The rural livelihood system in Zambia is essentially agriculture, and agriculture is the main link between people and their environment. Through agricultural activities, people seek to husband the available soil, water and biological resources so as to 'harvest' a livelihood for themselves. The aim of this study is to examine Zambian farmers' awareness and attitude toward the degradation of the environment and their relationships with a set of beliefs to evaluate their perceived capacity to take actions to improve the environment.
The visibility of environmental problems and the increasing awareness of associated consequences have made environmental issues salient in Zambia. The purpose of this study was to investigate correlations between the social and psychological influences affecting college students in
Zambia, and the behaviours perceived by them to be appropriately environmentally friendly. The underlying social and psychological factors that would determine individuals' attitudinal responses toward appropriate environmental behaviour were assessed. The study attempted to measure behavioural
tendencies towards environmental conservation. Behaviour involving energy and water conservation (EW) was consistently rated as the most important, and appropriate category of environmental behaviour, whereas social and political action (SP) was viewed as the least favourable behaviour according
to the respondents in Zambia. The respondents who were older in the graduate level of the study and had frequently contact with environmental education activities and courses were more likely to hold positive behavioural tendencies toward environmental conservation in general.
This study sought to investigate the teaching strategies used in Civic Education lessons in secondary schools in Zambia. The study used a descriptive case study design and data was collected using interviews, Focus Group Discussions (FGDs) and observations. Purposive sampling procedure was used to target seventy-four participants. Data collected was analysed using themes that emerged from the literature review and objectives of the study. The main findings of the study were that teachers in secondary schools still used teacher-centred strategies in the teaching of Civic Education despite policy direction in the Zambia Education Curriculum of 2013. Lecture method was common most Civic Education lessons. A few who implemented reflective practice strategies in their lessons used debate, group discussions and brainstorming. Based on the findings, social sciences departments where Civic Education sits in secondary schools in Zambia should find mechanisms of observing reflective practice strategy in the teaching of Civic Education rather than just seeing lesson plans. The Ministry of General Education should take a deliberate move to provide workshops/short courses to Civic Education teachers on the importance and use of reflective practice strategy in Civic Education lessons. Further, Curriculum Development Centre (CDC) and Examination Council of Zambia (ECZ) should collaborate and re-design the Civic Education Syllabus and give it a practical project since the subject is practical in nature. There is need in future to assess the training of Civic Education teachers with regards to training for reflective practice strategy.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.