Institute of Distance Education

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    Distance Education Examination Management in a Lowly Resourced North-Eastern Region of Zambia: A phenomenological Approach
    (OPEN PAXIS, 2017-07-03) Simui, Francis; Chibale, Henry; Namangala, Boniface
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    Distance learners' perspective on user friendly instructional materials at University of Zambia
    (Journal of Learning for Development - JL4D, 2017-03-13) Simui, Francis; Tompson, L.C; Mundende, K; Mwewa, G; Kakana, F; Chishiba, A; Namangala, B
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    Drug and Alcohol Abuse Prevention Education in Selected Secondary Schools in Zambia: Activities and Policy Implementation
    (The International Journal of Multi-Disciplinary Research, 2018) Ndhlovu, Daniel
    The study sought to establish current practices and policies in drug and alcohol abuse prevention education in selected secondary schools in Zambia. This need was necessitated by the fact that despite escalating incidences of drug and alcohol abuse among school-going children, little was known concerning prevention practices and policies used in secondary schools. This article reports on two of the study objectives which were to; (1) explore how prevention education activities were conducted in secondary schools. And (2) explore how policy guidelines were implemented in secondary schools. The study adopted a descriptive survey research design to collect, analyze and interpret both quantitative and qualitative data from 514 respondents. The study found that although a variety of activities such as lectures, discussions, video shows, role plays, drama, games and sports, were conducted, the most frequently conducted were lectures and discussions. In addition prevention education activities were irregularly conducted. It was also established that distribution of school rules to learners as they reported to school and head teachers communicating the rules to learners during school assemblies were the most used ways of implementing policy guidelines. Based on the findings, it is recommended that teachers and other prevention education providers should use activities which are more interactive such as small group discussions, role-play, and educational games. Furthermore, preventive education should be provided on a regular basis by means of multiple and booster sessions. Teachers and school administrators should constantly remind learners of the rule and regulations through multiple avenues
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    International perspectives on preparing pre-service teachers for inclusive education pedagogies: implications for developing countries
    (American Journal of Educational Research, 2020-12-01) Mooka, Godfrey Mukelabai; Siakalima, Daniel; Simalalo, Magdalene; Muleya, Gistered; Kaputa, Thomas Musankuleni; Simui, Francis
    The Dakar World Education Conference (2000) committed governments to ensure that their education systems are inclusive and specifically cater for the needs of disadvantaged, vulnerable and marginalized learners. For Zambia as one of the developing countries, in its Persons with disability Act of 2012, it affirms the government’s commitment for persons with disabilities to access an inclusive, quality and free primary, secondary and higher education on an equal basis with others in the communities in which they live. The debates on how best to prepare pre-service teachers for diverse, inclusive classrooms have led to some teacher educators working more closely with schools in trialing new approaches. In this discourse, we explore literature on preparation of pre-service teachers in inclusive pedagogies worldwide. Emerging from this study is the strong emphasis on inclusive pedagogy with a bias on improving the quality of mainstream education and addressing educational inequality among others. The findings contribute to inclusive education policy development in institutions of higher learning and pedagogical practices among others. The study further adds on to scanty literature on inclusive education pedagogies.