Maliro ngoma (46 resultados)

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Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Research Paper (postgraduate) from the year 2026 in the subject African Studies - Miscellaneous, , course: Education Management and Administration, language: English, abstract: This thesis investigates the impact and long¿term sustainability of donor¿supported education initiatives in Zambia, analysing how equity, cultural context, and systemic constraints influence the institutionalisation of core instructional routines across schools and districts. Using a convergent parallel mixed¿methods design, the study integrates quantitative survey data (n¿240) with qualitative interviews, focus groups, and detailed reviews of School Improvement Plans (SIPs) and district monitoring documents. Three provinces: Lusaka, Eastern, and Muchinga were selected to reflect contrasting institutionalisation levels.Quantitative analyses focused on five domains: programme exposure, institutionalisation indicators, resource environments, equity practices, and early grade assessment (EGA) regularity. A consistent provincial gradient (Lusakä>¿Eastern¿>¿Muchinga) emerged across exposure, institutionalisation, resources, and equity measures. Eastern performed comparatively strongly in EGA regularity and remedial follow¿through. Inferential tests (Chi¿square with Cramér's V, Cohen's h) showed small to moderate provincial associations, with medium effects for SIP integration and EGA differences between Muchinga and the other provinces reinforcing the argument that sustainability is driven by routine codification and predictable cadence rather than donor exposure alone. Qualitative findings reveal three mechanisms explaining these patterns. First, sustainability strengthens when routines are timetabled, documented, and monitored predictably: in Lusaka, leaders describe learning circles and monthly instructional checks becoming institutionalised through SIP embedding. Second, cultural adaptation and community engagement are central to sustained practice: in Eastern, termly EGA cycles, structured remedial blocks, and PTA/SMC involvement maintain datäinformed instruction within moderate resource constraints. Third, systemic barriers in Muchinga including transport limitations, staffing shortages, tool scarcity and constrain fidelity, yet adaptive practices such as peer¿led reading circles and oral checks suggest a minimally viable routine set can persist with targeted support.…

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Research Paper (postgraduate) from the year 2026 in the subject Pedagogy - Social pedagogy, grade: PhD, , course: Research Paper, language: English, abstract: This study examined the interrelationships among governance, educational equity, economic empowerment, social protection, poverty reduction, sustainable livelihoods, and peace and national unity in Zambia. The research was motivated by the need to understand how institutional, educational, economic, and social interventions collectively contribute to inclusive and sustainable development. Despite considerable progress in development programming, Zambia continues to face challenges related to poverty, inequality, unemployment, educational disparities, and social vulnerability. The study therefore investigated how governance and key development interventions influence poverty reduction and social cohesion, and how these outcomes contribute to peace and national unity. Guided by a pragmatic research philosophy, the study employed a convergent parallel mixed-methods design. Quantitative data were collected through structured questionnaires administered to 9,620 respondents across Zambia's ten provinces, while qualitative data were generated through key informant interviews, focus group discussions, document analysis, and community consultations. Quantitative data were analysed using descriptive statistics and Partial Least Squares Structural Equation Modelling (PLS-SEM), whereas qualitative data were analysed thematically. The findings revealed that governance significantly influenced peace and national unity (ß = 0.283, p < 0.001), while educational equity positively affected peace and national unity (ß = 0.221, p < 0.001). Economic empowerment contributed significantly to social cohesion and stability (ß = 0.187, p < 0.001), and social protection emerged as a significant predictor of poverty reduction (ß = 0.342, p < 0.001). Poverty reduction demonstrated the strongest relationship with peace and national unity (r = 0.744). Qualitative findings reinforced these results, highlighting the importance of accountable governance, equitable opportunities, economic inclusion, and effective social protection in fostering trust, social cohesion, and national development. The study concludes that inclusive development is fundamental to sustainable prosperity, peace, and national unity in Zambia.…

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Doctoral Thesis / Dissertation from the year 2026 in the subject Pedagogy - The Teacher, Educational Leadership, grade: PhD, , course: Education Management and Administration, language: English, abstract: This study evaluated the effectiveness of Food-for-Work (FFW) and Cash-for-Work (CFW) interventions on household livelihoods and educational outcomes among vulnerable communities in Zambia and examined their implications for educational management and policy. Persistent poverty, food insecurity, unemployment, and limited livelihood opportunities continue to undermine educational access, participation, and achievement among vulnerable households. Guided by the Sustainable Livelihoods Framework and Human Capital Theory, the study adopted a pragmatic mixed-methods approach using a convergent parallel research design. Data were collected from 240 respondents, including beneficiary households, teachers, school administrators, community leaders, programme coordinators, and education officers. Quantitative data were analysed using SPSS, while qualitative data were analysed thematically. The findings revealed that both FFW and CFW interventions significantly improved food security, household income, purchasing power, asset ownership, and resilience. Cash-for-Work promoted livelihood diversification and income-generating activities, while Food-for-Work strengthened food security during periods of scarcity. Improved livelihoods enabled households to meet educational expenses, resulting in better school attendance, retention, progression, learner participation, and engagement. However, programme effectiveness was constrained by inadequate funding, delayed disbursements, weak monitoring systems, and limited coverage. The study concludes that integrating social protection with educational planning can strengthen educational equity, human capital development, and sustainable national development in Zambia.…

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering.

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Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Document from the year 2026 in the subject Psychology - Developmental Psychology, , course: Sustainable Human Development, language: English, abstract: Generative Artificial Intelligence (GenAI) is rapidly transforming education, employment, and decision-making, creating new opportunities for human development while raising concerns regarding ethics, autonomy, and social inclusion. This study investigates the relationship between Generative AI, human agency, and sustainable human development through the development and validation of the Human-AI Sustainable Development Framework (HASDF). Drawing upon Capability Theory, Human Capital Theory, Socio-Technical Systems Theory, Digital Transformation Theory, and Human Agency Theory, the research proposes an integrated framework for understanding how AI influences learning capability, employment adaptability, and decision quality.A mixed-methods approach was employed, involving 2,000 participants from Zambia, Kenya, South Africa, Russia, and the United Arab Emirates. Quantitative data were collected through structured questionnaires, while qualitative insights were obtained through interviews, focus group discussions, and expert consultations.…

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 76 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 84 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 88 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 140 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 344 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 276 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 284 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 272 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 476 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 220 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 216 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Master's Thesis from the year 2022 in the subject Politics - Topic: Development Politics, grade: Master of Development Studies, University of Lusaka (Graduate Studies and Research - Zambian Open University), course: Education Management and Administration, language: English, abstract: This research examines the role of the Constituency Development Fund as a locally managed financing mechanism intended to accelerate grassroots development in the education sector of Eastern Province, Zambia. The study maps CDF allocations to education across multiple electoral cycles and links these investments to changes in key education indicators, including pupil-to-classroom ratios, teacher accommodation availability, school latrine coverage, enrollment and retention rates, as well as learner performance on standardized assessments. The quantitative component analyzes administrative records from ministries, constituency project registers, and school-level data to identify patterns of resource allocation and measurable shifts in service delivery. The qualitative component captures perspectives from headteachers, classroom teachers, pupils, parents, constituency development committees, and local government officers to unpack decision-making processes, implementation bottlenecks, and local perceptions of project relevance and sustainability.Empirical results indicate that CDF-funded construction and rehabilitation projects produced visible improvements in the learning environment, notably through new classrooms, repaired sanitation facilities, and provision of basic furniture and teaching aids. These infrastructural gains contributed to higher school enrollment and reduced absenteeism in many targeted communities and eased pressure on overcrowded classrooms. However, improvements in learning outcomes were inconsistent across constituencies. Primary factors constraining impact included irregular and delayed disbursements, limited alignment between selected projects and pedagogical needs, insufficient technical appraisal of project designs, weak post-construction maintenance plans, and minimal inclusion of teachers and parents in project planning and oversight. Political influences in project selection sometimes prioritized visible outputs over interventions with stronger pedagogical returns, undermining long-term effectiveness.The study offers practical recommendations to maximize the education impact of CDF projects: adopt participatory, evidence-based project selection protocols that prioritize interventions with proven links to learning; synchronize CDF planning with national education sector plans and school improvement plans; implement transparent financial reporting and community-led monitoring mechanisms;Books on Demand GmbH, Überseering 33, 22297 Hamburg 76 pp. Englisch.…

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Doctoral Thesis / Dissertation from the year 2025 in the subject Organisation and Administration, grade: PhD, , course: Education Management and Research, language: English, abstract: This study examined the role of Community Welfare Assistance Committees (CWACs) in the implementation of social protection programmes in Masaiti District, Zambia. Guided by the objectives of assessing household welfare outcomes, evaluating perceptions of CWAC effectiveness, analysing institutional support, and identifying implementation challenges, the research employed a mixed methods design. Data were collected from 120 households through structured surveys, 17 CWAC members via focus group discussions, and 11 key informants from government and non governmental institutions. Quantitative data were analysed using descriptive statistics, while qualitative data were thematically coded and triangulated to enhance validity.The findings revealed that while social protection interventions such as the Social Cash Transfer (SCT) have improved access to education and health services, households continue to face persistent vulnerabilities, including reliance on subsistence farming, chronic food insecurity, and barriers to effective service utilization. Perceptions of CWAC effectiveness were mixed: households valued their role but expressed concerns about fairness, timeliness, and transparency; CWAC members emphasized their commitment but acknowledged resource and training gaps; and institutions affirmed their centrality while stressing the need for stronger accountability and capacity building. Institutional support from government and NGOs was found to be irregular, fragmented, and poorly coordinated, reflecting a gap between policy commitments and practice. Cross cutting challenges included inadequate resources, bureaucratic delays, weak institutional linkages, and community mistrust.The study concludes that CWACs are indispensable grassroots actors in Zambia's social protection system, but their effectiveness is constrained by systemic underinvestment and governance gaps. It recommends increased resource allocation, regular training, stronger accountability mechanisms, and improved coordination between government, NGOs, and community structures. By centring the perspectives of households, CWAC members, and institutions, the study contributes to both academic debates and policy discussions on community based social protection. It underscores the need to balance community ownership with institutional support to ensure that social protection programmes are inclusive, transparent, and sustainable.Books on Demand GmbH, Überseering 33, 22297 Hamburg 84 pp. Englisch.…

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Doctoral Thesis / Dissertation from the year 2025 in the subject Education - Educational Tests & Measurements, grade: PhD, , course: Education Management and Administration, language: English, abstract: This study investigates the safeguarding and support gaps affecting boys' education in rural communities of Eastern Province, Zambia. While global and national education policies have increasingly focused on girls' education, boys in rural Zambia face unique challenges that remain underexplored. Using a qualitative case study approach, the research draws on interviews, focus groups, and document analysis conducted across four districts - Chipata, Katete, Petauke, and Lundazi. The findings reveal systemic neglect in safeguarding policies, limited psychosocial support, and cultural expectations that pressure boys into early labour and migration. The study highlights the intersection of poverty, gender norms, and institutional gaps that contribute to high dropout rates and poor academic performance among boys. Recommendations include targeted policy reforms, community-based safeguarding initiatives, and inclusive support systems that address the needs of both genders equitably. This thesis contributes to the discourse on gender and education by advocating for a more balanced approach to educational equity in Zambia.Books on Demand GmbH, Überseering 33, 22297 Hamburg 140 pp. Englisch. …

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Research Paper (postgraduate) from the year 2025 in the subject African Studies - Miscellaneous, grade: PhD, , course: Education Management and Administration, language: English, abstract: This study investigates the role of Education for Sustainable Development (ESD) in enhancing youth employability and economic resilience in Zambia, with comparative insights from Sub-Saharan Africa. Grounded in Human Capital Theory, the Sustainable Livelihoods Framework, and the Capability Approach, the research adopts a pragmatic paradigm and a convergent parallel mixed methods design. Quantitative data were collected through surveys of 412 youth across Lusaka, Copperbelt, and Eastern Provinces, while qualitative insights were drawn from interviews, focus groups, and document analysis.Findings reveal that ESD participation significantly correlates with improved employment outcomes, higher income levels, and stronger entrepreneurial intent. Youth described ESD as practical and empowering, linking education to real-life challenges and opportunities. Female participants, despite facing greater barriers, demonstrated high engagement and leadership within ESD programs. Institutional support emerged as a critical factor, with better-resourced regions showing stronger outcomes.The study concludes that ESD fosters multidimensional resilience by equipping youth with marketable skills, adaptive capacities, and agency. However, disparities in access, gender equity, and institutional readiness limit its full potential. Policy recommendations include integrating ESD into national curricula, expanding access to marginalized groups, linking ESD to green job creation, and strengthening institutional capacity.This research contributes to the growing body of literature on sustainable education and youth development in Africa, offering actionable insights for policymakers, educators, and development practitioners committed to inclusive and transformative learning.Books on Demand GmbH, Überseering 33, 22297 Hamburg 88 pp. Englisch.…

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Doctoral Thesis / Dissertation from the year 2026 in the subject Pedagogy - The Teacher, Educational Leadership, grade: PhD, , course: Education Management and Administration, language: English, abstract: This study evaluated the effectiveness of Food-for-Work (FFW) and Cash-for-Work (CFW) interventions on household livelihoods and educational outcomes among vulnerable communities in Zambia and examined their implications for educational management and policy. Persistent poverty, food insecurity, unemployment, and limited livelihood opportunities continue to undermine educational access, participation, and achievement among vulnerable households. Guided by the Sustainable Livelihoods Framework and Human Capital Theory, the study adopted a pragmatic mixed-methods approach using a convergent parallel research design. Data were collected from 240 respondents, including beneficiary households, teachers, school administrators, community leaders, programme coordinators, and education officers. Quantitative data were analysed using SPSS, while qualitative data were analysed thematically. The findings revealed that both FFW and CFW interventions significantly improved food security, household income, purchasing power, asset ownership, and resilience. Cash-for-Work promoted livelihood diversification and income-generating activities, while Food-for-Work strengthened food security during periods of scarcity. Improved livelihoods enabled households to meet educational expenses, resulting in better school attendance, retention, progression, learner participation, and engagement. However, programme effectiveness was constrained by inadequate funding, delayed disbursements, weak monitoring systems, and limited coverage. The study concludes that integrating social protection with educational planning can strengthen educational equity, human capital development, and sustainable national development in Zambia. 272 pp. Englisch. …

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Research Paper (postgraduate) from the year 2026 in the subject African Studies - Miscellaneous, , course: Education Management and Administration, language: English, abstract: This thesis investigates the impact and long¿term sustainability of donor¿supported education initiatives in Zambia, analysing how equity, cultural context, and systemic constraints influence the institutionalisation of core instructional routines across schools and districts. Using a convergent parallel mixed¿methods design, the study integrates quantitative survey data (n¿240) with qualitative interviews, focus groups, and detailed reviews of School Improvement Plans (SIPs) and district monitoring documents. Three provinces: Lusaka, Eastern, and Muchinga were selected to reflect contrasting institutionalisation levels.Quantitative analyses focused on five domains: programme exposure, institutionalisation indicators, resource environments, equity practices, and early grade assessment (EGA) regularity. A consistent provincial gradient (Lusakä>¿Eastern¿>¿Muchinga) emerged across exposure, institutionalisation, resources, and equity measures. Eastern performed comparatively strongly in EGA regularity and remedial follow¿through. Inferential tests (Chi¿square with Cramér's V, Cohen's h) showed small to moderate provincial associations, with medium effects for SIP integration and EGA differences between Muchinga and the other provinces reinforcing the argument that sustainability is driven by routine codification and predictable cadence rather than donor exposure alone.Qualitative findings reveal three mechanisms explaining these patterns. First, sustainability strengthens when routines are timetabled, documented, and monitored predictably: in Lusaka, leaders describe learning circles and monthly instructional checks becoming institutionalised through SIP embedding. Second, cultural adaptation and community engagement are central to sustained practice: in Eastern, termly EGA cycles, structured remedial blocks, and PTA/SMC involvement maintain datäinformed instruction within moderate resource constraints. Third, systemic barriers in Muchinga including transport limitations, staffing shortages, tool scarcity and constrain fidelity, yet adaptive practices such as peer¿led reading circles and oral checks suggest a minimally viable routine set can persist with targeted support.Books on Demand GmbH, Überseering 33, 22297 Hamburg 220 pp. Englisch.…