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Books on the topic 'Curriculum Development Centre (Zambia)'

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Published: 4 June 2021
Last updated: 2 February 2022

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1

Report of the Curriculum Development Centre in ... New Delhi: University Grants Commission, 1991.

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2

Laksūt, Thailand Sūn Phatthanā. The Curriculum Development Centre of Thailand: Study. Bangkok: Unesco Regional Office for Education in Asia and Oceania, 1985.

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3

Silva, Rufus De. School library resource centre policy: Guidelines for development. Aberdeen: Grampian Regional Council, Dept. of Education, Resources Centre, 1991.

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4

Centre for Curriculum and Professional Development. Focus on development: A five-year report of the Centre for Curriculum and Professional Development, April 1988-March 1993. [Victoria, B.C.]: The Centre, 1993.

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5

Centre for Curriculum and Professional Development. Directions 1995-97. [Victoria, B.C.]: The Centre, 1995.

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6

Workshop for the Development of Action Oriented Nutrition Programmes (1990 Lusaka, Zambia). Report of the Workshop for the Development of Action Oriented Nutrition Programmes: Held at Mulungushi International Conference Centre Lusaka, Zambia, April 3-5, 1990. [Lusaka: s.n., 1990.

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7

Mofya, Brenda. Report: 2nd regional youth training on conflict, peace, and development : the General Emmanuel Erskine Research and Documentation Centre, Vumba, Zimbabwe, 7-11 November, 2007 in collaboration with the Dag Hammarskjold Centre for Peace, Good Governance, and Human Rights, Mindolo (Zambia). [Harare]: Centre for Peace Initiatives in Africa, 2007.

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8

International Workshop on Curriculum Development in Technical and Vocational Education (1993 Turin, Italy). International Workshop on Curriculum Development in Technical and Vocational Education: Held at the ILO International Training Centre, Turin, Italy, 30 August-3 September 1993 : final report. Turin: United Nations Educational, Scientific and Cultural Organization, International Project on Technical and Vocational Education, 1993.

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9

National Water Resources Action Programme (WRAP) Consultative Forum on the Proposed Institutional and Legal Framework for the Use, Development, and Management of Water Resources in Zambia (2003 Lusaka, Zambia). Report on the National Water Resources Action Programme (WRAP) Consultative Forum on the Proposed Institutional and Legal Framework for the Use, Development, and Management of Water Resources in Zambia: 17 to 18 November 2003, Mulungushi International Conference Centre, Lusaka. Lusaka: Water Resources Action Programme, 2003.

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10

Mphuka, Chrispin. The cost of meeting the MDGs in Zambia: A research report commissioned by the Civil Society for Poverty Reduction (CSPR) Jesuit Centre for Theological Reflection (JCTR) and the Catholic Centre for Justice Development and Peace (CCJDP). [Lusaka: s.n., 2005.

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11

London), National Conference on Development Education and Youth Work (1994. Delivering an international curriculum for youth work: National Conference on Development Education and Youth Work held on Tuesday 27 September 1994 at the London Voluntary Sector Resource Centre.... London: Development Education Association, 1994.

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12

Social Studies with Population Education Inservice Course for Secondary School Teachers (1989). Report of the Social Studies with Population Education Inservice Course for School Teachers: Held at the National Curriculum Development Centre, Institute of Education, August 28-September 1, 1989. [S.l: N.C.D.C., 1989.

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13

National, Educational Planning Seminar for Educational Administrators Planners Curriculum Development Personnel and Teacher Educators on the Orientation of Educational Policies Programmes and Practices (1988 Dar es Salaam Tanzania). Report of technical support to the National Educational Planning Seminar for Educational Administrators, Planners, Curriculum Development Personnel, and Teacher Educators on the Orientation of Educational Policies, Progammes, and Practices: Msimbazi Centre, Dar es Salaam, Tanzania, 15-27 February 1988. [Dar es Salaam?]: United Nations Economic Commission for Africa, Public Administration, Management, and Manpower Division, 1988.

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14

Anton, Trant, Curriculum Development Unit (Ireland), and Shannon Curriculum Development Centre, eds. The future of the curriculum: Papers to celebrate the 25th anniversary of the CDVEC Curriculum Development Unit and the Shannon Curriculum Development Centre. [Dublin]: CDVEC Curriculum Development Unit, 1998.

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15

Youth development in Zambia: A general information on youth development presented to youth leaders course at Commonwealth Youth Programme, Africa Centre, 10th-23rd August, 1986. [Lusaka]: The Unit, 1987.

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16

Cell, Pakistan Population Education, Pakistan Population Welfare Division, and National Workshop on Evaluation in Population Education (1985 : Curriculum Research & Development Centre, Lahore), eds. Report of the National Workshop on Evaluation in Population Education: Held at the Curriculum Research & Development Centre, Lahore, from 3-7th February, 1985. [Islamabad: The Wing, 1985.

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17

School and Curriculum Development Initiative: Papers presented at two dissemination seminars in Education Department, NUIM, 21st September 2001 [and] Education Centre, Portlaoise, 19th October 2001. Maynooth: National University of Ireland, Maynooth, 2001.

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18

Kidanu, Aklilu, Addis Ababa University. Institute of Development Research., Unesco, and Ethiopian National Agency for Unesco., eds. Integration of population, environment equitable, and sustainable development issues into the curriculum of the Demographic Training and Research Centre of the Institute of Development Research at Addis Ababa University: April 18-19, 1995, Wabe Shebelle Hotel, Addis Ababa, Ethiopia : a workshop proceedings. [Addis Ababa]: The Institute, 1996.

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19

Aklilu, Kidanu, Addis Ababa University. Demographic Training and Research Centre., Addis Ababa University. Institute of Development Research., and Unesco, eds. Integration of population, environment equitable and sustainable development issues into the curriculum of the Demographic Training and Research Centre of the Institute of Development Research at Addis Ababa University, April 18-19, 1995, Wabe Shebelle Hotel, Addis Ababa, Ethiopia: A workshop proceedings. [Addis Ababa, Ethiopia: AAU Printing Press, 1996.

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20

Afzal, Ahmed, and Low Attainers in Mathematics Project, eds. Better mathematics: A curriculum development study : based on the Low Attainers in Mathematics Project carried out at the Mathematics Centre, West Sussex Institute of Higher Education in conjunction with Dorset, East Sussex, Hampshire, Isle of Wight, Surrey and West Sussex Local Education Authorities. London: H.M.S.O., 1987.

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21

Halvorsen, Tor, Hilde Ibsen, Henri-Count Evans, and Sharon Penderis. Knowledge for Justice: Critical Perspectives from Southern African-Nordic Research Partnerships. African Minds, 2017. http://dx.doi.org/10.47622/9781928331636.

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With the adoption of the United Nations Sustainable Development Goals (SDGs) and the Paris Agreement, the purpose of development is being redefined in both social and environmental terms. Despite pushback from conservative forces, change is accelerating in many sectors. To drive this transformation in ways that bring about social, environmental and economic justice at a local, national, regional and global levels, new knowledge and strong cross-regional networks capable of foregrounding different realities, needs and agendas will be essential. In fact, the power of knowledge matters today in ways that humanity has probably never experienced before, placing an emphasis on the roles of research, academics and universities. In this collection, an international diverse collection of scholars from the southern African and Nordic regions critically review the SDGs in relation to their own areas of expertise, while placing the process of knowledge production in the spotlight. In Part I, the contributors provide a sober assessment of the obstacles that neo-liberal hegemony presents to substantive transformation. In Part Two, lessons learned from North-South research collaborations and academic exchanges are assessed in terms of their potential to offer real alternatives. In Part III, a set of case studies supply clear and nuanced analyses of the scale of the challenges faced in ensuring that no one is left behind. This accessible and absorbing collection will be of interest to anyone interested in North-South research networks and in the contemporary debates on the role of knowledge production. The Southern African-Nordic Centre (SANORD) is a network of higher education institutions that stretches across Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. Universities in the southern African and Nordic regions that are not yet members are encouraged to join.
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22

Halvorsen, Tar, and Peter Vale. One World, Many Knowledges: Regional experiences and cross-regional links in higher education. African Minds, 2016. http://dx.doi.org/10.47622/978-0-620-55789-4.

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Various forms of academic co-operation criss-cross the modern university system in a bewildering number of ways, from the open exchange of ideas and knowledge, to the sharing of research results, and frank discussions about research challenges. Embedded in these scholarly networks is the question of whether a global template for the management of both higher education and national research organisations is necessary, and if so, must institutions slavishly follow the high-flown language of the global knowledge society or risk falling behind in the ubiquitous university ranking system? Or are there alternatives that can achieve a better, more ethically inclined, world? Basing their observations on their own experiences, an interesting mix of seasoned scholars and new voices from southern Africa and the Nordic region offer critical perspectives on issues of inter- and cross-regional academic co-operation. Several of the chapters also touch on the evolution of the higher education sector in the two regions. An absorbing and intelligent study, this book will be invaluable for anyone interested in the strategies scholars are using to adapt to the interconnectedness of the modern world. It offers fresh insights into how academics are attempting to protect the spaces in which they can freely and openly debate the challenges they face, while aiming to transform higher education, and foster scholarly collaboration. The Southern African-Nordic Centre (SANORD) is a partnership of higher education institutions from Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. SANORDs primary aim is to promote multilateral research co-operation on matters of importance to the development of both regions. Our activities are based on the values of democracy, equity, and mutually beneficial academic engagement.
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23

Ayyar, R. V. Vaidyanatha. The Lord Giveth and the Lord Taketh Away (Judicial Policymaking). Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474943.003.0012.

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This chapter describes the personality and politics of Murli Manohar Joshi who was the Minister of Human Resource Development (MHRD) during the NDA Government (1998–2004), first truly non-Congress Party Government at the Centre with an idea of India which was starkly at variance with that of Nehru. It also describes the achievements of Joshi such as enacting the Constitutional Amendment to make Right to Elementary Education as Fundamental Right, and launch of Sarva Shiksha Abhiyan (SSA) as well as the controversies which enveloped the NCERT School History textbooks, the National Curricular Framework (NCF), 2000. It briefly outlines the competing schools of pedagogy, critiques NCF, 2000, and its proposal to incorporate education about religions in school curriculum. It also describes the growth of private universities as a result of the liberalization of regulations for deemed universities as well as permissive State Laws, the issue of UGC regulations on private university, and the landmark Supreme Court judgment in Yash Pal case which spawned a powerful New UGC that was a species different from that created by the UGC Act, 1956.
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