Zambian Open University (ZAOU) is a private university, founded in 2002. It is a member of the Association of Commonwealth Universities. The University boasts of a top academic record for its Law students in 2017 admitted to the bar followed by the University of Zambia. The University has a vibrant Students Union that addresses student needs in a more professional and mature manner. In 2018, the Students Union launched what is called the Student Revolving Fund to support vulnerable students.
Introduction: Early childhood malnutrition remains a critical public health problem in low- and middle-income countries, with Sub-Saharan Africa bearing a disproportionate burden. In Zambia, persistent undernutrition and micronutrient deficiencies continue to affect a substantial proportion of children under five years, raising concerns about long-term neuropsychological development and human capital formation. This integrative review synthesises current data on the biological mechanisms and neuropsychological outcomes linked with early childhood malnutrition, with particular attention to Zambia and comparable African contexts.
This study examines the direct and indirect outcomes of social accountability interventions at household, community and state levels in two contrasting Zambian districts: resource-rich but service-constrained Solwezi, and economically depressed Kalulushi. Using a mixed methods design, the research combined structured surveys with community members, semi-structured interviews with officials, CSOs, faith leaders and service providers, focus group discussions, document review and non-participant observation of accountability processes. Quantitative data were analysed using descriptive statistics and Spearman’s rank-order correlations, while qualitative data were examined thematically and triangulated across sources. Findings show that social accountability is significantly associated with improved welfare and governance outcomes. Higher engagement in social accountability mechanisms correlated with lower reported poverty levels (ρ = -0.62, p < 0.01), better access to basic services (ρ = 0.55, p < 0.01), improved health and education outcomes (ρ = 0.57, p < 0.01), enhanced livelihoods (ρ = 0.50, p < 0.01) and reduced perceptions of corruption (ρ = -0.48, p < 0.05). Respondents reported increased awareness of rights, greater civic participation, more timely and transparent service delivery, strengthened community structures and more efficient, less corrupt management of public resources. Qualitative evidence highlights shifts from passive receipt of services to active citizenship, especially among women and youth, and documents cases where citizen monitoring exposed ghost projects, inflated contracts and fake beneficiary lists, triggering corrective action and procedural reforms. Indirect outcomes include greater empowerment, social cohesion, trust and institutional legitimacy, contributing to more collaborative state–society relations. The study concludes that when embedded in supportive legal, institutional and informational environments, social accountability functions as both a direct driver of service improvements and an indirect catalyst for inclusive, poverty-reducing and democratic governance.
Digital financial services (DFS) have transformed financial inclusion by expanding access to affordable, convenient and secure financial products among underserved populations. In Zambia, village banking has become an important community-based financial mechanism that promotes savings mobilisation, access to credit and household economic resilience. Despite increasing adoption of mobile money and digital payment platforms, limited empirical evidence exists on the extent to which digital financial services have been integrated into village banking operations across different socioeconomic settings. This study explored the integration of digital financial services within three village banking groups: Wealth Creation Village Banking Group in Lusaka, Bwafwano Village Banking Group in Kabwe and Tiyeseko Women's Village Banking Group in Kafue District. The study adopted a quantitative exploratory research design involving a population of 210 members, from which a proportionate random sample of 120 respondents was selected following purposive selection of the three groups. Wealth Creation comprised members with relatively high and stable incomes, Bwafwano consisted primarily of Ministry of Education employees with stable but comparatively lower incomes, while Tiyeseko comprised rural women characterised by low and irregular incomes. Data were intended to be analysed using multiple regression analysis to determine the influence of socioeconomic characteristics on digital financial service utilisation and village banking performance. The study contributes to the growing literature on digital financial inclusion by proposing an integrated framework for strengthening village banking through digital technologies and provides policy recommendations for financial institutions, regulators and community-based financial organisations.
Teacher appraisal systems support instructional quality and student learning but are unevenly implemented in Zambia (UNESCO, 2014; MoGE, 2021). This convergent mixed methods study compared student outcomes across secondary schools in Lusaka District with and without formal appraisal frameworks. Quantitative analysis of archival examination and attendance data showed higher mean pass rates and attendance where appraisal existed (ΔR² = .08 for appraisal presence predicting exam scores after controls). Thematic interviews with teachers and headteachers identified weakened accountability, limited reflective practice, and ad hoc compensatory strategies in non-appraisal schools (Fullan, 2001; Danielson, 2007). Together, results indicate that formal, context-sensitive appraisal mechanisms strengthen instructional accountability and professional growth, improving student engagement and attainment. Policy implications call for the Ministry of Education to co-design phased appraisal guidelines that combine formative feedback, capacity building, and practical incentives (Darling Hammond et al., 2016; OECD, 2013).
This paper has three main objectives: (1) establish the relationship between performance in vocabulary with performance in reading comprehension and writing; (2) determine whether good performance in reading comprehension automatically translates into corresponding good performance in vocabulary and writing or not; (3) establish the correlation between gender and performance in vocabulary, reading comprehension and writing attainment among Grade 12 students. Numerous first language studies show a high correlation between good readers and writers, assuming reading and writing mutually reinforce each other. Some explore the link between vocabulary size and depth and their correlation with reading and writing. Fewer studies examined the connection of (1) vocabulary and reading comprehension and (2) vocabulary knowledge and writing in a second language environment. These studies have reported that second language inputs (reading and writing) play a pivotal role in developing literacy skills amongst learners in second language contexts, i.e., reading input affects the development of writing and reading abilities and or vice versa (meaning, writing input could have the same effect). We recommend that education standards officers, school administrators, and teachers should design strategies to develop in students the habit of independent reading.
