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Evaluating the participation of Learners’ Councils in management of Three Secondary Schools, Kapiri-Mposhi District in Central Province, Zambia.
(KNU, 2020) MWEWA, Davies
This study examines the role of School Councils in secondary school management in Kapiri-Mposhi District, Zambia, focusing on their establishment, operation, and strategies for improving participation. It involved 57 participants from three schools, including headteachers, deputy headteachers, heads of departments, school council members, and parents. Data was collected through semi-structured interviews and focus group discussions. Findings show that while school councils exist, they are underutilized due to a lack of skills among students to contribute effectively. The study recommends capacity building for council members and ensuring their input is valued in decision-making, particularly regarding school finances.
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Factors that influence holistic learning: A case study of Selected Upgraded Schools in Mumuni Zone Lusaka, Zambia.
(KNU, 2020) NSANGWE, Mwape Juliet
This study investigates factors influencing holistic learning in upgraded schools in Mumuni Zone, Lusaka District, Zambia. The objectives included examining instructional materials, infrastructure, and learning environments. Using a mixed-method approach, data was collected from 53 respondents, including teachers and deputy headteachers from three schools. Findings reveal that holistic learning was limited due to inadequate teaching methods, learning spaces, and pastoral care, despite a relevant curriculum. Instructional materials were scarce, and only administrative infrastructure was adequate. The study recommends increasing classroom space, improving material access, and encouraging community and private sector involvement to enhance learning environments.
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Inclusion of learners with Albinism in mainstream Classrooms in Two Selected Secondary Schools in Lusaka District of Zambia.
(KNU, 2020) TAVARIS, Cecilia
This study examines the inclusion of learners with albinism in mainstream classrooms in two secondary schools in Lusaka, Zambia. Using a qualitative case study approach, data was collected through focus group and individual interviews with 28 participants, including administrators, teachers, and students with albinism. Findings indicate positive changes in attitudes towards inclusion and improved self-efficacy among teachers and administrators. However, challenges remain, including peer exclusion and misconceptions about learners with albinism. The study recommends strategies to better support the inclusion of learners with albinism, aiming to reduce challenges they face in mainstream classrooms.
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Challenges that face Salaula Street Vendors in their Trading: A case study of Lusaka Central Business Dstrict.
(KNU, 2020) JERE, Everlyn
This study investigates the socio-economic challenges faced by Salaula Street Vendors in the Lusaka CBD. Using a mixed-methods approach, both qualitative and quantitative data were collected from 100 respondents through purposive sampling. Data were analyzed using descriptive and inferential statistical techniques. The findings revealed several key challenges, including limited access to start-up capital, high costs of acquiring Salaula bales, and the overall economic instability of the sector. Based on these findings, the study recommends that local authorities adopt inclusive strategies such as integrating vendors into social cash transfer schemes, youth and women empowerment initiatives, and the construction of designated Salaula shops at strategic locations within the CBD to benefit both the vendors and their customers.
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An Evaluation of the Implementation and Effectiveness of the Performance Appraisal System by Ministry of General Education in Selected Secondary Schools in Lusaka, Zambia
(KNU, 2020) MULESU, Sandra
This study assesses the relevance, effectiveness, and efficiency of the Performance Appraisal System (PAS) in evaluating teacher performance in selected secondary schools in Lusaka, Zambia. Despite its implementation, teacher performance has not significantly improved, and the system's effectiveness remains unclear. The study used a mixed-method approach, including questionnaires, interviews, and document analysis, with a sample of teachers, heads of departments, and head teachers. Findings show that while PAS is relevant, operational challenges hinder its success, such as limited understanding, lack of participation in planning, poor feedback, and inefficiencies in the appraisal process.