Primary Education

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An assessment of preparation level, survival skills, and enterpreneural knowledge among retired teachers in Zambia.
(2016) Mambwe, Robinson and Chisha Mwape
This study investigated the preparation level, survival skills, and entrepreneurial knowledge among retired teachers in Zambia, as well as the success of their post-retirement business ventures. Descriptive survey design utilising both quantitative and qualitative methods were employed through use of questionnaires and semi-structured interviews. Convenient and purposive sampling techniques were utilised in sampling. The conclusion shows that most retired teachers lack survival and entrepreneurial skills to manage their business ventures. Lack of pre-retirement entrepreneurial training, lack of pre-retirement counselling, and poor planning for retirement life were found to be the major hindrances to retired teachers’ success in managing their business ventures. The article points to the need for major reforms in teacher training and in pensions scheme policies in Zambia to accommodate issues of financial literacy and entrepreneurial skills among teachers as a way of preparing teachers and other civil servants for life after formal employment.
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.
The evolution of social studies education in Zambia.
(Multidisciplinary Journal of Language and Social Sciences Education, 2022) Mambwe, Robinson; Lufungulo, Enala. Sharon.
The field of social studies has been a matter of controversy since the early twentieth century. Even the use of the name Social Studies itself has been a matter of controversy. Despite this, social studies have become established as a core subject in most education curriculum documents across the world, including Zambia. However, the origin and development of social studies education in Zambia has not been documented in chronological order with reasons and rationales for developments and infusion in the education curriculum documents over the years to cover the pre-and post-independence Zambia. In addressing how social studies has evolved over time, this paper offers a historical account of the origins and development of social studies in Zambia and the why or how social studies came to be part of school curricula. The paper also gives a global perspective to the developments of social studies since its inception in the United States of America in 1916. To achieve this mammoth task, critical document analysis was employed.
Exploring curriculum hurdles in implementing the social studies curriculum in Zambia: perspectives and experiences of civic education teachers.
(2024) Mate, Matilda Musho and Robinson Mambwe
The study explored teachers’ experiences in the teaching of Social Studies subject at Junior SecondarySchool in selected schools of Zambia. Employing the qualitative interpretivism research paradigm, theinvestigation utilized purposive sampling to select participants. Data collection instruments includedinterview guides for Head of Departments (HODs), Focus Group Discussions (FDGs), and observationchecklists for Social Studies Teachers who included Civic Education instructors. Thematic analysis wasemployed to analyse the collected data. The study revealed a multifaceted perspective on the integration ofCivic Education into the Social Studies curriculum. While the integration offered the advantage ofstreamlining the examination process by consolidating subjects, it also introduced challenges such ascontent overload, diminished academic performance, resource inadequacies, time constraints in completingthe syllabus, elevated pressures on untrained educators, and deficiencies in teaching competency, skills, andtechniques. Drawing from these findings, recommendations were made, including the need for the Ministryof General Education (MoGE) to increase the training of Social Studies teachers, provision of essentialteaching resources to schools, engagement in seminars, workshops, and continuous professionaldevelopment (CPDs), and enhancement of school infrastructure. Furthermore, the study proposes that thegovernment should provide support to educators involved in the creation of Social Studies teachingmaterials, encourage action research practices among teachers, foster collaboration among colleagues toshare best teaching practices, and allocate increased funding to schools. https://www.researchgate.net/publication/379638917_Exploring_Curriculum_Hurdles_in_Implementing_the_Social_Studies_Curriculum_in_Zambia_Perspectives_and_Experiences_of_Civic_Education_Teachers [accessed May 11 2024].
Exploring factors contributing to poor pupils’ performance in social studies at grade 9 in selected schools in Lusaka district, Zambia.
(2024) Mutale, Prisca
Social Studies is a beneficial subject to learners who take it, as it builds cultural awareness, develop critical thinking skills, gain citizenship skills and main more. However, learner performance in national examinations in Zambia has remained poor country-wide in general, and Lusaka District in particular as evidenced by successive Examination Council of Zambia (ECZ) reports of 2015 to 2019. The 2015 and 2016 Grade 9 Examination Results (Highlights), which inspired this study, reported a nation-wide failure percentage of 39.65 % while the 2017 reports by ECZ showed 30.03%. Thus, this study was conducted to establish the factors contributing to the poor performance of Grade 9 pupils in national social studies examinations in selected secondary schools in Lusaka district. To do this, the study sought to establish: the preparedness of teachers to teach the subject; the strategies teachers employ in teaching the subject; the attitudes of teachers and learners towards the subject and the factors leading to poor performance of learners. A qualitative approach, employing a case study strategy of inquiry, was adopted. The following data collection techniques were used: classroom observations, interviews and focus group discussions. The purposive sampling technique was used to select teachers and Grade 9 pupils a total of 55 respondents were selected distributed as; 40 Grade 9 pupils 10 from each school, 8 teachers of social studies and 4 Heads of social sciences. Data were analyzed qualitatively and identification of emerging themes. The study is based on the theory of constructivism which was espoused by Jean Piaget. The constructivism theory has relevance to this study, because the theory is particularly on Performance being an outcome of learning, and the manner in which leaners learn determines outcome or performance. Therefore, the academic performance in social studies observed from 2015- 2019 was the outcome of how the subject was being handled by teachers. The study established that teachers of social studies were mostly inadequately prepared to teach the subject, teachers using wrong teaching methods, teachers not being involved in curriculum development, negative attitude by both the teachers and the learners, teachers not understand the aims, purpose and goals of social studies, less time allocation on the timetable and learners not having access to educational tours. Majority of teachers lacked relevant subject background knowledge and were limited in terms of pedagogical practices. Additionally, the serious shortage of texts books in some schools, poor reading culture among learners, negative attitudes by some teachers and learners towards the subject were found to be some of the major factors affecting performance. The study recommends holding of periodic capacity building program, training of teachers of social studies, and use of interactive teaching strategies as possible remedial measures. Teachers need to be sensitized, motivated and supported on the importance of Social Studies for this will assist to develop positive attitudes in leaners towards the subject.
First year students' understanding of specific concepts in selected mathematics topics: the case of the University of Zambia.
(International Journal of Science and Research (IJSR), 2019-03) Mwape, J.; Ndhlovu, B.Z.; Malambo, P.
This study investigated the understanding which University of Zambia (UNZA) first year students of mathematics had of specific concepts in selected mathematics topics. Procedural and conceptual understanding underpinned the investigation. It was also the intention of the study to determine whether there exist any relationship between the students’ confidence levels and their procedural and conceptual understanding of particular concepts. A quantitative approach was followed and specifically a case study design was employed. Three hundred and seventy eight (378) randomly sampled first year students of mathematics wrote a test which was based on sets, functions, polynomials, trigonometry, and complex numbers as taught in the first year at UNZA. To enhance content and face validity, the administered test was preceded by document analysis, piloting, and expert judgement by UNZA lecturers of mathematics. Subsequently, a follow up questionnaire was administered to elicit the participating students’ experiences as they solved the test items. The test data was analysed using standard indices while the data derived through questionnaires was analysed using multivariate techniques. The study revealed that the majority of the students had procedural, and not conceptual understanding of the concepts assessed.
Primary teachers’ conceptual understanding and implementation of components of a science lesson plan in three selected primary schools of Chibolya Zone, Lusaka district.
(2024) Mambwe, Betty Bethar
This study sought to examine the primary teachers’ conceptual understanding and implementation of the components of a Science Lesson Plan in three selected primary schools in Chibolya Zone in Lusaka District. The study explored the primary teachers’ conceptual understanding of the components of a science lesson plan, determined what primary teachers write on the components of a science lesson plan and found out how primary teachers implement of written science lesson plans. This study employed a pre-experimental survey design, which allows for a mixed approach. The study sample consisted of thirty (30) primary school teachers from the three selected primary schools in Chibolya Zone of Lusaka District. The three primary schools were selected randomly out of the five schools in Chibolya Zone. The thirty (30) teachers were purposively chosen. Data was collected using a questionnaire, document analysis and observation schedule. SPSS was used to generate descriptive statistics as tests of significance were not the goal of the study. Thematic analysis was used to categorise data qualitative data broadly as befits a pre-experimental survey design. The findings of the study revealed that the majority of primary teachers either possessed knowledge of the components but failed to apply them in practice, or lacked understanding of the components but still incorporated them into their lesson preparation. The findings showed that primary teachers had a relatively shallow conceptual understanding of the various components of a lesson plan as evidenced in the conceptual knowledge test. The findings of the study also revealed that some teachers’ lesson plans did not have some components that are fundamental in lesson delivery. Lastly, statistical evidence showed there were discrepancies between what was written in the lesson plans and what was being implemented in the lessons. Based on the findings, it is recommended that a policy could be suggested to introduce mandatory continuous professional development as a potential development for teachers to acquire skills for planning to teach. It is recommended that there could be clear teacher requirements in schools in terms of the appropriate design and format of the lesson plans by teachers. Lastly, in strengthening compliance to lesson plan implementation, more classroom inspections should be undertaken.
Pupil’s atittudes towards ICTs integration in a social studies classroom: a case of Azele Guze village Zambia
(ResearchGate, 2017-05) Lufungulo, Enala Sharon
The use of information and communication technologies (ICT)s in education systems in Zambia has become more popular especially in urban areas. Additionally, it has been realised in recent years that there are immense benefits in applying ICTs in the social studies classroom. Among others, the benefits include enhancing pupils’ levels of understanding and attainment in social studies. Consequently, the Ministry of General Education (MoGE) and some non- governmental organisations (NGOs) such as iSchool and Impact Network, advocate for, and promote the use of ICTs in the classrooms. A case in point is that of Waseka Primary school in Katete rural district in a Village called Azele Guze. The aim of the study was to find out pupils ‘attitudes towards ICT instruments used in a social studies classroom. The study was guided by the theory of Diffusion of Innovation which is one of the most utilized theories in the studies related to ICTs integration in education. In this theory, Rogers (2003) asserts that the adopter’s attitude is a crucial factor for adoption of a new technological innovation. Thus, the attitude pupils portray towards the ICTs used in the classroom, might influence the success or failure of such an intervention. The study used a case study design, qualitative methods and instruments of data collection were also used for the purpose of collecting in-depth information. The findings revealed that children of Azele Guze Village attending school at Waseka primary hold positive views towards the use of ICTs in the learning of Social Studies. As a result, attendance and performance of the pupils had greatly improved. The study further showed that although there were ICTs available in the classrooms, they were not adequate to the extent that each pupil could have one and use at the same time in the classroom. Resulting from the findings, the study recommends that the MoGE should enact the ICT draft policy, which will give proper direction and guidance to schools and stakeholders on the Ministry’s official position regarding the use of ICTs in education. Further, it is recommended that the school managers should take a proactive role in collaborating with government and other nongovernment organisations to lobby for support in the supply of necessary ICTs instruments to be used during teaching and learning processes. Key Words: Pupils, attitude, information communication technology (ICT), social studies
Rurality and student transitioning in higher education: an exploration of views of university of Zambia students
(Zambian Journal of Educational Management, Administration and Leadership, 2020) Masaiti, Gift
The University of Zambia, located in Lusaka, the capital city of Zambia, has an enrolment system which is open to all deserving candidates. Cognisant of the degree-attainment gap between rural and urban areas of the country, the university introduced a Rural Affirmative Policy that is envisioned at augmenting enrolments of rural applicants. This article investigated the scopes of rurality and its influence on the transition to higher education amongst students with rural backgrounds. Using unstructured interviews, sixteen conveniently sampled students were probed in order to obtain the most in-depth lived experience information on how their rural backgrounds influenced their settling down and learning at the University of Zambia. A categorical analysis of the data collected in the study resulted in five emerging themes: context of rurality among students, students’ transitioning, challenges faced by students, coping strategies adopted by students and established support systems for students with rural backgrounds and their progression and completion rates. Results of this study suggest that students from rural communities face additional challenges in order to adjust to the university compared to students from urban and sub-urban areas. Apart from the affirmative policy on admission, there are no mechanisms put in place to cushion the cultural shock such students face once on campus. Key words: Rurality, Orientation, Academic Performance, Remoteness, Transitioning, Higher Education
Strategies teachers use in the management of inclusive classrooms in primary schools: lessons from Kazungula and Livingstone districts, Zambia
(Zambian Journal of Educational Management, Administration and Leadership, 2020) Mwendalubi, Dubeka Moono
The article examined the strategies teachers used to manage learners and learning process in selected inclusive primary classrooms in Kazungula and Livingstone Districts of Southern Province of Zambia. An interpretive research design supported by qualitative data collection approaches were used in the study. The sample comprised of 52 participants: two District Standard Education Officers, two Education Standard Officers-Special Education, two members of staff from Community Based Rehabilitation Project, eight head teachers handling inclusive classes, two members of the multidisciplinary team, four parents of learners with disabilities and thirty-two classroom teachers. Purposive sampling was used to select the participants while, data was collected through use of interview and focused group discussion guides. Thematic analysis was used to analyse qualitative data. This involved grouping and categorising data in order to establish the emerging themes. Use of open, axial and selective coding process helped to clearly identify emerging themes which were presented descriptively. The findings revealed that teachers were either oriented or trained in inclusive education methodologies before they were assigned to teach and manage learners and learning process in inclusive classes; a variety of strategies were being used to manage the learners and learning process. These ranged from: use of multi-tasking approaches; leaner-preparatory approaches; attention seeking mechanism, use of user-friendly curriculum; increased talking walls to tolerance and patience building approaches among learners. The study recommended the strengthening of school-based in-service training of teachers with a focus on strategies for managing learners and learning process in inclusive classrooms in the study districts. Keywords: Inclusive Education; strategies; management; Inclusive Classrooms; Learners
Teacher futures: global reaction to teacher shortages in rural locations.
(2022) Mitchell, Robert; Patrick Hampton and Robinson Mambwe
Upcoming changes in the teacher labor supply will have an impact on nations that provide government-based education for their youth. Faced with a significant global shortfall of educators, most countries have taken steps to incentivize teaching as a profession and ensure that qualified teachers are available to students in all locations -- particularly in rural environments. To understand these initiatives more thoroughly, a short-term policy analysis focused on incentives for teacher labor through a lens of governmental policy implementation has been completed. This resulted in a review of the efforts three nations (Australia, the United States and Zambia) have undertaken to ensure a viable and consistent teacher workforce in rural areas. While each nation has specific factors that contribute to current and projected shortages, each also provides unique solutions to assist in resolving this ongoing issue. Through the examination of multiple hiring factors and incentives used in each location, a better understanding of the specific challenges and strategies employed to secure a viable teaching workforce has been developed. Outcomes related to this policy analysis showed commonalities in the lack of developed strategies to prepare rural educators to address teacher shortages in more remote regions. In addition, while education leaders in each country continue to publicly call for additional support for rural teachers -- very little legislation or policy implementation has been enacted to bolster this subsection of public education in any of the specified nations. Additional discussion about the long-term concerns regarding rural teacher supply and student equity is also developed.
Teachers' language practices in the teaching of mathematics in a grade four multilingual classroom in Zambia.
(Studies in Educational Management Journal, 2020-02-25) Mambwe, B.; Ndhlovu, B.Z.
Zambia has seventy‐three (73) recorded languages with seven considered as major languages. The diversity of ethnic groups with their related languages has led to the existence of several traditions and cultural practices which have implications on the education of children. The Ministry of Education introduced the use of a familiar language as a language of learning in primary schools from grade one to four. The current study explored the teachers’ language practices when teaching mathematics in a multilingual class. We sought to establish the language practices of teachers and learners in the process of mathematical knowledge acquisition in the classrooms. The research was carried out in two selected primary schools in Lusaka district, Zambia. The target population was teachers and pupils in the 4th grade whose mother‐ tongue was not the language of instruction. The research was qualitative in nature and it took the form of grounded interpretative classroom research. The lesson observations and recordings served as empirical basis of the results. The results showed that teachers used code‐switching, translation, body language and visuals. The study recommended among other aspects continued use of code‐switching as a bridging mechanism between the conversational register and the mathematics academic register.
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.

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