subject:( Deaf Education Zambia)

University of Zambia

1. Mulonda, Manyando. A situational analysis on the use of sign language in the education of the deaf in Zambia: A case of Magwero and ST. Joseph schools for the deaf .

Degree: 2013, University of Zambia

URL: http://hdl.handle.net/123456789/3056

► This study was aimed at conducting a situational analysis of how Sign Language is used in the education of the Deaf. Among others the study… (more)

▼ This study was aimed at conducting a situational analysis of how Sign Language is used in the education of the Deaf. Among others the study tried to establish the levels of training for teachers of the Deaf, and challenges which teachers, pupils and parents face in the education of the Deaf. The study was also meant to find out how Sign language is used in the education of the Deaf children as well as to determine whether Sign language should be taught as a subject.The study adopted the case study design. The population comprised two schools from which a sample of 40 teachers and 40 pupils was chosen. However, only 35 teachers gave responses to the questionnaires distributed. The study used purposive sampling procedures where schools for the Deaf which run the full cycle of the education system from Grade 0 to Grade 12 were selected. Also key informants such as Nongovernmental Organizations (NGO) leaders working with the Deaf, lecturers that train teachers of the Deaf, standards officers in special education and parents were also purposively chosen for the study.Information was gathered through questionnaires administered to the teachers, lecturers, parents, standards officers and NGO leaders. Deaf pupils were interviewed using face to face interviews owing to their difficulties in understanding the English language. Focus group discussions with the teachers, observations and document reviews were also employed to crosscheck information. The data was then analyzed qualitatively by coming up with categories of responses, themes and sub themes. Also where necessary simple quantitative techniques such as percentages and frequency tables were used.The study revealed that the majority of the teachers teaching in the two Deaf schools investigated never underwent comprehensive training in Sign language. It also revealed that Sign language (mainly sign vocabulary) is taught at primary school from Grade 0 to Grade 4 and after that it is mainly used as a medium of instruction. It was discovered that teachers use both Sign language and signed English in which they code switch naturally. The study revealed that the major challenges which teachers and pupils face are lack of knowledge of Sign language, limited vocabulary of Sign language and limited learning and teaching materials in Sign language. The study also revealed that teachers try to overcome these challenges by learning from the learners, consulting from more experienced teachers of the Deaf, and creating new signs for words which are new to both the teachers and the pupils. Lastly the study revealed that the overwhelming majority of the teachers and pupils want Sign language as a taught and examinable subject

Subjects/Keywords: Sign language; Deaf-Education-Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mulonda, M. (2013). A situational analysis on the use of sign language in the education of the deaf in Zambia: A case of Magwero and ST. Joseph schools for the deaf . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3056

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mulonda, Manyando. “A situational analysis on the use of sign language in the education of the deaf in Zambia: A case of Magwero and ST. Joseph schools for the deaf .” 2013. Thesis, University of Zambia. Accessed April 18, 2021. http://hdl.handle.net/123456789/3056.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mulonda, Manyando. “A situational analysis on the use of sign language in the education of the deaf in Zambia: A case of Magwero and ST. Joseph schools for the deaf .” 2013. Web. 18 Apr 2021.

Vancouver:

Mulonda M. A situational analysis on the use of sign language in the education of the deaf in Zambia: A case of Magwero and ST. Joseph schools for the deaf . [Internet] [Thesis]. University of Zambia; 2013. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/123456789/3056.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mulonda M. A situational analysis on the use of sign language in the education of the deaf in Zambia: A case of Magwero and ST. Joseph schools for the deaf . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3056

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

2. Simulinga, Musonda Freda. Difficulties encountered by hearing impaired pupils enrolled in the normal School System: The case for Kasama and Mbala Districts .

Degree: 2014, University of Zambia

URL: http://hdl.handle.net/123456789/3488

Subjects/Keywords: Deaf Childern-Education-Zambia; Hearing Impaired Childeren-Education-Zambia; Hearing Impaired persons-Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Simulinga, M. F. (2014). Difficulties encountered by hearing impaired pupils enrolled in the normal School System: The case for Kasama and Mbala Districts . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3488

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Simulinga, Musonda Freda. “Difficulties encountered by hearing impaired pupils enrolled in the normal School System: The case for Kasama and Mbala Districts .” 2014. Thesis, University of Zambia. Accessed April 18, 2021. http://hdl.handle.net/123456789/3488.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Simulinga, Musonda Freda. “Difficulties encountered by hearing impaired pupils enrolled in the normal School System: The case for Kasama and Mbala Districts .” 2014. Web. 18 Apr 2021.

Vancouver:

Simulinga MF. Difficulties encountered by hearing impaired pupils enrolled in the normal School System: The case for Kasama and Mbala Districts . [Internet] [Thesis]. University of Zambia; 2014. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/123456789/3488.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simulinga MF. Difficulties encountered by hearing impaired pupils enrolled in the normal School System: The case for Kasama and Mbala Districts . [Thesis]. University of Zambia; 2014. Available from: http://hdl.handle.net/123456789/3488

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

3. Simweemba, Hadunka Bonaventure. Exploring the value of Indgenous Tonga stories in the Teaching and Learning of Environmental Education Among Zambia Grade 5 Pupils Chibombo Disstrict .

Degree: 2012, University of Zambia

URL: http://hdl.handle.net/123456789/1937

► The purpose of this study was to establish the value of indigenous Tonga stories in teaching and learning Zambian Grade 5 Environmental Education. Often, the… (more)

▼ The purpose of this study was to establish the value of indigenous Tonga stories in teaching and learning Zambian Grade 5 Environmental Education. Often, the social, cultural and linguistic elements of indigenous people of Zambia do not become referent points in modem education systems. This stud} set out to try to correct such a negative situation in Zambia.The design of the study was predominantly qualitative, focusing on Tonga stones. . This study took four steps in trying to establish the value of Tonga stories in teaching and learning Environmental education at grade 5 level. These included, firstly, making a catalogue of existing indigenous Tonga stories appearing in appendix 5. Secondly, the author analysed the catalogued stories in order to extract the various environmental issues which such stories could address in modem Environmental education lessons at grade 5 level. Thirdly, Environmental Education teachable exercises for use in grade 5 classes were devised from 26 selected stories as shown in appendix 1. Fourthly, two of the stories with their developed exercises were field-tested at two schools in Chibombo District of Central Province of Zambia. This was done in order to obtain comments and reactions from teachers and pupils on the value of the indigenous Tonga stories. Evaluative comments from classroom teachers who field-tested two of the stories are appearing in appendix 3. The comments from pupils and teachers at the sampled schools where stories were tested were successfully collected and they indicate that the indigenous Tonga stories were of great value in contemporary Envirormiental Education. The teachers also revealed that the developed Environmental Education activities from indigenous Tonga stories can generate different lessons in teachers and learners during environmental education lessons. Some of these are that: (i) through stories, learners are able to realize the need for sustainable use of natural resources, (ii) stories stimulate the thinking capacity of learners leading to creativity, (iii) the exercises at the end of stories promote active learning and encourage development of social and interpersonal relationships among learners, (iv) through these stories, moral values such as self discipline and development of sound conser\'ation practices could be inculcated among learners, (v) since learners understand the concepts easily in a local language, they become free to participate during the lessons, as a result a lot of useful Environmental Education ideas are shared among learners, and (vi) stories can help in the development of various useful skills in learners such as good public speaking, improved grammar, literacy skills and creativity. Only a small number found the activities to be a little difficult. Pupils who were interviewed at the sampled schools indicated that indigenous Tonga stories were valuable in contemporary education. Pupil A of Chinyongola Basic School, for example, pointed out that the story which was read and from which their class did the Environmental…

Subjects/Keywords: Education-Zambia; Environmental Education – Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Simweemba, H. B. (2012). Exploring the value of Indgenous Tonga stories in the Teaching and Learning of Environmental Education Among Zambia Grade 5 Pupils Chibombo Disstrict . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1937

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Simweemba, Hadunka Bonaventure. “Exploring the value of Indgenous Tonga stories in the Teaching and Learning of Environmental Education Among Zambia Grade 5 Pupils Chibombo Disstrict .” 2012. Thesis, University of Zambia. Accessed April 18, 2021. http://hdl.handle.net/123456789/1937.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Simweemba, Hadunka Bonaventure. “Exploring the value of Indgenous Tonga stories in the Teaching and Learning of Environmental Education Among Zambia Grade 5 Pupils Chibombo Disstrict .” 2012. Web. 18 Apr 2021.

Vancouver:

Simweemba HB. Exploring the value of Indgenous Tonga stories in the Teaching and Learning of Environmental Education Among Zambia Grade 5 Pupils Chibombo Disstrict . [Internet] [Thesis]. University of Zambia; 2012. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/123456789/1937.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simweemba HB. Exploring the value of Indgenous Tonga stories in the Teaching and Learning of Environmental Education Among Zambia Grade 5 Pupils Chibombo Disstrict . [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1937

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

4. Luntha, Chulu. The effectiveness of the Re-entry Policy in Government Schools: A case of selected schools in Itezhi-Tezhi District of Zambia .

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4971

► Since 1997, the Zambian government has allowed girls who fall pregnant to take leave and go on maternity and then continue with their education after… (more)

▼ Since 1997, the Zambian government has allowed girls who fall pregnant to take leave and go on maternity and then continue with their education after delivery. This shows that Zambia has a policy in place to carter for the continued education of girls returning to school after giving birth. Despite the policy being implemented, many young girls continue dropping out of school due to challenges encountered in their pursuit of education. The purpose of this study was to investigate the effectiveness of the Re-entry policy in government schools, from an educational management perspective, in Itezhi-tezhi District of Central Province of Zambia. This study used the interpretative Phenomenological Analysis (IPA) and the data analysis approach which involved the coding of emerging themes on the effectiveness of the Re-entry policy in government schools from an educational management perspective. Interpretative Phenomenological analysis (IPA) as an experiential qualitative approach to research in social sciences is concerned with trying to understand lived experiences and how participants themselves make sense of their experiences. The main aim of using IP A was to explore in detail how participants made sense of their personal and social world. This study involved 36 participants composed of two (2) head teachers, two (2) guidance teachers, four (4) teachers, four (4) teen mothers, four (4) guardians or parents of the teen mothers, and twenty (20) pupils of which ten were girls and the other ten 10 were boys. All the participants were picked from the selected two secondary schools in Itezhi-tezhi District using purposive sampling. Purposive sampling was used because it is suitable for the small sample size which was used in the study. The findings of the study indicated that the Re-entry policy was not being effectively implemented in government schools from an educational management perspective. It was also found that there were low awareness levels among pupils about the Re-entry policy. The majority of the learners indicated that they were not aware of the Re-entry policy and this showed that the school management did not adequately sensitize the pupils on the policy. This study recommended that it was necessary to include the Re-entry policy in the school curriculum so that both learners and teachers could have adequate knowledge of it.

Subjects/Keywords: Education – Zambia.; Continuing Education – Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Luntha, C. (2016). The effectiveness of the Re-entry Policy in Government Schools: A case of selected schools in Itezhi-Tezhi District of Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4971

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Luntha, Chulu. “The effectiveness of the Re-entry Policy in Government Schools: A case of selected schools in Itezhi-Tezhi District of Zambia .” 2016. Thesis, University of Zambia. Accessed April 18, 2021. http://dspace.unza.zm:8080/xmlui/handle/123456789/4971.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Luntha, Chulu. “The effectiveness of the Re-entry Policy in Government Schools: A case of selected schools in Itezhi-Tezhi District of Zambia .” 2016. Web. 18 Apr 2021.

Vancouver:

Luntha C. The effectiveness of the Re-entry Policy in Government Schools: A case of selected schools in Itezhi-Tezhi District of Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2021 Apr 18]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4971.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Luntha C. The effectiveness of the Re-entry Policy in Government Schools: A case of selected schools in Itezhi-Tezhi District of Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4971

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Waikato

5. Dunn, Katie Merepaea. He Māori, He Turi, He Turi, He Māori. Advancing the aspirations of Māori Deaf with their indigenous Connections: A case study .

Degree: 2012, University of Waikato

URL: http://hdl.handle.net/10289/6603

► Indigenous peoples consider their connection to whenua (land), whakapapa (genealogy), te reo (language) and tikanga (cultural values) to be an integral part of their worldview… (more)

▼ Indigenous peoples consider their connection to whenua (land), whakapapa (genealogy), te reo (language) and tikanga (cultural values) to be an integral part of their worldview (Mead, 2003 & Barlow, 1991). The identity struggle for indigenous minorities living within a colonised environment has been well documented (Bishop, 1995; Smith G, 1997; Smith L, 1999, & Walker, 2004). The controversies over land, customs, culture and language are major issues to understanding and maintaining one’s own cultural identity and, when considering the Deaf indigenous minorities, the task seems colossal. When a Māori individual belongs to the hearing majority, the ability to find a place to stand, a connection to one’s turangawaewae (standing place), whakapapa, and marae (village) can be a personal struggle; however, this can often be overcome through a shared experience, through communication at a whānau (family), hapū (sub tribe) and iwi (tribe) level. However, when the individual is part of a double minority such as the Māori Deaf community, the ability to engage and establish a relationship to enhance their connection to their turangawaewae, can become difficult due to the need to communicate in three different languages: English, Māori and Sign Language. These language issues can create barriers for the Deaf, Māori and hearing communities at a whānau, hapū and iwi level. This thesis examines a series of workshops created to advance the indigenous connections and understanding within the Māori Deaf community and Te Ao Māori (Māori worldview). It explores how the integration of the Deaf and hearing, indigenous Māori language and New Zealand Sign Language along with practical workshops can assist the aspirations of Māori Deaf within the advancement of Te Ao Māori and Te Reo Māori. Within this thesis I will undertake a series of interviews with participants who are at the forefront of the Māori Deaf community. A suggestion of moving forward to address the needs of the Māori Deaf community within the desire to connect to their Māori language and customs is also offered within this thesis. Advisors/Committee Members: Mika, Carl Te Hira (advisor).

Subjects/Keywords: Māori Deaf; Deaf education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dunn, K. M. (2012). He Māori, He Turi, He Turi, He Māori. Advancing the aspirations of Māori Deaf with their indigenous Connections: A case study . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/6603

Chicago Manual of Style (16^th Edition):

Dunn, Katie Merepaea. “He Māori, He Turi, He Turi, He Māori. Advancing the aspirations of Māori Deaf with their indigenous Connections: A case study .” 2012. Masters Thesis, University of Waikato. Accessed April 18, 2021. http://hdl.handle.net/10289/6603.

MLA Handbook (7^th Edition):

Dunn, Katie Merepaea. “He Māori, He Turi, He Turi, He Māori. Advancing the aspirations of Māori Deaf with their indigenous Connections: A case study .” 2012. Web. 18 Apr 2021.

Vancouver:

Dunn KM. He Māori, He Turi, He Turi, He Māori. Advancing the aspirations of Māori Deaf with their indigenous Connections: A case study . [Internet] [Masters thesis]. University of Waikato; 2012. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/10289/6603.

Council of Science Editors:

Dunn KM. He Māori, He Turi, He Turi, He Māori. Advancing the aspirations of Māori Deaf with their indigenous Connections: A case study . [Masters Thesis]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6603

University of Technology, Sydney

6. Malone, Naomi Louise. A constant struggle : a history of deaf education in New South Wales since World War II.

Degree: 2017, University of Technology, Sydney

URL: http://hdl.handle.net/10453/120264

► Despite developments in legislation, policy, advocacy and technology, all designed to improve deaf education and its delivery, Deaf, deaf, hard of hearing and hearing-impaired (DdHHHI)… (more)

▼ Despite developments in legislation, policy, advocacy and technology, all designed to improve deaf education and its delivery, Deaf, deaf, hard of hearing and hearing-impaired (DdHHHI) students still face a raft of issues from their early years of education through secondary high school. This thesis argues that, while there have been improvements, that situation continues due largely to fragmentation within the DdHHHI movement based on competing advocation for differing approaches to deaf education. This has occurred in the context of growing corporatisation and privatisation. The main area of difference has centered on how young DdHHHI people should learn, be it informal learning – in the home, the playground and the like – or formal learning – such as in the classroom. Should they be taught using oralism – teaching via spoken language – or manualism – teaching via sign language? The debate between oralism and manualism has had a significant impact on the type of education delivered to DdHHHI students in New South Wales (NSW). Deaf education has generally been affected by the choice of speech or sign, each being a communication mode that encapsulates its own unique languages. Since the 1960s, this situation has become more contested and increasingly pronounced. Different models of disability have come and gone. The findings of various inquiries and reports have stimulated various exchanges, though they have been implemented either in an ad hoc manner or not at all. New technologies have been introduced, heralding different methods of educating DdHHHI students with particular regard to their individual abilities and to their differing degrees of hearing loss. The debate further deepened with the introduction of bilingualism as another educational method in the early 1990s. Disability discrimination legislation and the United Nations’ Convention on the Rights of Persons with Disabilities served to further drive the deaf education debate. These required countries to take measures to facilitate the learning of sign language and ensure the education of DdHHHI children be delivered in the most appropriate languages, modes and means of communication for the individual and in environments that maximise academic and social development. However, DdHHHI students continue to be marginalised in the NSW education system.

Subjects/Keywords: Deaf education.; Hearing impairment.; Deaf.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Malone, N. L. (2017). A constant struggle : a history of deaf education in New South Wales since World War II. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/120264

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Malone, Naomi Louise. “A constant struggle : a history of deaf education in New South Wales since World War II.” 2017. Thesis, University of Technology, Sydney. Accessed April 18, 2021. http://hdl.handle.net/10453/120264.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Malone, Naomi Louise. “A constant struggle : a history of deaf education in New South Wales since World War II.” 2017. Web. 18 Apr 2021.

Vancouver:

Malone NL. A constant struggle : a history of deaf education in New South Wales since World War II. [Internet] [Thesis]. University of Technology, Sydney; 2017. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/10453/120264.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Malone NL. A constant struggle : a history of deaf education in New South Wales since World War II. [Thesis]. University of Technology, Sydney; 2017. Available from: http://hdl.handle.net/10453/120264

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Chibwe, Juliet. Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia.

Degree: 2015, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/4261

► The Study sought to determine the contribution of Sign Language Variation to academic performance of grade Primary School Learners with hearing impairments. Four objectives guided… (more)

▼ The Study sought to determine the contribution of Sign Language Variation to academic performance of grade Primary School Learners with hearing impairments. Four objectives guided the study; namely: establish the contribution of Sign Language Variation to academic performance of Primary School learners with hearing impairments, examine the factors influencing Sign Language variation, assess challenges faced by Primary School learners with hearing impairments and identify measures that would help address the challenges if any of Sign Language Variation. The sample comprised 50 hearing impaired learners, 30 teachers, 30 parents and 10 senior teachers. Purposive and random sampling techniques were used to select the participants from the selected Primary Special schools of Lusaka and Copperbelt Provinces of Zambia. Data was collected using questionnaires; interview Schedules and the observation checklist. The data collected from the questionnaire was analysed qualitatively using the thematic approach. Descriptive statistics and verbal responses were used to determine the contribution of Sign Language variation to the academic performance. The important finding in the study was that the performance of learners with hearing impairments was affected negatively by the teachers‟ signs which were not the same with the signs used by learners. It revealed that most learners misunderstood the concepts in class that were put across to them in Sign Language. Furthermore, it indicated that most learners did not follow instructions due to communication barrier. In addition, the study revealed that the most important factors that lead to Sign Language variations in schools were: environment, culture, teachers‟ competencies, and the type of training institutions the teachers attended. Furthermore, the study revealed that most of these learners face a lot of challenges at school due to variation in Sign Language used. For instance, during examinations, education tours, and as they play games. Finally, the study revealed that provision of specialist teachers, Zambian Sign Language Dictionaries and the introduction of Sign Language Clubs in schools were very cardinal in addressing these challenges. Based on the findings, the study recommends that Special Schools should increase the number of specialist teachers instead of relying on seconded teachers to teach these learners. The schools should be encouraged to form Sign Language Clubs. Zambian Sign Language dictionaries should be revised and used intensively. More teachers need to undergo special education training in Sign Language. Learners should explicitly be guided in finger spelling, coding, and visual imaging. Parents and caregivers to work in collaboration with teachers to improve Sign Language development.

Subjects/Keywords: Language and languages – Study and teaching – Zambia; Sign language – Study and teaching (Elementary); Deaf – Means of communication.; Hearing impaired – Education – Curricula.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chibwe, J. (2015). Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4261

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chibwe, Juliet. “Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia.” 2015. Thesis, University of Zimbabwe. Accessed April 18, 2021. http://dspace.unza.zm/handle/123456789/4261.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chibwe, Juliet. “Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia.” 2015. Web. 18 Apr 2021.

Vancouver:

Chibwe J. Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia. [Internet] [Thesis]. University of Zimbabwe; 2015. [cited 2021 Apr 18]. Available from: http://dspace.unza.zm/handle/123456789/4261.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chibwe J. Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia. [Thesis]. University of Zimbabwe; 2015. Available from: http://dspace.unza.zm/handle/123456789/4261

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

8. Sampa, Peter Chanda. Sources and effects of anxiety on academic performance among grade seven pupis : a case of Luanshya district .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/500

► The seventh grade is one of the most important grades in the Zambian education system. It is at this grade that all pupils who have… (more)

▼ The seventh grade is one of the most important grades in the Zambian education system. It is at this grade that all pupils who have continued with primary school sit for their first national examinations whose results are used to select them to grade eight, either at a basic or high school. Government, teachers, and parents are all concerned about the performance of pupils at this grade. The seventh grade therefore, has high publicity and attracts attention of all stakeholders. Pupils are expected to work very hard for them to be selected to grade eight. Therefore, some grade seven pupils find the grade, the learning environment, and other activities associated with school as being stressful, challenging, and anxiety arousing. They tend to experience prolonged and disabling anxiety, which affects their academic performance. Anxiety has been defined as an emotional response characterised by apprehension, tension, physiological arousal and restlessness, which has an effect on performance. It has been observed that high and low levels of anxiety affect academic performance of pupils, while moderate levels of anxiety provides drive energy that pupils can utilize to enhance their academic performance. The study examined the sources and effects of anxiety among grade seven pupils in Luanshya District. A randomly selected sample of 200 pupils drawn from 10 primary schools in Luanshya participated in the study. The study also collected information from 50 serving teachers from the same schools. The main instruments used in the study were the pupils'questionnaire and the teachers' questionnaire. The pupils' questionnaire was used to provide information on the sources of anxiety. The teachers' questionnaire was used to find out the effects of anxiety on pupils' academic performance. It was found that anxiety was pervasive among grade seven pupils and that it affected their academic performance. The findings showed that anxiety among grade seven pupils was elicited by external stimuli found in the school environment. The main sources of anxiety among pupils revolved around the three following categories: threats to the self-esteem needs, security needs, and social or affiliation needs, which were usually not addressed in schools in Zambia. Sources of anxiety in the self-esteem category included: knowledge about leaked examination papers, fear to present in class because other pupils would laugh at them, fear of speaking in class, worry about grades or marks, worry about not being selected to grade eight, and finding difficult to solve mathematics questions. In the security category, the following were the sources of anxiety: fear when teachers go on strike, covering long distances to and from school, meeting with the head teachers, and fear of bullies at school. The social or affiliation needs category- comprised fear of being rejected by friends as a source of anxiety among pupils. Most importantly, the study identified that knowledge about leaked examination papers and teachers'strikes were important sources of…

Subjects/Keywords: Anxiety – Zambia; Education – Selfesteem – Zambia

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APA (6^th Edition):

Sampa, P. C. (2011). Sources and effects of anxiety on academic performance among grade seven pupis : a case of Luanshya district . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/500

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sampa, Peter Chanda. “Sources and effects of anxiety on academic performance among grade seven pupis : a case of Luanshya district .” 2011. Thesis, University of Zambia. Accessed April 18, 2021. http://hdl.handle.net/123456789/500.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sampa, Peter Chanda. “Sources and effects of anxiety on academic performance among grade seven pupis : a case of Luanshya district .” 2011. Web. 18 Apr 2021.

Vancouver:

Sampa PC. Sources and effects of anxiety on academic performance among grade seven pupis : a case of Luanshya district . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/123456789/500.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sampa PC. Sources and effects of anxiety on academic performance among grade seven pupis : a case of Luanshya district . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/500

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

9. Sumbwa, Phyllis In'utu. Factors leading to low levels of participation in adult literacy programmes among men in Namwala District .

Degree: 2013, University of Zambia

URL: http://hdl.handle.net/123456789/2724

► This presentation provides a summary of the study entitled ‘Factors leading to low levels of participation in Adult literacy programmes among men in Namwala District.… (more)

Subjects/Keywords: Literacy -Zambia; Adult education – Zambia

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APA (6^th Edition):

Sumbwa, P. I. (2013). Factors leading to low levels of participation in adult literacy programmes among men in Namwala District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/2724

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sumbwa, Phyllis In'utu. “Factors leading to low levels of participation in adult literacy programmes among men in Namwala District .” 2013. Thesis, University of Zambia. Accessed April 18, 2021. http://hdl.handle.net/123456789/2724.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sumbwa, Phyllis In'utu. “Factors leading to low levels of participation in adult literacy programmes among men in Namwala District .” 2013. Web. 18 Apr 2021.

Vancouver:

Sumbwa PI. Factors leading to low levels of participation in adult literacy programmes among men in Namwala District . [Internet] [Thesis]. University of Zambia; 2013. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/123456789/2724.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sumbwa PI. Factors leading to low levels of participation in adult literacy programmes among men in Namwala District . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/2724

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

10. Chipili, Jethrow. An evaluation of environmental education methods implemented among refugees at Kala refugee camp, Kawambwa .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/358

► Environmental stability and sustainability are pre-requisites for development. As a result recent times have seen a rise in investment, both in terms of financial and… (more)

▼ Environmental stability and sustainability are pre-requisites for development. As a result recent times have seen a rise in investment, both in terms of financial and human resources, in the management of the environment by many governments around the world. It is, however, not possible to talk about environmental sustainability without talking about Environmental Education (EE). Environmental Education is a key component in ensuring the sustainable management of the environment. Environmental Education is also very essential in relief operations. Refugee operations are a good example of such relief operations that need integration of Environmental Education. In Zambia, World Vision Zambia (WVZ) an international Non- Governmental Organization in 2001 took up the task to provide EE to refugees at two refugee camps, namely, Mwange camp in Mporokoso and Kala camp in Kawambwa district.This study focused on evaluating the Environmental Education methods that were being implemented among refugees at Kala camp by World Vision Zambia through its Agriculture and Natural Resources sector. The study was undertaken because of the realization that if the environment on which the refugees solely depended for their resources is destroyed, it would result into a potential area of conflict as the refugees might start encroaching on land for the locals to get their much-needed resources.There were various methods that were employed in the collection of data for the study.Data collection methods included the use of observations, both participant and nonparticipant and interview schedules (questionnaires). Data was also collected from focus group discussions as well as from the review of literature related to the study.The term environment in the studv was looked at as meaning everv thing that surrounds man/woman including the natural, economic as well as social and political, and their interrelationships and therefore when talking about the environment at Kala; it is within this context that this study does so. The study endeavors to give a distinction between education which is usually understood to mean the lifelong process that an individual goes through to learn new ideas and EE which is understood to be the multidisciplinary education that incorporates various fields to enable the learner acquire new awareness and concern for the planet needed to protect and improve the environment. The study describes EE for refugees as being a special component of any refugee relief operation.The state of the art on educating refugees was that at Kala camp, there were several EE methods that were being employed by WVZ to educate the refugees about the environment. These methods were; field based EE, use of billboards around the camp, workshops and seminars and the use of demonstrations. The main findings of the evaluation are that there was a rise in the number of refugees who had become aware of environmental issues. However, the rise was not significant as most of the respondents showed lack of interest in environmental issues. The…

Subjects/Keywords: Environmental education – Zambia; Refugees – Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chipili, J. (2011). An evaluation of environmental education methods implemented among refugees at Kala refugee camp, Kawambwa . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/358

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chipili, Jethrow. “An evaluation of environmental education methods implemented among refugees at Kala refugee camp, Kawambwa .” 2011. Thesis, University of Zambia. Accessed April 18, 2021. http://hdl.handle.net/123456789/358.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chipili, Jethrow. “An evaluation of environmental education methods implemented among refugees at Kala refugee camp, Kawambwa .” 2011. Web. 18 Apr 2021.

Vancouver:

Chipili J. An evaluation of environmental education methods implemented among refugees at Kala refugee camp, Kawambwa . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/123456789/358.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chipili J. An evaluation of environmental education methods implemented among refugees at Kala refugee camp, Kawambwa . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/358

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

11. Lubasi, Kabutu. A study on learner absenteeism in public examininations in Western Province of Zambia : A case of Senanga District .

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4973

► The purpose of this study was to examine learner absenteeism in public school examinations. The four objectives were; to establish the relationship between learner absenteeism… (more)

▼ The purpose of this study was to examine learner absenteeism in public school examinations. The four objectives were; to establish the relationship between learner absenteeism from class during learning time and learner absenteeism during public examinations; to examine the relationship between learner absenteeism from public examinations and socio-economic backgrounds; to ascertain whether learners where teachers' absenteeism in class is high are more likely to be absent during public examinations; and to explore the ways of improving learner absenteeism in public examinations. The study was carried out by using quantitative study that was mainly through a questionnaire. It also used desk research and literature search in nature. The primary respondents were the former learners who absented themselves from any of the public examinations, the learners who are in examination classes, community members and education standards officers. The research was a case study of Senanga District of Western Province of Zambia and involved the collection of primary and secondary data in order to arrive at an informed decision. A sample of 100 respondents was selected using purposive sampling from the communities. The sample for the study was drawn from schools, communities and district education offices within Senanga district. The study found that learner absenteeism from examinations was prevalent in the district and quite high especially at Grade 9 level. The average absenteeism rates over the 5 year period, from 2011 to 2015 were 14.3 percent during Grade 7 examinations, 16.7 percent during the Grade 9 examinations and 5.3 percent during the Grade 12 examinations. The research revealed that learner absenteeism in public examinations was caused by a number of factors which included; personal factors, socio-economic factors and institutional factors. However, the personal factors and socio-economic factors were most prevalent. The study recommends that Government implements effective and functional learner orientation and learner support programmes, and ensures that all the stakeholders in education sector are involved in addressing learner absenteeism in public examinations.

Subjects/Keywords: Examinations – Zambia; Education – Zambia

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APA (6^th Edition):

Lubasi, K. (2016). A study on learner absenteeism in public examininations in Western Province of Zambia : A case of Senanga District . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4973

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lubasi, Kabutu. “A study on learner absenteeism in public examininations in Western Province of Zambia : A case of Senanga District .” 2016. Thesis, University of Zambia. Accessed April 18, 2021. http://dspace.unza.zm:8080/xmlui/handle/123456789/4973.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lubasi, Kabutu. “A study on learner absenteeism in public examininations in Western Province of Zambia : A case of Senanga District .” 2016. Web. 18 Apr 2021.

Vancouver:

Lubasi K. A study on learner absenteeism in public examininations in Western Province of Zambia : A case of Senanga District . [Internet] [Thesis]. University of Zambia; 2016. [cited 2021 Apr 18]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4973.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lubasi K. A study on learner absenteeism in public examininations in Western Province of Zambia : A case of Senanga District . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4973

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

12. Sitali, Mable Nowanga. The effectiveness of the Re-Entry Policy in selected high schools of Kabwe district .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/526

► Education is a very important factor in the development of any nation.However, it has been observed that for a long time girls have been marginalised… (more)

Subjects/Keywords: Education -zambia

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APA (6^th Edition):

Sitali, M. N. (2011). The effectiveness of the Re-Entry Policy in selected high schools of Kabwe district . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/526

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sitali, Mable Nowanga. “The effectiveness of the Re-Entry Policy in selected high schools of Kabwe district .” 2011. Thesis, University of Zambia. Accessed April 18, 2021. http://hdl.handle.net/123456789/526.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sitali, Mable Nowanga. “The effectiveness of the Re-Entry Policy in selected high schools of Kabwe district .” 2011. Web. 18 Apr 2021.

Vancouver:

Sitali MN. The effectiveness of the Re-Entry Policy in selected high schools of Kabwe district . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/123456789/526.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sitali MN. The effectiveness of the Re-Entry Policy in selected high schools of Kabwe district . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/526

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Mbewe, Nthembe. Characteristics of Home Environment of High and Low Achieving Grade Nine Pupils in Selected Basic Schools in Lusaka Urban District.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/421

► This study was conducted in selected Basic Schools situated within the areas of Lusaka District. The main purpose was to investigate characteristics of home environment… (more)

▼ This study was conducted in selected Basic Schools situated within the areas of Lusaka District. The main purpose was to investigate characteristics of home environment of both high and low-achieving grade nine pupils and assess which home characteristics had most positively and negatively impacted on their academic performance. In investigating these issues the study relied on life narratives of the respondents and empirical data. A sample of 138 grade nine pupils from five government basic schools was involved in the study in May 2007. The schools and pupils were selected, using the purposive and stratified sampling respectively. Of the 138 grade nine pupils were 50 interviewed, while 88 answered the questionnaire. Data from the pupils were collected through questionnaires and semi-structured interviews. The questionnaires and interviews sought respondents' opinions about the characteristics of home environment in general. The quantitative data from questionnaires were analysed by means of Chi- square which were generated on a computer, using Statistical Package for Social Science (SPPS) programme. The generated qualitative data from interviews were coded, and emerging themes were grouped into categories using constant comparative analysis technique. Data from the questionnaires and interviews showed that characteristics of home environment had an impact on the academic performance of grade nine pupils in selected basic schools of Lusaka Urban District. Using the Chi- square, the study found that there was a significant relationship between language, residential area, parents' perception of their children's academic performance, communication about school, parenting style, monitoring and controlling of behaviour to optimise academic performance, parent-children communication and time spent on viewing TV on one hand and academic achievement. While most of the high-achieving pupils commonly used English at home, most of the low-achieving pupils used local languages at home. Unlike low-achieving pupils, the majority of the high-achieving pupils came from homes where parents had high perception and expectation of their children's academic performance; pupils had favourable feeling about their home environment; parent and children regularly talked about school; parents regularly monitored and controlled children's behaviour to optimise academic achievement and were parent monitored TV viewing and after-school activities regularly. These home environment characteristics contributed to children achieving high academic performance. This study has established that characteristics of home environment have an impact on the academic performance of grade nine pupils in selected basic schools of Lusaka. The study found that monitoring and controlling of behaviour to optimise academic performance and high parents' expectation of the children's academic performance were the characteristics of home environment that had the most positive impact on the academic achievement of grade nine pupils. On the other hand, lack of…

Subjects/Keywords: Education-Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mbewe, N. (2011). Characteristics of Home Environment of High and Low Achieving Grade Nine Pupils in Selected Basic Schools in Lusaka Urban District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/421

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mbewe, Nthembe. “Characteristics of Home Environment of High and Low Achieving Grade Nine Pupils in Selected Basic Schools in Lusaka Urban District.” 2011. Thesis, University of Zimbabwe. Accessed April 18, 2021. http://dspace.unza.zm/handle/123456789/421.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mbewe, Nthembe. “Characteristics of Home Environment of High and Low Achieving Grade Nine Pupils in Selected Basic Schools in Lusaka Urban District.” 2011. Web. 18 Apr 2021.

Vancouver:

Mbewe N. Characteristics of Home Environment of High and Low Achieving Grade Nine Pupils in Selected Basic Schools in Lusaka Urban District. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Apr 18]. Available from: http://dspace.unza.zm/handle/123456789/421.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mbewe N. Characteristics of Home Environment of High and Low Achieving Grade Nine Pupils in Selected Basic Schools in Lusaka Urban District. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/421

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Mvula, Kadange Van-Wyk. The effects of education boards on the operations of basic schools in Zambia : A case of selected District education boards in the Copperbelt Province.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/457

► The study looked at the effects of Education Boards on the operations of basic schools in Zambia. It was carried out in Ndola and Masaiti… (more)

▼ The study looked at the effects of Education Boards on the operations of basic schools in Zambia. It was carried out in Ndola and Masaiti Districts in the Copperbelt Province where Education Boards were first piloted in 1995. The study employed both qualitative and quantitative methods. A sample of 268 respondents was selected for the study from 10 basic schools in Ndola and 10 basic schools in Masaiti Districts.The study used questionnaires, semi structured interviews and Focus Group Discussions to collect data. Quantitative data collected from questionnaires was analysed using the Statistical Package for Social Sciences (SPSS). Data from interviews and Focus Group Discussions were analysed qualitatively by coding and grouping similar themes together into groups using constant comparative techniques. The study used Tables, Charts and Graphs in the examination and presentation of data after analysis.The findings of the study revealed that District Education Boards had improved the operations of basic schools in a number of ways. For instance, the supply of teaching/learning materials and equipment by the Boards, and frequent visitations to schools by Education Standards Officers for monitoring purposes were found to be significant factors that supported the smooth operations of basic schools as they led to quality education provision. The study also found out that the Boards supported Continuous Professional Development of the teachers in schools which greatly motivated the teachers to improve their performance resulting into school improvement. In addition, the study revealed that the Boards formulated local policies which were in line with national policies to provide direction to basic Schools under their jurisdiction, and regulated enrolment levels and fees charged in basic schools as a way of maintaining quality standards in schools. The study further showed that the Boards closely monitored and supervised basic schools through the information that they requested for and received from them, and that all basic schools received grants termly through their respective Boards. These funds were used to purchase items such as note books for teachers, chalk, pens and pencils which in turn enhanced the operations of these basic schools. The study also found out that most basic schools witnessed either rehabilitation or construction which changed the faces of their buildings thereby attracting teachers and pupils to attend classes in a condusive environment.The study revealed that the Boards did not succeed in the following areas:mobilization of local resources and recruitment of additional staff in schools where staffing levels did not match with their establishment so as to supplement government efforts; and in the involvement of the Governance bodies by the Management teams in planning and decision making for the operations of basic schools.

Subjects/Keywords: Education – Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mvula, K. V. (2011). The effects of education boards on the operations of basic schools in Zambia : A case of selected District education boards in the Copperbelt Province. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/457

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mvula, Kadange Van-Wyk. “The effects of education boards on the operations of basic schools in Zambia : A case of selected District education boards in the Copperbelt Province.” 2011. Thesis, University of Zimbabwe. Accessed April 18, 2021. http://dspace.unza.zm/handle/123456789/457.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mvula, Kadange Van-Wyk. “The effects of education boards on the operations of basic schools in Zambia : A case of selected District education boards in the Copperbelt Province.” 2011. Web. 18 Apr 2021.

Vancouver:

Mvula KV. The effects of education boards on the operations of basic schools in Zambia : A case of selected District education boards in the Copperbelt Province. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Apr 18]. Available from: http://dspace.unza.zm/handle/123456789/457.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mvula KV. The effects of education boards on the operations of basic schools in Zambia : A case of selected District education boards in the Copperbelt Province. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/457

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Exeter

15. Fullwood, M. Teacher resistance to oralism in the 1970s : a case study of a school for the deaf.

Degree: PhD, 2019, University of Exeter

URL: http://hdl.handle.net/10871/37245

► The central aim of this research was to investigate teacher resistance in a deaf school, in the South West of England, as they responded to… (more)

▼ The central aim of this research was to investigate teacher resistance in a deaf school, in the South West of England, as they responded to contradictions in their careers during the oral method of deaf education. The most notable contradiction was that the oral methods failed a sizeable portion of deaf students who had no recourse to other methods. Other contradictions revolved around differences between the interpretation of deaf lives from a cultural or medical viewpoint and tensions between the influences of normalisation and the growing acceptance of diversity. Giddens' (1984) ontological project of structuration is used as a sensitising lens for the study because of its focus on both structures, rules and resources for social actions, and individual agency blended in a recursive relationship. A bricolage of interviews and historical documents are used to create a history of the school outlining the dominant structures in deaf education and the development of the oral method through time, ultimately to the late 1970s when, in this case study, the oral method was augmented with Cued Speech and Sign Supported English. This case study focuses on thirteen teachers who taught mainly through the 1970s, of which eleven participated in semi-structured interviews. Grounded theory is used as a way of collecting and analysing data so that the findings were, in large, inductive. Conformity to the oral method, in most cases, required a state of consciousness that Giddens (1984) called a practical consciousness, where teachers replicated existing patterns of society, including the more durable structures associated with their social positioning, that is their socially legitimated identities. Oppositional behaviours, including resistance, required a discursive consciousness where agents explored other opportunities triggered as a result of contradictions that arose in their lives. Most participants conformed to the oral method but a few employed occasional oppositional behaviours, for example allowing students to sign to those who could not profit from the oral teaching. Three participants resisted the oral method, evidenced by developing Deaf cultural competencies and with that a growing awareness of deaf epistemologies. This epistemic reflexivity led them to value and learn sign language and Deaf culture and develop transformative practices, creating different deaf pedagogies in safe spaces away from the prying eyes of other teachers and the school leadership. From limited discussions with some pupils, who attended the school during the 1960s and 1970s, these behaviours and teaching styles were welcomed and appreciated by the students.

Subjects/Keywords: Deaf; Education; Teacher Resistance; Deaf Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fullwood, M. (2019). Teacher resistance to oralism in the 1970s : a case study of a school for the deaf. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/37245

Chicago Manual of Style (16^th Edition):

Fullwood, M. “Teacher resistance to oralism in the 1970s : a case study of a school for the deaf.” 2019. Doctoral Dissertation, University of Exeter. Accessed April 18, 2021. http://hdl.handle.net/10871/37245.

MLA Handbook (7^th Edition):

Fullwood, M. “Teacher resistance to oralism in the 1970s : a case study of a school for the deaf.” 2019. Web. 18 Apr 2021.

Vancouver:

Fullwood M. Teacher resistance to oralism in the 1970s : a case study of a school for the deaf. [Internet] [Doctoral dissertation]. University of Exeter; 2019. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/10871/37245.

Council of Science Editors:

Fullwood M. Teacher resistance to oralism in the 1970s : a case study of a school for the deaf. [Doctoral Dissertation]. University of Exeter; 2019. Available from: http://hdl.handle.net/10871/37245

University of Texas – Austin

16. -3204-027X. Accommodations experience and retention of students who are deaf or hard-of-hearing in postsecondary education settings.

Degree: PhD, Educational psychology, 2015, University of Texas – Austin

URL: http://hdl.handle.net/2152/31403

► Students who are deaf or hard-of-hearing represent a special population of students with unique accommodation needs (Cawthon & Online Research Lab, 2008). The goal of… (more)

Subjects/Keywords: Deaf; Education; Accommodations

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APA (6^th Edition):

-3204-027X. (2015). Accommodations experience and retention of students who are deaf or hard-of-hearing in postsecondary education settings. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31403

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-3204-027X. “Accommodations experience and retention of students who are deaf or hard-of-hearing in postsecondary education settings.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed April 18, 2021. http://hdl.handle.net/2152/31403.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-3204-027X. “Accommodations experience and retention of students who are deaf or hard-of-hearing in postsecondary education settings.” 2015. Web. 18 Apr 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-3204-027X. Accommodations experience and retention of students who are deaf or hard-of-hearing in postsecondary education settings. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/2152/31403.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-3204-027X. Accommodations experience and retention of students who are deaf or hard-of-hearing in postsecondary education settings. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31403

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Zambia

17. Chileshe, Roydah Kubombela. An Assessment of the Nature and Extent of Partnerships between Schools,Communities and other Stakeholders: a case of Chingola District,Zambia .

Degree: 2012, University of Zambia

URL: http://hdl.handle.net/123456789/996

► The purpose of the study was to assess the nature and extent of partnerships between schools,communities and other stakeholders in educational provision in Chingola District… (more)

▼ The purpose of the study was to assess the nature and extent of partnerships between schools,communities and other stakeholders in educational provision in Chingola District of Zambia.The study employed a case study design. This design was found to be suitable because the study aimed at collecting information from the respondents on their attitudes and opinions as regards the policy on partnership.The target population for the study was all basic and high schools run by the government. The sample size comprised 10 head teachers, 40 teachers, 30 parents, 10 PTA members, 3 board executive members, and 10 community members. The data were analysed qualitatively and descriptive approaches were employed. Complementary quantitative data were analysed manually.The study revealed that nearly all the headteachers, teachers, PTA executive members and education board members acknowledged having an understanding of the policy on partnership in education. However, some parents and community members expressed ignorance of knowledge of the existence of the policy on partnership. As regards formulation of a local policy on partnership in education, the findings of the study revealed that out of the ten schools under study, only 4 had devised a local policy on partnership. The roles played by the school in enhancing partnership in education included: information dissemination, infrastructure development, participation in community meetings; provision of leadership skills, provision of professional advice, participation in the provision of education to the community, and provision of school facilities to the communities. As regards maintenance of discipline, parents revealed that it was their responsibility to advise their children. They agreed that the disciplining of their children must start from home before they start school.Erratic water supply in schools and communities contributed to poor performance of the pupils.Pupils and teachers spent hours drawing water which made them report to school late. Negative attitude towards education by most parents was also reported as one of the biggest challenges that the schools faced. The study revealed that some parents had negative attitude towards education because from time immemorial, they had been surviving without education.Homework policy was not enhanced by the communities. The communities felt that when pupils knocked off from school they must concentrate on helping them with household chores and their businesses. Other stakeholders, who were responsible for assisting the schools in the provision of education in Chingola district, were Forum for African Women Educationalists of Zambia (FAWEZA) and Konkola Copper Mines (KCM) who were assisting 10 and 5 schools respectively.

Subjects/Keywords: Education – parent participation – Zambia; Education(partnerships) – Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chileshe, R. K. (2012). An Assessment of the Nature and Extent of Partnerships between Schools,Communities and other Stakeholders: a case of Chingola District,Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/996

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chileshe, Roydah Kubombela. “An Assessment of the Nature and Extent of Partnerships between Schools,Communities and other Stakeholders: a case of Chingola District,Zambia .” 2012. Thesis, University of Zambia. Accessed April 18, 2021. http://hdl.handle.net/123456789/996.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chileshe, Roydah Kubombela. “An Assessment of the Nature and Extent of Partnerships between Schools,Communities and other Stakeholders: a case of Chingola District,Zambia .” 2012. Web. 18 Apr 2021.

Vancouver:

Chileshe RK. An Assessment of the Nature and Extent of Partnerships between Schools,Communities and other Stakeholders: a case of Chingola District,Zambia . [Internet] [Thesis]. University of Zambia; 2012. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/123456789/996.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chileshe RK. An Assessment of the Nature and Extent of Partnerships between Schools,Communities and other Stakeholders: a case of Chingola District,Zambia . [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/996

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

18. Ndonyo, Thomas Mbunji. Teacher Perceptions of Inclusive Education: Case of Solwezi District Basic Schools .

Degree: 2013, University of Zambia

URL: http://hdl.handle.net/123456789/2066

► Inclusive education is a new phenomenon in the Zambian education system. It has been implemented in some districts of'North-Western Province. One of the districts implementing… (more)

▼ Inclusive education is a new phenomenon in the Zambian education system. It has been implemented in some districts of'North-Western Province. One of the districts implementing it is Solwezi. Since it is a new phenomenon, it has had some problems in its implementation. The purpose of the study was to find out teachers' perception of Inclusive Education being practiced in some schools in Solwezi District of North-western Province of Zambia. In the study, Inclusive education is the practice of integrating pupils with disabilities in the mainstream where they learn side by side with the able-bodied and are taught by the same teachers, use the same equipment, use the same curriculum, the same timetable and the same environment. The study was made up of 80 respondents. The respondents were made up of Ordinary teachers (N=40), Specialist teachers from special Education Schools and Units (N=20) and Teacher Training Lecturers (N=20) from Solwezi College of Education (Solwezi Teachers Training College). Questionnaires were used to collect information from respondents. Emerging themes were established from the coded and grouped data. Simple graphs, tables and charts were used to record the qualitative data obtained. The study found that ordinary teachers, specialist teachers and the teacher trainers were all not in favour of including pupils with disabilities in mainstream schools, Ordinary basic school teachers have no expertise to handle pupils with disabilities who are included in the ordinary schools, ordinary schools are not yet ready for the inclusive Education programme, the location of the school does not affect the teachers views of Inclusive education, Ordinary schools do not have the necessary equipment and facilities to help in the implementation of the programme, ordinary non-disabled pupils have not accepted pupils with disabilities, Pupils with disabilities are teased by the non-disabled pupils, teachers prefer the inclusion of pupils who are physically disabled, the curriculum for both the Basic Schools and the Teacher Training Colleges should be changed to enable them cater for pupils with disabilities, schools have no teaching and x learning aids and other educational resources and that the schools' infrastructure and environment are not conducive for Inclusive Education programme. In view of the findings, it is recommended that specialist teachers should sensitise and train the ordinary teachers in methods of handling pupils with disabilities. The schools should be made disability friendly and be provided with all the necessary school requisites for effective provision of Inclusive Education. Both the Basic school and teacher training curriculum should be modified to enable them have the aspect of special education.

Subjects/Keywords: Inclusive Education – Zambia; Special Education – Solwezi, Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ndonyo, T. M. (2013). Teacher Perceptions of Inclusive Education: Case of Solwezi District Basic Schools . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/2066

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ndonyo, Thomas Mbunji. “Teacher Perceptions of Inclusive Education: Case of Solwezi District Basic Schools .” 2013. Thesis, University of Zambia. Accessed April 18, 2021. http://hdl.handle.net/123456789/2066.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ndonyo, Thomas Mbunji. “Teacher Perceptions of Inclusive Education: Case of Solwezi District Basic Schools .” 2013. Web. 18 Apr 2021.

Vancouver:

Ndonyo TM. Teacher Perceptions of Inclusive Education: Case of Solwezi District Basic Schools . [Internet] [Thesis]. University of Zambia; 2013. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/123456789/2066.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ndonyo TM. Teacher Perceptions of Inclusive Education: Case of Solwezi District Basic Schools . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/2066

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

19. Bwalya, Bwalya Julius. Preparation and use of individualised education plans in prevocational training in selected special education units on the Copperbelt Province, Zambia .

Degree: 2015, University of Zambia

URL: http://hdl.handle.net/123456789/3724

► This study sought to determine the reasons why majority of the special education teachers do not prepare and use individualised education plans in teaching pre-vocational… (more)

▼ This study sought to determine the reasons why majority of the special education teachers do not prepare and use individualised education plans in teaching pre-vocational skills on the Copperbelt province. The objectives of the study were to: establish the reasons why the majority of special education teachers do not prepare individualised and use education plans in teaching pre-vocational skills to pupils with intellectual disabilities on the Copperbelt province of Zambia; to determine the benefits of individualised education plans in pre-vocational skills training on pupils with intellectual disabilitiesin schools where these plans were used on the Copperbelt province; and to establish the role of the individualised education plan team (IEP team) inthe selected schools on the Copperbelt province. A descriptive research design was used in this study. The population of the study was one hundred and sixty (160) pupils with intellectual disabilities and thirty three (33) teachers teaching pre-vocational skills to pupils with intellectual disabilities on the Copperbelt province. The sample comprised fifty (50) pupils and thirty-three (33) teachers, purposively selected. Data was collected using a self-administered structured questionnaire and interview guides. The data collected was analysed both quantitatively and qualitatively using the Statistical Package for Social Sciences (SPSS) and thematic analysis, respectively. The findings of the study revealed that special education teachers did not prepare and use individualised education plans in teaching pre-vocational skills because they were not trained in pre-vocational skills, were not familiar with assessment and placement procedures, the vocational needs of pupils and also because of congestion in classes. The study further established that inadequate teaching materials and lack of teamwork among the individualised education plan team members posed as challenges in the teaching of pre-vocational skills. Major recommendations made were that the Ministry of Education, Science, Vocational Training and Early Education should constantly send Special Education Standards Officers to monitor whether teachers prepare and use individualised education plans to aid the teaching of pre-vocational skills in schools and that teacher training colleges should start training teachers in pre-vocational skills.

Subjects/Keywords: Special Education-Zambia; Prevocational Education-Copperbelt, Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bwalya, B. J. (2015). Preparation and use of individualised education plans in prevocational training in selected special education units on the Copperbelt Province, Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3724

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bwalya, Bwalya Julius. “Preparation and use of individualised education plans in prevocational training in selected special education units on the Copperbelt Province, Zambia .” 2015. Thesis, University of Zambia. Accessed April 18, 2021. http://hdl.handle.net/123456789/3724.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bwalya, Bwalya Julius. “Preparation and use of individualised education plans in prevocational training in selected special education units on the Copperbelt Province, Zambia .” 2015. Web. 18 Apr 2021.

Vancouver:

Bwalya BJ. Preparation and use of individualised education plans in prevocational training in selected special education units on the Copperbelt Province, Zambia . [Internet] [Thesis]. University of Zambia; 2015. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/123456789/3724.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bwalya BJ. Preparation and use of individualised education plans in prevocational training in selected special education units on the Copperbelt Province, Zambia . [Thesis]. University of Zambia; 2015. Available from: http://hdl.handle.net/123456789/3724

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

20. Daka, Harrison Sainan. An assessment of the Impact of partnership in educational provision to vulnerable HIV/AIDS-affected children in Chongwe District .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/353

► This study highlights the impact of partnership in educational provision to vulnerable HIV/AIDS - affected children in Zambia. It was conducted in Chongwe District in… (more)

▼ This study highlights the impact of partnership in educational provision to vulnerable HIV/AIDS - affected children in Zambia. It was conducted in Chongwe District in Lusaka Province. Chongwe Distrie\has four chiefdoms and is occupied by soli speaking people. Part of chief Nkomesha's area was used as the study site. Quantitative and qualitative research methods were used for data collection. The researcher used a questionnaire, Focus Group Discussions and interviews as data cellection instruments. The District Commissioner, District Education Board Secretary, Education Officers, Health workers, community leaders, World Vision area Manager and the Communities participated in the questionnaire, Focus Group Discussion sand /or interview exercises. The questionnaire and Focus Group Discussion document had close and open-ended questions while interviews were unstructured. The respondents were therefore free to express their views. The findings of the study revealed that partnership in educational provision to vulnerable HIV/AIDS-affected children had a positive impact. The partners contributed to nutrition, health care, shelter and clothing ofthe vulnerable children, motivating them to continue with education. The guardians and Orphans and Vulnerable Children (OVC) cited lack of provision of life-skills and psycho-social care .Bad morals like beer drinking by boys and early involvements in sexual relations by girls were things that contributed to school dropout. Poor implementation of government policy was also found to be affecting vulnerable children's access to education. This was evidenced by unfulfilled promises, e.g. vulnerable children were not a priority in as far as the distribution of education materials and enrolments are concerned, even if written policy stated so. There was also government's failure to distribute educational materials to basic schools. The study ended up recommending that the government should improve the funding to basic schools as a solution to the main problem of charging pupils through Parent Teacher Associations (P.T.A.). The ..study discovered that providing life- skills training to vulnerable children would best address the problem of continual dependence on Non Governmental Organisations (NGO). In addition to this, households headed by grandparents, children and chronically ill guardians should be empowered with livestock restocking for selfsustainance. It was also recommended that NGOs should concentrate on rural areas where no other NGO operated from.

Subjects/Keywords: Education – Zambia; HIV/AIDS – Zambia; Partnership – Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Daka, H. S. (2011). An assessment of the Impact of partnership in educational provision to vulnerable HIV/AIDS-affected children in Chongwe District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/353

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Daka, Harrison Sainan. “An assessment of the Impact of partnership in educational provision to vulnerable HIV/AIDS-affected children in Chongwe District .” 2011. Thesis, University of Zambia. Accessed April 18, 2021. http://hdl.handle.net/123456789/353.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Daka, Harrison Sainan. “An assessment of the Impact of partnership in educational provision to vulnerable HIV/AIDS-affected children in Chongwe District .” 2011. Web. 18 Apr 2021.

Vancouver:

Daka HS. An assessment of the Impact of partnership in educational provision to vulnerable HIV/AIDS-affected children in Chongwe District . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/123456789/353.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Daka HS. An assessment of the Impact of partnership in educational provision to vulnerable HIV/AIDS-affected children in Chongwe District . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/353

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

21. Mizinga, Siandia Judah. Aspirations for higher education among junior commissioned officers in the Zambia Army .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/432

► The main objective of the study was to determine whether junior commissioned officers in the Zambia Army attached any value to higher education and whether… (more)

Subjects/Keywords: Military education – Zambia; Education, Higher – Zambia

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APA (6^th Edition):

Mizinga, S. J. (2011). Aspirations for higher education among junior commissioned officers in the Zambia Army . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/432

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mizinga, Siandia Judah. “Aspirations for higher education among junior commissioned officers in the Zambia Army .” 2011. Thesis, University of Zambia. Accessed April 18, 2021. http://hdl.handle.net/123456789/432.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mizinga, Siandia Judah. “Aspirations for higher education among junior commissioned officers in the Zambia Army .” 2011. Web. 18 Apr 2021.

Vancouver:

Mizinga SJ. Aspirations for higher education among junior commissioned officers in the Zambia Army . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/123456789/432.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mizinga SJ. Aspirations for higher education among junior commissioned officers in the Zambia Army . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/432

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

22. Kanyimba, Inonge. An assessment of learners' appreciation of spiritual and moral values in social development studies in selected primary schools in Kafue District in Zambia .

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4905

► The study sought to assess learners’ appreciation of Spiritual and Moral values in Social and Development Studies with particular focus on upper primary school learners.… (more)

Subjects/Keywords: Religious education – Zambia; Moral education—Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kanyimba, I. (2016). An assessment of learners' appreciation of spiritual and moral values in social development studies in selected primary schools in Kafue District in Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4905

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kanyimba, Inonge. “An assessment of learners' appreciation of spiritual and moral values in social development studies in selected primary schools in Kafue District in Zambia .” 2016. Thesis, University of Zambia. Accessed April 18, 2021. http://dspace.unza.zm:8080/xmlui/handle/123456789/4905.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kanyimba, Inonge. “An assessment of learners' appreciation of spiritual and moral values in social development studies in selected primary schools in Kafue District in Zambia .” 2016. Web. 18 Apr 2021.

Vancouver:

Kanyimba I. An assessment of learners' appreciation of spiritual and moral values in social development studies in selected primary schools in Kafue District in Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2021 Apr 18]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4905.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kanyimba I. An assessment of learners' appreciation of spiritual and moral values in social development studies in selected primary schools in Kafue District in Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4905

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

23. Cheelo, Caireen. Challenges faced in the inplementation of inclusive education in selected rural primary schools of Solowezi District .

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4949

► This study sought to establish the challenges facing the implementation of inclusive education in selected rural primary schools of Solwezi district. The objectives of the… (more)

▼ This study sought to establish the challenges facing the implementation of inclusive education in selected rural primary schools of Solwezi district. The objectives of the study were as follows: To assess the availability of qualified teachers of special education in rural primary schools of Solwezi district. To evaluate the type of infrastructure used by pupils in rural primary schools of Solwezi district. To suggest measures that will enhance the implementation of inclusive education in rural primary schools. The study used a descriptive survey study design and employed both quantitative and qualitative methods but with greater focus on the qualitative method. 6 administrators were sampled using the purposive sampling method, while 20 teachers were sampled using simple random sampling, and 15 pupils were also sampled using simple random sampling method. In-depth interviews were used to collect data from administrators. Questionnaires were used to collect data from teachers. Focus Group Discussions (FGD) were used to collect data from pupils. Data collected from questionnaires was analysed using SPSS while data collected from teachers and pupils was analysed using thematic analysis. Based on the findings, there were fewer teachers qualified to teach learners with SEN in rural primary schools of Solwezi district and that in almost every class (60%) of learners were children with SEN. In respect to infrastructure, this study has revealed that, most of the rural primary schools had no suitable infrastructure, equipment and specialised teaching and learning materials to aid the implementation of inclusive education programme. Furthermore, in reverence to measures that can be used to enhance the implementation of inclusive education in rural primary schools, the study has revealed that, more teachers should be trained in special education, and be posted in rural primary schools. There is also need to build user friendly infrastructure for SEN learners in rural primary schools, and provide support services to learners with special education needs from government and non¬governmental organisations working with the education system. The government should also institute legislation which will act as a guiding principle and giving policy direction on the implementation of inclusive education in rural primary schools. Based on the findings, the study made the following recommendations: The MOE should employ Education Standards Officers (ESOs) specifically for Special Education in all the districts for effective sensitisation and monitoring of the programme in every district. The government should construct special infrastructure in rural primary schools for better inclusive education practices. Class-sizes or child-teacher ratios must be reduced to about 20 learners in each class for enough time for learners with SEN/disabilities to be attended to. Rural primary schools to have active partnerships with parents in order to make them understand the concept of inclusive education. Government to build more colleges of special…

Subjects/Keywords: Inclusive education – Zambia; Inclusive education – Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cheelo, C. (2016). Challenges faced in the inplementation of inclusive education in selected rural primary schools of Solowezi District . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4949

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cheelo, Caireen. “Challenges faced in the inplementation of inclusive education in selected rural primary schools of Solowezi District .” 2016. Thesis, University of Zambia. Accessed April 18, 2021. http://dspace.unza.zm:8080/xmlui/handle/123456789/4949.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cheelo, Caireen. “Challenges faced in the inplementation of inclusive education in selected rural primary schools of Solowezi District .” 2016. Web. 18 Apr 2021.

Vancouver:

Cheelo C. Challenges faced in the inplementation of inclusive education in selected rural primary schools of Solowezi District . [Internet] [Thesis]. University of Zambia; 2016. [cited 2021 Apr 18]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4949.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cheelo C. Challenges faced in the inplementation of inclusive education in selected rural primary schools of Solowezi District . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4949

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

24. Mumpande, Frank. A comparison of academic performance of some selected coeducation and single sex secondary schools in Choma District .

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4951

► Studies on single sex and coeducation schooling provide a variety of interesting intricacies on effectiveness of their programmes. This paper compares the academic performance of… (more)

▼ Studies on single sex and coeducation schooling provide a variety of interesting intricacies on effectiveness of their programmes. This paper compares the academic performance of single sex education and coeducation schooling at secondary school with special bias to examination classes, thus Grades 9 and 12 from 2010 to 2015 in Choma District. Two secondary schools that participated in the study were Mukasa Minor Seminary and Choma Day Secondary School. Journal articles and Examination Council (ECZ) results for Grades 9 and 12 were used to synthesize and compare the academic performance of the selected schools. An ex-post facto causal comparative design was used. This design employed the qualitative techniques of data collection, analysis and interpretation. The target sample was composed of School Managers, teachers and Heads of Departments of the selected schools in Choma District of the Southern Province. The District Education Standards Officer (DESO) also constituted the targeted sample for the study in Choma District. Data were collected through the use of questionnaires, Focus Group Discussions (FGDs), interview schedules and examination documents from the Examinations Council of Zambia. Qualitative data were thematically analyzed through identified themes that were derived from the data. Descriptive statistics such as percentages, charts and tables were used to show instructional practices and trends of academic performance. The study revealed that learners from single sex education institutions mostly provided by Grant aided schools were performing better than their counterparts in Government coeducation secondary schools. While it is a fact that by merely putting girls in one room and boys in another room is not a guarantee to their success, it was evident that learners in single sex Grant aided schools perform better than learners in government coeducation secondary schools. The academic excellence of learners in single sex secondary schools mainly run by Grant aided schools is attributed to a wide range of factors including adequate instructional materials, high discipline levels among teachers and learners , classroom order and regulated school enrolments to below 45 pupils per class. Single sex learners are willing to take risks because they do not fear to make mistakes and to be embarrassed by the opposite sex in the same class. In single sex Grant aided schools; learners are not stressed by the desire and ego to impress the other gender as is the case in coeducation environments. Single sex education is strongly advocated by voluntary organizations or churches which stress on academic policies, teacher motivation, prize giving to both outstanding teachers and learners, provision of adequate teaching and learning materials, and effective supervision of teachers. Boys and girls in single sex schools have separate learning environments in cognizance of the differences in the physical development of the two sexes. These attributes and other environmental factors place the learners in single sex Grant…

Subjects/Keywords: Co-education – Zambia; Single sex education – Zambia

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APA (6^th Edition):

Mumpande, F. (2016). A comparison of academic performance of some selected coeducation and single sex secondary schools in Choma District . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4951

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mumpande, Frank. “A comparison of academic performance of some selected coeducation and single sex secondary schools in Choma District .” 2016. Thesis, University of Zambia. Accessed April 18, 2021. http://dspace.unza.zm:8080/xmlui/handle/123456789/4951.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mumpande, Frank. “A comparison of academic performance of some selected coeducation and single sex secondary schools in Choma District .” 2016. Web. 18 Apr 2021.

Vancouver:

Mumpande F. A comparison of academic performance of some selected coeducation and single sex secondary schools in Choma District . [Internet] [Thesis]. University of Zambia; 2016. [cited 2021 Apr 18]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4951.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mumpande F. A comparison of academic performance of some selected coeducation and single sex secondary schools in Choma District . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4951

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Mwamba, Patricia. An evaluation of the performance of inclusive education programme in Kalulushi District.

Degree: 2016, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/4939

► This study aimed at evaluating the performance of Inclusive Education Programme in Kalulushi District. Using six schools in the district namely: Chembe, Kafubu Depot, Buyantanshi,… (more)

Subjects/Keywords: Inclusive education – Zambia; Special education – Zambia

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APA (6^th Edition):

Mwamba, P. (2016). An evaluation of the performance of inclusive education programme in Kalulushi District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4939

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mwamba, Patricia. “An evaluation of the performance of inclusive education programme in Kalulushi District.” 2016. Thesis, University of Zimbabwe. Accessed April 18, 2021. http://dspace.unza.zm/handle/123456789/4939.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mwamba, Patricia. “An evaluation of the performance of inclusive education programme in Kalulushi District.” 2016. Web. 18 Apr 2021.

Vancouver:

Mwamba P. An evaluation of the performance of inclusive education programme in Kalulushi District. [Internet] [Thesis]. University of Zimbabwe; 2016. [cited 2021 Apr 18]. Available from: http://dspace.unza.zm/handle/123456789/4939.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mwamba P. An evaluation of the performance of inclusive education programme in Kalulushi District. [Thesis]. University of Zimbabwe; 2016. Available from: http://dspace.unza.zm/handle/123456789/4939

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Ndhlovu, John. Effective management of early childhood centres in government primary schools of Chavuma District in North-Western Province -Zambia.

Degree: 2016, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/5014

► The study was conducted to investigate whether or not there was effective management of ECC's in government primary schools of Chavuma district in North Western… (more)

▼ The study was conducted to investigate whether or not there was effective management of ECC's in government primary schools of Chavuma district in North Western Province. In order to successfully conduct this study three independent variable were tested and these were the provision of teaching and learning aids, support of teacher group meetings and teacher monitoring by educational managers charged with the responsibility. These independent variables were supported by the study objectives which mainly hinged on the role of educational managers in supporting, providing and implementing the study variables to achieve effective management of ECE in primary schools of Chavuma district. Others included teachers' views on school manager's support on effective management of ECC in the primary schools of Chavuma District. The other study objectives hinged on parental involvement on effective management of ECE and the various challenges school management faced when enforcing their roles on effective management of ECE in government primary schools. The research design that was employed was a descriptive survey which was supported by a qualitative method. The targeted population was forty eight (48) which was both purposefully and randomly chosen. Data collection instruments used were questionnaires, interview guides and checklists. Data collected was later analysed using Microsoft Excel thematically, by document analysis and in verbatim form. The study using the three independent variables showed that, for a teacher to be effective in his or her duty depends on the roles played by educational managers thereby proving the conceptual and theoretical frameworks employed in this study. The findings showed that there was adequate implementation of teacher monitoring and teacher group meeting support by educational managers at both DEBS and school management levels. On the other hand, the study indicates that there was inadequate provision of teaching and learning aids in the ECC as indicated in the findings. Some of the most pertinent teaching and learning materials which schools under this study lacked were infrastructure (classroom blocks) appropriate for learners at this level. Other findings also show that seventy-five (75) per cent of the parents interviewed prepared food for their children when going to school and at the same time provided some of the teaching and learning materials. On the challenges that school managers faced in enforcing their roles are; poor sanitations such as water points, lack of appropriate toilets for learners at this level and transfers of teachers from their schools to towns leaving behind pupils without anyone to attend to them. The study recommended that government through the Ministry of General Education provide appropriate infrastructure such as classroom blocks for learners at this level. The study further recommended that government through the Ministry of General Education should procure appropriate teaching and learning materials such as crayons, balls, books and furniture, sink…

Subjects/Keywords: Early childhood education – Zambia; Education, Primary – Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ndhlovu, J. (2016). Effective management of early childhood centres in government primary schools of Chavuma District in North-Western Province -Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/5014

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ndhlovu, John. “Effective management of early childhood centres in government primary schools of Chavuma District in North-Western Province -Zambia.” 2016. Thesis, University of Zimbabwe. Accessed April 18, 2021. http://dspace.unza.zm/handle/123456789/5014.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ndhlovu, John. “Effective management of early childhood centres in government primary schools of Chavuma District in North-Western Province -Zambia.” 2016. Web. 18 Apr 2021.

Vancouver:

Ndhlovu J. Effective management of early childhood centres in government primary schools of Chavuma District in North-Western Province -Zambia. [Internet] [Thesis]. University of Zimbabwe; 2016. [cited 2021 Apr 18]. Available from: http://dspace.unza.zm/handle/123456789/5014.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ndhlovu J. Effective management of early childhood centres in government primary schools of Chavuma District in North-Western Province -Zambia. [Thesis]. University of Zimbabwe; 2016. Available from: http://dspace.unza.zm/handle/123456789/5014

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Katukula, Kelvin. Investigating the participation of inmates in literacy programmes at Kalomo State Prison, Kalomo District, Zambia.

Degree: 2015, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/4228

► The study sought to investigate the participation of inmates in literacy programmes at Kalomo State prison. The objectives were to: establish how inmates are actively… (more)

▼ The study sought to investigate the participation of inmates in literacy programmes at Kalomo State prison. The objectives were to: establish how inmates are actively involved in the learning process; investigate how inmates are encouraged to take control of their own learning; and establish how inmates contribute to the development of a curriculum that draws on their interest. The target population comprised inmate students, non-student inmates, instructor and correction officer. The sample size comprised 62 respondents segmented as follows: 30 non-student inmates selected through simple random sampling, 30 inmate students, 1 instructor and 1 correction officer, all selected through purposive sampling procedure. This study employed a case study design in which a combination of qualitative and quantitative methods was used. Prior to collection of data, a letter of permission was gotten from the University of Zambia, Directorate of Research and Graduate Studies and then presented to the prison authorities. Collection of evidence relied on questionnaires administered on inmate students and non-inmate students and interviews conducted with the instructor and correction officer. Quantitative data were analysed using Social Package for Social Sciences (SPSS) software while qualitative data were coded in themes. The findings revealed that inmates were not actively involved in the learning process. They were not given an opportunity to decide, plan or evaluate their learning. It was also established that inmates were not encouraged to take control of their own learning. Finally, the study revealed that inmates were not allowed to contribute to the development of a curriculum that drew on their interest and knowledge. These were the recommendations: The instructors should solicit for the learners’ input in the progamme. Inmates should be accepted as adults with experience that the educators should tap into. The instructors should work closely with inmates in determining their learning needs, planning, decision-making and implementing the programme. The Ministry of Home Affairs particularly the Prison Service should provide some flexibility and some degree of autonomy so that inmates are able to take control of their learning within the prison environment. The Ministry of Education should employ people trained in adult education as instructors. Curriculum development should be bottom up involving inmates as primary stakeholders and their literacy needs, interests and knowledge should be placed to the forefront.

Subjects/Keywords: Prisoners education-Zambia; Prisons-Zambia; Adult education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Katukula, K. (2015). Investigating the participation of inmates in literacy programmes at Kalomo State Prison, Kalomo District, Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4228

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Katukula, Kelvin. “Investigating the participation of inmates in literacy programmes at Kalomo State Prison, Kalomo District, Zambia.” 2015. Thesis, University of Zimbabwe. Accessed April 18, 2021. http://dspace.unza.zm/handle/123456789/4228.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Katukula, Kelvin. “Investigating the participation of inmates in literacy programmes at Kalomo State Prison, Kalomo District, Zambia.” 2015. Web. 18 Apr 2021.

Vancouver:

Katukula K. Investigating the participation of inmates in literacy programmes at Kalomo State Prison, Kalomo District, Zambia. [Internet] [Thesis]. University of Zimbabwe; 2015. [cited 2021 Apr 18]. Available from: http://dspace.unza.zm/handle/123456789/4228.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Katukula K. Investigating the participation of inmates in literacy programmes at Kalomo State Prison, Kalomo District, Zambia. [Thesis]. University of Zimbabwe; 2015. Available from: http://dspace.unza.zm/handle/123456789/4228

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Lungu, Jacqueline. Cost sharing policy on delivery of quality education in Kabwe District of Zambia: exploring its effectiveness and sustainability.

Degree: 2016, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/4904

► The study explored the effectiveness and sustainability of cost sharing policy in Kabwe urban district. The study had three objectives: to examine the effectiveness of… (more)

Subjects/Keywords: Basic education – Zambia.; Poor – Education – Zambia.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lungu, J. (2016). Cost sharing policy on delivery of quality education in Kabwe District of Zambia: exploring its effectiveness and sustainability. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4904

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lungu, Jacqueline. “Cost sharing policy on delivery of quality education in Kabwe District of Zambia: exploring its effectiveness and sustainability.” 2016. Thesis, University of Zimbabwe. Accessed April 18, 2021. http://dspace.unza.zm/handle/123456789/4904.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lungu, Jacqueline. “Cost sharing policy on delivery of quality education in Kabwe District of Zambia: exploring its effectiveness and sustainability.” 2016. Web. 18 Apr 2021.

Vancouver:

Lungu J. Cost sharing policy on delivery of quality education in Kabwe District of Zambia: exploring its effectiveness and sustainability. [Internet] [Thesis]. University of Zimbabwe; 2016. [cited 2021 Apr 18]. Available from: http://dspace.unza.zm/handle/123456789/4904.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lungu J. Cost sharing policy on delivery of quality education in Kabwe District of Zambia: exploring its effectiveness and sustainability. [Thesis]. University of Zimbabwe; 2016. Available from: http://dspace.unza.zm/handle/123456789/4904

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Maambo, Beatrice. An assessment of the compliance level of rural primary schools to the free basic education policy guidelines: a case of five rural primary schools in Monze district, Zambia.

Degree: 2020, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/6775

► This study assessed the compliance level of rural Primary schools with the Free Basic Education (FBE) Policy guidelines in Monze District of the Southern Province… (more)

▼ This study assessed the compliance level of rural Primary schools with the Free Basic Education (FBE) Policy guidelines in Monze District of the Southern Province of Zambia. Objectives were: to find out to what extent Primary schools in rural areas were aware of the Free Basic Education Policy guidelines in the Ministry of Education circular of 2002; to ascertain to what extent Primary schools in rural areas were complying with the Free Basic Education Policy guidelines in the Ministry of Education circular of 2002; to find out the reasons for non-compliance of rural Primary schools to the Free Basic Education Policy guidelines; and to determine the consequences of non-compliance to the Free Basic Education Policy guidelines on rural primary schools. The study used a mixed method research design with a sample of 130 respondents sampled using Simple Random sampling technique and Purposive sampling technique. Questionnaires and interviews were used in collecting data for the study. Analysis involved use of descriptive statistics in form of percentages and frequencies using the Statistical Package for Social Sciences (SPSS), and by categorizing in themes and analyzing according to emerging themes in line with the objectives of the study. Findings were that rural primary schools were aware of three out of the five FBE policy guidelines; rural primary schools complied with four of the five FBE policy guidelines, which was the guideline concerning fees; the reason for incomplete compliance was that schools had challenges such as inadequate and delayed funds from the government and the challenge of school infrastructure. Consequences of non-compliance with FBE policy guidelines were demotivation, absenteeism, dropouts and poor examination results. Following the findings, the study concluded that incomplete awareness was attributed to unavailability of the actual MoE circular stipulating FBE policy guidelines in rural Primary schools. Despite that, the level of compliance was high. Further, poor funding led to requirement of fees. The study recommends that government funding to rural Primary schools should be increased and must be regular, and infrastructural development in those schools must be looked into. Key words: Basic education, free education, policy, compliance, guidelines, user fees, enrolment, rural schools, challenges.

Subjects/Keywords: Basic education – Zambia; Free education – Policy – Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Maambo, B. (2020). An assessment of the compliance level of rural primary schools to the free basic education policy guidelines: a case of five rural primary schools in Monze district, Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/6775

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Maambo, Beatrice. “An assessment of the compliance level of rural primary schools to the free basic education policy guidelines: a case of five rural primary schools in Monze district, Zambia.” 2020. Thesis, University of Zimbabwe. Accessed April 18, 2021. http://dspace.unza.zm/handle/123456789/6775.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Maambo, Beatrice. “An assessment of the compliance level of rural primary schools to the free basic education policy guidelines: a case of five rural primary schools in Monze district, Zambia.” 2020. Web. 18 Apr 2021.

Vancouver:

Maambo B. An assessment of the compliance level of rural primary schools to the free basic education policy guidelines: a case of five rural primary schools in Monze district, Zambia. [Internet] [Thesis]. University of Zimbabwe; 2020. [cited 2021 Apr 18]. Available from: http://dspace.unza.zm/handle/123456789/6775.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maambo B. An assessment of the compliance level of rural primary schools to the free basic education policy guidelines: a case of five rural primary schools in Monze district, Zambia. [Thesis]. University of Zimbabwe; 2020. Available from: http://dspace.unza.zm/handle/123456789/6775

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Hampamba, Alexious Maliko. Sustainability of adult education institutions: a case study of Panuka institute of Pemba district of Zambia.

Degree: 2020, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/7000

► This study sought to establish the sustainability of Panuka institute. The objectives were to: describe the factors which led to the success of Panuka Institute;… (more)

▼ This study sought to establish the sustainability of Panuka institute. The objectives were to: describe the factors which led to the success of Panuka Institute; establish the circumstances which led to the subsequent down fall and explore community perspectives on how Panuka Institute can be resuscitated. The study employed qualitative approach in data collection with a case study design. The population of the study was about 71. Using a purposive sampling procedure in selecting the respondents, the researcher used 2 focus group discussions with 10 headmen and semi-structured-interview with 5 former learners and in-depth interviews with 3 former executive management committee members and 2 lecturers from UNZA Department of Adult Education. The findings from the study showed that stakeholder involvement, trust, innovativeness, hard work and unity of purpose, development and learning led to the successful establishment of the institution. The finding also revealed that inadequate external resources, leadership, volunteers, handouts and vastness of the project and lack of clear policy guidelines culminated in the subsequent reduction of programme operations. Furthermore, the findings from the study established that in order to revive and sustain Panuka Institute, it should be rehabilitated and renovated; leadership should be contractual and democratically elected by local people; the institute should craft a constitution and policies and should engage in fundraising ventures. The study concluded that Panuka Institute had serious challenges which led to its downfall but if rightful interventions are put in place, the institute can be revived and sustained. The study recommends that: Panuka Institute should formulate local constitutions and policies to guide their opera tions; Panuka Institute should constantl y consult for expert knowledge from colleges and universities th at offer adult education programmes; volunteers should be paid for services they render to the institutions ; and the government, through the line Ministry of Community Development and Social Services should supplement re sources to Panuka institute Key words: sustainability, institution, Panuka and stakeholders.

Subjects/Keywords: Adult education – Zambia; Adult education institutions – Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hampamba, A. M. (2020). Sustainability of adult education institutions: a case study of Panuka institute of Pemba district of Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/7000

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hampamba, Alexious Maliko. “Sustainability of adult education institutions: a case study of Panuka institute of Pemba district of Zambia.” 2020. Thesis, University of Zimbabwe. Accessed April 18, 2021. http://dspace.unza.zm/handle/123456789/7000.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hampamba, Alexious Maliko. “Sustainability of adult education institutions: a case study of Panuka institute of Pemba district of Zambia.” 2020. Web. 18 Apr 2021.

Vancouver:

Hampamba AM. Sustainability of adult education institutions: a case study of Panuka institute of Pemba district of Zambia. [Internet] [Thesis]. University of Zimbabwe; 2020. [cited 2021 Apr 18]. Available from: http://dspace.unza.zm/handle/123456789/7000.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hampamba AM. Sustainability of adult education institutions: a case study of Panuka institute of Pemba district of Zambia. [Thesis]. University of Zimbabwe; 2020. Available from: http://dspace.unza.zm/handle/123456789/7000

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations