Education
Permanent URI for this collection
Browse
Recent Submissions
- ItemCurriculum implementation of career path-ways in secondary schools in Lusaka district: a case of the 2013 competency based curriculum framework.(The University of Zambia, 2025) Manyika, KalumbuThe purpose of this study was to evaluate the extent to which public secondary schools effectively implemented the 2013 curriculum framework in line with the provisions and guidelines of the curriculum framework career pathways in Lusaka district, Zambia. Although the Ministry of Education indicated that the Zambia Education Curriculum Framework (ZECF) of 2023 was a product of an evaluation of the ZECF 2013 implementation process, there was seemingly no independent research or evaluation that provided the details on the extent to which public secondary schools adhered to the specific career pathways as outlined in the ZECF of 2023. This is a qualitative study which employed a case study research design where data was collected from a sample of 129 participants that included 48 learners, 48 Subject Teachers, 6 Guidance and Counselling Teachers, 12 Head of Departments, 8 Senior Education Standard Officers and 1 Assistant Director who were all purposively sampled. Besides, semi structured interviews and focused group discussions guides were used to collect data from the participants. Data was equally collected through document analysis of the school curriculum in every school sampled. Data was analysed thematically. The findings of the study revealed that in Lusaka district, out of the 6 (six) sampled schools only 1 (one) school fully adhered to the curriculum guidelines and provision. In addition, it was also established that most of the schools that were sampled faced inherent difficulties during the implementation of the curriculum especially the combined schools. Therefore, it concluded that the general level of adherence in the implementation of the ZECF 2013 was approximately around 66.7%. Besides, in curriculum theory and practice, there is a symbiotic relationship between a fully-fledged school and effective implementation of ZECF 2013. The Ministry of Education should upscale budget allocation to secondary schools, in order to enhance effective implementation of various curriculum career pathways.
- ItemExamining instructional leadership practices and perceptions in selected secondary schools in Lusaka district, Zambia.(The University of Zambia, 2025) Njovu, HowardThe focus of the study was to Examine Instructional Leadership Practices and Perceptions in Selected Secondary Schools in Lusaka District, Zambia. The total sample of this study was fifty six (56) that’s 30 head teachers, 26 Teachers from the schools that were identified as research fields. The sample size of 56 was used because it had nearly a good representation of the key population and desired level of statistical power or accuracy supported it. Interviews and focus group discussion were used because their help to explain, better understand, and investigate research subjects' perspectives, behaviour, experiences, and phenomena. The interview questions were open-ended, allowing for the collection of detailed information. This study examines the critical role of head teachers in enhancing teacher effectiveness and overall school success. The findings indicate a need for a better balance between head teachers' instructional and administrative responsibilities. Schools should support delegating administrative tasks to optimize their impact, allowing head teachers to focus more on instructional leadership. The research also highlights the importance of expanding professional development opportunities and implementing recognition and reward systems to enhance teacher motivation and performance. Although head teachers are generally perceived positively in areas like motivation, feedback, communication, and commitment to student progress, the study reveals that consistency in these areas needs improvement. Prioritizing clear communication of the school’s vision, providing balanced feedback, and actively recognizing student achievement will help maintain high teaching standards. The study concludes that head teachers are essential in fostering a positive school climate and improving teacher performance, with opportunities for growth in professional development and teacher recognition. Closing these gaps will help head teachers carry out their roles as instructional leaders and school managers more effectively, leading to better outcomes for teachers and pupils. .
- ItemClimate literacy and adaptation to climate change among small-scale farmers in Chongwe, Zambia.(The University of Zambia, 2025) Maninga, FaustinaThis study investigated the importance of climate literacy in influencing the attitudes and adaption strategies of small-scale farmers in Chongwe. The report emphasizes how climate change has a substantial influence on the region's agricultural output and food security, particularly through extreme weather events like droughts and floods. The specific objectives of the were to establish how climate literacy shapes the perceptions of climate change among small-scale farmers in Chongwe and to explore small scale farmers’ involvement in climate literacy interventions in Chongwe. The study also aimed at exploring how climate literacy influences the development and implementation of climate change adaptation strategies utilised by small-scale farmers in Chongwe. To gather information from small-scale farmers, the study used a qualitative research approach and conducted interviews. Participants included forty six small-scale farmers and five extension officers. Data was analysed Thematically. The findings revealed a knowledge and comprehension gap impeding successful climate change adaptation among small scale farmers in Chongwe district. Thus, study emphasized the critical need to improve climate literacy among small scale farmers through focused educational initiatives and support networks in order to equip farmers with adequate climate smartness in their agricultural endeavors. The findings further suggested that although some farmers are aware of climate change on a fundamental level, many are not fully aware of its origins and implications thereby undermining their abilities to adapt to climate change. The findings insinuate that lack of adequate climate literacy raises exposure to climate change-related hazards and lowers agricultural production among small scale farmers in Chongwe district. Consequently, the study emphasized community-based initiatives and extension services among other multifaceted educational mechanisms in order for small scale farmers to adapt climate smart agricultural practices. The study showed that by addressing these gaps, farmers may build more resilient agricultural methods, resulting in enhanced food security and sustainable livelihoods in the face of climate change. This study proffers significant insights for policymakers, practitioners, and stakeholders seeking to help rural communities in adjusting to the challenges posed by climate change.
- ItemSustainability of lesson study in teaching and learning mathematics: a case of selected schools in Lusaka district of Zambia.(The University of Zambia, 2025) Sinkala, GilbertThe purpose of the study was to investigate the long-term sustainability of lesson study in teaching and learning mathematics in selected schools in Lusaka district, Zambia. The study utilized a qualitative case study and was based on social constructivism. Six purposively selected teachers of mathematics at two different junior secondary schools were involved in lesson study cycles. At the first school, four teachers participated in teaching a single Grade eight class while at the second school two teachers took part in teaching a Grade eight class. Data were collected through questionnaires, semi structured-interviews and lesson observation. Thematic analysis was employed to analyse the data from the three sources. In line with the understanding of lesson study, the study revealed that most teachers had a correct understanding and they defined it as a process involving planning, teaching, observation, and reflection. It was further defined as a systematic inquiry into teaching and learning, where teachers collaborate to plan, conduct, observe, and reflect on research lessons to enhance the teaching and learning process. Nevertheless, teachers portrayed both positive and negative attitudes towards lesson study in teaching and learning mathematics. On the negative attitudes, it was revealed that some participants viewed lesson study as time-consuming and challenging while on the positive attitudes, it was found that some participants viewed lesson study as a way to improve teaching practices in class. It was discovered that some negative attitudes towards lesson study by some teachers were as a result of some factors that impacted the sustainability of lesson studies in teaching and learning Mathematics. For example, lack of resources such as materials used in lesson study activities, perceived benefits of lesson study, appropriate implementation of lesson study activities, time constraints and lack of continuous support from some organizations such as Non-governmental organizations and the government itself. Based on the negative attitudes, it was suggested that headteachers should continuously orient and remind teachers that lesson study is not time-consuming and challenging but beneficial to them and the learners. It was also suggested that the government should continuously provide resources and advise headteachers to ensure that they include lesson study program on the time table for it to be a success. It was recommended that the government should continuously support teachers through providing incentives such as allowances for their transport and lunch to encourage them to participate in lesson study activities to boost teacher confidence in delivering lessons to the learners.
- ItemFactors Influencing the persistence of adult learners in literacy learning at Sebenta National Institute to strenghten promgramme design and development.(The University of Zambia, 2025) Shabangu, NombukisoThis study explored the factors influencing the persistence of adult learners in a literacy programme at the Sebenta National Institute (SNI) in Mbabane, Eswatini. The study followed a qualitative approach and employed a case study design. The study had (148) participants and utilized purposive sampling to select the participants. Data was collected through semi-structured interviews and focus group discussions (FGDs). The semi-structured interviews were conducted with instructors and facilitators, each interview took between 10- 30 minutes following a structured guide to ensure focus discussions. Interviews were recorded for accuracy and later transcribed for thematic analysis. Focus group discussions involved subdividing 80 eighty adult learners into four groups of twenty (20), this collaborative approach facilitated brainstorming and dialogue around factors influencing persistence conversations were recorded and summarized for thematic analysis. Thematic analysis was employed to identify and analyse patterns within the qualitative data. This involved familiarization with the data, initial coding, and theme development. Key themes emerged around motivational factors, barriers to learning, and support systems, providing a comprehensive understanding of the factors affecting adult learners' persistence. In conclusion, this study highlights the importance of addressing adult learners’ unique needs and challenges in literacy programs. By aligning with theories such as Knowles’s Andragogy, Tinto’s Student Departure, Bandura’s Social Learning, and Maslow’s Hierarchy of Needs, the findings emphasize the role of relevant curricula, supportive environments, and flexibility in fostering persistence. The study concludes that the motivation of adult literacy learners is significantly influenced by their desire to meet prevailing needs. The major enablers for persistence are centered around the relevance of content, supportive environments, and community support. Recommendations include increasing budget allocations to SNI, fostering collective decision-making among administrators and learners, providing scholarships, periodically reviewing the curriculum, and offering transition support for learners, all aimed at strengthening program design and development.