The top ten critical success factors identified in the investigation were: clear project goals/objectives, top management support, end user commitment, involvement & training, and selecting appropriate technology. The relevance of critical success factors (CSF) identified in the literature survey was validated through personal interviews with selected 22 project implementation team members who work in rural e-projects. Questionnaires for interviews were distributed to all members and there were 22 responses received. The population consists of project implementation team members who have worked full-time in Kegalle District as project managers, technical leads, project team members, or consultants on at least one e-rural development project implementation. The study was conducted to investigate the factors influencing the success of the implementation of an e-rural development project in the Kegalle district of Sri Lanka. Well-adapted information and communication technologies (ICTs) help rural communities improve their standard of living and increase their income levels, facilitating the abolition of poverty. Chief appeals to the President to intervene in resolving the problem of teaching of Luvale and Lunda in schools, 29 August London, Overseas Development Administration. Report on Reading in English in Primary Schools in Zambia. Conference of African States on the Development of Education in Africa. The use of the vernacular languages in education monographs on fundamental education V111. The Bulletin of the Zambian Language Group 22. The State of Affairs of Cultural Literacy in Zambia’s Multicultural Institute for African Studies, University of Zambia. Paper presentation at the English Teachers Association (ETAZ) The Growth of Education since Independence. A paper Presentation at Voices of Change Conference. Achieving Equitable Education through Zambian Languages. Zambia Primary Reading Programme (Draft). 3 Oslo: Institute for Educational Research. Multilevel analysis for applied research. The Centre for advanced studies of African society. The classification of Languages in Zambia and Malawi. Disabling or Abling? The quick transition of the Language of Instruction (LOI) for initial literacy from Mother tongue (L1) to English (2). Language policies and language practices in West Africa. Policy and Experiment in Mother-Tongue Literacy.
Page(s): 01-07 Date of Publication: 22 January 2022
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The findings revealed that learning in the mother tongue at early grade level helps in language development of the child as well in comprehending concepts easily enhancing early literacy attainment helps children to grasp literacy and learn how to read and write faster and that it even becomes easier for learners in later grades to learn other languages and subjects in the curriculum as they would have the foundations.
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Data was then analyzed by the use of software MS Access and MS Excel.
Frequency, percentages, tables, graphs and pie-charts were used to analyze the quantitative and qualitative data obtained. Data was obtained from respondents by means of interviews, questionnaires and classroom observation schedules. The study employed a mixed paradigm and descriptive survey design that sampled two primary schools, Head teachers, teachers, PTA executive members and Grade 4 learners. The policy is based on teaching learners in their familiar local language.
The study aimed at assessing the effectiveness of Government policy of compulsory learning of local languages at early primary school level among the selected teachers in four Primary schools of Lusaka district in Zambia.
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