The purpose of this study was to explore the accessibility of virtual learning platforms for person with visual impairment in the home environment. The study was qualitative in nature and took the form of a case study design. Purposive sampling was used to sample fifteen participants who took part in the study. Emergent from this study was a cluster of digital tools in use such as WhatsApp, Zoom, Google Meet/ Classroom, or Email applied to access virtual learning. In addition, computers with JAWS, smart phones with speech reader and readily available internet facility, some radios and TVs were required for virtual learning at home. The study found accessibility of virtual learning in a home environment depended on internet connectivity and having rightful gadgets which were user-friendly to individual with visual impairment as well as low socio-economic background as it determined the purchasing power. Further, challenges faced included children’s lack of computers and phones with bundles to go online, poor internet connectivity and unconducive home environment. The study also revealed that parents needed social support and financial support from well-wisher like donor community and government to support them with ICT gadgets specifically designed for children with visual impairment. Besides, they need internet services and with ITC gadgets instilled with speech readers or JAWS. Thus, the study suggested among others, that teacher should start using video and audio-conferencing teaching, open up virtual resources Centre for learners, strength the collaboration between teacher and parents and make pricing of ICT equipment affordable for the visually impaired.

The Dakar World Education Conference (2000) committed governments to ensure that their education systems are inclusive and specifically cater for the needs of disadvantaged, vulnerable and marginalized learners. For Zambia as one of the developing countries, in its Persons with disability Act of 2012, it affirms the government's commitment for persons with disabilities to access an inclusive, quality and free primary, secondary and higher education on an equal basis with others in the communities in which they live. The debates on how best to prepare pre-service teachers for diverse, inclusive classrooms have led to some teacher educators working more closely with schools in trialing new approaches. In this discourse, we explore literature on preparation of pre-service teachers in inclusive pedagogies worldwide. Emerging from this study is the strong emphasis on inclusive pedagogy with a bias on improving the quality of mainstream education and addressing educational inequality among others. The findings contribute to inclusive education policy development in institutions of higher learning and pedagogical practices among others. The study further adds on to scanty literature on inclusive education pedagogies.

In recent years, curriculum adaptation in education has received consideration attention, as reflected in the viewpoints and guidelines in policies and practice in education. It is believed to have the potential of providing opportunities to learners to access quality education. Curriculum adaptation itself, involves differentiation in learning content and instructions, aimed at aiding learners learning. The study explored teachers’ understanding of curriculum adaptation involving learners with moderate intellectual disabilities in Zambian primary schools. An interpretive phenomenological design supported by qualitative approaches was used. The sample size involved 15 special education teachers. An expert purposive sampling technique was used in to select participants. Data was collected using an in-depth interview guide. Qualitative data were analyzed thematically. The study revealed mixed views on teachers’ knowledge on curriculum adaptation. While some teachers limited understanding to just modifying content, others saw adaptation beyond adapting subject content. They believed adaptation to include; adjusting instructional strategies, learning resources, and learning environment as well as collaboration with other stakeholders such as parents and relevant professionals to make learners learn. The study also, revealed that although some teachers did not quite comprehend it, those who did so, showed understanding through the ability to: modify instructional strategies; adjust learning materials; simplify learning content and adjusted the learning environment and provision of extra time for learning and assessment time learners learn. Teachers’ understanding, however, was punctuated by several gaps: ill-preparedness of teachers, long periods of class preparation, limited base resources for adaptation and unwillingness of stakeholders to participate. The study recommends, upgrading teachers’ understanding and skills on curriculum adaptation practices through in-house training.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0099/a.php" alt="Hit counter" /></p>

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 assessed the provision of Early Childhood Education in selected government primary schools of Kabompo District. A case study design was used involving a sample of 70 respondents selected from three Early Childhood Education Centres in Kabompo district, with geographic locations of urban, peri-urban and rural and remote primary schools. Data were collected using questionnaires, semi-structured interviews, focus group discussions, observation schedules and ECE class check-lists. Qualitative data were analysed thematically while quantitative data were analysed using Statistical Package for Social Sciences (SPSS) to generate graphs, charts and frequency tables. The study observed that there were several factors affecting the provision of ECE in government primary schools most of which were attributed to identified gaps between policy on Early Childhood Education provision and practice. Some schools did not have trained teachers in ECE centres but used volunteer primary school teachers. The study also found that ECE centres did not have appropriate infrastructure designed for children below the age of six. Most schools were under resourced with respect to teaching and learning materials including materials for play. For rural and remote schools, long distances between schools and villages resulted in minimal enrolment and rampant absenteeism. On the contrary, some urban ECE centres experienced high enrolment rates resulting in overcrowding in classrooms. The study recommended inter alia that the Ministry of Education should build appropriate infrastructure for ECE and procure the requisite materials including relevant equipment for play in ECE Centres.