Education

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A comparative study of academic performance of grade 12 pupils in grant aided and army aided secondary schools in Lusaka province.
(The University of Zambia, 2019) Fridah Bobo
Religious bodies make a significant contribution to quality educational provision in Zambia through their Grant Aided Schools. The other set of aided schools include Army Aided in military cantonments whose academic performance for certain schools has been exceptionally very good meeting the set bench mark by Army command. The factors that account for the difference in academic performance between the two sets of schools are unknown. For this reason, the study was carried out to compare the academic performance of learners in Grant Aided and Army Aided Secondary Schools in Lusaka Province. The research design of this study was a quasi-experimental design. The target population for this study was made up of all secondary school Head teachers, Deputy Head teachers, teachers and pupils from the seven selected Grant Aided and Army Aided Schools in Lusaka Province. The sample size for the study was one hundred forty-four (144) respondents consisting of fifty five (55) pupils from grant aided forty five (45) from army aided schools; seven (7) Head teachers, seven (7) Deputy Head teachers, and thirty (30) Class teachers. The study used simple random and purposive sampling procedures to select participants. Questionnaires and interview schedule were used as instruments for data collection. Quantitative data was analyzed using SPSS and qualitative data was analyzed thematically to come up with findings. The findings of the study indicate that granted aided schools performed better than army aided schools. Some of the reasons were that grant aided schools had a smaller number of Grade Twelve (12) pupils per class. Army aided schools had on average of 77.2 pupils while grant aided schools had an average of 37.6 pupils. In terms of the number of teachers teaching grade twelve (12) pupils, it was found that army aided schools had more teachers. Similarly, army aided schools reported to have more grade twelve (12) classes than grant aided schools. The reason for the differences were attributed to better work attitudes by teachers in grant aided school, better attitude towards school by pupils, high level of discipline and morals and better facilities and programmes. Respondents spoken to at both Army Aided and Grant Aided Schools pointed out that motivation for pupils and teachers was an important factor that was put in place to enhance pupil performance. Most Head teachers as well as class teachers were of the view that the type of school affected a pupil’s performance unlike most pupils who said that the type of school does not affect one’s performance. The study concluded that in comparison, academic performance of grade twelve (12) pupils in Grant Aided Schools was better than those in Army Aided Schools in Lusaka Province.
A grammar of negation in Tonga.
(The University of Zambia, 2019) Nkolola, Sheila
The study examined A Grammar of Negation in Tonga. The research was explored in order to investigate the morphological, syntactic and the semantic structure of negation in Tonga. The objectives of the study were; to analyze the morphology of negation in Tonga, to examine the syntactic distribution and some semantic aspects of negation in Tonga. In particular, the study examined incorporation, productivity of negative markers across the noun class system, the necessity of the negative marker ‘ta’ within a statement and the negative concord. Secondary and Primary sources were employed in data collection. The study employed a qualitative approach and the findings were analyzed in line with the objectives. The major negative markers under discussion include: ‘ta’, ‘na’, ‘ni’, ‘ti’, ‘pe’, ‘tu’, ‘li’ and ‘he’ . From the morphological point of view, the study reveals that negation is manifested through prefixation and suffixation. Following the Jespersen’s cycle theory, the negative marker ‘ta’ is considered as an original negator or necessity in the sense that, when it is dropped in a negative expression, the statement loses its grammaticality. The example is illustrated as: Utakkali pe,’ direct translated as ‘you should not sit no’. When the negative marker ‘ta’ is dropped, the statement is presented as: *Ukkali pe ‘you sit no’. From the given illustrations, the second statement is considered ungrammatical because of the absence of the original negative marker ‘ta’. Hence, the negative marker ‘ta’ generates the theme called necessity. Nonetheless, the negative markers ‘li’ and ‘ta’ are considered to be the most productive elements in the noun class system. The marker ‘li’ can be applied in the noun class (1); these are nouns that begin with the morpheme ‘mu’. An example is illustrated as: Tali Muntu ‘it is not a person’, among others. Syntactically, the theory of negation that encompasses sentential and constituent negation played a very important role in this study. With regards to sentential negation, the negative marker scopes over the entire sentence whereas constituent negation focuses on a particular category. Semantically, the study reveals that Tonga is a negative concord language; this is because most of the negative expressions manifest more than one negative marker with a single interpretation. Having achieved the study’s objectives, the study recommends other studies to investigate a comparison of negation between English and Tonga and other Bantu languages. Keywords: Negation, Incorporation, Productivity, Necessity and Negative Concord
A history of Ngoni chiefs of fort Jameson (Chipata) under colonial rule, 1895 - 1964.
(University of Zambia, 2019) Chongo, Chanda Lucky
This study examines the history of the Ngoni chiefs under colonial rule in Northern Rhodesia’s Fort Jameson (Chipata) from 1895 to 1964. It shows the responses and reactions of the chiefs and the people they ruled towards the policies of the British South Africa Company and later of governments under the Colonial Office and the Federation of Rhodesia and Nyasaland. These policies include land alienation, taxation and labour recruitment. The study shows that the Ngoni were not passive in their reactions. Their rulers, for example, tended to collect taxes less resented by their followers and vehemently opposed land alienation because it compromised the interests of their subjects. The study begins by giving a brief background of how Carl Wiese managed to buy 10,000 square miles of land from Paramount Chief Mpezeni in 1890. It postulates that the purchase of land from the chief marked the beginning of problems for the Ngoni. This was because their means of subsistence production were reduced due to land shortages coupled with the tax policy which was earlier implemented. Land alienation, movement to the reserves, and tax obligations necessitated wage employment among the Ngoni. The study further shows the changing roles of traditional rulers after colonial rule became deeply rooted among the Ngoni people. It argues that as much as Ngoni chiefs were required to carry out certain functions on behalf of the colonial state, they did not neglect their people as they executed chiefly duties. It has been noted, in this study, that even after being conquered by the B.S.A.C, the Ngoni traditional authority managed to carry out their administrative duties as demanded by the colonial state simultaneously with their traditional ones. In cases when the colonial state was in conflict with the local people, the chiefs sided with their local people. This study further attempts to assess colonial impact on Ngoni traditional authorities and their subjects. It argues that the colonial state undermined traditional authorities in various ways. It undermined the authority of chiefs by abolishing tribute and unpaid labour which were earlier given to chiefs by their subjects. The abolition of tribute and unpaid labour interfered with the superior status earlier enjoyed by Ngoni traditional authorities. The situation led to increased friction between the colonial state and the chiefs. Contrally to the underdevelopment theory, the study posits that much as the above colonial policies undermined Ngoni traditional authorities, Ngoni chiefs rose above colonial challenges to take care of their subjects in the expected traditional manner. Key words: Ngoni, Tribute, Chiefs, Colonial-Office
A user experience (UX) evaluation of adopted higher education institution library portals in Zambia.
(The University of Zambia, 2023) Tembo, Dokowe Thelma
This study aimed to evaluate the user experience of adopted library portals in Zambian universities. This encompassed the adoption and usability of the library portals. The research objectives were threefold: first, to determine the extent of adoption of library portals in Zambian universities; second, to assess the integration of key library portal features with existing library portals; and third, to examine users' perceived usability of these portals. A survey design was employed in the study. A mixed-method approach was then used which involved the analysis of both quantitative and qualitative data., this involved the distribution of 62 questionnaires to universities registered under the Higher Education Authority (HEA) to collect their URLs. A heuristic evaluation was conducted to assess portal characteristics, involving 12 expert librarians as participants. Additionally, a System Usability Scale (SUS) was utilized to gauge the perceptions of lecturers and students towards the portals, with a sample of 60 lecturers and 324 students. This study was worth carrying out because it aimed at providing answers to the effectiveness of the information design of Zambian university academic library portals as information communication channels and also to show if there was a need to change and improve the current portals. It was also important because it can also be used as a guideline in the creation of a policy that can help librarians as they set up their library portals The findings revealed that only three Higher Education Institutions (HEIs) in Zambia had adopted library portals: ZCAS University, Mulungushi University and the University of Zambia (UNZA). The study indicated that participants generally rated the usability of these portals as average. Specifically, the average SUS scores for UNZA (n=132, SD=53.685), ZCAS University (n=68, SD=60.28) and Mulungushi University (n=124, SD=51.865) were all above the 50 SUS score threshold. Despite being categorized as 'Ok' according to the SUS scores, the study revealed that this rating falls within the marginal acceptability range. The results underscored the limited presence of library portals in Zambian HEIs and the need for universities to prioritize the redesigning of their existing portals to enhance information provision and overcome distance barriers. Furthermore, the study recommended that the three universities with library portals focus on improving their platforms to encompass all essential characteristics of effective library portals. Keywords: User Experience, Library Portals, Higher Learning Institutions, Usability, Satisfaction, Efficiency, Effectiveness, Accessibility, Usefulness, Zambia, Universities.
Abolishment of corporal punishment in Zambia: evaluating alternative modes of discipline in selected government secondary schools in Lusaka district
(University of Zambia, 2016) Mtonga, Dingase.E
The study aimed at evaluating alternative modes of discipline educators use to instil discipline in pupils after the abolishment of corporal punishment in 2003 in Zambian schools. The objectives of this study were: to verify the alternative modes of discipline to corporal punishment educators use to instil discipline in pupils in Government Secondary Schools; ascertain their suitability; explore challenges educators encounter in using the alternative modes to instil pupils‟ discipline, and; solicit proposals to mitigate the challenges. The study implored qualitative approach and a descriptive survey design. Data was collected from the documents reviewed; and through individual interviews, focus group discussions from a sample of 51 participants which comprised 21 teachers, 21 pupils, 3 school administrators, 3 Parent Teachers Association (PTA) representatives, from three Government Secondary Schools, and 3 policy-makers from the Ministry of General Education (MoGE) and Human Rights Commission (HRC) offices. Purposive sampling was used to sample policy makers, school administrators and PTA representatives. Typical and homogeneous sampling was used to sample teachers and pupils. Data was analysed according to emerging themes, and presented on tables and graphs. The findings were that educators use dialogue, suspension, counselling, and manual to instil discipline in pupils. With regards to suitability, the findings were that alternative modes are suitable to use on pupils discipline as they are non-corporal, create a sense of responsibility in pupils, instil discipline and are lawful. The established challenges were that the modes consume time, are not effective to instil discipline, non-compliance by parents and pupils, lack of knowledge by teachers and pupils. The findings on mitigation of challenges were: the MoGE to prescribe alternative modes as a guide for educators and provide them with knowledge and skills to enhance the administration of discipline, teamwork by parents and teachers and insisting on pupils to adhere on school rules. In light of the findings, the study recommended that schools should have guidance and counselling departments with qualified counsellors to help in pupil discipline, educators to explore better contemporary trends on positive discipline, all schools to establish and strengthen child rights clubs and train peer educators on the importance of good discipline. Finally, more research to be conducted on ways of improving discipline in Government Secondary Schools.
Absence of sex education in Zambian education system: Is it a missed opportunity for reducing HIV infections among the youths?
(2015-11-27) Banda, Martin
The study was undertaken in three provinces in Zambia namely: Central, Copperbelt and Western Provinces. The study sought to investigate the absence of sex education in Zambian secondary schools as a missed opportunity in the prevention of HIV infection. The objectives of the study were; to explore the consequences of lack of sex education in secondary schools in Zambia, examine if lack of sex education is a missed opportunity in the prevention of HIV, explore the views of secondary school graduates concerning sex education and establish whether secondary education in Zambia promotes the ability to protect oneself against HIV infection. In this particular study, both qualitative and quantitative designs were used. The combined approach provided an opportunity of using tools such as questionnaires, interviews and focus group discussions. The research was necessitated by the general lack of knowledge about sex education as a way of preventing HIV infections in Zambia. The study was guided by two theories: socialisation theory and social learning theory. The elements of socialisation theory in this study are primary and secondary socialisation with a main focus on secondary socialisation as the study investigated the education system in Zambia. The elements of the social learning theory are awareness, self-control, self-efficacy and social support.The results from the study showed that lack of sex education in secondary schools was a missed opportunity in the prevention of HIV infections in Zambia. Furthermore, the study revealed that relationships among the youths which led to sexual intercourse had affected most of the youth both in secondary schools and at times in tertiary education due to the lack of comprehensive understanding of human sexuality. The study revealed that the pupils had observed the need for sex education in schools to be taught so that they could know how to handle and protect themselves. The study further revealed that the means of educating the pupils in secondary schools to protect themselves from HIV infections were misleading as pupils had not reached the maturity to assess the media critically. From the findings of the study it was recommended that there was need for an intervention in the education system so that the education provided attended to the social needs. It is further proposed that there should be an innovation in the curriculum, that is, life skills, based in order to equip the pupils to protect themselves from HIV infections and manage their sexuality in a healthy way. The innovations should build on what is in place looking at both the strengths and weaknesses of the current approaches of education. The study further recommended rethinking or reorganising the content of the education system in order to deliver the skills and make the content learner participatory. Innovation such as sex education may be novelty and considering that curriculum innovation is complex, the study proposes a careful planning for the development and implementation of the curriculum that instils important life skills and attitudes that can reduce the HIV infections. A descriptive survey design was used to carry out the study. The study employed both qualitative and quantitative approaches to collect information about the HIV and AIDS preventions in secondary schools. The study composed of 466 informants drawn from secondary schools and colleges of education in the sampled provinces.
Academic achievement, attitudes towards education and the home-background : their relationship to absenteeism in selected school of the Lusaka Region, Zambia
(2011-06-09) Mwape, Getrude kasuba
Pupil absenteeism from school has been, and continues to be, a major disciplinary problem amongst pupils in Zambian schools. It was thought that absenteeism from school could toe seen as t/he consequence of an interaction amongst factors lying in the school, the individual and the home. The main purpose of the study was to identify some factors that may be related to pupil absenteeism from school. The factors that were investigated were academic achievement, attitudes towards education and home-background (i.e. marital status of parents; relationship of pupil to whoever he lived with; area of residence; occupation of parent(s)/guardian(s) and family size of whoever the pupil lived with). The sample consisted of forty—four absentees and forty-four non—absentees doing Grade Nine in 1987 in five Lusaka secondary schools. The results showed that significantly more absentees than non-absentees were low academic achievers. There were no significant differences between absentees and non-absentees as far as the overall scores on the Attitudes — towards - Education questionnaire, which was used to measure the pupils' attitudes towards education, were concerned. The results for the home-background showed that, except for mother's/female guardian's occupation, there were no significant differences between the absentees and non-absentees on the factors used to measure it. The findings supported the evidence in the literature on academic achievement but contradicted that on attitudes towards education, and the bulk of that on the home-background. Although there were no significant differences between the two groups of pupils oh the overall scores of the Attitudes — towards - Education questionnaire and on almost all of the factors used to measure the home-background, this does not mean that the findings contradicted Galloway's (1985) thesis. This is because there might be many other factors in the home and the individual that could influence pupil absenteeism from school. Finally, on the basis of the findings, some suggestions for further study were given and a few recommendations made.
Academic corruption in a selected higher education institution in Zambia: examining the forms, causes and mitigation measures.
(The University of Zambia, 2021) Mugala, Alex
Globally, academic corruption is a superfluous retrogressive issue that is largely jeopardising the academic integrity of higher learning institutions. This study therefore sought to examine the forms, causes and mitigation measures with regards to academic corruption in a selected higher learning institution in Zambia. This study encompassed a sample of 400 students and 3 Deans and 20 lecturers from whom the researcher collected quantitative and qualitative data using questionnaires and interview guides respectively. The researcher employed an embedded design and the respondents were sampled using simple random sampling (students) and typical case purposive sampling (lecturers). The quantitative data collected in this study was analysed using a software commonly known as SPSS and qualitative data was analysed using thematic analysis. Results indicate a higher prevalence of academic corruption among students in comparison to lecturers, particularly with respect to plagiarism and cheating which were notably cited as the two commonest forms of academic corruption among students. Among lecturers, professional misconduct, biased marking or grading were cited as the commonest forms of academic corruption. The findings further suggest that academic corruption is triggered by various causes such as peer pressure, performance anxiety and several others. Among the causes, performance anxiety and failure to cope with the workload were cited as the two leading causes of academic corruption among students. As regards, mitigation measures, the study unearthed numerous measures that are employed to curtail academic corruption. Among the measures, suspension, dismissal and expulsion were prominently reported as the most common measures that are employed to mitigate academic corruption. Despite employing various mitigation measures, cases of academic corruption seem to be escalating. In view of this, the findings of this study confirm that indeed there is some level of corruption in the particular institution of higher learning as hypothesized. The study, therefore, recommends the usage of honour codes because they have proven to be an effective tool in the mitigation of academic corruption. The study further recommends the usage of plagiarism detection software, such as Safe Assign, Turn it in and Plagiarism Detect. These detection software’s enable users to compare their documents against other stored databases for plagiarism. Key words: Academic corruption, forms, causes, mitigation measures, and higher education institution.
Academic experiences of blind students in two colleges of education in Zambia.
(The University of Zambia, 2021) Msoni, Rodrick
This study explored the academic experiences of blind students in two colleges of education in Zambia. It mainly investigated the nature of student induction programmes offered in colleges of education, barriers affecting the education of blind students in the two colleges of education and available support provisions. The study employed an interpretative paradigm, qualitative method and phenomenological design. Using purposive sampling, a total sample of fourteen (14) participants; eight (8) blind students, four (4) college lecturers for special education and two (2) college administrators were picked for the study. Semi-structured interview guides and observation checklists were used to collect data. The study established that the nature of induction programs offered to first-years students in the two colleges of education was mainly in twofold: actualisation of students to academic practices and general familiarisation of all students to the college environment. Although the study established that actualisation of students to academic practices enlightened first-year learners to their academic life at the colleges, narratives of discontentment were equally espoused concerning the inclusivity of the program in relation to absence of induction handouts in differentiated formats and the inability of the colleges to separately familiarise blind students to the college environment and absence of O&M training in colleges of education. The most pronounced academic hindrances experienced by blind students were linked to inaccessible and unpredictable college environment, difficulties in securing sighted guides during blind students’ stay in the colleges, the dilemmas of repeatedly making individual follow-up of their written academic work, assessment dilemmas; lack of assistive technology and non-existence of resource rooms. The study recommended that the two colleges of education should undertake separate familiarisation programmes for blind students during first-year induction, Ministry of General Education should institute policy provisions that should compel colleges of education to provide O&M training to blind students, need for colleges to improve their physical learning environments and need to promote buddy system approach and other appropriate support provisions. Keywords: Academic experiences, blind, induction, Orientation and Mobility, support services
Academic performance of re-admitted girls before and after pregnancy in selected secondary schools of Lusaka district,Zambia
(The University of Zambia, 2017) Mwanamwambwa, Patricia
This study intended to establish the academic performance of the re-admitted girls before and after re-admission in selected secondary schools of Lusaka District. The objectives of the study were: To establish the difference in academic performance of re-admitted girls before and after being pregnant, explore challenges faced by the re-admitted girls academically and to assess the attitude of these girls towards school work. The study used a qualitative approach with the target population that consisted of 4 government high schools of Lusaka District. The sample size of this study comprised 48 participants from 4 selected secondary schools in Lusaka District: 4 head teachers, 4 parents/guardians/parents teachers association (PTA) members, 8 Guidance and Counselling teachers, 12 class teachers and 20 re-admitted girls after pregnancy. The four schools in Lusaka district were selected conveniently while the head-teachers, and the guidance and counselling teachers and the re-admitted girls from each school were selected purposively. The research instruments used were structured interview guides, in-depth interviews and document analysis. Finally techniques from quantitative research design were used to generate and present table forms. The academic performance for the re-admitted girls was found to be declining from good to bad and for those who had a bad performance already it got worse after pregnancy. This was echoed by Guidance and Counseling Teachers and subject teachers who reported that re-admitted girls’ academic performance was adversely affected challenges faced in the education of the re-admitted mothers included stigmatization, loss of friends, lack of enough time to study, teasing by fellow pupils, using bad remarks against them, scorning and harsh treatment, lack of support from some parents who did not support the re-entry policy and society which labeled such girls as immoral. Finally the study established that despite these challenges and the poor academic performance, the re-admitted girls were committed to school and stayed determined to avoid the past mistake and get educated so that their families and children would not suffer and recommend that the Ministry of General Education should consider building separate schools for girls who have been pregnant so that they learn in an environment where they are only girls of their kind (teen mothers). Keywords: Re-admitted, academic performance, attitude.
Access of female primary school teachers to in-service training colleges : The case of Chongwe district
(2011-06-06) Muuka, Eulerius Moonga
This report brings out the findings of the study on how academic and professional qualifications, positively or negatively affected the social status of primary school teachers. The investigator specifically looked at the female primary school teachers who made up the larger population of the primary school teachers, and yet, were lesser represented, not only at educational management levels, but also, at retraining levels, that is, at in-service institutions. In this vein, the aim of the report was to show the extent to which the female primary school teachers were not able to access in-service training which was a vital stage of their academic and professional advancement. In order to come up with the much needed data that was to assist in high-lighting the access levels,qualitative and quantitative methods of data collection were used. The catchment area -Chongwe District, was divided into 6 (six) zones in which questionnaires and interviews were administered to a randomly sampled population of 120 female primary school teachers - 20 respondents per zone. From the collected data, the causes of the gender imbalance in the in-service teachers' colleges (with the female teachers lesser represented) have been discussed. It will be noticed that some of the causes were a making of the government, through the Ministry of Education and its functionaries. The other causes emanated from the general beliefs of the Zambian society and in particular those of the immediate communities that were visited. Others were from the peer groups, the spouses and their relatives, the financial handicap of teachers, on to ignorance and negative attitude by the female primary school teachers themselves. Having discussed the inhibiting factors on the access to in-service training of female primary school teachers, the author presented some recommendations to counter the above factors. The report brings out deliberate indications that the Ministry of Education should, from its national headquarters, closely monitor and supervise its functionaries so that the laid down policies are efficiently and effectively implemented.Apart from society in general, the individual female primary school teachers themselves should adjust to suit social change, part of which, are the modern education trends. In the report, the researcher indicated that change of attitude at national, community and individual levels towards women in general and primary school teachers in particular,could enhance the realization of co-equal access and participation in education.The report concludes with a view that access to in-service training by female primary school teachers would promote academic achievement by the pupils, offer professional motivation to these teachers; and widen their acceptability and social status in the societies they are found.
Access to career guidance through information and communication technology by learners with visual impairments in selected secondary schools of Zambia
(The University of Zambia, 2017) Chipili, Thomas Chitalu
The tenacity of the study was to establish why learners with visual impairments in selected secondary schools of Zambia were more braille inclined in Accessing Career Guidance than through Information and Communication Technology (ICT). Objectives that guided the study were to; establish why learners with visual impairments were more braille inclined in Accessing Career Guidance than through ICT. Explore how accessible career guidance through ICT was among learners with visual impairments. Examine factors that might have influenced access to career guidance through ICT among learners with visual impairments. UTAUT theory guided this study. A descriptive case study design was used in analysing, presenting and discussing the findings. The population was all pupils with visual impairments and their teachers in selected schools, while the sample size was fifty-two (52) segmented as fourty (40) pupils, four (4) head teachers, four (4) career guidance teachers and four (4) grade teachers. Purposive sampling was used to select the participants of the study. Interviews and focused Group discussions were the methods of data collection. The study revealed that due to inadequate or non-availability of ICT facilities, learners with visual impairments did not have access to career information through ICT. There was also inadequate ICT trained teachers, facilities and ICT unclear policy which contributed to learners being more braille inclined than ICT. Instead, learners accessed career information through braille and word of mouth only. For these reasons learners with visual impairments did not often participate in ICT related learning activities and examinations consequently, restricted in their career choices. The study therefore, recommended that the Ministry of General Education through schools should supply ICT facilities, train teachers in ICT, formulate a clear policy on ICT for learners with visual impairments and Examination Council of Zambia (ECZ) should introduce practicals in ICT examination for the visually impaired learners.
Access to educational support for orphaned learners in three selected secondary schools in Lusaka.
(The University of Zambia, 2021) Ziile, Melody
This study explored access to educational support for orphaned learners in three selected secondary schools in Lusaka district. The study was based on three objectives. (i) To describe the awareness of the rights on Educational support by the orphans in three selected secondary schools in Lusaka District (ii) To explore challenges faced by orphans’ in accessing educational support in three selected secondary schools in Lusaka District and (iii) To highlight strategies that should be put in place in order to allow them have access to educational support in three selected secondary schools in Lusaka District. A qualitative descriptive research design was employed in this study underpinned by constructivism. Participants included 9 teachers and 15 pupils. Data was gathered by semi-structured interviews and Focus Group Discussion. The study reported that very few learners were knowledgeable about the support system existing for them as orphans. Some teachers were aware of the educational support given to orphans but they were not sure if there was a policy or rights in Zambia supporting such rights. The study revealed that orphans faced a lot of challenges in accessing the educational support. The key challenges faced included lack of sponsorship, social stigma and corruption in sponsorship awards. In view of the challenges being faced by the orphans, the study highlighted possible strategies to ensure that the orphans have access to education, these included, increased financial support system, enhancing collaboration among stakeholders, empowering orphans with diverse skills, and motivation ventures for well performing orphans. The study recommended that there is need to formulate a deliberate policy by the Ministry of Sports, Youth and Child Development that should look into the affairs of orphans in society. Further, there is need for the relevant authority to coordinate other organizations that look into the plight of orphans to come on board for support. Key words: Orphans, Education, Support, Access. Lusaka, Zambia
Access to guidance and counselling by learners in selected secondary schools in Luangwa district,Zambia
(The University of Zambia, 2017) Namoonde, Bbuku
The purpose of this study was to investigate the social and academic factors that affected access to guidance and counselling services among learners in Luangwa district, Lusaka province, Zambia. Invitational Educational Theory guided this study. The study adopted a descriptive survey design. The study population was all grade 11 pupils, guidance teachers and head teachers from the selected schools. The objectives of the study were to; assess social factors that may have affected access to guidance and counselling services in the selected study secondary schools, examine academic factors that might have affected access to guidance and counselling services, establish the effect of non-accessibility to guidance and counselling services on social and academic lives of the learners and suggest measures that may influence pupils’ access to guidance and counselling services in the study schools. The study targeted 90 pupils, 3 head teachers and 4 guidance teachers totalling 97 participants. The researcher used two data collection tools namely interview schedules and questionnaires. Qualitative data was analysed thematically while quantitative data was analysed through the use of Statistical Package for Social Sciences (SPSS) software version 23 in order obtain frequencies, charts and graphs. The study found that the following social factors affected learners’ access to guidance and counselling services: stigmatization among learners, cultural and traditional practices, lack of self-esteem and shyness among learners. Academic factors included use of untrained guidance teachers, lack of confidentiality among guidance teachers, dual roles that guidance and counselling teachers played, guidance and counselling not time tabled and not examinable. The study also established that lack of access to guidance and counselling had a negative effect on social and academic lives of learners, such as, poor academic performance, early pregnancies and general indiscipline. Participants suggested the following measures could improve learners’ access to guidance and counselling services: training of guidance teachers, guidance teachers to uphold confidentiality, need for adequate guidance materials, community sensitization and inclusion of guidance on the teaching time-table. The study recommended that the government of Zambia through the MoGE should train more guidance and counselling teachers so as to professionally provide guidance and counselling services in schools. The study also recommended that the MoGE should come up with measures aimed at preventing guidance teachers from disclosing information brought to them by learners. The study further recommended that schools should come up with deliberate policies aimed at sensitizing learners about the evils of victimizing other learners seeking help from guidance teachers.
Access to HIV and AIDS information by learners with hearing impairments in selected basic Schools in Central and Northern provinces
(2011-12-13) Chisanga, G.Mukuka
The study aimed at ascertaining the extent to which learners with hearing impairments accessed information on HIV and AIDS in selected basic schools in Central and Northern Provinces of Zambia. The specific objectives were to determine the extent to which learners with hearing impairments accessed HIV and AIDS information and identify factors hindering hearing impaired learners from accessing HIV and AIDS information in basic schools; and consequently find ways of increasing access to HIV and AIDS information for learners with hearing impairments in basic schools The study followed a descriptive research design. Both qualitative and quantitative methods were employed. The sample comprised 54 respondents, comprising 24 teachers of learners with hearing impairments and 30 hearing impaired learners who were purposively selected. Thus, 8 teachers of learners with hearing impairments and 10 hearing impairment learners were drawn from each of the following basic schools: Bowa, Lukolo and Chikandama. Data were collected using a set of questionnaires and Focus Group Discussions. The Statistical Package for Social Sciences (SPSS) was used to analyse quantitative data while qualitative data obtained through Focus Group Discussions was analysed by coding and grouping the emerging themes. The research findings showed that learners accessed HIV and AIDS information through drama, HIV and AIDS talks during school assembly and through class lessons, since HIV and AIDS issues are integrated in all the subjects taught. The study showed access to HIV and AIDS information was hampered by lack of reading books in sign language, low reading levels among learners and their negative reaction to topics of sex and HIV and AIDS education. Teachers too were not trained in teaching HIV and AIDS education. There were also accusations that teachers promoted promiscuity among learners. Most of the teachers (80%) said communication barrier significantly hindered hearing impaired learners from accessing HIV and AIDS information in schools. The research findings also revealed that access to HIV and AIDS information could increase by using videos on HIV and AIDS, conducting workshops for the hearing impaired learners, the presence of sign language interpreters in schools may also help and the formation of HIV and AIDS education peer groups for hearing impaired learners. Based on the findings of this study, the following recommendations were made: The Ministry of Education should train more specialized teachers to teach HIV and AIDS related issues in sign language; embark on printing materials in sign language; and should also come up with a policy regarding teaching of sign language in schools to all teachers and learners in basic schools. All television programmes on HIV and AIDS should be interpreted in sign language. Schools should facilitate the formation of HIV and AIDS education peer groups among hearing impaired learners and provide the necessary materials on HIV and AIDS in formats accessible to hearing impaired learners in a more convenient manner.
Accessibility of sign language services to the deaf in tertiary education institutions: a case of the University of Zambia and Zambia Institute of special education
(The University of Zambia, 2017) Deneke, Getaneh Yohannes
The study sought to establish whether deaf students in tertiary education in Zambia have access to sign language services. Participants were drawn from the University of Zambia, Ministry of Community Development, Mother and Child Health, Zambia Institute of Special Education and Ministry of Higher Education. Four objectives guided the study: namely i) investigate the accessibility of Sign Language interpreting services to deaf students in tertiary institutions; ii) establish the benefits of Sign Language interpreting services to deaf students at tertiary education level; iii) explore the challenges in the provision of Sign Language interpreting at tertiary level; iv) establish measures that had been put in place to ensure sustainability of Sign Language interpreting services in tertiary institutions. The study employed the qualitative methods and a case study research design. Study sample comprised twenty six: nine (9) deaf students, nine lecturers, four sign language interpreters, two administrators and two policy makers, one from Ministry of Higher Education and one from Ministry of Community Development, Mother and Child Health was used. The data was obtained through interview schedules, observations and documentary analysis guides. Data were coded and emerging themes were grouped into categories using thematic approach. The study revealed that deaf students had limited access to Sign Language interpretation service. There is a shortage of SLI in terms of quantity and quality as ZAMISE had one interpreter and UNZA had two to service the whole school population. Lack of job security, specific policy on SLS, poor conditions of service and working conditions, remuneration were some of constraints established. Enhancement of high academic competiveness, academic performance, classroom interaction and participation were some of notable benefits derived from SLS. The study recommended the need for enhancement of professionalism in SLS delivery through manpower development and training, formulation of a policy solely on Sign Language, the use of Total Communication at tertiary level and recognition of SLI as a profession by government and all stakeholders
Accessibility to specialised services by learners with physical disability in selected schools of Kasama and Lusaka districts.
(The University of Zambia, 2019) Munanga, Joseph M.
The study was conducted in selected schools of Kasama and Lusaka districts and was aimed at establishing whether learners with physical disability (PD) had access to specialised services. Due to ethical issues, the five schools that participated in the study were given pseudonyms; Dudu, Teka, Don, Hope and Venus. A total of 109 respondents participated in the study comprising 25 teachers, 5 head teachers, 40 pupils, 15 parents, 8 caregivers, 10 service providers and 6 education standard officers. The study used a descriptive case study design and was purely qualitative. The study used semi-structured interview guides, focus group discussion guides, observation checklists and questionnaires to collect data. Thematic approach was used to analyse data and the Microsoft Office Excel was used to generate charts. The research has established that learners with PD in both districts accessed counselling and teacher aide services. Learners in Lusaka also schools accessed more services such as orthopaedic and physiotherapy services. Additionally, leaners in both districts had access to mobility aids. With regards to accessibility to the school built environments, the research has found that generally school environments in Lusaka schools were more accessible than those in Kasama schools. The study has equally revealed that all the door handles were not accessible to learners with shorter stature and those using wheelchairs. All the accessible services in the sampled schools were not adequate. The major barriers that limited learners with PD from accessing specialised services were less funding from the government and shortage of service providers. Despite the specialised services not being adequate, the respondents felt that the services that were accessible were significant to the learners. For example, mobility aids enhanced mobility and orthopaedic surgeries helped in correcting deformities. The study therefore recommends that government must increase funding to Special Education to enhance learners’ access to specialised services. Government must create a Directorate of Special Education so as to improve accessibility to specialised services in the country.
The acquistion of early reading skills: The influence of the Home Environment in Lusaka, Zambia
(2015-04-13) Chansa-Kabali, Tamara
Reading is essential for children’s educational success and communication in a technologically advancing society. This position has provoked researchers to investigate the process of reading acquisition. Although a number of factors inhibit and facilitate the process of its acquisition, many studies in Zambia focus on the schools, classroom and the language of instruction. Hence, this study explored other contexts that might be responsible for influencing the process. Addressed in the present study are factors that influence acquisition of reading skills (orthographic awareness and decoding) in the home environment. The present study was part of larger project called Reading Support for Zambian children (RESUZ). The aim of the RESUZ project was to explore different factors that would possibly influence acquisition of first graders’ reading skills. The design of the RESUZ project was experimental and recruited 576 children from 42 schools in Lusaka Urban. For the present study, a mixed methods (quantitative and qualitative) design was utilized to investigate the contribution of home environment factors to reading skill acquisition. Seventy-two first grade learners from nine schools were purposefully selected from the 42 RESUZ schools. The home environments for 72 learners were assessed using a structured home literacy questionnaire. Additionally, a semi structured interview guide was used for the qualitative inquiry with few parents (n=12). Reading skills were assessed through orthographic awareness and decoding competence tests that were developed locally by the RESUZ team. Children were assessed at two different time points in their first year of schooling. viii Hierarchical regression analyses showed that children’s home environments were experienced differently and significantly impacted children’s reading skills. These home environment factors included family possessions (electricity, stove, television, running water, flushable toilet and a car). Another factor that significantly explained variation in children’s reading skills was parental reading attitudes. Parents who favorably ascribed to reading as an important activity in the home had children performing better on reading skills. Further, results showed that reading materials predicted orthographic awareness and not decoding. With family literacy activities, children who experienced more literacy interactions in the home produced significantly higher scores than their peers. Although results based on parents’ and teachers’ views revealed weak home-school relations, it was found that affirmative parental views on the school positively impacted children’s scores on the reading outcomes. Differing views on parental involvement between teachers and parents also emerged. Further, qualitative inquiry confirmed that high achieving learners experienced a more literate home environment than low achieving learners.
Addressing selected sustainable development goals through education for sustainable development in Itezhi-Tezhi district of Central,Zambia
(The University of Zambia, 2017) Ndila, Michael
Among the 17 Sustainable Development Goals (SDGs) adopted by the United Nations Sustainable Development Summit held on 25th September 2015 are the following goals; no poverty, zero hunger, achieve quality and inclusive education, addressing climate change, and so on. As a matter of global urgency, the SDGs are stressed in Education for Sustainable Development (ESD) which is inextricably linked to Environmental Education (EE). This study located within UNESCO’s (2014) Global Action Program (GAP) section 12 under the 5th priority action area which stresses the need to accelerate the search for Sustainable Development solution at local level using educational approaches. The study strove to find sustainable solutions to salient issues such as hunger and poverty using ESD in the context of Itezhi-tezhi Community. The aim of the study was to examine how ESD could be used as a channel to achieve selected SDGs in Itezhi-tezhi District of Central Zambia. The study explored resident’s awareness about SDGs, interpretation and practices that related to selected SDGs, as well as fortified how ESD elements can be blended with local knowledge practices to enhance selected SDGs. The study was informed by Socio-Cultural Constructivist Theory (SCCT) as ideologies, lived experiences and activities sought could best be understood in the cultural context. The study was comprehended through constructivism in which, single case design sited under qualitative umbrella was used for an in-depth understanding of lived experiences of the respondents. The respondents in the study were; Chief Kangu’s representative, 3 headmen, 40 household heads (Quota and purposively sampled), and 3 ministerial experts (purposively sampled). Primary data was collected using semi-structured interviews, focus group discussions, and participant observation. The results show that 77% of residents were not aware about SDGs. It also established that the concept of hunger meant inadequacy in food stuffs, money and domestic animals. Ending hunger by 2030 was generally perceived as up scaling food production via hard work and government support in supplying farming implements and inputs. The study also established that local residents engaged in field crop production to address the challenge of hunger. Education for Sustainable Development was perceived to be instrumental in improving methods of manipulating locally existing resources. The concept poverty was perceived as inadequacy in socially valued material things such as cattle, goats, pigs, and chickens. Ending poverty by 2030 meant enhancing locally existing socio-economic enterprises through government intervention. In order to address the issue of poverty, residents engaged in field crop production where cash crops (maize inclusive) were grown among other enterprises. Local respondents perceived ESD to be instrumental in addressing the challenge of poverty by improving productivity and sustaining local resource utilization via blending sustainable development principles and ideologies with locally existing knowledge practices. Thus, the study proposed a model that stipulated how ESD can be used to achieve SDGs in the local context. The study recommends that the Zambian government, civil societies, and United Nations agencies charged with the responsibility of ensuring that SDGs are known and implemented in all States and communities may harness the vigor of ESD as an approach to address these ambitious global goals
Administration of cognitive-behavioral therapy on learners experiencing post-bereavement challenges at Luanshya school for continuing education in Copperbelt province.
(University of Zambia, 2019) . Situmbeko, Beatrice C
This study examined the efficacy of cognitive behavioural therapy (CBT) in improving the academic performance and the mental wellbeing of learners experiencing post-bereavement challenges at Luanshya School for continuing education in Copperbelt Province. The objectives of the study were; to identify the challenges post bereaved learners were faced with after the death of their parent(s), to determine the effect of CBT as an intervention in improving the academic performance of learners experiencing post bereavement challenges and to evaluate the efficacy of CBT in improving the academic performance and the mental wellbeing of PBL. The study employed a mixed method approach with an embedded research design. Simple random sampling was used to select a total number of 45 learners that constituted the sample size. Data was collected through structured interviews, questionnaires, document analysis, focus group discussion and observations, and was analysed using thematic analysis and descriptive statistics. The study established that PBL faced several challenges that negatively affected their mental wellbeing and academic performance after the death of their parent(s). These challenges comprised: walking long distances to and from school, lower self-esteem, stigmatized as “orphans”, lack of food, love, parental control and representation by guardians, substance abuse and fear of being abandoned. Based on these findings, CBT was administered as an intervention. The CBT intervention included strategies that were designed to help each PBL identify and deal with negative thoughts which affected his/her mental wellbeing by considering alternative perspectives. Behavioral strategies such as gradual exposure to feared situations, deep breathing, decision making, muscle relaxation exercises, reduction of unhelpful behaviours that contributed to anxiety, cognitive restructuring setting, managing goals to apply in everyday life to overcome dysfunctional thinking during and after the administration of CBT were also inculcated in the PBL. This involved questioning practicality, annalysing positive beliefs and testing reality. The PBL were encouraged to replace negative thoughts with realistic and positive ones to seal the therapeutic approach. The CBT intervention also included the inculcation of coping skills, which indicated favorable responses as the PBL gained enough skills to continue on their own. Based on the comparison of the pre-test and post-test results obtained before and after the CBT intervention, the findings indicated an improvement in the behaviour and academic performance of the PBL. The findings also indicated that PBL had changed their dysfunctional thoughts and beliefs about the way they perceived life, and that they had inadequate basic human needs which highly affected their academic performance, self-esteem, and rational thinking. Failure to administer CBT could have increased the negative effects of stressors on the PBL need satisfaction. This study therefore, recommended that school policies should promote the emotional wellbeing of learners experiencing post bereavement by raising awareness on how to respond to bereavement related challenges through the provision of school-support, outreach and specialist help when appropriate. Key words: Cognitive Behavioural Therapy (CBT), Post Bereaved Learners (PBL), bereavement, thinking, behaviour

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