Educational Psychology, Sociology and Special Education

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Assessing soft skills among students with disabilities in teacher training institutions in Zambia.
(Zambia Journal of Education, 2018-06-20) Muzata, Kenneth Kapalu
This paper presents results of a study conducted to assess soft skills among students with disabilities in four (4) teacher training institutions in Zambia. The study, conducted in 2014 in two Zambian universities and two colleges of education randomly sampled thirty seven (37) students with disabilities. The study used a selected set of Dr Karen Wolffe’s (2011) ten (10) category transitional competencies. Using a quantitative approach, respondents were required to answer ‘Yes’ or ‘No’ to whether they were able to perform certain soft skills or not. Data was analyzed using SPSS. The study discovered that students with disabilities lacked compensatory related skills. They also lacked skills and opportunities for leisure. They however recorded having socialization skills, real life related skills, self-advocacy and problems solving skills. Among the many recommendations, institutions training teachers should design courses or integrate into existing courses the necessary soft skills.
Barriers and facilitators to academic performance of learners with hearing impairments in Zambia: a review of literature.
(Journal of Educational Research on Children, Parents & teachers, 2021-05) Brighton Kumatongo and Kenneth Kapalu Muzata
This paper is a literature review and discussion of the barriers and facilitators of academic performance for learners with hearing impairments in Zambia. This review is necessary to put into perspective factors that may affect the attainment of sustainable development goals particularly goal number 4 on inclusiveness, equity, and lifelong learning. Learners with hearing impairments experience various learning barriers in Zambian schools. Education for learners with hearing impairments in mainstream institutions requires educators to put in place measures that can facilitate learning and academic performance. Adaptation of curriculum, effective use of assistive technology, and use of appropriate modes of communication are some of the prerequisites to the good academic performance of deaf students. In this article, we shall focus on some of the facilitators to the academic performance of learners with hearing impairments.
Barriers and facilitators to academic performance of learners with hearing impairments in Zambia: a review of literature.
(Journal of Educational Research on Children, Parents & teachers, 2021-04) Brighton Kumatongo and Kenneth Kapalu Muzata
This paper is a literature review and discussion of the barriers and facilitators of academic performance for learners with hearing impairments in Zambia. This review is necessary to put into perspective factors that may affect the attainment of sustainable development goals particularly goal number 4 on inclusiveness, equity, and lifelong learning. Learners with hearing impairments experience various learning barriers in Zambian schools. Education for learners with hearing impairments in mainstream institutions requires educators to put in place measures that can facilitate learning and academic performance. Adaptation of curriculum, effective use of assistive technology, and use of appropriate modes of communication are some of the prerequisites to the good academic performance of deaf students. In this article, we shall focus on some of the facilitators to the academic performance of learners with hearing impairments.
Beyond education and training to functional mentoring: the case of scientific innovators in Zambia.
(The International Journal of Multi-Disciplinary Research, 2017) Banja, Khulupilika Madalitso
The aim of this paper was to argue the case for the need for mentorship of both student and newly qualified scientists in Zambia. Based on both a global perspective, this paper argues that inadequate initial training coupled with inadequate resources make mentorship of newly qualified scientists (hereafter referred to as NQSs) a necessity. Further, the paper presents numerous benefits accruing from the mentoring of students and newly qualified scientists. These benefits include benefits to the NQSs themselves, and to the nation as a whole. In view of both the identified needs of NQSs and the invaluable benefits, the paper ends with a clarion call for the introduction of mentorship of NQSs during the education and training process of students as well as mentoring of NQS in Zambian industrial settings.
Centrality of the teacher in mentorship and implementation of school curriculum in Zambia.
(University of Eswatini, 2020-09) Banja, M.K
This paper argues that the classroom teacher should be placed at the centre of all curriculum development efforts. It further argues that most teachers graduate from teacher education programmes ill-prepared to competently implement the curriculum. In doing so the paper focuses on the type of training received at university/college as an impediment to new teacher competence in curriculum implementation. In view of this, this paper advocates that offering school-based mentoring focussed on curriculum implementation makes mentorship of NQTs not only important but a necessity that can help ameliorate the problem. The paper also discusses various local and external forces affecting curriculum development and implementation. The paper concludes that while improving teacher education is one option, school-based new teacher mentorship appears more feasible in the short term.
Collaborative responsibility in teacher preparation: student teachers’ perceptions of the role of schools in their professional development in Zambia.
(Open Access Library Journal, 2018-10-31) Muzata Kenneth Kapalu
The aim of this study was to examine student teachers’ perceptions of whether schools play a significant role in their professional development. The study employed a mixed-method design. Open and closed-ended questionnaire items were used to collect data from 74 student teachers that went for Teaching Practice from three different teacher education institutions in 2016. Simple random sampling was mainly applied when selecting respondents. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) to derive frequencies, percentages as well as differences and associations of the responses from the three institutions under study. Qualitative data were summed up in themes and findings related and compared with quantitative results. Results show that while students appreciated the guidance from schools, they had a large share of dissatisfaction as well. Students faced numerous system and administrative challenges that prohibited adequate practice time in schools. It was recommended that teacher education institutions establish collaboration with schools to help students benefit from mutual understanding about Teaching Practice.
A comparative study of deaf and blind pupils’ access to primary school education in urban and rural areas of Zambia.
(The University Of Zambia School of Education, 2015) Ndhlovu, Daniel; Mtonga, Thomas
The article compares pupils with hearing and visual impairments’ access to primary school education in urban and rural areas of Zambia. Data were collected from 408 respondents in fifteen primary schools. The study revealed that more children with hearing and visual impairments in rural areas entered grade one between 2006 and 2012 than their counterparts in urban areas. However, more pupils in urban schools progressed to grade seven than their counterparts in rural areas. This situation implies that more pupils dropped out of school in rural areas than their counterparts in urban areas. As regards gender, 44% of the female pupils in rural areas dropped out of school compared to 21% of their counterparts in urban areas. Long distance to schools, failure by parents or guardians to pay fees demanded by schools, negative attitude of parents and children towards school, poor academic performance and early marriages contributed to the high dropout rate.
Contribution of the free education policy to pupils with hearing and visual impairments’ access to primary school education in Zambia
(School of Education, 2015) Ndhlovu, Daniel; Mtonga, Thomas; Serenje-Chipindi, Janet
Despite mixed views, Free Education Policy on primary education (grades 1-7) has made significant contribution on pupils with hearing and visual impairments’ access to education in primary schools in Zambia. Notable areas cited by participants include: reduced absenteeism, increased gross intake levels, increased grade 7 completion rates and improved academic performance. Although there was no significant positive contribution on dropout rates, participant felt lack of sponsors, failure to qualify to grade 8, early marriages, pregnancy, too big to learn with young pupils, negative attitudes of both parents and pupils and failure by parents to pay boarding and other fees on behalf of their children to some extent contributed to pupils dropping out of school.
Contribution of the free education policy to pupils with hearing and visual impairments’ access to primary school education in Zambia.
(School of Education, 2015) Ndhlovu, Daniel; Mtonga, Thomas; Chipindi, Janet Serenje-
Despite mixed views, Free Education Policy on primary education (grades 1-7) has made significant contribution on pupils with hearing and visual impairments’ access to education in primary schools in Zambia. Notable areas cited by participants include: reduced absenteeism, increased gross intake levels, increased grade 7 completion rates and improved academic performance. Although there was no significant positive contribution on dropout rates, participant felt lack of sponsors, failure to qualify to grade 8, early marriages, pregnancy, too big to learn with young pupils, negative attitudes of both parents and pupils and failure by parents to pay boarding and other fees on behalf of their children to some extent contributed to pupils dropping out of school.
Contribution of the free education policy to pupils with hearing and visual impairments’ access to primary school education in Zambia.
(The University Of Zambia School of Education, 2015) Ndhlovu, Daniel; Moonga, Thomas; Serenje-Chipindi, Janet
Despite mixed views, Free Education Policy on primary education (grades 1-7) has made significant contribution on pupils with hearing and visual impairments’ access to education in primary schools in Zambia. Notable areas cited by participants include: reduced absenteeism, increased gross intake levels, increased grade 7 completion rates and improved academic performance. Although there was no significant positive contribution on dropout rates, participant felt lack of sponsors, failure to qualify to grade 8, early marriages, pregnancy, too big to learn with young pupils, negative attitudes of both parents and pupils and failure by parents to pay boarding and other fees on behalf of their children to some extent contributed to pupils dropping out of school.
Deaf education in Zambia: lessons from the 2013 revised curriculum.
(UNESWA journal of education (UJOE), 2019-07) Muzata Kenneth Kapalu & Mahlo, Dikeledi
This paper presents findings of a study of experiences of Education Standards‟ Officers (ESOs) and teachers for learners with deafness based on the 2013 revised curriculum implementation in Zambia. The study adopted a qualitative paradigm to study ESOs and teachers‟ experiences in implementing the 2013 revised curriculum. Twelve (12) ESOs and Twelve (12) teachers for learners with deafness were involved in the study. In depth face to face and telephone interviews were conducted. The findings revealed that ESOs and teachers for learners with deafness had varied experiences. For instance, while the curriculum was appreciated as a conduit for widening employment opportunities for learners with deafness, its implementation was characterised with various challenges such as limited sign language vocabulary and lack of adapted teaching and learning materials. The study concluded that the challenges of lack of adapted materials and limited sign language vocabulary, as well as teacher incompetency in sign language had serious effects on the implementation of the curriculum for learners with deafness in Zambia. The study recommends the development of sign language vocabulary to meet the changing demands of modern education and provide access to quality curriculum implementation for learners with deafness.
Disablers to academic success of learners with special education in selected higher education institutions in Zambia.
(Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL), 2020-08-31) Francis Simui, Kenneth Kapalu Muzata , Leonard Sakakombe &Thomas Mtonga
The international community is agreed that the attainment of the Sustainable Development Goal particularly number four on education is dependent on how effective inclusive education is implemented by various countries. Whereas the implementation of inclusive education is well articulated at primary and secondary school levels, the same cannot be said at Higher Education level. Thus, in this article, we explore the status of inclusive education with reference to learners with special education needs at higher education level in Zambia. The article uses a Phenomenological approach to illustrate the lived experiences of learners with special education at the University of Zambia and Mulungushi University in Zambia. Key among the study objectives include exploration of the disablers experienced by learners with special education. The study findings point to a mismatch between policy and practice, negative attitudes, inaccessible learning environment and learning content among others cited as the major disablers to the success of learners with special education needs. This state of affairs could be attributed to system failure to domesticate inclusive education and develop responsive policies in Higher Education institutions. As such, inclusive education has remained a theoretical concept, well understood by the elites but poorly implemented on the ground. This then calls for Higher Education institutional system-wide transformation in favour of inclusive education.
Distance education students’ experiences of learning from audio recorded lectures: a case of Mufulira and Nkrumah colleges of education.
(The International Journal of Education Chronicles, 2013-12) Muzata Kenneth Kapalu
This was a study of Distance Education Students' Experiences of Learning from ARLs (Audio Recorded Lectures) at colleges of education in Zambia. Distance education students go through difficulties in their pursuit of the much needed upgrading qualifications. They learn in hurry during residential school, miss residential school due to different challenges and sometimes would go back after residential school without modules, their main mode of learning. Having observed this, live lectures and topics that were not taught during residential school were recorded in Educational Psychology and given to students at MUCE (Mufulira College of Education) in 2010. In 2013, when the same problem was observed at NCE (Nkrumah College of Education), ARLs were also recorded and given to students in Learning Disabilities Course. The study aimed at establishing the students' perceptions and experiences towards learning through ARLs. Students were exposed to this mode of learning for the first time. The objectives were to ascertain the extent to which students appreciated the use ARLs, to establish their perceptions on the effectiveness of using ARLs and to establish other new innovations they would wish college administrations should introduce for their learning. To achieve the stated objectives, the study employed a qualitative approach. Participants either answered questionnaires or were interviewed face- to- face and via telephone. Study results showed students' high appreciation of ARLs. ARLs helped them improve their learning performance through content retention, passing of examinations, improved study habits, easy access among others. Students with visual problems found the ARLs more helpful than relying on their colleagues to read for them. Relevant education bodies and distance education providers should ensure that multimedia learning opportunities are provided to students on distance learning programs.
Divination in a changing society: the case of North Western province of Zambia: religion and development in Southern and Central Africa, Vol II.
(Mzuni Press, 2019) Muzata, Kenneth Kapalu
This study established the role of divination in a changing society. Zambia since pre-colonial rule has seen changes in so many sectors including education, health and the legal systems. The study, ascertained the significance different communities in the province attached to divination and what factors influenced the choice to divine. It further established the nature of treatment accused persons were exposed to after divination and what alternatives the accused sort to defend their rights. Three Hundred and fifty one questionnaires were answered by respondents of North Western Province of Zambia. Data was analyzed using Statistical Package for Social Sciences. The results showed that divination was still prevalent in the province but somewhat secretive. People mainly consulted diviners because hospitals or clinics failed to cure a disease, stop death, overcome barrenness and impotence among other reasons. People accused of being witches as a result of divination were mistreated in various ways which violated their rights to life, own property and live in places of their choice. The study further revealed a relationship between education, religion, geographical location and the practice of divination. Among the major recommendations are provision of necessary social services such as health care, eradication of poverty, education, legal services, and enforcement of the law and sensitization of local communities on human rights. Above all, the school curriculum should be at the center of addressing the core issues recommended here in.
Early childhood education in Zambia: inclusion of children with disabilities.
(International Journal of Multidisciplinary Research and Development, 2016) Ndhlovu Danie, Muzata Kenneth Kapalu, Chipindi Janet Serenje & Mtonga, Thomas
Inclusion of children with disabilities in early childhood education in Zambian schools has great benefits to children themselves, their families and the nation but these children seem to be neglected. They are often overlooked in mainstream programmes and services designed to provide early education. They also do not receive the specific supports required to meet their rights and needs. Children with disabilities and their families are confronted by barriers including inadequate legislation and policies, negative attitudes, inadequate services, and lack of accessible environments. If children with disabilities and their families are not provided with timely and appropriate early education and support, their difficulties can become more severe and resulting into negative lifetime consequences, increased poverty and profound exclusion. By 2013, Zambia had more than 133,000 children with disabilities who were out of school despite being of school age. The majority of these children were below the age of eight. These children need early education. This paper therefore, emanates from the knowledge gap about why 133,000 children with disabilities are out of school despite being of school age. It discusses early childhood education in Zambia in relation to; (i) benefits of early childhood education to children with disabilities and (ii) inclusiveness of schools for early childhood education in Zambia. As regards benefits of early childhood education in Zambia, children that are exposed to early childhood education perform fairly well and better than those who had no opportunity for the preschool learning. In terms of inclusiveness of schools for early childhood education in Zambia, Despite government of the Republic of Zambia’s effort and implementation of early childhood education, children with disabilities were not visible or catered for in any of the developments, very little if anything was happening to ensure that the children with disabilities acquire early education and gain or benefit the way able bodied children do. This inability to support such children can be seen from several factors. For instance, in the budgets made by government towards early education in 2012 and 2013 financial years, there was no mention of early education for children with disabilities. Among the teachers recruited, there was no teacher with specific training towards children with disabilities. Even teachers for ordinary preschool children have been deployed in other classes rather than preschool. In addition, most of the schools have no materials that could be used for early education in general and specifically for children with disabilities. This sad situation only leaves to show that most of the schools that were newly established as providers of early childhood education, teachers and administrators had not been prepared for the program. The authors believe that if children with disabilities are given early education, they can develop cognitively, socially and physically to the betterment of their wellbeing and society. The paper therefore, recommends that deliberate efforts by schools to include learners with disabilities in early education should be encouraged as its benefits to children with disabilities; their families and the nation are immense.
Economic life of Zambia’s university students: the case of the university of Zambia.
(Bank of Zambia, 2012) Ndhlovu, D., Kasonde-Ng'andu, S., Banja, M.K & Serenje, J.
The University of Zambia has a cross section of students which includes school leavers, non-school leavers and in-service students. Some of these students are on Government of the Republic of Zambia (GRZ) bursary sponsorship scheme while others, are sponsored by their employers or are self sponsored. However, students indicated that they face economic challenges in pursuit of university education. This study found that 85% of the respondents rated the cost of living at the University of Zambia as high, even though the majority are on Government sponsorship. In order to cope with the high cost of living, 21% of the respondents engage in business activities, 15% in vacation employment while 64% do not engage in any activities to raise extra funds. The high cost of living at the University of Zambia has a negative effect on the academic performance of most students.
Effects of guidance and counselling services on students’ interpersonal, study, vocational and problem-solving skills in selected public universities in Zambia.
(International Journal of Humanities Social Sciences and Education (IJHSSE), 2016-12) Ndhlovu, Daniel; Tuchili, Abigail
This paper is an extract from an on-going PhD study. The paper is guided by the objective which sought to investigate whether students who received guidance and counselling services perform better than their counterparts who did not in regard to development of interpersonal, study, vocational and problem-solving skills. In order to establish relationship between the two groups of students, a correlational design was used, with a sample of 105. In-depth interview guides, focus group discussions and self-administered questionnaires were used to collect data. Thematic analysis and SPSS were used to analyse the data. The study found that there was statistically significant difference between students who received guidance and counselling services and those who did not. In conclusion, the paper argues that students who received guidance and counselling services were better developed in interpersonal, study, vocational and problem-solving skills than their counterparts in the control group. On the basis of these findings, the study recommends that there is need to encourage all students in public universities to access guidance and counselling for them to develop interpersonal, study, vocational and problem-solving skills.
Enablers and disablers to academic success of students with visual impairment: a 10-year literature disclosure, 2007–2017.
(British Journal of Visual Impairment, 2018-05-17) Ndhlovu, Daniel; Simui, Francis; Cheyeka, Austin M; Kasonde-Ng'andu, Sophie; Simwinga, John
Within the Sustainable Development Goal (SDG) and its 17 targets is a strong emphasis on the education of learners with disability. Whereas there have been massive improvements at lower levels regarding education of the marginalised, a lot more work remains undone at tertiary education level. In this discourse, we explore literature to reveal enablers and disablers to academic success of students with visual impairments (SwVI) at higher education level in the past 10 years in 16 countries doted across six habitable continents. Emerging from the study is a host of disablers such as (1) negative attitudes, (2) absence of inclusive education policy, (3) inaccessible learning environment and learning materials, (4) exclusive pedagogy, and (5) limited orientation and mobility. Amidst the disabling environment, a positive attitude, self-advocacy, and innovativeness stood out as key enablers to academic success by SwVI. The findings contribute to the realisation of the SDG agenda through advocacy on inclusive education policies and practices.
Experiences of teachers and pupils on e-learning prepardness in selected urban schools of Lusaka district, Zambia: an interpretive phenomenological study.
(International Journal of Advanced Multidisciplinary Research and Studies, 2024-07-25) Mphande, Fumbani, Kalisto, Kalimaposo Phiri, Chidongo, Tembo, Pilira, Mwale, Masauso
The study focused on the experiences of teachers and pupils on e-learning preparedness in selected urban schools of Lusaka anchored on interpretive phenomenological perspective. The aim of the study was to explore the experiences of teachers and pupils on e-learning and establish the measures put in place on e-learning preparedness in the selected schools of Lusaka urban. The study used an interpretive phenomenological theoretical framework based on discussions and reflections on direct sensory observations and experiences of the learners. The starting point for using interpretive phenomenology in this research was our ability to approach this research without knowing a priori assumptions. Phenomenological theoretical framing has been used as a broad and loose name for various analyses that have emphasized experiences, interpretations, narratives, and discourse based on the phenomenological orientation of social science philosophy. Methodologically, employed a qualitative approach particularly in analyzing data. To do so, the study took a total sample size of 25 participants such as 10 pupils, 9 ICT teachers, 2 Head Teachers, 2 specialists from the Curriculum Development Centre (CDC) equaling to the total of 25 participants. Technically, the researchers used purposive sampling, specifically homogenous sampling to select head teachers, pupils, and curriculum experts. Data was collected using detailed Interview Guide, focus group discussion and observation Checklist on the preparedness of e-learning in selected schools of Lusaka, district in Zambia. Further, data was analysed using thematic analysis where major themes were drawn and coded. Based on the study findings it is evident to note the teacher’s experiences and challenges of e-learning preparedness were due to the lack of ICT infrastructure, lack of trained ICT teachers, Poor network connectivity, lack of acceptance to new technology, electricity load shedding and the lack of parental involvement in e-learning programmes. Further, on usage, the study revealed that pupils did not know how to use the e- learning platforms, and mostly there is inadequate skills and knowledge of eLearning software to both teachers and learners. The study postulates the strategies on e-learning preparedness that should include training of Trainers of ICT, Building ICT infrastructure, and ensuring that ICT is a compulsory subject from primary to secondary schools. Additionally, a continuous Professional Development for all teachers on e-learning, monitoring and evaluating of e- learning assessments and feedback should be encouraged in all schools. The study recommended the forgoing to authorities in the education sector for sustainability, as case studies and best practices, digital literacy and pedagogical approach applicable in Zambia.
Exploring the benefits and challenges of strategic alliances in Zambia’s higher education markets.
(GITOYA CENTRE FOR ACADEMIC RESEARCH AND DISSEMINATION, 2020-09) Mtonga, T. & Banja, M.K.
The purpose of this study was to explore the benefits and challenges of strategic alliances among higher education institutions in Zambia. Literature on alliances is explicit and highlights the benefits of alliances as well as the challenges. The study was qualitative in nature utilizing purposive sampling. It was a case study focusing on the existing strategic alliances among three universities situated in the capital of Zambia: University of Zambia, University of Africa and Cavendish University. Sixty participants, 20 from each participating university were purposively selected to represent a rich demographic mix in terms of gender, level of education and experience. These were selected based on their knowledge and experience working in universities as well as their strategic positions in their universities. Data were qualitatively analysed using thematic analysis. Three major themes namely benefits of strategic alliances to universities, challenges faced by strategic alliances among universities and mechanisms to manage such challenges were identified and discussed. It was concluded that strategic alliances among universities benefited the Zambian higher education market better than competition. Challenges identified such as lack of commitment to the strategic alliances could easily lead to their failure and therefore appropriate strategies such as ensuring that contracts offered to staff clearly stipulated the boundaries of staff rights are needed to mitigate such failure.

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