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Literatura académica sobre el tema "Education and state – Zambia"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 16 de febrero de 2022

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Artículos de revistas sobre el tema "Education and state – Zambia"

Peele, Muchinka Mbewe, Cindy Gill y Sarah Wainscott. "Progress in Education of Children With Disabilities in Zambia". Perspectives of the ASHA Special Interest Groups 5, n.º 6 (17 de diciembre de 2020): 1820–27. http://dx.doi.org/10.1044/2020_persp-20-00034.

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Purpose The purpose of this review article is to review the progress made in the treatment and education of persons with disabilities in Zambia, to identify barriers that have hindered change and initiatives that have facilitated positive changes in Zambia, and to highlight the initial steps toward the establishment of the profession of speech-language pathology in Zambia. Conclusions There have been remarkable strides in the education of children with disabilities and the establishment of support for persons with disabilities since the Republic of Zambia became an independent nation in 1964. Zambia's limited resources, understanding of disabilities, and cultural and social barriers have hampered efforts to provide special services to children. Despite these challenges, many policies have been adopted and laws passed to protect the rights of those with disabilities, including access to quality equitable and inclusive education programs. Though implementation of the stated ideals has been difficult, and poverty continues in many areas, preparation of special education teachers and inclusion practices has improved. One vital service for children with disabilities, speech/language therapy, remains outside the new provisions. Speech therapy is not currently provided in the schools and is rarely available elsewhere. Though there are currently no Zambian college or university preparation programs for speech therapists, plans to bring speech pathology to Zambia are underway.

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Edwards Jr., D. Brent, Taeko Okitsu y Peggy Mwanza. "Low-fee private schools, the state, and globalization: A market analysis within the political sociology of education and development". education policy analysis archives 27 (21 de octubre de 2019): 133. http://dx.doi.org/10.14507/epaa.27.4534.

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This study investigates the emergence and supply-demand dynamics of a market for low-fee private schools (LFPS) at the level of early childhood care and education (ECCE) in a slum of Lusaka, Zambia. Based on data collection over 1.5 years, the study reveals that, despite a government policy to support ECCE, over 90% of ECCE centers are private; that school operators tend to be former teachers, businessmen/women, and religious leaders; and that LFPSs charge, on average, 2.5 times as much as government ECCE centers for tuition, not including additional indirect costs. The paper discusses how teachers in LFPSs are caught in the middle, making less than the average income earned by others in the surrounding slum, and are unable to afford LFPS fees themselves. Importantly, the paper highlights that lower income quintiles spend a greater percentage of their income on ECCE, and that a majority of families in the study must make tradeoffs between ECCE, food, housing, and other basic expenditures in order to afford private ECCE, which is a necessity given the inadequate supply of government ECCE centers. In addition to addressing school strategies for keeping costs down, this study reports on parental decision-making when it comes to school selection. Finally, beyond a straight market analysis of LFPSs at the ECCE level in Zambia, this article also comments on how this market fits into the dialectical nature of local and global contexts. That is, it draws attention to the workings of the Zambian state and its precarious position in the global capitalist economy.

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Kayombo, Kelvin Mukolo y Steve Carter. "Competitive Positioning of a Higher Education Institution in Zambia: The Case of ZCAS". Journal of Education and Vocational Research 8, n.º 2 (28 de septiembre de 2017): 6–21. http://dx.doi.org/10.22610/jevr.v8i2.1858.

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This study was the second phase of a larger research project that was designed to identify and measure a higher education institutionâ€™s brand in Zambia in order to ascertain areas for strengthening the brandâ€™s competitive position. The objectives of this conjoint study were twofold: firstly, to identify the current position of the ZCAS brand as a case study and secondly, to establish the current position of the ZCAS brand relative to its higher education (HE) competitors in Zambia. This quantitative study involved administering a conjoint questionnaire to 110 first year students in ZCAS and 280 first year students in seven universities in the country. The 19 branding elements identified in the initial qualitative stage of the project were aggregated into five principal branding factors using Atlas.tiâ€™s co-occurrence tools to facilitate this conjoint study. These five principal branding attributes are teaching quality, fees, course availability, learning environment and employability. The study revealed that ZCAS has a fairly strong brand position in the Zambian HE sector 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. The study also revealed that ZCAS needs to reposition itself away from the competition in order to occupy a more favorable position in the minds of its prospective and existing customers. Accordingly, the study recommends that ZCAS increases its course offerings and collaborates with universities in the region. ZCAS should also consider setting up a quality assurance unit to foster quality in the institution. This study 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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Luo, Jianhua y Gift Muyunda. "Teachers' Voice in Zambia". International Journal of Asian Education 2, n.º 3 (15 de agosto de 2021): 388–97. http://dx.doi.org/10.46966/ijae.v2i3.164.

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Curriculum Development in Zambia is highly centralized, with the Curriculum Development Center (CDC) being charged with developing the curriculum through consultative and participatory approaches through the course and subject panels where teachers are engaged. Nevertheless, there has been no empirical evidence to show how teachers are actively involved in the development process. This study aimed to investigate the phenomenon of teachers' involvement in the curriculum development process in Zambia. This study was qualitative and used a case study design approach. Data was collected using a semi-structured interview guide from secondary school teachers and headteachers. Raw data were collected through semi-structured interview forms from secondary school teachers and headteachers. The researcher analyzed the data using MAXQDA qualitative software to identify initial codes and generate emerging themes quickly. The results showed that secondary school teachers were dissatisfied with the present way of curriculum development, which insignificantly neglects them, and also, the majority of them have never participated in the development of the curriculum. Further, the results revealed that most of the secondary school teachers in Lusaka were willing to participate at any stage of the curriculum development in Zambia. This study concludes by arguing that secondary school teachers are significantly neglected to participate in the curriculum development in Zambia and recommends that the Ministry of General Education (MoGE) broaden the scope of secondary school teachers' participation in the curriculum developed through the Curriculum Development Center (CDC).

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Pillai, Vijayan K. y Mark Conaway. "Immunisation coverage in Lusaka, Zambia; implications of the social setting". Journal of Biosocial Science 24, n.º 2 (abril de 1992): 201–10. http://dx.doi.org/10.1017/s0021932000019738.

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SummaryThis paper develops a conceptual framework for examining the process of immunisation and explores the sociodemographic determinants of vaccination in Zambia. About 300 mothers with children under 3 years of age were interviewed in urban Lusaka. The analyses suggest that sociostructural, as well as cultural, processes influence the attrition process and immunisation programmes should focus on the uniqueness of each stage. In addition, programmes to improve women's education and to reduce male gender preferences are needed.

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Chipembele, Matuka y Kelvin Joseph Bwalya. "Assessing e-readiness of the Copperbelt University, Zambia: case study". International Journal of Information and Learning Technology 33, n.º 5 (7 de noviembre de 2016): 315–32. http://dx.doi.org/10.1108/ijilt-12-2015-0036.

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Purpose The purpose of this paper is to assess e-readiness (preparedness) of the Copperbelt University (CBU) with a view to ascertain the likelihood of the university benefiting from various opportunities unlocked by the adoption and use of ICT in advancing its core mandate of teaching, learning and collaborative research. Design/methodology/approach The study used the network readiness model emanating from the socio-technical theory, which underpins the extended technological enactment framework. Further, it employed a positivist approach and adopted a case study method coupled with methodological triangulation at data collection stage. With a 95 per cent confidence level of a possible sample frame of 2,980, the study sampled 353 respondents with a response rate of 81 per cent. Findings The results show that anticipated ICTs users have not leveraged available ICT infrastructure or are unaware of its existence. Further, quantitative constructs: “accessibility to ICTs” and “requisite ICTs skills” has significant impacts on e-readiness indicators and in integration of ICTs in CBU core business activities. Also, the study argues that institutional ICT policy and working environments reshape users’ perception of ICTs for teaching, learning and research. Research limitations/implications The proposed conceptual framework only accounted for 43 per cent variance of the factors determining e-readiness of CBU. Originality/value Investigating CBU’s e-readiness will enable policy-makers to prioritise interventions needed for transforming the university into an e-ready entity favourably placed to benefit from digital opportunities. Also the emanating conceptual framework is important to theory and practice in integrating ICTs universities business value chains especially in contextually similar environments.

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Ng'ombe, John y Thomson Kalinda. "A Stochastic Frontier Analysis of Technical Efficiency of Maize Production Under Minimum Tillage in Zambia". Sustainable Agriculture Research 4, n.º 2 (19 de marzo de 2015): 31. http://dx.doi.org/10.5539/sar.v4n2p31.

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<p>Minimum tillage and other conservation agriculture practices are not only associated with income gains but are also claimed to be the panacea to the declining agricultural productivity and soil degradation problems in Africa and across the world. The few studies on technical efficiency related to the agricultural sector performance in Zambia have not attempted to determine how technically efficient smallholder farmers that produce maize under minimum tillage are. This study used stochastic frontier analysis based on both the half-normal and exponential model distributions on 2008 cross-sectional nationally representative data of 160 smallholder maize farm households that adopted minimum tillage in Zambia. Results indicate that maize farmers face increasing returns to scale (1.074) implying that there were opportunities for them to improve their technical efficiency as they were operating in stage I of their production functions. The half-normal and exponential model distributions indicate average technical efficiency scores of 60 and 71.7 percent, respectively. Their respective lowest efficiency scores were 9.3 and 8.5 percent. The highest efficiency scores for the half-normal and exponential model distributions were 89.3 and 90.9 percent. Maximum likelihood estimation results show that marital status, level of education of household head, square of household size, off farm income, agro-ecological region III, distance to vehicular road and access to loans are statistically significant factors that affect technical efficiency of smallholder maize farmers that practice minimum tillage in Zambia. The study calls for increased infrastructural development through construction of improved road network, schools and colleges in remote areas as a means to increasing accesss to knowledge and other agricultural services in order to enhance their technical efficiency levels. It also recommends promotion of minimum tillage practices in recommended agro-ecological regions to improve their technical efficiency. The study further acclaims for increased access to loans by smallholder maize farmers that practice minimum tillage as this would in one way induce them to invest in improved varieties and equipment that would help enhance their technical efficiency in Zambia.</p>

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Muyunda, Gift. "Re-entry Policy Implementation Effectiveness". International Journal of Asian Education 2, n.º 2 (13 de mayo de 2021): 167–81. http://dx.doi.org/10.46966/ijae.v2i2.151.

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The overall purpose of this study was from an educational management perspective to explore the effectiveness of the re-entry policy implementation in public schools in Lusaka District, Zambia, and highlight the missing links between the stipulated re-entry policy of 1997 and the actual practice on the ground in terms of its implementation in secondary schools. This study was qualitative and employed a case study approach, and standard open-ended interviews were used to obtain data from the district education officers, headteachers, teachers, and parents to teen mothers. The study's findings imply that the re-entry policy implementation in the selected secondary schools is not practical to a high degree. The study findings further indicated that the policy is silent, and there is no awareness of the policy in secondary schools due to unclear policy goals and objectives. The study findings also indicated no sense of ownership of the policy by stakeholders responsible for implementing the policy. Further, the study concluded that secondary schools' policy implementation is not practical because there are no clear stated objectives, implementation and monitoring strategies, financial, human, and legal resources. Hence, this study recommended that the Ministry of General Education redesign the policy, including all stakeholders in the formulation process, and clearly state its goals and objectives to ensure future successful implementation.

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GARWE, Evelyn Chiyevo. "The Status Quo of Doctoral Education in Universities in Zimbabwe". Journal of Studies in Education 5, n.º 3 (1 de junio de 2015): 22. http://dx.doi.org/10.5296/jse.v5i3.7645.

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<p>Globally, the importance of highly qualified human resources (holders of doctoral degrees) in providing the requisite skills for knowledge economies is well acknowledged. Sadly, African universities are reportedly lagging behind in terms of satisfying the required quantity and quality of doctoral graduates (Harle, 2013). This study was aimed at providing empirical evidence on the status of doctoral education in Zimbabwe as well as identifying the reasons for the status quo. Documentary evidence and telephonic interviews were used to collect data from all the 15 (40%) registered universities in Zimbabwe. The interviews involved doctoral students enrolled in local universities as well as in foreign universities, aspiring doctoral candidates and senior academics based in local universities.The findings showed that six out of the 15 universities were offering programmes at doctoral level in 2014 giving a share of 0.2%. The combined doctoral degree enrolment was 150 translating to a share of 0.18% of the total student enrolments. A total of 28 people graduated with doctorates from Zimbabwean universities in 2014. Approximately 565 academics from Zimbabwean universities were pursuing doctoral degrees at universities in the region notably in South Africa and Zambia and yet only one university in Zimbabwe enrolled students from the region. The reasons for this state of affairs included the stringent regulatory environment regarding doctoral study in Zimbabwe, shortage of supervisors due to brain drain, unavailability of doctoral programmes at 60% of the local universities and inadequate funding and resources. The study the study recommends that ZIMCHE and universities should revisit their standards and regulations. In addition, government needs to adequately remunerate university staff and provide funding for research and doctoral studies.</p>

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Zulu, Mutinke, Margaret C. Maimbolwa, Brenda Sianchapa, Concepta Kwaleyela y Emmanuel Musenge. "Confidence among midwifery students in providing postnatal care at completion of training in selected midwifery schools in Zambia". African Journal of Midwifery and Women's Health 14, n.º 4 (2 de octubre de 2020): 1–11. http://dx.doi.org/10.12968/ajmw.2019.0043.

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Background/Aims Quality midwifery education is important in empowering student midwives with the confidence, knowledge, skills and attitudes relevant to the provision of quality postnatal care. The study aimed to assess confidence in providing postnatal care among midwifery students upon completion of training at selected midwifery schools in Zambia. Methods A cross-sectional survey was conducted in November 2016 at 5 of the 13 midwifery schools in Zambia. The sample comprised 194 finalist midwifery students who were purposively selected. Ethical approval was sort from the University of Zambia Research and Ethics Committee and participants signed informed consent forms. A self-administered questionnaire was used for data collection. Data were analysed using SPSS version 20, and the chi-squared test was used to analyse the significance of the relationship between variables, with significance set at 0.05. Results Almost all (97%) student midwives were confident in their ability to provide postnatal care independently. Most stated that they had enough time to practice in the skills laboratory (63%) and were confident when they practiced on mothers and their babies for the first time (62%). The majority (82.5%) were satisfied with the supervision they received from their mentors. Confidence to provide postnatal care independently was significantly associated with the confidence to practice for the first time on mothers and their newborns (P=0.007) and with satisfaction with clinical supervision (P=0.004). Conclusions Student midwives were confident in their ability to provide postnatal care. Time spent practicing in the skills laboratory and the amount of clinical supervision were two factors that enhanced students' confidence. Midwifery schools must emphasise clinical practice and supervision in order to produce confident midwives.

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Tesis sobre el tema "Education and state – Zambia"

Craig, John Robert. "State enterprise and privatisation in Zambia 1968-1998". Thesis, University of Leeds, 1999. http://etheses.whiterose.ac.uk/461/.

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In the 1980s and 1990s, privatisation has been widely adopted across the developing world and has reversed the previous trend towards the expansion of state enterprise. This thesis examines the establishment, operation and privatisation of the state enterprise sector in Zambia between 1968 and 1998. Following the economic reforms announced at Mulungushi (1968) and Matero Hall (1969), state enterprise came to dominate the economy. In 1990 a policy of limited privatisation was introduced which was subsequently extended to cover the entire state enterprise sector. By the end of 1998, this had resulted in the privatisation of the majority of state enterprises. The thesis examines the changing role of state enterprise from a political perspective, with the state analysed as the agent of policy choice and implementation. It examines the reasons for the growth in state enterprise, evaluates its performance and identifies the factors which prompted the adoption of privatisation and influenced its implementation. It argues that the growth of state enterprise was primarily a response to the inadequacies of the existing private sector in meeting the state's developmental objectives. However, the strategy pursued by the state enterprise sector proved to be commercially and financially unsustainable. To these problems were added pressure from creditors and donors for Zambia to adopt policies of market liberalisation. This resulted in the adoption of a strategy of comprehensive privatisation. The thesis examines how the choice of the method of privatisation of individual enterprises reflected the objectives of the government in undertaking the programme and the constraints under which it was implemented. The Zambian Government sought to promote competitive industrial structures, indigenous ownership and the viability of the enterprises involved in the process. It has, however, been constrained in this by a number of factors, including the existing legal rights of minority shareholders, the weak commercial and financial position of many state enterprises and the macro-economic environment in which the programme has been undertaken.

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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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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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Negi, Rohit. "Copper Capitalism Today: Space, State and Development in North Western Zambia". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248715316.

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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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Mwefyeni, Ephraim Chali. "The effect of agricultural service provision on performance of smallholder farmers in Zambia". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97172.

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Thesis (MDF)--Stellenbosch University, 2014.
Zambia, a country in Sub Saharan Africa, is home to over 13 million people. Of this population, 61 percent are found in rural areas and depend on agriculture for their livelihood, making the sector a key area for the development of the country. Agriculture remains a key sector because of its huge potential and the number of people that are dependent on it. However, smallholder farmers face many challenges, which include inadequate market and price information, inability to access credit, inadequate extension services, low input supply and low usage of hybrid seed amongst others. Given this situation, the study undertook to use quantitative research methods to determine the effect of agricultural services on smallholder performance in Zambia. It also focused on determining whether the sources of agricultural services affect performance. The results of the study reported that sources of fertilizers, maize seed and loans had a significant influence on yield of maize achieved by farmers. Access and utilisation of fertilizer, seed and maize price information had also shown that there was a relationship between these variables and yield produced. With these results, it is imperative to understand and manage the level of government involvement in the provision of agricultural services so that private sector participation is not discouraged.

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Silwamba, Simon y 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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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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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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Macha, Herbert. "State or public service broadcasting?: an analysis of the coverage of political issues and debates during an election campaign on television news". Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1006234.

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Public Service Television remains a key institution of democratisation in the context of emerging democracies in Africa, especially with the advent of liberalisation and commercialisation of the media. The democratic changes taking place in Zambia require a genuine public service broadcasting television that will promote pluralism in the public sphere. Among the many available strategies and mechanisms for fostering a sustainable democratic and cultural environment, public service broadcasting is still the best. This study set out to examine representation of political issues and debates during election campaign on ZNBC television news to assess the extent to which it plays a role as a public broadcaster in the mediation of pluralistic politics. Election news on television, in line with the public sphere argument was found to be essential for investigating the nature of public service television from the point of view of impartiality, universality and diversity. Using both qualitative and quantitative methods the study has confirmed the hypothesis that the role of a public service television in the mediation of pluralistic politics is compromised by ZNBC's partial and unbalanced coverage of elections. As a result ZNBC, as a public service broadcaster is undermining the very democracy it is expected to promote. Public service television should take new forms if it is to be recognised and appreciated by the public as a genuine, open and democratic public sphere. I therefore recommend that a system of license fee for viewers be introduced. Secondly, government should increase funding into public service television to supplement revenue from license fee and advertising. Thirdly, I recommend the appointment of an independent board whose members will be appointed for a fixed term, by public nomination and a process of public hearing, according to publicly available criteria, which guarantees diversity of political, ethnic, social and professional background. Fourthly I suggest the formation of an Election News Coverage Committee comprising of journalists, academicians, the church and civic organisation that will formulate and implement editorial policy on election coverage and above all monitor and the coverage of elections on ZNBC television news.

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Libros sobre el tema "Education and state – Zambia"

Chris, Elbers, Gunning Jan y Netherlands. Ministerie van Buitenlandse Zaken. Inspectie Ontwikkelingssamenwerking en Beleidsevaluatie, eds. Primary education in Zambia. The Hague: Ministry of Foreign Affairs, 2008.

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Kemp, A. A. M. de. Primary education in Zambia. The Hague: Ministry of Foreign Affairs, 2008.

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Implementing educational policies in Zambia. Washington, D.C: World Bank, 1990.

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Education, Zambia Ministry of. A glance at primary education in Zambia. Lusaka: Ministry of Education, 2003.

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Protestant mission education in Zambia, 1880-1954. Selinsgrove [Pa.]: Susquehanna University Press, 1986.

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Review of the Ministry of Education sector plan: Zambia. Zambia: Ministry of Education, 2007.

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Draisma, Tom. The struggle against underdevelopment in Zambia since independence: What role for education? Amsterdam: Free University Press, 1987.

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Zvobgo, Rugano Jonas. The post-colonial state and educational reform: (Zimbabwe, Zambia, and Botswana). Harare, Zimbabwe: Zimbabwe Pub. House, 1999.

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PWPA, Conference (11th 1990 Livingstone Zambia). Zambia in the 1990s: Proceedings of the 11th PWPA Conference, held in Livingstone, Zambia, August 1990. Lusaka, Zambia: Professors World Peace Academy of Zambia, 1991.

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Musambachime, M. C. The impact of a changing economic environment on education provision, formulation, and implementation of education policies: The case of Zambia, 1964-1989. [Maseru?]: Institute of Southern African Studies, 1990.

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Capítulos de libros sobre el tema "Education and state – Zambia"

Carmody, Brendan. "Catholic Church and State Relations in Zambian Education: A Contemporary Analysis". En International Handbooks of Religion and Education, 543–62. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2_28.

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Sitali, Mayamba. "Zambia". En Olympic Education, 305–17. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-27.

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Plaat, Felice Van Der. "Advocating EFA in Zambia". En Campaigning for “Education for All”, 121–39. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-879-7_8.

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Shizha, Edward y Ali A. Abdi. "Democratizing Education in Zambia: Sociohistorical Analyses". En Issues in African Education, 241–58. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403977199_13.

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Mkandawire, Sitwe Benson y Lynn Ilon. "Higher Education Systems and Institutions, Zambia". En The International Encyclopedia of Higher Education Systems and Institutions, 1634–38. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_478.

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Mkandawire, Sitwe Benson y Lynn Ilon. "Higher Education Systems and Institutions, Zambia". En Encyclopedia of International Higher Education Systems and Institutions, 1–5. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_478-1.

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Mkandawire, Sitwe Benson y Lynn Ilon. "Higher Education Systems and Institutions, Zambia". En Encyclopedia of International Higher Education Systems and Institutions, 1–5. Dordrecht: Springer Netherlands, 2019. http://dx.doi.org/10.1007/978-94-017-9553-1_478-2.

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Klinken, Adriaan van. "Sexual citizenship in postcolonial Zambia". En Christian Citizens and the Moral Regeneration of the African State, 133–47. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315277653-9.

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Wanderi, Jessee. "Pedagogical attributes of the Lozi Silimba from Zambia". En Music Education in Africa, 230–48. Abingdon, Oxon; New York, NY: Routledge, 2019. | Series: Routledge studies in music education: Routledge, 2019. http://dx.doi.org/10.4324/9780429201592-15.

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Lohlker, Rüdiger. "Islamic State". En Religious Education, 311–23. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21677-1_21.

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Actas de conferencias sobre el tema "Education and state – Zambia"

Sumarni, Sumarni y Farida Kartini. "Experience of Adolescent Mothers During Pregnancy: A Scoping Review". En The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.28.

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Background: Every year, around 14 million women and girls aged 15 to 19 (both married and unmarried) give birth. This age group might lead to negative outcomes of pregnancy and childbirth. This scoping review aimed to identify the outcomes of adolescent pregnancy and its contributing factors. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included Wiley Online Library, EBSCO, ProQuest, and PubMed databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 307 articles were obtained by the searched database. After the review process, seven articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Six articles from developing countries (Brazil, Mexico, Zambia, Malawi, and Romania) and one report from developed countries (Australia) met the inclusion criteria with qualitative, quantitative (cross-sectional), and descriptive studies. The existing studies stated that adolescent pregnancy had adverse effects on both mother and babies’ health and well-being. Young maternal age is associated with low parity, lack of prenatal care, premature, and low birth weight. Factors contributed to the increased adolescent pregnancy rate were early sexual initiation, low use of contraception, low educational level, low socioeconomic status, inadequate knowledge about sexual and reproductive health, and gender disparity. Conclusion: Young maternal age contributes to adverse pregnancy outcomes of both mothers and babies. Early sexual health education and health promotion on teenage girls may reduce the risk of adolescent pregnancy rates. Keywords: adolescent pregnancy, birth outcome, maternal age Correspondence: Sumarni. Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi (Ringroad Barat) No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: sumarnipino21@gmail.com. Mobile: +6282346354512. DOI: https://doi.org/10.26911/the7thicph.02.28

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Vyortkina, Dina. "FROM A TO Z (FROM ARGENTINA TO ZAMBIA AND FROM AUDIO TAPES TO ZOOM): EDUCATIONAL TECHNOLOGIES UNDER COVID-19". En 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1258.

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Kozlova, Elena y Maxim Novak. "State Strategy for Adult Education". En 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482764.

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Balabaanov, V., V. Buxmann y V. Egorov. "Don State Technical University". En INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DGTU-PRINT, 2018. http://dx.doi.org/10.23947/itno.2018.1.19-23.

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Fried, Zoltan y Sergey V. Broude. "Optics programs at University of Massachusetts/Lowell: the role of a state university in a high-tech state". En Education in Optics. SPIE, 1992. http://dx.doi.org/10.1117/12.57838.

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Namayanga, Clara Kosamu y Goro Sato. "WHY TEACHERS OF SCIENCE STILL BECOME A CENTRE IN THE LESSONS DESPITE HAVING PREPARED A LESSON PLAN THAT COULD PROMOTE ACTIVE LEARNING: A CASE STUDY AT SECONDARY SCHOOL IN ZAMBIA". En International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0629.

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Koroteev, Nikolai I. "Education in optical physics at Moscow State University". En Education in Optics. SPIE, 1992. http://dx.doi.org/10.1117/12.57897.

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Atanasov, Hristiyan, Ruslan Ivanov y Dimitar Popov. "LEADERS IN BULGARIA: DIGITIZATION IN THE STATE ARCHIVES – CURRENT STATE AND PERSPECTIVES". En 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1389.

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Ignatenko, I. V. y D. G. Melnikov. "STRIP SEEDING. STATE, PROBLEMS, PROSPECTS". En INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.193-199.

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The article is devoted to the substantiation of the prospects for strip sowing as an effective means of increasing the yield of grain crops. The dynamics of growth of grain yield in Russia and in the world is given. The lag, archaic nature of the existing row sowing with a row spacing of 15 cm is noted. Increasing the yield is possible due to the provision of seeds with the necessary nutritional areas when sowing a wide strip. For such seeding, it was proposed to use spherical disc coulters capable of operating in conditions of mini and zero cultivation technologies. The developments in the design of seeders with spherical disc openers are presented. The problem remains the uniform distribution of seeds along the width of the strip with the provision of a nutritional area of at least 3x3 cm. Examples of the effectiveness of strip sowing as a means of increasing yields by 2-3 times in comparison with row sowing are given. Strip sowing of grain will allow solving the problems of increasing yields and food security of the country without the massive use of fertilizers.

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Skipor, Andrew. "ARGONNE NATIONAL LABORATORY AND SCIENCE EDUCATION". En Solid-State and Organic Lighting. Washington, D.C.: OSA, 2011. http://dx.doi.org/10.1364/soled.2011.sdthb1.

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Informes sobre el tema "Education and state – Zambia"

Leon, Warren. Final Scientifc Report - Hydrogen Education State Partnership Project. Office of Scientific and Technical Information (OSTI), febrero de 2012. http://dx.doi.org/10.2172/1034309.

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Ashraf, Nava, Erica Field, Alessandra Voena y Roberta Ziparo. How education about maternal health risk can change the gender gap in the demand for family planning in Zambia. International Initiative for Impact Evaluation (3ie), noviembre de 2019. http://dx.doi.org/10.23846/ow3ie104.

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Agnew, Julie y Joshua Hurwitz. Financial Education and Choice in State Public Pension Systems. Cambridge, MA: National Bureau of Economic Research, marzo de 2013. http://dx.doi.org/10.3386/w18907.

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Lawrence, Steven Lawrence. Moving Education Reform Forward: Grantmakers Reflect on a Convening with State and Local Government Education Leaders. New York, NY United States: Foundation Center, junio de 2011. http://dx.doi.org/10.15868/socialsector.13583.

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Hodge, Emily, Serena Salloum y Susanna Benko. How State Education Agencies Can Support College and Career Ready Standards. Consortium for Policy Research in Education, mayo de 2017. http://dx.doi.org/10.12698/cpre.2017.pb17-3.

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Du, Rui-Rui. Development of a Demagnetization Refrigerator for Solid State Research and Education. US: University of Utah, noviembre de 2006. http://dx.doi.org/10.2172/895147.

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Baicker, Katherine y Nora Gordon. The Effect of Mandated State Education Spending on Total Local Resources. Cambridge, MA: National Bureau of Economic Research, agosto de 2004. http://dx.doi.org/10.3386/w10701.

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Chatterji, Aaron, Joowon Kim y Ryan McDevitt. School Spirit: Legislator School Ties and State Funding for Higher Education. Cambridge, MA: National Bureau of Economic Research, julio de 2018. http://dx.doi.org/10.3386/w24818.

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Blekhman, David. HYDROGEN AND FUEL CELL EDUCATION AT CALIFORNIA STATE UNIVERSITY, LOS ANGELES. Office of Scientific and Technical Information (OSTI), septiembre de 2011. http://dx.doi.org/10.2172/1025719.

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Ward, James Dean, Elizabeth Davidson Pisacreta, Benjamin Weintraut y Martin Kurzweil. An Overview of State Higher Education Funding Approaches: Lessons and Recommendations. Ithaka S+R, diciembre de 2020. http://dx.doi.org/10.18665/sr.314511.

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