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Assessing agricultural expansion in upper Lunsemfwa river catchment: a case study of the upper Lunsemfwa river catchment, central province, Zambia.
Full text linkThesis of Master of Science in Integrated Water Resources Management.Understanding dynamics occurring in land utilization and land cover is essential for analysing and assessing long-term transformations. These transformations in land cover primarily result from deforestation, which involves the conversion of forests into other land cover types such as agricultural land and human settlements or infrastructure development for economic growth. The problem highlighted in this study is the increasing dominance of agricultural activities in the Upper Lunsemfwa River Catchment (ULRC) and their potential impact on land cover. It also emphasizes the threats posed to land and water resources by agricultural expansion and the loss of natural resources due to economic development. To help with understanding and assessing the magnitude of change and possible future changes in the study area land use and land cover classification was done using remote sensing and GIS. This was done using remotely accessed imagery for the years 1990, 2005 and 2020 from climate engine (Landsat 5 and 8). The images where processed and analysed using QGIS and IDRISI. The main objective of this study was to evaluate the extent agricultural expansion within the Upper Lunsemfwa River Catchment, focusing specifically on the evaluation of various land uses. With specific objectives to evaluate Land Use and Land Cover change trends in the Upper Lunsemfwa River Catchment and Simulate future scenarios of land cover and agricultural expansion of the study area. The findings showed that from 1990 to 2020 observations indicate a -10.3% decrease in forest cover and a 25.90% increase in agriculture land cover, accompanied by minimal changes of -0.4% in water bodies, and stable decrease in built-up areas from 3.20% to 1.9% and 68% to 54.01% in grasslands. The results also showed a dominance in agriculture and a decline in non-agricultural land. Agricultural land increased from 13.60 % to 39.52 % between 1990 and 2020 respectively. On the other hand, there was a reduction in non agricultural land from 86.38 % to 60.48% in 2020. From the predicted 2050 land cover map, the observations suggest a positive trend of 16.24% towards increased forest coverage, a reduction of -20.66% in crop land, stabile reduction of -0.16% in water bodies. Built-up areas showed an expansion of 2.98%, and an increase of 1.69% in grassland. This shows a clear trend of agricultural expansion and a corresponding reduction in non-agricultural land over the decades. Thus, the importance of monitoring and managing these changes sustainably to ensure the well-being of both humans and the environment
An assessment of the factors causing food waste along the vegetable supply chain: a case of Soweto market in Lusaka.
Full text linkThesis of Master of Science Operations, Project and Supply Chain Management.Globally, 14% of the world's food valued at $400 billion per year continues to be wasted along the supply chain after it is harvested and before it reaches consumers. In Zambia, there has been an increase in vegetable production from 157,500 tons in 1972 to 445,625 tons in 2021. Soweto
Market holds an average share of 74% to 87% of vegetables produced in Zambia. However, Soweto Market has been recording an increase in vegetable waste and there is a significant research gap particularly on the causes of food waste along the vegetable supply chain. As such
the study aimed to assess the factors causing food waste along the vegetable supply chain at Soweto Market. The specific objectives were to establish the major types of food waste generated along the Soweto market vegetable supply chain; to determine the factors that cause food waste along the Soweto market vegetable supply chain; to evaluate the cause of these factors on food waste along the Soweto market vegetable supply chain; to propose measures that can be applied to mitigate food waste along the Soweto market vegetable supply chain. The study adopted a deductive research approach and employed a descriptive research design. Stratified Random Sampling was used to determine a sample size of 110 smallholder vegetable farmers who farm, package, transport, store, and sale for themselves. Structured questionnaires were used to collect primary data and were summarized by descriptive statistics. Inferential statistics provided an in-depth analysis of the hypothesises tests through regression analysis. The
study used SPSS software version 25.0 to aid the data analysis. The findings indicated that the independent variables, except for packaging, showed high reliability and internal consistency, indicating their suitability for factor analysis. It was also found that processing linkage has a significant positive effect on food waste. The study recommends Supply chain stakeholders to focus on improving processing linkages and review regulations among others to reduce food waste. The study has a theoretical and industrial impact because it contributes towards the current literature on the reduction of food waste along the vegetables supply chain and provides practical guidance to sales managers and policy makers.
KEYWORDS: Food waste, Vegetable supply chain, Regulations, Process linkage, Supply chain managemen
Exploring the integration of employability skills training in university degree programmes for graduate work readiness in Zambia.
Full text linkThesis of Master's Degree in Education and Development.Over the last decade, employers in several industries have become increasingly vocal about employability skills: the set of transferable skills characterized as the higher-order thinking skills and personal attributes that employees need to succeed in a work environment. The purpose of this study was to investigate the integration of employability skills training in university programmes and their effectiveness in promoting graduate work readiness in selected universities in Zambia. The study used a mixed-method design incorporating both quantitative and qualitative research. A total of 96 students and 10 key informants including lecturers and school administrators participated in this study. Purposive and convenience sampling techniques were used to select the study participants. Data was collected using structured questionnaires and semi-structured interviews. Quantitative data were analysed using descriptive statistics, including frequencies and percentages. The Chi-Square test was employed to assess the level of significance in the study's findings. The interview responses were analysed purely through the description and thematic analysis. The findings revealed a comprehensive set of essential skills, aligning with the broader employability requirements in various professional fields. Research skills, communication skills, computer literacy, project planning and management, emotional intelligence, and mentorship and soft skills emerged as critical components for students' preparedness for the professional realm. The findings further revealed that the majority (53.1%) of students reported a moderate level of confidence in their preparedness for employment, while a substantial proportion (44.8%) of the students, expressed a high level of confidence in their ability to take on a job. Further analysis indicated that students from public universities exhibit
significantly higher confidence levels (52.3%) compared to their counterparts in private universities (29%). The study found that the integration of employability skills involved incorporating practical aspects into lessons, simulations, group assignments, field trips, presentations, peer teaching, industrial attachments, and internships. The study established that the integration of employability skills training within university programs emerged as a crucial mechanism for fostering work readiness among students. The findings highlighted key obstacles, including faculty competences, challenges in teaching practical aspects, lack of organized skill integration, issues with student attachments, and weak links between industry and university. The study recommends the need to develop a comprehensive curriculum that addresses a broad range of employability skills and find innovative ways of encouraging the use of diverse pedagogical
approaches to reinforce employability skills among students. Keywords: Approaches, Employability skills, Graduate work readiness, Integration, Students, Programme
Navigating policy and practice: teachers' views on automatic promotion and its classroom implications in the Mukwe circuit, Namibia.
Full text linkThesis of Master in Education Management and Administration.This study aimed to explore teachers' perceptions, implementation challenges, and the perceived impact of the automatic promotion policy on student engagement and learning outcomes in Namibia's Mukwe Circuit. The Namibian Ministry of Education introduced the automatic promotion policy to address persistently high dropout and repetition rates in Namibian schools. Teachers’ perspectives are central to the policy’s success, as teachers are
responsible for its classroom implementation. The study was guided three objectives, which were to examine teachers’ perceptions, to identify the challenges faced by teachers in the Mukwe Circuit during the implementation of the automatic promotion policy, and lastly to explore the impact of the automatic promotion policy on student in the Mukwe Circuit. The researcher worked with teachers from all school phases and three members of management (Heads of department (HOD)) for the interviews after getting clearance from UNZA and the principals from the three schools. The type of Purposeful sampling used was criterion sampling to select teachers for a detailed examination of the policy. Participants were selected based on
specific criteria that included school location, this case being schools in a rural area, the selection of schools all came from public schools in the Mukwe Circuit. An interview guide was used in the data collection, of which each interview was recorded with a recording device, and later thematically analyzed. The study has shown that all the participants were not involved in the development of the policy nor did they receive any training on the policy implementation. Teaches find it challenging to ensure that their lesson plans and instructional methods accommodate both groups of learners and finishing the syllabus on time. Analysis has shown that very few teachers are optimistic about the learning outcomes that result from the
implementation of the policy and are of the opinion that the policy has negatively affected classroom engagement and has resulted in a decline in achieving expected learning outcomes. The study recommended that there is a need for teachers to revisit the learning support policy as this could help in the effective implementation of the automatic promotion policy. The ministry should consider abolishing the use of the policy at lower primary grade,as these are foundation stages. It has also been noted that the teachers feel like the policy has planned for learners to go through the mainstream, but does not have a plan on what should happen after. In conclusion Findings show that teachers understand the objectives and main goals of the policy, but they feel like the policy is doing more harm than good. Majority of the participants feel like the policy is sending too many learners into the streets after the exit grade and teachers are not happy with teaching learners that were automatically promoted, because they require a lot of attention. Teachers find it challenging to ensure that their lesson plans and instructional methods accommodate both academically inclined learners and those that are low achievers. Finally, teachers not optimistic about the learning outcomes that result from the implementation of the policy.
Keywords: Automatic promotion, Policy implementation, Perceiptions, Examination, Learner outcome
Investigating female learners’ withdrawals in adult literacy programmes in Chongwe district: implications for the organization and management of open and distance learning in Zambia.
Full text linkThesis of Master of Education in Adult Education.This study examines the factors contributing to female adult learners' withdrawal from literacy classes in Chongwe District, Zambia, and explores the gender-specific effects on Open and Distance Learning (ODL) adult literacy programmes as well as the challenges incurred by the ODL in retaining female learners. The study employed a purposive sampling approach, selecting 56 participants comprising 5 literacy facilitators, Ten adult learners from each of the Five-adult literacy centers, One facilitator from each center, and the Education Standard Officer in the district. Data was collected through focus group discussions and one-to-one interviews, and analyzed using thematic analysis. The findings indicated that female withdrawals are primarily attributed to a complex array of factors, including limited access to resources and support services, societal and cultural expectations restricting women's participation, inadequate addressing of gender-specific needs and challenges, and insufficient community engagement and outreach efforts. The study also analyzed the gender-specific effects of female learner withdrawals on the delivery and success of Open and Distance Learning adult literacy programmes, revealing significant disparities in participation rates, learning outcomes, and overall programme effectiveness. Furthermore, the assessment of current strategies and interventions aimed at retaining female learners revealed significant gaps in addressing the root causes of withdrawal, emphasizing the need for more targeted and gender-sensitive approaches. The findings of this study have significant implications for the organization and management of Open and Distance Learning in Zambia, highlighting the need for a more gender-sensitive approach to adult literacy programs, prioritizing targeted interventions to address the complex factors contributing to female withdrawals. This includes providing accessible resources and support services, addressing societal and cultural barriers, incorporating gender-specific programming, and enhancing community engagement and outreach efforts to promote gender equity and improve adult literacy outcomes.
Keywords: Adult Literacy, Female Withdrawals, Open and Distance Learning, GenderSensitive Programming
Genosensing of CP4EPSPS DNA segment in genetically modified cereal using luminescent CdSe quantum dots.
Full text linkThesis of Master of Science in Chemistry.A cadmium selenide quantum dot (CdSe-QDs) based genosensor for the detection of the CP4 epsps DNA segment of 5-Enolpyruvylshikimate-3-Phosphate Synthase (CP4 EPSPS) in Genetically Modified Cereal was developed. The efficacy of the CdSe-QDs synthesized from cadmium chloride (CdCl2) and selenium powder (Se) with polyvinyl alcohol (PVA) as a stabilizer was investigated. The QDs were characterised using UV-Vis for film thickness which affects the band gap energy and particle size and Fourier transform infrared spectrophotometry (FT-IR) for functional group analysis and potentiometric tests for determination of signal transduction and limit of detection. The UV-Vis results for the QDs showed a peak of 485 nm with an absorption edge towards 600 nm, which is attributed to the quantum confinement effect. The band gap for the QDs was found to be 3.43 electron Volts (eV) and the average diameter size was 2.82 nm, indicating the successful formation of quantized particles with very high luminescence and this was supported by the shorter absorption wavelength of the particles in the fluorescence measurements obtained. The surface modified and functionalised CdSe QDs gave a maximum binding capacity, Qm, value of 0.0108 mg/g, and an R2 = 0.99902 for the Langmuir and R2 = 0.81190 for the Freundlich isotherms, indicating that the data fitted better in the Langmuir isotherm model. The FT-IR results showed characteristic absorption bands for thiourea, glutaraldehyde and the immobilized oligonucleotides indicating successful modification of the QDs. In this research the DNA containing samples were qualitatively and quantitatively determined potentiometrically yielding the following results: 92.2% (forward sample, F), 4.1% (reverse sample, R), 76.5% (positive control sample, +ve), 5.4% (negative control sample, -ve), 3.4% (cereal A sample) and 57.9% (cereal B sample) hybridizations. These results indicate that this designed method of detection based on CdSe QDs may actually work as a rapid detection method for GM soyabeans and corn, both qualitatively and quantitatively, and had a very low detection limit of 2.42 × 10-5 ng L-1
An assessment of BBA students’ perspectives on the usefulness of Moodle learning management system at ZCAS University.
Full text linkThesis of the Master of Library and Information ScienceThe study assessed students’ perspectives on the usefulness of Modular Object-Oriented Dynamic Learning Environment (Moodle) at ZCAS University. The objectives were: to find out students’ perspectives towards use of Moodle; assess students’ usage of Moodle; identify students’ perceived benefits of using Moodle; and establish challenges students faced in using Moodle at ZCAS University. Explanatory Sequential Design was used supported by both qualitative and quantitative approaches. Questionnaires and semi-structured interview guides were used for 307 study participants that comprised of students pursuing Bachelor of Business Administration from the first year to fourth year. All participants were purposively and randomly selected. Quantitative data was analyzed using SPSS and Excel. Qualitative data was analyzed thematically. The study found that majority students had intermediate ICT competence with few others identifying as experts. Students also perceived Moodle as a useful eLearning platform tool as it improved their access to academic information and resources. Students used Moodle because they had no choice since the lecturers posted their work on the platform. Findings also revealed challenges such as lack of proper orientation to students in the use of Moodle, delays or lack of feedback from some lecturers and lack of stable and reliable internet connectivity. The study concluded that students were generally ICT competent, and this helped them navigate and support peers on Moodle despite inadequate orientation on to use the platform. It was recommended that ZCAS University should adequately orient and train lecturers and students on the use of Moodle as an eLearning platform to help both parties navigate Moodle with ease, improve its feedback mechanism, invest in ICT infrastructure and add more exciting features that require little assistance to use on the Moodle portal
Growth and abundance of the introduced crayfish, cherax quadricarinatus (Von Martens, 1868) in the Kafue flood-plain and Lake Kariba, Zambia.
Full text linkThesis of Master of Science in Tropical Ecology and Biodiversity.Cherax quadricarinatus is an Alien Invasive Species (AIS) native to Australia and Papua New Guinea, which has been introduced into Lake Kariba and the Kafue Floodplain and has since established its populations. Continued population growth and spread of C. quadricarinatus threatens the integrity of the two freshwater ecosystems. However, not much work has been done on its population dynamics. Comparative information on growth and relative abundance from this current study is cardinal to the long-term biodiversity management solutions of the two ecosystems. von Bertalanffy growth parameters asymptotic length (L∞) growth coefficient (k) was obtained in Elefan I of FiSAT II software and were used to compute growth performance index (Φ′). Relative abundance was estimated using catch per unit effort (CPUE) and conduciveness of Lake Kariba and the Kafue floodplain for the growth of C. quadricarinatus was assessed by length-weight relationships (W=aLb ) and the condition factor, K (K= 100W/L3 ). Analysis was done monthly and by sex. The class size-frequency analysis and CPUE revealed that the two study areas were lightly exploited. Kafue Road Bridge, a site near the central business district (CBD), experienced higher fishing pressure than Chanyanya a site located further from the CBD. Significant differences (P > 0.05) in carapace mean lengths on the Kafue Floodplain were due to differences in fishing pressure between sites. No dissimilarities were observed in growth performance between sites and there were no significant differences in the conduciveness of the two sites at Lake Kariba and the two sites at Kafue Floodplain fishery for the growth of C. quadricarinatus (P > 0.05). Cherax quadricarinatus is well adapted to Lake Kariba and Kafue Floodplain ecosystems. Future research could focus on formulating management strategies that would reduce negative impacts in areas where it has been introduced.
KEY WORDS: Relative abundance, Cherax quadricarinatus, condition factor, growth, Kafue Flood plain, Lake Karib
Optical investigation of tungsten diphosphide (WP2), a weyl semimetal.
No full textThesis of Master of Science in Physics.The optical investigation of tungsten diphosphide (WP2), a type-II Weyl semimetal, reveals its exceptional topological and anisotropic electronic properties. Through resistivity and Fourier-transform infrared spectroscopy measurements, WP2 exhibit high conductivity and anisotropic transport behavior. Key findings include a high residual resistivity ratio (RRR) of 47,000, indicative of exceptional crystal purity and long electron mean free paths. At low temperatures, WP2 exhibits quadratic temperature-dependent resistivity, aligning with Fermi liquid theory and underscoring the minimal impurity scattering in clean samples. The optical reflectivity and conductivity of WP2 were obtained using Fourier-transform infrared spectroscopy, followed by Kramers-Kronig analysis respectively. WP2 shows strong anisotropy between its a-axis and c-axis orientations, as evidenced by differences in plasma edges i.e. 3750 cm−1 for E//c axis plane and 3600 cm−1 for E// a plane axis and in the scattering rate. Anisotropy occurs when the refractive index of a material varies with polarization or propagation direction, enabling controlled modulation of light, which can be applicable in optical switching. The study also identified distinct interband transitions and directional variations in optical responses, with enhanced carrier mobility along the a-axis compared to the c-axis. Spectral weight analysis highlights a redistribution across the midinfrared and near-infrared regions, consistent with WP2’s robust electronic structure. These results establish WP2 as a benchmark material for topological physics and a promising candidate for electronic and optoelectronic applications e.g optical switch
An analysis of learner autonomy in selected secondary school english language classrooms in a rural district of Mwense.
Full text linkThesis of Doctor of Philosophy in Applied Linguistics.English Language is the official language of Zambia which has to be taught in schools for learners to gain communicative competences. It is widely used in government, education and the business world. Because of such importance, it has a higher status quo compared to indigenous languages. Teaching of English Language in secondary schools requires learners to take an active part in the learning process which centres on autonomy. Learner autonomy is a critical issue in English Language learning which the Ministry of Education has been emphasising on through the learner centred approach to teaching and learning. English Language teaching is interpreted using two approaches that must be used concurrently which are text-based integrated and communicative approaches. These approaches used to language learning still encourages learning of the English language to be centred on the learner which supports autonomy. Hence, the study aimed at analysing learner autonomy in selected secondary school English Language classrooms in a rural District of Mwense. The study was guided by the constructivism research paradigm and a descriptive case study design which is qualitative in nature. In this regard, classroom observations, interviews and focus group discussions were instruments used to collect data. In addition, document and lesson plans analysis were conducted. Homogeneous sampling was used to select 363 Grade 11 learners who comprised 162 boys and 201 girls while expert sampling was used to select 21 Grade 11 teachers of English comprising 9 females and 12 males. Data was analysed using thematic analysis by familiarising with the data. Thereafter, codes where assigned to specific responses which answered the research questions. The codes were grouped according to similarities on the type of responses given then a theme was generated which encompassed all the codes which answered a specific research question. The study drew insights from the pedagogical discourses theory to analyse classroom
practices by both the teacher and the learner in the learning of English Language that shape learner autonomy. The concept of classification and framing was used to provide a meaningful and systematic framework for analysing on how the curriculum content is structured and how it brings about aspects of power and control on schools as well as the teacher who has the mandate of implementing it. In addition, critical discourse analysis theory was used to analyse power relations in the interactions between the learners and the teachers as well as the selection of the methodology used in teaching English language. Likewise, analysis was also on the discriminatory practices among learners in their interactions. Finally, metacognition was used to analyse the perspectives the teachers have on autonomy, the strategies the teachers use in the teaching of English language to help develop learners’ awareness of how they learn and strategies used when learning, how the teacher develops learners’ metacognition knowledge through the structuring of content and the formulation of objectives that has to be achieved. The findings on the first research question revealed a varying perspective on learner autonomy. The findings showed that 11 teachers representing 52% had a positive perspective on learner autonomy because it made their teaching easy because they would not be required to give all the information to the learners during the teaching and learning process. In addition, 6 teachers representing 29% had negative perspectives that were attributed to the learners’ unwillingness to take charge of their learning. They blamed learners for their negative attitudes towards learner autonomy and they avoided using strategies that would help learners to learner independently. Lastly, 4 teachers representing 19% lacked the knowledge of learner autonomy and they neither held a positive or negative attitude to it. They did not know what autonomous learning was all about as well as how it was supposed to be fostered in the classroom.
On objective number two, the study revealed that fostering of autonomy in the classroom is not dependent on one single role the teacher has to play. It involved all the roles the teacher plays which centred on establishing a conducive learning environment that catered for the social aspect between the teacher and the learners, as well as classroom practices which must be done so that autonomy is fostered The study established on the third research objective that learners were able to exercise their autonomy through collaboration with peers, providing feedback to peers, inquiry on presented topics and engaging in individual work. All these activities the learners were able to do was as a result of them reacting to the given activities by the teacher during the learning process. On the fourth research question, the study showed that factors that affected learner autonomy were ascribed to the school, teacher, learners and the parents. Lastly, the fifth research question revealed that using of appropriate teaching strategies, providing teaching and learning resources to promote independent learning, encour aging and motivating learners to speak English Language and building and restocking the library with appropriate books and materials were practices or measures that could be used to promote learner autonomy in the learning of English Language. Therefore, the study recommended that teachers of English Language in secondary schools need to be oriented on the concept of learner autonomy and their role in ensuring that it is promoted in the classroom. Teachers need orientation through their heads of department on strategies they can use in order to promote autonomous learning. Furthermore, Heads of Departments should be conducting constant CPD meetings for practicing teachers so that they are made aware of their expectations when it comes to the interpretation of the Senior Secondary School English Syllabus and well as strategies that they can use to promote autonomous learning as well as creating literacy clinics to help enhance English Language proficiency among learners.
Key Words: Learner autonomy, English Language, rural classroom