10 research outputs found
Exploring the collaboration between Zambian technical education, vocational and entrepreneurship training institutions and industry
Full text linkThesis (PhD (Education Management, Law and Policy))--University of Pretoria, 2023.Owing to manifold mismatches between the skills produced by TEVET institutions and the skills required by the labour industry, this study explored the collaboration between the Zambian Technical Education, Vocational and Entrepreneurship Training (TEVET) institutions and industry in enhancing skills development. Zambian policy documents on education suggest that there must be successful linkages between skills development stakeholders but do not suggest how these linkages must be developed and maintained. Additionally, the evolving technologies demand that skills providers constantly contact the industry to fully understand their ever-changing labour needs. Therefore, this phenomenological study aimed to generate literature that may inform policy development to guide meaningful collaborations between TEVET stakeholders. The generation of literature was achieved by exploring the existing collaborative activities, factors affecting successful collaboration, existing policies on skills development and the importance of collaboration between TEVET stakeholders. This study used a qualitative methodology to collect data on collaboration between TEVET institutions and industry. Specifically, hermeneutic, also known as interpretive phenomenology, advanced by Martin Hie-Degger was used to explore collaboration experiences as lived by selected participants in the study. Face-to-face interviews and online focus group discussions were utilised to collect data. These strategies allowed me to explore the in-depth perceptions, understanding and feelings of those people at the centre of the collaboration. A purposive sampling strategy was utilised to select participants as it guarantees the selection of the most relevant participants. The sample consisted of knowledgeable individuals who were directly involved in the collaboration and willing to share their experiences. The study revealed relevant issues affecting successful collaboration between TEVET institutions and the industry. It helped identify the crucial roles of TEVET graduate employers, institutional administrators, and policy developers in enhancing skills development whilst coping with the ever-changing technologies and labour needs. The study underscored the importance of sufficient guidelines, benefits, incentives, communication, transparency, and commitment in enhancing educational interactions. The study concluded that successful collaboration between training institutions and industry is crucial in the generation of the quality skills required to meet the ever-changing demands of the labour industry.University of Pretoria doctoral BursaryCanon Collins Trust - Ros Moger and Terry Furlong GroupEducation Management and Policy StudiesPhD (Education Management, Law and Policy)UnrestrictedFaculty of Educatio
Financial and Administrative Investment: Examining sources, Institutional budgets and outcomes
Full text linkThe purpose of this study on financial and administrative investment was to examine the sources of finances, institutional budgets, the quality of human resourcesand the quality of outcomes (students) at Chipata College of Education. The study had four main objectives: to identify the sources of financial resources at Chipata College of Education;to assess the extent to which financial resources acquired met the demands of the institutional budget,to assess the quality of human resource employed to administer the finances acquired and to examine the role of financial and administrative investment on educational outcomes.
A case study design was used and qualitative and quantitative approaches to data collection were employed for the study. A sample size of 122 respondents was chosen out of which 80 werestudents, 15 College administrators, 15 Lecturers, 10 heads or deputy-heads of schools within Chipata District, 1 Internal Auditor and 1 Human Resource Officer from the PEO Eastern Province who were all purposively selected.
The findings of the study revealed that the main sources of funding were user fees, government grants, donor agencies and Non- Governmental Organizations. Among these sources, user fees were the main source. With regards to how far the financial resources met the institutional budget, it was discovered that there was a huge budget deficit in 2012 and 2013 due to insufficient government funding. The same was said to have been the case in most of the previous years. The human resource employed to administer the financeshad the minimum required academic qualifications as demanded by government regulations. It was also revealed that the number of the accounting staff was not very good; as a result they were overworked and did not adhere to financial procedures and regulations. It was also discovered that utilization and monitoring of finances was weak.
Furthermore, graduateswho were the educational outcomes were discovered to be of good quality and had higher chances of getting employed despite most of them having difficulties in using the chalkboard and teaching literacy lessons. Educational inputs such as infrastructure and teaching and learning materials which are key determinants of the quality of outcomes were not only inadequate but also in a bad condition. However, the teaching process was partiallyaffected because more resources were poured into the development of the College administrators and Lecturers’ skills and qualifications than on infrastructure and teaching and learning materials.
The study made four recommendations which are that government must ensure that it increases its funding on educational institutions so that institutional budgets can be fully met. This can be achieved by making policies on fundraising projects in Colleges more flexible so as to allow the colleges raise funds through various forms of business activities such as entertainment and agriculture. The study also recommended that the government should put in place a strong financial monitoring mechanism to ensure proper use of funds by making the College financial statement open for scrutiny to all stakeholders (the government, donor agencies, lecturers, students and the community). All stakeholders must alsotake an active role in the management of higher institutions of learning in order to ensure effective management and transparency in education provision.The basic qualification at this learning institution must also be revised to a minimum level of a Masters Degree for College administrators. This can be achieved by ensuring that all administrative positions are held by persons who have a masters Degree relevant to their positions. This will improve the management of funds and decisions on expense will be made based on expertise and experience
Linking teacher effectiveness to school performance: evidence from rural day secondary schools in the western province of Zambia.
Full text linkArticle. The study reveals factors threatening teacher effectiveness to include inadequate infrastructure, poor conditions of service, insufficient teaching materials, and teacher absenteeism.This study aimed at establishing particular aspects of teacher effectiveness in the rural day secondary schools of the Western Province of Zambia. The objectives of the study were to
explore the characteristics and practices of teachers in high and low performing rural day secondary schools and investigate the major hindrances to teacher effectiveness in these
schools. Using a multiple case-study design, the study collected the data from 128
participants drawn from two pairs of day-secondary schools; classified as either high
performing or low performing. The data were collected using questionnaires, interviews,
focus groups and observations. The findings were that the high performing schools were
characterised by highly motivated teachers; mostly with diploma qualifications, presence of
local professional development activities, frequent academic monitoring of pupils and
positive teacher expectations of pupils‟ success. Teachers‟ sex and experience at a school
were not associated with effectiveness. The factors threatening teacher effectiveness included
inadequate infrastructure, poor conditions of service, insufficient teaching materials, and
teacher absenteeism.SEL
Experiences of teachers and pupils on e-learning prepardness in selected urban schools of Lusaka district, Zambia: an interpretive phenomenological study.
Full text linkArticle.The study focused on the experiences of teachers and pupils on e-learning preparedness in selected urban schools of Lusaka anchored on interpretive phenomenological perspective. The aim of the study was to explore the experiences of teachers and pupils on e-learning and establish the measures put in place on e-learning preparedness in the selected schools of Lusaka urban. The study used an interpretive phenomenological theoretical framework based on discussions and reflections on direct sensory observations and experiences of the learners. The starting point for using interpretive phenomenology in this
research was our ability to approach this research without knowing a priori assumptions. Phenomenological theoretical framing has been used as a broad and loose name for various analyses that have emphasized experiences, interpretations, narratives, and discourse based on the phenomenological orientation of social science philosophy. Methodologically, employed a qualitative approach particularly in analyzing data. To do so, the study took a total sample size of 25 participants such as 10 pupils, 9 ICT teachers, 2 Head Teachers, 2 specialists from the Curriculum Development Centre (CDC) equaling to the total
of 25 participants. Technically, the researchers used purposive sampling, specifically homogenous sampling to select head teachers, pupils, and curriculum experts. Data was collected using detailed Interview Guide, focus group discussion and observation Checklist on the preparedness of e-learning in selected schools of Lusaka, district in Zambia. Further, data was analysed using thematic analysis where major themes were drawn and coded. Based on the study
findings it is evident to note the teacher’s experiences and challenges of e-learning preparedness were due to the lack of ICT infrastructure, lack of trained ICT teachers, Poor network connectivity, lack of acceptance to new technology, electricity load shedding and the lack of parental involvement in e-learning programmes. Further, on usage, the study revealed that pupils did not know how to use the e- learning platforms, and mostly there is inadequate skills and
knowledge of eLearning software to both teachers and learners. The study postulates the strategies on e-learning preparedness that should include training of Trainers of ICT, Building ICT infrastructure, and ensuring that ICT is a compulsory subject from primary to secondary schools. Additionally, a continuous Professional Development for all teachers on e-learning, monitoring and evaluating of e- learning assessments and feedback should be encouraged in
all schools. The study recommended the forgoing to authorities in the education sector for sustainability, as case studies and best practices, digital literacy and pedagogical approach applicable in Zambia
Integration of HIV and AIDS in higher education curriculum: a case study of an HIV course in the school of education of the University of Zambia.
Full text linkHIV and AIDS challenge the human ethical and moral foundations likeno disease has ever done. It is undoubtedly one of the major catastrophes of our time, especially in Africa. The disease has tragic consequences for the social, economic and political life.The AIDS pandemichas affected every aspect of Zambian society and is recognized as the greatest public health challenge in the last four decades. Nevertheless, education can generate hope in the face of the epidemic using different methods, including integration of HIV and AIDS issues in the school curriculum. This article illustrates how the integration of HIV and AIDS into the curriculum in tertiary level of education has contributed to the reduction of the spread and has changed the perception of students and staff about the epidemic. In this study data were collected using a questionnaire survey of 200 students who took the HIV and AIDS Course, and three case stories from amongst these students in the School of Education at University of Zambia. During the course of the study, School of Education had been offering the ‘HIV and AIDS Issues in Education’ course from 2010. Findings showed that most knowledge, attitudes and opinions of participants changed positively from before they did the course to after doing the course. The three case stories indicated that the course they did positively affected their lifestyles and actions taken
Bridging the gap: addressing the disparity between higher education knowledge and industry needs.
Full text linkArticleJob mismatch, which has been described as a discrepancy between skills possessed by individuals
and those demanded by the labor market, has become a prevalent issue with significant implications
for individuals, organizations, and society at large. This paper explores the causes and consequences
of job mismatch and proposes strategies to address this challenge. Drawing on existing literature
and personal experiences, the paper highlights the role of technological advancements, inadequate
education and training systems, and changing job requirements in contributing to job mismatch. It
discusses the adverse effects of job mismatch on individuals' job satisfaction, productivity, overall
well-being, and its impact on organizations' performance and the economy. To mitigate job
mismatch, the paper suggests collaborative efforts between training institutions and employers,
increased investment in employee training and development, and the use of comprehensive skills
assessment tools. By implementing these strategies, individuals can acquire the necessary skills,
organizations can optimize their workforce, and societies can foster inclusive and sustainable
economic growth. This paper provides insights into the complex issue of job mismatch and offers
practical recommendations for policymakers, employers, and individuals to tackle this challenge
and create a better-aligned labor market
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
Strategies for improving students’ records management using technological advancements: a case of the university of Zambia.
No full textArticle on Strategies for improving Students RecordsPublic as well as private organizations are increasingly realizing that sound records management is linked to service delivery. However, Institutions of higher learning are yet to realize the role of records management to quality service delivery. This may be due to lack of policy frameworks on management, destruction of records and inadequate qualified staff among others. Keeping students' records is a crucial activity in every learning institution. Some learners misplace their results, and their only hope is to obtain a replacement from the institution. Records of what
students borrowed (books, equipment) become very important when students seek to clear before graduation. Learning institutions are facing challenges in how to maintain such records as numbers of students increase and years pass. This study therefore investigated the strategies that learning institutions like the University of Zambia can implement using technological advancements in different schools to enhance students’ record-keeping. A case study was conducted to collect data from 20 participants from one of the Schools at the University of Zambia. Non-random sampling was utilized to select key informants from the School of Education, Admission office, Academic office, Student registry and the Library.. Interviews were employed to gather primary data from respondents, while document analysis was used to collect secondary data to corroborate the primary data. Thematic analysis was employed to analyze the data. The findings revealed that students’ records were stored in both hard copy (files) in the school registry and soft copy using software such as Cloud gadget in the Heads of Departments, although this was only in one
department. It was also revealed that the use of Atria and Moodle was not considered very reliable by students. The study further showed that the challenges in maintaining students’ records stemmed from the type of software and gadgets used, lack of staff training, poor internet
connectivity, and slow technological advancement. Based on these findings, the study recommends that the University of Zambia should adopt advanced technology to enhance students’ record-keeping, especially in internet infrastructure. Additionally, the study suggests that staff members should undergo Continuing Professional Development in the field of Information and Communications Technology (ICT). Moreover, the study recommends that staff from the Library and CICT department should collaborate with schools to improve students’ records.
Key words: Records management, Advanced Technology, Registry, Strategies, Internet connectivit
Current issues in education law in Zambia : what educators must know.
No full textThe paper discusses the importance of understanding the nature and implications of legal issues in education. It analyses the scholarly articles related to education law globally. Most importantly, it analyses issues pertaining to the Education Act of 2011 as well as the Teaching Profession Act of 2013. It brings to the fore the main issues that the two acts aim to address vis-a-vis, areas of liability in education, ethics and teaching, unethical conduct and fraud in education as well as discipline. The paper raises serious concerns upon which education could be managed without impinging on the rights of all the participants. Since the current society is rights based, it is important for teachers to understand legal issues in education process in order to create harmony in the system
Human-Centred Artificial Intelligence in Progressive Education : Unravelling the Benefits and Challenges in Qatar’s HEIs
Full text linkAlgorithmically generated personas (AGPs) can provide actionable insights into the needs, preferences, and behaviours of stakeholders, including Applicants, Students, Alumni, Faculty, and Staff (ASAFS) for progressive education at higher education institutes (HEIs) in Qatar. AGPs empower data-based decision-making, and contribute to progressive education by representing stakeholders in an empathic format. This chapter sheds light on the pivotal role of alumni, showing how the innovative approach of using personas enables the “beyond education” concept, while providing strategic foresight for HEIs in Qatar. Machine learning models can generate AGPs as humanised representations of these key stakeholders. Building on our multi-year experience in studying AGPs, we argue that these personas can significantly aid HEI decision-makers in designing more learner-centred and inclusive curricula, pedagogy, and assessment via empathic understanding. While AGPs have been prevalent in marketing or design, their potential remains largely unexplored in HEIs.© 2025 The Author(s). This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.fi=vertaisarvioitu|en=peerReviewed
