The University of Zambia Journals
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The Role of adult education, challenges and prospects
No full textThis paper examines the role of adult educators in national development, challenges and prospects. It starts by providing a brief historical background of adult education at the University of Zambia which is the main focus if this article. It then makes an attempt at defining some concepts relevant to this discussion. The roles of adult education which include economic, social development, political and national integration are described. The main challenges of adult education namely inadequate staffing, lack of appropriate teaching materials and limited areas of specialized fields of study at the University of Zambia under the current programme offerings are presented. The paper concludes by highlighting some major prospects of adult education at the institution
Needs of the adult learner in university extension education to enhance sustainable development in Zambia in twenty-first century
Get PDFThe University of Zambia has been offering extension studies programmes to various people in communities from its inception in 1966 as the first public university in Zambia. Through extension studies programmes, the university takes university education closer to people’s door step to enhance sustainable development. The university is involved in teaching or training of human resource, conducting research to solve problems in society, and offering various community services. University extension education is an important process of education whose constant aim is to develop the knowledge, attitudes, the will power and skill of people to solve their own problems, by their own efforts, instead of waiting for government to do it for them. University extension education enhances human resource development, cardinal in sustainable development and transforming society world over. However, many people and providers of university extension education like the University of Zambia do not precisely know the needs of university extension studies adult learners and potential clients in Zambia in the twenty-first century. This study revealed that providers of university extension education rarely conducted needs assessment for their students and potential clients. It is recommended that institutions providing university extension education should constantly assess the needs of the participants and potential adult learners to be in tandem with the ever changing world
Functional literacy-related challenges faced by women entrepreneurs in Lusaka district
Get PDFThe purpose of this study was to explore the functional literacy-related challenges faced by women entrepreneurs in Lusaka district. These are women involved in selling in markets and trading in various locations of the city. The objectives of the study were to identify functional literacy programmes for women entrepreneurs available in Lusaka district; determine how women entrepreneurs participated in functional literacy programmes; establish functional literacy-related challenges faced by women entrepreneurs; propose strategies aimed at addressing functional literacy-related challenges faced by women entrepreneurs. The study was guided by the conscientisation theoretical framework by Paulo Freire. It employed a descriptive research design. A sample of 65 respondents comprising 50 women entrepreneurs and 15 officers from non-governmental organizations was purposively selected. Interview guides and observation checklists were used to collect data. The data was qualitatively analysed by content analysis and results presented in descriptions and narration with some verbatim used for illustration. The study revealed that functional literacy programmes available in Lusaka district included skills development, educational literacy, and financial literacy as survival skills. It also revealed that the participation of women in functional literacy related programmes was generally low due to lack of awareness. The study recommended that the government should increase the number of functional literacy programmes to encourage more women to participate. It also recommended that there was a need for adequate sensitization, through adult education programmes, in order to increase the number of participants and beneficiaries of the programmes. The study further recommended that the government, through the Ministry of Community Development and Social Services, should incorporate functional literacy in their plans and set up more literacy classes in communities. It also recommended that the government should encourage collaboration among women
The itinerant nature of university extension education: An entity of no fixed abode and implications for its development at the University of Zambia
Get PDFThis article is based on a PhD study that sought to explore the contribution of University Extension Education of the University of Zambia to human resource development since 1966. The study was inspired by the lack of a comprehensive documented account on the contribution of Extension Studies to human resource development in Zambia. The objectives included tracing the history of Extension Studies at the University of Zambia from 1966 to 2014; establishing the contribution of Extension Studies to human resources development; and investigating the status and prospects of Extension Studies. The theoretical framework of the study was the technical-functional theory. The target population was 6,200 and included former and current students, part-time tutors, Resident Lecturers and Senior Managers of the University. The sample size was 486 and was selected through probability and non-probability samplings. Qualitative data were collected through document reviews and interviews and quantitative data were collected through questionnaires. Qualitative data was analysed through thematic analysis and quantitative data was analysed using Statistical Package for Social Sciences. The study established that Extension Studies has contributed to human resources development in Zambia by graduating approximately 61,251 professionals in different fields of study as of 2014. Furthermore, the research participants expressed satisfaction with the quality of education they received and some of them recommended that the Extension Unit of the University of Zambia should be transformed into an institute to serve the community better. The study concluded that Extension Studies remains an important unit that links the University of Zambia with the community. The study recommended that the University of Zambia should improve its responsiveness to the educational needs of the Zambian society
The benefits of university extension education to its stakeholders and possible improvements
Get PDFThe purpose of the study was to investigate the benefits of university extension education to its stakeholders and possible improvements. The objectives were to establish the benefits to the graduates, students and members of staff. A mixed method design was employed in which questionnaires and an interview guide ware used to collect data from a sample of 231 respondents. The respondents consisted of 100 students, 100 graduates, 30 part-time tutors and one resident lecturer. The findings showed that graduates, students, tutors and the resident lecturer benefited from participating in university extension education including the (1) acquisition of knowledge; (2) employment both in the formal and informal sector; (3) income acquisition and increased earnings; (4) ability to meet family responsibilities; (5) upgrading of qualifications; (6) opportunity to study while working; (7) involved in the cheapest form of education; (8) to go for further studies; (9) chance to change career or receive promotion; (10) change of attitude and gain of recognition and respect from society which lead to improved self-esteem. Possible improvements to university extension education included the need to: (1) set up libraries and computer labs; (2) building and buying infrastructure; (3) improved communication by administration; (4) employ qualified tutors; (5) market university extension education programmes; (6) formation of a student’s union; (7) upgrade diploma programmes to degree and run as a directorate; (8) establish recognition of courses being offered; (9) provision of uniform teaching and learning materials; and (10) improve funding and employ more workers in the provinces. In view of these findings, the university management should consider improving the management of university extension education by reforming the unit into a directorate, improve the remuneration of tutors and providing libraries and computer laboratories in all the Provincial Centres of the University
Drug Naming : Morphological Formation and Structure
Get PDFThe researcher examined how pharmaceutical drugs are named by brands using morphological processes. Naming is a global phenomenon and it is applied in various fields. Names are given togive life and make an object a referent. Naming is not limited to human beings alone, drugs also have their names. The focus of the article was on pharmaceutical drug naming morphologicalprocesses as a practice in linguistics. The theoretical framework used for the study is the onomasiological theory. Document review related to pharmacology such as textbooks and online journal articles were used for data collection for the drug names. It was revealed that non-proprietary drug names are constructed out of affixes and stems that the drug classes belonged. The researcher concluded that most names are compound names which reveal various morphological processes
Understanding a Competency-Based Curriculum and Education: The Zambian Perspective
Get PDFThe rapid and intricate changes in society in the last decades have brought about significant challenges and novel responsibilities especially to the field of curriculum development and education. The past education traditionally thinking of acquiring as much knowledge as possible has hence been overtaken by the new task of modern society which is exposed to an immense amount of knowledge and information. The new challenge in education is therefore to select the highest quality of knowledge and make effective use of it. Thus, a curriculum being a means through which education systems help its citizens acquire desirable knowledge, skills, values and attitudes, must seek to overcome the narrow-minded past of traditional syllabi or written plans and to focus on providing learners with the ability to acquire, develop and apply knowledge, values and attitudes which should lead to the utilization of skills. In order to meet these concerns, a number of countries in Africa, such as South Africa, Tanzania, Rwanda, Kenya, Mozambique Zimbabwe and Zambia have since the year 2000 moved away from a content based curriculum to competency or outcomes-based curriculum in their education systems. However, the majority of ideas and arguments regarding a competency-based curriculum still remain as mere discourse and have yet to demonstrate how key competencies can be developed by learners through a school curriculum. Such a situation has partly been propelled by the lack of understanding of what a competency-based curriculum is all about. Using some examples, from the Zambian experience of curriculum review which commenced in 2013 and concluded in 2017, scholars in this paper explain the key principles that constitute a competency-based curriculum, using examples from the 2013 Zambian Curriculum Framework Policy (ZCFP) and the Teacher’s Curriculum Implementation Guide (TCIG). After making a distinction between competence and competency, the authors provide a historical and fundamental premise of a competency-based education. The measurements of intent in a competency-based curriculum have been explained too while a detailed description of the components of a competency curriculum has been given to shade more light on the concept and how the curricular in question can be assessed
Teachers’ Preparedness and Attitudes Towards the Text Based Integrated Approach in ESL Teaching in Zambia
Get PDFEnglish language is a compulsory subject in Zambia from Grades Five to Grade Twelve. The English language syllabus recommends the Communicative language teaching method and the Text Based Integrated Approach. Therefore, it is vital that learners are equipped with the necessary skills to improve their communicative competence. At the centre of this syllabus recommendation is teacher training and teacher attitudes towards the recommended methods of teaching English. Thus, this study sought to establish (i) whether teachers were adequately trained to use the Text-based Integrated Approach; and (ii) teachers’ attitudes towards the Text-based Integrated Approach. Interview guide and the questionnaire were the data collection instruments used in the study. A sample of 54 respondents comprising 45 qualified teachers of English language and nine Heads of Departments participated in the study. The data were analyzed quantitatively and qualitatively and were merged into common themes according to the research objectives. The findings revealed that some teachers were adequately trained as lecturers from various learning institutions prepared them well in the use of TBIA. However, other teachers stated that they were inadequately prepared as lecturers merely mentioned the methods and did not go into details to elaborate how to apply the Text-based Integrated Approach. In addition, findings for the second objective showed that some teachers held positive attitudes towards the Text-based Integrated Approach, while others had negative attitudes. In view of the findings, it is recommended there should be close collaboration between the Ministry of General Education and higher learning institutions to ensure that teachers are adequately trained to apply the recommended methodologies such as the Text-based Integrated Approach
The Invisible Hand: Zambian Literature and (Self) Censorship from the Colonial to the Post-colonial Period
Get PDFIt has been argued, with a degree of justification,that literature and society are interlinked in such away that they mutually affect each other. In otherwords, literature is largely a product of, reflects, andalso influences, the society which produces it. Henceliterature can change with or be shaped by specificsocio-cultural epochs. The influence of the times onliterature is reflected in terms of choice and types oftheme, characters, and language. This paper proceedsfrom the premise that this is true of the case ofZambian literature. Starting from the literature writtenby Zambians during the colonial periods, in particularthe works of Stephen Mpashi, to works written duringthe various eras of post-colonial Zambia, the paperseeks to demonstrate that Zambian writers engaged inself-censorship in order to get published, and in orderto be politically correct according to the prevailingsocio-political environment. This is in part because thepredominant socio-political narrative influenced thetype of literature written and published. The paper alsotackles the question of whether self-censorship is still amajor factor in the writing of Zambian literature
The Text-based Integrated Approach to Language Teaching: Its Meaning and Classroom Application
Get PDFThe Text-based Integrated Approach is one of the co-methodologies in the teaching of language such as English at senior secondary schools in Zambia. As a co- methodology, teachers are expected to understand and fully implement it in language teaching. This article aims at discussing the Text-based Integrated Approach by outlining its major characteristics, merits, demerits and how it can be implemented in a language class. The successful teaching and learning of language hinges on the teachers’ use of appropriate approaches and methodologies in their teaching. This article provides a theoretical and conceptual understanding of the method and provide insights on how the method can be implemented in the classroom. It ends by shedding light on the implications that emanate from the scope of the method on pedagogy and language teaching research