Prospects for professional development of female resident lecturers and students in university extension studies.
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Date
2019
Authors
Mbewe, Albetina
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Volume Title
Publisher
The University of Zambia
Abstract
This study examined the prospects for professional development of female resident lecturers and students in University Extension Studies programmes of the University of Zambia. The objectives of the study were: to examine the experiences of female resident lecturers and students in University Extension Studies; to establish the challenges faced by female resident lectures and students in University extension studies; to explore the prospects for professional development of female resident lecturers and students in university extension studies. Descriptive research design was used. The study population was all the 3 female resident lecturers and all the 205 students who were studying in university extension studies in Lusaka, Southern and North-Western Provinces. A total of 97 respondents participated in this study comprising: all the 3 resident lecturers and 94 female students. Purposive sampling was used to select the 3 resident lecturers. Data from the interviews and open-ended items of questionnaires was analysed using emerging themes. Data from the closed-ended items of the questionnaire was analysed using descriptive statistics to generate totals and percentages. Findings showed that both resident lecturers and female students had negative and positive experiences of university extension studies. Positive experiences of the resident lecturers were: excitement about holding a prestigious job and a sense of inspiration that emanated from working in a learning environment. Negative experiences were: stress emanating from dual family and professional roles; a sense of vulnerability resulting from travelling long distances to supervise centres that are far apart on poor road network; a sense of discomfort and a feeling of out of place due to working in a male dominated environment. Students positive experiences were: a sense of pride to be enrolled at University of Zambia which they considered to be the highest institution of learning in the country and a sense of contentment due to a favourable payment mode that permitted to pay in instalments. Students negative experiences of university extension included: exhaustion due to multiple roles of being a mother, wife, member of the community, worker and student; a sense of vulnerability due moving at night to attend classes; and low self-esteem due to community perception that they were failures and that explained why they attended evening classes. The challenges resident lecturers faced were: using old vehicles and difficulties of addressing the demand to open centres in areas without suitable facilities. Challenges students faced were: difficulties of progressing from diploma to degree programmes within the University of Zambia; absence of libraries for reference materials and poor sanitation conditions. Prospects for professional development for both female resident lecturers and students were high. The high prospects were enhanced by: opportunities to advance their studies, and all three resident lecturers were engaged in PhD studies. The prospects for the students were also high due to the opportunity to get credentials from the University of Zambia and a high chance of completing studies due to the favourable mode of payment of tuition fees. In conclusion, the prospects for both female resident lecturers and students were high, boosted by opportunities to study and positive experiences. The study recommended that the University of Zambia must introduce degree programmes through university extension to mitigate the difficulties to progressing to higher levels. The University of Zambia must employ center organizers who will complement the supervision of part-time tutors.
Key words: Prospects for professional development, Gender, Resident Lecturer and Experience
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Keywords
professional development--Women