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Dissertations / Theses on the topic 'Zambia. Ministry of Education'

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Published: 4 June 2021

Last updated: 15 February 2022

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1

Banda, Abedanigo Christopher Kwenje. "Interactions between capital and recurrent budgets in the Zambian Ministry of Agriculture and Water Development." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24471.

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The aim of this study has been to explain the relationship between capital (development) expenditures and the growth of recurrent expenditures in the Zambian Ministry of Agriculture and Water Development (1975-1983). Three models were developed and tested. The first model tested the theory of incrementalism. Proponents of incrementalism advocate that the recurrent budget in a previous period is the most important explanatory variable in the determination of recurrent budget expenditures in the subsequent period. An extension on the first model included capital expenditures in the determination of recurrent budget expenditures. Theories have been advanced that capital expenditures cannot be undertaken without affecting the growth of recurrent expenditures. A third explanatory model included the stock of capital, the recurrent budget in the previous period, the rate of inflation, and the lagged price of copper as important variables in the determination of recurrent budget expenditures. Ordinary least squares (0LS) estimation techniques were used to obtain the coefficients and the magnitude of the variables in these three models. The third model explained 98% of the variation in recurrent budget expenditures. The results showed that the recurrent budget in the previous period and the rate of inflation were the most important explanatory variables in the determination of the recurrent budgets in Zambia. The price of copper and the stock of capital, although both having a positive relationship with the recurrent budget in the subsequent period, were weak determinants. The study noted that the weak relationship between the capital and recurrent budget may be due to the ad hoc transference of recurrent costs, created by capital projects, to the recurrent budget. The study suggests a policy for the transference of these costs to the recurrent budget.
Land and Food Systems, Faculty of
Graduate

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2

Kondolo, Kapemwa. "The ministry of music: a case study on the United Church Of Zambia and the New Jerusalem Church." University of the Western Cape, 2015. http://hdl.handle.net/11394/4843.

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Doctor Theologiae
This research project is situated in the history of Christianity in Zambia with specific reference to the relationship between the United Church of Zambia and the New Jerusalem Church, one of the so-called African Instituted Churches (AICs). Since the 1950s numerous members of the UCZ have become attracted to the New Jerusalem Church. Why is this case? One may identify several factors in this regard, including the administration of sacraments such as Baptism and Holy Communion also the ministry of faith healing, the ministry of pastoral care the confession of sins and the assurance of pardon. In this research project I have investigated one such factor namely the role of the ministry of music in these two churches. The term ministry of music in this context refers to praise and worship in the liturgy, to the significance of church choirs, the role of music leaders, the appropriation of melodies from various sources, the use of musical instruments and then of course to the actual text of the hymns that are sung. In this research project the focus has been on a description and analysis of the lyrics of selected hymns. This is based on the observation that the hymns that are frequently sung constitute the “theology of laity”. This project has first identified those hymns that are frequently sung in selected congregations of the United Church of Zambia and the New Jerusalem Church. For this study five urban and five rural congregations of both churches were selected. The identification of such hymns was done through interviews with the local pastors and the musical leadership of the selected congregation. On the basis of this process of identification ten of these hymns in each of the four categories mentioned above were subjected to closer analysis. The question that was addressed is this: What similarities and differences may be identified in the text of hymns sung frequently in urban and rural congregations of the United Church of Zambia and the New Jerusalem Church? The point of comparison that was used in this regard is the soteriologies embedded in the text of the selected hymns, that is, the notions of salvation expressed through these hymns. The study therefore sought to identify, describe and analyse the underlying soteriologies in the ministry of music in these two churches. It also assessed the significance of the similarities and differences identified in this way. The assumption was that there may be different images of salvation embedded in such hymns and that these may partially account for attracting people to a particular church.

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3

Sichula, Osward Pearson. "Hospitality in urban Baptist congregations in Zambia and the role of pastoral ministry / Osward Pearson Sichula." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2071.

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4

Perez, Susan Carew. "Literacy as ministry." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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5

Mbewe, Mambwe Luka. "Assessing the Zambian technical and vocational training." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1132.

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6

Syachaba, Pandey Zekeza. "Globalisation, education and gender : education provision for girls in Zambia." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/29389.

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This study explores the nature of globalisation and patriarchy and analyses their consequences for education and in particular the education of women and girls. This thesis argues that a significant contributory factor in the slow progress in addressing the gender inequalities in education in developing countries such as Zambia is the lack of attention to the combined effects of globalisation and patriarchy on girls’ education. This study argues that globalisation and patriarchy together impact negatively on the education of women and girls, and supports that argument with reference to supra-national and transnational policy developments, as well as an analysis of national policy for the education of girls in Zambia, and case studies of girl’s’ experiences of education in two contrasting local settings in Zambia. Globalisation is associated with an increase in social and economic inequality due to its tendency to obscure equity and social justice issues in its pursuit of establishing markets in almost all spheres of life. Market forms are pre-occupied with profit, hence pushing equality concerns to the fringes. Patriarchy takes advantage of globalisation’s tendency to obscure equity and social justice considerations to reassert itself in its uncompromising oppression of women. Therefore, globalisation and patriarchy play a significant role in perpetuating gender inequalities in education. This study posits that any attempt to resolve gender inequalities in education should take into account the impact of globalisation and patriarchy on girls’ education. Although education alone will not ensure women’s empowerment, the study considers it as very important to combine with other factors to bring about an end to women’s oppression.

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7

Mumba, Elizabeth Cisece. "Integrated nonformal education in Zambia : the case of Chipata District." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27670.

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This research was concerned with integrated nonformal education programmes in Zambia. The purposes of the research were: (1) to identify factors thought by administrators to facilitate and hinder the implementation of integrated nonformal education programmes; (2) to establish the relative influence of each factor; (3) to determine the perceived degree of integration from the perspective of four administrative levels; and (4) to determine skills and knowledge acquired from integrated nonformal education programmes through the perceptions of participants. Critical incident interviews and questionnaires were used to gather data from administrators, extension workers and programme participants in Chipata District of Eastern Zambia. Integrated Rural Development Programmes had been in operation since 1972. The critical incident technique was used to interview seventy-seven administrators and extension workers at four administrative levels -national, provincial, district and local. Data from the interviews were used to identify a total of eight factors that were thought to facilitate implementation of integrated nonformal education programmes and nine factors that were thought to hinder implementation of integrated nonformal education programmes. Both facilitating and hindering factors were ranked for each administrative level. Data from questionnaires were used to determine the perceived degree of vertical and horizontal integration from the perspectives of four administrative levels as well as to determine outcomes of integration, through perceptions of programme participants. A total of 106 administrators and extension workers responded to the Administrators' Questionnaire; 50 responded to the Local Level Questionnaire; and 77 selected participants around three local sites answered the Participants' Questionnaire. Survey questionnaires were analyzed using descriptive statistics and one-way analysis of variance to determine whether there were any differences between administrative groups. The major findings that emerged from the study were these: 1. Factors perceived as facilitating and hindering implementation of integrated nonformal education programmes rank differently according to the administrative level of respondents. For administrators at three administrative levels (national, provincial and district) seminars/workshops and training facilities is a powerful facilitating factor. At local level, however, administrators ranked seminars/ workshops fourth as a factor facilitating successful implementation. In this research, inadequate skilled personnel ranked as the highest hindering factor at three administrative levels (national, provincial and district) but ranked fourth at local level. 2. Vertical integration is positively correlated with horizontal integration. 3. Administrators at the national level believe that a higher degree of vertical and horizontal integration exists in integrated programmes than do administrators of the other three administrative levels. 4. The small number of extension workers and their inability to adequately cover their constituency, seriously affect the impact of integrated nonformal education programmes. Based on the results of the study, recommendations for theory, further research, and for practice are presented.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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8

Cervantes, Carmen Maria. "Catholic education for ministry among Hispanics." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/3196.

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PROBLEM: Programs to educate Hispanics for ministry require special training , knowledge of students' needs, appropriate curriculum, teaching methodology, and educational materials. PURPOSE: To identify the teachers' background and preparation, the students' general characteristics, and the characteristics and problems of the educational process. To draw recommendations for improving teacher training, curriculum planning, teaching methodology, and educational materials. PROCEDURE: Questionnaires were distributed among all teachers in Catholic Education for Ministry Among Hispanics (CEMH) in California. This study is based on 54 questionnaires that represent 67% of the population estimated. CONCLUSIONS: Most of the teachers were bilingual lay women born in Latin American countries. Their main goals were evangelization, integral education, education for ministry, and building the Kingdom of God. One third of the teachers had only undergraduate studies. Only one third had studies in education. A large proportion reported inadequate knowledge in theology, Church teachings and Church history, moral development, ethics, anthropology, sociology, economy, counseling, and teaching and planning techniques. The students were mainly women, Spanish monolingual, with elementary education, under 40 years of age. The courses usually had less than 30 students and more than 100 hours per year. Teachers reported students' interaction, exams and class presentations; and lectures among the most used and effective methods, and reading aloud and memorization as ineffective but also generally used. Few teachers used supervised practice. Pastoral differences with Anglo administrative personnel, lack of educational materials and time pressure were the most frequent problems. RECOMMENDATIONS: (a) to train teachers as educators, offering them courses on all the subjects needed and including supervised practice; (b) to form multicultural/multi-ministerial teaching teams and provide education for the cognitive, affective and motor domains, emphasizing the pastoral approach of the Second Vatican Council; (c) to formalize ministries through certification and a system of ongoing education; (d) to establish dialogue and collaboration between teachers in CEMH and Anglo administrative personnel; (e) to design specific materials for CEMH, to establish a clearinghouse for teachers' hand-made materials, and to elaborate an annotated bibliography of resources; (f) to replicate this study among English speaking, to develop studies on the types of programs existing, the role of Hispanic women in ministry, a comparison between Hispanic lay ministers and active and inactive Catholics, and a direct evaluation of the effectiveness of different teaching methods for CEMH.

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9

Huard, Geoff. "Ministry education for the new frontier : a training program for cross-cultural ministry /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Huard, Geoff. "Ministry education for the new frontier a training program for cross-cultural ministry /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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11

Pabarcus, S. Michael. "Education for urban church planting and ministry." Theological Research Exchange Network (TREN) Access this title online, 1993. http://www.tren.com/search.cfm?p036-0174.

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12

Silwamba, Simon, and n/a. "Inclusive education in Zambia: the Kalulushi trial inclusive program." University of Canberra. Education & Community Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20061024.115015.

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This qualitative study examined the perceptions of stakeholders (administrators, principals, teachers, students, parents of students with/without disabilities and community members) in the Kalulushi District of Zambia�s Copperbelt province about their views on inclusive education in their district. The study provided a detailed, comprehensive portrait of the views of stakeholders, a view which can serve as a medium through which Zambia can familiarise itself with issues and concerns surrounding inclusion, anticipate problems and plan strategies for success. This study�s primary purpose was to obtain the perceptions of stakeholders in the district regarding a trial of inclusion and to compare their issues and concerns with those encountered in developed countries. The collection of data was conducted over a period of two months and involved interviews, surveys, and focus groups with all stakeholders and analysis of national and local policy. The thesis provided a rich description and detailed analysis of the views of stakeholders regarding issues and concerns about inclusion. Among the findings are that (a) general economic conditions, restructuring programs and medical and social-cultural issues have a huge impact on the implementation of inclusion; (b) schools in the district have few human and material resources to support inclusion; (c) students with/without disabilities and most stakeholders, except teachers, tend to favour inclusion; and (d) the agenda for donor countries complicate educational reform in developing countries.

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13

Munyati, Mass. "The sexual health of Zambia, is education the answer." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ37818.pdf.

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14

Sandlane, Margaret. "The education system of Zambia after independence / Margaret Sandlane." Thesis, Potchefstroom University for Christian Higher Education, 1989. http://hdl.handle.net/10394/8746.

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Chapter 1 looks into the following matters: • Problem or Research: The problem of research is: * to determine the changes that look place with regard to the structure or the Zambian Education System with respect to the Educational Reform and needs of the people after Independence. * to determine the changes in educational policy, organizational structure, school system and supportive services as a result of the Educational Reform in the post independence era. • Aims of Research: The purpose or this study is: * to describe the development of the Zambian Education System in a historical perspective. * to define the concept or Education for Development (Draft Statement) and Educational Reform and its influence on the educational policy. * to determine the changes In the organizational structures after independence, * to determine the changes with regard to the school system and supportive services after independence. • Methods of Research: The following methods or research were used: literature study and interviews. • Demarcation of the field of study: This study is confined to the education system of Zambia in the pre-independence and post-idependence periods. The theoretical structure of the education system has been discussed in chapter 2 as well as general information about Zambia. • The definition of the education system is given in this chapter as well as the components, namely, the educational policy, educational administration, school system and supportive services of the education system. • The general description of Zambia Includes the geographical situation, the political history, peoples of Zambia, economy and political structure. The historical development of the education system of Zambia is given in chapter 3. The following represent the main eras: • Missionary education: The Missionaries took a keen interest in the writing of the African languages and started leaching people to read and write. • Involvement of the British Government in African Education: * The native schools proclamation of 1918. According to this proclamation schools had to be registered with the administrator and teachers be certified competent. * The educational policy of 1925 The educational policy of 1925 urged that education should be adopted to the needs of the people. * Creation of African Education Department in 1925. G.C. Latham was appointed the first director of African Education Department. He issued mission schools with a school code according to which all mission schools had to function. * Education under the Federal Era 1953- 1963. The Federation of the North and South Rhodesia and Nyasaland brought about changes in the education system. • Education in Post-independence Zambia AI independence the government aimed at giving education the first priority. * The Education Act of 1966 In terms of the Act, racially segregated schools had to be abolished and non-free paying schools introduced. Chapter 4 of this study will look into the formulation of the educational policy. The following are the main issues: • Formulation and content of the educational policy. The entire nation was involved in the formulation of educational policy in a form of a "National Debate" launched by Dr. K.D. Kaunda in May 1976. the Educational Reform aimed at providing 9 years of compulsory basic education. • The third national development plan The plan aimed at increasing educational facilities. • The fourth national development plan This plan aimed at improving the technical and agricultural aspects of education as well as the standard of Mathematics and Science subjects. The organisational structures in Zambian Education System are discussed in chapter 5. Attention is given to: • Different Education Ministries The Ministry of General Education and Culture and the Ministry of Higher Education are responsible for the implementation of the educational policy in Zambia. • Control of education AI the head of each Ministry there is a Minister who is also a member of the cabinet. The Inspectorate is the professional wing of the Ministries with the responsibility of control and co-ordination of education. The school system and supportive services are exposed as follows in chapter 6: • The School System the functional pattern in Zambia is 7 years of primary education, 2 years of junior secondary and 3 years of senior secondary education. The idea is that the quality and quantity of services still leave very much to be desired. • Supportive Services The educational system in Zambia uses various supportive services to facilitate effective leaching and learning. Chapter 7 summarises all ideas discussed in the afore chapters. Findings and recommendations are made.
Thesis (MEd)--PU vir CHO, 1990

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15

Shaw, Craig D. "Mentoring for ministry." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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16

Umidi, Joseph L. "Design of a ministry internship program." Online full text .pdf document, available to Fuller patrons only, 1985. http://www.tren.com.

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17

Oakes, Ronald L. "Christian education ministry in the twenty-first century." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Weygandt, Jon William. "Grief education and ministry for church and community." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Lee, Myung Dong. "A small group ministry through biblical counseling education." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p036-0400.

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20

Kashimba, Sally Salome. "The need for physiotherapy support for teachers in inclusive education for the inclusion of learners with physical disabilities in selected schools in Zambia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2580_1254402740.

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The purpose of the study was to explore the need for physiotherapy support for teachers in selected inclusive schools in Zambia. The study aimed to determine teachers skills and teachers attitudes as they included learners with physical disabilities in their classrooms.

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21

Moose, John. "Recontextualising issues in the 'NISTCOL" environmental education curriculum module for Primary Diploma by Distance Learning in Zambia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003605.

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This study investigated the recontextualising of the NISTCOL environmental education curriculum module for the Primary Teachers’ Diploma by Distance Learning (PTDDL) in Zambia. It focused on three case sites, the NISTCOL EE curriculum module for PTDDL and the University of Zambia, the National In-Service Teacher’s College (NISTCOL) and four basic schools: chalimbana, Bimbe, Chongwe and Silver Rest. The study looked at teacher professional development in environmental education in Zambia. The aims and goals were to investigate the NISTCOL EE curriculum and identifying issues that were associated with lecturers in the recontextualising process and further examine what issues were associated with curriculum recontextualisation in Zambian schools. For the conceptual constructs, the research drew on Bernstein’s (1990) framework of pedagogic discourse, it traced how the pedagogic discourse was de-located from the field of production and re-located into the pedagogic practice of each stated case above. It further examined the continuities, discontinuities and changes in the official environmental discourse as it was recontextualised. The study particularly focused on Bernstein’s conceptual constructs of selective appropriation and ideological transformation. In each case the Bernstein framework is used to analyze the process to identify recontextualising issues influencing pedagogical practice in the Zambian schools and college. The study revealed that each case under focus was unique but through examining the environmental discourse and pedagogical discourse in each case recontextalising issues were identified. Each case was influenced by different factors, such as lack of policy synergy, lack of EE vision at national level in Zambia, experience and knowledge, ideologies and emphasis, and depth of engagement. These factors provided me with a deeper insight into the curriculum recontextualising processes in Zambian schools.

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Coles, James. "Orthodox youth ministry training volunteer leaders /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Longjohn, Gerald. "The educational use of computers in student ministry." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Kunda, Rosaria. "Vulnerable children, schooling and the feminisation of the AIDS pandemic in Zambia." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4874_1189597212.

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This study aimed to explore the gender imbalances that exist in access to education and participation in schooling of the female orphans and vulnerable children, and also how this relates to the continuing feminisation of the HIV and AIDS pandemic in Zambia. The study was based on the premise that the girl child is disadvantaged in this area, and the HIV and AIDS pandemic in worsening the situation for female orphans and vulnerable children.

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Beck, Gary L. "Discipleship principles applied to confirmation ministry." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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26

Sherin, Kenneth Mark. "Preparing for Rural Ministry| A Qualitative Analysis of Curriculum used in Theological Education to Prepare Clergy for Ministry in a Rural Context." University of Missouri - Columbia, 2013.

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Muloongo, Arthanitius Henry. "Community radio and museum outreach: a case study of community radio practices to inform the environment and sustainability programmes of Livingstone Museum." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003335.

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This is a qualitative study whose purpose was to investigate the community radio education practices and the museum outreach education activities with a view to understanding how a museum-radio partnership may be used to engage the Livingstone community in environment and sustainability learning. Environment and sustainability issues require a community approach in order to bring about sustained responses to environmental challenges. As such, the study worked with social learning ideas of engaging the community in environment and sustainability learning. The data was generated mainly from face-to-face semi-structured interviews involving three community radio stations, Radio Listener Clubs and museum experts. The data generated was then presented to a strategy workshop involving the Livingstone Museum and Radio Musi-otunya staff. Arising from this workshop, recommendations were made about the possibility of the museum working in partnership with the radio to engage the community in environmental education. The study has shown that much of the museum environmental education activities have been confined to exhibitions and lectures within the museum building, which has affected the number of people being serviced by the museum. These education activities are arranged such that museum expert-led knowledge is presented to the audience with minimal community engagement on the environmental learning content. The study has also shown that community radio programming provides opportunities for community-led social learning which the Livingstone Museum could make use of to engage the community in environmental learning. Community radio programming allows community participation through Radio Listener Clubs, in identification and presentation of local environmental issues. This makes it a suitable tool to address locally relevant environmental issues, by the local community. Environmental issues are different from one place to another. Therefore environmental education approaches that bring issues into the museum may fail to address the different environmental education issues in different community context. The study concludes by recommending that Livingstone Museum should explore the use of community radio so that their expert knowledge and that of the radio producers could be used to shape environmental education programmes to go beyond awareness-raising.

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Goodman, Dale R. "A ministry tool designed as a resource to assist pastors in their ministry to the family." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Pyeatt, Murl Dwain. "The relationship between mentoring and retention in ministry." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154719581.

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Gilbert, Shad Allen. "The use of instructional objectives in youth ministry." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Yang, Hong Yuen-Cheng. "Formation of Pentecostal spirituality through theological education toward effective ministry." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Robertson, R. John. "Samuel Miller (1769-1850) and professional education for the ministry." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p048-0346.

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33

Carm, Ellen. "Caught in Culture? : Cultural Transformation through HIV/AIDS Prevention Education in Zambia." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138117.

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The study explores the role and contribution of education in developing a localized and relevant HIV/AIDS prevention strategy through a multi-voiced approach, involving the educational institutions, as well as the traditional leaders, community-members, including parents. The study comprised all public schools in one Zambian province from 2002-2008. The study explores, among other factors, the role of traditional culture in mitigating and exacerbating the spread of the disease. Zambia was one of the countries hardest hit by the HIV/AIDs epidemic, and one of the few countries in the region that, in 2002, had a clear policy on the role of education in fighting the epidemic. Through the process of developing and implementing a learner-centered interactive HIV/AIDS education program in the province. based upon MOE`s HIV/AIDS policies and strategies, syllabi, and teachers guides, and at the same time emphasizing the broader community as a point of departure. The qualitative and interpretivist research was conducted within a constructivist grounded theoretical approach. The study applies comprehensive and multilayered perspectives while utilizing a broad range of methods. Documentary analyses, structured and semi-structured interviews, in depth conversations with traditional and educational leaders, teachers, parents and pupils, were all carried out during the period of the study. Nvivo, a computer-supported data analysis tool was used to support the process of categorizing the qualitative data and the study applied Cultural- and Historical Activity Theory for analytic purposes. The study revealed the mismatch between the decentralized, national HIV/AIDS prevention education approach, as stated in the policy documents and the global UNAIDS, centralized and cross-sectoral strategies favored by the Zambian government. The uncoordinated efforts did not reach the grassroots level, where professionals, at district and school level, perceived and applied policies in highly different ways, if at all reaching students and the communities. The main categories of drivers of the epidemic were of socio-cultural and economic character, e.g. polygamy, sexual cleansing, local healing, gender inequality and poverty, sexual violence, multiple concurrent sexual partners and prostitution, but there were also variety of local drivers, depending upon context. When analyzing the participatory approaches of the HIV/AIDS prevention strategy, predominantly, at the school-community level, the findings revealed that the traditional leaders, being legitimate leaders in their kingdoms, and the custodians of culture and traditions, were found to be gate openers to promote behavioral change and cultural transformation in their villages. The traditional leaders worked hand in hand with the schools and the villagers. Their involvement legitimated that discourses and HIV/AIDS prevention actions were taken at school as well as within their own chiefdom. Utilizing their traditional leadership structures, the chiefs sustained their cultural rites, e.g. cleansing, in order to chase away the evil spirits, by turning the rites into practices that do no put people at risk for contracting HIV. Particularly at the global and state level, culture has been seen as drivers of the epidemic. The study revealed that the traditional leaders used their role as significant others, became gate-openers, using their legitimate role as custodians of culture to transform cultural rites and practices.

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Nygren, Marcus. "Developing a Mobile Learning Application for Entrepreneurship Education in Uganda and Zambia." Thesis, Linköpings universitet, Medie- och Informationsteknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131770.

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Entrepreneurship educations in developing countries have not yet been able to take advantage of digital tools. The Ugandian non-profit YoungDrive has 60 coaches teaching entrepreneurship to 12 000 youth in rural areas. The coaches have a problem during and after their education with assessing and improving their abilities to learn and teach entrepreneurship. The purpose of this study was to investigate how an app can be designed to address this issue. Methods within service design, agile development and interaction design has been used and combined to construct and analyse interviews, workshops, question sets, and app tests with the coaches in Uganda and Zambia. In total, three months were spent testing and iterating on low-detailed and high-detailed prototypes. The result is a launched hybrid app for Android, iOS and web. A formative test shows coaches are more reliably correct using an improved design of multiple-choice questions than a standard multiple-choice design. Interviews shows the coaches has become more aware of what they know and do not know, and feels more confidence before their youth lesson with an increased quiz result. Further research should evaluate that the actual quality of the youth lesson improves. Increasingly well-constructed multiple-choice questions with thoughtful feedback could stimulate creativity and problem-solving, deemed important by entrepreneurship education research. After overcoming usability issues, the final app could reach both low and high-order learning objectives within entrepreneurship. The app did seemingly improve the quality of entrepreneurship education for the coaches in this specific developing world context. Further research should also investigate the design and implications of a digital-only entrepreneurship education for the coaches, having in mind that the teacher is believed the main factor of entrepreneurship education. As of now, the app is an effective compliment and assistance to the physical training.

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Baker, Heidi G. "A Christian dance-drama curriculum for ministry training in Hong Kong." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Kayombo, Kelvin Mukolo. "The identification, measurement and competitive positioning of a higher education institution brand in Zambia : the case of Zambia Centre for Accountancy Studies (ZCAS)." Thesis, Heriot-Watt University, 2014. http://hdl.handle.net/10399/2732.

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The aim of this research project was to identify and measure the ZCAS brand in the higher education (HE) sector in Zambia and, through the study, identify areas for strengthening the brand‟s competitive position. ZCAS is earmarked for conversion into a university following the completion of a major infrastructure expansion project that has doubled its service delivery capacity. This transition requires rebranding and repositioning the institution as a university; and this research could play a significant role in this undertaking by providing insights into brand building in the Zambian HE sector. The research was carried out in two phases. The first research phase was a qualitative multiple case study designed to identify the principal branding elements in the Zambian HE market. Data were collected through three focus group discussions with first year students at ZCAS and twenty semi-structured interviews with marketing executives at ZCAS and twelve universities. Thematic and content analysis of the discussions and interviews revealed that the top five most considered HE branding factors in Zambia are teaching quality, fees, course availability, facilities and employability; while course availability, teaching quality and facilities emerged as the top three sources of competitive advantage. The study also revealed that the most consulted information sources about universities are print media, friends, education expos and electronic media, while the most prolific influencers of student choice are friends, parents and self. In the second research phase a conjoint questionnaire was administered to 390 first year students in eight HE institutions to establish ZCAS‟ competitive brand position in Zambia. Five principal branding attributes (i.e. teaching quality, fees, course availability, learning environment and employability) identified in the first research phase were employed in the conjoint analysis. The study revealed that ZCAS has a strong brand position because the most important elements in its brand model, i.e. course availability, teaching quality and facilities, are also the premier brand dimensions in the market. This study therefore adds to the increasing body of knowledge on HE branding, particularly in developing countries, by developing and then testing a brand orientation model for the Zambian HE market.

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Lincoln, Lawrence H. "The message and ministry of Howard G. Hendricks in Christian higher education." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2791/.

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Howard G. Hendricks influenced generations of leaders in Christian education during the last half of the 20th century through the practical communication of his unique message and the personal nature of his teaching ministry. This study explored his life through interpretive biography, compared his message with current models of secular and religious education, and evaluated his ministry through case study research. Hendricks has contributed to the field of Christian higher education through the publication of several books and periodical articles, as well as film series, audiotapes, and videotapes. He has presented thousands of messages across America and in over 75 countries worldwide. Hendricks has spent his entire 50-year educational career at Dallas Theological Seminary, teaching in the classroom, mentoring his students, and modeling positive values of Christian leadership. Chapter 1 introduces the study, explains the purpose and significance of the project, and defines key terms. Chapter 2 describes the methodology employed for the study. Chapter 3 provides an interpretive biography of Hendricks, and chapter 4 compares the educational philosophy of Hendricks with secular and Christian models. Chapter 5 examines the ministry of Hendricks in a case study approach. Chapter 6 summarizes the study and offers conclusions and implications for future research.

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Hinkel, Deborah K. "Developing a shepherding model for children's ministry." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Follis, Brian. "A comparative study of vocational/technical education in Zambia and Zimbabwe 1900 - 1987." Thesis, University of Liverpool, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277156.

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This thesis undertakes the collection, analysis and evaluation of information concerning the development of vocational and technical education in Zambia and Zimbabwe. Tracing the history of vocational education from 1900, the work emphasises the separate racial provision of education, including vocational, until both countries approached their respective Independence periods. Six years after Independence, vocational and technical education in Zambia occupied a focal point in the country's attempt to firstly achieve an economic transformation and secondly, absorb the growing number of unemployed school leavers from the system of general education. After abolishing the system of apprenticeship, government vocational institutions became the major point of training for formal sector employment skills. Yet this inner reform has been diluted largely by an economy unable to sustain the high recurrent costs reqUired by institutional training. The most striking feature of vocational and technical education in Zimbabwe is how little the structure has changed from the preindependence period. Whilst the racial balance of trainees has moved in favour of Africans, early political rhetoric in favour of changing the approach to skill training has failed to materialise. Conservat i ve forces in both countries have managed with assistance from external aid programmes to retain a formal system of vocational and technical education very similar to that which existed before independence. Educat ional provision for those who have dropped out of school or are unemployed is grossly deficient. In conclusion, the thesis proposes three act ion ar ea s: emphasising a closer partnership of public and private sector training institutions which will tackle the issue of making better use of existing institutional capacity and expanding more directed opportunities for skill training. linking national development goals with wellresearched and developed national vocational curricula rather than the perceptions or overseas examination syst ems: ensuring better coordination between the education/training system and the ongoing requirements of the employment system and making training more sensitive to sectorial needs, particularly towards the majority of people who live and work in rural areas.

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Rector, Merrit E. "The small church ministry where the adult Sunday education becomes viable /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Washington, Gwendolyn A. "Faith Healing Ministry: a Christian education model for clergy and laity." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/2646.

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The purpose of this project was to begin an intentional effort to retrieve the ministry of faith healing through using a Christian education model to educate/train clergy and laity. The model was comprised of Sacred Scripture, church tradition, individuals from the Christian community experiences, and conversation voices from theologians, former and contemporaries; including medical scientists. The model was presented in the manual titled, Faith Healing Ministry: A Christian Education Model for Clergy and Laity. The premise is that many church leaders fail to model the ministry of Jesus in liberating folk who are ill within their congregations. Christian education is necessary to retrieve the ministry of faith healing with integrity and accountability because of fear and suspicion due to deception and fraudulent acts. In other words, some in the pastoral and lay leadership are fearful to engage in faith healing because of controversy due to misuse of the gifts and abuse of recipients in that area of ministry. One way to change negative attitudes about the ministry of faith healing is through Christian education. Seminars were conducted over a period of six weeks with a group participation of sixteen clergy and laity who completed questionnaires concerning their knowledge of and involvement in faith healing. The seminar sessions were taught by the researcher and the author of the manual. One theme addressed consistently: Faith healing should be an intentional ministry of the Christian church to bring holistic well-being and soundness to the congregants. The church reformers have influenced theologians and church leaders for centuries taking the theoretical position that the gifts and miracles ceased being used in the church between the first and third century. The researcher demonstrated the influence their theory has had on some Protestant denominations in regards to the lack of faith healing practiced even in our contemporary society. The assumption is, the group that participated in the project are able to understand theoretical positions taken by some and can now take a stance to support their beliefs and values in regards to faith healing. The Sacred Scriptures, some Christian traditions, former and contemporary theologians, as well as physicians and scientists demonstrates evidence of how faith and prayer works in the healing process of physical illness. The model for Christian education and training regarding faith healing will be ongoing and a component will be added to include how to stay healthy.

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Hunt, Nicole Elizabeth. "As a children's ministry changes reshaping a children's ministry as it expands from twenty to one hundred kids, and beyond /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Matthews, Leah. "Women in ministry : 1853-1984." Oberlin College Masters Theses / OhioLINK, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=obgrad1320420632.

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Cooke, David G. "Designing a training strategy for potential educational ministry workers in the church." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Lupele, Justin Kalaba. "Action research case studies of participatory materials development in two community contexts in Zambia." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003298.

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This research reports on two action research case studies of participatory materials development in two rural community contexts in Zambia, namely Chiawa and Nalusanga. It aims to explore and articulate the relationships between community-based environmental education and participatory materials development in the WWF Zambia Education Project context; clarify participatory materials development processes by identifying the roles of different ‘actors’ in these processes and identify and analyse the contextual and other factors that may influence development and use of environmental education materials in rural communities. These aims were explored by means of a number of action research cycles of inquiry in the two communities. The study also articulates the significance of considering ambivalent globalising influences such as international conferences, debates, overseas development aid, national policies and how these shape and influence materials development work in a local context. In order to gain more insight into the local contexts, I developed contextual profiles on the two communities. These capture the contextual factors that influenced the participatory materials development processes. They include issues such as language, ethnicity, literacy, power relations and the local social economy, amongst others. Although this study has been predominately guided by the socially critical orientation to research and education, I have drawn on aspects of other research orientations. I have also explored some of the emerging critiques of the socially critical orientation. The findings of this study reveal the different roles participants can play in participatory materials development; participatory materials development processes as a learning process; the dynamics of participation in an African context; the role of language and literacy in materials development; the need for open-ended process models of learning amongst adult learners and the importance of merging expert and local knowledge in participatory materials development. This study opens up possibilities for further exploration of participatory materials development processes within the WWF ZEP context and beyond.

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Byrd, Grant T. "Developing a teen-to-teen mentoring ministry." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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Chama, Samson. "Program Approach for Childheaded Households in Zambia." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1614.

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Using an emergent design, this study developed a program approach for young people in the child headed households of Zambia. Phase I dealt with prior ethnography, Phase II focused on independent living services, and Phase III concerned translation to Zambia. A total of 36 participants from Richmond, consisting of 20 Richmond Department of Social Services workers and youth and 16 Africans, were recruited. Three major themes emerged: feasibility, content, and quality. Lessons learned about translational research highlight the need for uniformity in a cultural screen’s composition. This might enhance the richness of perspectives on young people. Lessons for the Department of Social Services include a need to focus on tracking young people exiting services. This might involve exit interviews with young people and guidance with life decisions. There were lessons about decisions regarding local and expert knowledge in the translation process. This often becomes difficult when there are no assurances of participant uniformity. Paying attention to issues of local and expert knowledge would eliminate decision barriers that might arise during the translational process. Implications for social work education suggest that an emphasis on cultural competency might help students at the BSW and MSW levels to become better managers of adolescents. Implications for practice and policy include enhancing access to education and health for all young people. This process might be facilitated by the enactment of polices that highlight education and health for all young people at national and state levels. The following are crucial considerations for practice with young people: recruiting and training appropriate staff, promoting civic education, collaborating with young people, strengthening community involvement, strengthening agency collaboration, and developing targeted services. Implications for further research include: exploring what areas to consider when making a paradigm jump, considering cultural principles as bridges for making that jump, examining the implications for translational research as opposed to diffusion of innovation, determining what types of research samples would eliminate some of the gender issues that emerge with focus groups, recruiting more young people as participants, and conducting a study that focuses on lived experiences of young people.

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Gaff, Ronald D. "Working together in ministry developing collaborative skills in theological students /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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49

Motlhabane, Haniso. "Botswana's revised national policy on education implementation realities : the perspective of the Ministry of Education officials." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394215.

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Riutta, Satu. "Empowering the Poor? Civic Education and Local Level Participation in Rural Tanzania and Zambia." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04242007-010341/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. William Downs, committee chair; Michael Herb, Carrie Manning, committee members. Electronic text (465 p. : col. ill., col. maps) : digital, PDF file. Description based on contents viewed Nov. 5, 2007. Includes bibliographical references (p. 370-397).

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