, and 10 head teachers drawn from 10 high schools in the Lusaka District. In addition, 10 lecturers from UNZA were also sampled. The findings revealed that the design and delivery of the UNZA student teaching experience was not effective.
Kukula nkhayowoyelo.
(Lusaka: unza press, 2013) Mkandawire, Sitwe Benson; Mwanza, David Sani
This book is a collection of over 300 proverbs in Senga and Tumbuka. The proverbs are divided into different sections as themes for easy referencing. You will enjoy the interesting content of this text. The book is on sale. For more details, contact the writers at bmsitwe@gmail.com or cell +260977982785.
Proverbs: an innovation in pedagogy
(The School of Education, 2013) Sumbwa, Nyambe
This article is in the area of pedagogy. It propagates the use of proverbs in the teaching of history and explains both the advantages of the proposed method and its procedural aspects. In explaining the use of proverbs approach to teaching history, the article provides a specimen lesson plan on ‘Lozi Economic Activities’ and fully illustrates each of its stages. The author also makes it clear that the method is more suited to the junior secondary level of the Zambian Secondary School system generally and particularly to those areas or topics of the syllabus that deal with the activities of the country’s ethnic groups. The article begins by reporting that the method being propagated was successfully tried with the University of Zambia Secondary School (UNZA-Sec) class in the 1990s.
Learning for climate change adaptation among selected communities of Lusaka province in Zambia.
(AJOL, 2013) Muchanga, Manoah
This research was aimed at surveying perceptions of climate change and educational themes that would be contextually relevant for climate change adaptation. It locates within the United Nations’ Educational, Scientific and Cultural Organization’s (UNESCO’s) Balaclava recommendations on Climate Change Education for Sustainable Development (2013). Uncertainty as to how residents of selected households understood the causes and effects of climate change as well as the content structure of learning for climate change adaptation constituted the problem. Using social constructivism, hermeneutics, survey design, semi- structured interviews and constant comparative analysis, the article shows that the challenges of climate change are comprehended in diverse ways. It also shows that drawing knowledge from diverse sources or cross-disciplines can evoke behavioural and social change that is critical in order to nurture best thinking and practices regarding adaptation.
Harmonisation of curricula and qualifications in higher education in africa: challenges and prospects.
(Zambia Journal of Education, 2013) Chishimba, P. Chanda.; Kalimaposo, Kalisto; Mulenga, Innocent Mutale
Speak Zambian languages.
(unza press, 2013) Mkandawire, Sitwe Benson; Chanda, V. M
This is a phrase book for all the major languages spoken in Zambia. If you want to learn any of the regional recognized Zambian languages, this is a masterpiece book. The book is for sale in four Zambian book stores: Grey matter at East Park, Planet Books at Arcades, Book world around town center area and unzapress at the University of Zambia. You can also contact the authors at bmsitwe@gmail.com or cell phone number +260977982785.
The nyanja phrase book.
(unza press, 2013-06-20) Mwanza, David Sani; Mkandawire, Sitwe Benson
No abstract
The relationship between education, economy and employment: is higher education curriculum an ingredient?.
(Keurkopie, 2014) Masaiti, Gift; Mulenga, Innocent Mutale
ABCD literacy in Senga and Tumbuka.
(Lusaka: unza press, 2014) Mkandawire, Sitwe Benson
This book is about teaching children easy ways to learn the alphabet in Senga and Tumbuka. It can be used in the home setting as well as at school.

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