| Contact details Country : Zambia
Contact Person : Mr. Henry Joshua Msango (Head of the Division)
E-mail : hmmsango@edu.unza.zw
Phone : 29 1777/8 ext. 2159 or 2231
Date of Interview: 22 June 99
DESCRIPTION
The Department of Foundations of Education, which is today known as
the Department of Educational Administration and Policy Studies was established by the
University of Zambia’s School of Education in 1966. Its purpose has been to train
people who teach or intent to teach and become administrators in secondary school. The
department offers both undergraduate and post-graduate degrees. Apart from teaching, the
department also advises to the Ministry of Education on matters relating to policy
formulation and implementation.
The target groups include experienced teachers who want to improve
their qualifications and school leavers who are interested in teaching and education in
general. Most of the experienced teachers come to the programme through distance education
while most of the school leavers come through fulltime studies. Attempts to get enrolment
statistics were futile because it proved extremely difficult to meet with the director of
the Directorate of Distance Education through whom the statistics could be released.
CURRICULUM AND ASSESSMENT STRATEGIES
Courses offered in the Department include
Origins and Development Education in Zambia. This course covers
topics such as Education in the Colonial Era, Education in First Republic 1964-1973,
Education in the Second Republic 1973-1991, Education in the Third Republic, 1991 to the
present, presentation and interpretation of Education Data.
The Role of Education in Development. To register for this
course, a student must have completed the course on the Origins and Development of
Education in Zambia.
Students must have completed the first two courses to register for the
following: Issues in Early Childhood and Primary Education; Philosophy of
Education, Political Economy of Education; Introduction to Gender Issues in
Education.
One does not have to have completed any course, in order to register
for History of Education and Educational Administration and Management,
Distance education students receive modules from the department.
They have to read the modules, write and send assignments to the department for marking.
These are marked and sent back to students with detailed comments. After two semesters,
the department organises a contact session running for 4 weeks for distance education
students. During this week, students attend lectures, tutorials and groups discussions
intensively. It is not clear hours students spend on their work especially outside the
contact sessions.
According to Mr. Msango, the department is shifting from exams to
continuous assessment. However, the percentages given for students’ work differ from
one course to another. In the Origins and Development of Education in Zambia and The
Role of Education in Development, continuous assessment count for 40% arising from to
assays and the final exam count for 60%. In the remaining courses, except for Issues in
Early Childhood and Primary Education, continuous assessment count for 60% while final
exams count for 40. Continuous assessment hear refers to group and individual assignments,
presentations, participation in discussions, observations etc.
USE OF TECHNOLOGY
Use of technology is very limited. Radio is mainly for marketing
the courses offered at the University and to inform distance education about residential
sessions. Audio-visual cassettes are used for teaching while telephones are used only if
there are urgent matters to attend to. Students phone if need help. Though computers are
currently not used for teaching and learning, there are plans to install computers in
provincial centres and to put courses on line.
QUALITY ASSURANCE
As indicated earlier, the department operates under the University
of Zambia. All university courses are governed by the senate regulation and the argument
is that the senate can not allow departments to offer anything below standard. External
examiners are also used to assess students work particularly after exams. Such external
examiners usually sample mark students work and make comments. Students participate in the
processes of quality assurance through representation n the senate and through assessing
the lecturers and commenting on the materials and teaching.
PROFESSIONAL DEVELOPMENT
Since the department operates under the university professional
development has mainly been the responsibility of the university. The university gives
members of staff grants to further their studies mainly at universities abroad.
Nevertheless, this trend has badly affected by the bad economy. Not many people are being
send abroad anymore and the university and its departments have resorted to internal
workshops and seminars to train the staff. Such workshops are usually cheaper because are
run by members of staff. The latest developments in the area of professional developments
have been to establish closer links with some universities in South Africa, to attend
conferences, and present papers there.
ENABLING AND HINDERING FACTORS
Enabling factors include the fact that over the period of about 32
years in which the department has been in operation, it has learned to market itself well
and to produce good materials for distance learners. National Policy on Education is also
considered enabling especially because the department was part of the development of the
policy framework. Due to the expensive nature of residential education, many students
choose distance education and this also helps the department succeed. Lack of financial
support for students is considered the major hindering factor in that many potential
students have to be turned away because of inadequate facilities. Lack of funds also
affects the morale of students which in turn affects teaching and learning |
