Education Administration and Policy Studies
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- ItemExploring and investigating corruption in successive governments, Lusaka district: a reflexivity approach in the United Party for National Development (UPND) New Dawn Government.(International journal of advanced multidiscplinary research and studies, 2024) Phiri, Chidongo; Daka Harrison; Munkoyo, Delina Nanjekana; Mwale, Masauso; Machacha, Eliphas.This study aimed to explore and investigate corruption in successive governments with specific reference on the UPND New Dawn Government in Lusaka District, Zambia, reflexively. To do so, the study explored, investigated and identified various factors that facilitate corruption such as: The power of political beliefs system, poverty, inequality, weak institutions, ineffective anti-corruption measures, cultural and social capital and great latitude of impunity among public officials. Key informants also emphasized the lack of transparency and weak oversight institutions as factors facilitating the contributing to an increase on corruption. These findings resonated with Treisman's (2000) [77] and Phiri’s (2017) [62] researches, which identified the role of social and economic heterogeneity, specifically ethnic fractionalization and prestation. Further, the study highlighted the complex dynamics at play in the context of political and cultural corruption, poverty, and the ineffectiveness of anti-corruption measures. The study noted the lack of a clear legal framework to combat corruption, whistleblower protection, enhanced oversight, and independent anti-corruption agencies. Challenges in the fight against corruption included a lack of funding and resources, political interference, whistleblower vulnerability, and limited education and awareness. These challenges were in line with the findings of Maiga (2023) [40], highlighting the negative impact of corruption on human capital development. Culturally, corruption led to the normalization of unethical behavior, erosion of trust, and an impact on social cohesion. These findings underlay the far-reaching effects of corruption on society and underscore the importance of addressing this issue comprehensively. Methodologically, the study used a mixed research technique, even though the larger part of it was explorative approach thus, involving interviews, focused group discussions, storytelling and observations. The study used a sample of 100 respondents who were selected using purposive sampling technique. Core to the sampling of 100 respondents is the reflexivity approach which is about acknowledging our positionality in the research. This reflexive qualitative research, meant as researchers, we were part of the study process, and our prior experiences, assumptions and beliefs influenced the research process and findings. Reflexivity in this study meant to establish rigour, similar to the processes of defining measurement tools for validity in quantitative research. Therefore, the reflexivity research design combined both qualitative and quantitative methods, involving content analysis for qualitative data and simple statistical quantification to present quantitative data. Nevertheless, the bulk part of this research method was anchored on qualitative methods. Quantitative technique was used to justify the extent of UPND’S corruption since other methods have proven inconsistent to prove it. The study's findings uncovered an increase in the presence of corruption in the New Dawn Government, despite campaign promises to reduce it in a transparency and accountable manner. This study was anchored on how Bourdieu views individuals as actors playing a “game of life” that is both structured and unstructured by the exchange of forms of capital (economic and socio-cultural). Of course, the game has rules, but many are unwritten, and can also be a matter of contention amongst players. The game theory was used to determine the level of accomplices for the corruption crime, were there is not enough evidence for a felony conviction. The argument was that perpetrators of corruption take the actions simply as a game and not a felony, hence its increase and persistence by the actors in the UPND government. In conclusion, the study revealed that while there are measures in place to combat corruption in the UPND New Dawn Government, challenges persist. Addressing these challenges and promoting a culture of transparency and accountability is essential because corruption undermines economic development, erodes cultural values and social cohesion. It is recommended that efforts to combat corruption include strengthening oversight institutions, promoting ethical leadership, and simplifying legal processes. Public awareness campaigns and measures to reduce poverty and inequality should be prioritized. Keywords: Corruption, Reflexivity, Game Theory, Prestations, Cultural and Social Capital
- ItemThe provision of free education and its sustainability: the Zambian scenario.(International journal of advanced multidiscplinary research and studies, 2024) Bwembya, Ireen and Daka, Harrison.The Free Education Provision in Zambia and its sustainability study was enthused from the monitoring activities and experience the researchers had in the implementation of Free Education Policy. The Ministry of Education has been charged with the responsibility to provide Quality, Lifelong, Education for All which is accessible, inclusive and relevant to individual, National and Global needs and Value systems (MoE, 1996) [8]. In actualising this vision and the Sustainable Development Goal (SDG) 4 -2030, the Ministry has been implementing different measures to ensure education is accessible to all school going children and the entire Citizenry at large. Education fees (Tuition, Examinations and PTA) have been a huge barrier to accessing education especially to the vulnerable in society, thus, the New Dawn Government has scrapped off all the education fees from Early Childhood to Secondary levels in all Public School to ensure stable socio - economic development of the nation. Most of literature on free education by other researchers has focussed on the impact and effects of free education however, this study focussed on how the Free Education can be sustained through sufficient sustainable flow of funds to schools for quality education provision in Zambia. Mixed method design was employed to gather the data from Education administrators and school administrators across six districts of Lusaka Province. The research findings show that Free Education policy has received positive response as could be seen from the enormous increase in enrolment levels after its implementation in 2022. However, the positive response to free education policy has come with many challenges ranging from inadequate classroom space and toilets for proper sanitation, inadequate water supply, inadequate specialised rooms and insufficient teaching and learning materials and equipment, increased teacher- pupil ratio just to mention but a few. The research shows that the government has already started addressing the challenges through the completion of incomplete 115 secondary schools as well as commencement of 120 new schools across the country, mass deployment of 30,496 teachers in 2022, increase in budgetary allocation to the Ministry of Education in 2024 from 13.9% in 2023 to 15.4% in 2024, increased CDF allocation from K28.3 Million in 2023 to K30.6 Million in 2024 which has a component of the Education which addresses the needs of the vulnerable learners and approval of ZEPH Board members’ to ensure teaching and learning materials are provided. All these milestones showed sufficient funds are required to for sustainable quality provision of Free Education for ALL. The study informs all the stake holders of education on the need for creating a National Education Scheme and prudent use of and proper accountability of Free Education funds for quality education provision in Zambia. Keywords: Free Education, Sustainability, Accountability, Quality Education, Education Policy
- ItemHigher education: pathway for women’s appointment to decision making positions in public administration in Zambia.(Internatioan Journal of Research and Innovation in Social Sciences, 2024) Nsana, Sharon; Daka, Harrison; and Mulenga-Hangane; Lydia MukukaThe success of development efforts depends on making women full and equal partners in all matters of the economy. Higher education, to be certain, by itself, is not a panacea, but is a necessary condition for the advancement of women in society. Through higher education, the journey towards participation in decision making power begins. Access to education is considered an important determinant of women’s appointment to decision making positions in public administration. This is because women’s increased education is positively associated with autonomy of decision making in different sectors of society. As such, women’s decision making power increases when they are empowered with higher education. The main objective of this study was to explore the influence of higher education qualifications on women’s appointment to decision making positions in public administration. The sample size was 25 respondents who were interviewed from various ministries in Lusaka. Both secondary and primary data were collected for the study. Primary data was collected using semi-structured interviews and secondary data from various documents, reports as well as electronic documents. The research design used was case study and using a non-probability sampling technique, purposive sampling and snow ball sampling methods were used. Data was analyzed using thematic analysis. Findings of the study reviewed that despite women acquiring higher education qualification in Zambia, their appointment to decision making positions in public administration has not been achieved fully. And factors such as horizontal and vertical segregation were found to be challenges that affect their appointment to decision making positions hence the reasons why the numbers of women being low. Therefore, the study recommended that the government should realize the importance of women’s appointment and participation by enacting and implementing laws, policies and regulations. Women also should be empowered with training and upgrading of skills to better participate in decision making
- ItemUnlocking biochemistry brilliance: unveiling the impact of POGIL vs. interactive lecturing using enzyme kinetics inventory on student learning achievement.(Kurdish Studies, 2024) Ayesha Zubair, H. Daka and Fahad SarfrazThis study investigates the effectiveness of the Process-Oriented Guided Inquiry Learning (POGIL) method compared to interactive lecturing in undergraduate biochemistry education from two private medical colleges of Punjab. The study based on quantitative assessments, including pre-tests, knowledge acquisition evaluations, and knowledge retention assessments, were conducted. Students were divided into two groups: the control group experienced interactive lecturing, while the intervention group was taught using the POGIL method. Results revealed significantly higher mean scores for knowledge acquisition in the POGIL group (M=9.18, SD=1.23) compared to the interactive lecturing group (M=7.82, SD=0.99) (p=0.05). Additionally, the POGIL group demonstrated superior long-term knowledge retention, with mean scores of M=8.89 (SD=1.23), compared to the interactive group's M=7.67 (SD=0.99) (p=0.05). These findings underscore the enhanced effectiveness of the POGIL method in fostering both knowledge acquisition and retention in enzyme biochemistry among undergraduate medical students, suggesting its potential for integration into biochemistry medical curricula.
- ItemThe role of science teachers in the implementation of quality school based assessments in selected Zambian secondary schools.(International journal of advanced multidisciplinary research and studies, 2024) Daka, HarrisonThe introduction of School based Assessments in Zambia were aimed at improving the teaching and learning as well as raise the bar of students performance in the country. However, the implementation of SBA in secondary schools faces unique challenges, particularly in the context of Zambia, exacerbated by the global COVID-19 pandemic. This study investigated the implementation of SBA in science subjects within selected Zambian schools, aiming to develop an evidence-based framework for sustaining the quality delivery of SBA in science education. Through a comprehensive investigation, this research examined the alignment of SBA practices with guidelines and identified gaps in implementation processes. Key objectives included assessing the evaluation of SBA policy since its rollout, examining administration processes, identifying challenges faced by stakeholders, and proposing interventions for improvement. Methodologically, the study employed tools such as questionnaires, interviews, and Focus Group Discussions to collect data. Qualitative data was analysed thematically while quantitative data was analysed using SPSS tool. Research findings revealed that teachers perceived SBA as a process of enhancing teaching and learning of science through the conduct of experiments which in turn improved teachers’ capacity and confidence in handling practical lessons. SBA provided teachers with an opportunity to closely monitor learners’ strengths and weaknesses as well as checking progress of learning. However, a considerable number of teachers held that SBA was an additional load onto their already burdened schedules but mandated to implement it as it was policy. Low staffing levels, time allocated to each science period, the number of tasks, inadequate laboratories and apparatus, resource constraints, high levels of enrolment resulting from positive response of Free Education Policy, many classes to teach by one teacher and lack of motivation, dominated the challenges faced by teachers in SBA implementation. The categorization of SBA revealed a duty-bound approach towards SBA (symbolic compliance), as SBA marks were mandatory for totalling learners’ final marks at the end of secondary school level. The study's recommendations aimed to enhance SBA implementation and foster positive educational outcomes. Furthermore, suggestions for future research include exploring the long-term impact of SBAs on academic performance, conducting comparative studies across different subjects, investigating technology integration, and exploring stakeholder perspectives. The research has contributed valuable insights to the discourse on educational assessment practices, providing a foundation for informed decision-making and strategic actions to improve science education in Zambian schools and beyond. Keywords: School Based Assessments, Monitoring, Standards, Science, Curriculum