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The contextual nature of learning in community schools in Lusaka
Thesis (PhD)--University of Pretoria, 2021.
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University of Pretoria
2021
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| _version_ | 1867613463663083520 |
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| access_status_str | Open Access |
| author2 | Steyn, Raita |
| author_browse | Steyn, Raita |
| author_facet | Steyn, Raita |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/80811 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:36:33.236Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/80811 The contextual nature of learning in community schools in Lusaka Steyn, Raita ntmaisiri@gmail.com Wassermann, Johannes Michiel Mbewe, Nthembe UCTD Education Education theses SDG-04 Education theses SDG-08 Education theses SDG-09 Education theses SDG-10 Education theses SDG-11 Education theses SDG-17 Thesis (PhD)--University of Pretoria, 2021. One of the most pressing social and political problem facing primary education systems in developing countries is the universal provision of quality education to all. In the face of the non-realisation of universal state provision of education, the question of non-state providers comes to the fore. To cope with this need, countries such as Zambia, have adopted policies on decentralization and democratization of education. In turn, this has increased the impetus to the attention given to non-state providers in education provision. Therefore, the purpose of this study was to understand the contextual nature of learning in selected urban community primary schools of Lusaka, Zambia. Community schools are a non-state delivery of primary education in the low resource context that caters for poor and vulnerable populations who due to supply-side constraints, are unable to assess free education provided by the state. The open systems theory and dimensions of learning theory were used as theoretical models from the multiple discourses to guide the inquiry. The study is based on an interpretive worldview, multiple case study design involving six urban community primary schools of Lusaka, Zambia. Thirteen participants consisting eight teachers and five headteachers were purposively sampled for the study. Data were gathered through semi-structured interviews, observations, photographs, document analysis. The study found that the policy culture of the schools encouraged curriculum coverage and teaching for test. The teaching was mostly characterised by rote learning than on sense making and real-life application. While it is indisputable that this transmission model of learning is effective for some learners, maximising the potential of learners should be at the centre of the 21st century community primary schools. Most schools faced teacher shortages and poor school infrastructure leading to multigrading classes, overcrowding and double shifting. Furthermore, most teachers lacked teacher education and struggled to accommodate reforms initiated in the curriculum. With insufficient funding, it gets hard for the schools to implement proven reforms, for example, employing and retaining effective teachers. The funding weakens the schools’ potential to develop the innovativeness of the up-and-coming age of workers and entrepreneurs. With community primary schools increasingly becoming a major feature of the education landscape in Zambia, I posit that the contextual nature of learning in community schools should increasingly become a conversation of local scene urban education. This is important as the disadvantaged communities’ futures rely heavily on the nature of its schools. mi2026 Humanities Education PhD Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-09: Industry, innovation and infrastructure SDG-10: Reduced inequalities SDG-11: Sustainable cities and communities SDG-17: Partnerships for the goals 2021-07-13T10:59:25Z 2021-07-13T10:59:25Z 2021-09 2021 Thesis * S2021 http://hdl.handle.net/2263/80811 © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Education Education theses SDG-04 Education theses SDG-08 Education theses SDG-09 Education theses SDG-10 Education theses SDG-11 Education theses SDG-17 The contextual nature of learning in community schools in Lusaka |
| title | The contextual nature of learning in community schools in Lusaka |
| title_full | The contextual nature of learning in community schools in Lusaka |
| title_fullStr | The contextual nature of learning in community schools in Lusaka |
| title_full_unstemmed | The contextual nature of learning in community schools in Lusaka |
| title_short | The contextual nature of learning in community schools in Lusaka |
| title_sort | contextual nature of learning in community schools in lusaka |
| topic | UCTD Education Education theses SDG-04 Education theses SDG-08 Education theses SDG-09 Education theses SDG-10 Education theses SDG-11 Education theses SDG-17 |
| url | http://hdl.handle.net/2263/80811 |