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All Journal International Journal of Educational Innovation and Research Journal of General Education and Humanities Jurnal Karya Abdi Masyarakat Eureka: Journal of Educational Research Universal Education Journal of Teaching and Learning
Muzata, Kenneth Kapalu
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A qualitative analysis of performance of student teachers with hearing impairments in tests and assignments at Kitwe College of Education-Zambia Kumatongo, Brighton; Muzata, Kenneth Kapalu
International Journal of Educational Innovation and Research Vol. 1 No. 1 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v1i1.2412

Abstract

Assessment is the basis for understanding students’ abilities to demonstrate their knowledge, skills and understanding of learned concepts. This study sought to analyse assessment items of student teachers with hearing impairments at Kitwe Colleges of Education in Zambia and a qualitative case study was used as the research design. The study comprised seven (7) participants of which three (3) were Lecturers and four (4) were student teachers with hearing impairments, who were purposively sampled. The study revealed that students with hearing impairments were able to answer assignments accordingly despite exhibiting referencing and grammatical errors, and experienced more challenges answering tests. The findings also indicated that lecturers viewed the performance of student teachers with hearing impairments in assignments as being influenced by their hearing peers and that students with hearing impairments wrote their assignments and tests using sign language that was not making sense to lecturers. The study concluded that student teachers with hearing impairments were able to perform better in assignments and that they experienced more challenges answering test questions. The study recommended the need for assessment items for students with hearing impairments to be adapted to make them appropriate for the students and that educators for students with hearing impairments should take a keen interest in acquiring knowledge of Zambia Sign Language grammatical structure to enable them to assess and mark assessment items of students with hearing impairments without difficulties.
Lesson preparation for inclusive teaching of learners with disabilities from grade 1 to 7 at Kankumba Primary School Malata, Lawrence Nsofwa; Muzata, Kenneth Kapalu
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v1i2.2492

Abstract

The inclusive approach calls for schools to make appropriate curriculum changes to the learning so that each classroom is able to address the learning needs of all children, including those with disabilities. Inclusive education requires good lesson preparation by teachers and involves putting in order all relevant materials considering the concepts of adaptation, accommodation and modification. It appears that the aspect of inclusive lesson preparation for learners with disabilities has not been taken seriously and this could be the major contributing factor to poor performance. However, this article will explore lesson preparation for inclusive teaching of learners with disabilities from grade 1 to 7 at Kankumba primary school in Rufunsa district, Zambia. The study adopted a case study design and it employed a qualitative approach to collect data. The participants were purposively selected and the sample comprised 18 participants that were categorized as follows: Headteacher (1), Parents (5), Class Teachers (6), and children with disabilities (6). The major findings of the study revealed that teachers did not prepare lessons inclusively. Some indicators of lack of inclusive planning were the absence of inclusive methods in lesson plans, whereby teachers only planned group work and lecture methods without indicating how the learners with disabilities would benefit. The selection of teaching and learning aids did not depict inclusion for learners with disabilities. The study further revealed that the lack of proper inclusive lesson delivery and inclusive lesson preparation was exacerbated by a lack of knowledge on inclusive lesson preparation by teachers. It was recommended that in-service teachers need capacity building in inclusive lesson preparation and a further review of how inclusive lesson preparation can be intensified in the teacher education curriculum.
Inclusive assessment practices and their application in the inclusion of students with visual impairment in higher education in Tanzania Lawi , Chiza; Muzata, Kenneth Kapalu
Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i2.70

Abstract

The agenda for inclusive education cannot be fully realised if inclusive assessment is ignored by education systems and its practitioners. This was a qualitative study that investigated the inclusive assessment practices employed for Students with Visual Impairment (SwVI) in one selected Tanzanian higher education institution. Using an intrinsic case study design, the study answered two main research questions on what assessment practices were used when assessing SwVI and how the assessment practices were applied. Twenty participants (20) were purposively sampled to participate in interviews, and focus group discussions. Thematic analysis was used to make sense of the data. The findings revealed that there was adequate effort made by the higher education institution under study to use a variety of assessment methods to meet the needs of SwVI. Despite these efforts, students encountered a number of challenges in the application of some assessment practices. Among the main challenges was the failure of some students to read braille grade 2 and the lack of skills to use technological devices such as computers in assessment, even though computers were available. The university management should organise training programmes for SwVI in braille grade 2 and on how to use computers in assessment.
An eye into the 2023 Zambia education curriculum framework: What is there for special and inclusive education in Zambia Muzata, Kenneth Kapalu
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.403

Abstract

The Curriculum Development Centre (CDC) in Zambia, a Directorate under the Ministry of Education, has rolled out the 2023 Education Curriculum Framework to guide education in Zambia, replacing the 2013 framework. Emanating from the 2023 Zambia Education Curriculum Framework, this paper critically analyses special and inclusive education for learners with disabilities in the reviewed curriculum. The paper compares the 2013 curriculum framework to the 2023 one and analyses whether Zambia is progressing in providing special and inclusive education to learners with special education needs. With the help of the QDA Miner qualitative data analysis tool, the study revealed that the content within the two curriculum frameworks is 0.378 similar, a Jaccard coefficient which indicates that the content in the two curriculum frameworks is somewhat similar and not entirely different. Even though there appeared to be an improvement in the 2023 curriculum framework, data by word frequency shows that concepts related to disability and special education need provision are inadequately represented, signalling a continued low-key consideration of education provision for learners with disability. Based on the findings of this study, teachers need capacity building in curriculum adaptations for learners with disabilities and autonomy to modify content, teaching, and learning materials and assessments so that learners with disabilities benefit from the 2023 curriculum goals. Providing the necessary resources for competence-based curriculum implementation is critical for the success of the 2023 curriculum goals.
Community Perspectives on Social Cash Transfer for Children with Disabilities in Rural Zambia Viela, Emma; Muzata, Kenneth Kapalu; Simalalo, Magdalene; Ramalia, Aminah
Jurnal Karya Abdi Masyarakat Vol. 9 No. 1 (2025): Jurnal Karya Abdi Masyarakat
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jkam.v9i1.42728

Abstract

This study explores the perceived benefits and challenges of the Social Cash Transfer (SCT) programme for learners with disabilities in Kalumbila District, Zambia. Using a qualitative case study approach, data were collected through in-depth interviews and focus group discussions involving learners, parents, teachers, and social service officers. The findings reveal that while SCT contributes to improved school attendance and basic educational support, significant barriers persist—including limited awareness, cultural stigma, inadequate outreach, and inconsistent disbursement. Schools played a crucial intermediary role, yet gaps in stakeholder coordination and inclusive communication practices hinder full access for eligible children. The study highlights systemic shortcomings in programme design, especially in addressing the complex needs of children with disabilities. It emphasizes the importance of embedding SCT within a broader inclusive social protection framework, supported by assistive services and multi-level collaboration. Despite offering critical insights, the study is limited by its geographic focus and qualitative scope, which constrain generalizability.
Strategies addressing orientation and mobility challenges facing students with visual impairment in selected Tanzanian universities Shemndolwa, Mwitango; Muzata, Kenneth Kapalu; Simalalo, Magdalene
Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i1.77

Abstract

The increased number of students with Visual impairment (VI) in universities has been noticeable in recent years. The growing population faces multiple challenges regarding orientation and mobility (O&M). This study explores the strategies to address the challenges encountered in O&M by university students with VI in Tanzania. An intrinsic case study design was employed to generate in-depth information on the challenges and strategies used to overcome the obstacles faced in the orientation and mobility for students with visual impairment. Eighteen students with VI, three orientation and mobility specialists and four administrators were purposively selected to participate in the study. Data were collected through interviews, focus group discussions and observation to ensure data triangulation. Inductive thematic analysis was used to make sense of the data generated from two selected universities. The findings revealed a variety of challenges, including internal and external challenges such as unsupportive infrastructure, extreme fear and an absence of clear landmarks in the university environments. The strategies employed to overcome these challenges included self-development, resilience, as well as awareness and adaptability to the environment. Based on the findings, it is recommended that universities continue to build and modify infrastructure while considering the inclusivity of students with VI to facilitate effective use of O&M skills, allowing for confident and independent movement within the universities.
Secondary school teachers’ perceptions of Catholic school management in selected schools of Lusaka District Nyambe, Mwangala; Muzata, Kenneth Kapalu
Eureka: Journal of Educational Research Vol. 1 No. 2 (2023): Needs in educational implementation, institutional management, and its' integri
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (293.411 KB) | DOI: 10.56773/ejer.v1i2.7

Abstract

This paper presents the findings of a study conducted to assess Catholic and non-Catholic teachers’ perceptions of Catholic schools’ management in five selected Catholic secondary schools in Lusaka District of Zambia. The objectives of the study were to examine the experiences of teachers teaching in Catholic schools; to assess the teachers’ perceptions of their school management in the Catholic schools, to establish aspects that influence negative perception of teaching in a Catholic school, and to investigate how religious restrictions affected the morale of teachers teaching in Catholic schools. The study used a qualitative approach and semi-structured interviews to generate data. Purposive sampling was used to select 25 participants that included five school head teachers; one in each school, ten Catholic teachers and ten non-Catholic teachers; two in each school that participated in the study. Data analysis was thematic. Among the key findings were that Catholic schools were managed via a strict school management model. Further findings revealed that key management positions were seen to be a preserve for Catholic teachers, management in the schools was perceived to be conservative and mass was made compulsory. Based on the findings, the study recommended the need to make the attendance of Mass, devotion, and other religious activities optional especially for non-Catholic teachers in order to respect religious choice and further adoption of flexible styles of management and minimum supervision of teachers. Positions in school management should be available for all teachers and learners and be based on merit first before religious faith.
Bridging or Limiting Inclusion? Deaf Perspectives on Sign Language Interpretation in Zambian Education Muzata, Kenneth Kapalu; Chomba, Rachel Muuma
Universal Education Jurnal Teaching and Learning Vol 2 No 3 (2025): July-September Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i3.99

Abstract

This study explores the attitudes of persons with deafness toward sign language interpretation as a means of inclusion in Zambia’s educational system. Although sign language interpretation is widely considered a critical tool for bridging communication barriers, its effectiveness depends on how it is perceived and experienced by those it seeks to serve. Guided by a qualitative research design, semi-structured interviews were conducted with deaf learners to capture their perspectives on the benefits, limitations, and challenges of interpretation services. The findings reveal a duality of attitudes: while interpretation fosters access to information, confidence, and participation in mainstream education, it also raises concerns about dependency, misrepresentation, and the erosion of opportunities for direct communication between deaf and hearing individuals. Attitudes varied by gender and onset of deafness, with postlingual participants emphasizing interpreter competence and prelingual participants advocating for teachers to acquire direct sign language skills. The study concludes that sign language interpretation is valuable but insufficient on its own for genuine inclusion. It recommends investment in both professional interpreter training and sign language proficiency among educators to strengthen sustainable, inclusive education in Zambia.
Co-Authors Aminah Ramalia Chomba, Rachel Muuma Kumatongo, Brighton Lawi , Chiza Malata, Lawrence Nsofwa Nyambe, Mwangala Shemndolwa, Mwitango Simalalo, Magdalene Viela, Emma