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Perceptions of local firms to invest in special economic zones in Zambia: the case of Lusaka South Multi-facility economic zone.
Full text linkThesis of Master of Science in Spatial Planning.Special Economic Zones (SEZs) after their success in Asia specifically China have been replicated worldwide to achieve the benefits realised by countries that successfully implemented them. The benefits realised from these zones range from technology spillovers, employment and attraction of foreign direct investment among others. In Zambia, the zones have been designed to encourage local and foreign investment including small and medium enterprises. However, the rate of uptake of land in the Lusaka South Multi-Facility Economic Zone remains low years after the zone was established despite the numerous incentives by the Government to encourage local firms to establish in the zone. The focus of this study was to investigate the perceptions of local firms to invest in the Lusaka South Multi-Facility Economic Zone. Purposive sampling was used to select respondents from relevant key institutions while convenience sampling was used for firms outside the zone. The data was obtained from all 24 companies currently operating in the economic zone and 39 firms operating outside the zone. The data was analysed using thematic analysis and descriptive statistics using percentages. The study revealed that the majority of firms were not willing to invest in the zone due to its location, limited water supply, inclination of the zone to favour foreign investors, inadequate capital to set up and lack of public transport servicing the area. Secondly, it was established that there is no interaction between firms in the zone due to their different line of businesseses while 7.1% of firms operating outside the zone indicated that they had interaction with those within the zone. The study concludes that the firms in the zone perceive it positively while the firms outside perceive it negatively. Therefore, the study recommends addressing the existing challenges experienced in the zone and introducing clear policies that will be used in the operationalisation of SEZs.
Key concepts: Perceptions of firms, Agglomeration of firms, Static and Dynamic benefits, Special Economic Zones (SEZs
Exploring forest-water nexus in a changing environment of Kafue river basin, Zambia.
Full text linkThesis of Master of Science in Integrated Water Resources Management.Water insecurity in Zambia's Kafue River Basin (KRB) is rising due to climate change, land-use change and increased water abstraction. The role of forests in the hydrological cycle, particularly through evapotranspiration (ET) has not been adequately explored. This study addressed this gap. The main objective was to explore the forest-water nexus in the Upper Kafue River Sub-Basin (UKRSB), its implications for sustainable river basin management and Inter-Basin Water Transfer (IBWT) from Luapula River Basin to KRB, Zambia. A systematic literature review using PRISMA
guidelines was conducted through Google Scholar (1970 to 2023). Remote sensing datasets: Actual ET (AET), NDVI, Total Canopy Cover and Tree Density were acquired and processed. In combination with forest inventory procedures. Data was analysed using QGIS for spatial analysis and Microsoft Excel version 2108 for statistical analysis. Twenty-five relevant papers on the forest-water nexus were identified, indicating limited research on this topic. A bibliometric analysis highlighted small co-author clusters with prominent figures like Paletto and Springgay
suggesting limited collaboration. Indirect field observations emphasised the significance of riparian forests and Nymphaeaceae (water lilies) in stabilising riverbanks and reducing stream turbidity respectively. AET in 2022 ranged from 268 mm year־¹ to 1505 mm year־¹, with an annual average of 985 mm year־¹. Correlation between AET and NDVI varies with season, moderate during the dry season (r² = 0.48) and weaker in the wet season (r² = 0.32). Long-term trends (2009 2022) showed a decline in AET with a slope of -12.14, suggesting climatic changes or deforestation. A threshold AET rate of 80 mm month⁻¹ was observed from 2013 to 2022. To offset water loss seasonal variations, an annual requirement of 4.36 billion m³ is needed. The Kalahari Woodland land cover (1177 mm year־¹) had the highest AET rate, whereas Miombo/Chipya (1082 mm year־¹), Parinari (1005 mm year־¹) and Munga (1005 mm year־¹) woodlands showed lower rates. Species-wise, Julbernardia globiflora (1444.6 mm year־¹) exhibited the highest AET rate in the Kalahari Woodland. Pinus kesiya and Eucalyptus grandis plantations also demonstrated elevated AET rates both at 1280 mm year־¹. For these reasons, there is need for considering land cover types and species-specific ET rates in IBWT planning to mitigate water loss. Necessitating integrated river basin and forest management strategies aimed at water conservation in the KRB. Future research should determine tree age effects on ET and employ sap flow meters for species specific ET estimation. Collaboration among forestry and water institutions is necessary to enhance policy and management strategies
Exploring the effect of entrepreneurial orientation on business performance of agriculture cooperatives: a case of solar milling plant cooperatives in Southern province of Zambia.
Full text linkThesis of Master of Science in Entrepreneurship and Innovation Management.The Solar Powered Milling Plants Project, a cornerstone of Zambia’s Presidential Milling Initiative, was introduced to boost the economy and improve rural livelihoods by providing sustainable milling solutions. Despite substantial support from the government, stakeholders, and donor agencies, the performance of agricultural cooperatives especially in Zambia’s Southern Province has remained suboptimal. With agriculture contributing only 2.74% to the country’s GDP and cooperatives accounting for 12% of agricultural GDP, there is a clear gap between potential and realized impact, raising concerns about the effectiveness of these cooperatives in meeting economic and social objectives. This study examined the influence of entrepreneurial orientation (EO) on the business performance of solar milling cooperatives in Southern Province, aiming to uncover strategies to enhance their success. The research employed an embedded mixed-methods design, primarily focusing on quantitative data while incorporating qualitative insights. Data were gathered from 364 cooperative members using survey tools and semi-structured interviews. Convenience and purposive sampling techniques ensured targeted participant engagement, with 308 respondents forming the final analysis group. Among these respondents, 70.5% were female and 25.3% were male, reflecting the significant role of women in cooperative operations. The study revealed that EO dimensions, including innovation, proactiveness, and risk-taking, had a measurable and positive effect on cooperative business performance. A strong positive correlation (p < 0.01) was identified between EO and performance, suggesting that entrepreneurial practices could drive significant
improvements in cooperative outcomes. Further, the study examined the interplay between internal and external business environments and cooperative performance. The findings demonstrated a robust positive relationship between these environments and performance, with a correlation coefficient of 0.947. Combined, internal and external factors explained 89.7% (RSquare: 0.897) of the variance in business performance, underscoring their critical role. Internally, cooperatives faced challenges related to operational costs, leadership capabilities, and technical skills, while externally, government policies, market accessibility, and raw material availability emerged as key influencers. The thematic analysis also highlighted that
cooperatives capable of organizing their grain supplies and engaging in commercial milling achieved better financial results than those relying on toll milling. This finding emphasized the need for skill development programs, particularly in entrepreneurship and equipment repair, to enhance operational efficiency. The study concluded that EO, alongside both internal and external environmental factors, plays a pivotal role in determining the success of solar milling cooperatives. Key recommendations included fostering innovation, promoting entrepreneurial training, and addressing external barriers such as market access and policy restrictions. By strategically leveraging EO dimensions and improving their internal and external operational
frameworks, cooperatives can enhance their financial performance and sustainability. This research contributes valuable insights into improving the efficiency and resilience of agricultural cooperatives, aligning with Zambia’s broader goals of rural development, economic diversification, and food security.
Key words: Entrepreneurial Orientation (EO), Agricultural Cooperatives, Business Performance, Internal Environment, External Environment
Pre-service secondary school mathematics teachers’ preparedness for continuing professional development: the case of a university in central Zambia.
Full text linkThesis of Master of Education in Mathematics EducationInitial Teacher Education is designed to prepare pre-service teachers for teaching and to establish a foundation for continuing professional development (CPD). The objectives of this qualitative case study research were to: establish mathematics preservice student teachers’ conceptions of CPD; establish how mathematics preservice student teachers were prepared for CPD and; determine the perception of mathematics preservice student teachers on way(s) by which they were prepared for CPD. Forty-six (46) purposively selected fourth year students, at the selected university in Central Zambia, with Mathematics as their major subject area of specialization participated in this study. The student participants participated in the study by completing the questionnaire and thereafter by being interviewed. Relevant documents were also reviewed. Thematic and content analysis were used to analyse the collected data. The study shows that the PSTs generally did not present a confident sense of preparedness for CPD. The PSTs conceptualisation of CPD was limited and limiting at the same time.
The study established that while some knowledge and skills for CPD can be presented in course content taught, the PSTs needed more opportunities for reflectively practicing these skills and developing a positive mind set for CPD in their learning environment. There was a need for the Mathematics Teacher Educators at the university to consider facilitating PSTs acquisition of correct comprehensive and holistic CPD-related information as well as developing a positive mind set for it. It was also recommended that the CPD implementation and assessment strategies focus on increasing the reflective practices as a way to facilitate developing relevant competences for CPD and lifelong learning. A CPD preparation Framework comprising two interrelated plans named: the PSTs’ CPD preparation plan and the PSTs CPD Plan which present a structure to facilitate intention-illuminated action toward preparing PSTs for CPD has
been developed and proposed
An evaluation of the implementation of the design and technology curriculum in selected secondary schools in Kapiri Mposhi district: a context input process and product (CIPP) model.
Full text linkThesis of Doctor of Philosophy in Curriculum Studies.There has been a consistent decline in financing the education sector from 2015 to 2022, and the failure rate of learners in the Design and Technology subject has increased from 2016 to 2022. Thus the purpose of the study was to evaluate the implementation of the Design and Technology curriculum in selected secondary schools in Kapiri Mposhi district in order to establish the adequacy of the for the effective implementation of the subject. Mixed research approach using embedded research design was used to collect and analyse the data. Five-point likert scale questionnaires were used to collect quantitative data from the 64 Design and Technology subject learners while the interviews were conducted to 10 Design and Technology subject teachers, 4 head teachers, 4 deputy head teachers, 4 practical subjects heads of department, 1 Senior Education Standards Officer (SESO) and 1 District Education Standards Officer (DESO) and observation to collect qualitative data. The quantitative data were analysed using descriptive statistical analysis. A constant comparative qualitative data analysis method was used to analyse the interview data. The study‟s findings indicated that secondary schools had inadequate workshops and that those they have small rooms and spaces to accommodate all learners. The study also indicated the inadequacy of the teaching and learning resources of Design and Technology subjects. The inadequacy of the teaching and learning resources for the subject influences teachers to use group methods during practical teaching. The study has also shown that the schools that offer Design and Technology subject do not implement it according to the duration prescribed by the 2013 curriculum framework. The learners partially develop the practical skills, but fail to apply them. The study recommends that the Government, through the Ministry of Education fund schools offering Design and Technology subjects to upgrade existing workshops and build new ones with sufficient space and resources. The Ministry of Education should advocate for reinstating of allocated teaching periods for Design and Technology subjects in school timetables.
Key words: Evaluation, implementation, design, technology, curriculum, context, inputs, process, product, secondary, school
An analysis of the management and implementation of the transition from instruction in Zambian languages literacy to english at grade three in selected primary schools of Mansa district - Zambia.
Full text linkThesis of Master of Education in Literacy, Language and Applied Linguistic.The general purpose of the study was to assess how primary school teachers manage the implementation of the transition from Zambian language (ZL) literacy to English at grade three. Specifically, it sought to examine whether learners are able to transfer their literacy skills from ZL to English; investigate how primary school teachers are managing the transition from ZL literacy to English and find out the challenges primary school teachers
face in effectively implementing the transition from ZL literacy to English at grade three. Since the study focused on such objectives, the researcher selected an explanatory sequential mixed research design and employed methods of data collection from both quantitative and qualitative approaches. Data was collected using reading assessment tools in Zambian language and English, lesson observations, questionnaires, structured interviews and document analysis. The researcher used purposive sampling technique to select six (6) primary schools implementing the transition method from three zones of Mansa urban district in Zambia. Hence, participants were also sampled on purpose such as six (6) primary school teachers, one (1) grade three teacher from each school. One (1) School In-set Coordinator (SIC), one (1) Zone In-set Coordinator (ZIC), one (1) District Resource Centre Coordinator (DRCC) and six (6) Head teachers as well as six (6) learners from each selected primary school were involved in the study. Therefore, the sample size for this research was 51. The study revealed that eighty percent of grade four learners were not able to transfer basic literacy skills from Zambian language to English. It was also discovered that some grade three teachers were teaching learners English language instead of literacy in English. While others employed Teaching Handwriting, Reading and Spelling Skills (THRASS) which they thought was literacy in English language. These observations indicated that grade three teachers were not able to teach learners literacy in English. As result, the study found out that all the grade three teachers as key stakeholders were not adequately trained on how to manage the implementation of the transition from ZL literacy to English at grade three (3). Additionally, the study again found out that teaching and learning materials for literacy in English language were not adequately supplied to primary schools and the District Resource Centre. Based on the above findings, the study recommended that the Ministry of Education should organize training workshops on how to implement the transition from ZL literacy to English for all key stakeholders at provincial, district and primary school level and provide them with appropriate and adequate teaching and learning materials to facilitate effective implementation. In addition, the District Recourse Centre Coordinator and Head teachers in primary schools should sustain literacy teaching
knowledge and skills by organizing GRACE meetings for grade three teachers at the resource centre and Teacher Group Meetings in schools
Exploring the low levels of women’s political participation in kabwe central constituency of Zambia from 1964 to 2021.
Full text linkThesis of Master of Education in Civic EducationThe study explored the reasons for low levels of women political participation in Kabwe Central Constituency of Zambia. The objectives of this study were as follows: to explore reasons affecting low women political participation, the effects of low participation of women in politics and measures to promote women participation in politics. The study is qualitative and used a descriptive research designn because its flexible, offered in-depth and detailed information, allowed the use of multiple data collection methods and minimized the chance of having missing data. Moreover, the approach was found to integrate human touch, was costeffective and was indeed the only option in some cases of research problems. The data was collected using Focus Group Discussion and structured interviews. The target population of the study comprised of Provincial Secretary General of political parties, ECZ officials, members of Kabwe central constituency and Non-Government Organisation. The study sample consisted of 30 participants. Purposive sampling also known as a judgmental, selective, or
subjective sampling was used in the study. The interviews and FGDs conducted in this study established that women face numerous challenges in political participation which includes; lack of support from fellow women and family, inadequate financial resources to fund political activities, unsafe or fear of political violence, low confidence due to intimidation and lack of political motivation in key positions. On the effects of low political participation, the study revealed that; policies formulated do not reflect the interest of girls and women, women’s voices may not be head in politics, demotivating young girls as well as proliferation of gender gap representation. It was clear that the negative effects of low women participation in political participation increased the already existing gender gap representation in governance. The findings of the study reveal some measure that can put in place to address low women political participation were to; training and leadership programmes for women, promoting community talks or sensitization, reducing charges of adoption by political parties as well as reducing
political violence against women in politics. Based on the study findings, the following future political were suggested to stakeholders; stakeholders such NGOs, CSO, Political parties among others should be on lookout in communities and identify those women interested in politics and fund them, ECZ, police, political parties and other stakeholders should ensure to create a political friendly atmosphere to accommodate women in political landscape and to use various platforms such as the media, market places, churches, traditional leaders to be used as conduits or channels to disseminate information on the importance of women participation in political participation. There is need for further studies to investigate the impact of low women participation in politics on the development of Kabwe Central Constituency
An analysis of secondary schoolteacher’s pedagogical content knowledge in ‘o’-level literature in english curriculum: a case of Zambezi district of Zambia.
Full text linkThesis of Master of Education in Curriculum StudiesThis study was focused on teachers' pedagogical content knowledge (PCK) in Literature in English curriculum in Zambezi district using a qualitative case study approach. Guided by an interpretivist research paradigm, the study involved 49 participants, including Literature in English teachers, who were purposefully selected. Data were collected through interviews and focus group discussions. The objectives were to find out teachers' PCK, establish the availability and usage of teaching and learning resources, and analyse perceptions of learners in Literature in English. Findings revealed that while teachers demonstrated content knowledge, their pedagogical strategies were often limited, affecting learners’ engagement. The availability of teaching and learning resources were inconsistent, with many schools lacking essential texts, impacting teaching effectiveness. Additionally, perceptions of Literature in English varied; some teachers and learners viewed it as challenging and less relevant to career prospects. From this study it was concluded that enhancing teachers' pedagogical strategies, improving resource provision, and fostering positive attitudes toward the subject are essential for better learning outcomes. The recommendations targeted professional development, increased government and stakeholder support for resource provision, and advocacy to improve the perception of Literature in English in the curriculum
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
An investigation into the emergence of open access journals in public universities in Zambia.
Full text linkThesis of Master of Library and Information Science.The advent of digital technologies has revolutionized the way research is conducted, disseminated, and accessed. Open Access Journals (OAJs) have emerged as a vital channel for disseminating research findings, promoting knowledge sharing, advancing scholarship, and amplifying the visibility of research findings. In Zambia, public universities play a critical role in driving research and innovation. However, limited access to research outputs has hindered the growth of research and development in the country. Against this background, this study aimed to investigate the emergence of OAJs in public universities in Zambia, focusing on their support levels, types of systems and publishing licensing models in use, potential benefits/opportunities, and challenges. The study used an exploratory design and qualitative data collection methods to investigate the emergence of OAJs in public universities in Zambia. It involved a complete census approach, involving all nine registered universities with the Higher Education Authority (HEA). However, only (3) public universities i.e.; Chalimbana University, Kwame Nkrumah University, and the University of Zambia participated in the study. The study employed a purposive sampling method to select 17 key informants, who included managing editors, chief editors, and editors, from the three public universities which run OAJs. However, data was only collected from 14 key informants. Qualitative data was collected using an observation checklist and interview guide from 14 key informants (representing 14 OAJs) and analysed using Qualitative Data Analysis (QDA) lite software. The findings revealed that public universities in Zambia increasingly supported OAJs due to advocacy activities, and growing awareness of their benefits. Lecturers and researchers have a positive attitude toward OAJs, leading to greater acceptance in the studied public institutions. The study further revealed that management support was crucial for the introduction and utilization of OAJs, while the lack of policy and financial constraints hindered their full utilisation. The study found that 14 OAJs in Zambian public universities used Open Journal System (OJS) 3.1.0.1 and Creative Commons (CC BY) Licensing Models, despite the absence of explicit licensing model declarations on their websites. The study findings established that OAJs in public universities in Zambia offered benefits like increased visibility, citations, collaboration, and reduced costs. However, factors such as inadequate funding, infrastructure, and internet connectivity posed significant challenges to the running of OAJs in the studied public universities. Therefore, the study recommended that public universities, find ways to fund OAJs without charging author fees, provide reliable internet connectivity, and build the capacities of editorial teams for AOJs in public universities in Zambia to improve the quality of journals.
Keywords: Open Access Journals, Public Universities, Zambia