The core focus of this study was to investigate the teaching pedagogies used in Civic Education in Zambian secondary schools and how they promote effective political participation. This study used a qualitative case study. 20 Civic Education teachers and 35 learners in Civic Education classes from 5 selected secondary schools in Lusaka District were purposively selected through homogenous sampling. Oneonone interview were used to collect data from teachers while focus group discussions were used to collected data from learners in Civic Education classes. Thematic data analysis method was used in this study. Findings established that teachers use lecture, debate, discussion, community engagement, education tour, and pupils' management boards in teaching Civic Education in secondary schools. Apart from the lecture method which depends on the teacher as the sole source of knowledge, the other methods are incorporated well in teaching Civic Education and have potential to promote effective political participation among secondary school learners. The study recommends that schools should strengthen Continuous Professional Development (CPD) activities such as Lesson Study Circle, Cluster Meetings and Professional Subject Association Workshops to reinvigorate pedagogies of Civic Education and spur innovative pedagogical approaches that promote effective political participation; The Ministry of General Education should constantly hold educational conferences to sensitise Civic Education teachers on pedagogies that help to prepare learners for political participation as outline in the 2013 Zambia Education Curriculum Framework; The Ministry of General Education and the Curriculum Development Centre (CDC) should consider introducing community based assessment in Civic Education as part of final examination grading than current theoretical based approaches.

Technology is highly valued in modern day teaching and learning especially when it comes to imparting knowledge to students with disabilities. This paper presents the findings of a study that sought to establish the emerging and digital technologies being used to enhance the teaching and learning of ODL students with disabilities at Nkhruma University. The study used a case study design. The population comprised all students with visual and hearing impairment under ODL and their lecturers. A total sample of fifty-five (55) participants was employed and snowball sampling technique was utilized. The instruments used for data collection were interview guides and observation schedules. Data was analyzed thematically. The findings revealed that emerging technologies such as the use of information and communication technology were used by both students with visual and hearing impairment to learn effectively and lecturers to teach effectively. It was also revealed that digital technologies such as computers, cell phones, and Ipads were used during the lectures for effective teaching, easy access to materials and information. It was further revealed that some students with disabilities and lecturers were not well oriented on the use of modern ICT tools. Based on the findings of the study, it was recommended that the institution conducts technology-biased capacity building workshops for all ODL lecturers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0975/a.php" alt="Hit counter" /></p>

Inclusion of people's cultural background in education and training is crucial for development. This article considers involvement of learning institutions in communities as a way of sharing cultural values. There is need for culture in aspects of education and training. This can only be realized by integrating communities' culture in generating knowledge and skills. Education and training change people's behaviour which has an implication on how people relate to their culture. It is important to provide education and training which are reflective of people's culture. This is a way of enabling people to embrace it, wholly. This paper points out the need for institutions of learning to collaborate with communities in a bid not only to learn from one another, but also to collectively share and find solutions to prevailing problems. Learning institutions are urged to use approaches that enable communities to fully participate in activities conducted in their areas. Communities should not be used for selfish gain, but to develop them to acceptable levels. Culturally relevant education (CRE) is a terminology espoused by researchers and academics. It makes a synergy between CRE and training for communities. This paper addresses relationship between education and training, effect of education, training for community responsibility and how to involve it in its own education. This is done against the backdrop that people are educated and trained but fails to make meaningful contributions to improving their own lives as well as those of other communities. What is surprising is that there is little being done in some cases to support this and systematically lead to its realisation. Among other thought-provoking questions, the article raises the following: i) Why is the education and training that some receive fail to have a trickle-down effect? ii) Is it because institutions of learning are focusing on education alone, leaving the aspect of training? The article advocates for institutions of learning to consider education and training of people (the community) as crucial aspects of development.

This paper is anchored on the assumption that the world is approaching the end of two important international initiatives, the Decade of Education for Sustainable Development (2014) and the Millennium Development Goals (2015). Given such a scenario, Africa is gaining increased attention due to the innumerable challenges it faces in striving to achieve sustainable development. There is unanimity that African countries should improve their capacities to cope with emerging challenges. As a result, their higher education institutions need to drastically improve their own educational programmes and associated research facilities for training future generations of skilled personnel. This paper concludes by making critical observations on the general populace's expectations of private higher education learning institutions.

This paper is based on a lived teaching experience at Lions School for the Blind in Ndola, Copperbelt Province in Zambia. The main objective of this study was to explore screening assessments, intervention and teaching strategies employed by the teacher in a classroom of learners with language disorders and have visual impairment. A purely qualitative research employing a case study method. Observations, interviews and document review were the main data collection tools used. The data collected were analysed descriptively and thematically. Findings reveal gaps in screening assessment, intervention and teaching used by the teacher. While these gaps uncover areas to work on and improve practice, the teacher exhibited knowledge and skill in handling learners with language disorders who visual impairments as well. Many of the challenges encountered are structural and require attention of both the school and government authority intervention.