The management of safety in schools is essential for creating safe and healthy learning environments for pupils and staff. Using descriptive research design, which involved qualitative data collection and analysis, this study explored pupils and teachers’ perspectives on classroom safety management in selected schools of Southern province of Zambia. The study used homogenous purposive sampling to select schools and participants for the study. A total of 4 schools were sampled. 8 teachers were sampled purposefully. More so, 16 pupils were sampled purposefully. The selection criteria included schools with a diverse range of pupil populations and teachers with varying levels of experience. Data was collected using in-depth interviews (teachers) and Focus Group Discussion (FGD) for pupils. Classroom observations were used to collect data on classroom behavior and interactions between pupils and teachers. A checklist was used to take note of missing items in classrooms. Document analysis was used to review school policies and procedures related to classroom safety management and to identify areas where improvements may be needed. The qualitative data collected from the in-depth interviews and FGD were analyzed using thematic analysis to identify patterns and themes in the data. From research evidence, the benefits of classroom safety management include improved academic performance, reduced absenteeism, and better mental and physical health outcomes for learners. However, managing safety classrooms in schools presented numerous challenges, such as risk assessment, emergency preparedness, and ongoing training and education for pupils, teachers and other stakeholders. To overcome the challenges and realize the benefits of safety management in classrooms, there is need for effective collaboration and communication among all members of the school community, including pupils, staff, parents, and community partners, is essential.

The standard working hours for civil service workers as stipulated by the International Labor Organization (ILO) in most countries is 8 hours. The eight hour work day policy has been enacted in the Labour Laws of Zambia as a guide for employers and employees. Recently, teachers were also mandated to follow this policy as they are part of the public service. However, this policy has been criticized by some teacher unions and the teachers themselves. The Zambia National Union of Teachers (ZNUT) called on the government to implement the eight hour policy for teachers to promote effective teaching. On the other hand, the National Union of Public and Private Educators (NUPPEZ) executive president said that the eight hour policy in its current form was retrogressive to teachers. He further urged the Ministry of General Education to seriously engage the teacher unions to help look into the effective handling of the policy by both administrators and teachers alike. Therefore, this clearly shows that the eight hour policy has been received with mixed feelings by the teaching fraternity. A sample of 40 participants drawn from three public primary schools and three public secondary schools was purposively selected and interviewed. The sample comprised teachers and head teachers. The study was mainly qualitative in nature and used a descriptive design. Thematic analysis was used to analyse data. The study revealed that of the six schools that were sampled, only two schools strongly supported the introduction of the eight-hour policy. Two schools were against the policy while the other two schools expressed mixed feelings. Generally, a large number of teachers felt that the policy was inimical to the interests of teachers. The study recommended inter alia that the Ministry of Education should improve infrastructure in schools such as staffrooms where teachers can prepare their work and relax in a conducive environment for eight hours.

The study investigated men’s experiences of Gender Based Violence in selected compounds of Lusaka Urban. The study adopted an interpretivist perspective which seeks to understand participants’ lived experiences of Gender based Violence. The study was conducted in two compounds of Lusaka Urban. The study sites were chosen because of their high prevalence of Gender Based Violence as reported on social media. The study was premised on the following research objectives; to determine the nature of Gender Based Violence against men, to explore the factors that lead to Gender Based Violence against men and to investigate men’s reactions in the face of Gender Based Violence. The study sample consisted of fourty-six (46) participants, thirty four (34) of whom were men from both Garden and Matero Compounds, four (4) representatives from the Zambia Police Victim Support Unit and eight (8) Church leaders. Purposive and convenient sampling techniques were used. The findings of the study revealed that among the forms of Gender Based Violence perpetrated against men were emotional abuse, sexual abuse, physical assault, financial abuse and verbal abuse. Other factors that led to Gender Based Violence against men were failure of a man to provide for family needs especially after change of economic status, alcohol abuse, retaliation to past mistreatment of wives by husbands, adultery and psychological disorders. Regarding men’s reactions in the face of Gender Based Violence, the study showed that few men reported cases of Gender Based Violence against them. This was attributed to the fact that men faced barriers such as societal view of battered men, police attitudes towards battered men and being ignored by the law enforcement bodies.

The teaching and learning of Geography in Zambian senior secondary schools should be re – engineered if high academic performance should be attained. Academic performance in Geography at School Certificate level, consistently for some time now is neither impressive nor competitive with other subjects at all. The question is how should geography be taught to make it a must do subject by many senior secondary school learners? There is a need therefore, to remodel or restructure how geography content should be taught and learned. The main objective of this study was to explore how best geography could be taught and learned in selected Schools of Livingstone District. This study is anchored on descriptive design, of the qualitative approach. Operant conditioning by Skinner (1971), who believed that ‘changes in behaviour are a result of an individual’s response to events (stimuli) that occur in the environment’. The study used heterogeneous purposive sampling technique to select schools and participants respectively. A total of six heterogeneous schools, 30 learners and 18 teachers of Geography were sampled bringing the total number to 48 participants. The selection criteria included schools with diverse range of pupil populations and geography teachers with varying levels of experience. Data was collected using Focus Group Discussion (FGD) administered to learners of Geography, and semi – structured interview schedule administered to selected learners and teachers. The qualitative data collected from both learners and teachers of geography were analysed thematically by identifying patterns and themes in the data. Teachers and learners experienced challenges/problems, such as inadequate or lack of teaching and learning resources, absenteeism from both teachers and learners, and inadequate or lack of teachers. The main findings were that teachers and learners of geography needed well organised field work excursions; learners wished to be in a driving seat of learning through presentations, discussions, hands – on experiences, continuous assessment, and ‘equal opportunity’ provision from their teachers. The study recommends that learners need to experience ‘equal opportunity provision from their teachers in the way they are taught. The study also recommends removing sub – regional geography from the curriculum and intensify well organised and sponsored field work excursions. Also, that the Ministry of Education should provide adequate teaching and learning resources such as textbooks, models, and Maps.

The management of safety and health in schools is essential for creating safe and healthy learning environments for learners and staff. Through literature review and analysis, this paper examines the benefits, challenges, and prospects of safety and health management in schools in general. From research evidence, the benefits of safety and health management include improved academic performance, reduced absenteeism, and better mental and physical health outcomes for learners. However, managing safety and health in schools presents numerous challenges, such as legal and regulatory compliance, risk assessment, emergency preparedness, and ongoing training and education. According to reviewed literature, the prospects for safety and health management in schools are promising, as schools are increasingly prioritizing health and wellness initiatives and investing in the necessary resources and support. To overcome the challenges and realize the benefits of safety and health management in schools, this paper recommends effective collaboration and communication among all members of the school community, including learners, staff, parents, and community partners.