Implementation of the student loans scheme as a viable cost-sharing measure in promoting equitable access to higher education in Zambia: Perspectives of selected stakeholders in the education sector

The study investigated Zambia’s capacity to design and implement an effective student loans scheme, as a viable cost sharing measure in promoting equitable access to higher education in Zambia. The study employed a cross sectional or survey design. The target population consisted of stakeholders in higher education such as education administrators, economists, parents and students in public universities. Purposive sampling was used to select Lusaka and Kitwe districts as study areas in which two of Zambia’s public universities, UNZA and CBU are found. Five key informants to the study were also purposively selected. Seven parents were selected through snowballing on the basis that they had children/dependents in college or university. The random sampling method was used to select 145 students from UNZA and CBU to participate in the study. The total study sample was 157. Three instruments were used for data collection in the study: the self administered questionnaire, semi-structured interviews and focus group discussion guide. Qualitative data were collected and analyzed on an on-going process as themes and sub-themes emerged through thematic analysis. Quantitative data were analyzed using CSpro Version 5.0 and SPSS Version 21 through which descriptive statistics in form of statistical tables, means and charts were generated.The findings showed that for the student loans scheme to work successfully and sustainably in Zambia there was need for: a clear aim of the student loans scheme to be implemented,government to finance the loans, the institution administering the loans to collaborate with credible financial institutions, and public awareness campaigns to educate the people about the student loans and how they can access and repay them back. It was also found that for the student loans scheme to benefit the poor to access higher education, the programme design needed to ensure that: loans are properly targeted through means testing, the eligibility and selection criteria to access the loans were clearly defined and that beneficiaries get adequate loans to enable them complete their studies. The findings of the study further showed that if mechanisms such as: a strengthened legal framework, clearly defined mode of loan repayment, credible loan collection institutions, low interest rates and effective tracking systems are put in place, student loan recoveries can be improved effectively. Lastly, the study revealed that: the student loans scheme was perceived to be a good policy to promote equitable access to higher education in Zambia; parents and students were willing to contribute to the cost of higher education through student loans; the loan scheme was a sustainable way of student financing which could ease the financial burden of government, parents and students to finance higher education. Based on the findings of the study, it was concluded that even if Zambia had the potential to implement a viable student loans scheme, a number of necessary pre-conditions had not been put in place to warrant an effective student loans scheme at present. Some of the necessary preconditions which were not in place included lack of: a law to enforce loan repayments, effective public awareness campaigns on loans, rigorous means testing to target the needy, an autonomous institution to administer the loans and effective tracking and loan repayment systems. The study recommended that: a law be enacted to make loan repayments legally enforceable, the Bursaries Committee be transformed into a statutory body to operate independently, rigorous means testing mechanisms to target loans at the needy, effective tracking and loan repayment systems be developed to recover the loans

Relevance of selected Social Science Degree programs on skills development and graduate employability in Zambia

A pragmatic approach was used to explore the extent to which four selected social science degree programs were relevant for the skill needs of the job market in Zambia. Both qualitative and quantitative data were collected from 162 participants using interviews and questionnaires. The SPSS version 24 and Atlas. Ti Version 8 were used to analyse and interpret data within the framework of the Capability Approach. The findings reveal that the relevance of each of the four social science degree programs depend on how key stakeholders in higher education and the labour market perceive them and that graduate employability was affected by factors such as the need and importance of social sciences to the labour market; employer and student perceptions of employability skills in the degree programs; demand for the programs; graduate work readiness, and the availability of graduate job prospects. It could be concluded that although all four social science degree programs were important, their relevance to the needs of Zambia’s labour market varied from program to program

Educational administration and management: issues and perspectives.

This chapter introduces you to Educational Administration and Management as one of the most important fields in educational theory and practice. After defining some key concepts, we begin our discussion by highlighting the historical development and theoretical grounding of Educational Administration and Management as a field of study and practice. This we do by shedding light upon the contributions of some classical works in administrative thinking and scientific management to the development of Educational Administration and Management as a field of study. Thereafter, we illuminate the importance of Educational Administration and Management in the classroom and school contexts. Further, we discuss the influence of Educational Administration and Management on the relationship between education and the processes of national development in any given nation. Finally, we discuss the latest thinking and challenges in the field of Educational Administration and Management (EAM). The overarching aim of this chapter therefore, is to equip students pursuing a teaching course, novice and seasoned educators, managers and heads of schools and general practitioners of educational administration, with knowledge of how the field of Educational Administration and Management has evolved and highlighted its practical aspects as well as its importance in the field of education and the nation in general. In the same wake, we highlight how contemporary issues in Administration and Management such as evidence-based educational practice, educational leadership and standards have been integrated in the management of educational organisations in the 21st Century

Effectiveness of Internships as Pedagogical Practices in Promoting Employability Skills Amongst Graduating Students in Selected Social Science Degree Programmes in Zambia

To explore their role in enhancing graduate employability, the study investigated the effectiveness of student internships as pedagogical practices in promoting employability skills amongst graduating students in four Social Science Degree programmes of selected universities in Zambia. Qualitative and quantitative data were collected from 162 participants through the questionnaires and interview guides using a mixed-methods approach. The participants included different actors in the labour industry as critical informants; graduating students taking Social Science Degree Programmes; Lecturers, and Employers. The quantitative and qualitative data were analysed using the SPSS version 24 and Atlas. Ti. Version 8, respectively. This study employed the Human Capability Approach and Human Capital theories. Findings indicated that although internship practices were considered an essential component in the social science degree programmes for skills development, their effectiveness in promoting employability skills amongst graduating students varied from one programme to the other. The findings have implications on how universities and the labour industry could work together to design and implement internship experiences for students in social science degree programmes that are more effective in promoting the acquisition of employability skills in Zambia

Examining street level bureaucrats views on the application of the law of absenteeism and child marriages in Zambia’s education sector.

Article. In order to reduce absenteeism in schools, it is important to implement the law of absenteeism and early marriages in Zambia.This paper examined the perspectives of street-level bureaucrats on the prospects of prosecuting people who breached the laws on absenteeism and early marriages in Lusaka and Central Provinces of Zambia. Using the narrative design, qualitative data were collected using the semi-structured interview guides. The target population consisted of twelve secondary school head teachers in the two provinces. These were also purposively sampled to create varied responses from both rural and urban schools. Data were analysed through coding and cross-analysis. Within the context of the deterrence and attribution theories, the study findings showed that street level bureaucrats were indifferent to the law, while some felt that retention of girls in school could be improved by the law on absenteeism and early marriages, the local environment was unprepared for such drastic measures. There were concerns about long prison sentences which may not deter the offences of absenteeism and early marriages. The study recommended among other things, promoting efficiency in the administration of justice on matters relating to early marriages and absenteeism as well as improving infrastructure and peoples livelihoods. The findings of the study, therefore, could have implications on how the law of absenteeism and early marriages could be implemented in Zambia.SEL

Exploring social science degree programmes’ effectiveness on skills development and graduate employability in Zambia

This study explored the extent to which social science degree programmes are effective in promoting skills development and graduate employability in Zambia. The research adopted the convergent parallel mixed-methods design to collect quantitative and qualitative data through the use of structured questionnaires, interview guides and document analysis. The triangulation of both quantitative and qualitative data enhanced the reliability and validity of the findings. A total of 162 participants participated in the study. The study sample comprised 120 university students, 22 employers or their representatives, 12 lecturers, and 8 key informants. Both the probability and non-probability sampling techniques were used to select the study participants. Quantitative data were analysed using SPSS Version 22 to generate descriptive statistics, while qualitative data were analysed using ATLAS.ti Version 8 to generate themes. The research revealed that for graduates to be employable and carry a graduate identity, they need to possess a mix of employability skills. The study found that the majority of graduates from social sciences were not work-ready at the time of joining their organisations. Employers were less satisfied with their demonstration of employability skills. The study also found that student internships were less effective in promoting skills development due to the manner in which they were being conducted. Furthermore, the findings revealed that university departments offering social science programmes had weak and scant partnerships with the labour industry. The study concluded that, to a varying extent, the four social science degree programmes were less effective in promoting skills acquisition and employability amongst graduating students. Based on the findings, the study recommends among other things the need to strengthen partnerships between universities and the labour industry through specific laws and policies by embracing the interdisciplinary approach and broadening the assessment of employability skills in social sciences. Finally, the study proposes a model framework to reinforce the relevance of social science degree programmes in promoting graduate employability in ZambiaThodisiso heyi yo wanulusa nḓila ine mbekanyamushumo dza digirii dza saintsi dza matshilisano dza shuma ngayo kha u tutuwedza mveledziso ya zwikili na u ita uri mutelwadigirii a wane mishumo Zambia. Ngudo yo shumisa ngona dzo tanganelaho dza khwanthithathivi na khwalithethivi kha vhuimo vhu fanaho ha kuitele kwa thodisiso kha u kuvhanganya data hu tshi khou shumiswa mbudzisambekanywa, nyendedzi dza inthaviwu na u saukanya manwalwa. U shumisa ngona dzo vhalaho dza zwiko zwa data dza vhuvhili hazwo khwanthithathivi na khwanthethivi zwi khwinisa u fulufhelwa na u khwathisedzwa ha mawanwa a ngudo. U shela mulenzhe ha vhadzheneli vha tshivhalo tsho fhelelaho tsha 162 vho shelaho mulenzhe kha ngudo. Tsumbonanguludzwa dza ngudo dzo bveledzwa nga matshudeni a yunivesithi a 120, vhatholi vha 22 kana vhaimeleli vhavho, malekitshara a 12, na vhanetshedzi vhahulwane vha mafhungo vha 8. Vhuvhili ha tekiniki ya tsumbonanguludzwa dzine dza nangwa u bva kha vhathu vhanzhi na tsumbonanguludzwa dzine dza nangwa ho sedzwa vhukoni dzo shumiswa u nanga vhadzheneli vha ngudo. Data ya khwanthithathivi yo saukanya hu tshi shumiswa SPSS Vesheni ya 22 u bveledza ṱhalutshedzo ya zwitatisitika, nge no data ya khwalithethivi yo saukanya hu tshi shumiswa ATLAS.ti Vesheni ya 8 u bveledza thero. Thodisiso yo wanulusa uri vhatelwadigirii vha wane mishumo na u tholea, vha fanela u vha na zwikili zwo tanganelaho zwa u wana mishumo. Ngudo yo wanulusa uri vhunzhi ha vhatelwadigirii u bva kha saintsi dza matshilisano vho vha vha sa athu u dilugisela mishumo nga tshifhinga tsha u dzhoina zwiimiswa zwavho. Vhatholi vho vha vho fushea zwituku kha kusumbedzele kwavho kwa zwikili zwa u wana mishumo. Ngudo dzo dovha dza wanulusa uri vhugudelamushumo ha matshudeni ho shuma mishumo muṱuku kha u tutuwedza mveledziso ya zwikili zwo itiswa nga ndila ye zwa vha zwi tshi khou tshimbidziswa zwone. U isa phanda nga u ralo, mawanwa o wanulusa uri mihasho ya yunivesithi ine ya netshedza mbekanyamushumo ya saintsi dza matshilisano i na tshumisano thukhu i songo khwathaho na ndowetshumo ya mushumo. Ngudo yo pendela ngauri, u ya nga u fhambana, mbekanyamushumo dza digirii nna dza saintsi ya matshilisano yo shuma zwituku kha u tutuwedza u wana zwikili na u wana mushumo vhukati ha matshudeni vho telwaho digirii. Zwo disendeka nga mawanwa, thodisiso yo themendela vhukati ha zwinzhi thodea ya u khwathisedza tshumisano vhukati ha dziyunivesithi na ndowetshumo ya mishumo nga mbekanyamaitele na milayo yo tiwaho nga u ṱanganedza maitele manzhi na u engedza ndingo dza zwikili zwa u wana mishumo kha saintsi dza matshilisano. Tsha u fhedzisela, thodisiso yo dzinginya furemiweke ya tshiedza u khwathisedza u tea ha mbekanyamushumo dza digirii dza saintsi dza matshilisano u tutuwedza u wana mishumo kha vhatelwadigirii ngei Zambia.Thutopatlisiso eno e tlhotlhomisitse gore mananeo a dikirii ya saense ya loago a kgona go le kana kang go tsweletsa tlhabololo ya bokgoni le go kgona go thapega ga dialogane kwa Zambia. Patlisiso e dirisitse melebo e e kopantsweng mme e bapisiwa go kokoanya data e e lebelelang dipalopalo le e e lebelelang mabaka ka tiriso ya dipampiripotsolotso tse di rulaganeng, dikaedi tsa dipotsolotso le tokololo ya dikwalo. Tokololo ya data e e lebelelang dipalopalo le e e lebelelang mabaka e tokafaditse go ikanyega le bonnete jwa diphitlhelelo. Banni le seabe ba palogotlhe ya 162 ba nnile le seabe mo thutopatlisisong. Sampole ya thutopatlisiso e ne e na le baithuti ba yunibesithi ba le 120, bathapi ba le 22 gongwe baemedi ba bona, batlhatlheledi ba le 12 le basedimosi ba botlhokwa ba le 8. Go dirisitswe dithekeniki tsa go tlhopha sampole kwa ntle ga thulaganyo le e e farologanang le eo mmogo go tlhopha banni le seabe ba thutopatlisiso. Go lokolotswe data e e dirisang dipalopalo go dirisiwa SPSS Version 22 go tlhagisa dipalopalo tse di tlhalosang, fa data e e lebelelang mabaka yona e lokolotswe go dirisiwa ATLAS.ti Version 8 go tlhagisa merero. Patlisiso e senotse gore go re dialogane di kgone go thapega le go nna le boitshupo jwa boalogane, di tlhoka go nna le bokgoni jo bo farologaneng jwa go kgona go thapega. Thutopatlisiso e fitlhetse gore dialogane go tswa kwa disaenseng tsa loago di ne di sa siamela tiro ka nako e di neng di tsena mo ditheong tsa tsona. Bathapi ba ne ba sa kgotsofadiwa ke ka moo ba bontshang bokgoni jwa bona jwa go thapega ka gona. Gape thutopatlisiso e fitlhetse gore go ithutela mo tirong ga baithuti ga go na bokgoni jwa go tsweletsa tlhabololo ya bokgoni ka ntlha ya tsela e go dirwang ka gona. Mo godimo ga moo, diphitlhelelo di senotse gore mafapha a diyunibesithi a a tlamelang ka mananeo a saense ya loago a na le dilekane tse di bokoa le tse di sa lekanang le indaseteri ya badiri. Thutopatlisiso e konoseditse gore, le fa go sa lekalekane, mananeo a le mane a dikirii ya saense ya loago a ne a se bokgoni mo go kalo go tsweletsa go bona bokgoni le go kgona go thapega mo baithuting ba ba alogang. Go ikaegilwe ka diphitlhelelo, thutopatlisiso e atlenegisa gareng ga tse dingwe, tlhokego ya go maatlafatsa selekane magareng ga diyunibesithi le indaseteri ya badiri ka melao e e rileng le dipholisi ka go amogela molebo o o akaretsang maphata a a farologaneng le go atolosa tlhatlhobo ya bokgoni jwa go thapega mo disaenseng tsa loago. Kwa bokhutlong, thutopatlisiso e tshitshinya letlhomeso la sekao go tiisa bomaleba jwa mananeo a dikirii ya saense ya loago go tsweletsa go kgona go thapega ga dialogane kwa Zambia.Educational Management and LeadershipPh. D. (Educational Management

Shifting from Government Bursaries to a Loan Scheme in Higher Education: Exploring the Zambian Experience in Student Financial Aid

One of the current critical issues in higher education in Africa and globally is about making student loans available in a sustainable and cost-effective manner. The argument is more complicated for Africa because of the complexities associated with loan schemes and the general austerity that African countries find themselves in. This article presents a case study and conceptualizes the scenario of shifting government bursaries to a student loan scheme in Zambia’s higher education sector. Based on student views (N=729) and international experience, the article presents student reactions to the announcement of the implementation of the loan scheme in Zambia. Other issues explored in detail include cost-effectiveness and sustainability, loan conditionalities and forms of assistance to poor students. The article also highlights, and provokes policymakers with, questions on student loan schemes based on international experience. These are related to the modalities of who bears the ultimate risks; when and how to make the recoveries; and difficulties associated with “means testing” for would-be beneficiaries. The article uses quantitative methodological perspectives, in which “descriptive statistics” and “factor analysis” are employed. The major finding is that Zambian students are not opposed to the introduction of the student loan scheme, instead they see it as a cost-effective way of assisting students from a vulnerable background. The article strongly recommends exploring in detail the situation in other countries, so that all strengths and weaknesses are identified and carefully considered, before implementing the scheme. Un des problèmes les plus importants pour l’enseignement supérieur aujourd’hui en Afrique et dans le monde est de mettre à disposition des étudiants des systèmes de prêts qui soient durables et rentables. Le débat est particulièrement compliqué en Afrique à cause de la complexité des systèmes de prêts et de l’austérité générale à laquelle sont confrontés les pays africains. Cet article présente une étude de cas : il conceptualise le changement d’un système de bourses étudiantes à un système de prêts étudiants en Zambie. Cet article s’appuie sur l’opinion des étudiants (N=729) et l’expérience internationale pour présenter la réaction des étudiants zambiens à l’annonce de la mise en place d’un système de prêts. Il explore aussi en détails les problèmes suivants : la rentabilité et la durabilité, les conditions d’accès et les aides financières disponibles pour les étudiants pauvres. En s’appuyant sur l’expérience internationale, cet article souligne par ailleurs, dans le but de provoquer les législateurs, les questionnements associés aux systèmes de prêts étudiants. Cela inclut notamment la question de la personne qui assume le risque final, de quand et comment assurer le remboursement et des difficultés associées à l’évaluation des ressources des futurs bénéficiaires. Cet article utilise une méthodologie quantitative, plus précisément il emploie des statistiques descriptives et une analyse factorielle. La principale conclusion de cet article est que les étudiants zambiens ne sont pas opposés à l’instauration d’un système de prêts étudiants : ils considèrent au contraire que c’est une manière rentable d’aider les étudiants issus de milieux vulnérables. Cet article recommande fortement d’analyser de manière détaillée la situation dans d’autres pays pour identifier et examiner attentivement les forces et les faiblesses des systèmes de prêts avant de mettre en place un tel dispositif en Zambie.

The Incidence and Risk Factors for Enterotoxigenic <i>E. coli</i> Diarrheal Disease in Children under Three Years Old in Lusaka, Zambia

This study aimed to estimate the incidence and risk factors for Enterotoxigenic Escherichia coli (ETEC) diarrhea. This was a prospective cohort study of children recruited in a household census. Children were enrolled if they were 36 months or below. A total of 6828 children were followed up passively for 12 months to detect episodes of ETEC diarrhea. Diarrheal stool samples were tested for ETEC using colony polymerase chain reaction (cPCR). Among the 6828 eligible children enrolled, a total of 1110 presented with at least one episode of diarrhea. The overall incidence of ETEC diarrhea was estimated as 2.47 (95% confidence interval (CI): 2.10–2.92) episodes per 100 child years. Children who were HIV-positive (adjusted Hazard ratio (aHR) = 2.14, 95% CI: 1.14 to 3.99; p = 0.017) and those whose source of drinking water was public tap/borehole/well (aHR = 2.45, 95% CI: 1.48 to 4.06; p p = 0.008) were at decreased risk of ETEC diarrhea. Our study emphasizes the need for integrated public health strategies focusing on water supply improvement, healthcare for persons living with HIV, and maternal education

Prevalence of Diarrhoeagenic <i>Escherichia coli</i> among Children Aged between 0–36 Months in Peri-Urban Areas of Lusaka

Diarrhoea is a major contributor to childhood morbidity and mortality in developing countries, with diarrhoeagenic Escherichia coli being among the top aetiological agents. We sought to investigate the burden and describe the diarrhoeagenic E. coli pathotypes causing diarrhoea among children in peri-urban areas of Lusaka, Zambia. This was a facility-based surveillance study conducted over an 8-month period from 2020 to 2021. Stool samples were collected from children aged 0–3 years presenting with diarrhoea at five peri-urban health facilities in Lusaka. Stool samples were tested for diarrhoeagenic E. coli using the Novodiag bacterial GE+® panel, a platform utilising real-time PCR and microarray technology to detect bacterial pathogens. Of the 590 samples tested, diarrhoeagenic E. coli were detected in 471 (76.1%). The top three pathogens were enteropathogenic E. coli 45.4% (n = 268), enteroaggregative E. coli 39.5% (n = 233), and enterotoxigenic E. coli 29.7% (n = 176). Our results revealed that 50.1% of the diarrhoeagenic E. coli positive samples comprised multiple pathotypes of varying virulence gene combinations. Our study demonstrates a high prevalence of diarrhoeagenic E. coli in childhood diarrhoea and the early exposure (<12 months) of children to enteric pathogens. This calls for the early implementation of preventive interventions for paediatric diarrhoea