25 research outputs found
Exploration of the implementation of school based assessments in sciences: insights from selected Zambian secondary schools.
Full text linkThesis of Doctor of Philosophy in Educational Administration and Management.Assessments and examinations are an integral part of any successful education system. To improve the conduct and administration of examination practices, the Ministry of Education (MoE) and Examinations Council of Zambia (ECZ) embarked on examination reforms in 2019, which resulted in the implementation of School based Assessments (SBA). However, the implementation of SBA faces unique challenges exacerbated by the global COVID-19 pandemic. This study explored the implementation of SBA in selected Zambian secondary schools, aiming to develop an evidence-based framework for sustaining the quality delivery of SBA in science. This research examined the alignment of SBA practices with guidelines and identified gaps in implementation processes. Using descriptive survey design, qualitative method was employed to collect data which were thematically analysed. Results revealed that teachers professed SBA as a process of enhancing teaching and learning of science, improved teachers’ capacity and confidence in handling practical lessons and provided teachers with an opportunity to closely monitor learners’ strengths and weaknesses. 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, many classes to teach allocated to one teacher, time apportioned to each science period, the 16 and 15 tasks allotted to science and biology coupled with the six assessment areas for each task, inadequate laboratories and apparatus, resource constraints, 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. Recommendations include establishment of governance systems to enhance monitoring and supervision, re-look into policies and guidelines to advocate for resource allocation and utilisation of funds, infrastructure development to support the classroom based activities as well as future research to explore the long-term impact of SBAs on academic performance. 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.
Key Words: School Based Assessments, Monitoring, Standards, Science, Curriculu
The provision of free education and its sustainability: the Zambian scenario.
Full text linkJournal articleThe Free Education Provision in Zambia and its sustainability study was enthused from the monitoring activities and experience the researchers had in the
implementation of Free Education Policy. The Ministry of Education has been charged with the responsibility to provide Quality, Lifelong, Education for All which is accessible, inclusive and relevant to individual, National and Global needs and Value systems (MoE, 1996) [8]. In actualising this vision and the Sustainable Development Goal (SDG) 4 -2030, the Ministry has been implementing different measures to ensure education is accessible to all school going children and the entire Citizenry at large. Education fees (Tuition, Examinations and PTA) have been a huge barrier to accessing education especially to the vulnerable in society, thus, the New Dawn Government has scrapped off all the education fees from Early Childhood to Secondary levels in all Public School to ensure stable socio -
economic development of the nation. Most of literature on free education by other researchers has focussed on the impact and effects of free education however, this study focussed on how the Free Education can be sustained through sufficient sustainable flow of funds to schools for quality education provision in Zambia. Mixed method design was employed to gather the data from Education administrators and school administrators across six districts of Lusaka Province. The research findings show that Free Education policy has received positive response as could be
seen from the enormous increase in enrolment levels after its
implementation in 2022. However, the positive response to
free education policy has come with many challenges
ranging from inadequate classroom space and toilets for
proper sanitation, inadequate water supply, inadequate
specialised rooms and insufficient teaching and learning
materials and equipment, increased teacher- pupil ratio just
to mention but a few. The research shows that the
government has already started addressing the challenges
through the completion of incomplete 115 secondary
schools as well as commencement of 120 new schools
across the country, mass deployment of 30,496 teachers in
2022, increase in budgetary allocation to the Ministry of
Education in 2024 from 13.9% in 2023 to 15.4% in 2024,
increased CDF allocation from K28.3 Million in 2023 to
K30.6 Million in 2024 which has a component of the
Education which addresses the needs of the vulnerable
learners and approval of ZEPH Board members’ to ensure
teaching and learning materials are provided. All these
milestones showed sufficient funds are required to for
sustainable quality provision of Free Education for ALL.
The study informs all the stake holders of education on the
need for creating a National Education Scheme and prudent
use of and proper accountability of Free Education funds for
quality education provision in Zambia.
Keywords: Free Education, Sustainability, Accountability, Quality Education, Education Polic
Transformative pedagogies: cultivating educators for 21st century graduates.
Full text linkn the era marked by rapid technological advancements, globalization, and evolving societal needs, the demands for transformative pedagogies to prepare students for the
complexities of the 21st Century has become increasingly urgent. This research examined the role of educators in fostering transformative pedagogies to cultivate the skills and competencies necessary for 21st Century graduates. Through a comprehensive review of literature, the study examined the theoretical foundations and practical implications of transformative pedagogies, highlighting their role in fostering critical thinking, creativity, collaboration and communication skills, digital and information literacy among students. Furthermore, the study explored the role of professional development initiatives in supporting educators’ adoptions of transformative pedagogies and enhancing their instructional practices. Through qualitative analysis, the study assessed the influence of these initiatives on student learning outcomes, academic achievement, and readiness for higher education and workforce. Curriculum interconnection from secondary to tertiary and the workforce, resource constraints and change of attitude were the major challenges showed in the implementation of transformative pedagogies. By identifying barriers to
adoption and strategies for overcoming challenges, this research provides insights into maximizing the potential of transformative pedagogies to prepare students as agile and adaptable graduates capable of thriving in an ever changing world. Ultimately this paper contributes to ongoing discourse on educational reform and provides actionable recommendations for stakeholders invested in cultivating
educators for the demands of 21st Century
Achieving accountability and quality education through assessments: a comprehensive exploration of assessment practices in Zambia.
Full text linkArticleAbstract
This paper explores the role of assessments in achieving accountability and quality education provision in Zambia. The attainment of quality education is dependent upon the establishment of systems that ensure transparency, efficacy and accountability within the education system at all levels. Assessments play a crucial role in achieving accountability and ensuring quality education provision. Despite efforts to provide a comprehensive assessment system that has evaluation procedures that can assess more intellectual capacities, attitudinal and dispositional outcomes in areas of innovation, problem solving, self-initiated and selfsustaining, Zambia grapples with issues of equity and inclusivity in assessment practices which pose significant obstacles to achieving fair and meaningful evaluation of assessment system that promotes accountability and enhances quality education provision. Employing descriptive survey design and desk review of different collections of literature, policies, frameworks and reports, the study aims to illuminate both the strengths and weaknesses inherent in the current assessment practices within the Zambian context. Furthermore, the study endeavours to unearth the challenges impeding effective assessment practices, while simultaneously proposing strategic recommendations aimed at enhancing the existing shortcomings. The findings underscore the importance of robust assessments practices in augmenting accountability and ensuring quality education outcomes, providing valuable insights for policymakers, educators and stakeholders invested in advancing accountability and quality education provision through assessments. In addition, the study recommends incorporation of teacher training and all stakeholders involved in assessment practices, improve of existing infrastructure, construction and equipping of laboratories with equipment and apparatus, enhancing monitoring and supervision, re-thinking stipulated guidelines on assessment implementation and utilization of funds in schools. Additionally, reconsideration of resource allocation and material provision, coupled with feedback provision and analysis of capacities should be implemented in order for Zambia to develop a pathway towards a more equitable, inclusive and highquality education system that empowers all learners to realize their maximum potential
A comparative discussion on the typology of two nations’ pension policies : In a quest for a flawless pension structure for our seniors
No full textThe pension systems of Sweden and Singapore are compared in this thesis paper using the most recent developments in welfare-regime analysis. The author examines how the two countries’ policy systems are responding in light of Esping- Anderson’s welfare regime theory because the researcher thinks it will be fascinating and challenging also to compare the pension systems of the aforementioned countries. This paper will be helpful to students and scholars looking for public policy recommendations in the area of pensions for senior citizens. Additionally, the author will provide professionals with references if they need a summary of public pension policy and finance in terms of comparative research studies. The author discovers that both nations’ pension policies are performing adequately though there is some error to solve; also finds there are significant differences between the two nations’ institutional infrastructures. As the Swedish system demonstrates a lower degree of independence and long-term public control over pension policy. Conversely, the Singaporean system has a higher degree of independence and is firmly committed to a free market system
A comparative discussion on the typology of two nations’ pension policies : In a quest for a flawless pension structure for our seniors
No full textThe pension systems of Sweden and Singapore are compared in this thesis paper using the most recent developments in welfare-regime analysis. The author examines how the two countries’ policy systems are responding in light of Esping- Anderson’s welfare regime theory because the researcher thinks it will be fascinating and challenging also to compare the pension systems of the aforementioned countries. This paper will be helpful to students and scholars looking for public policy recommendations in the area of pensions for senior citizens. Additionally, the author will provide professionals with references if they need a summary of public pension policy and finance in terms of comparative research studies. The author discovers that both nations’ pension policies are performing adequately though there is some error to solve; also finds there are significant differences between the two nations’ institutional infrastructures. As the Swedish system demonstrates a lower degree of independence and long-term public control over pension policy. Conversely, the Singaporean system has a higher degree of independence and is firmly committed to a free market system
Minimizing patient waiting time in emergency department of public hospital using simulation optimization approach
No full textQuality assurance mechanisms that enhances academic and administrative performance in public higher learning institutions in Zambia.
Full text linkArticle on Quality AssuaranceThe study evaluated how the quality assurance mechanisms in Higher learning institutions in Zambia enhances academic and administrative performance. The objective was to evaluate quality assurance mechanism effectiveness in enhancing academic and administrative performance. The study employed a convergent parallel mixed-methods design, collecting quantitative data through questionnaires from 89 academic staff and qualitative data through interviews with 20 administrative staff and Quality Assurance Directorate personnel. Data analysis included descriptive statistics, chi-square tests, correlation analysis, multiple regression, and thematic analysis. Quality assurance mechanisms showed varying effectiveness across functions, with student assessment rated highest (mean=1.92). Regression analysis identified awareness level as the strongest predictor of perceived effectiveness (β=0.412, p<0.001). Training status was the strongest predictor of high staff engagement (OR=4.816, p=0.012), with trained staff nearly five times more likely to engage actively. Based on these findings, the study recommends implementing a tiered quality assurance training framework, developing discipline-sensitive quality assurance approaches, and establishing a decentralized quality assurance support structure with designated officers in each school.
Keywords: Quality Assurance, Higher Education, Academic Performance, Administrative engagement, Institutional Effectivenes
Amplifying teachers' voices: advancing teacher education and professionalism through competency-based curricula in Africa.
Full text linkThe evolving landscape of 21st century education, highlights the need for a teacher-centered approach to curriculum reform. "Amplifying Teachers’ Voices: Advancing
Teacher Education and Professionalism through Competency-Based Curricula (CBC) in Africa" explores the critical role of teachers in shaping and implementing
CBC to improve educational quality, inclusivity and professionalism. This paper examines how CBC reforms impact teacher education, professional development and
classroom practices across Africa, emphasizing the importance of valuing teachers' voices in curriculum design, implementation and policy formulation. Despite CBC's
promise in fostering learner-centered education, challenges such as inadequate teacher training, limited resources and institutional support hinder its effectiveness. Grounded in Teacher Agency theory, the study analyses teachers' experiences and contributions to CBC implementation. Drawing understandings from successful CBC initiatives, it advocates for policies that empower teachers as agents of educational transformation, calling for collective action to ensure a well-supported, professional teaching workforce capable of achieving meaningful learning outcomes
Exploring factors influencing teacher retention in private secondary schools of Zambia.
Full text linkArticle on teacher retention in private secondary schools of ZambiaThis study explored factors influencing teacher retention in three private secondary schools of different reputation levels in Lusaka, Zambia. A mixed-methods case study approach was used to explore the factors influencing retention of teachers from 2020 to 2024 in the selected private schools. Data was collected through document analysis, questionnaires from current teachers, interviews with former teachers and school administrators, and focus group discussions with current teachers. The three schools were purposively selected to represent high, medium, and low reputation categories based on factors including fee structure, facilities, curriculum offerings, and academic performance records. Data was analysed using descriptive statistics and One-Way ANOVA while qualitative data was anlysed using thematic analysis. The findings revealed that multiple factors influenced teacher retention, with their relative importance varying by school reputation level. There was sstatistical significant difference that existed for most retention factors across the three schools (as indicated by significant F-values and p-values < 0.05) except for colleague relationships. At the high-reputation school, professional development opportunities, work environment, and competitive compensation were primary retention factors. The medium-reputation school's teachers emphasized Christian values alignment, reasonable workload, and job security. At the low-reputation school, basic compensation adequacy, physical working conditions, and resource availability were dominant concerns. The study concluded that there is need to employ strategies of retaining teachers in private schools. Recommendations include implementing targeted retention strategies for high-demand subjects and establishing sector-wide professional development initiatives to enhance teacher retention and educational quality in private schools.
Keywords: Teacher retention, retention strategies, private schools, educational qualit
