Module Education 100

EDU 100: INTRODUCTION TO EDUCATION
UNIT 1
1.0 INTRODUCTION TO EDUCATION
Introduction:
This unit introduces you to the concept of education and meaning of education in
general. A number of scholars are mentioned without many details about them. It
will be your personal interest to investigate further about them.
Learning outcomes
By the end of this unit you should be able to:
Define the term education.
Discuss the concepts in used in education
Illustrate different types of education.
1.1 DEFINITION OF EDUCATION

The word education has its origin in a Latin word educatio of which in turn has
been derived from the verb educare, which means, to bring up, bringing up of
rearing of children or animals. It may also mean educere that means to lead out of
ignorance.
Education has been defined in different ways by different scholars:
J. S Farrant defines education as total process of human learning by which
knowledge is imparted, faculties trained and skill developed. R. S Peters defines
education as something worthwhile is being or has been internationally transmitted
in morally accepted manner. He goes on to say education is a process, which
provides man and woman with skills necessary for them to take place in society and
seek further knowledge, R. S Peters further defines education as initiation because
it prepares children for social life.
Schuffler defines education as: a process of developing and transmission of
knowledge.
1

Education is societys cultural reproductive system. It helps society reproduce itself
by passing its main characteristics to the next generation. Education keeps society
alive.
You will find that in each society the education system is influenced by political,
economic and social belief of that particular society.
As we have discussed the definition of education, it will be necessary at this point to
look at different educationists definitions.
Pestalozzi- Education is a natural harmonious and progressive development of
mans innate powers
David Whitehead- Education is life in all its manifestations.
John Dewey- Education is a process of living though a continuous reconstruction of
experience.
Ross James- the influence of a person who holds a vital belief brought to bear on
another person with the object of making him also to hold that belief.
1.2 EDUCATION
Education may also be looked as concept that might mean;
i.
A system or institution for example a school
ii.
It could also refer to the curriculum or content (Approved body of knowledge

for teaching).
iii.
Another meaning of education could be that of an activity by the adults upon

the young to make them ready for social life (socialization).
iv.
Another school of thought describes education as a process of providing

people with information about an important spectrum/ topic/ body of
knowledge or themes.
v.
Education can be described as a universal practice engaged by societies at all

levels of development. It is leading out in new knowledge and experience.
vi.
Other scholars like Farrant describe education as a tool used to explain the
total process of human learning by which knowledge is imparted, faculties
trained, skills and competences developed.

TABLE OF CONTENT
UNIT 1
1.0
INTRODUCTION TO EDUCATION
Introduction:
1.1 DEFINITION OF EDUCATION
1.2 EDUCATION
TABLE OF CONTENT
1.3 AIMS OF EDUCATION
1.4 CONCEPTS USED IN EDUCATION
1.5 TYPES OF EDUCATION
UNIT 2
11
2.1 INDIGENOUS AFRICAN/TRADITIONAL EDUCATION
11
Introduction:
11
2.2 AIMS OF INDIGENOUS EDUCATION
13
2.3 COMPONENTS OF INDIGENOUS EDUCATION
13
2.4 THE CURRICULUM OF INDIGENOUS AFRICAN EDUCATION
15
2.5 METHODS OF INDIGENOUS EDUCATION
15
2.5.1 PROCESSES OF LEARNING
15
2.5.2 TYPES OF IMITATION
16
2.5.3 STIMULATED LEARNING
16
2.6 INFORMAL LEARNING
16
2.7 FORMAL LEARNING
16
2.8 METHODS OF TESTING IN INDIGENOUS EDUCATION
16
2.9 CHARACTERISTICS OF INDIGENOUS EDUCATION
17
2.10 DEMERITS OF INDIGENOUS AFRICAN EDUCATION
18
2.11 MERITS OF INDIGENOUS ARICAN EDUCATION
18
SUMMARY
19
ACTIVITY
19
UNIT 3
20
3.0
20
EDUCATION BETWEEN 1890 TO 1924
3.1MISSIONARY EDUCATION
20
Introduction:
20
3.1.1 AIMS OF MISSIONARY EDUCATION
21
3.1.2 WHY COMING TO AFRICA?
21
3.1.3 MISSION SCHOOLS BEFORE 1890
22
3.2 THE FIRST SCHOOL
22
3.3 CHARACTERISTICS OF MISSIONARY EDUCATION
22
3.3.1 BENEFITS OF MISSIONARY EDUCATION
23
3.4 THE BRITISH SOUTH AFRICAN COMPANY AND EDUCATION-1890-1924

23
3.4.1COMPANY RULE (1890-1924)
24
3.4.2 BAROTSE NATIONAL SCHOOL
25
3.5 REACTIONS TO THE BSA COMPANYS NON PROVISION OF

EDUCATION
25
3.5.1 First General Missionary Conference-1924
26
3.5.1.1 Its terms of reference were:
26
3.5.1.2 Resolutions of the conference:
26
3.6 NATIVE SCHOOLS PROCLAMATION OF 1918: ITS CONTRAVERSIAL

PART
27
nd
3.6.1 2 General Missionary Conference of 1919
28
3.6.2 Third General Missionary Conference of 1922
28
SUMMARY
29
UNIT 4
31
3.0
31
EDUCATION IN NORTHERN RHODESIA 1931-1953

Introduction:
31
4.1 BRITISH COLONIAL POLICY IN TROPICAL AFRICA/NORTHERN

RHODESIA-1925
32
4.2 ADVISORY COMMITTEE ON NATIVE EDUCATION 1923
34
4.3 THE PHELPS STOKES COMMISSION
34
4.3.1 Terms of reference for the Phelps Stokes Commission were:
35
4.3.2 PHELPS-STOKES COMMISSION RECOMMENDATIONS
35
4.3.3 TERMS OF POLICY (1925) BRITISH MEMORANDUM OF

EDUCATION
35
4.3.4 4th General Missionary Conference 1924
38

4.3.5 THE RESOLUTIONS
38
4.4 GOVERNMENT ENTERS EDUCATION FIELD: PHASE 1-1925-1931
38
4.4.1 INITIAL STAGES: 1924-1925
39
ACTIVITIY
40
4.5 THE JEANES SCHOOL MODEL/CONCEPT

SUMMARY
40
41
5.0 EDUCATION BETWEEN 1953-1963
42
Introduction:
42
5.1EDUCATION
42
5.2 THE ADDIS ABABA CONFERENCE 1961
43
5.2.1 NEEDS IDENTIFIED
44
5.2.2 TARGETS SET
44
5.2.4SHORT TERM PLANS
45
5.3 THE SEARCH FOR A HUMAN RESOURCE DEVELOPMENT (HRD)

STRATEGY
45
SUMMARY
47
ACTIVITY
47
UNIT 6
48
6.0 POST-INDEPENDENCE EDUCATION PROVISION
48
Introduction:
48
6.1 POLICY
48
6.2 PRIMARY EDUCATION- 1964
49
6.3 CHALLENGES
49
6.4 TRANSFORMATIONS
50
6.5 TYPES OF SCHOOLS
50
6.6 TECHNICAL AND VOCATIONAL TRAINING
50
6.7 BEFORE INDEPENDENCE
51
6.8 AFTER INDEPENDENCE
51
6.9 UNIVERSITY EDUCATION
52
6.9.1 LOCKWOOD RECOMMENDATIONS
52
6.9.2 PROGRESSION
53
6.9.3 CHALLENGES
53
SUMMARY
53

UNIT 7
54
7.0 POST INDEPENDENCE EDUCATION PROVISION
54
7.1 THE DEVELOPMENT OF EDUCATION UPTO 1974 (FIRST TEN YEARS)

54
Introduction:
54
7.1.1 BACKGROUND:
54
7.1.2 PATTERN OF REFORMS
55
7.1.3 RESULTS OR OUTCOMES
55
7.1.4 GENERAL CHARACTERISTICS OF THE REFORMS
55
7.1.5 WHY REFORMS FAILED?
56
7.1.6MAJOR TRENDS/PATTERNS IN EDUCATIONAL REFORMS
56
7.1.7 STRUCTURAL TRANSFORMATION
57
7.2 EVOLUTION OF POLICIES
58
SUMMARY
59
59
UNIT 8
60
8.0 POST INDEPENDENCE EDUCATION POLICIES
60
8.1 Focus on Learning 1992.
60
8.2 EDUCATING OUR FUTURE
60
8.3 BASIC EDUCATION SUB-SECTOR INVESTMENT PROGRAMME

(BESSIP)
61
8.4 MINISTRY OF EDUCATION STRATEGIC PLAN (2003-2007)
61
8.5 THE VISION 2030
61
SUMMARY
62
REFERENCES
63
1.3 AIMS OF EDUCATION

You will realize that education in any society had its own objectives and generally to
produce an individual who would fit in a society in which one lived. The relationship
between an individual and the society has been utmost value and concern for social
scientists. For this reason, we may be tasked to questions such as education for
what/who?
Aims of education can be social or individual;
Individual aims include:
a)
Career prospects-to develop a vocation skill.
b)
Self development- though education individual develop their full
potential.
c)
Development of language skills- education helps individuals to
develop their imaginative expressive powers.

d)
Education helps individuals to develop spiritually, emotionally,
morally etc.
e)
Education for self expression- e.g in art, music, literature, drama etc.
f)
To make one fit in society- to help a child to be adaptive to changing
society, to understand a world outside his own environment.

Social aims of education include:
a)
Patriotism- appreciates one cultural heritage, to appreciate ones role
as a citizen.
b)
Education for social service- helping the society though different
careers e.g Doctors, teachers, engineers etc.

c)
Education for economic development- to develop creative and
innovative skills, to appreciate the dignity of labour.

From the above aims, you will understand that education was multi-dimension in
such a way that whatever form it might be, it required certain aspects in order for one
to benefit from the education.
1. Explain the benefits of each aim to both the individual and the society.
2. Which aim explains well the aims of education and explain your answer.
1.4 CONCEPTS USED IN EDUCATION

Education involves a lot of processes and methods and some of them are as follows:
a)
Teaching- This involves imparting of knowledge or skills to a person.
There is instruction, discussion and explanation. The learner participates in

the discussion as the teacher guides.
b)
Learning- A conscious activity involving the acquisition of new
knowledge, skills, attitudes, behaviour, manners etc.

c)
Instructing- This involves imparting knowledge of facts or giving
orders, rules, modes of operating and instructions. The learner follows these
orders.
d)
Drilling- This is a situation where a piece of learning is repeated over
and over until a person can do the skill without making a mistake.
e)
Training- It is a process that helps to produce particular skills for
example an electrician, a carpenter and a footballer among others.

f)
Conditioning- This is where the learner performs actions against his
wishes usually through the use of force or threats.

g)
Brainwashing- This is making someone change the way of believing
without much reasoning. For example an advertisement for MTN

Everywhere You Go

h)
Indoctrination-This is where one accepts the beliefs without
questioning usually achieved through propaganda. Once one is indoctrinated,

the recipient holds on such views dogmatically and unshaken in spite of
reason.
1.5 TYPES OF EDUCATION

There are three types of education and these include: formal, non formal and
informal education
1. Formal Education- this is usually organized and structured learning which is
found in schools, colleges and universities.
2. Non-formal- this is an organized learning activity outside formal education
and aimed at meeting the specific needs of a particular group of people and
3. Informal Education- this is unorganized and unplanned
Type of Education
Characteristic Features
a)
-Learning
Formal
Education
done
Agents
in -Governments,
specially built institutions companies,

such as schools, colleges, and churches
and universities.
-Programmes
are
structured in form of
syllabus,
curriculum,
schemes, timetables
-Learning is supervised
by internal administrative
body
-Certificates awarded to
those who are successful
-People are trained and
employed to do the job
and are paid.
b)
Non
formal -Loosely
structured
individuals

Education
programmes
-Certificate of attendance
maybe awarded
-No special buildings may
be required
-Loosely supervised at
times not supervised by
an internal administrative
body
c)
Informal
Education
-Learning is unplanned
-Learning
is
not
structured
-No awards of certificates
-Long life process
In this chapter, we have looked at the meaning of education and how various scholars
have defined it. The chapter has further discussed the aims and types of education,
including the common concepts found in education.
1. List down and give examples of the types of education that are found in
Zambia
2. Discuss the strengths and weaknesses of the types of education in question 1.
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UNIT 2
2.1 INDIGENOUS AFRICAN/TRADITIONAL

EDUCATION
Introduction:
This unit looks at the education systems that existed before the coming of the
Missionary/modern education in Africa. Different themes have been explored to help
understanding the nature of the education that was there.
Learning Outcomes
Education is part of every society, whether simple or sophisticated. Each community
has evolved its own forms of education based on the religious, social, political,
economic and cultural values of that community (Tiberondwa: 1989). In this unit,
we are analyzing;
a)
the aims of indigenous education
b)
components of indigenous education
c)
the curriculum of Indigenous African education
d)
methods of indigenous African Education
e)
methods of testing in indigenous education
f)
characteristics of indigenous education
g)
the merits and demerits of Indigenous African education
During the pre-colonial period, Africans had already developed their own systems of
education. The first Europeans, who came to Africa, viewed Africa as a savage, a
pagan with no history and culture to perpetuate that he was primitive, that he knew
nothing and that Africans never taught their young. This was a mistaken belief which
reflected the ignorance of the Europeans about African education systems. It also
help to explain why the first Europeans educationists never considered that the
11

formal schools they were introducing had any relationship to the largely informal
education, the African children were receiving in their communities. The basic
assumption was that they were introducing something totally new. In this, there was
no social interaction or rather socialization. This meant that adults never made a
deliberate attempt to bring up children to be the kind of men required by the society.
Secondly, since Africans had neither reading nor writing skills, some scholars tended
to assume that they had no system of education. Hence the conclusion that they had
no content and no methods to pass on to the young. To such scholars then, education
in Africa would mean nothing else but western civilization. Therefore, no western
civilization, no education. The scholars neglected anything traditional because of
their restricted view of the nature of the education. It is definitely fallacious to define
education in terms of school or reading and writing, because schooling and education
are not synonymous in any way at all. Education is defined as the whole process by
which one generation transmits its culture to the succeeding generation, or a process
by which people are prepared to live effectively and efficiently in their environment.
On the basis of this definition then, it is quite easy to see that before the coming of
the Europeans, there was an effective education system in each African clan,
chiefdom or kingdom. African traditional education was effective ever since the
evolution of the African race. It was tangible, definite and clearly intelligible.
There have been no single indigenous form of education In Africa. Societies
differing from each other, developed different systems of education to transmit their
own particular knowledge and skills. The differences were not necessarily great, but
it as quite clear that indigenous forms of education were sometimes remarkably
similar but differed in methods and content. One form could be seen to have
influence over another. This was due to the fact that certain specialists were
extremely mobile, just like in the case of western type and Islamic systems. The
mobility of specialists such as the Dyula dyers and Numu blacksmiths of Ivory Coast
and Ghana was in large measure responsible for this.
Another misconception is that within one particular society, all young people learned
the same skills. This may have been so in ethnic groups, where all families followed
roughly the same economic pursuits and where political and social roles were
relatively undifferentiated. Some traditional societies like Yoruba, had marked
12

specialization in occupation as well as pronounced political and hierarchies.
Although they shared general knowledge, a child at the royal court of Ife had a
different orientation and training in skills from that of a blacksmiths son in the war
camp of Ibadan.
2.2 AIMS OF INDIGENOUS EDUCATION
To socialize and initiate an individual into the tribal or ethnic group in
a communal perspective.
To help people conform to cultural norms and roles.
It exposed the young to checks and balances.
2.3 COMPONENTS OF INDIGENOUS EDUCATION

The education in Africa before the coming of the European was an education that
prepared one for the responsibilities as an adult in the home, the village and within
the tribe. The education varied from the simple instruction given by the father or
mother to the youths to complex educational system of highly organized and
sophisticated such as the one among the Poro in West Africa which had myriad of
ceremonies and countless degrees. Most societies fell between the simple and
sophisticated with respect to the educational arrangements they provided for their
youth, offering rituals to mark the end of puberty and relying heavily upon the
custom and example as the principal educational agents.
1.
History of Ethnic group. The education looked at what
happened and why things happened the way they did. For example,
where did we come from, when, why did we settle here? Why are we
having the drought this year? Why floods along the Zambezi river for
example. The questions which were asked made the society develop
a sense of security consciousness, religious beliefs and sense of
belonging. The history was reflected much in the songs, dances
myths. The young were taught and reminded about their names,
surnames, clans, totems and cousin relationships. There were also
stories in the evenings around the fire places about heroic deeds of
13

ancestors, how they developed loyalty and pride in membership of
the tribe.
2.
Apprenticeship in Practical Skills. The African Indigenous
education stressed the skills according to sex roles. For example boys
were taught by men such as fathers, uncles, and grandfathers about
the uses of herbs, flowers and fruits, farming and raising cattle. They
also learnt how to set traps, hunting and other skills in line with men.
On the other hand girls learnt through close contact with mothers,
aunties and grandmothers in the kitchen. They learnt how to cook,
wash calabashes, pots and how to brew beer. They further learnt the
art of being good wives and mothers.
3.
Social Obligations and Inculcation of Good Manners.
Children learnt the correct way of greeting different ages, how to sit,
how to address other members of the tribe and elders among them.
They were to respect the old and to extend hospitality to all.
4.
Religious Teaching. Their religious teaching centred on the
Supreme Being who controlled all the tribal fortunes. The young
learnt the influence of the spirits in the society and how to appease
the spirit of the departed. They also learnt about different spirits (bad
and good spirits) and the mysteries of religion.
5.
Initiation Ceremonies. This was done after one had reached
the puberty stage and it marked an epoch in ones life as the child was
being introduced by elders to the legends surrounding previous
exploits of ones tribe and community responsibilities. It was an
intensive course of instruction which was done in seclusion and the
initiates were exposed to tests of physical endurance. For example
Nyau among the Chewa people in Zambia were exposed to harsh
environment and taught survival skills such as swimming. They were
also exposed to hot pots as a way of training them endurance. Of
course there were clever women who could only put the pot on the
fire when they were about to come and pick it. They were given
14

instructions in hygiene, sexual behaviour, expectations in marriage
among other areas. In some societies secrecy surrounded the event.
2.4 THE CURRICULUM OF INDIGENOUS AFRICAN

EDUCATION
In traditional African society people learnt what they lived and lived what they
learnt. Education was a life long process; it began at birth and ended at death.
Education enabled people to adapt to their environment in which they lived. For
instance, those who lived in the equatorial rain forest and those who lived in the plain
areas each had the curriculum to follow. At society, level education was planned or
unplanned (incidental), formal (e.g initiation ceremonies) or informal. Education
transmitted skills, modes of behaviour, essential for societys survival. Learning was
by imitation, repetition and observation. Societys education was determined by its
ideologies, dominant value or moral order. Education ensured national unity and
ensured cultural survival. Alfred North White Head summed up the contents of any
education as life in all its manifestations.
2.5 METHODS OF INDIGENOUS EDUCATION

In practical terms, the method of indigenous African education was humanization of
man in society. Learning was expected to yield:
a)
Cognition- knowledge in general, understanding.
b)
Skills- which had relevance to their survival.
c)
Volition- attitudes, values, feelings, appreciation etc.
d)
Practice,
not
theory-
what
was
learnt
was
put
to
use-
pragmatism/functionalism, practicality/utilitarianism was at the centre of

learning.
e)
Involvement- active participation in everyday life.
2.5.1 PROCESSES OF LEARNING

a)
IMITATION
15

Imitating others such as mothers, fathers, peers and grandparents was part of
the learning process.
2.5.2 TYPES OF IMITATION

a)
Conditioning Imitation- through which learners acquired attitudes,
values, and forms of reasoning by virtue of being member of a group, or

because of social pressure e.g sisters wanting to live like mother Theresa.
b)
Reinforcement Imitation- voluntarily participating in order to win
social praise e.g mum, I can cook like you, sing, jump like you.
c)
Insightful Imitation- Deliberate copying of other peoples acts or
methods of doing things in order to solve specific problems.
2.5.3 STIMULATED LEARNING

Initiative to learn comes from elders who want an individual to acquire a particular
skill e.g grooming someone to be a king, to marry a kings daughter etc.
Many techniques were used to induce or stimulate learning:
-praise an incentive
-Rewards e.g cattle
-Story telling on heroic deeds
-Ridicules etc.
2.6 INFORMAL LEARNING

a) Most widespread
b) Reflected in doing, working, participation, playing, attending funerals and
observation, in every activity.
2.7 FORMAL LEARNING

This is organized, planned and structured learning e.g. initiation ceremonies.
2.8 METHODS OF TESTING IN INDIGENOUS EDUCATION

The education in an African set up required that the individual had to change in order
to adjust for a living. Though very few people failed, testing was one of the ways to
confirm if there was education going on. It involved both diagnostic and prescriptive
16

that made rise to the remedial lessons or for further perfection of skills, manners,
attitudes, perceptions and behaviour among other areas of interest. The testing was in
form of:
i.
Assigning work to an individual and monitoring of the results closely.
ii.
Sometimes girls were sent to take care of the elderly relatives to see
how they could manage. This was in view of the other elderly people
that one might live with in future especially after marriage as African
societies lived in communities.
iii.
A boy could be given an opportunity to express his personality as a

man. For example how to protect ones siblings.
iv.
Some customs required bridegrooms to take care of their in laws for

some years until when the in laws were satisfied that one could take
care of their daughter.
v.
The cultures that were pastoralists, boys were asked to identify their
cattle or goats from the rest of the herds of the community.
vi.
Some societies asked the children to name the relatives both the
maternal and the paternal.
2.9 CHARACTERISTICS OF INDIGENOUS EDUCATION

i.
Multiple learning (Wholesticism). The education system had no

much room for specialization but equipped boys and girls with a
number of occupations with related skills. This meant that a boy could
be taught how to fish, geography of an area, interpretation of the
seasons, building and farming among them. On the other hand girls
were taught gardening, cooking, laundry, and simple skills of nursing.
The education was centred on the whole life of the society.
ii.
Integration. The education depended on what was available without

fixing of time for learning. Children learnt how to welcome visitors
when there were visitors (situational learning). Teaching for sex roles
was done during initiation.
17

iii.
Utilitarian/Functionalism. Whatever was taught had to be useful as

the education produced the skills which were used in practice.
iv.
Perenialism. There were skills which were only taught during

specific seasons such rain season (planting and ploughing).
v.
Communalism. Most of the lessons were done in communal manner.

Education was a responsibility for the whole community. For example
working in fields, construction of houses, child discipline etc.
2.10 DEMERITS OF INDIGENOUS AFRICAN EDUCATION

a)
It relied on memory and oral tradition. It had no device for recording
acquired knowledge for future use.

b)
Punishment was too harsh and non-reformatory.
c)
It was tribal and so skills of one tribe could not be transmitted to the
other. There was no common language for different tribes.

d)
It stressed gender roles.
e)
It was conservative because society changes were not as rapid as they
are today. But measured against the people it had to serve. Traditional
education was very successful. Snelson (1974) contends that this form of
education was conservative and not progressive, some teachers were
incompetent, so were some learners. Kelly (2006) adds that it was orally
based with no written records, it could not fully cope with scientific concepts,
it was static and did not embrace aspects of innovation inquiry and change.
In the final analysis, the onus is on the modern student to critically analyse
and subject the aforesaid to reason and take a position out of an academic and
informed decision.
2.11 MERITS OF INDIGENOUS ARICAN EDUCATION

In any case, traditional education is believed to have been meaningful, unifying,
holistic, effective, practical, relevant and community based. There was no separation
between education and the world of work. Graduates were readily absorbed in
18

society upon completion of their induction or socialization (Kelly, 2006; Farrant,
1980).
African traditional education developed and educated the whole person. This type of
education involved the entire society or community. Because it was human centred,
it promoted and developed very good and strong bonds among the people. This
education had clear values, attitudes and morals for its curriculum. This was to
exploit the cognitive, affective and psychomotor domains.
SUMMARY
The chapter has apart from defining what indigenous or traditional education means,
also discussed the components, curriculum, methods, merits and demerits of
Indigenous Education.
ACTIVITY
1. There are some elements in traditional education which are relevant to an
individuals life in a community. Discuss this assertion in relation to modern
way of life.
2. Discuss the weaknesses of indigenous education.
3. African Indigenous education was very primitive. Discuss the assertion.
19
UNIT 3
3.0 EDUCATION BETWEEN 1890 TO 1924
3.1MISSIONARY EDUCATION
Introduction:
The unit looks at the education that prevailed during the time of the
Missionaries and the British South African Company (BSACo).
By the end of this unit, you should be able to:
To define missionary education.
Explain for coming of missionaries in Africa.
Compare between the indigenous education and missionary education
Trace the first schools in Zambia
Explain the characteristics of missionary education
Discuss the involvement of the BSACo in Education.
Missionary education refers to Western education as opposed to the African
indigenous education. It was based on literacy (ability to read and write) and
numeracy (ability to work with numbers) There are differences between the two
types of education mentioned above in many aspects.
Compare and comprehend the two types of education in order to

comprehend them.
Missionary education derives its name from the group of people who first brought it
to Africa from Europe-the church people or the missionaries. Between 1890 and
1924, many mission groups came to Africa and Northern Rhodesia (Zambia) in
20

particular. They settled in different parts of the country and opened many stations
(Missions) as well as schools to offer what became known as missionary education.
3.1.1 AIMS OF MISSIONARY EDUCATION

Missionaries built schools with specific aims or goals. Some of these were:
a) To enable Africans read and write so that they could help in the
evangelization process: ability to read and interpret the Bible in a local
and English Languages.
b) To harness or tame Africans for them to co-operate with missionaries in
their work (Trying to create some common working ground entice them
to European culture).
c) To de-culture Africans and make Europeans out of Africans e.g French
policy of Assimilation.
d) To give Africans some technical schools in capentry, agriculture, brick
laying etc.
3.1.2 WHY COMING TO AFRICA?

Different missionary groups came to Africa as a follow up to David Livingstones
exploration works and reports he sent back to Europe(United Kingdom in particular).
Secondly, early exploration works by different explorers such as Bartholomew Diaz,
Mungo Park, Henry Morton Stanley etc also helped to stimulate missionaries to
come to Africa and Northern Rhodesia (Zambia). What were their aims?
Missionary groups and their stations
Many missionary groups came to Northern Rhodesia (Zambia) in the period under
review. Each group claimed areas of influence and built schools and clinics there.
i)
Draw the map of Zambia. On it show mission stations and years when
established.
ii)
Below the map, make a list of these church groups indicating who were
their leaders at that time. For instance
21

1. Brethren in Christ Church-Macha mission in Choma(1906)-Leader was
Francis Davidson.
2. Catholics-Society
of
Jesus
(Jesuits)-Chikuni
Mission
in
Chisekesi,
Monze(1905), Leader was Fr. Moreau.
3.1.3 MISSION SCHOOLS BEFORE 1890

There are many missionary groups that had already established their mission
settlements and schools before 1890. Indicators are that the under listed were in
Northern Rhodesia before 1890:
a) Paris Evangelical Mission-1885
b) United Free Church of Scotland-1895
c) The Largest Society-the White Fathers-1895
d) The Dutch Reformed church Mission-1895
e) The London Mission Society-1883
f) The Primitive Methodist-1893
g) Christian Missions in Many Lands-the Open Brethren-1897
3.2 THE FIRST SCHOOL

Missionary education in Northern Rhodesia (Zambia) owes its establishment to
David Livingstones exploration works which exposed the interior of Africa to the
European people. As a follow up to Livingstones reports on events in Africa and
Northern Rhodesia in particular, many missionary groups came to Northern
Rhodesia.
In March 1883, the first school was opened in Limulunga by Arnot of the Paris
Evangelical Missionary society with three pupils all male.
It situated at Kanyonyo whose name it adopted. Later it became National Barotse
School.
3.3 CHARACTERISTICS OF MISSIONARY EDUCATION

1. It is foreign or alien to Africans and is based on reading and writing
2. It carries with it European/Western culture and norms
22

3. It does alienate (separate the learner from the society-village set up/family) to
some place of employment. It also alienates the learner in a host of cultural
aspects as the two cultures clash.
4. It is believed that it has the capacity to explain scientific concepts. That it is
dynamic helps to make people adaptive and universal in nature.
5. Perceived as a tool for national development.
6. From the African perspective, it may be seen as a lazy mans chain. It
promotes white collar job syndrome as opposed to manual work that
demands physique.
7. It is more practical in problem solving than other types: through medicines,
industries, technology and various disciplines of education itself like social
sciences etc.
8. It is seen as a tool or means to acquire prestigious status in society. It is said
that it enhances social position and status for the elite.
3.3.1 BENEFITS OF MISSIONARY EDUCATION

Depending on ones view point it can be said that there are many benefits.
a) Western education through missionaries helped to replace slave trade with
modern trade.
b) It helped Africans to open up and started fighting for independence until it
was achieved.
c) It changed the status of Africans as a continent as well as the status of
Africans themselves.
d) A lot of what was perceived as bad cultural practice was phased out or
moderated e.g. using skin clothing, polygamy, worshipping ancestral spirits
etc.
e) It brought modern social services, schools, hospitals, industries and modern
way of life supported by technology.
3.4 THE BRITISH SOUTH AFRICAN COMPANY AND

EDUCATION-1890-1924
According to Manchishi and Chondoka (1999), the pioneers of Western education in
colonial Zambia were the European Christian Missionaries who started their work in
23

the country from 1883.(ERIP report:5). This was adequately shown in earlier lesson
on missionary education 1883-1889.
3.4.1COMPANY RULE (1890-1924)

Cecil Rhodes is a key player in the formation and administration of the British South
African Company. He founded the company in 1889 after making a fortune in
diamond mining at Kimberley, in South Africa.
He got authority from the Crown (British Monarchy) to administer what was then
known as North Eastern and North Western Rhodesia. In turn, he got support from
the mother country, Britain. His entry point was North-Western Rhodesia (1897)
after signing concessions with Lewanika in 1890, 17th October. The treaty of the
BSA company mineral rights in all areas under King Lewanika in turn the BSA
company protected the Lewanikas Kingdom and gave him an annual grant of 850
pounds. The prime aim of the BSA company was to:
a) Exploit minerals and make profits
b) Use North Western and North Eastern Rhodesia sources of cheap
mineral and human resources for the development of South Africa.
Although when signing concessions, Cecil Rhodes accepted responsibility to provide

social services to the Africans in practice it was a non-starter. He was a first class
capitalist Snelson(1974) spells out the position of the BSA regarding the provision of
education to the Africans as well as the development of colonial Zambia: the BSA
records in regard to African education was one of the consistent neglect.
It is further noted that for three decades BSA co. consistently refused to give
financial assistance to missionary education in the country. It failed lamentably and
shamefully to implement clear promises regarding education which had been part of
the treaties with Lewanika. Three treaties were signed which the BSA never fulfilled:
the Lochner treaty (1890, 1898, and 1900).
One clause found in these treaties read: The BSA co. further agrees that it will aid
and assist in the education and civilization of the native subjects of the king by the
establishment,
maintenance
and
endowment
establishment(vocational trade schools), Sneson:122).

Find out why things happened like way.
24
of
schools
and
industrial

3.4.2 BAROTSE NATIONAL SCHOOL
Due to pressure from the Chewa chiefs in Nyasaland,(Malawi), the BSA opened
Livingstonia mission school and funded it in a little way. This was facilitated by
Rhobert Codrington, the administrator. In colonial Zambia, the same was done in
1907 by the BSA co. at Kanyonyo village-Mongu. This school was only one partly
funded by the BSAco. And came to be known as Barotse National School. It opened
in March 1907 with Austin R William as headteacher. African teachers were drawn
from Basutoland (Lesotho). Curriculum:carpentry, bricklaying, thatching, forestry
other than reading, writing and arithmetic. This school was under the Paris
evangelical Mission led by Francis Coillard.
By 1911/12, a few Africans from this school had become teachers or were employed
as clerks, shopkeepers, office orderlies etc. While company rule did not support
African education, missionary groups continued expanding in this area. They called
on the company to give grants to mission schools, the move which the BSA co.
rejected. In 1911, the BSA co. formerly amalgamated N.E and N.W. Rhodesia into
one territory called Northern Rhodesia.
3.5 REACTIONS TO THE BSA COMPANYS NON PROVISION

OF EDUCATION
a) Lost opportunity:
The B.S.A. co. lost a golden chance to change its African education stance in 1906.
In this year, Alfred Beit died and donated money-200,000 pounds for education and
other public social services in his will. B.S.A. through Codrington and Wallace
indicated that Northern Rhodesia had no financial need.
Missionary groups at that time through Native Affairs department placed for
governments funding of missionary education.
Both mission schools and government officials saw the need to have a coordinated
curriculum or common curriculum in addition to financial grants. The B.S.A. as
government had a duty to provide such a policy.
25

3.5.1 First General Missionary Conference-1924
In July 1914, what one may call as the first General Missionary conference was held
under the auspices of the Primitive Methodists. This group was used to work with
other churches. They did so when they translated the New Testament in Ila.
These church groups did take part in this conference held in Livingstone in Coillard
memorial hall.
a) Primitive Methodists
b) Paris Evangelical Mission
c) Brethren in Christ Church
d) U.M.C.A and Weslayan Methodists
3.5.1.1 Its terms of reference were:

i) To foster cooperation between and among all church groups
ii) To evangelize North Western Rhodesia
iii)
To give civic education/awareness to local people about missionary work

as well as to care for the locals.
Reverend Edwin Smith was elected chairperson of the conference. Rev. John Fell
presented a paper on Ideas and Methods in Native Education-it was the main agenda
item.
3.5.1.2 Resolutions of the conference:

a) Encouraging government to take a keen interest in the education for local
people.
b) Government to fund education in Northern Rhodesia
c) Urgent need to provide well trained local teachers by government
d) Government must subsidize approved elementary schools as was in Southern
Rhodesia.
By about 1915/16, the B.S.A. co. had this concern with the government as well; the
quality of teachers and their reliability. A form of control was needed. This led to the
Native schools Proclamation of 1918. Its contents were:
a) To define a school and a teacher
i) School meant a school or class for teaching or instruction of local people
whether held in a building of not.
26

ii) Teacher meant any local person teaching in a school
b) No opening of new schools without consent of government (administration)
or any other authorized officer.
c) All existing schools were to be registered within 90 days of issue of 1918
proclamation.
d) Administration could close any school seen detrimental to national peace and
security through the behaviour of its pupils and teachers.
e) Administration could close school that was contrary to wishes of the society.
3.6 NATIVE SCHOOLS PROCLAMATION OF 1918: ITS

CONTRAVERSIAL PART
This was the first educational legislation (law) in Northern Rhodesia. It seems its
first part was user friendly but the other part was seen to be anti-development in the
area of education provision.
a) No person shall be a teacher in any school unless duly qualified
b) To be considered duly qualified, one needed to be given a certification of
efficiency and competence by the administrator.
c) In schools not headed by Europeans, to be a teacher there one needed to be
married and lived with a wife.
d) Breach of the above would lead to a fine not more than twenty five pounds or
to be jailed for not more than three months or both.
e) Any teacher guilty/suspected for interference in the works of the
administrator, chief, headman and other government officers would be black
listed.
f) The native schools Proclamation of 1918 gave powers to magistrates and
Native Commissioners to inspect schools.
g) This law (Proclamation) gave power to the administrator to prescribe
qualifications of teachers to provide competence certificates to teachers as
well as reports of good conduct, locating of building new schools.
The law gave sweeping powers to control education system and provision
without any financial part. Missionary groups, who were the main providers of
education in Northern Rhodesia at this time, became disappointed and bitter.
27

3.6.1 2nd General Missionary Conference of 1919
The general dissatisfaction and disapproval of the 1918 Proclamation by all the
missionary groups in Northern Rhodesia led to the 1919 conference. It was held in
Livingstone from 18-22 July 1919. Rev. Adolphe Jalla of Paris Evangelical
Missionary Society was elected chairperson and Rev. John Fell of Primitive
Methodists was elected Secretary. The Conference proposed amendments to: Clause
that referred to churches as schools and the marriage clause.
Resolutions passed:
a) The Government should give grants to schools
b) Accepted school code drawn by Rev. Fell
c) Agreed to invite missionary societies in Northern Rhodesia to next
conference.
In response to the missionary conference, resolutions of 1919, the government
repeated the 1918 Native Schools Proclamation. It was replaced by the January 1922
New Native Schools Proclamation. In this law:
a) The controversial marriage-teacher clause was dropped.
b) Teachers were to be certified by the missionary in charge
c) Definition of a school now excluded holding of a religious service
d) Missionaries in charge to inspect schools at least twice a year.
3.6.2 Third General Missionary Conference of 1922

The conference was held in Kafue from 17-23 July 1922 and was attended by eleven
missionary societies. The Conference discussed different items, key among them
were three papers. Coxhead presented the first paper which advised/suggested
recruitment of agriculture expert to advise mission groups on agricultural education.
The Government was to pay 1/3 of experts salary. Coxhead was searching for Native
affairs.
Loram presented a second paper that advocated for retention of primary education in
the hands of missionaries and that Government should support missionaries
financially. He urged the Government to be responsible for secondary education.
Loram also suggested the establishment of a college/university as was the case in
South Africas Fort Hare.
Loram had come from Natal and was outstanding
educationists.
28

Latham G.C. presented the 3rd paper. He was part-time inspector of schools for the
country. He advised missionary groups to be well-coordinated and respect each
other. He advised that denominational differences be buried and that a first class
normal school like Sefula be made in central area for teacher training.
His paper indicated that missionary education should include: spiritual, moral, social
and economic progress of the local people. He proposed for a good balance between
religious, academic and individual components.
Provisional agreement was made to use Kafue institute for teacher training to be
offered by the Primitive Methodists. But later the idea was abandoned to differences
that arose.
1. Primitive Methodists did not support John Fell
2. U.M.C.A. did not support Bishop May idea to fund the program-five
hundred pound per annum. The B.S.A co. director did not support the
idea. But the major success of the conference was that the
Government was clearly made to understand it needed to fund
education sooner than later. Lathan was regarded as a radical: He said,
We can not educate the natives without allowing them some share in
their government, sooner than later.
Very few people-whites then accepted the eventual self-government rule coming to
pass. For the future, Lathan recommended Industrial training for learners at least 2
hours per day in addition to other subjects (Literacy and numeracy).
In 1923, there was a General Missionary Council Executive Committee attended by
Lathan. In that meeting, he recommended to the council that the Government should
not run away from funding education and that the Government needed a policy on
Native education.
SUMMARY
The Chapter looked at the coming of the missionaries and what was referred to as
Missionary Education. It also looked at the BSA Company and what it had to offer in
terms of education
29
1. Missionary education and teachers have been criticised as having

facilitated colonialism and imperialism in Africa. Discuss this
assertion citing six countries.
2. Compare and contrast Indigenous type of education with the
Western type of education. Examine how education has influenced
development in Zambia.
3. Trace the way in which the White Collar Worker syndrome
developed and manifested itself in Zambias education system
during the 1960s. How did the new Republic of Zambia attempt to
address the White Collar Worker
30
UNIT 4
3.0 EDUCATION IN NORTHERN RHODESIA
1931-1953
Introduction:
This unit will introduce you to the activities that followed after the two groups
involvement in education as observed in unit 3.
Learning Outcomes
By the end of this unit you should be able to:
Discuss the Phelps Stoke Commission
Illustrate the recommendations by the Phelps Stoke Commission.
Explain the challenges faced by the Phelps Stoke Commission.
Analyse the British policy in Tropical Africa.
A lot of educational events took place between the time of Lathan left Northern
Rhodesia in July 1931 and the time when the Federation of Rhodesia and Nyasaland
started in 1953.
In order to capture as many events as possible in this period of time (era), the time
chart method will be applied. This is to capture events that happened as early as
when Northern Rhodesia became a British Protectorate or British Crown in 1924.
1928
First departmental exams for teachers was held based on government

standard 4 syllabus.
There was a paper on teaching theory and school management, as well
as practical test on First-Aid.
In the same year, governments Jeanes Agricultural, Normal and
Primary schools were being built.
1931
Lathan left Northern Rhodesia as director of African Education.
1938
Jeanes school close due to the change in Native Reserve boundary

31

1939
A new Jeanes and Teacher Training Centre was opened at

Chalimbana (NISTICOL)
Munali Secondary School opened in Lusaka.
1946
Chipembi Girls School opened by the Methodist Mission
1947
Nursing school for African nurses started at Chikankata Mission
1951
New Munali Secondary School was opened

Hodgson Training Centre expanded
12 Trades school operational.
One major characteristic of education in the era under review was an attempt to
implement mass education. An attempt was also made to phase out racial school.
4.1 BRITISH COLONIAL POLICY IN TROPICAL

AFRICA/NORTHERN RHODESIA-1925
It is believed that the above policy came about as a result of the Phelps-Stokes
Commission Report. This report influenced the Advisory Committee on Native
education to come up with the first ever policy memorandum in March, 1925. Its title
was Education Policy in British Tropical Africa.
Through this policy, the influence and impact of the commissions chairperson
became vivid. This was Dr. Thomas Jesse Jones. The policys entry point was that:
The Controlling Power is responsible as Trustee for the Moral advancement of
the Native Population.
The main principles of the 1925 education policy were:
a) To govern the direction of educational development in Northern
Rhodesia and elsewhere in British African dependencies or
colonies.
b) Government welcomed partnership with other stakeholders in
provision of education to local people.
32

c) Government reserved the right to have total control of education
through inspections, monitoring and giving the general direction.
d) Advisory Boards of education were to be set up in all
dependencies upon which agencies and others who have
experience in social welfare should be accorded representation.
e) Education for adaptation was stressed as a principle in the policy.
Education should be adapted to the mentality, aptitudes,
occupations and traditions of the various peoples, conserving as
far as possible all sound and healthy elements in the fabric of
their social life.
The content and method of teaching in all subjects should be adapted to the local
conditions.
i. Relevant text books and the use of vernacular language was stressed and was
to be observed.
ii. The aim of education was to be spelt out- to render the individual more
efficient in his/her condition of life and promote the advancement of the
community as a whole through the improvement of agriculture, the
development of native industries, the improvement of health, the training of the
people in the management of their own affairs and the inculcation of true ideals
of citizenship and service.
iii. The teaching of higher education as well as Religious and moral instruction
was to be observed. Character training was to be founded on the formation of
habits of industry, of truthfulness, manliness, readiness for social service and of
disciplined cooperation.
iv. Improved conditions of service were to be implemented to attract the best
available men both British and African.
v. Grants in aid were to be paid to approved non-government schools, who met
the required standards.
vi. Teacher education/training and gender balances was another principle in the
1925 policy. The native teaching staff should be adequate in numbers,
qualifications, in character and should include women. The key to a sound
system of education lies in the training of teachers and this matter was to
receive primary consideration.
33

The policy went on to state that other than initial training, teachers were to receive
further education from time to time (in service) or continuing professional
development (CPD). One way this could be done for rural school concept of visiting
teachers.
a) The policy included the need to provide technical and vocational training to
counteract the white collar jobs syndrome and the tendency to look down on
manual labour/practical jobs.
b) Girl education re-emphasised within the policy. The education of girls and
women was a challenge at that time, but more needed to be done at once.
The memorandum stressed that it was important to provide educated mates for
clever boys. It was viewed as cardinal for girls to have lessons in hygiene and public
health, child welfare, domestic economy and home management.
The policy advised that adult education be given once the experimented stage/version
was confirmed. In contrast to the 30 years of BSA rule which had no education
policy in Northern Rhodesia, Colonial rule at least introduced one. What remained to
be seen was its implementation for the benefit of the territory and its people.
4.2 ADVISORY COMMITTEE ON NATIVE EDUCATION 1923

This was set up to advise the secretary of state on matters of Native Education in
British colonies and protectorate in Tropical Africa. The work of this committee was
made easy by the Phelps-Stokes Commission which had recent records or reports on
south and Western Africa in of educational activities (1920-1921).
4.3 THE PHELPS STOKES COMMISSION

The commission was set using the funds under the will of Miss Calorine PhelpsStokes. The aim of the fund was to enhance the education of Negroes in Africa and
United States of America.
The members were: Dr. James Aggrey distinguished educationist from Gold Coast,
Dr. J H. Dillard (USA), president of the Jeanes Fund, Dr. H.L Shantz agriculturalist
and botanist (USA), Rev: Garfield Williams, Educational secretary, Colonial Office
Advisory Committee on Native Education in Tropical Africa, C.T Loram (South
Africa), Dr. Thomas Jesse Jones-Chairperson (USA) and James Dougall (Scotland)
34

4.3.1 Terms of reference for the Phelps Stokes Commission were:
i.
To investigate educational needs of the people in the light of their religions,

social, hygiene and economic conditions.
ii.
To ascertain the extent to which peoples needs were being met in rural areas.
iii.
To assist in the formulation of plans to meet educational needs of local people

(ethnic group)
The commission set out to do its work by sending an education commission to west,
south and Equatorial Africa in 1920-1921. The report of the first tour encouraged the
Phelps Stokes Commission to send another group to survey educational needs of
local people in east and Central Africa. This decision was made in 1923, and
implemented between January and July 1924. The countries visited were: French
Somaliland,
Abyssinia
(Ethiopia),
Kenya,
Uganda,
Tanganyika,
Zanzibar,
Portuguese East Africa, Nyasaland Southern Rhodesia, Northern Rhodesia (8-13

June 1924). Much of the information from Northern Rhodesia was provided by
Lathan and representatives of Missionary societies.
4.3.2 PHELPS-STOKES COMMISSION RECOMMENDATIONS

i.
Appointing a director of native Education whose task would be to co-ordinate

and unite educational activities of the missionary societies and orders
ii.
To appoint an advisory committee on education with representatives from the

government, missions and settlers. The important thing was that the native
opinion was to be sought as soon as possible.
iii.
Establishing teacher training institutions at selected mission stations.
iv.
Providing funds for the training and employment of visiting teachers based on
the Jeanes School operating in USA.
4.3.3 TERMS OF POLICY (1925) BRITISH MEMORANDUM OF

EDUCATION
This memorandum governed the direction of Education development in Northern
Rhodesia and elsewhere. It contained the following principles:
35

a) The government was going to encourage all voluntary effort which
conformed to the general policy but the government was to reserve the right
to intervene over the general direction of educational policy and the
supervision of all educational institutions by inspecting and other means.
b) Cooperation between government and other educational agencies was to be
encouraged which led to the formation of advisory boards of education in
British dependencies in each province there was a committee.
c) Adoption of education to the African environment was to be one of the aims
of education. This implied that the system was going to be adapted to the
mentality, aptitudes, occupations and traditions of the various people.
d) The need for higher education was also acknowledged. This education was
going to be given to those who by character, ability of temperament showed
themselves fitted to profit by such education.
e) The importance of religion was also emphasized.
f) Financial assistance was also to be given to voluntary schools.
g) The memorandum also recommended that the status and conditions of service
in the education department should be such as to attract the best available
staff. Both the British and the African
h) The memorandum also urged that the native teaching staff should be adequate
in numbers, qualifications and character which should include women.
i) Supervision of the education system was also encouraged. Government
inspectorate was to be established and each mission was encouraged to
inspect its own schools.
j) It also encouraged the establishment of technical and vocational training
schools.
k) Girls were to be trained in hygiene and public health, child welfare and
domestic economy. Adult education for women was to be encouraged. Soon
after the presentation of the above document. The first director of native
education was appointed. This was Geofrey Chitty Laterin.
l) The first survey of the state of education in British Tropical Africa was done
in a period of eighteen months. The Phelps-Stokes Commission which had
made a rapid tour of West Africa in 1919, completed a similar tour of East
Africa in 1924 and produced detailed reports which provided the Advisory
36

Committee of Education in the colonies with clear picture of educational
needs.
The trustee of the Phelps-stokes Fund, in November 1919, adopted the following:
that a survey of educational conditions and opportunities among the Negros of
Africa, with a special view of finding the type or types of education best adapted to
meet the needs of the Natives, be undertaken by the Phelp-Stokes Commission.
In 1925, the principles on which the educational system of the dependencies were to
be based were set out. In summary the points were:
a) Governments themselves control educational policy but they should
cooperate with other educational agencies. Each territory should have an
advisory board on which all educational interests should be represented.
b) Education must adapt the mentality, aptitude occupations, and traditions of
various peoples, conserving as much as possible all sound and healthy
elements in the fabric of their social life, adapting them where necessary to
changed circumstances and progressive ideas as an agent of natural growth
and evolution. This meant maximizing the use of African arts and culture
and hoped that it would narrow the gap between the educated class and the
rest of the community.
c) Religious training and moral instruction should be regarded as fundament to
the development of a sound education and should be accorded complete
equality with secular subjects.
d) Educational services must be made to attract the best men from Britain,
whether for permanent careers of for short service appointments.
e) Grants should be given to aid voluntary schools which fulfilled requirements.
f) African languages, as well as English, should be used in education; content
and method of teaching in all subjects should be adapted to the conditions of
Africa, special text books should be prepared.
g) African teaching staff had to be adequate in numbers, qualifications and
character which required the inclusion of women. The training was essential.
37

4.3.4 4th General Missionary Conference 1924
It is important to note by this time the BSA rule had ended on April 1st 1924.
Colonial office was now in charge of affairs in Northern Rhodesia.
The conference was called in June 1924 at Kafue Institute. The purpose for the
conference was to:
i.
Get members of missionary societies meet Phelps-Stokes Commission
ii.
Make recommendation to the government (colonial office) on the

educational policy for Northern Rhodesia.
4.3.5 THE RESOLUTIONS

a) Primary and secondary education be given in mission schools with the help
from the government.
b) Higher education (tertiary) be done at government schools with the help of
missionary societies.
c) It re-activated the 1914 resolutions for implementation.
d) Out of direct native tax money which was 100,000 pounds P.a. Most of it was
to go to the education expenses for Africans.
4.4 GOVERNMENT ENTERS EDUCATION FIELD: PHASE 11925-1931

Colonial office took over reins of government from BSA Co. in April 1924. Among
the immediate tasks for the new government were to:
a) Act on the Phelps-Stokes reports and recommendations
b) Take over the supervision and financing of education from
missionaries.
c) Encourage technical and agricultural skills in education.
d) Set up Native education department.
e) Come up with an education policy in British Tropical African.
f) Appoint a director of Native affairs (G.C. Lathan was appointed).
38

4.4.1 INITIAL STAGES: 1924-1925
The colonial office spent the first one year to put in place logistics for administering
education in Northern Rhodesia. This was enhanced by the Advisory Board set in
1924, which had its first meeting in July 1925. Until 1943, the Advisory Board only
comprised Missionaries, government and settlers without the local people.
One key resolution of the Board was the issuing of the Native School Code. In line
with the one passed out by the missionaries earlier on. The difference here was the
emphasis put on Agriculture for the first time. Lathan on behalf of the colonial office
spelt out the Education Policy in British Tropical Africa in the White Paper No
Command 2374. This meant that the new government had a framework to use in
running education affairs in Northern Rhodesia. Also that structures for educational
administration were put in place for instance the Advisory Board. Additionally,
these were made clear:
i.
Conditions for paying grants to schools.
ii.
The curriculum for village (rural) and station (urban) schools were put in
place.
iii.
The curriculum for agricultural training was agreed upon.
iv.
Teachers conditions of service and qualifications were agreed upon and

made known.
v.
Challenges of language teaching and proposed methodologies were made

known.
Lathan drew up a transformation programme in the provision of education in

Northern Rhodesia which tried to address these areas: teacher training, salary, grants,
normal school syllabus, the Jeanes School concept/mode in Mazabuka, village
schools, Native schools (Ammendment ) Ordinance 1927, the school syllabus, girls
education, urban education, practical work, Finance and Financial support from
oversees. According to Nelson (1974) Lathan did a lot in the above sector of Native
education with a view of improving the quality of education provided in Northern
Rhodesia by both government and missionaries
39
ACTIVITIY
a) Lathan came to be known as father of African Education in Northern
Rhodesia. What were his achievements as director of Native
Education from 1924-1931?
4.5 THE JEANES SCHOOL MODEL/CONCEPT

The name was derived from Miss Anna T. Jeanes an American Quarker
Philantropist. She believed in the value of little schools for Negroes in the Southern
States of USA. She gave her fortune to their improvement. Part of the money was to
be used to train: travelling or visiting teachers. Travelling (visiting) teachers were
supposed to be best trained teachers who would demonstrate new methods and
techniques of teaching various subjects. These teachers were expected to discuss
challenges visited teachers were facing so as to encourage and inspire them to forge
ahead. These visiting teachers were supposed to be role models and demonstrators
academically and professionally.
Impressed by the Jeanes school model, Lathan planned to have a Jeanes Training
school in Northern Rhodesia. The Advisory Board approved that plan and idea. In
1928, the Beit Railway Bequest (Trust) made available a grant of 12,000 Pounds for
the building of a Jeanes and agricultural school in Mazabuka. This was accompanied
by a maintenance fund of 1,000 Pounds P.a for subsequent four years.
John Fell became the Principal in January, 1929. Fell with the help of Frederick
Hodgson superivised the building of the Jeanes school, which opened on 3rd
February, 1930.
These institutions Jeanes school (now Mazabuka Basic school) and Agricultural
schools (now Zambia Institute for Animal Sciences-ZIAS), became the first
government educational institutions to open since 1906. Jeanes school enrolled 21
while Agricultural school had 14 pioneer students.
Carmody (2004:12) states that the main purpose of the Jeanes school was to train
African teachers to supervise village (rural) schools.
40
SUMMARY
This chapter looked at the Phelps-Stokes Commission, its recommendations and the
British Colonial Policy in Tropical Africa or Northern Rhodesia.
1) What was the Phelps Stokes Commission? Discuss the main

recommendations of this commission.
41
UNIT 5
5.0 EDUCATION BETWEEN 1953-1963

Introduction:
In this unit you will be introduced to education system that existed during the federal
period.
Learning Outcomes
Explain the evolution of secondary education in Zambia
Discuss the Addis Ababa Conference
Discuss the search for human resource strategy
Illustrate the difficulties of the Addis Ababa Conference
The ten year era is known as the Federation Period. The federation was an act of
bringing together Northern Rhodesia (Zambia), Southern Rhodesia (Zimbabwe) and
Nyasaland (Malawi). The major attraction point for this merger by Colonial Office
was copper in Northern Rhodesia.
Massive resources were taken from here to Salisbury (Harare) which was the
Headquarters for the Federation. Southern Rhodesia greatly developed from copper
resources from here including United Kingdom herself.
Capital projects built during this era included: Central African Airways, Central
African Power Corporation, a university and Kariba dam among them. Only mining
in Northern Rhodesia seem to have developed during 1953-1963 period. Agriculture
at the same time was the most affected in that prices fell due to preferences given to
whites in Southern Rhodesia.
5.1EDUCATION
Education was racially structured. Northern Rhodesian government was responsible
for Africans while Federal government was responsible for whites and other races.
42

Most of the resources went to fund education for non Africans. However, from 1956,
the number of secondary schools and trade institutes increased. One institute at that
time that became a major one was Hodgson Institute of Lusaka. Between 1952-1953,
ideas to build a university in Northern Rhodesia were turned down but preferred to
open one in Southern Rhodesia (University College of Rhodesia and Nyasaland) in
March 1957. This is the current University of Zimbabwe.
The university through qualifications based on A-Levels did not help many Africans.
No teacher training college was built in Northern Rhodesia except for a few run by
missionaries. Unified African Teaching Service was put in place to look into the
conditions of service for the teachers. The few Africans who were exposed to
education led to the development of the African Elite. This group made nationalists
movements. African National Congress (ANC), Zambia African National Congress
(ZANC) AND United National Independence Party (UNIP).
After Ghanas independence in 1957, the wind of change across Africa Nationalism
became the main stay especially in schools and places of work (industries) or urban
centres. Continued passive resistance against Federation by Africans led to its break
up on 31st December 1963.
5.2 THE ADDIS ABABA CONFERENCE 1961

The sponsors for this conference were UNESCO and Economic Commission for
Africa. It was held in Ethiopia Addis Ababa from 15th -25th May, 1961. The
conference was for African Ministers of education, as for resolution of the 11th
Session of UNESCO General Assembly.
The purpose and aim of the 1961 Addis Ababa conference was to establish an
inventory of educational needs and make a programme to meet those needs in the
coming years.
By the time of the conference, it was appreciated that many African countries had
shown good efforts in the provision of education to their citizens, and that many were
in the process of gaining their independence. The conference was significant in that it
provided the first occasion when the education progress, needs and problems of
43

Middle Africa (Zambia inclusive) were dealt with as a whole, with the drawing up of
a regional plan of educational development for the attainment of the objectives
agreed on by the conference.
5.2.1 NEEDS IDENTIFIED

African countries were careful in aligning needs to educational progress and
economic development. They also recognized the role of skilled human resource.
They maintained the intra balance in education to reduce costs and to seek external
aid.
Prominent needs included: finances, infrastructure, equipment, Learning and
teaching materials, text books, trained teachers, curriculum that would embrace
technical, vocational and girl education. Other areas included; expansion of higher
and adult education components.
Due to economic challenges the conference gave priority to:
b) Secondary education
c) Curriculum reform and
d) Teacher Training.
5.2.2 TARGETS SET

The Addis Ababa conference set targets for a long term plan as 1960-1980. While
short term plan was set as 1960-1965. Features of the long term plan included:
a) Primary education to be universal compulsory and free.
b) Education at the secondary level to be provided for 30% of the children
completing primary education course.
c) Higher education to be provided mostly in Africa itself, to 20% of those
completing secondary education.
44

5.2.3 SUCCESS OF THE CONFERENCE
a) It provided a Platform for regional approach to the educational challenges in
Africa
b) Pooled ideas, visions, experiences, success and challenges became available
for sharing in the administration of the entire education sector.
c) The conference served as a bridge for cultural and academic work between
French and English speaking people (nations).
d) It attracted attention from the developed world, to decide to give aid to
African nations to help them develop their education systems.
From this conference, African countries went to draw up their domestic educational
plans to meet the agreed upon regional plan or framework.
5.2.4SHORT TERM PLANS

Primary education:
a) There was to be an annual increase of 5% of age groups entering primary
school. There should be an increase in enrolment from 40% -51%.
b) There was to be only 10% wastage each year during primary cycle and
accumulative wastage target of 41% for 6 years.
c) Distribution of teachers on the basis of qualifications was to be:
Highly qualified secondary education and 3 years of professional
learning.
Adequately qualified (primary education and 4 years training)
It was noted that by the time of the conference most of the term of reference in short
term plans were already met by most countries.
5.3 THE SEARCH FOR A HUMAN RESOURCE DEVELOPMENT
45

(HRD) STRATEGY
It is believed that people or human resource is the most important asset a country
has. All other resources such as financial, industrial, natural and other are secondary.
This view is backed by on of the development theories called Human Capital
Theory. The theory contends that educating and training people is productive
investment with immeasurable returns in tems of national development.
Therefore, the topic title under review mean that Zambia and other newly
independent nations needed good formulae to develop peoples potential to bring out
needed varied skills and competences. Developing nations generally had no adequate
skilled people by the 1960s. This was caused by inadequate schools for tertiary
education such as colleges and universities.
Other factors included: imbalance in status and payment between white collar and
practical jobs, no role models in self employment (entrepreneurs) and self made
people.
Another theory that supports Human Resource Development is Modernization
Theory. This theory stresses the need to have educated people in order to upgrade or
modernize the process of national development. However, other people felt that
development theories and their strategies such as Human Resource Development
were narrow in approach for they seem to only look at economic development.
Areas over looked included: life long education, health, cultural, traditions, religions
and moral values, leisure and elimination of poverty. Critics argue that the Human
Resource Development were too much aligned to employment aspects. Education
was seen as a tool of development.
Arising from the aforesaid, Zambia like other developing countries embarked on an
ambitious human resource development programme. To do this Zambia had planning
sessions called Matero and Mulungush Reforms. These reforms advocated for a
speedy Zambianisation programme, to replace whites with Zambians.
To this end the government was compelled to give Massive education which was
free from primary to University level. Additionally, the curriculum was tailored to
46

producing workers for all the emerging industries although white collar jobs seem to
have been the major output as opposed to practical oriented vocations such as
farming, building and technical ones.
SUMMARY
This chapter looked at education between 1924-1953; in particular, it looked at the
development of Secondary Education in Zambia, the 1961 Addis Ababa Conference
and the search for human resource strategy.
ACTIVITY
1. Identify and discuss both the long term and short term recommendations of
the 1961 Addis Ababa Conference on Education.
2. Discuss the provision of School education in Zambia during the Federal
period of 1953-1963.
3. Critically discuss reasons that triggered the need for a search for human
resource strategies in Africa and Zambia in the 1960s.
47
UNIT 6
6.0 POST-INDEPENDENCE EDUCATION PROVISION
Introduction:
The unit looks at the happenings in the education provision in the independent
Zambia.
Learning Outcomes
Explain the post independence education provision
Discuss the education system at different levels
Analyse the education system in Zambia.
Post-independence refers to the period after 1964, when Zambia got her
independence. Therefore the topic makes an attempt to review the approach used to
provide education to citizens in Zambia, more so in the first ten years 964 1974.
The review will cover these levels: Primary, Secondary, Technical and Vocational
and University.
6.1 POLICY
At Independence in 1964, government policy was the accelerated facilities. Universal
Primary Education was to be compulsory, free and given to all citizens regardless of
their creed, colour and sex. Zambia advocated for multi-racial education system.
The government used the 1966 Education Act and the First National Development
Plan to execute its initial policy on education, during the republican formative years.
National Policy on education :through the First National Development Plan was very
precise on both Primary and Secondary levels. For instance, at Primary level, it set
to:
(a) Provide sufficient places for primary education for every child aged seven in
Zambia.
(b) Provide opportunities for all upper primary school children in urban schools.
(c) 75% of children in rural areas to complete a 7year primary course.
48

At Secondary School level, the projections were related to the economic needs of the
country:
(a) To expand secondary schooling to provide the manpower in the numbers and
with the skills required for national development.
(b) To expand secondary school building programme already started to cater for
most of the pupils in this sector form 1-5, (now grade 8-12).
In short, Zambias educational policy at independence hinged on three principles:
(a) Provision of equal educational opportunities to all citizens.
(b) Development of an education system that must foster a sense of nationalism
or nationhood and promote national unity.
(c) Supply the much needed human resource in all sectors of the Zambian
economy, by developing relevant training programmes.
6.2 PRIMARY EDUCATION- 1964

At independence, government worked to provide non-racial as opposed to racially
structured education. The policy stressed quality, while practice stressed quantity to
accommodate most children. By 1970, many primary schools had been built, many 7
year old children had places in schools, many teachers (primary) were re-trained and
teacher training facilities were expanded to produce more needed primary school
teachers. Government made sure that by 1970, there were no racial schools in
Zambia. Within the first ten (10) years, government also spelt out the policy of
universal primary education. This meant expand enrollments ad free compulsory
education from grade 1-7.
By 1974, government had achieved a lot regarding the provision of education at
Primary level.
6.3 CHALLENGES
In spite of successes recorded there were also notable challenges which included the
following: Poor infrastructure (buildings), shortage of teachers accommodation.
Poor conditions of service that led to major strikes e.g: 1968, 1970, large classes,
triple sessions, made grade 7 repetition a visible gap in training between the old and
young teachers as well as high drop-out rates more so with girls at grades 4 and 7.
This phenomenon seem to have been more in rural than urban areas.
49

Other challenges for the primary sector within the first decade ie 1964-1974
included:
How to convince all stakeholders that primary education is terminal, medium of
instruction in terms of English versus local languages, how to enrich primary
education to help those who drop out at grade 7, what to do with the increasing
number of grade 7 drop outs as well as the widening gap between the number of
Primary and Secondary schools. At the same time, from 1975 to date, Primary sector
has continued to expand and scoring a lot of successes in spite of persistent
challenges of varied nature.
6.4 TRANSFORMATIONS
A lot of innovations have taken place in the Primary School sector since mid 1970s.
Many primary schools have been built, many teachers trained as well, courses for
both pupils and teachers have been revised and changed from time to time eg:
Zambia Primary Course (ZPC), to Zambia Basic Course (ZBEC), to Zambia Teacher
Education Course (ZATEC) which is being phased out for another course to be
announced by MOE.
The term Primary is replaced with Basic. Basic education runs from grade1-9. Grade
1-4 is lower basic, grade 5-7 is middle basic, grade 8-9 is upper basic.
Government with partners such as churches, NGOs, IMF, World Bank and many
others have continued to put their financial and human resources together to develop
primary now basic education.
6.5 TYPES OF SCHOOLS

In the Primary (basic) school sector, we have government, grant aided or (mission),
Private and Community Schools. All these types are coordinated through the MOE
for: Uniformity of the curriculum, quality control, monitoring and evaluation.
6.6 TECHNICAL AND VOCATIONAL TRAINING

This is a specialized form of education where learners get practical skills and
competences in such areas as: Engineering, Mechanics, Building, Woodwork etc.
This is done at technical institutions such as Kabwe Trades, CBU and many other.
50

6.7 BEFORE INDEPENDENCE
In the quest to increase the supply of skilled African workers and to raise their
quality of labour, Northern Rhodesia decided in 1948 to put up many Junior trade
schools to give 3 year practical courses in bricklaying and carpentry to supply labour
to the construction industry. The target group at that time was the post- standard 4
candidates.
This three year course was strenuous and practical. In a week, only one day was for
technology and academic subjects. Most of the time in a week was for practicals at
sites.
The project to establish trade schools started in1950, with three schools built and
ended in 1957 with a total of 21 schools built. Of this number, 10 were government
while 11 were mission-run. By this time (1957), entry qualifications to these schools
were being upgraded from standard 4 to 6.
What is important to note is that missionaries pioneered this form of education before
government came on board. For instance, in early 1920 five schools were set up at
Kawimbe, Sefula and Mbereshi. At this time, government efforts in this area seem to
have been concentrated at Munali Centre. Later on, government built Mwekera,
Luanshya, Mufulira and Kitwe trades training Centres. Later on only low performers
joined these schools, the rest of the graduates opted for white collar jobs, especially
after independence.
6.8 AFTER INDEPENDENCE

At Independence, Technical and Vocational Training was grossly under valued. This
was due to its low status coupled with racial discrimination.
To redress the situation, government responded to Saunders report of 1967 by
implementing key resolutions in the report: Abolish apprenticeship scheme, make
full time pre-service programmes, establish commission for Technical Education and
Vocational Training 1968 which changed to TEVT in 1973.
Secondary curriculum was reformed to cater for practical and science subjects. This
led to establishment of David Kaunda Secondary in 1969. Aim was for these schools
to prepare pupils for applied science jobs.
Within the first ten years after independence, racial barriers were cleared,
NORTEC,ZIT, Evelyn Hone College, Zambia Air Service Training Institute and
51

many trades institutes per district developed. Inspite of these successes, there were
challenges too. For instance, shortage of trained instructors, low number of female
students, inability to keep-up with rapid changing technology, financial constraints to
run these institutions etc.
It is important to note that the 1967 report by Mr W.A.B Saunders who was the
principal of Northern Alberta Institute of Technology- Canada, helped Zambian
government in Policy formulation, called: 1969 Statement of Policy and Intent. From
the above policy, many changes to improve technical and vocational education were
done both in terms of the curriculum and school infrastructure. It is hoped that
current students will take keen interest to find out subsequent developments in this
area from the 1980s to date.
6.9 UNIVERSITY EDUCATION

Idea to establish a University in Northern Rhodesia started as early as 1952 helped
by the Carr-Saunders Commission. But ideas not progress because Southern
Rhodesia and Nyasaland. However, the Tananarive UNESCO Conference of 1962
influence NR to conduct a survey in March 1963 on the establishment of a
University in N.Rhodesia, now Zambia.
In September, 1963 Sir J.Lockwood was tasked to lead the commission submitted its
report in December, 1963 and government adopt it in January 1964 for
implementation.
6.9.1 LOCKWOOD RECOMMENDATIONS

The University was to operate on the philosophy that: The new University (UNZA)
must be responsive to the real needs of the country and must be an institution which
will merit respect and recognition throughout the academic world.
(a) The University was to be autonomous from the onset
(b) It was to admit students based on O levels and not A levels
(c) The University should strive to merit the respect of the academic world both
through the intrinsic excellence of its course and through the evident quality
and subsequent performance of its graduates. Hence its motto: Service and
Excellence
52

6.9.2 PROGRESSION
By mid 1964, Provincial University Committee was in place and University Act was
enacted in March 1966 at Ridgeway Campus, while lecturers started at current
campus in March 1968.
Aim to give higher education that would facilitate national development by providing
needed skilled human resource in all facets of the Zambian economy. Government
provided university education free of charge but based on quality candidates. From
inception to date university education has gone through several fundamental
developments, changes that are well documented in many available sources such as
national archives, books written by Kelly and Carmody, MOE and many others.
By 1987/88 Coppebelt University was established at former ZIT Campus in Kitwe
while a third one came into being in 2005 as Mulungushi University in Kabwe. In
addition, from about 2000, many private universities have mushroomed.
6.9.3 CHALLENGES
Many challenges are associated with provision of university education. They include:
shortage of lecturers, adequate infrastructure, LTM, finances and support services:
transport, equipment, communication and changing technology. At implementation
level, classroom or teaching: a host of them exist too.
SUMMARY
This chapter tried to look at Post Independence Education Provision at Primary,
Secondary, Technical and Vocational Training and University levels.
1. Outline and discuss the developments in tertiary education following the

1968 Saunders commission of inquiry.
53
UNIT 7
7.0 POST INDEPENDENCE EDUCATION PROVISION
7.1 THE DEVELOPMENT OF EDUCATION UPTO 1974 (FIRST
TEN YEARS)
Introduction:
This unit further explores the provision between 1974 and 1986.
Explain the development of education up to 1974
Discuss the evolution of policies
Analyse the concepts of each of the major policies
Illustrate the recommendations of the policies.
7.1.1 BACKGROUND:
There was what was called the educational reform movement of the 1970, world
wide. These were large scale innovations and reforms which aimed at reorganizing
existing educational structures and to modernize teaching content and methods.
The reform movement is believed to have been precipitated by external events. For
instance in the United Kingdom new society had been introduced by the second
world war (1939-1945), In USA, there was a shock in the 19505 at Russian ability to
launch a spacecraft and in Africa and in Asia there was felt impact at the end of
colonialism.
Apart from the above the general causes, there were specific factors to the 19705
Education Reform Movement in newly independent countries.
Among these factors were:
(i)
In the 1960s stress was put on expansion of the education system and
quantity.
(ii)
National desires to come up with their own new and different programs
and institution.
54

(iii)
The need for economic self sufficiency: perceived to be tenable thrush

massive
changes
in
school
curriculum
and
out
of
school
education/training network.
(iv)
The need to give expression in schools to new national ideologies.
(v)
Not citified with out comes of the 19605 development decade

(disillusions)- hence the need for something better.
(vi)
Misgiving about education system, which was perceived to be: highly

selective, promoting individualism and elitism, credentialism, paper
qualifications appearing more important than knowledge/skills, too
academic and irrelevant to the needs of many promoting inequalities and
alienation and undermining self-reliance.
7.1.2 PATTERN OF REFORMS

The general pattern of the reform movements was: Pressure from citizens for
massive change-decision by government to change (reforms) - rapid planning large
scale execution.
7.1.3 RESULTS OR OUTCOMES

These include; high public expectations plus overloaded of education bureaucracy,
both leading to (b) delays, unexpected outcomes, public disillusion, resistance; all
these resulting in (c) reforms being reduced in scale or reforms being swallowed up
by traditional structures, methods etc.
7.1.4 GENERAL CHARACTERISTICS OF THE REFORMS

They were ambitions in terms of time, energy, material resources Invested. Seldom
with pilot phase, many initiations such as mob planners, teachers, parents etc did not
take part in implementation phases, frequent failures, maintenance of status quo,
external advisors from aid agencies were rarely used and there was financial, human
and infrastructure demand.
55

7.1.5 WHY REFORMS FAILED?
In spite of few successes here and there, on the whole the education reforms are
considered to have failed due to various reasons:
(a) Inadequate public, professional consensus and participation especially
exclusion of teachers.
(b) Too ambitions. Requirement for their implementation (reforms), exceeded
financial, material, human resources available at that time (Demand out
stripped supply). Did not pay much attention to economic, demographic and
logistic factors.
(c) Ministry of Education has no capacity to implement reforms- it became
overstretched all round.
(d) Wrong strategies were used for instance; management strategies suitable for
daily routine tasks in stable environments (situations) were the ones applied
to these educational reforms and innovations!
(e) Implementations relied too much on political slogans, personal commitment
and voluntary service for a few people.
(f) Unfavourable or unstable political or economic environment.
(g) Resistance/opposition by elite groups.
(h) Concentration on individual elements of the reform instead of on the total
package.
(i) Planning took centre stage at the expense of implementation and evolution.
This led to piece-meal executions that stressed quantity instead of quality.
(j) Ignored important aspects such as: population growth, health and girls
education.
7.1.6MAJOR TRENDS/PATTERNS IN EDUCATIONAL REFORMS

General development in education depicts a consistent pattern. All of it ie
development sprung from ideas, criticisms and protest movement or groups. In short,
the pattern can be grouped into four major trends: Educational Reforms, Structural
Trends Formations, radical criticism and dissent.
Educational Reforms: This refers to reforming and reorganizing existing educational
policies, structures and modernizing teaching content, materials, equipment and
56

methods. The purpose here is to bring about felt positive changes on the socioeconomic level in the country.
7.1.7 STRUCTURAL TRANSFORMATION

These are aligned to revolution, political ideology and large scale movements
that advocate for social and political upheavals. The key stakeholders in this
pattern of changing education provision are the students themselves through
unions and youth movements. For instance Cuba and China are well known for
this trend. The aim is to have an integration of education and work and blending
in of society in educational reforms. This is like militant approach to changes of
educational structures and systems.
RADICAL CRITICISM: This view or approach belongs to proponents such as;
IVAN ILLICH. This movement believes in the philosophy of deinstitutionalizing education and de-schooling society. Their argument is that
education constitutes an independent variable in each society and a direct faster
in social contradiction. Management of education system make it unable of
education systems make it unable to meet citizens expectation. Instead the
powers that be (political leadership)uses education as an instrument of repressing,
alienating and de-humanizing societies.
Ivan Illich wanted schools changed and suppressed and all institutions to be
inverted turned upside down or reversed. This he believed would restore mans
freedom in the society and enable him resume control of the institution and
recover his initiative in education. Illich believed that formed education had
colluded (eaten, spoilt) and needed purification. However, these ideas remained
strange for they could not be aligned to any theory or school of thought.
DISSENT: The fourth clarification of the reform trend or pattern is what is called
the dissent (strong opposing views, protesting, rejecting stance) against what
may have been put in place by authorities or approved systems of governance.
These oppositions views usually would come from users of educating
themselves: students, philosophies, politicians, educationalists and parents.
57

In the Federal period 1953-1963, there was two tier education system in the then
Northern Rhodesia (Zambia). There was European education which was the
responsibility of the Federal Government, with its headquarters in Salisbury now
Harare in Zimbabwe. There was also African education which was the responsibility
of the territorial government in Lusaka. European education was quantitatively and
qualitatively superior to African education because it was better funded and more
adequately staffed.
In 1964, the Zambian government priorities were to unify the two systems: ensure
equality of educational opportunity for all citizens and expand the unified school
system at all levels.
To realize the above objectives, there was need to have a legal framework within
which to operate. Consequently, in 1966, the Education Act was legislated into law
to guide all educational enterprises in the country, from the late 1960s and beyond.
7.2 EVOLUTION OF POLICIES

The government realized that for education to succeed there should be direction and
this direction was to be seen in the creation of policies which were to be followed.
The major education documents include:
1. Education for development 1976. This document looked at how
education was to be used for development of the economy.
2. Proposals and Recommendations 1977. The main focus of this
document was to achieve socialism through humanism; the
cornerstone of this political philosophy is state control of all
commanding heights of the economy and state provision of all goods
and social services to the citizens, including education. The 1977
education reforms aimed at doing the following:
a) Diversifying the curriculum
b) Combining school with work
c) Providing ten year basic education and
58

d) Giving only a limited opportunity to private involvement in the
provision of education.
3)
ERIP REPORT 1986 (Educational Reforms Implementation Project)
The ERIP Report was published in the wake of Zambias break with the International
Monetary Fund (IMF) on 1st May, 1987. As a consequence to Zambias economic
break with IMF, and in the light of funding of the ERIP report, Education Policy
shifted to or it led to the next policy document.
SUMMARY
This chapter looked at the development of education up to 1974. Also, it looked at
the evolution of policies and what led to the evolution of these policies. In particular,
it looked at Education for Development 1976, Proposals and Recommendations 1977
and the ERIP report of 1986.
1) Examine and discuss the reasons that led to the need to change or
introduce education reforms in Zambia in the 1970s.
59
UNIT 8
8.0 POST INDEPENDENCE EDUCATION POLICIES
8.1 Focus on Learning 1992.
The general objectives of this document were as follows;
a) Ensure that the focus in all schools is on learning
b) To expand and rehabilitate existing schools and equip schools with books
and other kinds of educational materials.
c) To transform the secondary selection examination so that it could serve
truly educational objectives
d) Improve teacher education
e) Motivate teachers
f) Enhance monitoring of quality education
g) Create conditions for effective coordination of policies, plans and
programmes
h) Strengthen school heads
i) Bias with Special Education Needs Education
8.2 EDUCATING OUR FUTURE

The focus in Educating Our Future was:
a) 9 years of basic education
b) To decentralise education
c) Increase access
d) Provide quality education
e) Resource mobilization
f) To produce a learner fully developed school system both in its
theoretical and practical areas
g) Increase access to education and life skills training.
60

8.3 BASIC EDUCATION SUB-SECTOR INVESTMENT
PROGRAMME (BESSIP)
BESSIP was initiated by the MOE in 1999 in collaboration with its development
partners to provide a variety of funding and technical support mechanisms to basic
education.
The strength of BESSIP is that it tackled the immediate issue of access and equity in
basic education from grades 1-7 and developed a model for Zambian ownership and
more effective, co-coordinated support from international development agencies.
8.4 MINISTRY OF EDUCATION STRATEGIC PLAN (2003-2007)

The main priorities were:
i.
To improve access to basic education (grades 1-9) in terms of equity and

gender.
ii.
To improve quality and efficiency in high school and tertiary education.
iii.
Effective decentralization of decision-making, procurement and financial

management to districts and schools.
iv.
Management or mitigation of the impact of HIV and AIDS. The strategic plan
is a document which improves on how to administer education in Zambia.
8.5 THE VISION 2030

a) The vision 2030 is basically looking at how Zambia should move out of being
a middle class country.
b) In addition to this, all the National Development Plans have something to do
with education and the components are prepared by MOE. These give an
analysis of the education system; they also give proposals or suggestions for
the future developments. As they do this, they are trying to promote policies.
1) Discuss the strategic plan of the Ministry of Education (20032007)
61
SUMMARY
This chapter mainly dwelt on the Education Policies and what emphasis was made in
each of the following policies: Education for All, Jomtein Conference, Focus on
Learning 1992, Educating our Future, 1996, Millenium Development Goals, Basic
Education Sub-sector Investment Programme (BESSIP), Ministry of Education
Strategic Plan 2003- 2007, Fifth National Development Plan (FNDP) and Vision
2030.
62
REFERENCES
Carmody, B (2004), The Evolution of Education in Zambia. Lusaka. Bookworld.
Farrant, J.S (1980), Principles and Practice of Education. London. Longman
Kaunda K. D. (1973) Letter to My Children: London. Veritas
Kelly M. J. (1999), The Origins and Development of Education in Zambia: From
Pre-Colonial Times to 1996. Lusaka. Image Publishers Limited.
MOE (1996), Educating Our Future. Lusaka: Zambia Publishing House.
MOE (1992), Focus on Learning. Lusaka. Zambia Publishing House.
Mwanakatwe, J. (1968), The Growth and Development of Education in Zambia
Since Independence: Oxford University Press.
Snelson, P. (1990) Educational Development in Northern Rhodesia 1883-1945:
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EDU 100: INTRODUCTION TO EDUCATION

1.1 DEFINITION OF EDUCATION

EDU 100: INTRODUCTION TO EDUCATION

A system or institution for example a school

It could also refer to the curriculum or content (Approved body of knowledge

Another meaning of education could be that of an activity by the adults upon

Another school of thought describes education as a process of providing

Education can be described as a universal practice engaged by societies at all

EDU 100: INTRODUCTION TO EDUCATION

1.1 DEFINITION OF EDUCATION

1.3 AIMS OF EDUCATION

1.4 CONCEPTS USED IN EDUCATION

1.5 TYPES OF EDUCATION

2.1 INDIGENOUS AFRICAN/TRADITIONAL EDUCATION

2.2 AIMS OF INDIGENOUS EDUCATION

2.3 COMPONENTS OF INDIGENOUS EDUCATION

2.4 THE CURRICULUM OF INDIGENOUS AFRICAN EDUCATION

2.5 METHODS OF INDIGENOUS EDUCATION

2.5.1 PROCESSES OF LEARNING

2.5.2 TYPES OF IMITATION

2.5.3 STIMULATED LEARNING

2.6 INFORMAL LEARNING

2.7 FORMAL LEARNING

2.8 METHODS OF TESTING IN INDIGENOUS EDUCATION

2.9 CHARACTERISTICS OF INDIGENOUS EDUCATION

2.10 DEMERITS OF INDIGENOUS AFRICAN EDUCATION

2.11 MERITS OF INDIGENOUS ARICAN EDUCATION

EDUCATION BETWEEN 1890 TO 1924

EDU 100: INTRODUCTION TO EDUCATION

3.1.1 AIMS OF MISSIONARY EDUCATION

3.1.2 WHY COMING TO AFRICA?

3.1.3 MISSION SCHOOLS BEFORE 1890

3.2 THE FIRST SCHOOL

3.3 CHARACTERISTICS OF MISSIONARY EDUCATION

3.3.1 BENEFITS OF MISSIONARY EDUCATION

3.4 THE BRITISH SOUTH AFRICAN COMPANY AND EDUCATION-1890-1924

3.4.2 BAROTSE NATIONAL SCHOOL

3.5 REACTIONS TO THE BSA COMPANYS NON PROVISION OF

3.5.1 First General Missionary Conference-1924

3.5.1.1 Its terms of reference were:

3.5.1.2 Resolutions of the conference:

3.6 NATIVE SCHOOLS PROCLAMATION OF 1918: ITS CONTRAVERSIAL

3.6.1 2 General Missionary Conference of 1919

3.6.2 Third General Missionary Conference of 1922

EDUCATION IN NORTHERN RHODESIA 1931-1953

4.1 BRITISH COLONIAL POLICY IN TROPICAL AFRICA/NORTHERN

4.2 ADVISORY COMMITTEE ON NATIVE EDUCATION 1923

4.3 THE PHELPS STOKES COMMISSION

4.3.1 Terms of reference for the Phelps Stokes Commission were:

4.3.2 PHELPS-STOKES COMMISSION RECOMMENDATIONS

4.3.3 TERMS OF POLICY (1925) BRITISH MEMORANDUM OF

4.3.4 4th General Missionary Conference 1924

EDU 100: INTRODUCTION TO EDUCATION

4.4 GOVERNMENT ENTERS EDUCATION FIELD: PHASE 1-1925-1931

4.4.1 INITIAL STAGES: 1924-1925

4.5 THE JEANES SCHOOL MODEL/CONCEPT

5.0 EDUCATION BETWEEN 1953-1963

5.2 THE ADDIS ABABA CONFERENCE 1961

5.2.1 NEEDS IDENTIFIED

5.2.2 TARGETS SET

5.2.4SHORT TERM PLANS

5.3 THE SEARCH FOR A HUMAN RESOURCE DEVELOPMENT (HRD)

6.0 POST-INDEPENDENCE EDUCATION PROVISION

6.2 PRIMARY EDUCATION- 1964