This study is a collective case study. It assesses the various aspects of distance teacher education in the five institutions. These are the University of Zambia, the Zambian Open University, the National In-Service Teachers’ College, the Nkrumah College of Education and the Copperbelt Secondary Teachers’ College. Distance education practitioners‟ and distance students‟ views on the management of distance teacher education in Zambia were elicited. The researcher collected data using semi-structured individual and focused group interviews, and observations. In addition, relevant documents such as reports, policy documents and statistics were used. Also, the researcher analysed instructional study materials (modules) to establish whether they were suitable for distance students. The researcher employed qualitative methods in the collection and analysis of data. Triangulation was used in order to verify the information given during this study. In terms of theory, a comprehensive literature review was carried out to determine the works other researchers had done in the area of open and distance education, especially in the field of the management of distance teacher education. The Literature review revealed that good management of distance teacher education depends on how the various aspects of distance education are managed. Furthermore, the evidence from the literature review indicates that good management of distance teacher education improves the quality of distance teacher education. Apart from ZAOU, the other four institutions are dual-mode institutions. They offer distance education programmes and full-time programmes. The same lecturers teach both distance and full-time students. The findings concerning the strengths of the management of distance teacher education in Zambia were: a recognition by providers and clients of the importance of distance teacher vi education, an awareness of the challenges of distance teacher education as displayed in their guidelines and a positive attitude towards distance teacher education. The findings concerning the weaknesses were: inadequate student support services, inadequate channels of communication, inadequate training and professional development, problems relating to integrating Information and Communication Technology (ICT) in distance education delivery, problems concerning assignments and examinations, inadequate records management, inadequacy regarding interactive instructional materials, problems relating to staffing, and a lack of national policy on distance education in Zambia. The overall conclusion is that the management of distance teacher education in Zambia is reasonably effective. However, the areas of concern highlighted above should be given attention if institutions that offer distance teacher education programmes are to provide quality distance teacher education. / Educational Studies / D.Ed. (Education Management)

This study is a collective case study. It assesses the various aspects of distance teacher education in the five institutions. These are the University of Zambia, the Zambian Open University, the National In-Service Teachers’ College, the Nkrumah College of Education and the Copperbelt Secondary Teachers’ College. Distance education practitioners‟ and distance students‟ views on the management of distance teacher education in Zambia were elicited. The researcher collected data using semi-structured individual and focused group interviews, and observations. In addition, relevant documents such as reports, policy documents and statistics were used. Also, the researcher analysed instructional study materials (modules) to establish whether they were suitable for distance students. The researcher employed qualitative methods in the collection and analysis of data. Triangulation was used in order to verify the information given during this study. In terms of theory, a comprehensive literature review was carried out to determine the works other researchers had done in the area of open and distance education, especially in the field of the management of distance teacher education. The Literature review revealed that good management of distance teacher education depends on how the various aspects of distance education are managed. Furthermore, the evidence from the literature review indicates that good management of distance teacher education improves the quality of distance teacher education. Apart from ZAOU, the other four institutions are dual-mode institutions. They offer distance education programmes and full-time programmes. The same lecturers teach both distance and full-time students. The findings concerning the strengths of the management of distance teacher education in Zambia were: a recognition by providers and clients of the importance of distance teacher vi education, an awareness of the challenges of distance teacher education as displayed in their guidelines and a positive attitude towards distance teacher education. The findings concerning the weaknesses were: inadequate student support services, inadequate channels of communication, inadequate training and professional development, problems relating to integrating Information and Communication Technology (ICT) in distance education delivery, problems concerning assignments and examinations, inadequate records management, inadequacy regarding interactive instructional materials, problems relating to staffing, and a lack of national policy on distance education in Zambia. The overall conclusion is that the management of distance teacher education in Zambia is reasonably effective. However, the areas of concern highlighted above should be given attention if institutions that offer distance teacher education programmes are to provide quality distance teacher education. / Educational Studies / D.Ed. (Education Management)

Abstract in English, Zulu and Venda / For many years, the process of training a teacher has been extensively studied and debated in the scientific and academic community worldwide. However, the literature reviewed for the study revealed that few studies have been conducted on teaching practice in Zambia. The aim of this study was to determine the efficacy of the teaching practice programme of the University of Zambia, to identify its challenges and to propose improvements. This study was therefore guided by the following main research question: How effective is teaching practice conducted by the University of Zambia for the preparation of teachers to teach in secondary schools in Zambia? The study is informed by the third generation activity theory perspective. It is situated in the qualitative approach and the underlying epistemology is interpretive. The sample population was purposively selected and comprised the „triad‟: 8 teacher educators, 24 student teachers, and 10 supervising teachers. Data were collected from interviews, focus groups and lesson evaluation forms. The data from the interviews and focus groups were analysed thematically, while the data from lesson evaluation forms were analysed using the content analysis method. To present and analyse the participants‟ views, key themes were identified, which included the lack of clarity and consensus on the role of supervising teachers in teaching practice, and that the implementation of teaching practice is beset with many challenges. The study established that the short period for the implementation of teaching practice was a critical challenge to providing quality training to student teachers. Inadequate funds for teaching and learning materials and a lack of clarity and consensus on the role of supervising teachers in teaching practice were among the challenges. Most of the study‟s findings are consistent with earlier studies. One such finding was that student teachers demonstrated mastery of subject matter but had inadequate knowledge and skills in teaching methodology. Based on the evidence collected and analysed, the researcher established that the teaching practice implemented by the University of Zambia in schools is ineffective. Therefore, this study ends with recommendations to make the implementation of teaching practice by the University of Zambia in schools effective. One of the recommendations is that the School of Education should be separated from other faculties so that more time can be devoted to training and actual teaching practice in schools. / Iminyaka eminingi, inqubo yoqeqesho lothisha sekucwaningwe ngayo kanye nokuxoxisana ngayo ngososayense kanye nama-akhademiki kuwo wonke umhlaba. Imibhalo ebuyekeziwe ngocwaningo lwamanje, kodwa iveze ukuthi, bambalwa abacwaningi abaphenyisise ngezinqubo zokufundisa eZambia. Ucwaningo lwamanje belufuna ukubheka ukusebenza kohlelo lwenqubo yokufundisa, okwenziwa eYunivesithi yaseZambia, ngenhloso yokubona izinselele kanye nokuphakamisa izindlela zokuthuthukisa. Lo msebenzi ubuholelwa ngumbuzo wocwaningo olandelayo: Ngabe isebenza kanjani inqubo yokufundisa eyenziwa yiYunivesithi yeZambia, ukulungiselela othisha ukufundisa kwizikole zamasekondari eZambia? Ngokuholelwa yi-third-generation activity theory perspective, ucwaningo lusebenzise inqubo ye-qualitative kanye ne-interpretive ngaphansi kohlelo lwe-epistemology. Abantu okuthathwe kubo isampuli, ehlelwe ngenhloso ibiqukethe i-'triad' yabafundisi bothisha, izitshudeni ezifundela ukufundisa kanye nothisha abasuphavayisayo. Kuqoqwe idata (ulwazi) ngokusebenzisa ama-interview, ama-focus group kanye namafomu okuhlola izifundo, ngemuva kwalokho idata etholakele kuqala yahlaziywa ngokulandela izihloko (thematically), kanti idata yakamuva yona kwenziwa uhlaziyo lwengqikithi (content analysis) ngayo. Ukwethula kanye nokuhlaziya imibono yababambiqhaza, kwabonwa izihloko (themes) ezisemqoka, phakathi kwazo kwaba nokungaqiniseki kahle ngendima edlalwa ngothisha abasuphavayisayo kwinqubo yokufundisa, kanye nezihibe ekusebenzeni ngokulandela inqubo yokufundisa. Imiphumela iveze ukuthi isikhathi esifishane esibekiwe sokusebenzisa inqubo yokufundisa sibangele inselele esemqoka maqondana neqophelo loqeqesho olunikezwa izitshudeni zothisha. Akunamali elingene yokuthola imetheriyali yezinto zokufundisa kanye nokufunda, kanti futhi kunokungacaci kahle kanye nokungavumelani ngendima yothisha abasuphavayisayo kwinqubo yokufundisa, nakho lokhu kwabikwa. Ngisho noma imiphumela yocwaningo ihambelana nemisebenzi yangaphambilini, okutholakele okusemqoka kube wukuthi izitshudeni zothisha zikwazile ukukhombisa ukuqondisisa kwazo ngengqikithi yezifundo (subject matter), kodwa bezingenalwazi olwanele, namakhono ngemetodoloji yokufundisa. Ngokulandela ubufakazi obuqoqiwe bahlaziywa, umcwaningi uthole ukuthi inqubo yokufundisa yabathwebule izifundo eYunivesithi yaseZambiwa, abayisebenzisayo ezikoleni, ayisebenzi ngokufanele. Lolu cwaningo, luphethe ngezincomo zokushintsha lesi simo, esinye sazo wukuthi i-School of Education kumele sihlukaniswe namanye amafakhalthi, ukuze kusetshenziswe isikhathi esiningi kugxilwa kakhulu ekuqeqeshweni kothisha kanye nenqubo yokufundisa ezikoleni. / Ndi miṅwaha minzhi, maitele a u gudisa vhadededzi a tshi khou gudiwa nga vhuroṅwane na u haseledzwa nga zwitshavha zwa saintsi na zwa akademi u mona na ḽifhasi. Maṅwalwa a zwine zwa tea u itwa zwino o bvisela khagala uri, fhedzi, hu na vhaṱoḓisisi vha si gathi vho sengulusaho kufunzele kwa Zambia. Ngudo dza zwino dzo lwela u vhona u vhona u shuma ha mbekanyamushumo ya nḓowenḓowe dza u funza ine ya ṋekedzwa nga Yunivesithi ya Zambia, ho sedzwa u topola khaedu na u dzinginya zwine zwa tea u khwiṋiswa. Zwiito izwi zwo endedzwa nga mbudziso khulwane ya ṱhoḓisiso i tevhelaho: Nḓowenḓowe dza u funza dzine dza khou itwa ngei Yunivesithi ya Zambia dzi khou shuma u swika ngafhi, u lugisela vhadededzi uri vha kone u funza kha zwikolo zwa sekondari zwa Zambia? Musi zwi khou ḓisendeka nga nyito dza murafho wa vhuraru wa kuvhonele kwa thyeori, ngudo dzo shumisa maitele a u sedza ndeme na thyeori ya nḓivho ya kuṱalutshedzele kwa zwi re ngomu. Sambula ya tshitshavha, ye ya nanguludzwa hu na ndivho, yo vha i na „zwigwada zwa vhathu nga vhararu‟ vha vhadededzi, matshudeni a gudelaho vhudededzi na vhalavhelesi vha zwa vhudededzi. Data yo kuvhanganywiwa nga kha inthaviwu, zwigwada zwo sedzwaho na fomo dza u ela ngudo, zwine nga murahu data yo wanalaho kha izwi zwivhili zwa u thoma ya kona u saukanywa u ya nga thero, ngeno data ya zwa u fhedzisela yo livhana na musaukanyo wa zwi re ngomu. U itela u ṋekedza na u saukanya mihumbulo ya vho dzhenelelaho ho topolwa thero dza ndeme, dzine khadzo ha vha na u timatima nga ha mushumo wa vhadededzi vha lavhelesaho kha nyito dza u funza, na zwithithisi zwa tshumiso ya nḓowenḓowe dza u funza. Mawanwa o bvisela khagala uri tshifhinga tshipfufhi tsho ṋekedzwaho nḓowenḓowe dza u funza tsho ṋekedza khaedu khulwane maelana na ndeme ya vhugudisi vhune ha ṋekedzwa matshudeni a zwa vhudededzi. Masheleni a songo lingana a matheriaḽa wa u funza na u guda, na u shaya u bvela khagala na u tendelana kha mushumo wa vhadededzi vha lavhelesaho ndowenḓowe dza u funa, na zwone zwo vhigiwa. Musi vhunzhi ha mawaṅwa a ngudo a tshi elana na a mishumo ya u rangani, hu na mawanwa a kungaho a uri matshudeni vha zwa vhudededzi vho kona u sumbedzisa u ḓivha mafhungo a thero dzavho, fhedzi vha vha vha si na nḓivho yo linganaho ya zwikili, kha ngona dza u funza. Zwo ḓisendeka nga vhuṱanzi ho kuvhanganyiwaho na u saukanywa, muṱoḓisisi o wana uri nḓowenḓowe dza u funza dzine vhatelwadigirii vha Yunivesithi ya Zambia vha shumisa zwikoloni, a dzi tou shuma. Ngudo dzo khunyeledza uri hu vhe na themendelo dzo vhalaho dza u shandukisa nyimele ya zwithu, zwine zwa sia Tshikolo tsha zwa Pfunzo tshi tshi tea u fhandekanywa na miṅwe mihasho uri hu vhe na tshifhinga tshinzhi tsha vhugudisi na nḓowenḓowe dza u funza zwikoloni. / Curriculum and Instructional Studies / D. Phil. (Education)

The study aimed at addressing the contribution adult distance learning in as far as personal growth and economic development is concerned through the acquisition of new skills. More so, the study addressed challenges that affected the adult learners in their learning process. By and large the teachers who were respondents undertook their training from various institutions across the country and beyond, thus having a broad spectrum of challenges. The study was largely qualitative in nature and used a case study design. However, some of the data were interpreted quantitatively, effectively making this a mixed-methods study. It centred on how teachers in adult distance learning and learners are impacted and the challenges which affect adult distance learning in general. Katete Day Secondary School was chosen as a site from where interviews were carried out. The target sample included eight teachers, the head of the institution and one official from the District Education Office. The sample size was determined based on the fact that a rich source of information from the informants was available at the main site selected, making it easier and cost-effective for the researcher and the informants. The target sample of 8 teachers was selected by using snow ball sampling. The technique was ideal because it avoided naturally linked bondages amongst respondents. The head of the institution (01) and the District Education Standards Officer (01) were selected using purposive technique. The technique was employed because data collected was more specific and could only be provided by strategically positioned respondents. The semi-structured interview schedule was used for all the categories of participants. Qualitative data was analysed thematically through identification of themes which prominently emerged from the data collected. The other form of data collection used was through the analysis of documents collected from the school which aimed at assessing the performance of learners in the grade twelve general certificate examination for three consecutive years basing. The data were important to ascertain whether the performance of teachers who studied through distance learning had any impact on the performance of school-going learners. The study revealed that respondents had challenges in adult distance education because of the misinterpretations surrounding the meaning of the concept ‘adult education’. The study also revealed that adult distance students encountered many challenges during the course of their studies. The challenges ranged mainly from lack of financial support, lack of adequate and timeous feedback to demanding work schedules. However, participants highlighted how they mitigated the challenges they encountered. Among the mitigations cited were accessibility to loan facilities, working extra hours and as well as being in constant contacts with other students. All the participants were, however, in full support on the relevance of adult education because of the role it plays in development; provision of opportunities for individual growth and acquisition of knowledge and skills. / Adult Basic Education (ABET) / M. Ed. (Adult Education)