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World Affairs Online
Business rescue for Zambia: suggestions for legislative reform
In: http://hdl.handle.net/11427/12359
Includes bibliographical references. ; A Company is an integral part of the community in which it does business as it impacts on that community and the economy of the country as a whole. Consequently, the failure of that company not only affects that community but also the shareholders, suppliers, employees and customers. The company law of a country therefore needs to provide a means to preserve commercial enterprises that are capable of making a useful contribution to the economic life of a country. In recent years, several developed and developing countries have enacted business rescue legislation to supplement existing insolvency rescue procedures such as receivership and the scheme of arrangements. This dissertation discusses the need for Zambia to enact adequate business rescue legislation considering the current inadequacies in the existing Companies Act.
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A training approach for community maternal health volunteers that builds sustainable capacity
In: Development in practice, Band 24, Heft 8, S. 948-959
ISSN: 1364-9213
A Survey on Student Preferences of Facilities and Models of Accommodation at Kapasa Makasa University, Zambia
In: Education Quarterly Reviews, Vol.3 No.2 (2020)
SSRN
Primary school mapping project (Lusaka, Kitwe and Ndola): Report
In: Urban Primary School Development
World Affairs Online
Mobilizing communities to improve maternal health: results of an intervention in rural Zambia
In: Bulletin of the World Health Organization: the international journal of public health, Band 92, Heft 1
ISSN: 0042-9686, 0366-4996, 0510-8659
Mobilizing communities to improve maternal health: results of an intervention in rural Zambia
In: Bulletin of the World Health Organization: the international journal of public health = Bulletin de l'Organisation Mondiale de la Santé, Band 92, Heft 1, S. 51-59
ISSN: 1564-0604
Increasing access to rural maternal health services in Zambia through demand-side interventions
In: Development in practice, Band 25, Heft 4, S. 450-464
ISSN: 1364-9213
The role of social policy instruments in economic development of independent Namibia: Paper prepared for the Seminar on "Towards Economic Development Strategy Options for Independent Namibia" held at the United Nations Institute for Namibia, Lusaka, April 7, 8, 1982
In: Seminar on Towards Economic Development Strategy Options for Independent Namibia, Paper 9
World Affairs Online
A Systematic Review of Early Childhood Education and Primary School Readiness for Transition Through Play-Based Pedagogies
In: Journal of law and social sciences, Band 5, Heft 4, S. 63-88
ISSN: 2226-6402
This systematic review is based on studies that explored school readiness and transition through play-based pedagogies in Early Childhood and Primary Education. Relevant literature involved global literature whose search was conducted by independent researchers following the keyword string, which included among others, stakeholders' roles in school readiness, transition, and play-based pedagogies. The literature search was done from May to August 2022 following the Preferred Reporting Item for Systematic Review and Meta-Analysis Protocols (PRISMA). Twenty peer-reviewed studies were identified, appraised, and included in the review. Findings from international literature showed that teachers' implementation of play-based pedagogy revealed a significant and positive relationship to all domains of children's holistic development. Learner assessment for school readiness and transitioning from pre-primary to primary through play-based pedagogies included academic, social, and personal learning during periods of play. The types of play-based assessments for school readiness identified included: (1) withdrawal assessment, (2) observational assessment, (3) embedded assessment, (4) teacher questioning/interview, (5) Photographs/videos and (6) documentation walls. While literature showed a positive connection between parental involvement and a child's readiness for school including successful transition from preprimary to primary school, there was limited evidence pointing specifically to the influence of parental involvement in play-based pedagogies for school transitioning.
Cross-Country Document Analysis of Play-Based Learning in Early Childhood Education in Zambia and Beyond
In: Journal of law and social sciences, Band 5, Heft 4, S. 1-20
ISSN: 2226-6402
This research examined the incorporation of play-based learning in Early Childhood Education (ECE) policies across Zambia and twenty other diverse countries. Through document analysis, it uncovers commonalities and disparities in play-based learning principles. While both Zambian and global documents emphasise the significance of play in child development, they differ in scope, regional practices, and emphasis on global advocacy and cultural variations. Zambia's documents highlight specific practices, while global perspectives offer a broader international view. Both stress the multifaceted benefits of play in physical, cognitive, social, and emotional growth. In summary, the findings underscored a global consensus on the significance of play-based learning in early childhood education, emphasising its role in holistic child development. Additionally, they highlighted the imperative of recognising cultural diversity and aligning policies with child rights, particularly in the Zambian context. Furthermore, the recommendations were aimed at bolstering the effectiveness of play-based pedagogies in early childhood education. They advocated for celebrating diversity, fostering holistic development, and ensuring the availability of appropriate resources and guidelines to support this approach. These recommendations ultimately seek to enhance the quality of early childhood education in Zambia by embracing cultural diversity, promoting global collaboration, and aligning play-based pedagogies with local and international best practices.
The potential health and revenue effects of a tax on sugar sweetened beverages in Zambia
The global burden of non-communicable diseases (NCDs) has been rising. A key risk factor for NCDs is obesity, which has been partly linked to consumption of sugar sweetened beverages (SSBs). A tax on SSBs is an attractive control measure to curb the rising trend in NCDs, as it has the potential to reduce consumption of SSBs. However, studies on the potential effects of SSB taxes have been concentrated in high-income countries with limited studies in low-income and middle-income countries. Using data from the 2015 Zambia Living Conditions Monitoring Survey (LCMS) data, the 2017 Zambia NCD STEPS Survey, and key parameters from the literature, we simulated the effect of a 25% SSB tax in Zambia on energy intake and the corresponding change in body mass index (BMI), obesity prevalence, deaths averted, life years gained and revenues generated using a mathematical model developed using Microsoft Excel. We conducted Monte Carlo simulations to construct 95% confidence bands and sensitivity analyses to account for uncertainties in key parameters. We found that a 25% SSB would avert 2526 deaths, though these results were not statistically significant overall. However, when broken down by gender, the tax was found to significantly avert 1133 deaths in women (95% CI 353 to 1970). The tax was found to potentially generate an additional US$5.46 million (95% CI 4.66 to 6.14) in revenue annually. We conclude that an SSB tax in Zambia has the potential to significantly decrease the amount of disability-adjusted life years lost to lifestyle-related diseases in women, highlighting important health equity outcomes. Women have higher baseline BMI and therefore are at higher risk for NCDs. In addition, an SSB tax will provide government with additional revenue which if earmarked for health could contribute to healthcare financing in Zambia.
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Exploring Early Childhood Education Teachers' Play-Based Learning Pedagogical Practices in Zambia
In: Journal of law and social sciences, Band 5, Heft 4, S. 21-42
ISSN: 2226-6402
Although learning takes place throughout life, that which occurs during childhood will never be equaled (UNICEF, 2018). Play is a legitimate right in early childhood (Smith, 2013) and one of the most natural pathways to exploration and learning (Saskatchewan, 2018). However, although play is a legitimate right way of learning in Zambia (MOGE 2013), in practice its implementation varies from school to school (Lungu, 2023). This study explored the play-based pedagogies related to play-based learning of ECE teachers in Zambia and their preparedness to use play as a teaching technique. The study employed a concurrent or convergent parallel mixed-method design. A total of 30 ECE teachers across three districts of Zambia participated in this study. One-to-one interviews were used to collect qualitative data, while structured questionnaires were used to collect quantitative data for the study. Statistical Package for the Social Sciences (SPSS) version 25 was used to generate descriptive statistics while qualitative data was analysed using content analysis. The findings revealed that a considerable portion (83%) of ECE teachers perceived their training as sufficient for teaching using play-based pedagogies, but a notable minority expressed the need for more effective training and support in this regard. Further, the findings revealed that PBL was widely incorporated in ECE in Zambia. Among the commonly employed PBL pedagogical practices, teachers consistently incorporated elements such as games, role plays and dramatic play, storytelling, outdoor activities, individual work, pair work, group work, demonstrations, as well as rhymes and songs. However, the study noted a concern about the connectedness of play activity with the content of the day. It was observed that there was no connectedness between play activities and the content of the day. In addition, learning was not captivating enough as teachers were not so creative in using play as a vehicle to deliver curriculum content to the learners. These findings have crucial implications for the enhancement of ECE in Zambia. They underscore the value of competency, focused Continuing Professional Development programmes, creative teaching approaches, diversification of play activities, and the intentional alignment of PBL with curriculum content.
Stakeholder perspectives of PBL and their involvement in the implementation of play pedagogy in selected Schools offering ECE in Southern and Central Zambia
In: Journal of law and social sciences, Band 5, Heft 4, S. 89-107
ISSN: 2226-6402
While several studies have been done on parental involvement in early childhood education, gaps still exists relating to the conceptualisation of play and play-based learning in different contexts. The various perceptions of play and play- based learning have a strong influence on their involvement in play-based learning activities involving children in Early Childhood Education. Using a qualitative approach, framed within the interpretive research paradigm, this study revealed a disjuncture between the positive perception held by the stakeholders on play and PBL to the reality of play-based learning in the ECE schools. The researchers asked three questions: 1. What are the perceptions of parents, community, and school administrators (teachers and administrators) regarding play and play-based learning? 2. How do these stakeholders get involved in PBL? 3. And what factors influence their involvement? The researchers collected data through key informant interviews (KII), focus group discussions and classroom observations. The study established that the involvement in PBL varied among stakeholders. For parents and community members their involvement was often based on solicitation by the school administrators and external development agencies - as opposed to volunteering postulated by Epstein's theory of parental involvement employed in the study. Among the factors that influenced their participation was a general lack of a clear understanding of PBL and their role and functions in PBL and ECE in general. Thus, the study recommends capacity building in PBL for parents, community members and school administrators.