This is a qualitative study whose purpose was to investigate the community radio education practices and the museum outreach education activities with a view to understanding how a museum-radio partnership may be used to engage the Livingstone community in environment and sustainability learning. Environment and sustainability issues require a community approach in order to bring about sustained responses to environmental challenges. As such, the study worked with social learning ideas of engaging the community in environment and sustainability learning. The data was generated mainly from face-to-face semi-structured interviews involving three community radio stations, Radio Listener Clubs and museum experts. The data generated was then presented to a strategy workshop involving the Livingstone Museum and Radio Musi-otunya staff. Arising from this workshop, recommendations were made about the possibility of the museum working in partnership with the radio to engage the community in environmental education. The study has shown that much of the museum environmental education activities have been confined to exhibitions and lectures within the museum building, which has affected the number of people being serviced by the museum. These education activities are arranged such that museum expert-led knowledge is presented to the audience with minimal community engagement on the environmental learning content. The study has also shown that community radio programming provides opportunities for community-led social learning which the Livingstone Museum could make use of to engage the community in environmental learning. Community radio programming allows community participation through Radio Listener Clubs, in identification and presentation of local environmental issues. This makes it a suitable tool to address locally relevant environmental issues, by the local community. Environmental issues are different from one place to another. Therefore environmental education approaches that bring issues into the museum may fail to address the different environmental education issues in different community context. The study concludes by recommending that Livingstone Museum should explore the use of community radio so that their expert knowledge and that of the radio producers could be used to shape environmental education programmes to go beyond awareness-raising.

Fundamental changes in the global economy are changing the basis of organisational competitive advantage. The challenge in attaining a competitive advantage is characterised by factors such as increased competition, market volatility, geographically dispersed operations, customer awareness, raising workforce diversity and stringent regulatory regimes. These factors have driven, and in turn have been driven by, an increasing complexity of products, services and the processes that create value, resulting in changes in the structural and functional dimensions of the organisation. Business executives and academics recognise the shift in value creating assets from the traditional land, labour and capital to intangible assets such as knowledge and information becoming the most important resources an organisation can muster.The combination and integration of intangible assets such as human resources, structural and relational resources has been grouped under the umbrella of intellectual capital. This study comprises of a single descriptive case study analysis to ascertain how intellectual capital is managed strategically to gain a competitive advantage in an organisation in the banking and financial services sector in Zambia. Based on document review and semi-structured interviews, this thesis investigated the extent to which an organisation in the banking and financial services sector in Zambia leveraged intellectual capital to gain competitive advantage. In this study it was found that there is a low level appreciation of the intellectual capital phenomenon as a strategic management tool in the participating organisation. However, the organisation has adopted aspects of intellectual capital and has implemented them successfully accounting for the organisation‘s competitive edge in the market.

Magister Artium - MA / This study aimed to explore the gender imbalances that exist in access to education and participation in schooling of the female orphans and vulnerable children, and also how this relates to the continuing feminisation of the HIV and AIDS pandemic in Zambia. The study was based on the premise that the girl child is disadvantaged in this area, and the HIV and AIDS pandemic in worsening the situation for female orphans and vulnerable children. / South Africa

<p>This study aimed to explore the gender imbalances that exist in access to education and participation in schooling of the female orphans and vulnerable children, and also how this relates to the continuing feminisation of the HIV and AIDS pandemic in Zambia. The study was based on the premise that the girl child is disadvantaged in this area, and the HIV and AIDS pandemic in worsening the situation for female orphans and vulnerable children.</p>

Despite the increasing number of farmers growing cassava in Zambia, yield per hectare has remained low at 5.8 t ha-1. The major constraints contributing to low yields are pests and diseases of which cassava mosaic disease (CMD) caused by East Africa cassava mosaic virus (EACMV), Africa cassava mosaic virus (ACMV) and South Africa mosaic virus (SACMV) is the most important. Breeding of cassava is restricted by limited information on viruses and associated satellites, and farmer preferences. Most of the farmers cannot manage to institute control strategies that require buying of chemicals. The most feasible option remains improving existing cultivars through resistance breeding. The study therefore was conducted to: i) establish farmers’ perception and knowledge of CMD; ii) to identify viruses of cassava occurring in Luapula province; iii) evaluate the performance of local and improved cultivars for agronomic traits; iv) evaluate the performance of F1 progenies for CMD resistance; and v) determine general combining ability and specific combining ability for CMD resistance. The studies were carried out between 2008 and 2011 at different locations in Zambia. The information generated was important in formulating a local breeding strategy for CMD resistance. A participatory rural appraisal and a structured survey was conducted in Mansa, Samfya and Mwense districts in Luapula province involving farmers to ascertain farmers’ perceptions of CMD. The results of the study showed that the majority of the respondents (97.6%) were not aware of CMD. Most of the farmers grew landraces on small pieces of land. Although, the cultivars (local and improved) were widely grown, they were susceptible to CMD. The farmers preferred cultivars with high yielding and early bulking characteristics among others. A CMD survey conducted between April and May 2009 in Samfya, Mansa, Mwense, Kawambwa and Nchelenge districts in Luapula province established East Africa cassava mosaic virus (EACMV), and Africa cassava mosaic virus (ACMV) as the most prominent viruses in the area. Symptoms of satellites were also observed in the farmers’ fields in most of the areas visited. Satellite II and III were detected in leaf samples. The CMD incidence (59.1%) and severity (2.4) was moderate across the districts surveyed. The CMD symptoms on the cassava plants were variable with plants showing mild and severe symptoms characterised with narrowing and reduced leaf blades. The transmission of CMD infections was mainly through cuttings rather than via whitefly infection which means that most of the planting materials used by the farmers were infected. Evaluation of cassava cultivars for CMD resistance was conducted in 2009/2010 and 2010/11 seasons at Mansa Research Station in Luapula province using a 4 x 4 α lattice design. Both introduced and locally grown cultivars had significant (P<0.001) differences in their reaction to CMD. Bangweulu, Namuyongo, Kalaba, Chikula, Mwakamoya, Chila7 and Chila11 were the most susceptible genotypes. Mweru, Tanganyika, and Nalumino were moderately tolerant to CMD. Eight hundred F1 genotypes developed using a North Carolina II mating design were evaluated in a 4 x 5 α lattice design in 2011 at Mansa Research Station, Luapula province to determine combining ability for reaction to CMD, yield and yield components. The plants were harvested 7 months after planting (MAP). Significant (P<0.001) general combining ability and specific general combining ability were recorded for CMD. The SCA effects were more important for CMD than GCA effects suggesting that non-additive gene action was more prominent than the additive gene action in determining CMD reaction. Parent lines with desired significant, negative GCA effects for reaction to CMD were Bangweulu, Kampolombo, Nalumino and TME2. In general, the survey and participatory rural appraisal established CMD as one of the constraints to cassava production and created a basis for the research study. The findings indicate opportunities that exist in creating genotypes with tolerance to CMD. The study identified cassava lines with resistance to CMD. The lines that expressed the above trait should be selected and tested further for release to the farmers in Zambia. Since the clonal evaluation trial was harvested at 7 MAP, there is need to investigate further for earliness trait in best performing lines in different locations. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

<p>This study aimed to explore the gender imbalances that exist in access to education and participation in schooling of the female orphans and vulnerable children, and also how this relates to the continuing feminisation of the HIV and AIDS pandemic in Zambia. The study was based on the premise that the girl child is disadvantaged in this area, and the HIV and AIDS pandemic in worsening the situation for female orphans and vulnerable children.</p>

Orientador: Carlos Salas Paez / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Economia / Made available in DSpace on 2018-08-24T15:11:05Z (GMT). No. of bitstreams: 1 Kasonde_Clement_M.pdf: 2543320 bytes, checksum: c5a650cf010e5208fc95d2c67b9ae94a (MD5) Previous issue date: 2014 / Resumo: De acordo com (CSO-LFS 2012), o governo da República da Zâmbia formula políticas empregatícias para melhorar as relações e condições de trabalho. Essas políticas também têm como objetivo reduzir a pobreza através da criação de empregos decentes para os cidadãos (CSO-LFS 2012). Para que as políticas sejam relevantes, o governo realiza avaliações econômicas através de diversos meios, como a condução de pesquisas sobre a força de trabalho (LFS), monitoramento das condições de vida (LCMS), monitoramento da performance econômica e outras iniciativas socioeconômicas relacionadas. Além disso, o governo também promove a educação para seus cidadãos uma vez que está consciente de que uma força de trabalho instruída e essencial para o desenvolvimento econômico (CSO-LFS, 2012). O fomento ao investimento local e estrangeiro em vários setores é também uma importante política que qualquer governo deveria implementar tendo em vista a criação de empregos decentes e redução da pobreza. Como argumenta Amartya Sem, o crescimento econômico se dá através do desenvolvimento das capacidades. De acordo com (Layard 2004; Offer 2006; Wilkinson and Picket 2010), o crescimento do PIB tem se mostrado uma referência inadequada do progresso social a parece exercer pouco ou nenhum impacto no bem-estar social. Essa visão é amparada pela noção de "desenvolvimento como liberdade" de Sem, que implica que as pessoas só desfrutam de liberdade genuína quando ela é baseada na segurança econômica e social. De acordo com o painel de especialistas na Comissão de Mensuração do Desempenho Econômico e Progresso social nomeado por Nicolas Sarkozy, ex-presidente da França, os termos de referência não aceitam que os cidadãos se adaptem às exigências da economia, mas sim que a economia seja remodelada para servir aos interesses dos cidadãos. De acordo com `Failure of a Model¿ de Ron Blackwell e David Coates, um estado democrático deve permanecer como um agente econômico indispensável, fornecendo serviços públicos de qualidade, desempenhando o papel de regulador, preparando o palco para os agentes econômicos e intervindo (através de políticas fiscais ou monetárias) de modo a acalmar os impulsos especulativos ou controlar uma recessão (ILO - IJLR, 2012). Também existe, como Tim Page coloca em seu trabalho, um forte argumento a favor da implementação e desenvolvimento por parte do governo de políticas industriais ativas, através da criação de marcos regulatórios claros, que forneçam capital que não venha diretamente do mercado aberto para o investimento. Por exemplo, US$ 750 milhões foram captados no mercado de capitais em 2012 para a realização de programas governamentais que visavam melhorias nas estradas públicas e na infraestrutura ferroviária, com o objetivo de alavancar o desenvolvimento social e econômico na Zâmbia / Abstract: According to (CSO-LFS 2012), the Government of the Republic of Zambia formulates employment and labour policies to improve workers¿ and employers¿ labour relations and employment conditions. These policies are also aimed at reducing poverty by the creation of decent jobs for the citizens (CSO-LFS 2012). In order to make relevant policies, the Government carries out assessments on the economy through various means such as conducting the Labour Force Surveys (LFS), Living Conditions Monitoring Surveys (LCMS), economic performance monitoring programs and other related socioeconomic initiatives. In addition, the Government also promotes education for its citizens as it realizes that an educated labour force is essential for economic development (CSO-LFS, 2012). The promotion of both local and foreign investment in various sectors is also an important policy any government should implement with a view to creating decent jobs and reduce poverty. As Amartya Sen has opined, economic growth has to be for the purpose and the most straightforward way of characterizing that goal is to say that citizens must be able to acquire the capabilities and that they need to choose lives that they have reasons to value (Sen, 1999). According to (Layard 2004; Offer 2006; Wilkinson and Picket 2010), measured increase in DGP has been seen to be inadequate benchmark of social progress and appears to have little or no impact on either happiness or life satisfaction. This view is supported by Sen¿s notion of `development as freedom¿, which entails that people can enjoy genuine liberty only insofar as it is based on economic and social security. According to the panel of experts on the Commission for Measurement of Economic Performance and Social Progress appointed by Nicolas Sarkozy, the former president of France, the terms of references for the committee of experts was that the objective is not to accept the world as it is and adapt citizens to the demands of the economy, but to reshape the economy to ensure that it serves the interest of the citizens. According to the `Failure of a Model¿ by Ron Blackwell and David Coates, as part of policy activism, a democratic state must remain as an indispensable actor in the economy, playing a role of providing quality public services and as a regulator, setting the stage for market actors and intervening (either through fiscal or monetary policy) in order to cool a speculative boom or halt a recession (ILO - IJLR, 2012). There is also, as Tim Page makes in his paper, a strong case for government to develop active industrial policies by setting clear regulatory frameworks, providing capital for investments that will not be funded on the open market. For instance, the 2012 Zambia¿s US$ 750 million Euro Bond" which was sourced from `Wall Street¿ capital market for public works programmes (PWP), is meant to improve inter alia; public roads and railway infrastructure in order to help stimulate economic and social development in Zambia / Mestrado / Economia Social e do Trabalho / Mestre em Desenvolvimento Econômico

The relationship between religion (Church) and education (State) through religious education (RE) in Zambia has passed through different stages of development. During the missionary period (1883/1890- 1924), RE was, naturally, offered in the form of Religious Instruction (RI) and was thus fully denominational and confessional. Despite some general improvements in the provision of education, the subject remained largely confessional at the end of the colonial period (1925 - 1964). After Independence, the confessional model of the subject was inherited and continued throughout the First Republic (1964 - 72) and part of the Second Republic (1973 - 90). However, as a result of educational reforms started in the mid 1970s, RE became more educational by adopting an approach that was partly confessional and partly phenomenological from the mid 1980s. Despite new educational reforms in 1991/92 and after 1996, progressive development of RE as a curriculum subject seems to have been negatively affected by the state's self-contradictory declaration of Zambia as a Christian Nation in 1991. Thus the subject continued to be partly confessional and partly phenomenological during the Third Republic (1991 to date). While the state or Ministry of Education sees RE as a curriculum subject with educational aims like any other, research results show that many Zambians, especially members of different religious traditions, still see the subject as having confessional aims as well. However, since the country is pluralistic and democratic, RE in Zambia should continue developing in line with the constitutional values of religious and cultural freedom and the liberal national education policy provisions for spiritual and moral education. Thus the subject should go beyond its current unclear state of being largely confessional and partially phenomenological and become more educational; it should take the religious literacy and critical understanding model which takes both religious truth-claims and educational skills and understanding of religion seriously. To ensure this, a specific national policy which broadly outlines the nature and form of RE in schools needs to be put in place as a guide to all interest groups. / Religious Studies & Arabic / (D. Litt. et Phil. Religious Studies))

Social Safety Nets (SSNs) were in the early 1990s a major feature of poverty alleviation and social impact mitigating mechanism from austere economic reforms implemented by the Zambian Government. Evidently, SSNs became prominent when Zambia accelerated the implementation of the Structural Adjustment Programme (SAP) in the early 1990s. At that time, the levels of poverty skyrocketed affecting 73% of the 10.5 million people of which 58 % were said to be extremely poor with the acute levels of poverty being more concentrated in rural areas which harbour about 65 % of the country’s population (CSO 1998: 20). SSNs are non-contributory transfer programmes for the poor or those vulnerable to shocks and these include income support through participation in public works programmes, cash transfers to the poor or vulnerable households, fee waivers for usage of essential health and education services, in kind transfers such as school feeding or even price subsidies for specific goods deemed essential to the poor (World Bank 2005: 1). Pritchett (2005:17) observed that SSNs can be applied across the various levels of society whether or not the shocks push households below the absolute threshold of poverty. Despite being a major feature of social mitigation it is not clear to what extent they (SSNs) can be said to an effective mechanism for poverty mitigation in Zambia. With SAP be decried by interests groups as having reduced people’s living conditions for fuelling in, higher prices for basic commodities, lower real incomes, reduced access to social services, medical care and retrenchments and lack of job opportunities for those seeking employment. The absence of fully fledged unemployment benefit system, made the victims of the adjustment process worse off. The social security schemes equally got adversely affected by high unemployment levels and growth of the informal sector because the proportion of the insured population plummeted and that inexorably leads to a fall in contributions. Other consequences of SAP besides retrenchments of blotted workforce include child labour and overburdening women as their participation in economic activities increased as part of the copping mechanisms besides their reproductive roles. Given the aforementioned complications that arise during structural reforms, this thesis seeks to examine how effective SSNs are in poverty alleviation programmes in countries like Zambia where they have been tried. / Development Studies / M.A. (Development Studies)

The relationship between religion (Church) and education (State) through religious education (RE) in Zambia has passed through different stages of development. During the missionary period (1883/1890- 1924), RE was, naturally, offered in the form of Religious Instruction (RI) and was thus fully denominational and confessional. Despite some general improvements in the provision of education, the subject remained largely confessional at the end of the colonial period (1925 - 1964). After Independence, the confessional model of the subject was inherited and continued throughout the First Republic (1964 - 72) and part of the Second Republic (1973 - 90). However, as a result of educational reforms started in the mid 1970s, RE became more educational by adopting an approach that was partly confessional and partly phenomenological from the mid 1980s. Despite new educational reforms in 1991/92 and after 1996, progressive development of RE as a curriculum subject seems to have been negatively affected by the state's self-contradictory declaration of Zambia as a Christian Nation in 1991. Thus the subject continued to be partly confessional and partly phenomenological during the Third Republic (1991 to date). While the state or Ministry of Education sees RE as a curriculum subject with educational aims like any other, research results show that many Zambians, especially members of different religious traditions, still see the subject as having confessional aims as well. However, since the country is pluralistic and democratic, RE in Zambia should continue developing in line with the constitutional values of religious and cultural freedom and the liberal national education policy provisions for spiritual and moral education. Thus the subject should go beyond its current unclear state of being largely confessional and partially phenomenological and become more educational; it should take the religious literacy and critical understanding model which takes both religious truth-claims and educational skills and understanding of religion seriously. To ensure this, a specific national policy which broadly outlines the nature and form of RE in schools needs to be put in place as a guide to all interest groups. / Religious Studies and Arabic / (D. Litt. et Phil. Religious Studies))