Almost all maternal deaths occurring in developing countries are due to complications arising during antenatal, intra-partum and immediate postnatal period. Of these deaths more than half of them occur in sub-Saharan Africa and one third occur in South Asia. Most causes of these deaths are easily preventable through antenatal care in pregnancy, skilled care during childbirth, and care and support in the weeks after childbirth. In many African countries the coverage antenatal is increasing but the coverage alone does not provide information on quality of care, and poor quality in antenatal, clinics, correlated with poor service utilisation, is common in Africa. The purpose of this study was to assess factors influencing antenatal service quality in public and private health facilities in Lusaka District, Zambia, focusing on expectant mothers’ perspectives. A cross-sectional, descriptive, correlational design was used to examine the relationships between expectations, the quality of antenatal, personal characteristics and the type of provider with overall satisfaction, as well as with satisfaction with each of the following dimensions: Tangibility, reliability, responsiveness, assurance and empathy.

This study explored the effectiveness of employing the imaginative learning strategy in scientific courses in Emirati private schools from the perspective of the teachers teaching scientific courses. The descriptive analytical approach was adopted to investigate such effectiveness, and in-depth interviews were carried out. Online in-depth interviews were conducted with thirty teachers (19 male teachers and 11 female teachers). Those teachers were chosen purposively. They teach science courses. They were chosen from six private schools in Sharjah, five private schools in Dubai, and three private schools in Dubai. The interviews were recorded and analysed to reach reliable results. Such analysis aims to identify the degree to which the targeted teaches employ this strategy. It aims to identify the impact of employing this strategy in scientific courses on the quality of education. It aims to identify the impacts of employing this strategy in scientific courses. It aims to identify the barriers and challenges that might be faced when employing this strategy by the targeted teachers. Several results were reached. For instance, respondents have positive attitudes towards employing this strategy in scientific courses. In addition, employing this strategy in scientific courses in Emirati private schools effectively improves the quality of education. The researchers recommend holding courses for teachers in UAE about the use of the imaginative learning strategy in scientific courses.