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1
Craig, John Robert. "State enterprise and privatisation in Zambia 1968-1998". Thesis, University of Leeds, 1999. http://etheses.whiterose.ac.uk/461/.
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In the 1980s and 1990s, privatisation has been widely adopted across the developing world and has reversed the previous trend towards the expansion of state enterprise. This thesis examines the establishment, operation and privatisation of the state enterprise sector in Zambia between 1968 and 1998. Following the economic reforms announced at Mulungushi (1968) and Matero Hall (1969), state enterprise came to dominate the economy. In 1990 a policy of limited privatisation was introduced which was subsequently extended to cover the entire state enterprise sector. By the end of 1998, this had resulted in the privatisation of the majority of state enterprises. The thesis examines the changing role of state enterprise from a political perspective, with the state analysed as the agent of policy choice and implementation. It examines the reasons for the growth in state enterprise, evaluates its performance and identifies the factors which prompted the adoption of privatisation and influenced its implementation. It argues that the growth of state enterprise was primarily a response to the inadequacies of the existing private sector in meeting the state's developmental objectives. However, the strategy pursued by the state enterprise sector proved to be commercially and financially unsustainable. To these problems were added pressure from creditors and donors for Zambia to adopt policies of market liberalisation. This resulted in the adoption of a strategy of comprehensive privatisation. The thesis examines how the choice of the method of privatisation of individual enterprises reflected the objectives of the government in undertaking the programme and the constraints under which it was implemented. The Zambian Government sought to promote competitive industrial structures, indigenous ownership and the viability of the enterprises involved in the process. It has, however, been constrained in this by a number of factors, including the existing legal rights of minority shareholders, the weak commercial and financial position of many state enterprises and the macro-economic environment in which the programme has been undertaken.
2
Mbewe, Mambwe Luka. "Assessing the Zambian technical and vocational training". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1132.
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3
Syachaba, Pandey Zekeza. "Globalisation, education and gender : education provision for girls in Zambia". Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/29389.
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This study explores the nature of globalisation and patriarchy and analyses their consequences for education and in particular the education of women and girls. This thesis argues that a significant contributory factor in the slow progress in addressing the gender inequalities in education in developing countries such as Zambia is the lack of attention to the combined effects of globalisation and patriarchy on girls’ education. This study argues that globalisation and patriarchy together impact negatively on the education of women and girls, and supports that argument with reference to supra-national and transnational policy developments, as well as an analysis of national policy for the education of girls in Zambia, and case studies of girl’s’ experiences of education in two contrasting local settings in Zambia. Globalisation is associated with an increase in social and economic inequality due to its tendency to obscure equity and social justice issues in its pursuit of establishing markets in almost all spheres of life. Market forms are pre-occupied with profit, hence pushing equality concerns to the fringes. Patriarchy takes advantage of globalisation’s tendency to obscure equity and social justice considerations to reassert itself in its uncompromising oppression of women. Therefore, globalisation and patriarchy play a significant role in perpetuating gender inequalities in education. This study posits that any attempt to resolve gender inequalities in education should take into account the impact of globalisation and patriarchy on girls’ education. Although education alone will not ensure women’s empowerment, the study considers it as very important to combine with other factors to bring about an end to women’s oppression.
4
Negi, Rohit. "Copper Capitalism Today: Space, State and Development in North Western Zambia". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248715316.
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Mumba, Elizabeth Cisece. "Integrated nonformal education in Zambia : the case of Chipata District". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27670.
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This research was concerned with integrated nonformal education programmes in Zambia. The purposes of the research were: (1) to identify factors thought by administrators to facilitate and hinder the implementation
of integrated nonformal education programmes; (2) to establish the relative influence of each factor; (3) to determine the perceived degree of integration from the perspective of four administrative levels; and (4) to determine skills and knowledge acquired from integrated nonformal education programmes through the perceptions of participants. Critical incident interviews and questionnaires were used to gather data from administrators, extension workers and programme participants in Chipata District of Eastern Zambia. Integrated Rural Development Programmes had been in operation since 1972.
The critical incident technique was used to interview seventy-seven administrators and extension workers at four administrative levels -national, provincial, district and local. Data from the interviews were used to identify a total of eight factors that were thought to facilitate implementation of integrated nonformal education programmes and nine factors that were thought to hinder implementation of integrated nonformal education programmes. Both facilitating and hindering factors were ranked for each administrative level. Data from questionnaires were used to determine the perceived degree of vertical and horizontal integration from the perspectives of four administrative levels as well as to determine outcomes of integration, through perceptions of programme participants.
A total of 106 administrators and extension workers responded to the Administrators' Questionnaire; 50 responded to the Local Level Questionnaire;
and 77 selected participants around three local sites answered the Participants' Questionnaire. Survey questionnaires were analyzed using descriptive statistics and one-way analysis of variance to determine whether there were any differences between administrative groups. The major findings that emerged from the study were these:
1. Factors perceived as facilitating and hindering implementation of integrated nonformal education programmes rank differently according to the administrative level of respondents. For administrators at three administrative levels (national, provincial and district) seminars/workshops and training facilities is a powerful facilitating factor. At local level, however, administrators ranked seminars/ workshops fourth as a factor facilitating successful implementation. In this research, inadequate skilled personnel ranked as the highest hindering factor at three administrative levels (national, provincial and district) but ranked fourth at local level.
2. Vertical integration is positively correlated with horizontal integration.
3. Administrators at the national level believe that a higher degree of vertical and horizontal integration exists in integrated programmes than do administrators of the other three administrative levels.
4. The small number of extension workers and their inability to adequately cover their constituency, seriously affect the impact of integrated nonformal education programmes.
Based on the results of the study, recommendations for theory, further research, and for practice are presented.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
6
Mwefyeni, Ephraim Chali. "The effect of agricultural service provision on performance of smallholder farmers in Zambia". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97172.
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Thesis (MDF)--Stellenbosch University, 2014.Zambia, a country in Sub Saharan Africa, is home to over 13 million people. Of this population, 61 percent are found in rural areas and depend on agriculture for their livelihood, making the sector a key area for the development of the country. Agriculture remains a key sector because of its huge potential and the number of people that are dependent on it. However, smallholder farmers face many challenges, which include inadequate market and price information, inability to access credit, inadequate extension services, low input supply and low usage of hybrid seed amongst others. Given this situation, the study undertook to use quantitative research methods to determine the effect of agricultural services on smallholder performance in Zambia. It also focused on determining whether the sources of agricultural services affect performance. The results of the study reported that sources of fertilizers, maize seed and loans had a significant influence on yield of maize achieved by farmers. Access and utilisation of fertilizer, seed and maize price information had also shown that there was a relationship between these variables and yield produced. With these results, it is imperative to understand and manage the level of government involvement in the provision of agricultural services so that private sector participation is not discouraged.
7
Silwamba, Simon y n/a. "Inclusive education in Zambia: the Kalulushi trial inclusive program". University of Canberra. Education & Community Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20061024.115015.
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This qualitative study examined the perceptions of stakeholders (administrators,
principals, teachers, students, parents of students with/without disabilities and
community members) in the Kalulushi District of Zambia�s Copperbelt province
about their views on inclusive education in their district. The study provided a
detailed, comprehensive portrait of the views of stakeholders, a view which can serve
as a medium through which Zambia can familiarise itself with issues and concerns
surrounding inclusion, anticipate problems and plan strategies for success. This
study�s primary purpose was to obtain the perceptions of stakeholders in the district
regarding a trial of inclusion and to compare their issues and concerns with those
encountered in developed countries.
The collection of data was conducted over a period of two months and involved
interviews, surveys, and focus groups with all stakeholders and analysis of national
and local policy. The thesis provided a rich description and detailed analysis of the
views of stakeholders regarding issues and concerns about inclusion. Among the
findings are that (a) general economic conditions, restructuring programs and medical
and social-cultural issues have a huge impact on the implementation of inclusion; (b)
schools in the district have few human and material resources to support inclusion; (c)
students with/without disabilities and most stakeholders, except teachers, tend to
favour inclusion; and (d) the agenda for donor countries complicate educational
reform in developing countries.
8
Munyati, Mass. "The sexual health of Zambia, is education the answer". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ37818.pdf.
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Sandlane, Margaret. "The education system of Zambia after independence / Margaret Sandlane". Thesis, Potchefstroom University for Christian Higher Education, 1989. http://hdl.handle.net/10394/8746.
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Chapter 1 looks into the following matters:
• Problem or Research:
The problem of research is:
* to determine the changes that look place with regard to the structure or
the Zambian Education System with respect to the Educational Reform
and needs of the people after Independence.
* to determine the changes in educational policy, organizational structure,
school system and supportive services as a result of the Educational
Reform in the post independence era.
• Aims of Research:
The purpose or this study is:
* to describe the development of the Zambian Education System in a
historical perspective.
* to define the concept or Education for Development (Draft Statement)
and Educational Reform and its influence on the educational policy.
* to determine the changes In the organizational structures after
independence,
* to determine the changes with regard to the school system and
supportive services after independence.
• Methods of Research:
The following methods or research were used: literature study and interviews.
• Demarcation of the field of study:
This study is confined to the education system of Zambia in the pre-independence
and post-idependence periods.
The theoretical structure of the education system has been discussed in
chapter 2 as well as general information about Zambia.
• The definition of the education system is given in this chapter as well as the
components, namely, the educational policy, educational administration,
school system and supportive services of the education system.
• The general description of Zambia Includes the geographical situation, the
political history, peoples of Zambia, economy and political structure.
The historical development of the education system of Zambia is given in
chapter 3. The following represent the main eras:
• Missionary education:
The Missionaries took a keen interest in the writing of the African languages
and started leaching people to read and write.
• Involvement of the British Government in African Education:
* The native schools proclamation of 1918.
According to this proclamation schools had to be registered with the
administrator and teachers be certified competent.
* The educational policy of 1925
The educational policy of 1925 urged that education should be adopted
to the needs of the people.
* Creation of African Education Department in 1925.
G.C. Latham was appointed the first director of African Education
Department. He issued mission schools with a school code according
to which all mission schools had to function.
* Education under the Federal Era 1953- 1963.
The Federation of the North and South Rhodesia and Nyasaland brought
about changes in the education system.
• Education in Post-independence Zambia
AI independence the government aimed at giving education the first priority.
* The Education Act of 1966
In terms of the Act, racially segregated schools had to be abolished and
non-free paying schools introduced.
Chapter 4 of this study will look into the formulation of the educational
policy.
The following are the main issues:
• Formulation and content of the educational policy.
The entire nation was involved in the formulation of educational policy in a
form of a "National Debate" launched by Dr. K.D. Kaunda in May 1976.
the Educational Reform aimed at providing 9 years of compulsory basic
education.
• The third national development plan
The plan aimed at increasing educational facilities.
• The fourth national development plan
This plan aimed at improving the technical and agricultural aspects of
education as well as the standard of Mathematics and Science subjects.
The organisational structures in Zambian Education System are
discussed in chapter 5. Attention is given to:
• Different Education Ministries
The Ministry of General Education and Culture and the Ministry of Higher
Education are responsible for the implementation of the educational policy
in Zambia.
• Control of education
AI the head of each Ministry there is a Minister who is also a member of the
cabinet.
The Inspectorate is the professional wing of the Ministries with the
responsibility of control and co-ordination of education.
The school system and supportive services are exposed as follows in
chapter 6:
• The School System
the functional pattern in Zambia is 7 years of primary education, 2 years of
junior secondary and 3 years of senior secondary education. The idea is
that the quality and quantity of services still leave very much to be desired.
• Supportive Services
The educational system in Zambia uses various supportive services to
facilitate effective leaching and learning.
Chapter 7 summarises all ideas discussed in the afore chapters. Findings
and recommendations are made.Thesis (MEd)--PU vir CHO, 1990
10
Macha, Herbert. "State or public service broadcasting?: an analysis of the coverage of political issues and debates during an election campaign on television news". Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1006234.
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Public Service Television remains a key institution of democratisation in the context of emerging democracies in Africa, especially with the advent of liberalisation and commercialisation of the media. The democratic changes taking place in Zambia require a genuine public service broadcasting television that will promote pluralism in the public sphere. Among the many available strategies and mechanisms for fostering a sustainable democratic and cultural environment, public service broadcasting is still the best. This study set out to examine representation of political issues and debates during election campaign on ZNBC television news to assess the extent to which it plays a role as a public broadcaster in the mediation of pluralistic politics. Election news on television, in line with the public sphere argument was found to be essential for investigating the nature of public service television from the point of view of impartiality, universality and diversity. Using both qualitative and quantitative methods the study has confirmed the hypothesis that the role of a public service television in the mediation of pluralistic politics is compromised by ZNBC's partial and unbalanced coverage of elections. As a result ZNBC, as a public service broadcaster is undermining the very democracy it is expected to promote. Public service television should take new forms if it is to be recognised and appreciated by the public as a genuine, open and democratic public sphere. I therefore recommend that a system of license fee for viewers be introduced. Secondly, government should increase funding into public service television to supplement revenue from license fee and advertising. Thirdly, I recommend the appointment of an independent board whose members will be appointed for a fixed term, by public nomination and a process of public hearing, according to publicly available criteria, which guarantees diversity of political, ethnic, social and professional background. Fourthly I suggest the formation of an Election News Coverage Committee comprising of journalists, academicians, the church and civic organisation that will formulate and implement editorial policy on election coverage and above all monitor and the coverage of elections on ZNBC television news.
11
Lukweza, Chishala. "An investigation into the state-of-practice of information security within Zambian copper mines: a case study". Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002776.
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Zambian copper mines have embraced the use of information technologies for strategic operations and competitive advantage. This dependence on these technologies has not only been seen in the physical aspects of business operations but also in the use of information systems such as Enterprise Resource Planning Systems (ERPs) for strategic decision making and increased usage of Industrial Control Systems (ICS’) that are meant to enhance operational efficiency in production areas. A survey was conducted to explore leadership perceptions on information security practices in Zambian copper mines and an ISO/IEC 27002 Audit Tool was administered to middle management in a particular mine for an in-depth analysis of their information security practices. Results revealed that although information security controls may have been put in place in these organisations, there are still areas that require attention. Senior management and middle management have different perceptions as to the extent to which information security practices are conducted in these copper mines. This implies that management may not be fully involved in certain aspects of these organisations’ information security practices. The results concluded that management needs to be fully involved and provide support for information security programs. Furthermore, these information security programs should be standardised so as to effectively protect these organisations’ information assets. This should also include the involvement of personnel as key players in the information security process.
12
IJzermans, J. J. E. M. "History and state of the art of music in Chibale, Zambia in the 1980s". [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2007. http://dare.uva.nl/document/54361.
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Mudhai, Okoth Fredrick. "Challenges to the hegemonic African state : media and civil society in Kenya and Zambia". Thesis, Nottingham Trent University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431906.
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The central argument in this thesis is that urban-based political Civil Society actors, particularly Non-Governmental Organisations (NGOs) and news media, in both Kenya and Zambia, perceive Information and Communication Technologies (ICTs) as presenting them with significant opportunities for achieving greater democracy. Representatives of these non-state actors view the Internet, e-mail and the cell phone in particular as tools that have not only enhanced their operational efficiency but also helped them overcome obstacles that the ruling elites often erected - using human, material and ideological state machinery - to stifle any form of challenge to their incumbency. Increasingly, the new media enable the non-state actors to engage in cross-border communicational activities as a way of effecting changes within states. They facilitate what David Held has described as webs of relations and networks that stretch across national borders. However, unlike recent cosmopolitan approaches to democratic theory and practice, this study privileges local conditions and off-line factors concomitant with the use of rapidly diffusing new media technology. Taking a structural approach to democratic theory and thereby employing the civil society perspective with a focus on a recently modified public sphere concept, this thesis makes a significant contribution to knowledge through an empirical study based on interviews carried out in Nairobi and Lusaka around crucial election epoch. By providing a rare insight into perceptions on new media by a category of Africa's political actors who have been not only considered early ICT adopters and topmost users, but also largely accredited for recent waves of democratisation, this study departs from a plethora of existing literature that have been overly deterministic in favour of technological and conjectural slants to new media in the developing world. To augment authenticity and validity, every effort is made to contextualise the interviewees' claims. This directly addresses a substantial gap in the literature which has been widely identified but not, so far, addressed. The thesis has four core arguments which form the basis of its claim to originality. First of all, it argues that democratisation in Zambia and Kenya is not merely illusionary, and that the new media have played some role in the transfer of power and political activity from a narrow political elite. To that extent at least, it supports the widespread 'democratisation through new media' thesis. But at the same time, and secondly, it takes a critical view of the naivety of many of the proponents of that argument, and points out that that naivety is sustained, at least in large part, by a tendency to over-generalisation. Through very detailed and carefully researched case studies, the thesis demonstrates that the process of both democratisation and the deployment of the new media by CSOs and NOOs is more complex and much more nuanced than the literature on the subject usually suggests. Thirdly, then, the thesis is original in so far as it is grounded in the original field work which has been conducted over a sustained period of time, including a number of visits to the case study countries and interviews and communications with many of the key players as well as the main theorists in the field. As a former journalist in Kenya, the author is aware that he has at once a privileged position in doing this research, which has allowed him access and insights which might well be denied to others, and at the same time a potentially dangerous proximity to the material, 'dangerous' here in a methodological sense. The strategies which have been used to counter those potential dangers are outlined and explained in the earlier chapters of the study. Fourthly, and finally, the thesis is original in its critical use of the Habennassian notion of the public sphere and its relationship to the potential for degrees of genuine or emancipatory democracy. That concept is helpful in explaining processes of socio-political change in Kenya and Zambia; the limitations may also be helpful to explain why the process of democratisation, though real, has been partial, and why the new media have only partially fulfilled the aspirations which their proponents have held for them in the specific context studied here.
14
Kashimba, Sally Salome. "The need for physiotherapy support for teachers in inclusive education for the inclusion of learners with physical disabilities in selected schools in Zambia". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2580_1254402740.
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The purpose of the study was to explore the need for physiotherapy support for teachers in selected inclusive schools in Zambia. The study aimed to determine teachers skills and teachers attitudes as they included learners with physical disabilities in their classrooms.
15
Chileshe, Roy Alexander. "Land tenure and rural livelihoods in Zambia: case studies of Kamena and St. Joseph". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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This study explores how land and natural resources in rural communities are accessed, used, and managed in livelihoods. In particular it examines first, crop field tenure, and livelihoods in natural resources. Second it explores factors that mediate access, use and control of land and natural resources within village communities. Empirical data are explored from two rural village communities of Kamena and St. Joseph located in the Northern and Copperbelt provinces of Zambia respectively. The study argues first that land and natural resource rights underpin land based livelihood activities of rural people, the most important of which are subsistence and cash crop farming, and the gathering and processing of common property resources. Second the thesis argues that land tenure reform impacts on the rural population as a whole and not just on cash crop farmers, and should thus situate the needs of farmers for secure tenure within the wider context of diverse rural household livelihood strategies. The study concludes that social differences (along the axes of wealth, gender and descent), traditional institutions (uxorilocal or virilocal marriage, polygamy, inheritance and succession) and government policy are central in determining access, use and control of land and natural resources in rural livelihoods. It is submitted that, rather than being replaced, customary land tenure, and traditional land administration structures in rural Zambia should be adapted to current social and economic realities in which individuals and households create their multiple livelihoods. Further, it is concluded that land tenure reform is not a sufficient condition for rural livelihood sustainability. Thus complementary agrarian measures to address the vulnerability context of rural households are recommended.
16
Moose, John. "Recontextualising issues in the 'NISTCOL" environmental education curriculum module for Primary Diploma by Distance Learning in Zambia". Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003605.
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This study investigated the recontextualising of the NISTCOL environmental education curriculum module for the Primary Teachers’ Diploma by Distance Learning (PTDDL) in Zambia. It focused on three case sites, the NISTCOL EE curriculum module for PTDDL and the University of Zambia, the National In-Service Teacher’s College (NISTCOL) and four basic schools: chalimbana, Bimbe, Chongwe and Silver Rest. The study looked at teacher professional development in environmental education in Zambia. The aims and goals were to investigate the NISTCOL EE curriculum and identifying issues that were associated with lecturers in the recontextualising process and further examine what issues were associated with curriculum recontextualisation in Zambian schools. For the conceptual constructs, the research drew on Bernstein’s (1990) framework of pedagogic discourse, it traced how the pedagogic discourse was de-located from the field of production and re-located into the pedagogic practice of each stated case above. It further examined the continuities, discontinuities and changes in the official environmental discourse as it was recontextualised. The study particularly focused on Bernstein’s conceptual constructs of selective appropriation and ideological transformation. In each case the Bernstein framework is used to analyze the process to identify recontextualising issues influencing pedagogical practice in the Zambian schools and college. The study revealed that each case under focus was unique but through examining the environmental discourse and pedagogical discourse in each case recontextalising issues were identified. Each case was influenced by different factors, such as lack of policy synergy, lack of EE vision at national level in Zambia, experience and knowledge, ideologies and emphasis, and depth of engagement. These factors provided me with a deeper insight into the curriculum recontextualising processes in Zambian schools.
17
Siame, D. N. "Small-scale agricultural development in Zambia and Zimbabwe : a comparative study of state delivery systems". Thesis, University of East Anglia, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306174.
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Soest, Christian von. "The African state and its revenues how politics influences tax collection in Zambia and Botswana". Baden-Baden Nomos, 2006. http://d-nb.info/995766177/04.
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Kunda, Rosaria. "Vulnerable children, schooling and the feminisation of the AIDS pandemic in Zambia". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4874_1189597212.
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This study aimed to explore the gender imbalances that exist in access to education and participation in schooling of the female orphans and vulnerable children, and also how this relates to the continuing feminisation of the HIV and AIDS pandemic in Zambia. The study was based on the premise that the girl child is disadvantaged in this area, and the HIV and AIDS pandemic in worsening the situation for female orphans and vulnerable children.
20
Muloongo, Arthanitius Henry. "Community radio and museum outreach: a case study of community radio practices to inform the environment and sustainability programmes of Livingstone Museum". Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003335.
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This is a qualitative study whose purpose was to investigate the community radio education practices and the museum outreach education activities with a view to understanding how a museum-radio partnership may be used to engage the Livingstone community in environment and sustainability learning. Environment and sustainability issues require a community approach in order to bring about sustained responses to environmental challenges. As such, the study worked with social learning ideas of engaging the community in environment and sustainability learning. The data was generated mainly from face-to-face semi-structured interviews involving three community radio stations, Radio Listener Clubs and museum experts. The data generated was then presented to a strategy workshop involving the Livingstone Museum and Radio Musi-otunya staff. Arising from this workshop, recommendations were made about the possibility of the museum working in partnership with the radio to engage the community in environmental education. The study has shown that much of the museum environmental education activities have been confined to exhibitions and lectures within the museum building, which has affected the number of people being serviced by the museum. These education activities are arranged such that museum expert-led knowledge is presented to the audience with minimal community engagement on the environmental learning content. The study has also shown that community radio programming provides opportunities for community-led social learning which the Livingstone Museum could make use of to engage the community in environmental learning. Community radio programming allows community participation through Radio Listener Clubs, in identification and presentation of local environmental issues. This makes it a suitable tool to address locally relevant environmental issues, by the local community. Environmental issues are different from one place to another. Therefore environmental education approaches that bring issues into the museum may fail to address the different environmental education issues in different community context. The study concludes by recommending that Livingstone Museum should explore the use of community radio so that their expert knowledge and that of the radio producers could be used to shape environmental education programmes to go beyond awareness-raising.
21
Chabatama, Chewe Mebbiens. "Peasant farming, the state, and food security in the north-western province of Zambia, 1902--1964". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0005/NQ41122.pdf.
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Carm, Ellen. "Caught in Culture? : Cultural Transformation through HIV/AIDS Prevention Education in Zambia". Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138117.
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The study explores the role and contribution of education in developing a localized and relevant HIV/AIDS prevention strategy through a multi-voiced approach, involving the educational institutions, as well as the traditional leaders, community-members, including parents. The study comprised all public schools in one Zambian province from 2002-2008. The study explores, among other factors, the role of traditional culture in mitigating and exacerbating the spread of the disease. Zambia was one of the countries hardest hit by the HIV/AIDs epidemic, and one of the few countries in the region that, in 2002, had a clear policy on the role of education in fighting the epidemic. Through the process of developing and implementing a learner-centered interactive HIV/AIDS education program in the province. based upon MOE`s HIV/AIDS policies and strategies, syllabi, and teachers guides, and at the same time emphasizing the broader community as a point of departure. The qualitative and interpretivist research was conducted within a constructivist grounded theoretical approach. The study applies comprehensive and multilayered perspectives while utilizing a broad range of methods. Documentary analyses, structured and semi-structured interviews, in depth conversations with traditional and educational leaders, teachers, parents and pupils, were all carried out during the period of the study. Nvivo, a computer-supported data analysis tool was used to support the process of categorizing the qualitative data and the study applied Cultural- and Historical Activity Theory for analytic purposes. The study revealed the mismatch between the decentralized, national HIV/AIDS prevention education approach, as stated in the policy documents and the global UNAIDS, centralized and cross-sectoral strategies favored by the Zambian government. The uncoordinated efforts did not reach the grassroots level, where professionals, at district and school level, perceived and applied policies in highly different ways, if at all reaching students and the communities. The main categories of drivers of the epidemic were of socio-cultural and economic character, e.g. polygamy, sexual cleansing, local healing, gender inequality and poverty, sexual violence, multiple concurrent sexual partners and prostitution, but there were also variety of local drivers, depending upon context. When analyzing the participatory approaches of the HIV/AIDS prevention strategy, predominantly, at the school-community level, the findings revealed that the traditional leaders, being legitimate leaders in their kingdoms, and the custodians of culture and traditions, were found to be gate openers to promote behavioral change and cultural transformation in their villages. The traditional leaders worked hand in hand with the schools and the villagers. Their involvement legitimated that discourses and HIV/AIDS prevention actions were taken at school as well as within their own chiefdom. Utilizing their traditional leadership structures, the chiefs sustained their cultural rites, e.g. cleansing, in order to chase away the evil spirits, by turning the rites into practices that do no put people at risk for contracting HIV. Particularly at the global and state level, culture has been seen as drivers of the epidemic. The study revealed that the traditional leaders used their role as significant others, became gate-openers, using their legitimate role as custodians of culture to transform cultural rites and practices.
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Nygren, Marcus. "Developing a Mobile Learning Application for Entrepreneurship Education in Uganda and Zambia". Thesis, Linköpings universitet, Medie- och Informationsteknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131770.
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Entrepreneurship educations in developing countries have not yet been able to take advantage of digital tools. The Ugandian non-profit YoungDrive has 60 coaches teaching entrepreneurship to 12 000 youth in rural areas. The coaches have a problem during and after their education with assessing and improving their abilities to learn and teach entrepreneurship. The purpose of this study was to investigate how an app can be designed to address this issue. Methods within service design, agile development and interaction design has been used and combined to construct and analyse interviews, workshops, question sets, and app tests with the coaches in Uganda and Zambia. In total, three months were spent testing and iterating on low-detailed and high-detailed prototypes. The result is a launched hybrid app for Android, iOS and web. A formative test shows coaches are more reliably correct using an improved design of multiple-choice questions than a standard multiple-choice design. Interviews shows the coaches has become more aware of what they know and do not know, and feels more confidence before their youth lesson with an increased quiz result. Further research should evaluate that the actual quality of the youth lesson improves. Increasingly well-constructed multiple-choice questions with thoughtful feedback could stimulate creativity and problem-solving, deemed important by entrepreneurship education research. After overcoming usability issues, the final app could reach both low and high-order learning objectives within entrepreneurship. The app did seemingly improve the quality of entrepreneurship education for the coaches in this specific developing world context. Further research should also investigate the design and implications of a digital-only entrepreneurship education for the coaches, having in mind that the teacher is believed the main factor of entrepreneurship education. As of now, the app is an effective compliment and assistance to the physical training.
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Kayombo, Kelvin Mukolo. "The identification, measurement and competitive positioning of a higher education institution brand in Zambia : the case of Zambia Centre for Accountancy Studies (ZCAS)". Thesis, Heriot-Watt University, 2014. http://hdl.handle.net/10399/2732.
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The aim of this research project was to identify and measure the ZCAS brand in the higher education (HE) sector in Zambia and, through the study, identify areas for strengthening the brand‟s competitive position. ZCAS is earmarked for conversion into a university following the completion of a major infrastructure expansion project that has doubled its service delivery capacity. This transition requires rebranding and repositioning the institution as a university; and this research could play a significant role in this undertaking by providing insights into brand building in the Zambian HE sector. The research was carried out in two phases. The first research phase was a qualitative multiple case study designed to identify the principal branding elements in the Zambian HE market. Data were collected through three focus group discussions with first year students at ZCAS and twenty semi-structured interviews with marketing executives at ZCAS and twelve universities. Thematic and content analysis of the discussions and interviews revealed that the top five most considered HE branding factors in Zambia are teaching quality, fees, course availability, facilities and employability; while course availability, teaching quality and facilities emerged as the top three sources of competitive advantage. The study also revealed that the most consulted information sources about universities are print media, friends, education expos and electronic media, while the most prolific influencers of student choice are friends, parents and self. In the second research phase a conjoint questionnaire was administered to 390 first year students in eight HE institutions to establish ZCAS‟ competitive brand position in Zambia. Five principal branding attributes (i.e. teaching quality, fees, course availability, learning environment and employability) identified in the first research phase were employed in the conjoint analysis. The study revealed that ZCAS has a strong brand position 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. This study therefore 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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Masindi, Ntungufhadzeni Austin. "Foreign direct investment through privatisation of state-owned enterprises : a comparative analysis of South Africa and Zambia". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51767.
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Thesis (MA)--Stellenbosch University, 2000.ENGLISH ABSTRACT: This assignment seeks to explore the role of privatisation in attracting foreign direct investment (FDI) to South Africa and Zambia. In doing this, literature review method based on primary and secondary documentary sources have been utilised. In order to attract FDI, the study revealed that it is necessary to get the policy environment right. Creating an investor-friendly environment which promises good return on investment in line with the international "regulatory" framework - the World Bank's International Finance Corporation (IFC) and Multilateral Investment Guarantee Agency (MIGA) and the World Association of Investment Promotion Agencies (WAIPA) requirements - is therefore significantly important. The World Bank regards Zambia's privatisation programme as the model for Africa. South Africa finds itself in a contradictory position. On the one hand it is the leading economic power in Africa, while on the other hand it still lags behind in terms of restructuring its parastatals. Privatisation programme in South Africa has been very slow. However, the government and other stakeholders, particularly in 1997, have been trying to get privatisation off the ground. The conclusion is that both South Africa and Zambia succeeded in attracting FDI through their processes of privatisation. In both countries major FDI inflows have been an outcome of privatisation. FDI is important for creating employment, debt reduction, empowerment, transfer of technology and managerial skills. However, these countries follow different approaches to privatisation. Due to the slow privatisation pace in South Africa, it is recommended that South Africa learn from Zambia's approach and experience. This would enable South Africa to fully explore some of the benefits of privatisation.
AFRIKAANSE OPSOMMING: Hierdie opdrag ondersoek die rol van privatisering in die trek van direkte buitelandse beleggings (DBB) in Suid-Afrika en Zambie. Ten einde hierdie doelstelling te kon bereik is 'n literere oorsig van primere en sekondere bronne gedoen. Hierdie studie het bevind dat 'n gunstige beleidsomgewing DBB sal trek. Die skep van 'n beleggings-vriendelike omgewing wat goeie dividende beloof en in Iyn is met die internasionale "regulerende" raamwerk - die Wereldbank se International Finance Corporation (IFC), Multilateral Investment Guarantee Agency (MIGA) en World Association of Investment Promotion Agencies (WAIPA) - se vereistes is van kardinale belang. Die Wereld Bank beskou Zambie se privatiseringsprogram as die model program vir Afrika. Suid-Afrika bevind haarself in 'n teenstrydige posisie. Aan die een kant is sy Afrika se voorste ekonomiese moondheid, en aan die anderkant is die programme om haar staatsondernemings te herstruktureer nog in hul kinderskoene. Privatiseringsprogramme in Suid Afrika het tot dusver baie stadig verloop. In 1997 het die regering en ander belanghebbende partye egter privatisering van die grond af probeer kry. Die konklusie is dat beide Suid-Afrika en Zambie daarin geslaag het om DBB te lok met hul privatiseringsprogramme. In beide lande was groot DBB die uitkoms van privatisering. DBB is belangrik om werk te skep, skuld vereffening, bemagtiging, en die oordrag van tegnologie en bestuursvaardighede. Hierdie lande volg egter verskillende benaderings tot die privatiseringsproses. Vanwee die stadige privatiseringsproses in Suid Afrika word die voorstel gemaak dat Suid-Afrika by Zambie leer in hul benadering en ervaring. Dit sal Suid-Afrika toelaat om al die voordele van privatisering te ontdek.
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Follis, Brian. "A comparative study of vocational/technical education in Zambia and Zimbabwe 1900 - 1987". Thesis, University of Liverpool, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277156.
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This thesis undertakes the collection, analysis and evaluation of information concerning the development of vocational and technical education in Zambia and Zimbabwe. Tracing the history of vocational education from 1900, the work emphasises the separate racial provision of education, including vocational, until both countries approached their respective Independence periods. Six years after Independence, vocational and technical education in Zambia occupied a focal point in the country's attempt to firstly achieve an economic transformation and secondly, absorb the growing number of unemployed school leavers from the system of general education. After abolishing the system of apprenticeship, government vocational institutions became the major point of training for formal sector employment skills. Yet this inner reform has been diluted largely by an economy unable to sustain the high recurrent costs reqUired by institutional training. The most striking feature of vocational and technical education in Zimbabwe is how little the structure has changed from the preindependence period. Whilst the racial balance of trainees has moved in favour of Africans, early political rhetoric in favour of changing the approach to skill training has failed to materialise. Conservat i ve forces in both countries have managed with assistance from external aid programmes to retain a formal system of vocational and technical education very similar to that which existed before independence. Educat ional provision for those who have dropped out of school or are unemployed is grossly deficient. In conclusion, the thesis proposes three act ion ar ea s: emphasising a closer partnership of public and private sector training institutions which will tackle the issue of making better use of existing institutional capacity and expanding more directed opportunities for skill training. linking national development goals with wellresearched and developed national vocational curricula rather than the perceptions or overseas examination syst ems: ensuring better coordination between the education/training system and the ongoing requirements of the employment system and making training more sensitive to sectorial needs, particularly towards the majority of people who live and work in rural areas.
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Linhardt, Frederick J. "Missouri vocational education : the state of the State, 1994 /". free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052193.
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Fulton, Robert William. "Postsceondary developmental and remedial education : perspectives of state legislature education chairpersons and state higher education executive officers /". Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992793.
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Burkum, Kurt Richard Hendrickson Robert M. "The role of state higher education governance structures in state-level higher education lobbying". [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3692/index.html.
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Lupele, Justin Kalaba. "Action research case studies of participatory materials development in two community contexts in Zambia". Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003298.
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This research reports on two action research case studies of participatory materials development in two rural community contexts in Zambia, namely Chiawa and Nalusanga. It aims to explore and articulate the relationships between community-based environmental education and participatory materials development in the WWF Zambia Education Project context; clarify participatory materials development processes by identifying the roles of different ‘actors’ in these processes and identify and analyse the contextual and other factors that may influence development and use of environmental education materials in rural communities. These aims were explored by means of a number of action research cycles of inquiry in the two communities. The study also articulates the significance of considering ambivalent globalising influences such as international conferences, debates, overseas development aid, national policies and how these shape and influence materials development work in a local context. In order to gain more insight into the local contexts, I developed contextual profiles on the two communities. These capture the contextual factors that influenced the participatory materials development processes. They include issues such as language, ethnicity, literacy, power relations and the local social economy, amongst others. Although this study has been predominately guided by the socially critical orientation to research and education, I have drawn on aspects of other research orientations. I have also explored some of the emerging critiques of the socially critical orientation. The findings of this study reveal the different roles participants can play in participatory materials development; participatory materials development processes as a learning process; the dynamics of participation in an African context; the role of language and literacy in materials development; the need for open-ended process models of learning amongst adult learners and the importance of merging expert and local knowledge in participatory materials development. This study opens up possibilities for further exploration of participatory materials development processes within the WWF ZEP context and beyond.
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Chama, Samson. "Program Approach for Childheaded Households in Zambia". VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1614.
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Using an emergent design, this study developed a program approach for young people in the child headed households of Zambia. Phase I dealt with prior ethnography, Phase II focused on independent living services, and Phase III concerned translation to Zambia. A total of 36 participants from Richmond, consisting of 20 Richmond Department of Social Services workers and youth and 16 Africans, were recruited. Three major themes emerged: feasibility, content, and quality. Lessons learned about translational research highlight the need for uniformity in a cultural screen’s composition. This might enhance the richness of perspectives on young people. Lessons for the Department of Social Services include a need to focus on tracking young people exiting services. This might involve exit interviews with young people and guidance with life decisions. There were lessons about decisions regarding local and expert knowledge in the translation process. This often becomes difficult when there are no assurances of participant uniformity. Paying attention to issues of local and expert knowledge would eliminate decision barriers that might arise during the translational process. Implications for social work education suggest that an emphasis on cultural competency might help students at the BSW and MSW levels to become better managers of adolescents. Implications for practice and policy include enhancing access to education and health for all young people. This process might be facilitated by the enactment of polices that highlight education and health for all young people at national and state levels. The following are crucial considerations for practice with young people: recruiting and training appropriate staff, promoting civic education, collaborating with young people, strengthening community involvement, strengthening agency collaboration, and developing targeted services. Implications for further research include: exploring what areas to consider when making a paradigm jump, considering cultural principles as bridges for making that jump, examining the implications for translational research as opposed to diffusion of innovation, determining what types of research samples would eliminate some of the gender issues that emerge with focus groups, recruiting more young people as participants, and conducting a study that focuses on lived experiences of young people.
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Chabala, Mwila. "Privatization of State Owned Enterprises: An Analysis of Impact on Regional Migration Patterns in Zambia Between 1990-2000". Thesis, Umeå universitet, Kulturgeografi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-89741.
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Throughout history, migration has been an ongoing phenomenon driven by various factors ranging from social, political, economic and environmental situations. Zambia is not immune to migration and has seen a considerable share of its population engage in both internal and external migratory activities. Recognising the important role that migration plays in any economy and how it is influenced by circumstances prevailing at different points in time, this thesis seeks to analyse migration flows between Zambia's regions and the impact that privatisation of state owned enterprises had on migration patterns between 1990 and 2000. Because of challenges in gathering statistics to conduct a thorough quantitative analysis, the study employs a descriptive methodology using statistics collected from the Central Statistics Office online data catalogue and institutions such as the World Bank. The statistics are organised, calculated and analysed using Microsoft Excel and GIS Arcmap. The results indicate that soon after privatisation began in 1991, there was a sharp reduction in employment figures and a reduction in the proportion of urban population. The proportion of rural destined migrants was 2.3 times higher than that of urban destined migrants during the period of privatisation, an indication that people were leaving urban areas for rural areas. Return migration also rose, however, the country experienced both urbanisation and counter urbanisation during the period 1990-2000. Findings of this study show similarities to Beauchemin & Schoumaker's (2006) findings in Burkina Faso were changes in migration patterns were observed after the economy underwent structural change in the 1980's.
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Kalula, Evance. "Labour legislation and policy in a post-colonial state : attempts to incorporate trade unions in Zambia, 1971-86". Thesis, University of Warwick, 1988. http://wrap.warwick.ac.uk/110037/.
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This is a study of some of the major aspects of the development of post-colonial labour policy in Zambia. It examines the Zambian Government's attempts to 'incorporate' trade unions into its strategy of national development. Except for such later references as it was possible to include, it covers the period from 1971 to 1986. The purpose of the study is to examine the role played by law in the Zambian Government's attempts to incorporate trade unions and the rank and file sufficiently in the plans for national development. Zambian trade unions at independence were quite autonomous. Given the power and autonomy of trade unions, their attitude and approach have been viewed by the Government as crucial elements of national development. The Government has, therefore, progressively adopted measures aimed at the closer control and regulation of the trade union movement and its membership. In spite of such attempts, however, the approach in Zambia has been less coercive than in some other African countries. The Government has tended to rely on "pressure rather than force". In this context government reforms are examined in four key areas: the regulation of trade union activity, the restructuring of collective bargaining (including incomes policy), industrial conflict and dispute settlement procedures, and workers' participation. It is concluded that the Government has not achieved its stated major objectives. Although trade unions and their members have generally accepted the Government's overall authority to set the agenda of national development, they have resisted attempts to curtail their autonomy. It is on account of this failure that the Government now intends to integrate trade unions into the State completely.
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Anwar, Wasim. "Higher education in Pakistan : from state control to state supervision /". Oslo : Institute for Educational Research, Universitetet i Oslo, 2007. http://www.duo.uio.no/publ/pfi/2007/67351/thesisx291007.pdf.
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Riutta, Satu. "Empowering the Poor? Civic Education and Local Level Participation in Rural Tanzania and Zambia". unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04242007-010341/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. William Downs, committee chair; Michael Herb, Carrie Manning, committee members. Electronic text (465 p. : col. ill., col. maps) : digital, PDF file. Description based on contents viewed Nov. 5, 2007. Includes bibliographical references (p. 370-397).
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Amjed, Natasha. "Clinical importance of cervical cancer prevention and education in Zambia and Sub-Saharan Africa". Thesis, Boston University, 2013. https://hdl.handle.net/2144/21121.
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Thesis (M.A.)INTRODUCTION: Cervical cancer exists as the second most common cancer among women world wide, and in numerous countries is the leading type of female cancer. Specifically, Zambia has one of the highest mortality rates and cervical cancer incidence rates. The goal of this study is to analyze the published literature on preventative techniques for cervical cancer in resource-deprived areas of sub-Saharan Africa by focusing on the correlation between the Human Papilloma Virus (HPV), Acquired Immunodeficiency Syndrome (AIDS), and cervical cancer; the accuracy and feasibility of “screen and treat” clinics; and socio-economic and geographical barriers. RESULTS: Correlations exists between the prevalence of HIV, HPV, and cervical cancer in sub-Saharan Africa, and a clear association exists between HPV and cervical cancer. The deliverance of HPV vaccines as well as educational programs has helped to improve this medical problem. Main screening methods for cervical cancer include the Pap smear, naked eye visual inspection of the cervix after the application of either diluted acetic acid (VIA), Lugol’s iodine (VILI), or with a magnifying device (VIAM), colposcopy, and tests for HPV markers. Studies indicate that the VILI screening test has the highest level of sensitivity with the LEEP method also of importance. The procedure is relatively low cost and is easy to implement when excising lesions. Major risk factors and determinants of cervical cancer can help to explain the underlying barriers of access to care. Women’s misconceptions regarding cervical cancer, gender inequality in African nations, socio-economic status, and foreign aid all play major roles the cervical cancer screening process. A lack of proper education, especially among women in sub-Sahara Africa, has led to misconceptions about the causes of cervical cancer. Studies have found that some women associated cervical cancer with prostitution, a Satanic curse, and other bad behavior. Gender inequality also plays a significant role since the Zambia government had reported that a husband would have absolute rights over children and reproductive rights over his wife once he had made payments for a bride. Geographical barriers also exist as the terrain in Zambia is swamp-like and heavy flooding throughout the year is common. After flooding occurs, communities become physically separated. Furthermore, there are correlations between high incidence rates of cervical cancer and high poverty as it has been shown that the largest number of people living on less than $1.25 dollars per day is that of sub-Saharan Africa. DISCUSSION: Studies have indicated that virtually all of cases of cervical cancer are caused by HPV, implying that HPV testing and detection would largely prevent the progression of lesions. Ultimately, this would reduce the high incidence rate of cervical cancer in Zambia and in other Sub-Saharan African countries. In areas where cytology programs are either non-existent or not efficient, HPV testing approaches should be evaluated and implemented, and they should be based off of the HIV/AIDS infrastructure that has already been established. In regards to the screening approaches, VIAM and VIA are the only two tests that are also practical, affordable, and available. Affordability is the major concern when implementing screening programs in sub-Saharan Africa; for this reason, either VIAM and VIA would arguably be the best options as long as they were effective. VIA would be considered the most appropriate method in terms of screening procedures as the method has the advantage of giving immediate results that can be applied to large populations. Lastly, the lack of proper education, including sex education, has in part led to drastic misconceptions about the causes of cervical cancer. Women hold negative beliefs about cervical cancer since they associate it with being unclean and view it as a reflection of bad behavior. Geographical barriers also play a role; the physical inaccessibility of the clinic discourages women to come to the clinic for screenings. Home visits by physicians and/or the utilization of community health workers may help to eliminate this particular barrier of access. This strategy would be especially beneficial to residents of rural areas since they are more likely to live farther away from institutionalized clinics and screen and treat facilities and are also more likely to be in a state of extreme poverty.
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Cole, Alastair Charles. "Good Morning, Grade One : language ideologies and multilingualism within primary education in rural Zambia". Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11684.
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This practice based PhD project investigates the language ideologies which surround the specific multilingual context of rural primary education in Zambia. The project comprises of a creative documentary film and a complementary written submission. The fieldwork and filming of the project took place over 12 months between September 2011 and August 2012 in the community of Lwimba, in Chongwe District, Zambia. The project focuses on the experiences of a single grade one class, their teacher, and the surrounding community of Lwimba. The majority of the school children speak the community language of Soli. The regional lingua franca, and language of the teacher, however, is Nyanja, and the students must also learn Zambia’s only official language, English. At the centre of the project is a research inquiry focusing on the language ideologies which surround each of these languages, both within the classroom and the wider rural community. The project also simultaneously aims to investigate and reflect on the capacity of creative documentary film to engage with linguistic anthropological research. The film at the centre of the project presents a portrait of Annie, a young, urban teacher of the community’s grade one class, as well as three students and their families. Through the narrativised experiences of the teacher and children, it aims to highlight the linguistic ideologies present within the language events and practices in and around the classroom, as well as calling attention to their intersection with themes of linguistic modernity, multilingualism, and language capital. The project’s written submission is separated into three major chapters separated into the themes of narrative, value and text respectively. Each chapter will focus on subjects related to both the research inquiry and the project’s documentary film methodology. Chapter one outlines the intersection of political-historical narratives of nationhood and language that surround the project, and reflects on the practice of internal narrative construction within documentary film. Chapter two firstly focuses on the language valuations within the institutional setting of the classroom and the wider community, and secondly proposes a two-phase perspective of evaluation and value creation as a means to examine the practice of editing within documentary film making. Chapter three addresses the theme of text through discussing the role of literacy acquisition and use in the classroom and community, as well as analysing and reflecting on the practice of translation and subtitle creation within the project.
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Mutesa, Chilao. "Senior management education in Zambia : a framework for analysis of the factors influencing its development". Thesis, University of Lincoln, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298638.
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Mulenga, Morgan Chanda. "Sociometric status and social behaviour of boys with learning disabilities in a special school in Zambia". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0007/NQ32453.pdf.
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Allen, Megan Marie. "Teacher Leadership in State Education Policy". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3015.
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There is a national call for teacher leadership, which has occurred after many education reforms have struggled due to a perceived lack of teacher involvement. The purpose of this study was to examine whether teachers felt that their involvement in education policy had impact and whether there is ample teacher expertise in education policy. The overarching research question was to appraise educator perceptions of teacher impact on state education policy. The study revealed a perceived lack of teacher impact and education expertise. The conceptual framework was based on theories of adult learning and the development of expertise and supported the necessity of teacher expertise in policy discussions' because teachers are the ones who have developed classroom expertise and the potential impact of policy on classrooms. A case study methodology was applied with 5 state teachers of the year participants. The participants were from 4 states, recognized from 2012-2015, and had local, state, and national policy experience. Interviews were conducted to collect data, with direct interpretation and categorical aggregation through coding applied to analyze data during collection. After identifying a perceived lack of teacher impact, themes were identified that could create more effective impact. Themes were grouped into skills, knowledge, and dispositions that could be taught in a series of learning experiences, serving as curriculum for teachers to build expertise in policy. This project has the potential to assist educators in developing the skills, knowledge, and dispositions needed to become more effectively involved in policy. It also has the potential to create social change in the United States by assisting teachers in getting meaningfully involved in policy, thereby positively impacting public education for their students in their classrooms, schools, districts, and beyond.
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Westbrook, Jane (Juanita Jane). "State Funding for Community Education Projects". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501099/.
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The problem of this study was an analysis of the funding procedures in states which provide funding for local community education projects. The purpose of the study was to identify states which appropriate funds for community education and to provide an analysis of the guidelines for operation and use of state funds for community education at the local level. Twenty-five states were initially identified as having some type of state funding for community education, Eleven of the twenty-one states responding do provide funding for use at the local level. The guidelines and applications for obtaining these funds were compared in the areas of purpose of state legislation, minimum elements required of community education projects, eligibility requirements, use of state funds, grant periods, and annual reporting requirements.
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Okitsu, Taeko. "Policy and practice of community participation in the governance of basic education in rural Zambia". Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/7657/.
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Since the 1990s, the Government of Zambia has pursued the decentralisation of basic education with strong emphasis on active community participation in local education governance, the aim being to increase the accountability of local education institutions to the community. The accompanying liberalisation of the basic education sector is expected to enhance the role of parents as customers with a freedom of choice in the education market; thus, leading to the greater accountability of schools through the market mechanism. This thesis investigates the extent to which these commitments are being practically realised in rural Zambia, which is a largely under-researched area. Specifically, it explores parental and community participation both in government basic schools and community schools, as well as at the district education authority level through the establishment of the District Education Board (DEB). The thesis undertakes a sociological investigation in order to understand the processes involved in parental and community participation from the viewpoints and experiences of the various local actors. Accordingly, it has employed an interpretive paradigm, utilising interviews, observations and document analysis as sources for the study. The findings of the thesis reveal a considerable gap between policy expectations and the realities at school and district levels, demonstrating that some of the underlying policy assumptions have not been met in practice. The thesis found that parents and communities in the rural setting frequently lack ability, agency and the spirit of voluntarism, factors that conspire to form a barrier to effective participation in local education affairs. These obstacles resulted in part from low cultural and economic capital, and the perception that local education matters constituted the domain of trained professionals. Furthermore, the low quality of education on offer and lack of transparency in the management of school resources also meant that parents judged the cost of participation to exceed the benefits. Thus, the policy assumption of the homogeneous, equal, willing and capable community playing a new participatory role cannot necessarily be taken for granted. Moreover, embedded micro-power relations between education professionals and laypeople, as well as amongst the latter, often influence the way different actors deliberate and negotiate in newly created participatory spaces. As a result, the voices and protests of the socially and economically disadvantaged are often poorly articulated, go unheard and lack influence. Laypeople are expected to play a larger managerial role in community schools, which should increase parental power to hold teachers accountable. In reality however, their ability to realise this was seriously constrained. In a context of chronic poverty, the community was unable to remunerate teachers sufficiently, and subsequently powerless to discipline or dismiss those frequently absent from school, given that it was virtually impossible to find other teachers willing to work for little or no remuneration. In terms of choice, parents were also compromised as customer stakeholders in both government and community schools. Many did not have the socio-economic or geographical wherewithal to exercise freedom of choice, which in any case was not adequately accompanied by either incentives or the threat of sanctions that might encourage teachers to perform better. The thesis further shows that teachers and district officials not only lack the willingness to embrace laypeople in their new governance roles but also lack the capacity and autonomy to respond to the demands of parents and communities even when they would like to; the centre still holds controls over many areas while resources allocated to the local level are grossly inadequate. Therefore, the thesis shows that the extent to which the policy of community participation in local education governance and school choice increases the accountability of local education institutions is open to question. Rather, it suggests that both micro and macro contexts play a vital role in shaping the way in which parents and communities participate in local education governance, in what form, and the consequent influence this has on accountability to the community. Thus, with the use of such a sociological framework, the thesis demonstrates the significance of context, power relations, and the differing social, cultural and economic capital that shape the way different actors participate or do not participate; a consideration that tends to be overlooked in the dominant discourse of decentralisation and community participation on the international education development agenda.
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Matambo, Luyeye Hope. ""Access to tertiary education": Exploring the experiences of women with physical disabilities in Kamwala, Zambia". University of the Western Cape, 2017. http://hdl.handle.net/11394/5850.
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Magister Artium - MA (Women and Gender Studies)Women with disabilities are marginalised in many aspects of societal participation. The majority of women with disabilities in Zambia do not have access to education and this has placed them amongst the poorest of people in the country. The study focuses on the experiences of women with physical disabilities and investigates the challenges they encounter in accessing education at tertiary level. The study comes at a time when the fight for gender equality has gained momentum and aims at promoting economic participation for all members of society without discrimination on the basis of sex or disability. The study engaged ten participants from a tertiary institution in Kamwala, Lusaka. I conducted a feminist qualitative research, which focused on the experiences of 19-30 year old female students with physical disabilities. I used semi-structured interviews in order to collect the data and drew on a qualitative thematic analysis to analyse the data. All standard ethical procedures were adhered to, including anonymity and confidentiality with respect to participants. The results of the study revealed that women with disabilities were often ‘othered’ due to myths and misconceptions that surrounded disability especially in the African- traditional context. The study also revealed that families played a very important role in ensuring that women and young girls with disabilities had a strong self-image, strong self-esteem and a strong sense of self and ensuring that they felt included within the homes and especially when accessing education. The study further revealed that where family support was lacking, participants faced challenges in accessing education compared to participants who received such support. More so, that educational opportunities in Zambia are generally gendered with more males than females in the education system, across the multiple levels. Access to the tertiary level for this group of women is compromised because challenges in accessing education start at the lower levels and have spill over effects in to the higher levels of education. Financial challenges experienced by women with disabilities and their families also led to fewer women with disabilities being able to participate in schooling. This is because where there were limited resources within the family, women, and girls with disabilities getting an education was not an option.
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Kalinde, Bibian. "Cultural play songs in early childhood education in Zambia : in and outside of classroom practice". Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60369.
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Cultural play songs are a world wide phenomenon in which children participate. The
current research explored settings where such cultural play songs occur; both in and
outside of pre-schools. Despite the availability of play songs in most cultural
contexts, combined with children's natural inclination to be actively involved in
playing and singing games, these cultural assets are generally not considered as a
pedagogical tool in Early Childhood Education (ECE). Therefore, the aim of this
research was to investigate the pedagogical significance of cultural play songs found
in and outside of pre-schools for ECE.
In this study, I investigated how play songs take place in both settings in order to
reveal commonalities and differences so that, when taken together, this knowledge
would enhance the understanding of how educators could optimally use play songs
in ECE contexts. An ethnographic research design was conducted within a
qualitative paradigm, incorporating non-participant observation, complete participant
observation, video recordings, and face-to-face interviews. For the first part of data
collection within pre-school settings, participants included thirty teachers from twenty
pre-schools in seven provinces of Zambia. During the second part of data collection
in a simulated out of school setting, participants included eighteen pre-school
children and an expert on cultural play songs. This resource person facilitated
sixteen cultural play song sessions in which the children and I actively participated.
Video recordings were made of all cultural play song activities in both settings,
supporting non-participant as well as complete participant observasions.
This empirical data provided evidence regarding the pedagogical value of play songs
as a cultural resource. As a result, play songs were collected in order to be
preserved and promoted for future use in ECE, thus defying the simplistic view that
they are mere entertainment. By drawing on Vygotsky's socio-cultural learning theory
and African traditional education perspectives as theoretical framework, the study
equally makes a scholary contribution towards play songs as a valuable indigenous
tool for teaching and learning in ECE. The results of the study indicate the following concerning cultural play songs: Firstly,
there is limited to non use of these songs in Zambian pre-schools compared to
English rhymes and Sunday school songs; secondly, they are not currently
considered as valid resources for teaching and learning; and thirdly, their use in ECE
depends on the teacher's knowledge, skills and perceptions, as well as on the
attitudes of school administration and parents. Recommendations are made for
flexible methodologies which nurture linkages between music practice in and outside
of school settings. Play songs as cultural resources support teacher and learner
interactions in musically and playfully stimulated environments.Thesis (DMus)--University of Pretoria, 2016.
Music
DMus
Unrestricted
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Mwanza, Peggy. "Role of non-governmental organisations in basic education policy reform in Lusaka province of Zambia". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8943.
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Through an exploration and analysis of the roles of Non-Government Organisations (NGOs) in education policy reform particularly at the Basic Education level in Zambia, this thesis argues that over the past few decades, NGOs have become increasingly visible. Indeed, since the 1990s, many NGOs supporting education have entered the arena of advocacy and policy dialogue with government; yet the success of internationally recognised goals - such as Education For All (EFA) – seem as remote as ever. To address the concern regarding the role of NGOs in education policy, qualitative methodological approaches were utilised. These included interviews, participant observation, focus group discussions and documentary analysis. This research finds that the participation of NGOs in Basic Education Policy Reform in Zambia needs to be “reformulated” to end problems concerning access, inequity and quality in education. Although NGOs are involved in policy through their roles as service providers and policy advocates, the majority depend on foreign donor funding which creates tensions between government strategies and donor priorities. Due to their dependence on international funding NGOs in Lusaka province appear to have made a limited contribution to educational developments. The government of Zambia, because of its indebtness, has accepted neo-liberal policies in education which are frequently tied to conditionalities in aid packages. Therefore, it has been found that NGOs have helped the neo-liberal agenda of donors rather than the needs of local communities and schools. The conclusion one must draw, is that if NGOs are to contribute to minimising educational problems, they need to support policies that are indigenous that put educational needs of all children, especially the marginalised and vulnerable, first.
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Ware, Alyce Martin. "The influence of state reform in homebound/hospital instruction in the state of Georgia". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/898.
Texto completoResumen
This study examined the impact of school reform on the homebound/ hospital education program before and after the implementation of the Quality Basic Education Act. The impact of school reform was in relationship to the location of the school district and delivery modes of services. It also examined teacher preparation, types of funding sources, selected biographic factors of special education directors and certification of special education directors. Participants included 52 directors in the state of Georgia with responsibility for homebound/ hospital delivery services. The study revealed that contract teaching is on the increase. The study recommended that special attention should be given to the written contract.
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Rousan, Laith M. "Agent turnover in Ohio State University Extension". Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1195671035.
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Sinyama, Imakando. "Enabling social learning as a response to environmental issues through teaching of localised curriculum in Zambian schools". Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003390.
Texto completoResumen
Schools are traditionally established as the main meeting platforms for awareness, education, training and capacity building in the local communities, and as such, are highly regarded and respected. They are situated and integrated in nearly all local communities. They are thus perfectly suited to reach, draw on and provide capacity building to the communities. Zambia recently introduced a new curriculum aspect named localised curriculum, which makes up 20% of the curriculum. This curriculum area encourages schools to address issues of sustainable development that are locally relevant through this curriculum component, but it is not clear what kind of learning emerges from this curriculum aspect. The study looked at the shift in pedagogical discourse since the introduction of the localised curriculum. Using case study methodology and observation of a number of classroom activities in the Keemba District near Monze in Zambia, I observed social learning interactions taking place in the implementation of the localised curriculum. In particular, I was interested in how the different aspects of the localised curriculum enabled social learning, at different levels. What is important in this research is that it focused not so much on what people should know, or be able to do, but rather, drawing on some of the questions raised by Wals (2007), I considered questions of how people learn, and how social learning emerges in school-community interactions in the localised curriculum. The main research question was to investigate: How does localised curriculum enable social learning in response to environmental issues in Zambian schools? This research drew on a number of associated research projects that were carried out in southern Africa and beyond. In his research, Namafe (2008) states that he saw a great need to institutionalise increased participation of Zambian Basic Schools and their local communities in sustainable development of the country in order to alleviate poverty and achieve equitable development. Hogan (2008, p. 122 ) researching in a different context, argues that contextualisation of the curriculum allowed for indigenous knowledge to come in to the classroom, stating that ‘Weakening of the frames provided the opportunity of closer relationships to give space for knowledge other than teacher selected knowledge or book knowledge to enter the classroom.’ In this study I found that: - Teaching localised curriculum allowed for contextualisation and integration of environment and natural resource management issues - Localising the curriculum contributed to curriculum relevancy: teaching localised curriculum helped learners, teachers and community to develop concern for quality of life and contributed to an understanding of sustainable development - Localised curriculum allowed for frame awareness, frame deconstruction and reframing to take place: this allowed teachers to use methods which promoted active pupil participation and interaction, encouraging learners to be reflexive thinkers rather than just using rote memory - Participation of teachers, community and learners in the implementation of the localised curriculum: The involvement of community members to teach topics of the localised curriculum was useful and articulated processes of inter–epistemological dialogue between traditional or every day and scientific or institutional knowledge - The localised curriculum implementation involved various roles and was influenced by various factors. Of key interest to this study was the fact that neither parents, learners nor teachers saw the localised curriculum as an opportunity for problem solving, but rather emphasised the learning of practical life skills relevant to the community. This differed from the curriculum manuals, and reduced the environmental education potential and also social learning opportunities.
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Chirwa, Masauso. "Inclusive Education : A Study of Opportunities and Challenges for Children with Disabilities. A case of Zambia". Thesis, Linnéuniversitetet, Institutionen för socialt arbete, SA, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12230.
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Kalemba, Brenda. "Community Participation in Education Delivery: A Study of How Community Schools Target OVCs in Chipulukusu, Zambia". Thesis, Norges teknisk-naturvitenskapelige universitet, Geografisk institutt, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-22933.
Texto completoResumen
In recent years, the importance of education as a catalyst for personal, social and economic development has gained much recognition. This is evident from global commitments towards UPE at the world education declaration on EFA in 1991 as well as being the second MDG to be attained world over by 2015. In most developing countries, such recognition has increased the demand for education particularly primary schooling. However, high poverty levels and the impact of HIV/AIDS pandemic still deny many children access to primary education. In order to cater for those who are excluded, there has been an increased advocacy for community participation in education delivery. This has also helped to spread education costs among the stakeholders. However, most urban slum areas in Zambia still face inadequate education facilities. This has resulted into the growing number of community schools which target OVCs. The OVCs are mostly excluded from state schooling due to inability of their parents or guardians to meet some ‘hidden’ financial costs in government basic schools. The main objective was to find out how community schools targeted OVCs and provided them with primary education. By using a qualitative approach to research enquiry, three community schools in Chipulukusu compound are examined for this purpose. The study’s results show that through a participatory approach to education delivery, community schools delivered education to the OVCs despite their many challenges such as having fewer and untrained teachers, inadequate financial resources, limited teaching and learning materials. This study also notes that community schools’ interventions were perceived differently by various stakeholders indicating a diversity of interests among different stakeholders. None the less, the results actually showed that community schools had increased access to primary education and put the country on a right track towards achieving MDG 2. Hence community schools present a model worth emulating.