Maliro ngoma (11 Ergebnisse)

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

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

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

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

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

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

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

Taschenbuch. Zustand: 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.…