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- ItemThe role of the United church of Zambia in combating early marriage of girls in Isoka district of Zambia.(The University of Zambia, 2023) Chisenga, DouglasEarly marriage is a familiar phenomenon in many countries in Africa. It is a harmful traditional practice, a human rights violation that not only denies young girls a choice of whom to marry but also exposes them to psychological, social, health and economic risks. The purpose of this study was to explore the role of the United Church of Zambia (UCZ) in combating early marriage of girls in Isoka District, Zambia. The study sought to achieve the following objectives: to establish the factors that influence early marriage of girls in Isoka District, to examine initiatives put in place by the UCZ in order to combat early marriage of girls and to analyse combating measures put in place by the Church to combat early marriage. Guided by Pilcher and Imelda’s (2008) radical feminist theory, which regarded patriarchy as the primary cause of women’s oppression, the study adopted a case study research design and was informed by primary data obtained through in-depth interviews and focus group discussions. Snowball and purposeful sampling techniques were used to select participants. Research findings showed that age at first marriage, lack of financial support services and poverty, among others, significantly influenced early marriage of girls in Isoka District. The study concluded that lack of education had negative effects on people’s ability to access and use the information given on the consequences of early marriage. The study further concluded that the UCZ had programmes in which they worked with the boys and girls and the community and reviewed policies that touched on women’s lives. However, the initiation of young girls into puberty stage (chisungu) was indicative enough that the people of Isoka District were still attached to traditional patriarchal beliefs and practices, which compelled them to force their daughters into early marriage. The study recommended that the government should ensure that every district has recreational and skills training centres where young people could be kept busy and avoid early marriage, especially after dropping out of school.
- ItemAn exploration of youth involvement in the metal fabrication informal apprenticeship on Katima Mulilo roadside in Garden compound of Lusaka, Zambia.(The University of Zambia, 2024) Moonga, Anolt Leonard HimweembaThe study explored youth involvement in the Metal Fabrication Informal Apprenticeship (MFIA) on Katima Mulilo roadside in Garden Compound of Lusaka Zambia anchored on the Situated Learning theory (SL) proposed by Wenger and Lave (1991). It was a case study design using qualitative approach. The target population of the study are all out-of-school youths (OSY) and artisans; Graduate Apprentices (GAP)(Journeymen) and Providers/Master trainers/Craftsmen (PMC). The study population of thirty participants comprised ten from each category of Participating out of school youth (POSY), GAP and PMC sampled using purposive, convenient and snowball techniques. Data was collected using semi- structured interviews and a participant observation at the participants’ workplaces. It was analyzed using the Thematic Analysis (TA) framework (Braun and Clarke, 2006). The findings of the study show that the youth apprenticeship on Katima Mulilo roadside of Garden Compound of Lusaka, Zambia is weak attributed to the ineffective methods of information dissemination kinship, individual (personal) inquiry and location employed. Most youth are not awareness of the MFIA on Katima Mulilo roadside in Garden Compound of Lusaka Zambia. The youth have a positive perception of the MFIA due to the value of the MFIA they acquire the metal fabrication skill. The skill enables them to find employment in the informal sector and become entrepreneurs. Not many youths participate in the apprenticeship in metal fabrication riddled with gender disparity favoring males. The youth in Garden Compound of Lusaka Zambia follow the SL theory recommended training process in the MFIA. The youth face numerous work-related challenges as employment supersedes training in the integrated apprenticeship in the MFIA. The findings further reveal the non-use of the education system to disseminate information about the MFIA on Katima Mulilo roadside in Garden Compound of Lusaka, Zambia causing youth not to be aware and participate in the apprenticeship in the MFIA. Other findings reveal that the MFIA on Katima Mulilo roadside in Garden Compound of Lusaka Zambia is a perilous working site without a governance system riddled with multiple challenges. The study concludes that the information dissemination methods in the MFIA are responsible for the non-awareness and participation of youths in the MFIA on Katima Mulilo roadside in Garden Compound of Lusaka Zambia. The study recommends that information about the MFIA on Katima Mulilo roadside in Garden Compound of Lusaka, Zambia should be made available to the youth through the education system and other objective public methods to broaden youth apprenticeship. The MFIA on Katima Mulilo roadside in Garden Compound of Lusaka Zambia needs a governance system to sustain its operations. The significance of the study is the potential of the MFIA to mitigate poverty among the youth in Garden Compound of Lusaka, Zambia and the city of Lusaka in general through skills acquisition. If not redressed, the youth in Garden Compound of Lusaka Zambia will continue living in poverty.
- ItemEffective approaches for improving the uptake of institutional repositories content in the higher education institutions in Zambia.(The University of Zambia, 2024) Muchinga, Matildah MercyHigher Education Institutions (HEIs) are essential for academic research in Zambia. Despite the active research conducted by students and academic staff within these HEIs, the resulting output faces challenges in terms of visibility and uptake. Therefore, this study aimed to identify effective approaches for improving the uptake of IR content in HEIs in Zambia, and the specific objectives were; to determine the uptake of scholarly resource output in IRs, to identify effective techniques for depositing legacy content and to determine techniques that will ensure the effective use of selfarchiving approaches.There are 11 HEIs in Zambia (six public and five private) with functional Institutional Repositories (IRs) that conduct a lot of research; however, a substantial disparity exists between the content in these IRs and academic staff's Google Scholar profiles. Additionally, the annual trend and uptake in the IRs are very low as compared to the publications indexed on Google Scholar profiles of the academic staff of these HEIs. The expectation is that when you deploy the IR, it will result in a gradual increase in uptake because more and more people are going to be using it. The study identified academic staff with Google Scholar profiles from the HEIs, and the Publish or Perish software was employed to extract author publications from these profiles alongside Octoparse in cases where OAI-PMH was not activated. The study further employed a descriptive survey research design to collect and analyse the data for objectives two and three by conducting interviews. The study found a significant disparity between the content available in IRs and on Google Scholar profiles across HEIs, with 90% of available publications on Google Scholar profiles missing on the IRs. The study also revealed that IR uptake rates are generally low, with fluctuating trends over the years. At UNZA, the average IR uptake rate is very low: 11%, ZCAS is 37%, UNILUS is 0.8%, CU is 6%, ICU is 20%, CHAU is 7%, MU is 4%, and LAMU is 28%, respectively. The research revealed that academic staff were not aware of the IRs and their responsibility to submit publications. However, upon becoming aware, they expressed their willingness to submit the missing publications to the librarians through emails, submitting their Google Scholar profile IDs. The findings suggest that providing academic staff members with training and support about the IRs and their benefits, implementing clear IR deposit policies, and automating the deposit process would be effective strategies for ensuring that missing content or publications are uploaded to the IR. The study recommends that IRs should focus on training and supporting academic staff members, implementing clear policies, automating the deposit process, and collaborating with departments and research units to streamline the self-archiving process and improve the uptake of IR content. The research also recommends that HEIs should establish clear guidelines, responsibilities, communication channels, and support mechanisms to foster collaboration, compliance, and contributions from academic staff, departments, librarians, and other stakeholders. The study concludes that by implementing these recommendations, HEIs can improve the uptake of IRs, increase the visibility and uptake of scholarly research output, and enhance the reputation and success of academic work in HEIs.
- ItemPreparation of school administrators and its implications on their administrative performance in selected upgraded secondary schools of Lufwanyama district.(The University of Zambia, 2023) Ngoma, BeatriceThis study analysed the preparation of school administrators and its implications on their administrative performance in selected upgraded schools of Lufwanyama District of the Copperbelt Province. There are indications that a large number of secondary school administrators in Zambia experience numerous managerial challenges (Muzyamba & Changala, 2019). Kabeta (2019:18) established that ‘head teachers in Zambia are appointed based on their seniority in the Ministry and in most cases do not receive relevant training, as a result they lead and manage their schools based on trial and error’. The study was guided by the Critical Educational Administration Theory and the Human Relations Approach. Critical theorists elaborate the values and practices within schools which maintain the ideological perspectives of schools. The study revealed that most of the Headteachers in the newly upgraded schools did not receive the requisite training to enable them carry out their duties. It was seen that lack of head teacher preparation causes all manner of challenges in schools. These challenges include financial, staff personnel, community relations and curriculum challenges. This study has confirmed that the preparation of Headteachers is a vital undertaking that must not be neglected The study revealed that most new head teachers faced challenges in performing all the main tasks of school management. The challenges were related to inadequate management preparation. Majority of new administrators lacked community relations skills so as to efficiently handle parents, school community at large and relevant authorities. In general, new administrators in Lufwanyama District faced challenges in their administrative performance as a result of inadequate preparation To ensure proper preparation of Headteachers, the study recommended among other recommendations, that Headteachers training should be done at three levels namely pre-''service, in- service and on-the-job in such a way that the three modes complement each other. Various universities in Zambia should consider introducing courses at graduate level and undergraduate in School Management and not as electives. In-service training should be made mandatory, regular, and longer in duration.
- ItemExploring the effects of civic education among the learners in selected secondary schools in Siavonga district in Southern province, Zambia.(The University of Zambia, 2024) Hamainza, ChabotaThe aim of the study was to explore the effects of Civic Education among the learners in selected secondary schools in Siavonga District. Qualitative approach was used. Case study design was used. Purposive sampling was used to select 37 participants categorized as 24 teachers of Civic Education, 4 Heads of Department from social sciences department in the four (4), 4 Heads of Department from non-Civic Education, 4 Deputy Headteachers and one Education Standards Officer-General Inspection. Semi-structured interview schedule was used collect data. Findings revealed that Civic Education has positive effects among the learners. The study further revealed that Civic Education improved and regulated behavior among the learners. It acts as mirror to the learners and on what is right and wrong. The study also revealed that some learners practiced what they learnt in class. For instance, cases of crime, corruption between learners and their leaders (prefects) to escape punishment in most schools had reduced. The study also revealed that learners were motivated to understand, tolerate, question and defend what is right and wrong for a better society. However, amidst the positive effects Civic Education among the learners, there were challenges regarding the effects of the subject among learners. The study revealed that some learners did apply what they learnt in class. Their primary goal was to pass the subject. The study also revealed that teachers compete to cover the syllabi is one of the reasons why some learners were unable to practice what was taught in class. To add on, the study also revealed that learners embraced wrong doing. Wrong doing has become a way of life (culture). Corrupt elements are order of the day among most learners in school. The importance of Civic Education addresses the challenges highlighted if well implemented and managed bearing in mind why it was introduced in schools. The study revealed that Civic Education creates a sense of belonging to a nation in that the knowledge and skills acquired from the learning of Civic Education makes understand their roles and responsibilities to a country. The study also revealed that Civic Education creates civic engagement in a functional democracy. A functional democracy flourishes if citizens are informed and willingly take part in the affairs of the nation. The study also revealed that Civic Education makes society habitable in a democracy. If society has ignorant and inactive citizens, that is recipe for anarchy. Application and use of the right strategies as need demand can have a greater positive effect among the learners. The study revealed that the positive effect of Civic Education among learners is centered on the methods used to teach the subject. The study brought out the following methods: Group discussion, role play, lecture, method and debate method as remedies to some of the challenges. The study recommends that teachers of Civic Education should be resourceful by guiding learners on literature as laws change with time. What is stated in the learners’ books could not to the new laws that come after the pupils’ book was long written. The teachers of Civic Education should practice education for (knowledge and skill acquisition) and not education about (passing examinations). The use and application of workable teaching methods should be based on what a given topic requires. The other recommendation was that the Ministry of Education should monitor the implementation of Civic Education in schools. The study concluded that Civic Education provides a vital role in the lives of the learners as it equips them with knowledge and skills for them to be responsible citizens.