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Journal articles on the topic 'Zambia. Ministry of Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Kaljee, Linda, Kelvin Munjile, Anitha Menon, Stephen Tembo, Xiaoming Li, Liying Zhang, Jacob Malungo, Bonita Stanton, and Lisa Langhaug. "The ‘Teachers Diploma Program’ in Zambian Government Schools: A Baseline Qualitative Assessment of Teachers’ and Students’ Strengths and Challenges in the Context of a School-Based Psychosocial Support Program." International Education Studies 10, no. 2 (January 30, 2017): 92. http://dx.doi.org/10.5539/ies.v10n2p92.

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In Zambia, as elsewhere throughout sub-Saharan Africa, orphaned and vulnerable children (OVC) face multiple physical, emotional, social and psychological challenges which often negatively affect opportunities for educational attainment. REPSSI (Regional Psychosocial Support Initiative), in collaboration with, the University of Cape Town and other African academic institutions, developed the Teachers’ Diploma Program as part of the Mainstreaming Psychosocial Care and Support into Education Systems to provide teachers and school administrators with the knowledge and skills to provide needed support to students and enhance their learning environments. During initial implementation of the Teachers’ Diploma Program in Zambia (2013-2016), qualitative data was collected as a part of larger outcomes and process evaluation. In the current paper, these qualitative data are presented to describe baseline challenges and strengths within the Zambian government school system and early indicators of change during the first ten months of program implementation. These in-depth data provide both teachers’ and students’ experiences and perspectives and are being utilized to further strengthen the Teachers’ Diploma Program as the Zambian Ministry of Education, Science, Vocational Training and Early Childhood moves forward with plans to implement the training at a national level in colleges of teacher education.

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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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Simasiku, Tashar. "The Impact of Funding on Quality of Early Childhood Education Service Provision in Zambia from 2015-2018." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 8, no. 1 (February 26, 2021): 14–24. http://dx.doi.org/10.21522/tijar.2014.08.01.art002.

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High-quality Early Childhood and Education (ECE) is critical to positive child development and generates high economic returns. On the contrary, Access to quality ECE in Zambia remains low particularly for the vulnerable. The situations are compounded by inadequate funding to the ECE subsector. This study evaluated the effect of funding on the quality of ECE in Zambia for the period 2015 to 2018. It assessed the effect of funding on the provision of ECE services by analysing the funding patterns to the Ministry of General Education through to Directorate of Early Childhood Education (DECE), Provincial Education Office (PEO), District Education Board Office (DEBO) and finally the 10 identified schools /ECE centres. To assess effect on quality, the study analysed the effect of funding on the eight identified early learning quality elements as espoused by the Ministry of General Education. These are, Infrastructure, Water and sanitation, Playgrounds, Furniture, Equipment and materials, Staffing, Support Staff and Enrolment. The methodology employed in this study included desk review of the funding reports at the identified fund management levels as well as Key Informant Interviews (KII) at each identified level. The results from the desk review and KII indicated that, funding to ECE for the period 2015 to 2018 was inadequate. At school level, much of the funding went toward equipment and materials while Water and Sanitation Infrastructure, Playgrounds, Furniture Equipment and materials were inadequately funded. This negatively affected the quality of ECE services provided in Zambia between 2015 to 2018.

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Oliver, Magasu, Muleya Gistered, and Mweemba Liberty. "TEACHING STRATEGIES USED IN CIVIC EDUCATION LESSONS IN SECONDARY SCHOOLS IN ZAMBIA." International Journal of Research -GRANTHAALAYAH 8, no. 2 (May 28, 2020): 39–46. http://dx.doi.org/10.29121/granthaalayah.v8.i2.2020.182.

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This study sought to investigate the teaching strategies used in Civic Education lessons in secondary schools in Zambia. The study used a descriptive case study design and data was collected using interviews, Focus Group Discussions (FGDs) and observations. Purposive sampling procedure was used to target seventy-four participants. Data collected was analysed using themes that emerged from the literature review and objectives of the study. The main findings of the study were that teachers in secondary schools still used teacher-centred strategies in the teaching of Civic Education despite policy direction in the Zambia Education Curriculum of 2013. Lecture method was common most Civic Education lessons. A few who implemented reflective practice strategies in their lessons used debate, group discussions and brainstorming. Based on the findings, social sciences departments where Civic Education sits in secondary schools in Zambia should find mechanisms of observing reflective practice strategy in the teaching of Civic Education rather than just seeing lesson plans. The Ministry of General Education should take a deliberate move to provide workshops/short courses to Civic Education teachers on the importance and use of reflective practice strategy in Civic Education lessons. Further, Curriculum Development Centre (CDC) and Examination Council of Zambia (ECZ) should collaborate and re-design the Civic Education Syllabus and give it a practical project since the subject is practical in nature. There is need in future to assess the training of Civic Education teachers with regards to training for reflective practice strategy.

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Mutale Mulenga, Innocent, and Edward King Chileshe. "Appropriateness and Adequacy of Teaching and Learning Resources and Students’ Industrial Attachment in Public Colleges of Technical and Vocational Education in Zambia." July to September 2020 1, no. 2 (July 16, 2020): 30–42. http://dx.doi.org/10.46606/eajess2020v01i02.0019.

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Zambia has the largest youthful population of below 15 and 18 years which constitute 45.5% and 52.5% of the total population respectively. This is expected to rise by 2030. However, this huge number of young persons, which should be a great resource for economic development, is mostly unemployed (UNESCO, 2016). For many years now the government of the Republic of Zambia has been running and introducing more Vocational Education and Training Institutions as a way of reducing unemployment amongst young people. Regardless of all these efforts, most youths in Zambia who have graduated from such institutions remain unemployed (TEVETA, 2015). In this study, the researchers investigated the appropriateness and adequacy of institution’s teaching and learning resources that the students were exposed to during trainings and how the industrial attachments were organized by the Technical Vocational Education and Training (TVET) institutions. The mixed method research approach was used to analyze this phenomenon. Six college principals were purposively sampled while stratified and simple random sampling were used to sample sixty lecturers, ten from each of the six colleges. Findings showed that TVET institutions in Zambia were plagued with a number of challenges ranging from lack of appropriate and modern workshop equipment, lack of reading material and ineffective industrial attachment. Researchers recommend that the Ministry of Higher Education and college managements should provide a conducive learning environment in these institutions if graduates were to acquire the required technical competencies.

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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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Chipili, Given. "Association Between Nutrition-Sensitive Agriculture and the Nutrition Status of Children Aged 6–59 Months in Rural Zambia." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 167. http://dx.doi.org/10.1093/cdn/nzaa043_018.

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Abstract Objectives To access the association between nutrition-sensitive agriculture and the nutrition status of children aged 6–59 months in rural Zambia. Methods We examined associations between crops grown in households and height-for-age (HAZ), Weight-for-age (WAZ) and weight-for-height (WHZ) Z- scores in children age 6–59 months of Kapiri-Mposhi district in the Central Province of Zambia. T-test was performed to compare means values of various indicators of nutrition status (Z-scores) for different categories of test variables. The test variables considered here were crops grown by households. Results The prevalence of Stunting, underweight and wasting was 21%, 9% and 2% respectively. There was an association between household who grew mangoes (P = 0.001 and orange-fleshed sweet potatoes (P = 0.003) and improved HAZ. Growing groundnuts was also associated with improved WAZ. Conclusions We concluded that nutrition-sensitive agriculture is likely to improve growth in children aged 6 -59 months in low-income rural communities. Funding Sources Ministry of education Zambia.

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Musonda, A. M. "Improving Access to Care Through Community Engagement: Zambian Case." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 161s. http://dx.doi.org/10.1200/jgo.18.49600.

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Background and context: Zambia has total population of 16,405,229, life expectancy at birth is 53.3% and HIV prevalence rate is 13.3%. Though established in November 1977, the Zambia National Cancer Registry was only enhanced in 2015 leading to the publication of the 2008-2012 report. The overall age-standardized cancer incidence rate for both sexes in 2012 was 136.2 per 100,000 for all cancers, mortality rate was 104.9 per 100,000 71% these being new cancer cases due to patients presenting late with advanced disease. Aim: Increasing awareness and access to cancer care services within the existing health care and community-based systems in addressing the barriers to accessing care. Strategy/Tactics: Designed village-based screening program to provide services to the women in rural and hard to reach areas. Formulate a multisectoral approach engagement of the Ministry of Chiefs and Traditional Affairs (MOCTA) and Ministry of Local Government and Ministry of Education Formulated a VBS national roadmap based on: National Cancer Register Report (2012) and national geographical mapping of breast and cervical cancer clinics. Program/Policy process: Developed and signed a memorandum of understanding with Ministry of Chiefs and Traditional Affairs (MOCTA). Outcomes: Community engagement enabled easy flow of communication to all key stakeholders on the upcoming VBS activities within their area at all levels. Enabled easy acceptance of health education meetings by all key stakeholders to seek leadership buying and support, share VBS objectives and strategic planning of a successful community-based screening program in their area. Community awareness process: training/orientation: community health care workers (CHW) are trained on key messages on breast and cervical cancer and community-based referrals to health centers. Community sensitization: conducted by trained CHW and program staff through: PA announcing, one-to-one and focused group discussions. Developed referral systems: community based: trained community health care workers sensitize clients, clients who accepts to undergo screening are referred to the nearest screening clinic. Clinic based: trained health care workers screen clients those with positive findings are referred. Breast cancer screening: referred to the provincial hospital. Cervical cancer screening: eligible treated. Not eligible referred for further investigation (LEEP/biopsy) to the provincial hospital. What was learned: Engagement of key community stakeholders, multisectoral approach, strategic scale up of breast and cervical cancer services (HR, diagnostic equipment, pathology), standardized referrals systems at all levels (community, district and provincial), strategic continuous health promotion activities and advocacy, implementation of National Cancer Control Strategic Plan, monitoring and evaluation.

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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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Kanene, Kennedy, and Demian Mwendabai Mushungekelwa. "Patterns of Stress Experienced by Secondary School Teachers in Choma District of Southern Province of Zambia." Journal of Studies in Education 6, no. 3 (September 6, 2016): 263. http://dx.doi.org/10.5296/jse.v6i2.9910.

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The present paper presents the results of the study that investigated the patterns of stress experienced by secondary school teachers in Choma District of Zambia. The study objectives included; to establish the forms of stress faced by teachers; and to recommend solutions to the identified patterns of stress. A descriptive survey design was used in the study where a sample of six secondary schools and 120 teacher were selected from the District using the simple random sampling technique. The Teacher Stress Inventory (TSI) questionnaire was employed in the study. According to the study teachers moderately experienced patterns of stress in terms of, emotional manifestation, fatigue manifestation, cardiovascular manifestation, and gastronomic manifestation but rarely experienced stress in terms of behavioural manifestation. This could be minimised by the Ministry of Education conducting seminars and workshops for the teachers on stress prevention and management together with School head teachers organising leisure events for teachers to allow teachers to refresh and be rejuvenate.

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Patel, Archana A., Leah Wibecan, Owen Tembo, Prisca Kalyelye, Manoj Mathews, and Ornella Ciccone. "Improving paediatric epilepsy management at the first level of care: a pilot education intervention for clinical officers in Zambia." BMJ Open 9, no. 7 (July 2019): e029322. http://dx.doi.org/10.1136/bmjopen-2019-029322.

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ObjectiveEpilepsy affects approximately 50 million people globally, with approximately 80% living in low/middle-income countries (LMIC), where access to specialist care is limited. In LMIC, primary health workers provide the majority of epilepsy care, despite limited training in this field. Recognising this knowledge gap among these providers is an essential component for closing the epilepsy treatment gap in these regions.SettingIn Zambia, the vast majority of healthcare is provided by clinical officers (COs), primary health providers with 3 years post-secondary general medical education, who predominantly work in first-level health centres around the country.ParticipantsWith cooperation from the Ministry of Health, a total of 10 COs from 4 surrounding first-level health centres around the capital city of Lusaka participated, with 9 completing the entire course.InterventionCOs were trained in a 3-week structured course on paediatric seizures and epilepsy, based on adapted evidence-based guidelines.ResultsPreassessment and postassessment were conducted to assess the intervention. Following the course, there was improved overall knowledge about epilepsy (69% vs 81%, p<0.05), specifically knowledge regarding medication management and recognition of focal seizures (p<0.05), improved seizure history taking and appropriate medication titration (p<0.05). However, knowledge regarding provoked seizures, use of diagnostic studies and general aetiologies of epilepsy remained limited.ConclusionsThis pilot project demonstrated that a focused paediatric epilepsy training programme for COs can improve knowledge and confidence in management, and as such is a promising step for improving the large epilepsy treatment gap in children in Zambia. With feasibility demonstrated, future projects are needed to expand to more rural regions for more diverse and larger sample of primary health provider participants and encompass more case-based training and repetition of key concepts as well as methods to improve and assess long-term knowledge retention.

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Chipili, Chitalu Thomas, Daniel Ndhlovu, and Francis Simui. "Access to Career Guidance through Information and Communication Technology by Learners with Visual Impairment in Selected Secondary Schools of Zambia." Zambia ICT Journal 2, no. 1 (June 29, 2018): 57–65. http://dx.doi.org/10.33260/zictjournal.v2i1.54.

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The study explored why learners with visual impairment in selected secondary schools of Zambia were more braille inclined in accessing career guidance information than through ICT. Key among the objectives that guided the study was to identify why learners with visual impairment were more braille inclined in accessing career guidance than through ICT. UTAUT theory guided this study. A case study design was used in presenting and discussing the findings. Population was all pupils with visual impairment and their teachers in selected secondary schools in Zambia, while the sample size was fifty-two (52) segmented as fourty (40) pupils, four (4) head teachers, four (4) career guidance teachers and four (4) grade teachers. The study found that due to inadequate or non-availability of ICT facilities, learners with visual impairment did not access career information through ICT. In addition, inadequate ICT trained teachers and ICT unclear policy contributed to learners being more braille inclined than ICT. Instead, learners accessed career information through braille and word of mouth only. For these reasons learners did not participate in ICT practical lessons and examinations consequently, restricted in their career choices. The study therefore, recommended that the Ministry of General Education should supply ICT facilities, train teachers in ICT, formulate clear policy on ICT for learners with visual impairment and ECZ should introduce practical examination in ICT.

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Subramanian, Sujha, Patrick Edwards, Sarah T. Roberts, Maurice Musheke, and Michael Mbizvo. "Integrated Care Delivery for HIV Prevention and Treatment in Adolescent Girls and Young Women in Zambia: Protocol for a Cluster-Randomized Controlled Trial." JMIR Research Protocols 8, no. 10 (October 3, 2019): e15314. http://dx.doi.org/10.2196/15314.

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Background Among countries in sub-Saharan Africa, Zambia has one of the highest incidences of HIV. Adolescent girls and young women (AGYW) are a particularly affected group because of their social and economic vulnerability. Objective The goal of this study is to test a multilevel package of interventions at the community and health system levels in Zambia in order to connect AGYW with a source of regular care, which will in turn allow for sustainable, successful implementation of regular HIV testing and adherence to antiretroviral treatment. Methods We will adapt prior tools to create the SHIELD (Support for HIV Integrated Education, Linkages to Care, and Destigmatization) intervention to educate and empower Zambian AGYW of 10-24 years of age and their families and to create community-based youth clubs to foster peer support. We will also develop integrated wellness care clinics to offer a youth-friendly environment that provides tailored clinical services. We will perform formative research, including focus groups and in-depth interviews, among AGYW, caregivers, and stakeholders to help inform the development and tailoring of the interventions. A cluster-randomized controlled trial will be implemented in Lusaka, with six clinic catchment areas randomized into three groups: zones with integrated wellness care clinics and SHIELD intervention, zones with only SHIELD intervention, and control zones with no intervention. We will assess HIV testing among the HIV-negative or unknown (HIV-/u) cohort, and retention in care along with viral load suppression will be evaluated in the HIV-positive (HIV+) cohort. We will use in-depth interviews and surveys to collect staff and stakeholder feedback after the trial. Cost-effectiveness of the interventions and return-on-investment impacts will be quantified using a microsimulation model. Results Interim results are expected in 2021, and the final results are expected in 2022. If this multilevel intervention is successful in establishing a comprehensive care continuum for HIV-affected AGYW, the Zambian Ministry of Health may advocate for expansion to additional settings to support national scale-up. Conclusions This integrated service delivery model can also be a platform to implement additional preventive services, so HIV-/u and HIV+ AGYW can receive comprehensive, integrated services. Trial Registration ClinicalTrials.gov NCT03995953; https://clinicaltrials.gov/ct2/show/NCT03995953 International Registered Report Identifier (IRRID) PRR1-10.2196/15314

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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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Njapau, Georginah, and John Luangala. "Learning to Read in English in Different Environments: A Case of Selected Schools in Lusaka and Mufulira Districts." Journal of Law and Social Sciences 2, no. 1 (January 27, 2021): 69–85. http://dx.doi.org/10.53974/unza.jlss.2.1.433.

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This study mainly focused on learning to Read in English in Differing Environments. Selected public and private schools in Lusaka and Mufulira urban districts in Zambia were targeted, with a population of all Grade 3 learners, totaling 150. Reading tests, semi-guided interviews, focus group discussions and a check list for lesson observation were done. A qualitative approach was used to probe and to get deep insights of how reading in English was taught. The qualitative data was analysed through the identification of teachers' common themes, descriptions and experiences. Conclusions were reached and analysed with reference to the research questions. Quantitative data was analysed using a t-test to compare the reading levels between learners in public basic and private schools. The findings indicate that learners in private schools have a conducive environment for learning how to read in English. The study found that public basic schools do not use the recommended PRP. Public schools did not have enough teaching and learning materials. It was established that learners in public schools did not read according to their reading levels while learners in private schools did that effectively. The recommendations were that the Ministry of Education needed to provide enough equipment and materials, and train teachers appropriately as well as early out regular inspection exercises. In the same way, it was incumbent on the school authorities to cooperate with parents.

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Sakala, Sandra Chilensi. "Girl Child Sexual Abuse in Lusaka Urban." Journal of Law and Social Sciences 1, no. 1 (March 31, 2012): 33–42. http://dx.doi.org/10.53974/unza.jlss.1.1.366.

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The study on girl child sexual abuse and whose findings are presented in this article was conducted in 2010 as an academic requirement for the purpose of completing a Master’s degree in Gender Studies at the University of Zambia. This article outlines issues of sexual abuse and the various reasons why under-age girls are more vulnerable to sexual abuse, cultural beliefs with regard to sexual abuse, gender and power relations and sexual abuse, and existing community programmes and knowledge levels, and institutional mechanisms of the sexual abuse case reporting in Lusaka urban. The article has drawn conclusions and recommendations for enhancing the protection of the children against child sexual abuse. By conducting a study that comprehensively assesses the types of programmes and perceived implementation gaps from Lusaka, this report poses specific policy and structural recommendations on how best to address the existing problem of increased vulnerability of under-age girls to sexual abuse. Child sexual abuse is a form of abuse in which a child is abused for the sexual gratification of an adult or older adolescent (CHIN, 2005: 53). Child sexual abuse is the actual or the likely sexual exploitation of a child and includes rape, incest and all forms of sexual activity (VSO, 2008: 2). In Zambia, anyone under the age of sixteen is classified as a child. Researchers cite various reasons why child sexual abuse is so common: Gender power relations (patriarchy views which place women and children in lower positions), poverty, a legacy of violent homes, power relations between children and adults, and cultural beliefs. The research was an exploratory study undertaken in Lusaka urban and endeavored to explore why the problem of sexual abuse was persistent and why under-age children were vulnerable to it. Using purposive and simple random sampling, a sample size of seventy was arrived at and both qualitative and quantitative approaches of research were employed. The data was then analysed manually and by Statistical Package for Social Science (SPSS). The institutions visited were: Ministry of Community Development and Social Welfare, Women and Law in Southern Africa Trust, The Child Protection Unit of the Zambia Police Service, Young Women Christian Association, Isubilo Orphanage and Drop-in Centre and Jesus Cares Ministries Orphanage. Additionally, community members from Chawama, Mtendere and Kabwata compounds were interviewed for more insight into the study. The study results showed that under-age girl-children were more vulnerable to sexual abuse because they were easy to coerce, threaten, lure and could be more trusting than much older girls. Further, the study revealed that gender-power relations, power relations between children and adults, cultural beliefs and community programmes on sexual abuse played a role in girl child sexual abuse. The overall study recommendations were coined from the outcomes and conclusions made in the study as follows: children needed more focused education to increase their knowledge about child sexual abuse; intensify funding injections into already functional community and school programmes, for example the School Liaison Programme under the Zambia Police Service; putting in place a holistic approach to sensitise community members centring on encroaching cultural norms and practices that perpetrate child sexual abuse; there was need to intensify and widen the coverage of programmes on child sexual abuse clearly stipulating and defining types of sexual abuse; the law and punishment for perpetrators; perceived gaps in the awareness programmes and institutional mechanism for sexual abuse case reporting was bureaucratically long, long court procedures and negative cultural doctrines also played a role and as such needed attention.

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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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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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Shorter, Aylward, and Gerrie Ter Haar. "Spirit of Africa: The Healing Ministry of Archbishop Milingo of Zambia." Journal of Religion in Africa 22, no. 4 (November 1992): 381. http://dx.doi.org/10.2307/1581245.

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GRAY, RICHARD. "Spirit of Africa: The Healing Ministry of Archbishop Milingo of Zambia." African Affairs 92, no. 369 (October 1993): 619–20. http://dx.doi.org/10.1093/oxfordjournals.afraf.a098673.

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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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Crafford, D. "Uitdagings vir die Ned Geref Kerk in Suidelike Afrika met Malawi en Zambië as illustrasiegebiede." Verbum et Ecclesia 11, no. 1 (July 18, 1990): 17–32. http://dx.doi.org/10.4102/ve.v11i1.1009.

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Challenges for the Dutch Reformed Church in Southern Africa with Malawi and Zambia as illustration areas What will be the challenges for the Dutch Reformed Church in South Africa if in the coming decades its isolation from Africa could be ended because of political developments in a post-apartheid era? The Dutch Reformed Church planted indigenous churches in many African Countries like Botswana, Malawi, Zimbabwe, Zambia, Mozambique and Namibia. The role of the church in Africa will be determined by its relations with these younger churches. The challenges in the fields of evangelism, church ministry, the youth and in the socioeconomic and political areas are illustrated specifically in the cases of Malawi and Zambia.

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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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Nawelwa, Joyce, Chanda Sichinsambwe, and Bupe Getrude Mwanza. "An analysis of total quality management (TQM) practices in Zambian secondary schools." TQM Journal 27, no. 6 (October 12, 2015): 716–31. http://dx.doi.org/10.1108/tqm-06-2015-0080.

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Purpose – Total quality management (TQM) is a management approach that was established to seek sources of continuous motion of improvement to provide quality products and services to customers or clients. TQM promotes organizational effectiveness through promoting stakeholder satisfaction, pursuing continuous improvement and fostering proactive leadership. The purpose of this paper is to explore TQM practices in secondary schools. The researchers set objectives which were to identify the TQM principles being practiced in secondary schools, the extent to which these principles are practiced and finally to determine the factors that affect the practice of these principles. The paper includes findings from an exploratory study of TQM practices in Zambian secondary schools. Design/methodology/approach – The research employed a purposive and simple random sampling in order to collect data from 120 secondary school teachers from a total of 1,740 secondary school teachers in Lusaka district drawn from ten secondary schools which were stratified into five zones, namely, Lusaka Central, Chilenje, Mumuni, Chibolya and Chunga zones. Questionnaires and structured scheduled interviews were used to collect data for the research. The research was also anchored on the theoretical and conceptual framework where hypotheses were formed and tested. Findings – The research formed hypotheses based on the seven principles of TQM and this was also verified through the analysis of questionnaires and structured interviews conducted. From the analysis and interpretation of the results, the following was found. Teamwork principle was found to be practiced although most respondents did not know the extent to which it was been practiced. Continuous improvement and training are also principles which were explored and found to be practiced. For continuous improvement, most of the respondents indicated this to have been achieved through carrying out monthly tests and end of term examinations to measure the excellence in-service delivery, as for the training principle; this has been interwoven with the policy of the ministry in programmes aimed at training in-service teachers and anticipated teachers. For the commitment principle, there was commitment from management with a view to working together for pupil satisfaction. For the quality principle, it was found that, at 95 per cent confidence level the mission statement, the motto and the vision of the school depicted quality-related activities. The research also established that at 95 per cent confidence level, teachers were empowered to take direct action whenever action is likely to affect quality. Practical implications – First, the value of this research was to inform management on the need to employ strategies aimed at sensitization programmes before, during and after the programme has come to an end. Second, to promote work attitudes that should promote quality management in education for continuous improvement in pupil performance. Third, for TQM to create a platform among head teachers, teachers, pupils, parents and other stakeholders to work to everyone’s ultimate advantage. Originality/value – This research is original work as it has never been done before in Lusaka district.

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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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Mukuka, Dominic Mulenga. "The Impact of Land Act of 1995 on Customary, State and Church Lands." Jumuga Journal of Education, Oral Studies, and Human Sciences (JJEOSHS) 3, no. 1 (September 11, 2020): 1–12. http://dx.doi.org/10.35544/jjeoshs.v3i1.26.

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The article sets out to examine the concept of customary or traditional land within the context of Zambia’s dual land system that is categorized as: customary/traditional land. In turn, the traditional land is controlled, allocated, and regulated through the Chiefs. Then there is formal land that is owned and controlled by the State through the Commissioner of Lands who works in consultation with the Ministry of Land and Natural Resources, in conjunction with the Ministry of Local Government and its District Councils. The article will thus examine the history of dual land system in Zambia; and will further evaluate the Land Act of 1995, whose purpose was to propose a wave of new land system reforms. The latter was intended to establish a more efficient system of land tenure conversion in Zambia. The article also examines the administration of conversion process of traditional/customary and State land. The article sets out on the premise that without effective tenure conversion policies in administering land, sustainable development in both traditional or customary and State areas will be hampered. To this effect, the issue of boundaries in customary or traditional communities will be discussed as a way of building territorial integrity and land management in customary land, through cadastral surveys that is apparent with the rise in population and demand for market-based activities in rural areas. The article will argue that without clearly defined systems of administration and demarcation of boundaries, between customary/traditional and State/formal lands in Zambia, this process will be prone to more land conflicts hindering socio-economic progress. Hence, the aim of the article is to investigate how the United Church of Zambia’s land has been administered and managed, considering the fact that most of its land is based both in customary/traditional areas that are controlled by the Chiefs and formal or State lands that are largely controlled by the government institutions. The methodology that will be used in or der to examine how the United Church of Zambia manages and administer its land will be qualitative methodology. The article will conclude that there is need for the United Church of Zambia to develop a land management policy that will assist the Church to manage and administer its lands that is both located in the traditional and government areas. Above all, the Church needs to ensure that leasehold conversion that is both customary and traditional authorities through the local Chiefs and the government through its Ministry of Land and Natural Resources, Commissioner of Lands, together with the Ministry of Local Government are legitimately acquired.

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Kangwa, Jonathan. "The Legacy of Peggy Hiscock: European Women’s Contribution to the Growth of Christianity in Zambia." Feminist Theology 28, no. 3 (May 2020): 316–33. http://dx.doi.org/10.1177/0966735020906940.

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The history of Christianity in Africa contains selected information reflecting patriarchal preoccupations. Historians have often downplayed the contributions of significant women, both European and indigenous African. The names of some significant women are given without details of their contribution to the growth of Christianity in Africa. This article considers the contributions of Peggy Hiscock to the growth of Christianity in Zambia. Hiscock was a White missionary who was sent to serve in Zambia by the Methodist Church in Britain. She was the first woman to have been ordained in the United Church of Zambia. Hiscock established the Order of Diaconal Ministry and founded a school for the training of deaconesses in the United Church of Zambia. This article argues that although the nineteenth- and twentieth-century missionary movement in Africa is associated with patriarchy and European imperialism, there were European women missionaries who resisted imperialism and patriarchy both in the Church and society.

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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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Francisco, S.J., Jose Mario. "Theological Education and Pastoral Ministry." Landas: Journal of Loyola School of Theology 26, no. 2 (July 31, 2012): 171–74. http://dx.doi.org/10.13185/la2012.26213.

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Davis, Melanie. "Sexuality Education as a Ministry." American Journal of Sexuality Education 6, no. 1 (January 2011): 7–12. http://dx.doi.org/10.1080/15546128.2011.547334.

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이정희 and 김장훈. "A Study on the Ministry of Education Ministry Identity Design." A Journal of Brand Design Association of Korea 13, no. 1 (March 2015): 223–32. http://dx.doi.org/10.18852/bdak.2015.13.1.223.

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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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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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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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Atkinson, Harley. "An Introduction to Field Education in Higher Christian Education." Christian Education Journal: Research on Educational Ministry 6, no. 1 (May 2009): 9–23. http://dx.doi.org/10.1177/073989130900600103.

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Field education, as a key link between Christian education institutions and practical ministry experience, has expanded in recent decades. This article introduces the reader to the foundational issues of field education including definition of terms, the nature of experiential education, the history of field education, and significant issues for field education related to educational ministry programs.

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Mayo, Bob. "Centre for Youth Ministry Theological Education." British Journal of Theological Education 12, no. 2 (April 2002): 109–17. http://dx.doi.org/10.1558/jate.v12i2.109.

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OYAMA, CHO. "Greetings From the Ministry of Education." Pigment Cell Research 2, no. 4 (July 1989): 224. http://dx.doi.org/10.1111/j.1600-0749.1989.tb00194.x.

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BURTON, LARRY D. "Research as Ministry." Journal of Research on Christian Education 17, no. 1 (May 13, 2008): 1–8. http://dx.doi.org/10.1080/10656210802016940.

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Kangwa, Jonathan. "Prophecy, Divination and Gender Justice in the Lumpa Church in Zambia." Feminist Theology 27, no. 1 (September 2018): 75–92. http://dx.doi.org/10.1177/0966735018794485.

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This article examines the role of Prophecy and divination in the success of the Lumpa Church of Alice Mulenga Lenshina in Zambia. Concurring with James Amanze (2013), the article argues that the rapid growth of Christianity in Africa is to a large extent due to its engagement with prophecy and divination. Strong growth in African Christianity takes place mainly in the African Initiated Churches (AICs) which are Pentecostal-charismatic in their outlook. In these Churches the emphasis is on the prophetic ministry of the Church, evident in the performance of divination, healing and in predictions of the future. A good example is the Lumpa Church of Lenshina. Taking this Church as a case study, the article argues that Lenshina’s success and that of her Church are based on the fact that divination, prophecy and a search for gender justice were taken seriously.

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