British statistician and geneticist Sir Ronald Aylmer Fisher pioneer mostly cited as the father of modern statistical methods was involved in numerous long public disputes with others, including eugenicist Karl Pearson and his son Egon, American geneticist Sewall Wright, geophysicist and mathematician Sir Harold Jeffreys, and statistician Jerzy Neyman. He alone, almost in conflict with the rest, why? Could this be the case of the academic ego which is present today in the field of academia and which also gets personal in academic departments? This article presents the academic ego in reference to Sir Ronald Fishers’ academic life.

Teacher education, remain and continue to be the most important element in any education system in the world. There is a common saying that “the success of an education system largely depends on the quality of the teachers who plan and practice teaching and learning processes”. The main objective of the study is to compare teacher training policy and practice in Zambia to Turkey’s system. The study was qualitatively designed. The study is divided into four sections. The first section, describe the general characteristics of the education system in Turkey and Zambia. In the second section, the study focused on education background in both countries with a focus on teacher education. The third section describes teacher education in both countries. Last but not the least, the last section, give a review based on the similarities, differences and problems in the teacher education practices in Turkey and Zambia. Based on the literature reviewed, it can be said that, in spite of some similarities in the teacher education system and practices, the Turkish teacher training system has richness in terms of its features. Zambia can learn from Turkey especially in the area of regulation of training institutions, admission into the teaching program and selection into the teaching service. The problem of unemployment continues to face the countries as there is a high number of new graduates waiting to be recruited into the system as teachers.

The advancement in the areas of technology such as automation, artificial intelligence (AI) and robotics, is impacting all areas of our lives including education and workplace. This change is rapidly influencing the workplace and the skills demanded, to a larger extent making the current worker force less employable. Kai-Fu Lee (2018), former president of Google China, in his book “AI Superpowers” powerfully wrote that 40 to 50 per cent of current jobs will be technically and economically viable with AI and automation over the next 15 years. Today, artificial intelligence is providing automation, efficiency, and accuracy necessary to perform many job operations that have been traditionally done by humans. Given these changes, one can say that it is now more important than ever before that education prepares its students for one thing that machines will never be able to do but only humans. Now questions are what kinds of skills do we need to teach our kids? Do we still need factory workers? What kinds of skills do humans need to compete with technology that can work for longer than six hours without 30 minutes of a break? How can education prepare its students for future work? While it is true that robots are getting very good at a whole gamut of jobs, there are still many categories in which humans perform better. Thus, this paper examined these areas while answering these questions and others not asked here. Life in the 22nd century will require people to be prepared to fill a variety of roles as workers, parents, citizens, and consumers in which they will need to apply their knowledge and skills effectively to rapidly changing situations. Recognizing this need, schools should be prepared to teach students the competencies they will need to navigate a changing world skill such as problem-solving, critical thinking, and collaboration.

To our knowledge, no scale exists examining attitude relationships toward foreign language learning. Today, Turkey is home to foreign students studying in various universities. As per requirement before admission into various departments, both Turkish and foreign students are required to study English and Turkish languages, respectively. Thus, the study developed an attitudes relationship scale toward foreign language learning for students studying at Mersin University. Both exploratory and confirmatory factor analysis shows that the scale is a 2-factor model well represented by 25 items. The two factors were found to be reliable with Cronbach’s α coefficient 0.902, and 0.888, respectively. Confirmatory factor analysis showed that the model fit the data with the Comparative Fit Index = 0.832, Goodness of Fit Index = 0.800, and the standardized RMSEA = .090. All 25 scale items that were explored and confirmed had mean scores that were greater than the probability value of P > 0.05, meaning there was no statistically significant difference in the way different groups of gender and nationality responded to scale items. With these findings, the scale could be used as a valid instrument for measuring attitudes relationships toward foreign language learning.

Introduction: Primary education in Zambia remains the key determiner of literacy. However, there is little research on the relationship between primary education and literacy levels, independent from higher levels of formal education. This association is imperative, as primary education completion is the primary estimator of literacy in many developing countries. Purpose: The paper assessed the relationship between primary education and literacy levels among women of low educational attainment in Zambia. Methods: The study was interested in the women participants who responded to literacy questions during 2018 Zambia Demographic and Health Survey. This paper assessed the relationship between primary education and literacy, using the 2018 Zambia Demographic and Health Survey dataset. Given the study focus, the researcher restricted the analysis to a total sample of 6171 women respondents who had received at most a primary school level of education out of the total samples of 9959 women. Pearson's X^2 test and logistic regression analysis were the techniques for analysis. Findings: There was a significant association between education level and whether or not women were literate X^2 (1) = 544.69, p < .000. Based on the odds ratio for the un-adjusted model, primary education level was indeed associated with literacy with an increase in odds of being literate (31.49 (20.37-48.69) times higher than for women with no formal education). Recommendations: The study recommended further research using mixed methods to confirm various associations that have been observed in the study.

The study explored factors associated with men’s attitude toward the empowerment of women in Zambia using Multiple and Logistic regression analyses on a total subsample of 6705 men who participated in 2018 Zambia Demography and Health Survey. The findings revealed that region, education level, work status, marital status, and age are better predictors of men’s attitude toward women empowerment, explaining about 8% of variations in men’s attitudes toward violence against women and women involvement in decision making and about 28% toward women ownership of property. The results contribute to empowerment literature and nongovernmental organizations advocating for women empowerment.

How do we decide whether to use a quantitative or qualitative methodology for our study? Quantitative and qualitative research (are they a dichotomy or different ends on a continuum?). How do we analyse and write the results of a study for the research article or our thesis? Further questions can be asked such as; is the paradigm same as research design? How can we spot a paradigm in our research article? Although the questions are answered quietly explicitly, the discussion on the paradigm and research design remains technical. This can be evidenced by the confusion that people still face in differentiating between a paradigm, methodology, approach and design when doing research. The confusion is further worsened by the quantitative versus qualitative research dichotomies. This article addresses quantitative and qualitative research while discussing scientific research paradigms from educational measurement and evaluation perspective.

Assessment of measurement invariance is an essential component of construct validity in psychological measurement. However, the procedure for assessing measurement invariance with dichotomous items partially differs from that of invariance testing with continuous items. However, many studies have focused on invariance testing with continuous items or ordered polytomous items. Hence, this study assessed the measurement invariance with dichotomous items using Confirmatory Factor Analysis. The study was conducted with data from primary school students who participated in the Early Grade Mathematics Assessment Survey (EGMA) from different provinces of Zambia in 2018. The study determined measurement invariance for three subtests of EGMA according to gender. The total sample consisted of 4698 individuals (49% male, n = 2305 and 51% female, n = 2393). The method used was a Confirmatory Factor Analysis with three highly correlated factors, number identification, number discrimination, and recognition of number patterns. The findings revealed measurement invariance of the EGMA model as defined by three subtests (number identification, number discrimination, and recognition of number patterns) across gender subgroups. However, individual analysis of each subtest revealed that the test scores have the same unit of measurement for both male and female on two factors, excluding those of number identification that lack measurement invariance. Finally, these results contribute to evidence of validity for EGMA scores in terms of their internal structure from the perspective of equality of measurement.

Researchers in educational measurement use Differential Item Functioning (DIF) to examine whether test items are functioning uniquely across subgroups of test participants while taking into account their ability level. DIF is essential for test validity arguments, thus making it a necessary part of validity studies. This study examines DIF across gender on three subtests of the Early Grade Mathematics Assessment (EGMA) (number identification, number discrimination, and recognition of number patterns) using a logistic regression procedure. Study participants were Grade 2 and Grade 3 primary students who participated in the 2018 Early Grade Mathematics Assessment Survey in Zambia. The study employed a three-step logistic regression procedure on test items for number identification, number discrimination, and recognition of number patterns to determine whether DIF was present or not. The results, on the whole, show that none of the subtest items of number identification, number discrimination, and recognition of number patterns showed DIF.

Technological advancements in the internet, automation, artificial intelligence and robotics are impacting all areas of our lives, including education. These changes are rapidly influencing the skill set of 21 st Century learners born in the internet age. While these changes are taking place, the way children learn continues to be the same. Education reforms embracing these changes are needed to meet the needs of 21 st Century learners. Our learners must be prepared to fill various roles as workers, parents, citizens, and consumers. A culture of learning, unlearning and relearning is necessary to apply their knowledge and skills effectively to the rapidly changing world. Therefore, we need a paradigm shift in the education system to address these gaps brought about by technological advancement and changing skills. The paper addresses the learner, instructor, learning environment and the administration side of the education sector. Finally, the paper ends with some suggestions for developing a learner who embraces learning, unlearning and relearning culture.

Technological advancements in the internet, automation, artificial intelligence and robotics are impacting all areas of our lives, including education. These changes are rapidly influencing the skill set of 21st Century learners born in the internet age. While these changes are taking place, the way children learn continues to be the same. Education reforms embracing these changes are needed to meet the needs of 21st Century learners. Our learners must be prepared to fill various roles as workers, parents, citizens, and consumers. A culture of learning, unlearning and relearning is necessary to apply their knowledge and skills effectively to the rapidly changing world. Therefore, we need a paradigm shift in the education system to address these gaps brought about by technological advancement and changing skills. The paper addresses the learner, instructor, learning environment and the administration side of the education sector. Finally, the paper ends with some suggestions for deve...

Gender-based violence is a very habitually used phenomenon in our society. Women and men are both victims of this crime but in most cases, it turns out that majority of men experiencing gender-based violence from their intimate partners tend to shy away from reporting the gender-based incidents. Therefore, this study examined reporting of gender-based violence incidents by men in intimate relationships in Chilenje Township, Lusaka, using a simple exploratory qualitative research design. The study collected data through semi-structured interview guides from 30 men who were GBV victims. The study results revealed that men experience gender-based violence and are concerned with the depth of this problem in their communities. Forms of GBV experienced by men ranged from sexual harassment, sexual violence, physical violence, and emotional and financial to spiritual gender-based violence. Sadly, these forms of GBV incidents against men are rarely reported by men. Study respondents revealed that it is uncommon for a man to report GBV. Many reasons contribute to men not reporting the GBV incidents against them. Study participants blamed women-centered government policies as contributing factors to ever-increasing GBV against men, lack of awareness and strong cultural traditional values among men, and weak protection of male GBV victims by law enforcement agencies. The study results, therefore, provide essential insights into reporting gender-based violence incidents by men in Chilenje Township, Zambia. This evidence is necessary for developing interventions aimed at curbing GBV against men and may also suggest the need to design programmes specifically aimed to create awareness and sensitization among men.

Quantitative and qualitative dichotomies in the field of education and social sciences remain the most confusing dichotomies. The confusion as Gliner and Morgan (2000) indicates is on three levels with the first one being the philosophical or paradigm differences in the approach to research (positivistic versus constructivist or quantitative versus qualitative philosophies). Secondly, is the confusion of the paradigm distinction (quantitative versus qualitative philosophies) mixed with type of data and data collection techniques (quantitative versus qualitative data and data collection). And the third one, is the dichotomy about how data are analysed and interpreted (quantitative versus qualitative data analysis). In view of the above, the paper aims to discuss quantitative versus qualitative as a: 1. Paradigm, 2. Type of data and data collection method, and 3. As a type of data analysis and interpretation. As a paradigm, quantitative versus qualitative have been discussed as the manner of thinking about and conducting research, basically as the philosophy. As the type of data and collection methods, quantitative versus qualitative have been discussed as an objective type of data and subjective type of data respectively. And the last dichotomy is basically about the manner in which the collected data is analysed and interpreted. Quantitative employs inferential statistics analysis while qualitative employs content analysis.

Researchers in educational measurement use Differential Item Functioning (DIF) to examine whether test items are functioning uniquely across subgroups of test participants while taking into account their ability level. DIF is essential for test validity arguments, thus making it a necessary part of validity studies. This study examines DIF across gender on three subtests of the Early Grade Mathematics Assessment (EGMA) (number identification, number discrimination, and recognition of number patterns) using a logistic regression procedure. Study participants were Grade 2 and Grade 3 primary students who participated in the 2018 Early Grade Mathematics Assessment Survey in Zambia. The study employed a three-step logistic regression procedure on test items for number identification, number discrimination, and recognition of number patterns to determine whether DIF was present or not. The results, on the whole, show that none of the subtest items of number identification, number discrimination, and recognition of number patterns showed DIF.

Technological advancements in the internet, automation, artificial intelligence and robotics are impacting all areas of our lives, including education. These changes are rapidly influencing the skill set of 21 st Century learners born in the internet age. While these changes are taking place, the way children learn continues to be the same. Education reforms embracing these changes are needed to meet the needs of 21 st Century learners. Our learners must be prepared to fill various roles as workers, parents, citizens, and consumers. A culture of learning, unlearning and relearning is necessary to apply their knowledge and skills effectively to the rapidly changing world. Therefore, we need a paradigm shift in the education system to address these gaps brought about by technological advancement and changing skills. The paper addresses the learner, instructor, learning environment and the administration side of the education sector. Finally, the paper ends with some suggestions for developing a learner who embraces learning, unlearning and relearning culture.

Gender-based violence is a very habitually used phenomenon in our society. Women and men are both victims of this crime but in most cases, it turns out that majority of men experiencing gender-based violence from their intimate partners tend to shy away from reporting the gender-based incidents. Therefore, this study examined reporting of gender-based violence incidents by men in intimate relationships in Chilenje Township, Lusaka, using a simple exploratory qualitative research design. The study collected data through semi-structured interview guides from 30 men who were GBV victims. The study results revealed that men experience gender-based violence and are concerned with the depth of this problem in their communities. Forms of GBV experienced by men ranged from sexual harassment, sexual violence, physical violence, and emotional and financial to spiritual gender-based violence. Sadly, these forms of GBV incidents against men are rarely reported by men. Study respondents revealed that it is uncommon for a man to report GBV. Many reasons contribute to men not reporting the GBV incidents against them. Study participants blamed women-centered government policies as contributing factors to ever-increasing GBV against men, lack of awareness and strong cultural traditional values among men, and weak protection of male GBV victims by law enforcement agencies. The study results, therefore, provide essential insights into reporting gender-based violence incidents by men in Chilenje Township, Zambia. This evidence is necessary for developing interventions aimed at curbing GBV against men and may also suggest the need to design programmes specifically aimed to create awareness and sensitization among men.

The study examined students’ attitudes toward online learning classes introduced during the pandemic lockdown among students at the University of Lusaka. The study adopted a quantitative methodology with descriptive and comparative design methods. The study developed an attitude scale toward online learning and administered it to 1,542 students registered at the University of Lusaka. The data obtained from the scale were analyzed by using SPSS 26.0 package software. The study results show that students hold a negative attitude toward online learning, implying that they are more unlikely to accept online classes. The Pearson Chi-Square test statistics show that gender, age, work status, study mode and internet access significantly influenced students’ attitudes toward online learning classes. The results are not encouraging regarding introducing online learning classes, especially for full-time and younger students. Therefore, we recommend that the introduction of online learning classes at the University of Lusaka be approached with caution to students in the full-time learning mode without neglecting the importance of face-to-face learning. Implications of this research are relevant to educational interventions, academic achievement, and technological advancement concerning university students.