The University of Zambia Journals
Not a member yet
787 research outputs found
Sort by
Perceptions of Students with Visual Impairments towards their Inclusion in the Faculty of Education at the University of Zambia: A Phenomenological study
Get PDFThe University of Zambia, Faculty of Education admits students with disabilities including students with visual impairments. The students learn together with others without disabilities under the inclusive education policy and practice. This study established the perceptions of students with visual impairments towards their inclusion in the Faculty of Education at the University of Zambia. Eight (8) students with visual impairments were asked three main questions on how they perceived their inclusion and whether lecturers employed any inclusive strategies in their teaching to accommodate them. The study further established the challenges students faced learning in an inclusive classroom. Findings revealed that generally students with visual impairments were satisfied with their inclusion in the Faculty of Education. Most participants acknowledged that there was no discrimination from fellow students during academic discourse although they reported challenges resulting from lecturers’ lack of skills to consider their learning needs in inclusive classroom. Further, the findings revealed that students with visual impairments appeared to feel more included academically but felt isolated in out of class activities which some described as a form of discrimination. From the findings, it is recommended that the Faculty of Education should train all lecturers of content and methodology courses in inclusive methodologies and design activities that promote interactive learning beyond the classroom to realise the inclusion of students with visual impairments.The University of Zambia, Faculty of Education admits students with disabilities including students with visual impairments. The students learn together with others without disabilities under the inclusive education policy and practice. This study established the perceptions of students with visual impairments towards their inclusion in the Faculty of Education at the University of Zambia. Eight (8) students with visual impairments were asked three main questions on how they perceived their inclusion and whether lecturers employed any inclusive strategies in their teaching to accommodate them. The study further established the challenges students faced learning in an inclusive classroom. Findings revealed that generally students with visual impairments were satisfied with their inclusion in the Faculty of Education. Most participants acknowledged that there was no discrimination from fellow students during academic discourse although they reported challenges resulting from lecturers’ lack of skills to consider their learning needs in inclusive classroom. Further, the findings revealed that students with visual impairments appeared to feel more included academically but felt isolated in out of class activities which some described as a form of discrimination. From the findings, it is recommended that the Faculty of Education should train all lecturers of content and methodology courses in inclusive methodologies and design activities that promote interactive learning beyond the classroom to realise the inclusion of students with visual impairments. 
Friday Nyimbili, Mubita Namuyamba-Kabika and Tembo Beatrice, The Use of Mobile Phone Related Terminologies among the Tumbuka People of Lundazi District of Zambia
No full textWord building and formation is a continuous processwhich allows languages to grow and maintain theirlinguistic value. A language with majority speakersalways undergoes language maintenance while thelanguage of the minority speakers undergoes languagedeath. Tumbuka being a language of the majorityspeakers in Lundazi district seems to have maintaineditself through lexical building. This paper discusseshow the Information Communication and Technology
(ICT) phone related lexical terminologies have beenintegrated in the Tumbuka language of Lundazi districtof Zambia. Through group discussions and interviewswith the local people regarding phone usage, the studyrevealed that Tumbuka language has relied on theprocess of borrowing and loan translation or calqueto develop its vocabulary in phone technology. Thetwo processes are the most common processes eventhe English and other language adopted to build itsvocabulary. In conclusion, Tumbuka language ofLundazi has updated its ICT phone terminologiesthrough the normal word building process whichmeets the required international processes of linguisticword formation. The study recommends that manywords be investigated on how they are being used inall ICT related usable gadgets and other sectors likehealth and engineering to enable the country build alinguistic dictionary in the Zambian languages for usein our country
Does the 2013 Zambian National Literacy Framework Acknowledge the Learner-Centred Ideology?
Get PDFScholars have reached a consensus on the idea that theideology one adopts in a literacy classroom impactson the literacy quality and outcomes in children.Therefore, educators build curricular and syllabi basedon a particular ideology. Among other ideologies, theLearner-Centred Ideology (LCI) has received attentionamong scholars and educators because it shifts thefocus of the lesson from the teacher to the learners.The Zambian National Literacy Framework (NLF) of2013 reflects some of the principles of LCI such asdefining the role of learners and teachers, incorporatingprior knowledge in the lesson, establishing standardsand procedures for evaluation and assessment, andproviding logistics and materials to facilitate teachingand learning. However, there are challenges that affectthe effective implementation of LCI principles in theZambian situation
Investigating the dynamics of learning among pre-primary learners at formal and informal settings in Akwa Ibom State, Nigeria
Get PDFIn Nigeria, pre-primary education is designed for children between the ages of three and five. It has been observed that during this stage, majority of the children rarely speak clearly and intelligently, hence their ability to learn in school is problematic. In light of the problem highlighted, the purpose of the study is to explore the dynamics that influence learning among pre-primary school learners at the formal and informal settings. I adopted qualitative research methodology. In line with the qualitative methodology, interpretive paradigm was employed. Six teachers within the study area were purposively selected. For triangulation sake, six females whose children are between the ages of three and five were also selected for the study. Based on the nature of the data which was in narrative form, thematic analysis was used to analyse data. Key findings revealed that children’s readiness and willingness to learn significantly influence learning among learners at the pre-primary school level.In Nigeria, pre-primary education is designed for children between the ages of three and five. It has been observed that during this stage, majority of the children rarely speak clearly and intelligently, hence their ability to learn in school is problematic. In light of the problem highlighted, the purpose of the study is to explore the dynamics that influence learning among pre-primary school learners at the formal and informal settings. I adopted qualitative research methodology. In line with the qualitative methodology, interpretive paradigm was employed. Six teachers within the study area were purposively selected. For triangulation sake, six females whose children are between the ages of three and five were also selected for the study. Based on the nature of the data which was in narrative form, thematic analysis was used to analyse data. Key findings revealed that children’s readiness and willingness to learn significantly influence learning among learners at the pre-primary school level. 
Quartey et.al 2019 Motivation of Clinical Year Students in the School of Allied Health Sciences at the University of Ghana
No full textBackground: Health professions require self-directed and life-long learners as practitioners and motivation is instrumental in producing these kinds of health professionals. Not much is known about motivation of students in Ghana’s health professions education. This study therefore sought to create a foundation for further research into this area and also to highlight some useful information for formulating policies for improved clinical educational environments that will enhance more mastery-oriented goals in students. Therefore the objective of this study was to investigate the motivations of under-graduate clinical students at the School of Biomedical and Allied Sciences, University of Ghana.Methodology: This cross-sectional survey was made up of 210 third and fourth year allied health students recruited with a convenience sampling method from the University of Ghana. The Modified Archer’s Health Professions Motivation Scale was used to obtain data on goal-orientation and learning strategies from the students and analysed using SPSS Version 17. Friedman test was used to investigate the differences of motivation within scales at 95% significance level.Results: Mastery goal orientation was most represented (50.13%) among students. Internal locus of control and meta-cognitive learning were more represented (67.82% and 73.93 % respectively). Students also rated the preference for difficult tasks higher (54.23%). However, there was no significant difference between the preference for difficult task of the third-year group and fourth year group (p = 0.733).Conclusion: Students of the school have an orientation for mastery of the course content and believe they have control over their success.Recommendation: A further study that involves interviews that will specify each gender’s reasons for their academic behaviour for greater insight into the motivation of the students in the Ghanaian setting is proposed
A historical development of the Department of Adult Education and Extension Studies at the University of Zambia
Get PDFThe history of the Department of Adult Education and Extension Studies in the University of Zambia is significant to the entire history of the institution. The department is as old as the University, born with the initial idea of establishing the university in the 1960s. It was initially known as the Department of Extra-Mural Studies and changed names and portfolios along the way until the 1990s when it became known as the Department of Adult Education and Extension Studies. The Lockwood commission clearly spelt out the university role in addressing the education of the community at large through the Department of Extra Mural Studies. The department did this using multiple avenues like class programmes, weekend and lunch break talks and seminars, debates and discussions. This attracted people from all walks of life who otherwise would not have had an opportunity to experience university education. The department worked closely with numerous organisations to achieve its goals; some of which sponsored its activities in all parts of the country superintended by resident tutors. Over the years, policy changes in the University of Zambia steered changes in the department. The article narrates these changes and how they determined the operations of the department. In the fifty years of the university existence. This includes the different roles the department played in the provision of extension education
Achieving Green Behaviour in Zambia: Political Rhetoric, Hypocrisy and Duplicity versus Political Will
Get PDFAchievement of sanitary and healthy environments in Zambia depends on several factors. The factors range from human behaviour to availability of infrastructure appropriate to garnering a clean and healthy environment. This paper will argue that people in government have a critical role to play in changing people’s behaviour and providing infrastructure necessary for green waste management. Since 2007, the Zambian government has embarked on a programme to encourage people to live in clean, green and healthy communities. This campaign has, however, perceivably failed to yield the objectives for which it was crafted. The question that arises is whether political will has played its full role in the implementation of the programme or there have been aspects of political rhetoric, hypocrisy and duplicity. The paper looks at several discernment pointers to make conclusions about the subject matter. The findings are that, although political will is held as a crucial influence in the success of the campaign, there has not been enough political will in the implementation of the programme. Lack of political will to enforce statutes and provide necessary infrastructure have consigned the programme to partial success. The paper concludes that until political will replaces political rhetoric (mere persuasive speech), hypocrisy (lip service) and duplicity (deception), the keep Zambia clean, green and healthy programme is not likely to succeed.Achievement of sanitary and healthy environments in Zambia depends on several factors. The factors range from human behaviour to availability of infrastructure appropriate to garnering a clean and healthy environment. This paper will argue that people in government have a critical role to play in changing people’s behaviour and providing infrastructure necessary for green waste management. Since 2007, the Zambian government has embarked on a programme to encourage people to live in clean, green and healthy communities. This campaign has, however, perceivably failed to yield the objectives for which it was crafted. The question that arises is whether political will has played its full role in the implementation of the programme or there have been aspects of political rhetoric, hypocrisy and duplicity. The paper looks at several discernment pointers to make conclusions about the subject matter. The findings are that, although political will is held as a crucial influence in the success of the campaign, there has not been enough political will in the implementation of the programme. Lack of political will to enforce statutes and provide necessary infrastructure have consigned the programme to partial success. The paper concludes that until political will replaces political rhetoric (mere persuasive speech), hypocrisy (lip service) and duplicity (deception), the keep Zambia clean, green and healthy programme is not likely to succeed. 
Assessment of Social Studies Objectives in Basic Education Programme in Ijebu Ode Metropolis of Nigeria
Get PDFBasic Education has been regarded as the most important level of education because it is the foundation which other levels of education are built on. Nigerian government makes it free and compulsory because of its significance and the vital role it plays in the lives of the younger ones in the society. Social Studies has been recognized as a vital subject that helps learners in the acquisition of range of knowledge, skills and attitudes that are expected by the basic education students, hence the development of functional citizens in the society. The study examines how far the teaching of social studies at the basic education has contributed to the achievement of the general social studies objectives. 300 J.S. 3 students were used for the study. Achievement of Social Studies Objectives Scale (ASSOS) was used to gather information from the participants who were randomly selected from six schools in Ijebu Ode metropolis of Nigeria. Data collected was analysed using simple percentage and Chi-square. The result shows that Social Studies created awareness of social and physical environment of the students (3.302); and that it also enhanced the development of basic skills in the students (3.05). The result shows that Social Studies is a very important subject in basic education for the making of effective citizens. It was recommended that government and school administrators should always provide necessary encouragement to Social Studies teachers so that they will do more in imparting necessary knowledge, attitude and skills to the students.Basic Education, Social Studies, Social Studies Objective
Deciphering Signification in Kabwe Kasoma’s Black Mamba II: A Semiotic Reading of Props and Language
Get PDFThis paper is concerned with a semiotic reading of the play Black Mamba II, a historical play dealing with Zambia’s fight for independence. It springs from the position that, apart from the traditional forms of critical approaches, the semiotic approach also serves well as a tool of textual analysis. Semiotics is concerned with the interpretation of the signs of the text. The signs can be verbal or non-verbal and signify meaning to the audience. The signs in the play include words in the dialogues and stage directions, objects such as props, furniture, costume and characters. This paper, however, focuses on linguistic signs as well as props. It is concerned with how cultural variables affect the projection and interpretation of the meaning of the signs in Black Mamba II. Ultimately this paper seeks to demonstrate that semiotic reading of the text can help enrich the reader’s understanding of the meaning
Teacher and parental involvement in providing comprehensive sexuality education in selected primary schools of Kalomo district of Zambia
Get PDFThe study sought to investigate teacher and parental involvement in the provision of comprehensive sexuality education in selected primary schools of Kalomo district of Zambia. This was from the background that the Ministry of General Education included Comprehensive Sexuality Education (CSE) in the primary school curriculum with an aim of providing information to the learners whilst in school. Using a phenomenological design, In-depth interviews were conducted with 15 teachers who taught grades 5 to 7 and 20 parents whose pupils were in grades 5 to 7 in the five selected primary schools. Data was analysed thematically by coding and sorting before presenting findings. The study findings revealed that parents in schools supported the teaching and learning of comprehensive sexuality education by allowing relatives to help pupils answer the question on sensitive pregnancy, childbirth and sex itself. The challenges parents and teachers faced included culture barriers and older pupils failing to participate in the discussion about sex in classes, among others. The study recommended that both parents and teachers should impart correct knowledge on comprehensive sexuality to the future generation by breaking the cultural barriers which hinder the smooth delivery of Comprehensive Sexuality Education knowledge in the community