Education Administration and Policy Studies

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Higher 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 Mukuka
The 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
Unlocking 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 Sarfraz
This 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.
The 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, Harrison
The 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
Unmasking international relations in the times of war in Africa: beyond rhetoric, reality and trust.
(International journal of research and scientific innovation, 2024-02-24) Daka, Harrison
This paper unmasks the concept of international relations using the lenses of realist school of thought. Relations of nation states towards each other, and with international organisations, including sub national entities is what international relations (IR) is all about (Antunes and Camisao, 2018; Adams, 2003; Wendt, 1992; Axelrod and Keohane 1993). The significance of IR in the contemporary world, as it were in the past cannot be overemphasized. It seeks to comprehend the roots of war and the preservation of peace both stemming from the nature and exercise of power within the global system. To this effect, the discipline of international relations comprises of numerous theories, each attempting to explain the power relations and the resultant behaviour of nation states on the international scene. Of particular interest to this article is how the realism theory of IR enhances the prospects of cooperation within the international environmentand the realists’ main obstacles to achieving cooperation in international development. As one of the many theories in the IR discourse, Realism claims to explain the reality of international politics. Realists believe that sovereign states are the principal actors on the international political system, having at their disposal justifiable actions or tools for the protection of their interests. Proponents of realism argue that states are unitary and rational actors of importance seeking to secure their survival through reliance on their own means even if it meant war (Glaser, 1994; Brown, 2007; Milner, 1992).Drawing from secondary sources of data and using a desk top review approach, this study found that realists come close to explaining the actual happenings on the IR scene i.e. the survival of the state at all costs, also called the ethics of responsibility rather than by moral principles as other theorists argue. Realism as a school of thought in the IR discourse has generated a significant volume of debate and criticisms igniting valuable insights and remains an important analytical tool for stakeholders in IR. Key Words: International Relations theories, power, security, sovereignty, corruption
The 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, Harrison
The 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

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