University of Zambia Online Research Repository
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Investigating the extent to which demand and supply side factors affect women’s access to financial services from microfinance institutions: a case of women entrepreneurs in Lusaka Zambia.
Full text linkThesis of Master of Business Administration in Finance.This research focused on assessing the extent to which demand side and supply side factors affect women’s access to financial services from microfinance institutions: a case of women entrepreneurs in Zambia. The study was carried out in Lusaka and the main objectives of the study were to determine the extent to which demand side and supply side factors impede women entrepreneurs’ access to financial service; and to find out measures that can be used to curb the
demand side and supply side factors affecting women entrepreneurs’ access to financial services. Therefore, the study followed a mixed research design to answer the research question on the factors affecting women’s accessibility to financial services from microfinance institutions among women entrepreneurs in Zambia. Data was collected using a questionnaire and interview guide. The research data was qualitatively analyzed using themes and also quantitatively analyzed using the statistical package for social sciences (SPSS) 24. According to the study findings, it was established that demand side and supply side factors impede women entrepreneurs’ access to financial services. This is because the findings revealed that demand side and supply side factors such as lack of collateral, limited personal capacity, high interest rates, failure to understand financial services, limited access to financial institutions, lack of education, few financial institutions supporting women, lack of property, lack of confidence and the type of business management among others affected women accessibility to financial services among micro financial institutions. To counter the above factors, the study revealed that there are measures that can be used to curb the factors that affect women’s accessibility to financial services from microfinance institutions. These include building the business case for equal economic opportunities for men and women; promoting financial support from micro financial institutions; empowering women as a priority focus; educating women on financial institutions and financial services provided and increasing the number of micro financial institutions supporting women among others. Furthermore, recommendations arising from the study among others included the need for financial institutions to become more responsive to the specific needs of women
entrepreneurs and develop products and services that address these needs and the need to not only increase the branch network of the various financial institutions involved in lending money to women entrepreneurs, but also diversify the delivery modes
The role of science teachers in the implementation of quality school based assessments in selected Zambian secondary schools.
Full text linkJournal articleThe introduction of School based Assessments in Zambia were aimed at improving the teaching and learning as well as raise the bar of students performance in the country. However, the implementation of SBA in secondary schools faces unique challenges, particularly in the context of Zambia, exacerbated by the global COVID-19 pandemic. This study investigated the implementation of SBA in science subjects within selected Zambian schools, aiming to develop an evidence-based framework for sustaining the quality delivery of SBA in science education. Through a comprehensive investigation, this research examined the
alignment of SBA practices with guidelines and identified gaps in implementation processes. Key objectives included assessing the evaluation of SBA policy since its rollout, examining administration processes, identifying challenges faced by stakeholders, and proposing interventions for improvement. Methodologically, the study employed tools such as questionnaires, interviews, and Focus Group Discussions to collect data. Qualitative data was analysed
thematically while quantitative data was analysed using SPSS tool. Research findings revealed that teachers perceived SBA as a process of enhancing teaching and learning of science through the conduct of experiments which in turn improved teachers’ capacity and confidence in handling practical lessons. SBA provided teachers with an opportunity to closely monitor learners’ strengths and weaknesses as well as checking progress of learning. However, a considerable number of teachers held that SBA was an additional load onto their already burdened schedules but mandated to implement it as it was policy. Low staffing levels, time allocated to each science period, the number of tasks, inadequate laboratories and apparatus, resource constraints, high levels of enrolment resulting from positive response of Free Education Policy, many classes to teach by one teacher and lack of motivation, dominated the challenges faced by teachers in SBA implementation. The categorization of SBA revealed a duty-bound approach towards SBA (symbolic compliance), as SBA marks were mandatory for totalling learners’ final marks at the end of secondary school level. The study's recommendations aimed to enhance SBA implementation and foster positive educational outcomes. Furthermore, suggestions for future research include exploring the long-term impact of SBAs on academic performance, conducting comparative studies across different subjects, investigating technology integration, and exploring stakeholder perspectives. The research has contributed valuable insights to the discourse on educational assessment practices, providing a foundation for informed decision-making and strategic actions to improve science education in Zambian schools and beyond. Keywords: School Based Assessments, Monitoring, Standards, Science, Curriculu
Integration of the Zambia national climate change policy in city development plans, the case of Lusaka city council.
Full text linkThesis of Master of Science in Spatial PlanningMaking cities champions of climate mitigation and adaptation requires the downscaling of policies and instruments to local and city levels. The Zambia National Climate Change Policy in City Development Plans(NPCC) was designed for incorporation into the Lusaka City Council Development Plans for climate mitigation. This study contends that effective implementation of national and internationally agreed climate change instruments could lead to climate-resilient urban systems in Lusaka. Rethinking city planning approaches is a tool for repositioning cities to mitigate the effects of climate change. The NPCC was
formulated and promulgated in 2016. It is a national-wide policy framework to guide development planning that addresses the challenge of climate change. The NPCC needs to be integrated with city development plans but however, the relationship between the two in Lusaka, like many other cities in Africa, is not always a direct one. This study sought to uncover the complexities in downscaling the NPCC into Lusaka city development plans and processes. Further, the study also sought to identify barriers to aggressive climate change response such as lack of finances and continuity to programs. as proposed in the NPCC. The study was conducted at key informant level at the Lusaka City Council. Further, secondary data was conducted through a review of literature
involving the NPCC, the Local Government Act of 2019, Lusaka Master Plan, 7 th and 8th National Development Plan, Lusaka Strategic Plan, LCC projects (concerning climate change response), LCC Annual Budgets, council minutes, Zambia Environmental Management act and the Urban and Regional Planning Act. A discourse analysis was conducted on each of these reviewed documents. The outstanding key words from discourse analysis were stakeholder participation and integration, research and development, climate-smart technologies, agriculture, rainfall, forestry, wildlife, tourism, energy, health, and waste. These categories were interpreted vis-à-vis the city development plans that are in effect within Lusaka. The findings were evident that the response to climate change in Lusaka is not direct on. There are complexities in downscaling climate response that include a lack of resources, localization of policies among others. There is a need for increased human resource capacity and improved LCC financing mechanisms. In addition, there needs to be improved inter sectorial
communication, completion of the IDP, creation of a non-motorized transport policy, improved references to city development plans. In keeping with this notion, this study recommends that LCC may need to enact by-laws for greenery protection, technocrats’ freedom, sensitization, and grassroots participation
Enhanced local contractor participation in the Zambian water supply and sanitation sub-sector.
Full text linkThesis of Master of Engineering in Construction Management.Water supply and sanitation (WSS) construction projects involve the construction of specialized infrastructure such as water treatment plants, pumping stations, pipelines, reservoirs, and sewage treatment facilities. These type of construction projects present unique technical, regulatory, and societal challenges, often executed by foreign contractors in developing countries like Zambia, with limited local participation. This disparity sparks debates on dependency and sustainability. Existing theories insufficiently address this issue. The overarching research inquiry investigates the dynamics surrounding the low dominance of local contractors in executing WSS projects in Zambia. Additionally, the study delves into the primary barriers confronting local contractor participation in Zambia as they compete for and secure contracts within WSS projects. Employing a Straussian Grounded Theory methodology, the study developed thick descriptors for the underlying issues explaining local contractor participation (LCP) in the WSS sector, which led to the development of theory and a framework advocating for enhanced LCP. Initially, a variety of emerging issue clusters and their corresponding phenomena were delineated and categorized into thematic descriptors. These encompassed clusters relating to procurement and taxation, funding sources, constraints on plant and equipment resources, specialized financial support,
contractor technical capacity, governmental capacity building efforts, and regulatory enforcement. Based on these identified issue categories and their observed phenomena, an LCP theory was introduced as a primary contribution of the study within the theoretical proposition framework. This theory encapsulated the theoretical propositions and strategies advocating for enhanced LCP. It posited that a comprehensive approach, tax incentives, affirmative procurement actions, and specialized financial support, could significantly enhance the involvement and competitiveness of local contractors, particularly in the construction industry, specifically within the WSS sector. Tax incentives and leniency policies reduce financial burdens on local contractors, allowing for reinvestment in business growth and improved financial stability. Simultaneously, affirmative actions in procurement ensure equitable competition, levelling the playing field against larger foreign competitors and addressing inherent disadvantages. Furthermore, integrating specialized financial support tailored to the unique needs of local contractors within the sector addresses financial barriers and facilitates their participation in projects. Following the consequential phenomena and strategies upon which these theories were based, holistic strategies and reforms associated with these three theoretical propositions included: revamping taxation policies and procurement practices; diversifying funding sources for sustainable growth; creating equitable opportunities through procurement strategies; establishing specialized financial support institutions; establishing specialized financial support institutions; strengthening policy frameworks and enforcement mechanisms; bridging the knowledge gap for local contractors; mitigating political interference for fair competition; and enhancing government capacity building initiatives. The study advocates for policy, legal and institutional restructuring based on this theory to enhance local contractor participation in WSS projects in Zambia and other developing countries
Unmasking international relations in the times of war in Africa: beyond rhetoric, reality and trust.
Full text linkJournal articleThis paper unmasks the concept of international relations using the lenses of realist school of thought. Relations of nation states towards each other, and with international organisations, including sub national entities is what international relations (IR) is all about (Antunes and Camisao, 2018; Adams, 2003; Wendt,
1992; Axelrod and Keohane 1993). The significance of IR in the contemporary world, as it were in the past cannot be overemphasized. It seeks to comprehend the roots of war and the preservation of peace both stemming from the nature and exercise of power within the global system. To this effect, the discipline of
international relations comprises of numerous theories, each attempting to explain the power relations and the resultant behaviour of nation states on the international scene. Of particular interest to this article is how the realism theory of IR enhances the prospects of cooperation within the international environmentand the realists’ main obstacles to achieving cooperation in international development. As one of the many theories in the IR discourse, Realism claims to explain the reality of international politics. Realists believe that sovereign states are the principal actors on the international political system, having at their disposal justifiable actions or tools for the protection of their interests. Proponents of realism argue that states are unitary and rational actors of importance seeking to secure their survival through reliance on their own means even if it meant war (Glaser, 1994; Brown, 2007; Milner, 1992).Drawing from secondary sources of data and using a desk top review approach, this study found that realists come close to explaining the actual happenings on the IR scene i.e. the survival of the state at all costs, also called the ethics of responsibility rather than by moral principles as other theorists argue. Realism as a school of thought in the IR discourse has generated a significant volume of debate and criticisms igniting valuable insights and remains an important analytical tool for stakeholders in IR. Key Words: International Relations theories, power, security, sovereignty, corruptio
Design and implement a crop management system for farmers in Chongwe district of Zambia.
Full text linkThesis of Master of Engineering in ICT .This article highlights the important role of agricultural extension services for Zambian farmers, despite challenges in reaching remote areas. The government of the republic of Zambia has been using ICT to provide rural and remote farmers with e-Extension services through the Ministry of Agriculture website to help in agricultural planning. This application supplements traditional methods, offering a comprehensive solution to enhance crop production in Chongwe District. The growth of Zambia's agriculture sector relies on timely detection and treatment of crop diseases, with the support of agriculture extension officers but the services were hindered by impact COVID-19's. Zambia's government is countering this by adopting electronic extension services, supported by provision of e-Extension services. Insufficient extension officers and reduced funding lead to inadequate support for farmers in Chongwe District. Additionally, the existing e-extension portal currently being used lacks user-friendliness and comprehensive data, which affects crop management. The purpose of this study was to develop and implement a crop management system that will support agriculture production in Chongwe District, providing expert information on crop production and management. The study examined how extension officers in Chongwe district deliver services to remote farmers, assessing current e-extension services' effectiveness and seeking ways to improve user experience. The literature review provided a historical overview of farming practices and explored web-based extension services' emergence, comparing various mobile applications being used by farmers. However, limitations in existing systems, such as lack of comprehensive information and focus on specific crops, were identified. The efforts to enhance extension services in Zambia using technology, that
addresses issues like crop management and disease were identified. Studies identified the integration of video tutorials into e-extension services
was for agricultural education and training. Videos offer visual demonstration, efficient learning, and standardization of information, improving adoption of best practices among farmers. Embracing digital solutions like mobile applications and video tutorials enhances agricultural extension services, increasing crop production and supporting farmers' livelihoods. Recent developments in Precision Agriculture (PA) sparked academic interest in Farming Management Information Systems (FMIS), aiming to boost efficiency. Research focuses on Decision Support Systems (DSS),
computational models, and systems which are user friendly. Usability is key for adoption, however designing user interfaces faces challenges due to dispersed end-users with limited IT expertise. Microservice architecture suggests use of agile methodology to develop FMIS. Agile ethodologies
enable swift adaptation to dynamic conditions, fostering communication and collaboration among stakeholders. Developers use Agile methodology to create applications in short bursts, focusing on developing, coding, and testing features to deliver a usable product at the end of each sprint. In the System Development Process, requirements analysis involves meetings with agricultural experts to understand existing systems and define scope. In this study the researcher held meetings with the agriculture extension experts from the ministry of to develop a new system for the farmers in Chongwe with features user-friendly interfaces, multimedia integration, mobile accessibility, and tailored content for local farmers, bridging the gap between tradition farming and the use of ICT to enhance productivity and farmers livelihoods
Investigation of factors which contribute to the hindrance of small medium enterprises (SMEs) formalisation in Chilenje market of Lusaka district.
Full text linkThesis of Master of Science in Innovation Management and EntrepreneurshipThe formalisation of Small and Medium Enterprises (SMEs) is key for the development and growth of businesses and the economy. The aim of the study was to investigate factors which hinder SMEs formalisation in Chilenje Market of Lusaka District. Research objectives were to identify factors that promote SMEs to operate in the informal economy; to analyze the competitive advantage that formal SMEs have over informal SMEs; and to find out if the legal environment supports informal SMEs transition to the formal economy. The study employed a parallel convergent mixed methods design for easy merging of quantitative and qualitative. Quantitative data was collected by using the questionnaire while qualitative data was collected through interviews. Quantitative data was analyzed by using the Statistical Package for Social Sciences (SPSS) while qualitative data was analyzed by using themes and contents in which similar items or themes are grouped together from many voluminous words. The study achieved all its objectives and concluded that the level of education for enterprise owners; awareness of government services; awareness of government services and the procedures involved in accessing government support; cost of formalisation for registered businesses; levels of satisfaction for government services; and laws and policies on enterprise formalisation were directly linked to enterprise owner`s decisions to either formalise their businesses or not. The study recommended that the government should consider offering business training for owners of SMEs for them to be able to make well-informed decisions that can improve and lead to business growth. The study recommended that the government should provide incentives to financial institutions that provide affordable credit for SMEs and start-up businesses; coming with up a communication strategy to improve communication of government support and services for SMEs; and proper implementation of laws and policies that that are meant to support SMEs and facilitate graduation of SMEs from informal to the formal economy
The use of Citonga as medium of instruction in early grade teaching and learning in Chibombo district.
Full text linkThesis of Master of Education in Literacy, Language and Applied Linguistics.The purpose of the study was to analyse the use of Citonga as medium of instruction in early grade teaching and learning in Chibombo District in Central Province of Zambia. The study objectives were; to establish the effects of using Tonga as the medium of instruction in grades one to four in primary schools of Chibombo district, to analyze the stakeholders’ views on the use of Tonga as the medium of teaching in grades one to four in primary schools of Chibombo District and to determine challenges faced when learning Tonga in grades one to four in primary schools of Chibombo district. The study was guided by the qualitative approach and used a descriptive research design. Data was collected from 10 teachers and 5 parents through interviews and 50 pupils were observed through classroom lesson observations totalling to 65 participants. Data was collected using semi-structured interviews and classroom lesson observation and it was analysed thematically. The study found that that using Tonga as a medium of instruction disadvantaged the learners in the following ways: learners struggled to develop linguistic and cognitive skills due to not
understanding the language of instruction fully. The other findings were that parents preferred children to learn using the mother tongue (Lenje) alongside English as opposed to using Tonga because the native familiar language of play was Lenje. It was also found that it was challenging and problematic to implement the Primary Literacy Programme (PLP) because schools lacked adequate literacy materials written in the regional language (Tonga) for use when teaching literacy. The study concluded that the use of Tonga as a medium of instruction in lower classes in primary schools of Chibombo District was not as effective as perceived by lower primary teachers. It was recommended that the Ministry of Education (MoE) revise the language zoning policy to accommodate translanguaging familiar language of play (native local languages) to be used as a medium of instruction in lower grades.
Key words: familiar language; translanguaging, multilingual and instruction
An analysis of pre-service teachers’ perceptions of their knowledge and application of pedagogical content knowledge in literacy and language.
Full text linkThesis of Master of Education in Literacy, Language and Applied Linguistics.In Zambia, there is growing concern regarding the effectiveness of pre-service programs graduating primary teachers. While teacher educators continue to produce primary teachers, there is uncertainty about how these programs contribute to student teachers' acquisition and application of Pedagogical Content Knowledge (PCK). Recognizing the pivotal role of PCK in effective teaching, this case study aimed to fill a notable gap in the literature by investigating how pre-service teachers perceive and navigate the complexity of PCK, particularly in literacy and language. The study had specific objectives, including gaining insight into their preparedness, identifying gaps between their knowledge and its application in the classroom, and finding ways to support the acquisition of pedagogical content knowledge. The study used qualitative methods and employed a descriptive case research design, aligning with the suggested instruments for data collection. The study focused on second-year student teachers during their school experience, and participants were selected through homogeneous purposive sampling, resulting in a sample of 14 participants,
including 10 student teachers and 4 mentors. Data collection utilized three instruments: semi-structured interview guides, focus group discussion interviews, and lesson observations. The study revealed diverse perspectives on teachers' preparedness for the school experience, emphasizing the need for standardized approaches to pedagogy in language and literacy due to varied experiences among student teachers. Positive
relationships between student teachers and mentors were highlighted as crucial for professional development, with an emphasis on practical observations and constructive feedback. Regarding the acquisition and application of pedagogical content knowledge, the findings illuminated how PCK is translated into classroom actions, revealing challenges and successes during school experience. In enhancing literacy and language skills, student teachers expanded their knowledge using programs like Jolly Phonics to address content and pedagogy gaps. Recommendations included continuous encouragement, addressing fears related to teaching language and literacy, promoting collaboration between colleges and
schools, and providing additional training opportunities to address identified challenges in pedagogical skills, methodologies, and instructional practices, with a specific focus on areas where steps may have been missed.
Keywords: Student teachers, pedagogical content knowledge, school experience, graduation, language and literac
An analysis of the causes of grade twelve pupils’ low performance in literature in english in selected secondary schools of Lusaka district of Zambia.
Full text linkThe study investigated the causes of low performance among twelfth-grade students in Literature in English within three selected secondary schools in Lusaka District. Three objectives were addressed: to review the performance of pupils in Literature in English at School A, B and C of Lusaka Central Zone from 2020 to 2022; to establish the views of teachers, examiners, and learners on factors contributing to pupil’s low performance in Literature; and to determine the challenges and prospects of literature as a subject in secondary schools. The study's ontological aim was to ascertain the reality of teaching literature in secondary schools by examining factors influencing low performance. Employing a qualitative approach, the research utilized a descriptive research design and collected primary data through questionnaires and interview guides. The study's paradigm was constructivism, aiming to construct views on literature through qualitative research. Purposive sampling was employed, selecting ten teachers/examiners and thirty students from three schools in Lusaka Central Zone. Thematic analysis was used to analyze gathered data, addressing three objectives: reviewing pupils' performance in Literature in English from 2020 to 2022, exploring stakeholders' views on factors contributing to low performance, and determining literature's challenges and prospects in secondary education. The study revealed a pattern of low academic performance in English literature compared to other elective subjects like Additional Mathematics and Physics. It identified challenges such as lack of motivation, inadequate learning resources, absence of visual aids, and insufficient counseling contributing to poor performance. Additionally, factors such as absenteeism, disinterest, peer pressure, academic procrastination, time management, and academic overload were found to affect performance adversely. Despite adherence to recommended teaching schedules and qualified instructors, variations in teaching effectiveness, novel selection, and delivery methods were observed among schools. Novel selection criteria were based on recommendations by the Examination Council of Zambia, novel availability, and complexity. The study recommended incorporating visual aids in teaching literature and providing motivation to both teachers and students to enhance academic performance