This paper reviews initiatives of Community-Based Natural Resource Management (CBNRM) from 21 case studies in different countries. The study uses Ostrom's design principles and eight objective measures. These are empowerment, public participation, equity, conflict resolution mechanisms, similarities between misuse and establishment of rules for indigenous environments, effective monitoring, collective choice arrangements and sanctioning activities for the use of common resources to evaluate and compare the case studies to examine the cases. Based on the analyses, successes and failures of CBNRM were determined. Successes were evident in the management of water resources in Honduras, India, Kenya, Nepal and St Lucia. CBNRM was also successful in Fiji, in joint forest management in India and other instances such as in Alaska, China, Cambodia, Namibia, Malaysia, Mexico, Washington, and to a small extent in Papua New Guinea. However, CBNRM initiatives failed in managing wildlife conservation in Nepal and Kenya, and in Tanzania wildlife management, Uganda and Zimbabwe. CBNRM failure was attributed to the uneven distribution of the benefits of natural resources, lack of empowerment, low community participation, failure to resolve conflicts, among many factors. In this study, the recommendations is made that similar research should be conducted with a larger sample size and employ other techniques such as Principal Component Analysis for examining the characteristics that achieve effective and sustainable CBNRM initiatives.
We propose improvements for addressing the inadequate sustainable use of wildlife resources in the community‐based natural resource management (CBNRM) programme in game management areas (GMAs) using case study data from Mumbwa and Lupande GMAs in Zambia. Firstly, we assess the sustainability of wildlife resources in these GMAs using design principles for enduring common pool institutions. Secondly, we propose the steps required to address the lack of sustainability of wildlife resources in the CBNRM programme in the two GMAs by building on indicators suggested by Ostrom's principles. The resource use patterns in the two GMAs were assessed according to their socio‐economic and institutional factors. Comparisons were made between the two GMAs in relation to Ostrom's design principles. Accordingly, the combination of socio‐economic and institutional factors restrains the sustainable use of wildlife resources in the two GMAs. Unless the Zambian government provides local communities with meaningful decision‐making powers and benefits for the utilisation and management of wildlife, this resource is likely to disappear outside national parks.
The aim of this study was to investigate the scope of local ecological knowledge (LEK)
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.
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