Kansanshi mine sulphide ore circuit did not achieve target flotation recovery in 2016, hence it was deemed necessary to carry out a research aimed at optimizing this circuit. The objective of the research was to optimise the Kansanshi milling and flotation circuit processing a copper sulphide ore. In line with this, samples were obtained around the circuit and processed in the laboratory for moisture content, slurry concentration, particle size distribution, and flotation response. This information was then used to build a computer-based model of the Kansanshi milling and flotation circuit. This was done in MODSIM®, a software package specialising in the design and simulation of mineral processing operations. After careful appraisal, appropriate models were selected for the semi autogenous grinding (SAG) and ball mills, SAG mill discharge screen, hydrocyclones, pebble crusher, and the flotation cells. The calibrated model was then used to simulate the effects of key operating parameters on flotation recovery. Analysis using the attainable region technique revealed that the SAG mill feed-rate should be adjusted from 1719 tph to 2090 tph. This would lead to a better utilisation of the pebble crusher that can process 358 tph of pebbles from the current 198 tph. From the simulation work, it was established that rougher flotation recovery can be improved from the current 80.0 % to 82.3 %. The technoeconomic benefits of the proposition are yet to be investigated. Findings from the research concluded that the milling circuit optimum operating parameter; which generated a final product falling predominantly in the range - 150 +38 μm were SAG and ball mills conditions of ball sizes 200 and 40mm respectively, ball mill ball filling 32% and rotational speed between 75 and 80% for both SAG and ball mills. The optimum hydrocyclone feed slurry concentration was found to be 62% solids. Additionally, the SAG mill discharge screen aperture size of 6 mm was the optimum. It must be noted that slurry concentration did not show any impact on both the SAG and ball mills performance. The SAG mill ball filling did not show any significant improvement on performance. / College of Engineering, Science and Technology / M. Tech. (Chemical Engineering)

The last decade has seen a shift in the discourse on the role of Non-Governmental Organisations (NGOs) in the education sector in Africa including Zambia. The discourse is no longer ‘what’ role should NGOs play, but ‘how’ NGOs could play an effective role in the education sector so that they can equally be held accountable to the beneficiaries and partners who support their work (Granvaux, et la, 2002:1). According to Jamies (2010:1), NGOs have assumed a big role in education, particularly the provision of non-formal education to the youths and adults. In the field of evaluation, non-formal education has received much attention, but little attention has been paid to management of non-formal education programmes run by NGOs. This study is an attempt to evaluate the management of non-formal education programmes, taking the case of NGOs engaged in non-formal education in the City of Kitwe, Zambia. Mulwa (2008:45) observes that evaluation has gained much influence in projects and organisations since the end of World War Two. This is because people, organisations and governments want to have evidence of the causes and effects of what is working or not working in policies and programmes. / Adult Basic Education (ABET) / M. Ed. (Specialisation in Adult Education)

This study focusses on the missiological response of the Pamodzi Free Methodist Church to the plight of orphans and vulnerable children (OVCs), specifically girl children in the Kawama Township in the Republic of Zambia. The major question to answer was “How can the cultural and biblical heritage of hospitality help the church particularly the Pamodzi Free Methodist Church to respond to the problems of OVCs, particularly girl children as victims of urban problems?” The study discovered that forces such as poverty, HIV/AIDS, child abuse, family breakdown, cultural beliefs and practices as well as a lack of care from the extended family have contributed to the vulnerability of OVCs. It recommends that the members of God’s household should have a mandate to restore the dignity and identity of OVCs in a holistic manner by linking the biblical and traditional values of hospitality as well as to develop intervention measures in order to meet the felt needs of OVCs. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

Many low-income countries desire to implement and adopt digital government as a springboard for economic and social development but face many challenges. The United Nations identifies that Africa has especially lagged consistently in digital government development and adoption. Most scholars largely attribute the challenges to infrastructure and skills, and often rhetorically cite culture as playing a strong role. This study specifically examined the role of indigenous African culture (‘spirituality’, ‘communalism’ and ‘respect for authority and elders’) and internet access on the adoption of digital government services (e-filing and e-payment of taxes) by Small and Micro Enterprises (SMEs) in Zambia, with the Unified Theory of Acceptance and Use of Technologies (UTAUT) as the underpinning theoretical lens. Data analysis was done using Structural Equation Modelling with principal attention given to the moderating and mediating influence of indigenous African culture. The influence of internet access on the intention to adopt digital government was also examined. The findings from the cross sectional study of 401 tax registered SMEs suggests that ‘spirituality’, ‘African communalism’ and ‘respect for authority and elders’ have significant negative moderating effects on the adoption of e-filing but not on e-payment; and ‘spirituality’, ‘African communalism’ and ‘respect for authority and elders’ are all significant mediators of the intention to adopt both e-filing and e-payment. This means that indigenous African culture plays a significant role in explaining Africa’s position in digital government development and adoption. The findings also showed a negative influence of internet access on the intention to adopt digital government services despite the measures that government has put in place. These results make a novel contribution to Information Systems (IS) theory in identifying a critical yet often overlooked indigenous cultural influence on the adoption of digital innovations in low-income countries. The findings also calls for finding new or adapted IS theories that take into account such unique cultural constructs. The thesis recommends that the research is extended to other low-income countries as well as other contexts that exhibit strong indigenous cultural values. / School of Computing / Ph. D. (Information Systems)

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)

This thesis explores the manner in which political-economic forces born of democratisation have shaped media developments in Zambia, affected the welfare of journalists and the viability of the state owned press epitomised by the Times Newspapers. The aim is to inform the privatisation policy discourse. Using a political economy analysis, the thesis unveils the historical intimacy between nationalist administrations and multinational business elites and how these forces - often working in collusion - influenced patterns of media ownership, inhibited labour rights and controlled communicative activity – indicative of how the state and markets can constrain freedom of expression and association, despite democratisation. The thesis contends that the uncertainty of neo-patrimonial conditions that characterised the post colonial era has not dissipated to a great extent and continues to undermine media and institutional reform in today’s liberally inclined Zambia. Pervasive clientelism has also compromised popular perceptions of state media systems, subverting competitiveness and the propagandist function of the Times Newspapers in the liberalised market, a point empirically illustrated through the analysis of market and public opinion data. / Communication Science / D. Litt. et Phil. (Communication)

Thesis (MA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This assignment seeks to explore the role of privatisation in attracting foreign direct investment (FDI) to South Africa and Zambia. In doing this, literature review method based on primary and secondary documentary sources have been utilised. In order to attract FDI, the study revealed that it is necessary to get the policy environment right. Creating an investor-friendly environment which promises good return on investment in line with the international "regulatory" framework - the World Bank's International Finance Corporation (IFC) and Multilateral Investment Guarantee Agency (MIGA) and the World Association of Investment Promotion Agencies (WAIPA) requirements - is therefore significantly important. The World Bank regards Zambia's privatisation programme as the model for Africa. South Africa finds itself in a contradictory position. On the one hand it is the leading economic power in Africa, while on the other hand it still lags behind in terms of restructuring its parastatals. Privatisation programme in South Africa has been very slow. However, the government and other stakeholders, particularly in 1997, have been trying to get privatisation off the ground. The conclusion is that both South Africa and Zambia succeeded in attracting FDI through their processes of privatisation. In both countries major FDI inflows have been an outcome of privatisation. FDI is important for creating employment, debt reduction, empowerment, transfer of technology and managerial skills. However, these countries follow different approaches to privatisation. Due to the slow privatisation pace in South Africa, it is recommended that South Africa learn from Zambia's approach and experience. This would enable South Africa to fully explore some of the benefits of privatisation. / AFRIKAANSE OPSOMMING: Hierdie opdrag ondersoek die rol van privatisering in die trek van direkte buitelandse beleggings (DBB) in Suid-Afrika en Zambie. Ten einde hierdie doelstelling te kon bereik is 'n literere oorsig van primere en sekondere bronne gedoen. Hierdie studie het bevind dat 'n gunstige beleidsomgewing DBB sal trek. Die skep van 'n beleggings-vriendelike omgewing wat goeie dividende beloof en in Iyn is met die internasionale "regulerende" raamwerk - die Wereldbank se International Finance Corporation (IFC), Multilateral Investment Guarantee Agency (MIGA) en World Association of Investment Promotion Agencies (WAIPA) - se vereistes is van kardinale belang. Die Wereld Bank beskou Zambie se privatiseringsprogram as die model program vir Afrika. Suid-Afrika bevind haarself in 'n teenstrydige posisie. Aan die een kant is sy Afrika se voorste ekonomiese moondheid, en aan die anderkant is die programme om haar staatsondernemings te herstruktureer nog in hul kinderskoene. Privatiseringsprogramme in Suid Afrika het tot dusver baie stadig verloop. In 1997 het die regering en ander belanghebbende partye egter privatisering van die grond af probeer kry. Die konklusie is dat beide Suid-Afrika en Zambie daarin geslaag het om DBB te lok met hul privatiseringsprogramme. In beide lande was groot DBB die uitkoms van privatisering. DBB is belangrik om werk te skep, skuld vereffening, bemagtiging, en die oordrag van tegnologie en bestuursvaardighede. Hierdie lande volg egter verskillende benaderings tot die privatiseringsproses. Vanwee die stadige privatiseringsproses in Suid Afrika word die voorstel gemaak dat Suid-Afrika by Zambie leer in hul benadering en ervaring. Dit sal Suid-Afrika toelaat om al die voordele van privatisering te ontdek.

Maize ear rots are among the most important impediments to increased maize production in Africa. Besides yield loss, they produce mycotoxins in their host whose contamination has been linked to several human and animal mycoses. The main objectives of the studies reported on in this thesis were (i) to investigate farmer perceptions of maize ear rot disease and prospects for breeding for host plant resistance in Zambia; and (ii) to establish the levels of incidence and extent of maize ear rot infection as well as the level of mycotoxins in the maize crops of smallholder farms in central and southern Zambia; (iii) to appraise the field inoculation techniques and assess them for their suitability for the Zambian environmental conditions, (iv) to determine the combining ability of Zambian maize populations for resistance to ear rot and investigate the genetic basis of this resistance; and (v) to investigate both direct and indirect responses to full-sib selection for ear rot resistance in Zambian maize populations. A participatory rural appraisal (PRA) was conducted in four communities, involving a total of 90 farmers. Participatory methods were used, such as focused group discussions, group interviews, participant scoring and ranking. Farmers ranked and scored the various constraints affecting their maize production in general and the maize ear rots in particular. Ear rots were ranked as the third most important biotic stress and it was evident that although farmers were aware of the disease, they were not aware of mycotoxins. This was reflected in the way they disposed of rotten maize: either by feeding livestock or eating it in periods of hunger. The survey of ear rots and mycotoxins was carried out in the Southern and Central Provinces of Zambia. A total of 114 farms were covered in the survey: maize samples were collected and both ear rot fungi and mycotoxins were isolated. Fusarium and Stenocarpella were the most frequently isolated fungi from smallholder farms. The levels of fumonisins on these farms ranged from 0.05 to 192 ppm, while those of aflatoxins were between 1.5 and 10.6 ppb. In 50% of the farmsteads surveyed, the mycotoxins, i.e. fumonisins and aflatoxins, exceeded the recommended FAO/WHO 1limits of 2 ppm and 2 ppb, respectively. Five field inoculation techniques namely, colonised toothpick, leaf whorl placement, ear top placement, spore suspension spray, and silk channel injection, were evaluated over three seasons in a series of experiments. It was found that the leaf whorl placement of inoculums, followed by colonized toothpick method, gave a constant ranking of genotypes across locations and years compared to the other three methods. In addition, the use of a mixture of ear rots as inoculum was as effective as its principal single species constituents. In the population diallel analysis, five broad-based maize populations were crossed in a diallel and evaluated under artificial ear rot inoculation using an inoculum mixture of three ear rot fungi, Aspergillus flavus, Fusarium verticilloides and Stenocarpella maydis at four locations in Zambia. The purpose was to estimate general (GCA) and specific combining ability (SCA) and investigate genotype x environment interaction. GCA effects were found not to be significant for disease severity but were significant for grain yield across environments. Populations with a strong GCA effect for disease severity across sites included PRA783244c3, Pop25, MMV600, and ZUCASRc2. Across sites, the F1 combinations, MMV600 x Pop25, ZUCASRc2 X Pop25, and Pop25 x PRA783244c2 had strong SCA effects for root lodging, ear drooping, husk cover and ear insect damage. In a related diallel analysis of 10 full-sib families derived from these populations, it was observed that resistant x susceptible families and their reciprocal crosses performed better than their resistant parents, suggesting an over dominant expression of resistance. Both maternal and non maternal effects were observed to be influencing resistance to ear rots. There was a preponderance influence of non-additive gene action. A response to full-sib recurrent selection was conducted in four locations in Central Zambia. Out of the 343 families created in 2005/6 season, 10% were selected from each population and recombined to create five new populations. These, with the original populations, were evaluated in four sites during the 2007/8 season. There was a net reduction in ear rot incidence and rot severity in the new synthetic population. Pop10 had the largest reduction in disease severity. The predicted gain per cycle was -4.1% and realized gain was -2.5% for disease incidence, and 0.19% and 19.4% for grain yield. Genetic variability was maintained though with low heritability estimates. Negative but at times strong association between grain yield and ear rot disease severity was detected suggesting that in general selecting for ear rot resistance would enhance grain yield in the five populations. Overall the importance of the ear rots and mycotoxins in compromising yield and health of the communities in Zambia, respectively, were confirmed and support the call to improve maize varieties for resistance to ear rots. The results indicate that the five populations could be enhanced for ear rot resistance through population improvement procedures such reciprocal recurrent selection that exploit both additive and non-additive variation. Selection might be compromised by the large genotype x environment interaction effects, and large reciprocal effects and their interaction with the environments. To enhance repeatability genotypes should be artificially inoculated, by placing the inoculum in the leaf whorl followed by colonized toothpick inoculation, and screened in many environments to identify genotypes with stable resistance to ear rots. / Thesis (Ph.D) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

This study was conducted to assess the implementation of the expanded core curriculum for learners with visual impairments in special schools in Zambia sub – Saharan Africa. A qualitative case study was used. The main instruments in data collection were face-to-face interviews, a focus group discussion, questionnaire and documents. Data was collected from 28 learners with visual impairments from Grade 5 to 12, 22 teachers from 3 selected special schools; 10 university students, 1 lecturer at university level; 2 college lecturers and 2 curriculum specialists. All the participants were sampled using the purposive sampling procedure. The study found that ECC was taught in segmented patterns without a curriculum guide and learners did not learn all the skills. Methodologies used in teacher training and at school level were inadequate. The main challenges were lack of clear curriculum on ECC, lack of time allocated for teaching ECC, non-availability of teaching and learning resources. The strategies to improve delivery of ECC included formulation of clear ECC and improvement in personnel preparation. The findings offer insight into the kind of ECC skills offered in schools and the challenges that hinder the full teaching of skills. In order to improve skills delivery, all stakeholders: teachers, trainers, curriculum specialists and parents, should collaborate. / Inclusive Education / D. Ed. (Inclusive Education)

A curriculum is a mirror reflecting the identity, goals, aims and objectives of any nation. The kind of graduates a country has are a reflection of the type of curriculum and the success of any curriculum depends on the involvement of those who implement it. Teachers in particular are the ‘engine’ of curriculum success but can also be the architects of its downfall. Zambia launched the 2013 curriculum framework in January 2014. However, with a worldwide historical trend of discrimination against disability and to some extent against teachers of learners with disabilities, it was imperative to undertake this study to establish how the 2013 revised curriculum was being implemented in teaching Learners with Special Educational Needs in Zambia. Without knowledge of whether special education teachers were involved in the curriculum process or not, it was further imperative to study their involvement in the curriculum development process and its implementation. This study sampled one hundered and twenty (120) special education teachers, twelve (12) Education Standards Officers and two (2) Curriculum Specialists for special education. Questionnaires, interviews, checklists and teacher observations were used to collect data. Questionnaires were administered to special education teachers to collect data of their knowledge about and involvement in curriculum development process, the methods and strategies and the challenges they faced implementing the curriculum. Interviews were administered on Education Standards Officers and Curriculum Specialists for special education to establish their role the curriculum development process, their appreciation of the curriculum change, the challenges they and the teachers faced implementing the curriculum and how they helped to overcome the challenges. By using the observation checklist during lesson observation and post lesson discussions, the researcher managed to collect data about the actual experiences in natural settings – the classroom. The study employed the Convergent Parallel Mixed Methods Design. Quantitative data was analysed by use of the Statistical Package for Social Sciences (SPSS) to derive statistical interpretations such as frequencies, percentages, standard deviation, mean, significant differences and relationships. Qualitative data was analysed with the help of NVIVO qualitative data software to create themes by coding density and basic cross tabulations by node attribute values. Results were triangulated to come up with a consolidated conclusion. It was established that special education teachers were not involved in the CDP except at implementation and they were implementing the revised curriculum amidst numerous challenges. Lack of involvement in the curriculum development process was linked to special education teachers’ lack of understanding of key concepts necessary for curriculum implementation for LSENs. The study recommends a deliberative cycle of training of special education teachers in the revised curriculum as it relates to special education. The study further calls for the provision of necessary specialised and adapted materials for effective implementation of the revised curriculum. / Curriculum and Instructional Studies / D. Phil. (Education)