4 research outputs found
Challneges encountered in conservation farming by subsistence farmers of Chikupi resettlement in Kafue district of Zambia.
No full textDevelopment of education in the third republic: policies and implications.
No full textThe period from 1991 to date is referred to as the Third Republic in Zambia in recognition of three major political changes in the country. During the First and Second Republics, Zambia was run by the United National Independence Party (UNIP) which adopted a mixed economy ideology up to 1972 and the socialist path in a one-party state system thereafter. The Third Republic started in 1991 and covers a period of two political regimes; the Movement for Multiparty Democracy (MMD) and the Patriotic Front (PF). The MMD adopted several strategies to increase access, equity and the quality of education at all levels, focusing on primary education. This resulted in increased access at all levels as well as infrastructure development. When the Patriotic Front came to power in 2011, it made a number of policy changes in education. Its main emphasis was on early childhood education and opening more tertiary education institutions to ensure access, equity and quality education. A close examination of the two regimes in the Third Republic shows that they supported similar policies centred on access, equity and the quality of education using different strategies. This chapter examines the education policies adopted during the Third Republic from 1991 to 2016 and their implications
Innovations in educational assessment in africa: a proposed framework for the Zambian secondary school sector.
No full textArticleAssessment is an essential part of any educational enterprise. Its policies and practices are critical to any educational improvement strategy which is essential to teaching and learning, monitoring, evaluation and improvement of the education system. Education assessment is used to determine learner competencies for certification, progression from one level to another and suitability for employment. Assessment must, therefore, be aligned to national goals in order to have a beneficial influence on the economic and social conditions of people. The credibility of an education system is determined by the quality of its education assessment.Countries endeavour to employ educational assessment systems that are congruent with national objectives and goals. In Africa, many countries have had curriculum changes and innovations, some of which have not been accompanied by appropriate educational assessment systems resulting into unacceptable educational outputs.This paper examined the main features of educational assessment in the Zambian secondary education sector since independence. Some of the findings were that the format of assessing learners in this sector had not changed over the years, the educational assessment was conducted internally by the schools and externally by the Examinations Council of Zambia, and that the public paid more attention to the assessment done by the external examinations. The
proposed innovations included government and other stakeholders to adequately finance the secondary school sector in order to acquire the necessary teaching and learning resources, strengthen continuous assessment and decentralize the operations of the Examinations Council of Zambia
