http://dspace.chau.ac.zm:8080/xmlui/handle/123456789/153 Sat, 23 May 2026 13:27:06 GMT 2026-05-23T13:27:06Z http://dspace.chau.ac.zm:8080/xmlui/handle/123456789/232 TEACHERS’ PERCEPTIONS ON THE INTEGRATED EARLY CHILDHOOD EDUCATION CURRICULUM IN SERENJE DISTRICT, ZAMBIA CHEWE MALAMA, BRIAN The purpose of the study was to investigate the teachers’ perceptions on the integrated early childhood education curriculum in Serenje District of Zambia. The objectives of the study were to: Explore the early childhood teachers’ views about planning integrated curriculum in Early Childhood Education Centers; identify the challenges faced by early childhood teachers regarding integrated curriculum planning and establish the practices Early Childhood teachers can adopt to implement planning of the integrated curriculum in Early Childhood Education centers in primary schools of Serenje district. The study used a phenomenological design. The sample size was twelve respondents. Five respondents were ECE teachers from five primary schools; three were Resource Center Coordinators (RCC) from Provincial Resource Center while other two were Senior Education Officers (SEO) from Early Childhood Education Directorate and two officers from Collaborating Partners (CP) VVOB. The Study used convenient sampling to select participants. Interviews, classroom observations and document analysis were used to collect data that was analysed thematically. The study found that ministry of education curriculum policy for early childhood education did not support teacher perceptions on integrated curriculum varied among early childhood teachers, early childhood teachers positively perceived integrated curriculum, curriculum integration and teachers used integrated curriculum as an alternative to facilitate holistic learner development. The teachers faced challenges that included use of standalone subject syllabus; use of standalone scheme of work and inconsistence on what integration was based among others. Strategies that ECE teachers could adopt included collaboration during planning; integrated curriculum models to be used in structuring integrated lesson plans and use of puzzles, discussion, role play to implement learning through play approach in lessons. The study recommended that the Ministry of Education and its stakeholders work together to revise provisions of the early childhood pedagogical policy guidelines so that it reflects integrated approaches in order to efficiently facilitate the holistic learning through play process of early childhood learners. The Ministry of Education (MoE) to identify one model from among the ten integrated models by Fogarty (1991) to facilitate implementation of integrated approaches in ECE centers. Sun, 01 Jan 2023 00:00:00 GMT http://dspace.chau.ac.zm:8080/xmlui/handle/123456789/232 2023-01-01T00:00:00Z http://dspace.chau.ac.zm:8080/xmlui/handle/123456789/231 AN EVALUATION OF THE EFFECTS OF USING INDIGENOUS LANGUAGES ON THE PROVISION OF QUALITY EDUCATION IN SELECTED PRIMARY SCHOOLS, MBALA DISTRICT NANYANGWE, NIZAH This study critically evaluated the effects of using indigenous languages on the provision of quality education in selected primary schools in Mbala District, Zambia. The research sought to understand how teaching in local languages influences learning outcomes, student engagement, and overall academic performance. It also examined the challenges faced by teachers and administrators in implementing indigenous language instruction, as well as the strategies employed to overcome these challenges. Data were collected using qualitative methods, including semi-structured interviews with teachers, school administrators, and pupils from three primary schools. The findings revealed that teaching in indigenous languages significantly enhanced students’ comprehension and participation, particularly in early grades, by providing a familiar linguistic and cultural context. However, challenges such as limited educational resources, inadequate teacher training, and the transition to English as the medium of instruction in higher grades hindered the full realization of quality education. The study concluded that while indigenous language instruction has the potential to improve learning outcomes, there is a need for more comprehensive teacher training, resource allocation, and policy alignment to ensure a smooth transition to English in upper grades. These findings highlight the importance of a balanced, multilingual approach to education that respects and incorporates indigenous languages while preparing students for national exams conducted in English. This study provides valuable insights for policymakers, educators, and stakeholders, emphasizing the need for context-specific strategies to promote quality education in multilingual settings. Sun, 01 Sep 2024 00:00:00 GMT http://dspace.chau.ac.zm:8080/xmlui/handle/123456789/231 2024-09-01T00:00:00Z http://dspace.chau.ac.zm:8080/xmlui/handle/123456789/229 PEDAGOGICAL PRACTICES EARLY CHILDHOOD EDUCATION (ECE) TEACHERS USE TO TEACH LITERACY SKILLS IN RURAL CENTERS OF PEMBA DISTRICT IN ZAMBIA LUMAMBA, NZILA The purpose of the study was to assess Pedagogical Practices Early Childhood Education (ECE) teachers use to teach Literacy Skills in Rural Centers of Pemba District in Zambia. The study objectives included finding out the strategies teachers use to teach literacy in ECE centers in Pemba rural schools, identifying the teaching learning method (TLM) being used to teach literacy in ECE center in Pemba district and assessing the challenges faced in teaching literacy in rural ECE center of Pemba district. This study used a qualitative research approach and employed a phenomenological design. To obtain data for the study, the target population for the study consisted of the District Official School managers, ECE teachers and learners. Purposive sampling was used to come up with the 7ECE teachers and School managers. The findings of the study indicated that there were a number of methods that were being employed in the teaching of literacy which included role play, songs games and dramatizations. The study also established that play methods were usually the most effective technique because this method helped learners to learn on their own will and pace. The study further established that the major challenges teachers faced were lack of understanding of the language policy, lack of teaching and learning materials and inconsistent in administrative material support from the school administration. The study concluded, there were various pedagogical practices that early childhood education teachers used to teach literacy skills in rural centers of Pemba district in Zambia such as role play, songs games and dramatizations. The study recommends that teachers should intensify incorporating of teaching strategies into their teaching because this will help in enhancing children's understanding, socialization, and problem-solving skills. Sun, 01 Sep 2024 00:00:00 GMT http://dspace.chau.ac.zm:8080/xmlui/handle/123456789/229 2024-09-01T00:00:00Z http://dspace.chau.ac.zm:8080/xmlui/handle/123456789/228 THE TEACHING OF READING FLUENCY TO GRADE FOUR MULTILINGUAL LEARNERS IN MPEZENI ZONE OF CHIPATA DISTRICT, ZAMBIA. PHIRI, TIMOTHY The aim of this study was to investigate the teaching of reading fluency to Grade 4 multilingual learners in Mpezeni Zone of Chipata district of Zambia. The study used descriptive phenomenology design under qualitative research approach. The sample comprised 12 Grade 4 teachers purposively selected from three primary schools in Mpezeni Zone. Interview guides and classroom observation guides were used for data collection. The study findings revealed that demonstration, repeated reading, read aloud, individual reading, choral and group work were some of the strategies used by teachers to teach reading fluency in the zone. The study also that language barrier, over enrolment, shortage of appropriate reading materials, shortage of teachers and learner shyness were the common challenges which impeded the teaching of reading fluency. Further, the study noted that, if put to good use, practices such as repeated reading, read aloud, choral reading, paired reading, parental involvement, frequent workshops/Teacher Group Meetings (TGMs), remediation and bilingual resources can help teachers to effectively teach reading fluency in Mpezeni Zone. The study recommended that supervisors at school, zonal, district and provincial levels must frequently monitor the teaching of reading fluency to ensure teachers use appropriate approaches at all times. Government, through Ministry of Education and other stakeholders, must expand existing rural primary schools or build more to decongest classrooms, deploy more primary school teachers in areas and periodically supply more reading materials to meet the demand. Sun, 01 Sep 2024 00:00:00 GMT http://dspace.chau.ac.zm:8080/xmlui/handle/123456789/228 2024-09-01T00:00:00Z