Within the Sustainable Development Goal (SDG) and its 17 targets is a strong emphasis on the education of learners with disability. Whereas there have been massive improvements at lower levels regarding education of the marginalised, a lot more work remains undone at tertiary education level. In this discourse, we explore literature to reveal enablers and disablers to academic success of students with visual impairments (SwVI) at higher education level in the past 10 years in 16 countries doted across six habitable continents. Emerging from the study is a host of disablers such as (1) negative attitudes, (2) absence of inclusive education policy, (3) inaccessible learning environment and learning materials, (4) exclusive pedagogy, and (5) limited orientation and mobility. Amidst the disabling environment, a positive attitude, self-advocacy, and innovativeness stood out as key enablers to academic success by SwVI. The findings contribute to the realisation of the SDG agenda through advocacy on inclusive education policies and practices.

This paper outlines the history of language-in-education policy in Zambia from 1964 to 2014. It examines some of the major factors which informed language-in-education policy formulation and implementation in the country in relation to four landmark phases: the 1966 proclamation of English as sole official language at national level and as language of classroom instruction from Grade One to the highest level of education; the 1977 education reforms recommendations; the 1996 language-in-education policy; and, finally, the 2014 declaration and implementation of the policy prescribing the use of familiar languages for instruction in initial literacy and numeracy from Grade One to Grade Four. The paper concludes that though English has remained the sole official language at national level over the years, there has been increasing recognition of the role of local languages as languages of classroom instruction. As a result, the early top-down and monolingual approach to language-in-education policy formulation and implementation, premised on the principle of languages in competition, has since given way to the bottom-up and multilingual approach, guided by the principle of languages in complementation. In order to consolidate the gains scored over the years, the paper argues for a comprehensive operationalisation of the current language-in-education policy through formulation of a comprehensive language development plan and the production of sociolinguistic surveys at both national and community level to aid teachers in determining which language or languages to use as media of classroom instruction in a given locality.

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Language is considered as a purely human and non-instinctive method of expressing feelings and yearnings by way of a system of freely produced symbols (Sapir, 1939). The noticeable role of language in the life of every human being and the society as a whole cannot be underestimated or over emphasised. This is because language is used as a medium of serenity, persuasion and advancement on one hand and a medium of uproar, disorder and retrogression on another hand. The present study focuses on a significant form of political discourse, the election campaigns. The term politics is from Greek: πολιτικός politikos, which denotes "of, for, or relating to citizens," in the course of making decisions pertaining to all members of each group (James, 2014). In a narrow way, the concept designates to accomplishing and exercising positions of governance, that is, organised control over a human community, especially a state. Furthermore, politics is the practice of the dispersion of power and resources within a given community as well as the interrelationship(s) between communities (James, 2014). Essentially, the study analyses political discourse. Johnson and Johnson (2000) explain political discourse analysis as the arena of discourse analysis which centres on discourse in political forums such as debates, speeches, and hearings as the phenomenon of interest. The main objective of the present study is to analyse rhetorical strategies in presidential campaign discourse in Zambia, and the study makes use of SFG as the framework guiding the study. Since the introduction of multi-party politics in Zambia in 1991, several political parties have been competing for political power. In Zambia, general elections are held every five years. These elections are preceded by rigorous political campaigns by different political parties characterised by all sorts of language as politicians solicit for votes. What matters in order to be understood during these campaigns, is not what politicians say, but rather how they present what they say. During the run up to the August 11, 2016 elections, there were nine presidential candidates who were vying for presidency. However, the race was between two leading contenders-Hakainde Hichilema for the United Party for National Development (UPND) and Edgar Lungu for the Patriotic Front (PF). The study focuses on one of the two main contenders

is the study of the internal structure of a word and the processes involved in its formation. Morphology is divided into two branches, namely: a) inflectional morphology, which deals with various grammatical forms of the word and, b) lexical morphology which deals with formation of new lexemes from different bases within the language. This study discussed lexical morphology of Lala by analysing the morphophonological and morphosyntactic processes involved in word formation in Lala language. Greenberg (1955) classified the African languages using genealogical method based on morphosemantic similarities. These Languages were classified in four language families as; Afro Asiatic, Congo Kordofanian, Nile-Sahara and Hoisin. Congo-Kordofanian was subdivided into branches. Bantu languages were placed in Niger-Congo branch of Congo-Kordofanian