Academic literature on the topic 'Archivists Study and teaching Zambia'
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Journal articles on the topic "Archivists Study and teaching Zambia"
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Kesner, Richard. "Employing the Case Study Method in the Teaching of Automated Records and Techniques to Archivists." American Archivist 56, no. 3 (July 1993): 522–31. http://dx.doi.org/10.17723/aarc.56.3.f8726621m7274616.
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Rashtchi, Mojgan, Zahra Zarghami, and Sina Afshar. "Materials Development for an Archival Science Course in Iran: An ESP Mixed Methods Study." International Journal of Applied Linguistics and English Literature 10, no. 2 (March 30, 2021): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.2p.1.
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This study addressed the demand for an ESP course for Archival Science, a profession often overlooked in Iran. The existing literature offers little research on specific materials for Archival Science students; hence there is a paucity of relevant materials in this field. The present study explored the development of printed materials for an ESP course conducted in the National Library and Archives of Iran to compensate for the absence. It examined the effectiveness of using such materials on the language learning of a group of archivists taking part in a 16-sessions mid-career course in Archival Science. The needs analysis processes, course design, materials development, teaching and learning, and evaluation were followed to achieve the objectives. The results demonstrated that the newly developed materials compared to materials prepared for other ESP courses could considerably promote the participants’ proficiency. The developed materials were archival, work-related, and professional-based resources and had significant effects on participants’ language learning. The study revealed that focusing on the learners’ specific educational needs in their workplace and incorporating authentic, practical materials in ESP courses would improve language learning and skill development in archivists.
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Natasha Katuta, Mwila. "Fiery phoenix PLC – entrepreneurial survival in Zambia." Emerald Emerging Markets Case Studies 10, no. 4 (November 3, 2020): 1–17. http://dx.doi.org/10.1108/eemcs-03-2020-0070.
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Learning outcomes The learning outcomes are as follows: students should be able to provide definitions for ethical dilemmas; students should be able to identify ethical dilemmas in a real business context; and students should be able to determine the outcomes of applying given decision-making models to a specific scenario. Case overview/synopsis The aim of this study is to demonstrate the complexity of ethical decision-making in start-up enterprises in emerging markets. The study draws on two well-known decision-making models to illustrate how their application in this context may lead to conflicting outcomes. The study data was collected through reflective entries provided by the business proprietor. These were followed up by three in-depth interviews. The data was supported by analysis of company documents provided by the case. The study demonstrates the crucible moments in entrepreneurial startups that give rise to ethical questions and the need for decision making. It demonstrates the complexity of ethical decision making in emerging contexts. The study business elected to maintain anonymity for commercial protection. This limits the scope of information that may be divulged. The study and the accompanying teaching note provide context for how to apply decision-making frameworks to real business dilemmas. This study contributes to scholarly work on teaching business ethics to undergraduate students. Complexity academic level Final Year Undergraduate. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 3: Entrepreneurship.
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Oliver, Magasu, Muleya Gistered, and Mweemba Liberty. "TEACHING STRATEGIES USED IN CIVIC EDUCATION LESSONS IN SECONDARY SCHOOLS IN ZAMBIA." International Journal of Research -GRANTHAALAYAH 8, no. 2 (May 28, 2020): 39–46. http://dx.doi.org/10.29121/granthaalayah.v8.i2.2020.182.
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This study sought to investigate the teaching strategies used in Civic Education lessons in secondary schools in Zambia. The study used a descriptive case study design and data was collected using interviews, Focus Group Discussions (FGDs) and observations. Purposive sampling procedure was used to target seventy-four participants. Data collected was analysed using themes that emerged from the literature review and objectives of the study. The main findings of the study were that teachers in secondary schools still used teacher-centred strategies in the teaching of Civic Education despite policy direction in the Zambia Education Curriculum of 2013. Lecture method was common most Civic Education lessons. A few who implemented reflective practice strategies in their lessons used debate, group discussions and brainstorming. Based on the findings, social sciences departments where Civic Education sits in secondary schools in Zambia should find mechanisms of observing reflective practice strategy in the teaching of Civic Education rather than just seeing lesson plans. The Ministry of General Education should take a deliberate move to provide workshops/short courses to Civic Education teachers on the importance and use of reflective practice strategy in Civic Education lessons. Further, Curriculum Development Centre (CDC) and Examination Council of Zambia (ECZ) should collaborate and re-design the Civic Education Syllabus and give it a practical project since the subject is practical in nature. There is need in future to assess the training of Civic Education teachers with regards to training for reflective practice strategy.
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Manchishi, Peter Chomba, and David Sani Mwanza. "The University of Zambia School Teaching Experience: Is It Effective?" Excellence in Higher Education 4, no. 2 (May 9, 2014): 61–77. http://dx.doi.org/10.5195/ehe.2013.84.
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Teaching practice exercises serve the purpose of orienting the teacher into real classroom situations where the novice puts his or her skills into practice. Education students at the University of Zambia (UNZA) go through the school teaching experience after their third year of study. This comes after they have arguably completed enough content and methodology courses to teach. The purpose of this study was to establish the effectiveness of the UNZA school teaching experience. The research instruments used were interview guides, observation checklists, and focus group discussions. The respondents included 80 serving teachers, 80 student teachers, and 10 head teachers drawn from 10 high schools in the Lusaka District. In addition, 10 lecturers from UNZA were also sampled. The findings revealed that the design and delivery of the UNZA student teaching experience was not effective.
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Chipembele, Matuka, and Kelvin Joseph Bwalya. "Assessing e-readiness of the Copperbelt University, Zambia: case study." International Journal of Information and Learning Technology 33, no. 5 (November 7, 2016): 315–32. http://dx.doi.org/10.1108/ijilt-12-2015-0036.
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Purpose The purpose of this paper is to assess e-readiness (preparedness) of the Copperbelt University (CBU) with a view to ascertain the likelihood of the university benefiting from various opportunities unlocked by the adoption and use of ICT in advancing its core mandate of teaching, learning and collaborative research. Design/methodology/approach The study used the network readiness model emanating from the socio-technical theory, which underpins the extended technological enactment framework. Further, it employed a positivist approach and adopted a case study method coupled with methodological triangulation at data collection stage. With a 95 per cent confidence level of a possible sample frame of 2,980, the study sampled 353 respondents with a response rate of 81 per cent. Findings The results show that anticipated ICTs users have not leveraged available ICT infrastructure or are unaware of its existence. Further, quantitative constructs: “accessibility to ICTs” and “requisite ICTs skills” has significant impacts on e-readiness indicators and in integration of ICTs in CBU core business activities. Also, the study argues that institutional ICT policy and working environments reshape users’ perception of ICTs for teaching, learning and research. Research limitations/implications The proposed conceptual framework only accounted for 43 per cent variance of the factors determining e-readiness of CBU. Originality/value Investigating CBU’s e-readiness will enable policy-makers to prioritise interventions needed for transforming the university into an e-ready entity favourably placed to benefit from digital opportunities. Also the emanating conceptual framework is important to theory and practice in integrating ICTs universities business value chains especially in contextually similar environments.
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Menon, Anitha, Betty Munalula, and Christine Glazebrook. "Stress in Doctors: A Pilot Study of the University Teaching Hospital, Lusaka, Zambia." Journal of Psychology in Africa 17, no. 1-2 (January 2007): 137–40. http://dx.doi.org/10.1080/14330237.2007.10820159.
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Fwoloshi, Sombo, Lottie M. Hachaambwa, Kaseya O. Chiyeñu, Lameck Chirwa, Thijs W. Hoffman, Owen Ngalamika, and Sarah Lou Bailey. "Screening for Diabetes Mellitus among Tuberculosis Patients: Findings from a Study at a Tertiary Hospital in Lusaka, Zambia." Canadian Journal of Infectious Diseases and Medical Microbiology 2018 (2018): 1–5. http://dx.doi.org/10.1155/2018/3524926.
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Background. Diabetes mellitus (DM) is known to be associated with active tuberculosis (TB). Zambia is a low-income sub-Saharan African country with a high TB burden and increasing numbers of newly diagnosed DM patients. Materials and Methods. This was an observational study conducted at the University Teaching Hospital in Lusaka, Zambia, from October 2014 to February 2016. Adult patients with active TB were screened for DM. Results. A total of 127 individuals were enrolled in the study. Six patients (5%) were found to have diabetes. Of these, three had a prior diagnosis of diabetes and were on medication while three were newly diagnosed. Low education level was significantly associated with DM (p=0.001; 95% CI 0.001–0.148). Conclusion. The prevalence of DM among individuals with smear positive TB in our study population was similar to that of the general population in Zambia.
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Lillie, Edwardina Mary Mae Alexandra, Christopher John Holmes, Elizabeth Anne O’Donohoe, Lowri Bowen, Chadwick L. T. Ngwisha, Yusuf Ahmed, David Michael Snell, John Alexander Kinnear, and M. Dylan Bould. "Avoidable perioperative mortality at the University Teaching Hospital, Lusaka, Zambia: a retrospective cohort study." Canadian Journal of Anesthesia/Journal canadien d'anesthésie 62, no. 12 (September 29, 2015): 1259–67. http://dx.doi.org/10.1007/s12630-015-0483-z.
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Simuyemba, Moses C., and Thubelile Mathole. "A Study of Burnout Amongst Doctors at the University Teaching Hospital in Lusaka, Zambia." Medical Journal of Zambia 46, no. 4 (December 31, 2019): 297–304. http://dx.doi.org/10.55320/mjz.46.4.596.
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Background: Stress among health care workers is a subject that has received much attention worldwide. However, there have been few studies that address the issue of work-related stress among health care workers in Africa and in Zambia in particular. There was an urgent need to study burnout at the University Teaching Hospital in order to have concrete evidence for planning and policy purposes in order to help address some of the human resource for health problems in Zambia. This study sought to measure the levels of work-related burnout among doctors at the University Teaching Hospital and to investigate associated factors.
Methods: This was a cross-sectional study. Data was collected by means of a self-administered survey using Maslach Burnout Inventory provided by mindgarden.com. Data analysis was done using guidelines as set out in the Maslach Burnout Inventory manual using Epi-info software. Cross tabulations and chi-square and statistical analysis tests were done in order to establish whether there were any statistically significant associations between levels of burnout and other variables such as sex, age, seniority, department and marital status, among others.
Results: More than half, 54.4.%, of doctors studied at the University Teaching Hospital experienced average or high levels of emotional exhaustion with 44.8% experiencing average or high levels of depersonalisation and 66.4% experiencing average or low levels of personal accomplishment. Personal accomplishment was the subscale with the highest indication of burnout, followed by emotional exhaustion and depersonalisation. There were no significant associations between demographic and individual work factors studied and burnout levels.
Conclusions: Burnout levels are significant at the University Teaching Hospital. There were no significant associations between demographic and individual work factors studied and burnout levels. This study has highlighted that burnout is a problem that needs to be addressed at the hospital and further investigation is required to assess what factors maybe contributing to it, particularly those related to the work environment, since personal and demographiccharacteristics did not show any associations to burnout.
Dissertations / Theses on the topic "Archivists Study and teaching Zambia"
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Kangwa, Evaristo. "An investigation of teachers' mathematical task selection in the Zambia context." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001512.
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This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis which include: lesson plans for five consecutive days, pupils’ activity books and three textbooks predominantly used by the teachers. Document analysis was informed by the task analysis guide and essential themes which were used to tease out teachers’ task practice with regard to criteria used and decisions made in the selection and implementation of tasks. Essential themes that were qualitatively established were validated and explicated by the qualitative analysis. The findings of the study indicate that teachers picked tasks from prescribed textbooks. The study further suggests that teachers selected a mix of low and high level tasks, procedures without connections and procedures with connections tasks to be specific. There were no memorisations and doing mathematics tasks. Their choice of tasks was based on the purpose for which the task was intended. Some tasks were selected for the purpose of practicing the procedures and skills, other tasks for the promotion conceptual development. Most of high level tasks decline to low level tasks during implementation. The findings also indicate that teachers selected and implemented a variety of tasks and concepts. Furthermore, teachers presented tasks in various forms of representations and in a variety of ways. However, the results of this study could not be generalized because of the small sample involved. The results presented reflect the views and task practices of the target group. A possibility for future study would be to consider a large population, drawn across the country.
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Young, Catherine. "Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/4977.
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Research indicates that many children finish primary school in Southern Africa still reliant on inefficient counting strategies. This study extends the research of the South African Numeracy Chair project to early mathematics intervention with Grade 2 learners. It investigated the possible adaptation of the Mathematics Recovery programme to facilitate learner progression in early arithmetic strategies. This study aimed to investigate the possibility of adapting the Mathematics Recovery programme for use in a whole class setting, and to research the effectiveness of such an adapted programme. This study also aimed to investigate the extent of the phenomenon of unit counting and other early arithmetic strategies used in the early years in Zambia. This study was conducted from an emergent perspective. A review of the literature indicated that children who become stuck using unit counting face later mathematical difficulties, and that teacher over-emphasis on unit counting in the early years of schooling may be a contributing factor. This study used a qualitative design research methodology that consisted of a preparation phase, teaching experiment and retrospective analysis. The context of this teaching experiment was a seven week after-school intervention with a class of Grade 2 learners aged seven to eight in a rural Zambian primary school. Data collection and analysis focused on video recordings of a sample of 6 learners. The experimental teaching content focused on the Early Arithmetic Strategies aspect of the Mathematics Recovery programme. Although limited by time and research focus, this study found that all learners made some progress in early arithmetic strategies, and indicates that the Mathematics Recovery programme has potential for adaptation for early intervention in whole class teaching to address the mathematical education challenges in Zambia and beyond. This study also found that unit counting predominated in the sample learners, but that strategies were not yet entrenched, indicating this was a suitable age for early intervention. This study makes methodological contributions to a growing body of research into the adaptation of the Mathematics Recovery in Southern African contexts and suggests avenues for possible further research.
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Sinyama, Imakando. "Enabling social learning as a response to environmental issues through teaching of localised curriculum in Zambian schools." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003390.
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Schools are traditionally established as the main meeting platforms for awareness, education, training and capacity building in the local communities, and as such, are highly regarded and respected. They are situated and integrated in nearly all local communities. They are thus perfectly suited to reach, draw on and provide capacity building to the communities. Zambia recently introduced a new curriculum aspect named localised curriculum, which makes up 20% of the curriculum. This curriculum area encourages schools to address issues of sustainable development that are locally relevant through this curriculum component, but it is not clear what kind of learning emerges from this curriculum aspect. The study looked at the shift in pedagogical discourse since the introduction of the localised curriculum. Using case study methodology and observation of a number of classroom activities in the Keemba District near Monze in Zambia, I observed social learning interactions taking place in the implementation of the localised curriculum. In particular, I was interested in how the different aspects of the localised curriculum enabled social learning, at different levels. What is important in this research is that it focused not so much on what people should know, or be able to do, but rather, drawing on some of the questions raised by Wals (2007), I considered questions of how people learn, and how social learning emerges in school-community interactions in the localised curriculum. The main research question was to investigate: How does localised curriculum enable social learning in response to environmental issues in Zambian schools? This research drew on a number of associated research projects that were carried out in southern Africa and beyond. In his research, Namafe (2008) states that he saw a great need to institutionalise increased participation of Zambian Basic Schools and their local communities in sustainable development of the country in order to alleviate poverty and achieve equitable development. Hogan (2008, p. 122 ) researching in a different context, argues that contextualisation of the curriculum allowed for indigenous knowledge to come in to the classroom, stating that ‘Weakening of the frames provided the opportunity of closer relationships to give space for knowledge other than teacher selected knowledge or book knowledge to enter the classroom.’ In this study I found that: - Teaching localised curriculum allowed for contextualisation and integration of environment and natural resource management issues - Localising the curriculum contributed to curriculum relevancy: teaching localised curriculum helped learners, teachers and community to develop concern for quality of life and contributed to an understanding of sustainable development - Localised curriculum allowed for frame awareness, frame deconstruction and reframing to take place: this allowed teachers to use methods which promoted active pupil participation and interaction, encouraging learners to be reflexive thinkers rather than just using rote memory - Participation of teachers, community and learners in the implementation of the localised curriculum: The involvement of community members to teach topics of the localised curriculum was useful and articulated processes of inter–epistemological dialogue between traditional or every day and scientific or institutional knowledge - The localised curriculum implementation involved various roles and was influenced by various factors. Of key interest to this study was the fact that neither parents, learners nor teachers saw the localised curriculum as an opportunity for problem solving, but rather emphasised the learning of practical life skills relevant to the community. This differed from the curriculum manuals, and reduced the environmental education potential and also social learning opportunities.
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Siaciwena, R. M. C. "A study of distance teaching at the University of Zambia with special reference to the effectiveness of degree courses." Thesis, Bucks New University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234812.
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Rousseau, Jean-Yves. "Étude descriptive de la contribution du stage à la formation professionnelle initiale des archivistes au Québec de 1983 à 1994." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ33081.pdf.
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Haamoonga, Brenda Cynthia. "Learner performance and teaching in public secondary schools in Zambia : a critical study." Thesis, 2017. http://hdl.handle.net/10500/24461.
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The study was primary undertaken to critically study the nature of learner performance and
teaching in public secondary schools in Zambia, with a focus on four public, co-education, day
schools in the Copperbelt region for the purposes of addressing the challenge of poor
performance in the Grade 12 National examinations that has characterised public secondary
schools in the country. The researcher was guided by the main research question: ‘What is the
nature of learner performance and teaching in public secondary schools in Zambia?’ The aim of
the research was to establish the factors that negatively affected learner performance and
teaching in the selected schools in order to develop effective mechanisms that would improve the
education system in public secondary schools both at regional and national levels.
The study was undertaken using a qualitative interpretive phenomenological approach mainly
propounded by Martin Heidegger (1889-1976), for the purposes of collecting the lived
experiences of the 24 purposively selected participants employed in this research: 4 head
teachers, 8 teachers and 12 learners. Data collection was based on semi-structured interviews
among the two longest serving teachers (male and female) per school and each of the head
teachers in all the four schools; and two focus group interviews (from the highest and lowest
performing schools) comprising six learners per group of equal gender among the selected Grade
12 candidates from the debate club and school council. The research also included analysis of
documents like: school mission statements and visions, schemes and records of work and
learners’ record of performance. The gathered information was manually analysed and
interpreted.
The major findings from the analysed data were that public secondary schools were negatively
affected by four main categories of factors: (a) socio-economic factors; (b) the nature of the
teaching and learning environment; (c) personal factors relating to the learners, teachers and head
teachers; and (d) policy issues relating to learner enrolment and assessment, teacher selection,
recruitment and development and highly controlled bureaucratic systems.
The study established that improved learner performance is crucial to national development
because the quality of an education system is measured by the performance of learners, and is the major drive for many aspects of development. The study also revealed that it was possible to
improve learner performance, based on a number of lessons that can be drawn from the
international research findings on characteristics of high-performing schools.
Finally, the study recommends that public secondary schools in Zambia should revise their
approach to enrolment of learners, teacher recruitment and development, and leadership
appointment, and should adopt policies that meet the needs of the Zambian context as well as
investing in research.Educational Studies
D. Ed. (Philosophy of Education)
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Chilando, Grace. "Teaching practical lessons using mobile laboratory : a case of selected basic schools in Zambia." Diss., 2017. http://hdl.handle.net/10500/27232.
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The purpose of the study was to explore teachers’ views on using mobile laboratories when teaching Integrated Science during science practical lessons; to assess the teachers’ competencies in using the mobile laboratories and the challenges they face in this practice. The research used a survey as a research design. The target population was all teachers teaching Integrated Science. The sample comprised of forty-five (45) respondents from Northern and Eastern provinces of Zambia. Purposive sampling was used to pick the participants of the study.
In collecting data, questionnaires, interview schedules and observation checklist were used to collect data needed for this study. The instruments were piloted before they were used in the study.
The findings from the study revealed that the quality of material in these laboratories are quite good but their numbers are not in line with the size of the classes, which negatively affects the teaching and learning process of practical lessons in science. Additionally, the teachers’ qualification, was found to be associated with their competence in the use of mobile laboratories; that is, the higher the qualification, the more the competence in the use of mobile laboratories apparatus. Furthermore, the study established the following challenges on the use of the mobile laboratories: inadequate materials in the mobile laboratories, schools are not financially strong to replenish them after they are used up, some teachers find it timeconsuming to prepare and set up the apparatus for experiments and orientation is needed for some teachers on how to use these laboratories.
In view of the findings, it is recommended that the government should provide more
laboratory materials and monitor the level of usage of these materials. Additionally, short
courses should be organised aiming at improving science teachers’ knowledge and skills of the use of mobile laboratory facilities. Moreover, Continuous Professional Development
(CPD) must be enhanced in schools with an emphasis on the orientation of mobile laboratories usage by all science teachers.Science and Technology Education
M. Ed. (Natural Sciences)
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Chizelu, John Mabaya. "Teaching religious education in Zambian multireligious secondary schools." Thesis, 2006. http://hdl.handle.net/10500/2196.
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This study focuses on the teaching of RE in Zambian multireligious secondary schools. The problem faced in secondary schools is that currently RE is being taught with a single religious approach by the RE teachers instead of using a multireligious perspective as directed by the Ministry of Education (MoE).
The aim of this study, therefore, was to find out why RE teachers tend to be reluctant to respond to the MoE directive in applying a multireligious approach to the subject. In order to achieve this aim, an empirical investigation was necessary. A quantitative and qualitative survey through self-administered questionnaires and in-depth interviews were undertaken by the 194 teachers teaching RE in selected secondary schools in the Copperbelt Province.
The research reveals that the RE teachers' reluctance to respond to the Ministry's directive is a result of their different perceptions which are mostly influenced by their religious affiliations and the syllabuses they use. For example, the majority of the RE teachers involved in the teaching of RE in secondary schools are Christians, therefore, they are reluctant to teach RE that also includes non-Christian religions because they feel it would compromise their consciences and their own faiths. As a result, they prefer to teach the subject from a Christian standpoint. This approach differs from the MoE directive to teach RE from a multireligious perspective.
In the light of the different perceptions concerning the problem of teaching RE in Zambian multireligious secondary schools, the following recommendations have been made: (i) Since the Zambian secondary schools have become multireligious, RE teaching should take a multireligious perspective if it is to be relevant to the needs of pupils of diverse religious backgrounds; (ii) The current RE syllabuses (2044 and 2046) require a critical evaluation and revision in order to ensure that they adapt to a multireligious tradition.
Finally, the results of this study concludes that the teaching of RE should be firmly placed in an educational context by making no assumptions or preconditions from the personal commitment of RE teachers. The role of RE teachers is that of educators.Educational Studies
D.Ed. (Didactics)
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Muleya, Gistered. "The teaching of civic education in Zambia : an examination of trends in the teaching of civic education in schools." Thesis, 2015. http://hdl.handle.net/10500/19981.
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This study focused on the teaching of Civic Education in Zambia. Specifically, the study examined pedagogical practices in relation to the teaching of Civic Education in schools. It is argued in this study that following right pedagogical practices in the teaching of Civic Education can lead to social change and transformation of society. As such, the purpose of the study was to ascertain therefore the extent to which Civic Education was enhancing or impeding social change and transformation in society. In order to realize the objectives of the study, an exploratory research design was used. The study found out that Civic Education in schools was not modelled on practices that can lead to social change and transformation of society; service learning approaches were rarely promoted in Civic Education lessons; teaching approaches in colleges and the university with respect to Civic Education are greatly lacking; teaching and learning materials in Civic Education were not readily available in schools; teachers of Civic Education were not grounded in the key theoretical and pedagogical perspectives underpinning Civic Education. The study therefore concludes that with correct pedagogical practices and approaches Civic Education can lead to social change and transformation of society.Educational Foundations
D. Ed. (Socio-Education)
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Chipili, Denson. "The use of short stories for CLT in senior ESL classes in Zambia." Diss., 2013. http://hdl.handle.net/10500/9293.
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Teaching ESL continues to pose a big challenge in most schools in Zambia. This is due to the paucity of teaching resources. While the number of schools has increased, there has not been a corresponding increase in funding due to economic reasons. This study arose from the desire to find alternative resources to teach English as a second language effectively within the communicative language teaching (CLT) framework. A review of available literature has shown that literature can help students to acquire the four language skills: reading, writing, listening and speaking.English Studies
M. A.
Books on the topic "Archivists Study and teaching Zambia"
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Why Zambia needs civic education. Lusaka: Zambia Civic Education Association, 2004.
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Mashiri, Pascal. Two friends: A story from Zambia. Braamfontein: READ Educational Trust, 1995.
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Couture, Carol. La formation et la recherche en archivistique dans le monde: Une étude comparative. [Montréal]: École de bibliothéconomie et des sciences de l'information, Université de Montréal, 1999.
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C, Jimerson Randall, and Society of American Archivists, eds. American archival studies: Readings in theory and practice. Chicago: Society of American Archivists, 2000.
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Chanda, Alfred W. Non-formal education for human rights in Zambia /cAlfred Chanda. Harare: SAPES Books, 1999.
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Abdi, Ali A. Citizenship education and social development in Zambia. Charlotte, NC: Information Age Pub., 2010.
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Abdi, Ali A. Citizenship education and social development in Zambia. Charlotte, NC: Information Age Pub., 2010.
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Savard, Réjean. Guidelines for the teaching of marketing in the training of librarians, documentalists, and archivists. Paris: General Information Programme and UNISIST, United Nations Educational, Scientific and Cultural Organization, 1988.
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Kashoki, Mubanga E. The factor of language in Zambia. Lusaka: Kenneth Kaunda Foundation, 1990.
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Edward, Shizha, and Ellis Lee, eds. Citizenship education and social development in Zambia. Charlotte, NC: Information Age Pub., 2010.
Find full textConference papers on the topic "Archivists Study and teaching Zambia"
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Boamah, Eric. "Unfettered Resilience of School Archivists in Maintaining Value of Records to Support the New Zealand School Curriculum." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205016.
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The purpose of this study is to explore the key function of school archives and to highlight the important roles school archivists play in maintaining the value of records to support the curriculum. Although school archives play an important role in the school, little has been researched in New Zealand about the challenges school archivists face and their unfettered resilience to push through those obstacles to maintain the value of school records to support the curriculum. This article is part of a study in progress that employs an interpretive qualitative approach to understand the perspectives of school archivists on their purpose. The perspectives of seven school archivists from four regions of New Zealand are presented. The findings reveal the core functions of the school archive as a source of information for researchers, family members of past students, and corporate entities. The archive supports teaching and learning by providing teachers with useful and unique teaching aids from the collection. It also serves to preserve the identity and memory of the school. Specific tasks of the school archivist include collecting items for the archive, organising the collection, reporting, and displaying the materials for easy access and use by those who need them. Certain resources enable the archivist to achieve their purposes, but their passion is a key enabler. The main challenges school archivists face relate to issues with training and skills development, resourcing, recognition and awareness, inadequate facilities and collaboration. The study has useful implications for archival research in New Zealand as it discusses an area that has not been explored before. This article is limited to the perspectives of only seven school archivists, meaning it can be difficult to form a generalisation of school archivists in the whole of New Zealand. However, the study is still in progress and the author hopes to gather more perspectives in order to make a comprehensive generalisation.
Reports on the topic "Archivists Study and teaching Zambia"
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Youth talk about sexuality: A participatory assessment of adolescent sexual and reproductive health in Lusaka, Zambia. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1023.
Full textAbstract:
Thirty-six percent of Zambia’s 9 million inhabitants are between 10 and 19 years of age, and most adolescents are sexually active by their mid-teens. Pregnant teenagers have an elevated risk of maternal mortality and complications related to birth. In 1990, at Lusaka’s University Teaching Hospital, self-induced abortion accounted for up to 30 percent of maternal mortality, and one-quarter of these deaths occurred in women under 18 years. Sexually transmitted infections (STIs) are a major health problem for adolescents, yet only a small proportion protect themselves from pregnancy and STIs. There are many barriers to improving the situation, including opposition by parents and teachers to the use of modern contraceptive methods. CARE Zambia is conducting a study to test community-based strategies that increase knowledge of, demand for, and use of barrier methods to reduce unprotected intercourse among out-of-school adolescents in peri-urban Lusaka. As noted in this report, adolescent behavior change will be measured as the prevalence of barrier method use, number of sexual partners, FP attitudes, and measures of self-esteem and responsibility among participants.