Noah Kenny Sichula
Biographic Data
| ID | 1548622 |
|---|---|
| NAME | Noah Kenny Sichula |
| GIVEN NAMES | Noah Kenny |
| FAMILY NAME | Sichula |
| SIGNATURE | SICHULA N K |
| AFFILIATIONS | University of Zambia |
| ORCID | 0000-0002-3605-0339 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Factors Influencing the Re-engagement of School Dropout Adolescent Girls into the Education System Following the Enactment of the Re-entry Policy in Zambia
Introduction Globally, adolescent pregnancy and marriage contribute to high school dropout rates. Girls who drop out of school early tend to have poorer health indicators than those who continue their education. In 1997, the government of Zambia, through the Ministry of Education, introduced the Re-entry Policy to facilitate adolescent girls who had dropped out of school to continue their education. However, since this policy enactment, there has…
Exploring Early Childhood Education Teachers' Play-Based Learning Pedagogical Practices in Zambia
Although learning takes place throughout life, that which occurs during childhood will never be equaled (UNICEF, 2018). Play is a legitimate right in early childhood (Smith, 2013) and one of the most natural pathways to exploration and learning (Saskatchewan, 2018). However, although play is a legitimate right way of learning in Zambia (MOGE 2013), in practice its implementation varies from school to school (Lungu, 2023). This study explored the …
Exploring School Readiness and Transition Dynamics
This qualitative study investigated the complex issues and dynamics associated with the transitions in early childhood education (ECE) within Kabwe, Kapiri, and Choma districts of Zambia. Utilising an exploratory methodology, the research thoroughly explored the various factors that impacted school preparedness and the progression from early childhood education to primary schools. Diverse perspectives from parents, educators, community leaders, a…
Cross-Country Document Analysis of Play-Based Learning in Early Childhood Education in Zambia and Beyond
This research examined the incorporation of play-based learning in Early Childhood Education (ECE) policies across Zambia and twenty other diverse countries. Through document analysis, it uncovers commonalities and disparities in play-based learning principles. While both Zambian and global documents emphasise the significance of play in child development, they differ in scope, regional practices, and emphasis on global advocacy and cultural vari…
Stakeholder Perspectives of Pbl and Their Involvement in the Implementation of Play Pedagogy in Selected Schools Offering ECE in Southern and Central Zambia
While several studies have been done on parental involvement in early childhood education, gaps still exists relating to the conceptualisation of play and play-based learning in different contexts. The various perceptions of play and play- based learning have a strong influence on their involvement in play-based learning activities involving children in Early Childhood Education. Using a qualitative approach, framed within the interpretive resear…
A Systematic Review of Early Childhood Education and Primary School Readiness for Transition Through Play-Based Pedagogies
This systematic review is based on studies that explored school readiness and transition through play-based pedagogies in Early Childhood and Primary Education. Relevant literature involved global literature whose search was conducted by independent researchers following the keyword string, which included among others, stakeholders’ roles in school readiness, transition, and play-based pedagogies. The literature search was done from May to August…
Exploring the barriers, facilitators, and opportunities to enhance uptake of sexual and reproductive health, HIV and GBV services among adolescent girls and young women in Zambia
The researchers acknowledge facilitators and opportunities that enhance the uptake of HIV, GBV, and SRH services. However, failure to address barriers at the individual and health systems level always negatively impacts the uptake of known and effective interventions. They propose that programme managers exploit the identified opportunities to enhance uptake of these services for the young population
Pedagogical practices in non-formal adult literacy classes in Zambia
Pedagogical practices in non-formal adult literacy classes in Zambia
Exploring Early Childhood Education Teachers' Play-Based Learning Pedagogical Practices in Zambia
Although learning takes place throughout life, that which occurs during childhood will never be equaled (UNICEF, 2018). Play is a legitimate right in early childhood (Smith, 2013) and one of the most natural pathways to exploration and learning (Saskatchewan, 2018). However, although play is a legitimate right way of learning in Zambia (MOGE 2013), in practice its implementation varies from school to school (Lungu, 2023). This study explored the …
Exploring School Readiness and Transition Dynamics
This qualitative study investigated the complex issues and dynamics associated with the transitions in early childhood education (ECE) within Kabwe, Kapiri, and Choma districts of Zambia. Utilising an exploratory methodology, the research thoroughly explored the various factors that impacted school preparedness and the progression from early childhood education to primary schools. Diverse perspectives from parents, educators, community leaders, a…
Cross-Country Document Analysis of Play-Based Learning in Early Childhood Education in Zambia and Beyond
This research examined the incorporation of play-based learning in Early Childhood Education (ECE) policies across Zambia and twenty other diverse countries. Through document analysis, it uncovers commonalities and disparities in play-based learning principles. While both Zambian and global documents emphasise the significance of play in child development, they differ in scope, regional practices, and emphasis on global advocacy and cultural vari…
Stakeholder Perspectives of Pbl and Their Involvement in the Implementation of Play Pedagogy in Selected Schools Offering ECE in Southern and Central Zambia
While several studies have been done on parental involvement in early childhood education, gaps still exists relating to the conceptualisation of play and play-based learning in different contexts. The various perceptions of play and play- based learning have a strong influence on their involvement in play-based learning activities involving children in Early Childhood Education. Using a qualitative approach, framed within the interpretive resear…
A Systematic Review of Early Childhood Education and Primary School Readiness for Transition Through Play-Based Pedagogies
This systematic review is based on studies that explored school readiness and transition through play-based pedagogies in Early Childhood and Primary Education. Relevant literature involved global literature whose search was conducted by independent researchers following the keyword string, which included among others, stakeholders’ roles in school readiness, transition, and play-based pedagogies. The literature search was done from May to August…
Exploring the barriers, facilitators, and opportunities to enhance uptake of sexual and reproductive health, HIV and GBV services among adolescent girls and young women in Zambia
The researchers acknowledge facilitators and opportunities that enhance the uptake of HIV, GBV, and SRH services. However, failure to address barriers at the individual and health systems level always negatively impacts the uptake of known and effective interventions. They propose that programme managers exploit the identified opportunities to enhance uptake of these services for the young population
Factors Influencing the Re-engagement of School Dropout Adolescent Girls into the Education System Following the Enactment of the Re-entry Policy in Zambia
Introduction Globally, adolescent pregnancy and marriage contribute to high school dropout rates. Girls who drop out of school early tend to have poorer health indicators than those who continue their education. In 1997, the government of Zambia, through the Ministry of Education, introduced the Re-entry Policy to facilitate adolescent girls who had dropped out of school to continue their education. However, since this policy enactment, there has…
Pedagogy (7 works) · Psychology (7 works) · Early Childhood Education and Development (6 works) · Political science (6 works) · Qualitative research (6 works) · Sociology (6 works) · Child Development and Digital Technology (5 works) · Medicine (5 works) · Developmental psychology (4 works) · Early childhood education (4 works)