SCHOOL OF EDUCATION

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Recent Submissions

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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.