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Journal articles on the topic 'Education and state – Zambia'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Peele, Muchinka Mbewe, Cindy Gill, and Sarah Wainscott. "Progress in Education of Children With Disabilities in Zambia." Perspectives of the ASHA Special Interest Groups 5, no. 6 (December 17, 2020): 1820–27. http://dx.doi.org/10.1044/2020_persp-20-00034.

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Purpose The purpose of this review article is to review the progress made in the treatment and education of persons with disabilities in Zambia, to identify barriers that have hindered change and initiatives that have facilitated positive changes in Zambia, and to highlight the initial steps toward the establishment of the profession of speech-language pathology in Zambia. Conclusions There have been remarkable strides in the education of children with disabilities and the establishment of support for persons with disabilities since the Republic of Zambia became an independent nation in 1964. Zambia's limited resources, understanding of disabilities, and cultural and social barriers have hampered efforts to provide special services to children. Despite these challenges, many policies have been adopted and laws passed to protect the rights of those with disabilities, including access to quality equitable and inclusive education programs. Though implementation of the stated ideals has been difficult, and poverty continues in many areas, preparation of special education teachers and inclusion practices has improved. One vital service for children with disabilities, speech/language therapy, remains outside the new provisions. Speech therapy is not currently provided in the schools and is rarely available elsewhere. Though there are currently no Zambian college or university preparation programs for speech therapists, plans to bring speech pathology to Zambia are underway.

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Edwards Jr., D. Brent, Taeko Okitsu, and Peggy Mwanza. "Low-fee private schools, the state, and globalization: A market analysis within the political sociology of education and development." education policy analysis archives 27 (October 21, 2019): 133. http://dx.doi.org/10.14507/epaa.27.4534.

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This study investigates the emergence and supply-demand dynamics of a market for low-fee private schools (LFPS) at the level of early childhood care and education (ECCE) in a slum of Lusaka, Zambia. Based on data collection over 1.5 years, the study reveals that, despite a government policy to support ECCE, over 90% of ECCE centers are private; that school operators tend to be former teachers, businessmen/women, and religious leaders; and that LFPSs charge, on average, 2.5 times as much as government ECCE centers for tuition, not including additional indirect costs. The paper discusses how teachers in LFPSs are caught in the middle, making less than the average income earned by others in the surrounding slum, and are unable to afford LFPS fees themselves. Importantly, the paper highlights that lower income quintiles spend a greater percentage of their income on ECCE, and that a majority of families in the study must make tradeoffs between ECCE, food, housing, and other basic expenditures in order to afford private ECCE, which is a necessity given the inadequate supply of government ECCE centers. In addition to addressing school strategies for keeping costs down, this study reports on parental decision-making when it comes to school selection. Finally, beyond a straight market analysis of LFPSs at the ECCE level in Zambia, this article also comments on how this market fits into the dialectical nature of local and global contexts. That is, it draws attention to the workings of the Zambian state and its precarious position in the global capitalist economy.

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Kayombo, Kelvin Mukolo, and Steve Carter. "Competitive Positioning of a Higher Education Institution in Zambia: The Case of ZCAS." Journal of Education and Vocational Research 8, no. 2 (September 28, 2017): 6–21. http://dx.doi.org/10.22610/jevr.v8i2.1858.

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This study was the second phase of a larger research project that was designed to identify and measure a higher education institutionâ€™s brand in Zambia in order to ascertain areas for strengthening the brandâ€™s competitive position. The objectives of this conjoint study were twofold: firstly, to identify the current position of the ZCAS brand as a case study and secondly, to establish the current position of the ZCAS brand relative to its higher education (HE) competitors in Zambia. This quantitative study involved administering a conjoint questionnaire to 110 first year students in ZCAS and 280 first year students in seven universities in the country. The 19 branding elements identified in the initial qualitative stage of the project were aggregated into five principal branding factors using Atlas.tiâ€™s co-occurrence tools to facilitate this conjoint study. These five principal branding attributes are teaching quality, fees, course availability, learning environment and employability. The study revealed that ZCAS has a fairly strong brand position in the Zambian HE sector because the most important elements in its brand model, i.e. course availability, teaching quality and facilities are also the premier brand dimensions in the market. The study also revealed that ZCAS needs to reposition itself away from the competition in order to occupy a more favorable position in the minds of its prospective and existing customers. Accordingly, the study recommends that ZCAS increases its course offerings and collaborates with universities in the region. ZCAS should also consider setting up a quality assurance unit to foster quality in the institution. This study adds to the increasing body of knowledge on HE branding, particularly in developing countries, by developing and then testing a brand orientation model for the Zambian HE market.

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Luo, Jianhua, and Gift Muyunda. "Teachers' Voice in Zambia." International Journal of Asian Education 2, no. 3 (August 15, 2021): 388–97. http://dx.doi.org/10.46966/ijae.v2i3.164.

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Curriculum Development in Zambia is highly centralized, with the Curriculum Development Center (CDC) being charged with developing the curriculum through consultative and participatory approaches through the course and subject panels where teachers are engaged. Nevertheless, there has been no empirical evidence to show how teachers are actively involved in the development process. This study aimed to investigate the phenomenon of teachers' involvement in the curriculum development process in Zambia. This study was qualitative and used a case study design approach. Data was collected using a semi-structured interview guide from secondary school teachers and headteachers. Raw data were collected through semi-structured interview forms from secondary school teachers and headteachers. The researcher analyzed the data using MAXQDA qualitative software to identify initial codes and generate emerging themes quickly. The results showed that secondary school teachers were dissatisfied with the present way of curriculum development, which insignificantly neglects them, and also, the majority of them have never participated in the development of the curriculum. Further, the results revealed that most of the secondary school teachers in Lusaka were willing to participate at any stage of the curriculum development in Zambia. This study concludes by arguing that secondary school teachers are significantly neglected to participate in the curriculum development in Zambia and recommends that the Ministry of General Education (MoGE) broaden the scope of secondary school teachers' participation in the curriculum developed through the Curriculum Development Center (CDC).

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Pillai, Vijayan K., and Mark Conaway. "Immunisation coverage in Lusaka, Zambia; implications of the social setting." Journal of Biosocial Science 24, no. 2 (April 1992): 201–10. http://dx.doi.org/10.1017/s0021932000019738.

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SummaryThis paper develops a conceptual framework for examining the process of immunisation and explores the sociodemographic determinants of vaccination in Zambia. About 300 mothers with children under 3 years of age were interviewed in urban Lusaka. The analyses suggest that sociostructural, as well as cultural, processes influence the attrition process and immunisation programmes should focus on the uniqueness of each stage. In addition, programmes to improve women's education and to reduce male gender preferences are needed.

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Chipembele, Matuka, and Kelvin Joseph Bwalya. "Assessing e-readiness of the Copperbelt University, Zambia: case study." International Journal of Information and Learning Technology 33, no. 5 (November 7, 2016): 315–32. http://dx.doi.org/10.1108/ijilt-12-2015-0036.

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Purpose The purpose of this paper is to assess e-readiness (preparedness) of the Copperbelt University (CBU) with a view to ascertain the likelihood of the university benefiting from various opportunities unlocked by the adoption and use of ICT in advancing its core mandate of teaching, learning and collaborative research. Design/methodology/approach The study used the network readiness model emanating from the socio-technical theory, which underpins the extended technological enactment framework. Further, it employed a positivist approach and adopted a case study method coupled with methodological triangulation at data collection stage. With a 95 per cent confidence level of a possible sample frame of 2,980, the study sampled 353 respondents with a response rate of 81 per cent. Findings The results show that anticipated ICTs users have not leveraged available ICT infrastructure or are unaware of its existence. Further, quantitative constructs: “accessibility to ICTs” and “requisite ICTs skills” has significant impacts on e-readiness indicators and in integration of ICTs in CBU core business activities. Also, the study argues that institutional ICT policy and working environments reshape users’ perception of ICTs for teaching, learning and research. Research limitations/implications The proposed conceptual framework only accounted for 43 per cent variance of the factors determining e-readiness of CBU. Originality/value Investigating CBU’s e-readiness will enable policy-makers to prioritise interventions needed for transforming the university into an e-ready entity favourably placed to benefit from digital opportunities. Also the emanating conceptual framework is important to theory and practice in integrating ICTs universities business value chains especially in contextually similar environments.

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Ng'ombe, John, and Thomson Kalinda. "A Stochastic Frontier Analysis of Technical Efficiency of Maize Production Under Minimum Tillage in Zambia." Sustainable Agriculture Research 4, no. 2 (March 19, 2015): 31. http://dx.doi.org/10.5539/sar.v4n2p31.

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<p>Minimum tillage and other conservation agriculture practices are not only associated with income gains but are also claimed to be the panacea to the declining agricultural productivity and soil degradation problems in Africa and across the world. The few studies on technical efficiency related to the agricultural sector performance in Zambia have not attempted to determine how technically efficient smallholder farmers that produce maize under minimum tillage are. This study used stochastic frontier analysis based on both the half-normal and exponential model distributions on 2008 cross-sectional nationally representative data of 160 smallholder maize farm households that adopted minimum tillage in Zambia. Results indicate that maize farmers face increasing returns to scale (1.074) implying that there were opportunities for them to improve their technical efficiency as they were operating in stage I of their production functions. The half-normal and exponential model distributions indicate average technical efficiency scores of 60 and 71.7 percent, respectively. Their respective lowest efficiency scores were 9.3 and 8.5 percent. The highest efficiency scores for the half-normal and exponential model distributions were 89.3 and 90.9 percent. Maximum likelihood estimation results show that marital status, level of education of household head, square of household size, off farm income, agro-ecological region III, distance to vehicular road and access to loans are statistically significant factors that affect technical efficiency of smallholder maize farmers that practice minimum tillage in Zambia. The study calls for increased infrastructural development through construction of improved road network, schools and colleges in remote areas as a means to increasing accesss to knowledge and other agricultural services in order to enhance their technical efficiency levels. It also recommends promotion of minimum tillage practices in recommended agro-ecological regions to improve their technical efficiency. The study further acclaims for increased access to loans by smallholder maize farmers that practice minimum tillage as this would in one way induce them to invest in improved varieties and equipment that would help enhance their technical efficiency in Zambia.</p>

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Muyunda, Gift. "Re-entry Policy Implementation Effectiveness." International Journal of Asian Education 2, no. 2 (May 13, 2021): 167–81. http://dx.doi.org/10.46966/ijae.v2i2.151.

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The overall purpose of this study was from an educational management perspective to explore the effectiveness of the re-entry policy implementation in public schools in Lusaka District, Zambia, and highlight the missing links between the stipulated re-entry policy of 1997 and the actual practice on the ground in terms of its implementation in secondary schools. This study was qualitative and employed a case study approach, and standard open-ended interviews were used to obtain data from the district education officers, headteachers, teachers, and parents to teen mothers. The study's findings imply that the re-entry policy implementation in the selected secondary schools is not practical to a high degree. The study findings further indicated that the policy is silent, and there is no awareness of the policy in secondary schools due to unclear policy goals and objectives. The study findings also indicated no sense of ownership of the policy by stakeholders responsible for implementing the policy. Further, the study concluded that secondary schools' policy implementation is not practical because there are no clear stated objectives, implementation and monitoring strategies, financial, human, and legal resources. Hence, this study recommended that the Ministry of General Education redesign the policy, including all stakeholders in the formulation process, and clearly state its goals and objectives to ensure future successful implementation.

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GARWE, Evelyn Chiyevo. "The Status Quo of Doctoral Education in Universities in Zimbabwe." Journal of Studies in Education 5, no. 3 (June 1, 2015): 22. http://dx.doi.org/10.5296/jse.v5i3.7645.

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<p>Globally, the importance of highly qualified human resources (holders of doctoral degrees) in providing the requisite skills for knowledge economies is well acknowledged. Sadly, African universities are reportedly lagging behind in terms of satisfying the required quantity and quality of doctoral graduates (Harle, 2013). This study was aimed at providing empirical evidence on the status of doctoral education in Zimbabwe as well as identifying the reasons for the status quo. Documentary evidence and telephonic interviews were used to collect data from all the 15 (40%) registered universities in Zimbabwe. The interviews involved doctoral students enrolled in local universities as well as in foreign universities, aspiring doctoral candidates and senior academics based in local universities.The findings showed that six out of the 15 universities were offering programmes at doctoral level in 2014 giving a share of 0.2%. The combined doctoral degree enrolment was 150 translating to a share of 0.18% of the total student enrolments. A total of 28 people graduated with doctorates from Zimbabwean universities in 2014. Approximately 565 academics from Zimbabwean universities were pursuing doctoral degrees at universities in the region notably in South Africa and Zambia and yet only one university in Zimbabwe enrolled students from the region. The reasons for this state of affairs included the stringent regulatory environment regarding doctoral study in Zimbabwe, shortage of supervisors due to brain drain, unavailability of doctoral programmes at 60% of the local universities and inadequate funding and resources. The study the study recommends that ZIMCHE and universities should revisit their standards and regulations. In addition, government needs to adequately remunerate university staff and provide funding for research and doctoral studies.</p>

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Zulu, Mutinke, Margaret C. Maimbolwa, Brenda Sianchapa, Concepta Kwaleyela, and Emmanuel Musenge. "Confidence among midwifery students in providing postnatal care at completion of training in selected midwifery schools in Zambia." African Journal of Midwifery and Women's Health 14, no. 4 (October 2, 2020): 1–11. http://dx.doi.org/10.12968/ajmw.2019.0043.

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Background/Aims Quality midwifery education is important in empowering student midwives with the confidence, knowledge, skills and attitudes relevant to the provision of quality postnatal care. The study aimed to assess confidence in providing postnatal care among midwifery students upon completion of training at selected midwifery schools in Zambia. Methods A cross-sectional survey was conducted in November 2016 at 5 of the 13 midwifery schools in Zambia. The sample comprised 194 finalist midwifery students who were purposively selected. Ethical approval was sort from the University of Zambia Research and Ethics Committee and participants signed informed consent forms. A self-administered questionnaire was used for data collection. Data were analysed using SPSS version 20, and the chi-squared test was used to analyse the significance of the relationship between variables, with significance set at 0.05. Results Almost all (97%) student midwives were confident in their ability to provide postnatal care independently. Most stated that they had enough time to practice in the skills laboratory (63%) and were confident when they practiced on mothers and their babies for the first time (62%). The majority (82.5%) were satisfied with the supervision they received from their mentors. Confidence to provide postnatal care independently was significantly associated with the confidence to practice for the first time on mothers and their newborns (P=0.007) and with satisfaction with clinical supervision (P=0.004). Conclusions Student midwives were confident in their ability to provide postnatal care. Time spent practicing in the skills laboratory and the amount of clinical supervision were two factors that enhanced students' confidence. Midwifery schools must emphasise clinical practice and supervision in order to produce confident midwives.

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MASUDI UCHUDI, JOSEPH. "SPOUSES’ SOCIOECONOMIC CHARACTERISTICS AND FERTILITY DIFFERENCES IN SUB-SAHARAN AFRICA: DOES SPOUSE’S EDUCATION MATTER?" Journal of Biosocial Science 33, no. 4 (October 2001): 481–502. http://dx.doi.org/10.1017/s0021932001004813.

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Although the general objective of this study is to examine the extent to which spouses’ socioeconomic characteristics determine whether modern contraception is used and whether family limitation (the demand for no more children) is desired, its central goal is to evaluate the degree to which the net effect of a woman’s education on those fertility decisions is altered once a control is made for the level of schooling of the husband. Individual characteristics of spouses included as controls in this analysis are on the one hand women’s attributes relating to employment, age, parity, ethnic identity, and urban residence and, on the other hand, the occupation of the husband. Data used in this research are provided by DHS surveys conducted in fourteen sub-Saharan countries: Mali, Burkina Faso, Niger, Nigeria, Cameroon, Benin, Senegal, Ghana, Central African Republic, Kenya, Zambia, Zimbabwe, Namibia and Rwanda. With two dichotomous outcome variables, logistic regression was used to estimate two nested models for each dependent variable and for each country covered by the study. DHS respondents used as units of analysis in this study are women who were married (any kind of union) and non-pregnant at the time when each national survey was conducted. The findings suggest that, while an educated wife needs the support of an educated husband to state a preference for family limitation in contemporary sub-Saharan Africa, controlling for husband’s education and other relevant covariates does little to undermine the evidence that woman’s advanced education and the adoption of modern family planning are positively related in the developing world.

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Stecklein, Shane R., Cullen M. Taniguchi, Adam D. Melancon, Dorothy Lombe, Kennedy Lishimpi, Lewis Banda, Catherine Mwaba, et al. "Radiation Sciences Education in Africa: An Assessment of Current Training Practices and Evaluation of a High-Yield Course in Radiation Biology and Radiation Physics." JCO Global Oncology, no. 6 (October 2020): 1631–38. http://dx.doi.org/10.1200/go.20.00350.

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PURPOSE Formal education in the radiation sciences is critical for the safe and effective delivery of radiotherapy. Practices and patterns of radiation sciences education and trainee performance in the radiation sciences are poorly described. This study assesses the current state of radiation sciences education in Africa and evaluates a high-yield, on-site educational program in radiation biology and radiation physics for oncology and radiation therapy trainees in Africa. METHODS An anonymous survey was distributed to members of the African Organization for Research and Treatment in Cancer Training Interest Group to assess current attitudes and practices toward radiation sciences education. A 2-week, on-site educational course in radiation biology and radiation physics was conducted at the Cancer Diseases Hospital in Lusaka, Zambia. Pre- and postcourse assessments in both disciplines were administered to gauge the effectiveness of an intensive high-yield course in the radiation sciences. RESULTS Significant deficiencies were identified in radiation sciences education, especially in radiation biology. Lack of expert instructors in radiation biology was reported by half of all respondents and was the major contributing factor to deficient education in the radiation sciences. The educational course resulted in marked improvements in radiation biology assessment scores (median pre- and posttest scores, 27% and 55%, respectively; P < .0001) and radiation physics assessment scores (median pre- and posttest scores, 30% and 57.5%, respectively; P < .0001). CONCLUSION Radiation sciences education in African oncology training programs is inadequate. International collaboration between expert radiation biology and radiation physics instructors can address this educational deficiency and improve trainee competence in the foundational radiation sciences that is critical for the safe and effective delivery of radiotherapy.

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Chileshe, Lukonde Derrick. "Teacher Educators’ Perceptions of Environmental Education As a Crosscutting Issue and Their Participation in Its Teaching at Kitwe and Mansa Colleges of Education." Journal of Law and Social Sciences 1, no. 1 (March 31, 2012): 53–65. http://dx.doi.org/10.53974/unza.jlss.1.1.368.

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This study was undertaken to investigate the respondents’ perceptions of Environmental Education (EE) and participation in its teaching at Kitwe and Mansa Colleges of Education in Zambia. The study used both qualitative and quantitative research approaches which also included questionnaires, observations and focus group discussions as research instruments. Content analysis was used to ascertain teacher educators’ participation in EE. A sample comprised thirty-three purposively selected college teacher educators. The data collected was analysed both qualitatively and quantitatively. The findings revealed that respondents’ views of EE were associated with creation of awareness about the environment and narrowly viewed EE in terms of nature conservation. The majority (73%) of the respondents stated that EE was wrongly included in the curriculum. The study further revealed that EE was only taught as topics or subtopics in Science Education (SE), Social, Spiritual and Moral Education (SSME) and Technology Studies (TS) and not as a crosscutting discipline across the curriculum; and that teacher educators essentially adopted teacher-centred methods in teaching EE, concentrating on imparting book-based knowledge. Moreover, no mechanism existed to compel them to integrate EE in lessons taught making the crosscutting approach ineffective in implementing it. The majority of the respondents had neither received pre-service nor in-service training in EE and if they had received such training, it was irrelevant to the work they were doing. The study concluded that EE should not end at the creation of awareness about the environment but should be linked to knowledge, skills and attitudes required to demand for an action for the environment. The recommendations made were that the curriculum should be reviewed and EE topics or content also be incorporated in all study areas. In addition, the Ministry of Education (MoE) through Teacher Education and Specialised Services (TESS) should formulate a policy framework to guide EE teaching in Primary Colleges of Education. In fact, the EE should formulate or contribute questions toward final examinations and the Ministry of Education (MoE) should procure EE teaching resources. Additionally, teacher educators should use extra curricular activities as learning space for EE. Lastly, colleges should appoint EE Coordinators to spearhead the EE implementation. There is an urgent need to train or reorient teacher educators in the two colleges on how they could strengthen the grounding in EE. When such training is concluded well, it should now cover all the Zambian Colleges of Education.

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Cabanes, Anna, Mary Rose Giattas, Mavalynne Orozco-Urdaneta, Groesbeck Parham, Leeya Pinder, Armando Sardi, and Safina Yuma. "Different Routes, Similar Destination: Building Breast Care Models in Tanzania, Zambia, and Colombia." Journal of Global Oncology 4, Supplement 3 (October 2018): 7s. http://dx.doi.org/10.1200/jgo.18.10050.

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Purpose Cancer is becoming an urgent problem in low- and middle-income countries as the global burden of disease shifts from infectious to noncommunicable diseases. Whereas cervical cancer and breast cancer are preventable and treatable, these diseases are the leading causes of women’s cancer deaths in low-resource settings, mostly because of late-stage presentation and limited diagnostic and treatment capacities. Methods Using the Breast Health Global Initiative resource-stratified guidelines and a phased implementation approach, countries with resource constraints have designed and implemented breast cancer interventions that allow for a balanced, efficient, and equitable use of limited resources. Results Tanzania, Zambia, and a rural area of Colombia serve as examples of evidence-based approaches to the implementation of breast cancer control programs, leveraging the successes and experiences of existing care platforms—mostly cervical cancer and HIV—while creating a solid foundation for country ownership and sustainability. Tanzania used a top-down approach, investing in understanding the needs through a breast health care assessment to inform policy and practice, as well as building a national policy framework. Zambia analyzed the successes and experiences of their public Cervical Cancer Prevention Program to introduce breast cancer education, detection, and surgical treatment, and to improve the time of diagnosis for breast cancer using the single-visit approach recommended by WHO for cervical cancer. A rural community in Colombia has focused on mitigating some of the most common barriers that women face during their cancer journey by improving the cancer education of medical personnel, providing technology for early diagnosis, and implementing an outreach and navigation program that has significantly reduced waiting times from screening through diagnosis and treatment. Conclusion What are key characteristics that guarantee success? Country ownership is crucial, with political, institutional, and community ownership; capabilities; and accountability. Under these four dimensions and a phased implementation framework, we explain the approach that civil society, ministries of health, and stakeholders have taken to implement these programs. AUTHORS' DISCLOSURES OF POTENTIAL CONFLICTS OF INTEREST The following represents disclosure information provided by authors of this manuscript. All relationships are considered compensated. Relationships are self-held unless noted. I = Immediate Family Member, Inst = My Institution. Relationships may not relate to the subject matter of this manuscript. For more information about ASCO's conflict of interest policy, please refer to www.asco.org/rwc or ascopubs.org/jco/site/ifc . Anna Cabanes Research Funding: Pfizer, Genentech, Merk (Inst) Travel, Accommodations, Expenses: Pfizer, Astra Zeneca Mary Rose Giattas Research Funding: Pfizer, Genentech, Merk (Inst) Travel, Accommodations, Expenses: Pfizer, Astra Zeneca Mavalynne Orozco Urdaneta Stock or Other Ownership: Celgene, Johnson and Johnson Armando Sardi Stock or Other Ownership: Celgene, Johnson and Johnson

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Muleya, Gistered, Francis Simui, Kasonde Mundeende, Fabian Kakana, Godfrey Mwewa, and Prof Boniface Namangala. "Exploring Learning Cultures of Digital Immigrants in Technologically mediated Postgraduate distance learning mode at the University of Zambia." Zambia ICT Journal 3, no. 2 (November 30, 2019): 1–10. http://dx.doi.org/10.33260/zictjournal.v3i2.83.

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In this study, we interrogate the Learning Cultures of Peace Leadership and Conflict Resolution Postgraduate learners in their quest for higher education within the University of Zambia using the Learning Management System. The thrust of the study is on learning cultures of digital immigrants in technologically mediated postgraduate distance learning mode to inform the development of learner responsive services. The study rides on Hermeneutics Phenomenology approach to elicit lived experiences of seventeen (17) purposively selected year two students. The study approach is well suited as it empowers Digital immigrants to voice out their lived realities while following the digital mediated Masters of Science in Peace Leadership and Conflict Resolution Programme to forge best ways of harnessing their learning opportunities. The findings reveal that whereas learners have migrated to the Learning Management System, their learning culture is profoundly still in the print age as they keep on requesting for print based educational resources. Secondly, there is limited interactivity among learners and between learners and their learning facilitators, negating the very essence upon which the Learning Management System has been created. This state of affairs has had a bearing on their motivation to engage effectively in the actual learning process as informed by Moore’s theory of Interactivity and Siemens’ theory of Connectivism. To this end, the study recommends that learners are effectively oriented in the use of digital resources to empower them as they exploit the available educational opportunities. Additionally, there is need to strengthen capacity building mechanisms in order to bridge the gap between the learners and the learning facilitators.

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Kiwanuka, Rebecca N. L., and Charles Machethe. "Determinants of Smallholder Farmers’ Participation in Zambian Dairy Sector’s Interlocked Contractual Arrangements." Journal of Sustainable Development 9, no. 2 (March 30, 2016): 230. http://dx.doi.org/10.5539/jsd.v9n2p230.

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<p>Linking smallholder farmers to modern value chains through contract agriculture (CA) is one of the rural development strategies being promoted to address the challenge of smallholders’ integration in markets. However, the conditions under which CA enhances smallholders’ prospects for inclusion in modern value chains is still debatable. This paper examines the determinants of smallholders’ participation in Zambian dairy markets through interlocked contractual arrangements (ICAs). A multi-stage sampling design was used to select 266 households from milk shed areas from three districts in Lusaka and Central provinces of Zambia. A double-hurdle model was estimated from data collected through semi-structured questionnaires, key informant interviews and focus group discussions. Key determinants of smallholders’ participation in ICAs included ownership of improved breed animals, MCC milk price, access to dairy marketing information, income from other sources and landholding size. While most of these factors also affected the proportion of milk sold, the following were also important: household head education level, cattle rearing culture, extent of supplier’s dependency on buyer and trust in the exchange relationship. To enhance smallholders’ market participation, there is need to facilitate their access to extension services, infrastructure (breeding centres, MCCs and water) and affordable stock feed, and to offer them an effective milk price that is higher than the spot market price. Promotion efforts should target smallholders that are literate, from a cattle rearing culture, and particularly encourage youth and women participation. There is also need for building trust in the exchange relationship and judicious use of power by processors.</p>

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Chitondo, Lufeyo. "AN EVALUATION OF READING KNOWLEDGE AND LINGUISTIC READING SKILLS ACHIEVEMENT OF GRADE1 LEARNERS IN SIX SCHOOLS OF MILENGE DISTRICT OF LUAPULA PROVINCE ZAMBIA." International Journal of Advanced Research 9, no. 09 (September 30, 2021): 69–79. http://dx.doi.org/10.21474/ijar01/13376.

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The purpose of the study was to evaluate the Reading knowledge and linguistic Reading skills achievement of Grade 1 learners in three schools that are close to the District Administrative centre and three schools that are far from the District Administrative centre. The study employed a mixed method paradigm of an embedded method and descriptive survey design that used purposive and simple random sampling to select 6 Head teachers, 6 teachers, 6 SICs, 2 Education standards officers and 80 learners. Data was obtained from respondents by means of interviews, questionnaires and classroom observation schedules. Frequency, percentages, tables, graphs and pie-charts were used to analyze the quantitative and qualitative data obtained. Data was then analyzed by use of the Statistical Package for Social Science (SPSS) computer package. The findings revealed significant differences in that learners achievement of Reading knowledge and linguistic Reading skills between the two sets of schools. Findings showed differences in learners attendance of lessons and teachers absence in classrooms, poor state of infrastructure, multiple sessions, poor pedagogical practices, absence of adequate and appropriate teaching and learning materials in reading, limited number of textbooks, lack of improvisation, inadequate internal and external monitoring, irregular CPD meetings, poor teaching methods and techniques, inadequate assessment and poor record keeping.

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Carm, Ellen. "Inclusion of Indigenous Knowledge System (IKS) – A Precondition for Sustainable Development and an Integral Part of Environmental Studies." Journal of Education and Research 4, no. 1 (July 6, 2014): 58–76. http://dx.doi.org/10.3126/jer.v4i1.10726.

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UNESCO (2005) launched the Decade of Education for Sustainable Development, 2005-2014, and as we now proceed into the final year of that decade there is a time for asking whose development? That question heavily relies upon what type of education, which again leads to aspects concerning epistemological lenses. I am using my experiences and research from two totally different assignments; an evaluation of a post-literacy and skills program in rural Laos, and the other aimed at developing and implementing a localized approach to HIV/AIDS education in Zambia. The outcomes from the two interventions revealed that in order to initiate and sustain change and development, it was crucial to ensure the inclusion and merger of multiple knowledge systems, science and traditional knowledge. That requires a focus on how. In other words, the processes we put in place to ensure the recognition and merger of different epistemologies are crucial to ensure sustained local development.The paper briefly discusses key concepts related to multiple knowledge systems, education for sustainable development, and different conceptualization of learning and teaching methods, and explores how environmental education can contribute to sustainable development. The last section illustrates how expansive learning can be applied as a method and a tool to analyze the processes at stake, and outcomes of participatory and inclusive interventions. The paper elaborates on the methodology and shows how a multi-voiced approach can bridge the gap between different epistemologies, e.g. Indigenous Knowledge and Western Knowledge, create space for interaction and negotiations among a diverse group of stakeholders and actors to reach to the local innovations and development activities.DOI: http://dx.doi.org/10.3126/jer.v4i1.10726Journal of Education and Research, March 2014, Vol. 4, No. 1, pp. 58-76

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Bethancourt, Hilary, Edward Frongillo, and Sera Young. "Water Insecurity Is Prevalent and Associated With Constrained Food Choices in Low- and Middle-Income Countries." Current Developments in Nutrition 5, Supplement_2 (June 2021): 625. http://dx.doi.org/10.1093/cdn/nzab045_007.

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Abstract Objectives Water insecurity may coincide with and exacerbate food insecurity and poor nutrition and health. The Household Water Insecurity Experiences (HWISE) Scale permits quantification and comparison of water access and use across low- and middle-income countries (LMICs). With Gallup and UNESCO, we collected the first nationally representative data on water insecurity in half the world's population. We investigated the national prevalence of water insecurity and predictors of altered food choice resulting from problems (in quantity, quality, or stability) with water. Methods The 2020–2021 Gallup World Poll administered the 12-item HWISE module to individuals ≥ 15 y in 31 countries in Africa, Asia, and South America. Responses to each item were “never,” “1–2 months,” “some, not all months,” and “almost every month” (scored 0–3, total range 0–36) in the prior 12 months. One HWISE item asked the frequency with which respondents changed what was eaten due to water problems. Ordered logistic regression models controlling for country fixed effects examined the odds of reporting a higher frequency of water-induced changes in food choices in relation to 10-y-increment age groups, sex, rural/urban residence, marital status, education, number of children and adult household members, 27 income brackets, difficulty affording shelter, and social support. Results In the seven countries for which data were available at the time of submission (China, Congo Brazzaville, Ghana, Ivory Coast, Mauritius, Uganda, and Zambia, n = 8,916), the national prevalence of water insecurity (HWISE score > 12) ranged from 2.4 ± 0.4% in China to 42.7 ± 2.1% in Zambia. Higher odds of water-induced changes in food choices were found for each additional child (OR: 1.05; 95% CI: 1.02, 1.08) and with difficulty affording shelter (OR: 1.90; 95% CI: 1.69, 2.14). Lower odds of water-induced changes in food choices were found for each higher income bracket (OR: 0.97; 95% CI: 0.96, 0.98) and amongst those with social support (OR: 0.76; 95% CI: 0.67, 0.87) and those > 65 years of age relative to other age groups (ORs ranging from 0.50–0.60; all P < 0.02). Conclusions Water insecurity is a concern in many LMICs and may constrain food choices for people experiencing other social and economic hardships. Funding Sources Carnegie Corporation and United State Agency for International Development Cooperative Agreement.

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Songiso, Mutumba, Leeya F. Pinder, Jabulani Munalula, Anna Cabanes, Sarah Rayne, Sharon Kapambwe, Aaron Shibemba, and Groesbeck P. Parham. "Minimizing Delays in the Breast Cancer Pathway by Integrating Breast Specialty Care Services at the Primary Health Care Level in Zambia." JCO Global Oncology, no. 6 (September 2020): 859–65. http://dx.doi.org/10.1200/go.20.00083.

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PURPOSE In Zambia, more than two-thirds of female patients with breast cancer present with late-stage disease, leading to high mortality rates. Most of the underlying causes are associated with delays in symptom recognition and diagnosis. By implementing breast care specialty services at the primary health care level, we hypothesized that some of the delays could be minimized. METHODS In March 2018, we established a breast care specialty clinic for women with symptomatic disease within 1 of the 5 district hospitals in Lusaka. The clinic offers breast self-awareness education, clinical breast examination, breast ultrasound, ultrasound-guided breast biopsy, surgery, referral for chemoradiation, follow-up care, and electronic medical records. RESULTS Between March 2018 and April 2019, of 1,790 symptomatic women who presented to the clinic, 176 (10%) had clinical and/or ultrasound indications for histologic evaluation. Biopsy specimens were obtained using ultrasound-guided core-needle procedures, all of which were performed on the same day as the initial visit. Of the 176 women who underwent biopsy, 112 (64%) had pathologic findings compatible with a primary breast cancer, and of these, 42 (37%) were early-stage (stage I/II) disease. Surgery for early-stage cancers was performed at the district hospital within 2 weeks of the time of definitive pathologic diagnosis. Patients with advanced disease were referred to the national cancer center for multimodality therapy, within a similar time frame. CONCLUSION Breast care specialty services for symptomatic women were established in a district-level hospital in a resource-constrained setting in Africa. As a result, the following time intervals were minimized: initial presentation and performance of clinical diagnostics; receipt of a definitive pathologic diagnosis and initiation of surgery; receipt of a definitive pathologic diagnosis and referral.

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Simpson, Anthony, and Brendan Carmody. "Education in Zambia: Catholic Perspectives." Journal of Religion in Africa 31, no. 3 (August 2001): 362. http://dx.doi.org/10.2307/1581615.

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Carmody, Brendan. "Zambia: multi‐faith religious education?" Journal of Beliefs & Values 27, no. 3 (December 2006): 291–301. http://dx.doi.org/10.1080/13617670601001140.

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Gordon, Jenny, and Kerry Postlewhite. "Mwabu: Interactive Education in Zambia." Childhood Education 93, no. 4 (July 4, 2017): 289–91. http://dx.doi.org/10.1080/00094056.2017.1343563.

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Nyambe, Imasiku Anayawa. "Earth Science Education in Zambia." Journal of African Earth Sciences 28, no. 4 (May 1999): 851–60. http://dx.doi.org/10.1016/s0899-5362(99)00058-5.

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Kallmann, Deborah, and Brendan Carmody. "Education in Zambia: Catholic Perspectives." International Journal of African Historical Studies 35, no. 1 (2002): 194. http://dx.doi.org/10.2307/3097400.

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Mphaisha, Chisepo J. J. "The state of democratisation in Zambia." Commonwealth & Comparative Politics 38, no. 3 (November 2000): 131–46. http://dx.doi.org/10.1080/14662040008447829.

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Jervas, Mwiinga. "Evaluation of Research Education Networks in Zambia a case study: Zambia Research Education Networks (ZAMREN)." International Journal of Innovative Research in Science, Engineering and Technology 5, no. 5 (May 15, 2016): 7640–54. http://dx.doi.org/10.15680/ijirset.2016.0501170.

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wanyambe Mbuyu, Mwiinga Jervas, Sumb. "Evaluation of Research Education Networks in Zambia a case study: Zambia Research Education Networks (ZAMREN)." International Journal of Innovative Research in Science, Engineering and Technology 5, no. 5 (May 15, 2016): 7640–54. http://dx.doi.org/10.15680/ijirset.2016.0505170.

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Munyeme, Geoffrey, and Peter C. Kalebwe. "Astronomy Education: The Current Status in Zambia." Transactions of the International Astronomical Union 24, no. 3 (2001): 38–45. http://dx.doi.org/10.1017/s0251107x00000407.

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AbstractThere are many interlocking factors determining the introduction of astronomy education in Zambia. The process of infusing this new subject into an education system so centralised as that of Zambia is extremely complex. At school level the process is more complex than at university level, as all syllabuses are developed by a central body, Curriculum Development Centre (CDC) whose priorities are determined by perceived social and economic needs of the country. The prevailing notion in Zambia is that astronomy has no direct bearing on future employment needs. It is therefore not surprising that astronomy is at the bottom of the priority list among school subjects. The recent upsurge of interest in astronomy at the University of Zambia opens up the necessary background for developing astronomy in both school and university curricula. The University has recently formed the Astronomical Society and the Working Group on Space Science in Zambia. Coupled to this are exchange visits and collaborative work between the Physics Department of the University of Zambia and the South-African Astronomical Observatory. In this paper we present a review of the current activities in space science in Zambia and how they relate to the development of astronomy education.

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Carmody, Brendan. "RELIGIOUS EDUCATION AND PLURALISM IN ZAMBIA." Religious Education 98, no. 2 (January 2003): 139–54. http://dx.doi.org/10.1080/00344080308289.

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van Binsbergen, Wim. "Chiefs and the State in Independent Zambia." Journal of Legal Pluralism and Unofficial Law 19, no. 25-26 (January 1987): 139–201. http://dx.doi.org/10.1080/07329113.1987.10756397.

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Berman, Edward H., and John P. Ragsdale. "Protestant Mission Education in Zambia, 1880-1954." History of Education Quarterly 28, no. 1 (1988): 117. http://dx.doi.org/10.2307/368289.

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Vera, Jaime H., Owen Ngalamika, Ashini Fox, Emma Collins, and Matthew Grundy-Bowers. "Global sexual health education: STIF in Zambia." Sexually Transmitted Infections 94, no. 1 (January 18, 2018): 2. http://dx.doi.org/10.1136/sextrans-2017-053448.

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Siaciwena, Richard M. C. "Distance Teaching and Higher Education in Zambia." Educational Media International 27, no. 2 (June 1990): 70–74. http://dx.doi.org/10.1080/0952398900270205.

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Alexander, David J. "The politics of workers’ education in Zambia." International Journal of Lifelong Education 9, no. 3 (July 1990): 179–200. http://dx.doi.org/10.1080/0260137900090303.

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Mubita, Akatama. "A History of Physical Education in Zambia." Physical Culture and Sport. Studies and Research 76, no. 1 (December 1, 2017): 47–54. http://dx.doi.org/10.1515/pcssr-2017-0029.

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AbstractThe history of physical education (PE) in Zambia follows the pattern of the history of education in Zambia. Thus, the history of PE in Zambia can be divided into the indigenous period, the colonial period and the post-independence period. “PE” was essential and utilitarian in the indigenous period because it was simply part of the lives of the people at that time. People walked, swam, ran, and were involved in many other forms of physical activity. PE was indispensable. Later, the missionaries provided education to the Africans for the purpose of transmitting the Good News. However, in doing so they rid the Africans of their culture. Africans also wanted to assert themselves in the newly created society and therefore embraced European culture. Eventually, the demand for education grew and many subjects were added including PE. However, while many subjects have enjoyed immense popularity in the country’s curriculum, PE has suffered marginalization. Although the subject was taught in schools supported by the mining companies and in private schools with facilities and infrastructure as well as teacher training institutions, it was not examined. Later, the subject was examined at teacher training colleges and the University of Zambia. From 2005, however, major developments have taken place in the area of PE. President Mwanawasa declared that PE should be taught in all schools. The subject was introduced to the primary school examination as part of Creative and Technology Studies (CTS) and most recently as Expressive Arts (EA). It is now also being examined at junior and senior secondary levels. Teacher education institutions have been steadfast in training students in PE. Despite this, the teaching of the subject still leaves much to be desired. It appears that the past as well as the present are vehemently holding the subject down.

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Sayers, Roy. "Gender differences in mathematics education in Zambia." Educational Studies in Mathematics 26, no. 4 (June 1994): 389–403. http://dx.doi.org/10.1007/bf01279522.

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Gould, Jeremy. "Strong Bar, Weak State? Lawyers, Liberalism and State Formation in Zambia." Development and Change 37, no. 4 (July 2006): 921–41. http://dx.doi.org/10.1111/j.1467-7660.2006.00507.x.

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Good, Kenneth. "Debt and the One-Party State in Zambia." Journal of Modern African Studies 27, no. 2 (June 1989): 297–313. http://dx.doi.org/10.1017/s0022278x00000495.

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In the debate over relief for Africa and the Third World, the situation of dictatorial, corrupt, and mismanaged régimes is often subsumed with the rest. It is rather uncritically accepted that indebtedness chiefly results from the impact of international factors, such as falling commodity prices, International Monetary Fund conditionalities, and rising metropolitan interest rates. The independent national state, whatever its policies and form, is seen as simply the passive victim of such forces, and little or no differentiation is made between the régime and the groups and classes of the domestic society.

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Resnick, Danielle. "Citizenship, political participation and the state in Zambia." Journal of Southern African Studies 47, no. 2 (March 4, 2021): 336–38. http://dx.doi.org/10.1080/03057070.2021.1886527.

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Njelesani, Donald. "Preventive HIV/AIDS Education through Physical Education: reflections from Zambia." Third World Quarterly 32, no. 3 (April 2011): 435–52. http://dx.doi.org/10.1080/01436597.2011.573939.

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Imange, Samuel, and John Simwinga. "Teacher Preparedness to Utilize Emergent Literacy for Teaching Initial Literacy in Selected Schools of Mansa District." Journal of Law and Social Sciences 2, no. 1 (December 18, 2020): 1–17. http://dx.doi.org/10.53974/unza.jlss.2.1.393.

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Effective teaching of initial literacy in Grade 1 demands more of the teacher’s attention to pupils’ emergent literacy skills and consideration of how they learn. The emergent literacy skills children acquire lay a firm foundation for their learning to read and write in the conventional sense. Some of the skills that children develop under emergent literacy include phonological awareness and phonological sensitivity, which give children the ability to hear, recognize, manipulate and distinguish the sounds of the language they have acquired. These are key language skills which teachers will need to utilize in their teaching of reading and writing skills to Grade 1 learners in the classroom. A study was carried out whose purpose was to investigate whether primary school teachers in Mansa District utilized emergent literacy skills in their teaching of conventional reading and writing skills to the learners in Grade 1 considering the fact that emergent literacy lays a firm and solid foundation for continuous development of the literacy skills. The study was a descriptive survey and qualitative in nature since it required the researcher to describe the state of affairs as found and observed in their natural setting in the research sites. The qualitative methods of data collection and analysis were used. The sample for this study comprised 62 Grade 1 teachers and 3,594 Grade 1 primary school pupils. Only those schools teaching initial literacy in the local familiar language using the Breakthrough to Literacy (BTL) methodology were targeted for this research. The findings indicated that: (1) Teachers lacked knowledge about emergent literacy and did not know how useful it was for continuous literacy development among the children. (2) Most of the teachers ignored pupils’ prior literacy knowledge and considered their learners as complete illiterates who knew nothing about literacy skills. (3) Teachers never designed extra teaching and learning materials for teaching literacy. Rather, they relied on the New Breakthrough to Literacy (NBTL) kit materials. (4) The class sizes were large and meaningful scaffolding was lacking in most of the classes. This study concluded that the Ministry of Education in Zambia should consider emergent literacy as the foundation for conventional literacy development in Grade 1. One recommendation was that teachers should be equipped with knowledge of emergent literacy through deliberate training. They need to understand and appreciate emergent literacy as an essential body of knowledge to be utilized for successful conventional literacy development among Grade 1 learners.

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Siaciwena, Richard. "Organisational changes at the University of Zambia." Open Learning: The Journal of Open, Distance and e-Learning 12, no. 3 (November 1997): 57–61. http://dx.doi.org/10.1080/0268051970120309.

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Carmody, Brendan. "Catholic education in Zambia: mission integrity and politics." History of Education 45, no. 5 (February 2016): 621–37. http://dx.doi.org/10.1080/0046760x.2015.1130267.

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Muzata, Kenneth Kapalu, Francis Simui, Dikeledi Mahlo, and Phydes Ng’uni. "Inclusive Education Status through the Lenses of Teachers in Zambia." African Journal of Teacher Education 10, no. 1 (April 11, 2021): 1–20. http://dx.doi.org/10.21083/ajote.v10i1.6338.

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This study was conducted to examine the status of inclusive education in Zambia, learning from teachers’ perspectives about how inclusive education is being implemented and the whether teachers receive adequate support to implement inclusive education to learners with disabilities. The study employed a concurrent mixed design approach in which both quantitative and qualitative data were generated and applied. Open and closed ended questionnaires were used to collect data from teachers that were upgrading their qualifications via distance education at Kwame Nkrumah University, University of Zambia and Chalimbana University. Findings indicated that Zambia practices partial inclusion in which only the mild and moderate learners with disabilities are included in classrooms. Inclusive education is understood by teachers in the context of disability and teachers reported that they did not receive adequate support to implement inclusive education effectively. It is recommended that the Government of the Republic of Zambia through the Ministry of General Education should focus on training teachers in inclusive education and its methodologies to meet the learning needs of learners from different circumstances

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Parpart, Jane L., Cherry Gertzel, Carolyn Baylies, and Morris Szeftel. "The Dynamics of the One-Party State in Zambia." International Journal of African Historical Studies 18, no. 4 (1985): 754. http://dx.doi.org/10.2307/218823.

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Mphaisha, Chisepo J. J. "Retreat from democracy in post one‐party state Zambia." Journal of Commonwealth & Comparative Politics 34, no. 2 (July 1996): 65–84. http://dx.doi.org/10.1080/14662049608447725.

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Rakodi, Carole. "The local state and urban local government in Zambia." Public Administration and Development 8, no. 1 (January 1988): 27–46. http://dx.doi.org/10.1002/pad.4230080104.

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Yeshaw, Yigizie, Tadeg Jemere, Henok Dagne, Zewudu Andualem, Yonas Akalu, Reta Dewau, Achamyeleh Birhanu Teshale, Getayeneh Antehunegn Tesema, and Baye Dagnew. "Factors associated with births protected against neonatal tetanus in Africa: Evidences from Demographic and health surveys of five African countries." PLOS ONE 16, no. 6 (June 17, 2021): e0253126. http://dx.doi.org/10.1371/journal.pone.0253126.

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Introduction Maternal and neonatal tetanus remains a global public health problem affecting mainly the poorest and most marginalized subpopulations. In spite of the problem, studies conducted on the associated factors of births protected against neonatal tetanus are scarce in Africa. Therefore, this study aimed to identify both individual and community-level factors associated with births protected against neonatal tetanus in the region. Methods The most recent Demographic and Health Survey datasets of five African countries (Ethiopia, Burundi, Comoros, Zimbabwe and Zambia) were used to investigate the associated factors of births protected from neonatal tetanus. STATA Version 14 statistical software was used for the analysis. The data were weighted before doing any statistical analysis and deviance was used for model comparison. Multilevel binary logistic regression was used to identify the associated factors of births protected against neonatal tetanus. Finally, the adjusted odds ratio (AOR) with its 95% confidence interval (CI) was calculated for each potential factors included in the multivariable multilevel logistic regression model. Results A total weighted sample of 30897 reproductive age women who had a birth within 5 years preceding the survey were included in the analysis. Those women with age of 20–34 (AOR = 1.32, 95%CI: 1.18–1.48) and 35–49 years (AOR = 1.26, 95% CI: 1.10–1.44), high community level of women education (AOR = 1.13, 95%CI: 1.04–1.23), being from poorer(AOR = 1.23, 95% CI: 1.14–1.33), middle (AOR = 1.31, 95%CI: 1.21–1.43), richer (AOR = 1.21, 95%CI: 1.11–1.32) and richest households (AOR = 1.59, 95%CI: 1.44–1.74), having antenatal care follow up (AOR = 9.62, 95% CI: 8.79–10.54), not perceiving distance to health facility as a big problem (AOR = 1.18, 95% CI: (1.11–1.25) had higher odds of having births protected against neonatal tetanus. Conclusion Both individual and community level factors were found to be associated with births protected against neonatal tetanus in Africa. This suggests that a variety of factors are affecting births protected against neonatal tetanus in the region. Hence, the impact of these factors should be recognized while developing strategies to reduce neonatal tetanus in the region.

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Gleisner, John. "What Causes More Destruction, AIDS or AID? Psychiatry in Zambia." Australasian Psychiatry 10, no. 2 (June 2002): 166–67. http://dx.doi.org/10.1046/j.1440-1665.2002.00426.x.

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Objective: To describe the state of mental health services in Zambia. Conclusions: Mental health services in Zambia are in a dreadful state, partly brought about by being afforded a low priority rating, in turn through a miscalculation. Richer countries may be in a position to help remedy Zambia's problems in this area.

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