Browsing by Author "Daka Harrison"

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A Review of the Zambia Teacher Education Reform: Policy Challenges and Influence of Bilateral Agencies
(2023-11-8) Kalimaposo Kalisto Kalimaposo; Daka Harrison; Phiri Chidongo; Mulenga-Hagane Lydia Mukuka
Donor agencies have provided aid for the education system in Zambia by introducing innovations that seek to improve the provision of education. However, it has been observed that many innovations are discontinued after donor funding is withdrawn. A case in point is the Zambia Teacher Education Reform Programme (ZATERP) later renamed the Zambia Teacher Education Course (ZATEC). ZATERP/ZATEC were funded by the Danish International Development Agency (DANIDA) between 1998 -2008. In 2008 DANIDA withdrew support from ZATEC and the Ministry of Education through its Directorate of Teacher Education and Specialized Services (TESS) could not sustain the programme. The Ministry of Education failed to pay field allowances for students and lecturers including other logistical support for the programme. Consequently, some vital aspects of the programme were changed such as the school-based year which was discontinued. The old structure of teacher education was re-introduced where students were in college for two years and school experience was reduced to a single term.
Exploring Learner Behavior within School Context: A Study of Disciplinary Committees in Selected Secondary Schools of Southern Zambia
(2023-7-3) Kalimaposo Kalisto; Nalubamba Rex Chooye; Kaumba Chivunda; Mulubale Sanny; Daka Harrison
This study aimed at establishing how disciplinary committees managed learner behaviour within the school context. The objectives of the study were to: establish how Disciplinary Committees dealt with acts of indiscipline; explore the perceptions of head teachers, deputy head teachers, senior teachers, class teachers and pupils on indiscipline; and identify strategies used by Disciplinary Committees in handling pupil indiscipline in selected secondary schools of Southern, Zambia. Purposive sampling procedure was used to select the head teachers, deputy head teachers, and class teachers, while random sampling procedure was employed to select pupils who participated in the study. The findings of the study revealed that punishment in form of manual work, suspension, and forced transfers were used. However, the penalty depended on the gravity of the case and this was done depending on the case done by the learners. With regard to the perceptions of the pupils and members of the disciplinary committees, it was found that most pupils knew where to report the cases of indiscipline in school. They also perceived these committees as effective enough in combating pupil indiscipline in school. As regards the strategies used by disciplinary committees to overcome indiscipline in schools, it was found that sensitization of the learners proved to be the most effective way of improving pupil behavior in schools. Furthermore, incorporating guidance and counselling services was yet another important method which the schools employed. Based on the findings, the study recommended inter alia that regular marking of the school attendance register by teachers should be enhanced and students who absent themselves from school without permission from the school should be dealt with so as to serve as deterrent measure to others. Disciplinary committees in schools should also consider having meetings more frequently so that they can discuss new ways and means of fighting Indiscipline.
Perspectives of School Managers and Teachers on the Implementation of the Eight-Hour Policy in Selected Schools of Ndola, Zambia
(2023-3-30) Kalimaposo Kalisto; Phiri Evelyn; Mubita Kaiko; Milupi Inonge; Phiri Chidongo; Daka Harrison; Simalalo Magdalene
The standard working hours for civil service workers as stipulated by the International Labor Organization (ILO) in most countries is 8 hours. The eight hour work day policy has been enacted in the Labour Laws of Zambia as a guide for employers and employees. Recently, teachers were also mandated to follow this policy as they are part of the public service. However, this policy has been criticized by some teacher unions and the teachers themselves. The Zambia National Union of Teachers (ZNUT) called on the government to implement the eight hour policy for teachers to promote effective teaching. On the other hand, the National Union of Public and Private Educators (NUPPEZ) executive president said that the eight hour policy in its current form was retrogressive to teachers. He further urged the Ministry of General Education to seriously engage the teacher unions to help look into the effective handling of the policy by both administrators and teachers alike. Therefore, this clearly shows that the eight hour policy has been received with mixed feelings by the teaching fraternity. A sample of 40 participants drawn from three public primary schools and three public secondary schools was purposively selected and interviewed. The sample comprised teachers and head teachers. The study was mainly qualitative in nature and used a descriptive design. Thematic analysis was used to analyse data. The study revealed that of the six schools that were sampled, only two schools strongly supported the introduction of the eight-hour policy. Two schools were against the policy while the other two schools expressed mixed feelings. Generally, a large number of teachers felt that the policy was inimical to the interests of teachers. The study recommended inter alia that the Ministry of Education should improve infrastructure in schools such as staffrooms where teachers can prepare their work and relax in a conducive environment for eight hours.