Schools are traditionally established as the main meeting platforms for awareness, education, training and capacity building in the local communities, and as such, are highly regarded and respected. They are situated and integrated in nearly all local communities. They are thus perfectly suited to reach, draw on and provide capacity building to the communities. Zambia recently introduced a new curriculum aspect named localised curriculum, which makes up 20% of the curriculum. This curriculum area encourages schools to address issues of sustainable development that are locally relevant through this curriculum component, but it is not clear what kind of learning emerges from this curriculum aspect. The study looked at the shift in pedagogical discourse since the introduction of the localised curriculum. Using case study methodology and observation of a number of classroom activities in the Keemba District near Monze in Zambia, I observed social learning interactions taking place in the implementation of the localised curriculum. In particular, I was interested in how the different aspects of the localised curriculum enabled social learning, at different levels. What is important in this research is that it focused not so much on what people should know, or be able to do, but rather, drawing on some of the questions raised by Wals (2007), I considered questions of how people learn, and how social learning emerges in school-community interactions in the localised curriculum. The main research question was to investigate: How does localised curriculum enable social learning in response to environmental issues in Zambian schools? This research drew on a number of associated research projects that were carried out in southern Africa and beyond. In his research, Namafe (2008) states that he saw a great need to institutionalise increased participation of Zambian Basic Schools and their local communities in sustainable development of the country in order to alleviate poverty and achieve equitable development. Hogan (2008, p. 122 ) researching in a different context, argues that contextualisation of the curriculum allowed for indigenous knowledge to come in to the classroom, stating that ‘Weakening of the frames provided the opportunity of closer relationships to give space for knowledge other than teacher selected knowledge or book knowledge to enter the classroom.’ In this study I found that: - Teaching localised curriculum allowed for contextualisation and integration of environment and natural resource management issues - Localising the curriculum contributed to curriculum relevancy: teaching localised curriculum helped learners, teachers and community to develop concern for quality of life and contributed to an understanding of sustainable development - Localised curriculum allowed for frame awareness, frame deconstruction and reframing to take place: this allowed teachers to use methods which promoted active pupil participation and interaction, encouraging learners to be reflexive thinkers rather than just using rote memory - Participation of teachers, community and learners in the implementation of the localised curriculum: The involvement of community members to teach topics of the localised curriculum was useful and articulated processes of inter–epistemological dialogue between traditional or every day and scientific or institutional knowledge - The localised curriculum implementation involved various roles and was influenced by various factors. Of key interest to this study was the fact that neither parents, learners nor teachers saw the localised curriculum as an opportunity for problem solving, but rather emphasised the learning of practical life skills relevant to the community. This differed from the curriculum manuals, and reduced the environmental education potential and also social learning opportunities.

Cheating in an examination is an act of deception by students to gain unfair advantage over others by using unauthorized materials and information. There is a significant increase in test cheating, unpermitted student collaboration and an increased prevalence of chronic cheating (The Standard, 9th March 2012). Among those who cheat are students in technical institutions, where there is recurrence of cheating in the internal examinations. Some studies identify factors such as the following, that contribute to cheating: students learning from a dishonest society (Marks, 2003:135), poor teaching, poor learning environment and lack of facilities (Korbs,2009:2), an education system that is concerned about performance, poor time management (Carrol, 2006), lack of effective study habits (Chinamase et al. 2011) and technology (Marks, 2003). However, there is no readily available information on factors that contribute to cheating in technical institutions. The purpose of this study was to investigate factors that contribute to cheating in internal examinations, methods used in cheating and reasons for students to cheat; and the main aim was to devise and recommend strategies that can be applied to curb cheating in examinations in technical institutions in Central Province, Kenya. The 22 study participants (n=22) were selected from two technical institutions in Central, Kenya. The participating institutions were purposively selected and from them the participants were randomly selected. The participants comprised of 16 students who had either cheated or knew some students who had cheated in examinations, 4 lecturers who were directly involved in examination administration and 2 examination officers who provided documents collected previously on cheating. A qualitative case study was used to collect data. The data was collected using observation method, structured interviews and document analysis. The data collected through interviews were then transcribed and grouped into categories guided by research questions and reviewed literature. The results of the study show several factors that contribute to cheating. These are: contextual factors such as class attendance, lecturer-student interactions, poor invigilation, and lack of adequate facilities. The participants raised the following suggestions on how cheating may be curbed: strict supervision of examination, provision of adequate facilities, and frequent administration of tests and assignment. Recommendations on measures to be applied were presented along with suggestions for further research in this area. / Educational Leadership and Management / M. Ed. (Education Management)

Cheating in an examination is an act of deception by students to gain unfair advantage over others by using unauthorized materials and information. There is a significant increase in test cheating, unpermitted student collaboration and an increased prevalence of chronic cheating (The Standard, 9th March 2012). Among those who cheat are students in technical institutions, where there is recurrence of cheating in the internal examinations. Some studies identify factors such as the following, that contribute to cheating: students learning from a dishonest society (Marks, 2003:135), poor teaching, poor learning environment and lack of facilities (Korbs,2009:2), an education system that is concerned about performance, poor time management (Carrol, 2006), lack of effective study habits (Chinamase et al. 2011) and technology (Marks, 2003). However, there is no readily available information on factors that contribute to cheating in technical institutions. The purpose of this study was to investigate factors that contribute to cheating in internal examinations, methods used in cheating and reasons for students to cheat; and the main aim was to devise and recommend strategies that can be applied to curb cheating in examinations in technical institutions in Central Province, Kenya. The 22 study participants (n=22) were selected from two technical institutions in Central, Kenya. The participating institutions were purposively selected and from them the participants were randomly selected. The participants comprised of 16 students who had either cheated or knew some students who had cheated in examinations, 4 lecturers who were directly involved in examination administration and 2 examination officers who provided documents collected previously on cheating. A qualitative case study was used to collect data. The data was collected using observation method, structured interviews and document analysis. The data collected through interviews were then transcribed and grouped into categories guided by research questions and reviewed literature. The results of the study show several factors that contribute to cheating. These are: contextual factors such as class attendance, lecturer-student interactions, poor invigilation, and lack of adequate facilities. The participants raised the following suggestions on how cheating may be curbed: strict supervision of examination, provision of adequate facilities, and frequent administration of tests and assignment. Recommendations on measures to be applied were presented along with suggestions for further research in this area. / Educational Leadership and Management / M. Ed. (Education Management)

The efficiency and effectiveness of any library in delivering quality services to clients is not only dependent on how skilled the librarians are but also on how motivated they are. This study investigated factors which affect motivation of librarians in Central and Copperbelt Provinces of Zambia. The study was a survey design involving questionnaires and interview technique to obtain information. A whole population of 100 respondents was used to collect data. The survey combined qualitative and quantitative methods, qualitative data obtained from interviews were analysed by coding and regrouping similar themes using constant comparative techniques. Quantitative data from questionnaires were analysed by using statistical package for social sciences (SPSS). Study findings indicated that there were various factors which motivated librarians to do more work such as responsibilities, good salary, promotion and work achievement. However, further revelation showed that there is still need to reinforce these factors to enhance more motivation of librarians. / Information Science / M.A. (Information Science)

The efficiency and effectiveness of any library in delivering quality services to clients is not only dependent on how skilled the librarians are but also on how motivated they are. This study investigated factors which affect motivation of librarians in Central and Copperbelt Provinces of Zambia. The study was a survey design involving questionnaires and interview technique to obtain information. A whole population of 100 respondents was used to collect data. The survey combined qualitative and quantitative methods, qualitative data obtained from interviews were analysed by coding and regrouping similar themes using constant comparative techniques. Quantitative data from questionnaires were analysed by using statistical package for social sciences (SPSS). Study findings indicated that there were various factors which motivated librarians to do more work such as responsibilities, good salary, promotion and work achievement. However, further revelation showed that there is still need to reinforce these factors to enhance more motivation of librarians. / Information Science / M. A. (Information Science)

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This research study looked at the factors that affect HCT in provision of PMTCT services. It explored the socio cultural and personal factors that affect HCT. It also established the knowledge level about HIV/AIDS and PMTCT among pregnant women in Kabwe. The transmission of HIV from mother to child contributes largely to HIV prevalence among children. Efforts to reduce this mode of transmission include increasing number of women who know their HIV status and increasing the number of HIV positive women who when pregnant take instructions and act on them to protect their children from the possibility of infection (Bartlett et al. 2004). Individuals can only know their HIV status once they are tested for HIV. However, there are socio cultural and personal factors among other factors that affect the access of HCT. The aim of this study was to identify socio cultural and personal factors that affect HIV counseling and testing in provision of PMTCT services among pregnant women in Kabwe, in order to make recommendations for the development of an intervention program to help improve uptake of HIV counseling and testing for PMTCT services. Both quantitative and qualitative methodologies were used to conduct this study. Focus Group Discussions were conducted with groups of pregnant women that have never been tested for HIV before and Key Informant Interviews with health care workers (midwives or nurses) to ask them about factors affecting HCT in provision of PMTCT services among pregnant women were used. A retrospective statistical report review was also used to ascertain the accessibility rate for the HIV counseling and testing for PMTCT services. In this light, statistical report review was used to collect the number of pregnant women attending ANC and number of pregnant women receiving HIV testing. The findings of this study revealed that the pregnant women had excellent knowledge about HIV/AIDS and the update of HCT was as good as 91% among pregnant women. The research also revealed domestic violence, accusation of promiscuity by partner, abandonment by partner, and stigma & discrimination as socio factors that affect HCT in provision of PMTCT. Religion, fear disbelief of test results was revealed as personal factors affecting HCT in provision of PMTCT. The research revealed decision making, tradition medicines, and practices as cultural factors affecting HCT in provision of PMTCT. The conclusion was made that fear of abandonment by partner, fear of being accused of being promiscuous by partner, and fear of domestic violence were the main factors why some pregnant women did not accept to take an HIV test during their pregnancies. It is also concluded that most men make decisions for their families. Women in homes have no powers to make decisions, so if the husband refuses her to take a test, the wife just has to comply. It is also concluded that a person’s ability to access health related services is shaped by socio cultural and personal factors among others factors. These findings fit well with the Anderson behavioral model which describes the individual factors as having three elements that relate to the individual’s ability to access and utilize health care services. / AFRIKAANSE OPSOMMING: Hierdie navorsingstudie het gekyk na die faktore wat 'n invloed HCT in die voorsiening van VMTKO dienste. Dit ondersoek die sosio-kulturele en persoonlike faktore wat HCT. Dit het ook die kennis oor MIV / VIGS en VMNKO onder swanger vroue in Kabwe. Die oordrag van MIV van moeder na kind dra grootliks by tot die voorkoms van MIV onder kinders (Bartlett et al. 2004). Pogings om hierdie wyse van oordrag te verminder sluit in toenemende aantal vroue wat hul MIV-status ken en die verhoging van die aantal MIV-positiewe vroue wat toe swanger neem instruksies en reageer op hulle om hul kinders te beskerm teen die moontlikheid van infeksie. Individue kan slegs weet wat hul MIV-status wanneer hulle getoets word vir MIV. Egter, is daar sosiaal-kulturele en persoonlike faktore onder ander faktore wees wat die toegang van HCT. Die doel van hierdie studie was om sosiaal-kulturele en persoonlike faktore wat die MIV-berading en toetsing in die voorsiening van VMTKO dienste onder swanger vroue in Kabwe te identifiseer, ten einde aanbevelings te maak vir die ontwikkeling van 'n intervensie program te help opname van MIV-berading en toetsing vir VMNKO dienste te verbeter. Beide kwantitatiewe en kwalitatiewe metodes is gebruik om hierdie studie uit te voer. Fokusgroepbesprekings is gevoer met groepe van swanger vroue wat nog nooit vir MIV getoets is voor en onderhoude met sleutelinformante met gesondheidsorgwerkersVroedvroue of verpleegsters) is gebruik om hulle te vra oor die faktore wat HCT in voorsiening van PMTCT dienste onder swanger vroue. 'n Retrospektiewe statistiese verslag review is ook gebruik om die toeganklikheid koers vir die MIV-berading en om vas te stel toetsing vir VMNKO dienste. In hierdie lig, is statistiese verslag hersiening gebruik word om die aantal swanger vroue wat die ANC en die aantal swanger vroue MIV-toetsing in te samel. Die bevindinge van hierdie studie het aan die lig gebring dat die swanger vroue het uitstekende kennis oor MIV / VIGS en die update van HCT was so goed as 91% onder swanger vroue. Die navorsing het ook aan die lig gebring huishoudelike geweld, beskuldiging van losbandigheid deur vennoot, verlating deur vennoot, en stigma diskriminasie as sosio faktore wat 'n invloed HCT in die bepaling van die PMTCT. Godsdiens, vrees ongeloof van toetsresultate is geopenbaar as persoonlike faktore wat HCT in die voorsiening van PMTCT. Die navorsing het aan die lig gebring besluitneming, tradisie medisyne, en praktyke as kulturele faktore wat HCT in die voorsiening van PMTCT. Die gevolgtrekking is gemaak dat vrees vir verlating deur vennoot, vrees daarvan beskuldig dat hy van promisku deur vennoot, en die vrees van huishoudelike geweld was die belangrikste faktore waarom sommige swanger vroue nie aanvaar het nie 'n MIV-toets te neem tydens hul swangerskappe. Dit is ook die gevolgtrekking gekom dat die meeste mense besluite neem vir hul families. Vroue in huise het geen magte om besluite te neem, so as die man weier om vir haar 'n toets te neem, die vrou net om daaraan te voldoen. Dit is ook die gevolgtrekking gekom dat 'n persoon se vermoë om gesondheid verwante dienste om toegang te verkry tot gevorm word deur die sosiaal-kulturele en persoonlike faktore onder andere faktore. Hierdie bevindings pas goed met die Anderson gedrags-model wat die individuele faktore beskryf met drie elemente wat betrekking het op die individu se vermoë om toegang te verkry tot en gebruik van gesondheidsorgdienste.

Magister Artium (Development Studies) - MA(DVS) / The establishment of the Dotito-Muchenje irrigation project was an endeavour initiated by the Government of Zimbabwe, to empower local people. It was done to improve the livelihoods of the people. However, despite the launch of the project, socio-economic challenges remain pressing issues. The inability to make decent livelihoods continues to affect rural farmers, resulting in the scheme being unable to be fully-functional. The problems thus undermine the capability of the project to address poverty and inequality, which was core to the project initiation. This research focuses on an outcome assessment of the irrigation project as it relates to the livelihoods of people in the Dotito rural communal area. Both quantitative and qualitative methodologies were used in the study. Twenty-four farmers, out of a possible ninety farmers, were selected to complete questionnaires. Radom sampling was used to identify and select participants. Data collection was done using interviews, questionnaires and observations. Analyses were done using descriptive statistics. Tables and graphs were presented based on the information gathered from the farmers. The research findings show that the Dotito-Muchenje irrigation scheme partly managed to empower the local people. Some of the indicators used include: employment creation, income generation, and changes to the socio-economic livelihoods of beneficiary farmers. However, lack of support and the prevailing economic situation are among the many challenges that make it difficult for the farmers to achieve their full potential in terms of improving their livelihoods. Another challenge relates to water availability. Irrigation pumps at the irrigation scheme use electricity to supply water needed by the farmers, thus there is inadequate water supply. This is because the electricity supply has long been cut-off due to the arrears accumulated by the farmers. It has rendered the irrigation partially functional, resulting in low productivity. The low crop yield makes it difficult to fully address the food security situation for the people. While others blame the situation on the land reform, based on evidence from development practitioners and farmers interviewed, the unsuccessfulness of the irrigation could be attributed to lack of project tracking (monitoring and evaluation) by government. It is in this context that intervention by the government, non-governmental organizations and the Zimbabwe Electricity Supply Authority, is recommended to ensure the viability and sustainability of the irrigation scheme and facilitate its positive impact on rural livelihoods.