Dissertations / Theses on the topic 'Archivists Study and teaching Zambia'

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.

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.

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.

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)

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)

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)

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)

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.

The relationship between religion (Church) and education (State) through religious education (RE) in Zambia has passed through different stages of development. During the missionary period (1883/1890- 1924), RE was, naturally, offered in the form of Religious Instruction (RI) and was thus fully denominational and confessional. Despite some general improvements in the provision of education, the subject remained largely confessional at the end of the colonial period (1925 - 1964). After Independence, the confessional model of the subject was inherited and continued throughout the First Republic (1964 - 72) and part of the Second Republic (1973 - 90). However, as a result of educational reforms started in the mid 1970s, RE became more educational by adopting an approach that was partly confessional and partly phenomenological from the mid 1980s. Despite new educational reforms in 1991/92 and after 1996, progressive development of RE as a curriculum subject seems to have been negatively affected by the state's self-contradictory declaration of Zambia as a Christian Nation in 1991. Thus the subject continued to be partly confessional and partly phenomenological during the Third Republic (1991 to date). While the state or Ministry of Education sees RE as a curriculum subject with educational aims like any other, research results show that many Zambians, especially members of different religious traditions, still see the subject as having confessional aims as well. However, since the country is pluralistic and democratic, RE in Zambia should continue developing in line with the constitutional values of religious and cultural freedom and the liberal national education policy provisions for spiritual and moral education. Thus the subject should go beyond its current unclear state of being largely confessional and partially phenomenological and become more educational; it should take the religious literacy and critical understanding model which takes both religious truth-claims and educational skills and understanding of religion seriously. To ensure this, a specific national policy which broadly outlines the nature and form of RE in schools needs to be put in place as a guide to all interest groups.
Religious Studies & Arabic
(D. Litt. et Phil. Religious Studies))

This dissertation presents a study on Grade 10 learners’ understanding of key Mathematics concepts in selected secondary schools in Chibombo District of Zambia. The performance of learners in Mathematics countrywide has not been gratifying. This study therefore sought to investigate the Grade 10 learners’ understanding of key Mathematics concepts. This poor performance in Mathematics by learners in many schools at grade 12 final examination in Chibombo District prompted the researcher to conduct this study. The target population was 250 Grade 10 learners in five secondary schools in Chibombo District. The data were collected by means of questionnaire and focus group discussions. A concurrent triangulation design was adopted for the study in which the researcher simultaneously gathered both quantitative and qualitative data merged it using both quantitative and qualitative data analysis. The study revealed that Grade 10 learners’ understanding of the key Mathematics concepts of zero, equal, function, and variable is unsatisfactory. However, it is surprising how these learners can reach secondary school level with such a weak understanding of mathematical concepts, which are ubiquitous in the subject. It is anticipated that the findings of this study will provide curriculum developers with new insights into this problem so that they come up with a curriculum that focuses on learners’ understanding of basic concepts that serve as building blocks to next levels. The Ministry of General Education should rigorously monitor this process and provide both technical and financial support required. Finally, based on the findings of this study, the researcher gave some recommendations for improving learners’ understanding of mathematical concepts in schools.
Mathematics Education
M. Ed. (Mathematics Education)

Within the multilingual context of Zambia, Grade Ten Literature in English language pedagogy could incorporate the learners’ language and culture to help enrich participation and facilitate understanding of concepts among the learners who are in the foundational year of the literature course. However, current Literature in English language pedagogy is characterized by a monolingual practice with English dominating the literature learning/teaching classroom space – thus rendering the learners’ local linguistic and cultural knowledge impotent. To remedy the situation, the study investigated a dominant local language – Bemba – for a linguistic genre suitable for use in Literature in English language pedagogy. Archival retrieval and live recording of Bemba oral traditional narratives produced the initial research data. Transcription and translation techniques created an anthology from which a bilingual resource (BR) was derived. The BR was then trialled among Grade Ten Literature in English language learners in schools in the Copperbelt province of Zambia. Focus group discussions by participants generated evaluative data whose analysis using qualitative techniques indicate that learners responded positively to the bilingual materials and approach. Teachers were equally enthusiastic, describing the bilingual approach to Literature in English language pedagogy as unique, innovative and liberating. A Linguistic Synergy theory was thus developed to account for teachers’ and learners’ experiences in a bilingual Literature in English classroom.
English Studies
D. Litt. et Phil. (English)

This qualitative study was done in Livingstone, Zambia, and used focus group discussions to investigate the reasons that youths aged 15 to 24 years see as justifying, or compelling, their non-use of recommended methods for prevention of sexual transmission of HIV. It focused on four methods, namely abstinence, condom use, voluntary counseling and testing, and mutual faithfulness. The study found that non-adherence to HIV preventative methods is linked to variables in the process of adolescent growth and development, to contextual variables in society, to characteristics of products and services associated with these HIV preventative methods, and to disease characteristics of HIV itself. A key conclusion of this study is that to improve the effectiveness of HIV prevention programs among the youths it is essential that factors that hinder adherence to preventative methods are recognized and addressed.
Social Work
M.A.(Social Work)

This research was based on ‘Catholic secondary education and identity reformation in Zambia’s Southern Province. Its main purpose was to explore the nature and scope of the undesired identity reformation experienced in Catholic secondary schools in Zambia’s Southern Province as well as suggest possible ways of how the problem can be resolved. The study was guided by the following main research question ‘How has a conflict of values between the evolving Catholic education policies and Zambian national education policies affected the identity of Catholic secondary schools in Zambia’s Southern Province?’ This question formed the main basis for the achievement of the study’s overarching purpose highlighted earlier. A qualitative methodology was utilized to gather data for this research. Data was gathered using semi-structured interviews, focus group interviews/discussions and documentary/content analysis. Research participants included: the Secretary of Catholic education, the PEO, school headteachers, teachers of RE, parents and grade twelve learners. Key documents analyzed using document analysis were Catholic education policies and Zambian national educational policies. The following findings resulted from the study: a conflict of values is non-existent between Catholic education policies and Zambian national education policies; there are four real/major causes of undesired identity reformation in Catholic secondary schools in Zambia’s Southern Province; the various contemporary challenges experienced by Catholic secondary schools in Zambia’s Southern Province are responsible for the undesired weakening of the school’s ‘academic’ and ‘religious’ mission; RE has experienced undesired changes at the levels of its nature, role and place in the Catholic secondary school curriculum over the years; Catholic secondary schools in Zambia’s Southern Province can be characterized as ‘partially Catholic’; realigning Catholic secondary schools with Catholic education policy involves returning such schools back to Catholic educational practice as recommended in Catholic education policies. The main conclusion of the study was that undesired identity reformation is present in Catholic secondary schools in Zambia’s Southern Province but it is not linked to a conflict of values in Catholic education policies and Zambian national education policies. To resolve the problem of undesired identity reformation in Catholic secondary schools, all study recommendations emphasized an urgent return by the schools to educational practice as recommended in Catholic education policy if they are to regain their lost desired total-Catholic character or identity.
Educational Foundations
D. Ed. (Philosophy of Education)

This study describes and analyses lay training programmes at Mindolo Ecumenical Foundation (MEF) with emphasis on: Women's Training; Conference, Research and Development; and Youth Leadership. Mindolo is seen as an expression of the church's presence in society and a symbol of hope, peace and reconciliation. Lay training programmes at Mindolo aim at equipping Christians to act as 'leaven', salt and 'light' in society. The values and morals of the African people could be the basis of such teaching. The study discusses how the term 'laity' has negative implications such as regarding the laity as non-competent or specialist because they are not priests or theologians. It illustrates that although the majority of Christians are women, leadership in the church is dominated by men. The study illustrates how critical it is for Mindolo to evaluate its original vision in light of current challenges and promises.
Christian Spirituality, Church History and Missiology
MA (Religious Studies)