scholarly journals Catholic secondary education and identity reformation in Zambia’s Southern Province: an outcome of a conflict of educational policy values or not?

2017 ◽  
Vol 82 (1) ◽  
Author(s):  
Farrelli Hambulo ◽  
Leonie Higgs
Keyword(s):  
Education Policy ◽  
Secondary Schools ◽  
Catholic Education ◽  
Educational Policy ◽  
Key Words ◽  
Catholic Schools ◽  
Critical Reflection ◽  
Quality Education ◽  
Southern Province ◽  
Good Reputation

Abstract This article sets out to reflect critically on the causes of undesired identity reformation that has occurred in Catholic secondary schools in Zambia’s Southern Province since the country gained independence from Britain in 1964. This critical reflection is necessitated by the fact that although scholars in the field of Catholic education and the Zambian people acknowledge the presence of undesired identity reformation in Catholic schools, this issue is presented in brief, speculative and indefinite terms. This is against a background where such schools have earned themselves a good reputation due to their provision of quality education to the Zambian people since independence. Catholics and other people concerned with the welfare of Catholic education have started to express their discontent with the identity reformation experienced by Catholic schools. This article, therefore, critically engages with Carmody’s (2007) contentions regarding the causes of undesired identity reformation in Catholic schools and relates them specifically to Catholic secondary schools in Zambia’s Southern Province in order to verify them. It is shown in this article that Carmody’s contentions are not relevant in explaining the causes of undesired identity reformation in Catholic secondary schools in Zambia’s Southern Province. As such, in stating the nature and the scope of the undesired identity reformation in Catholic secondary schools in Zambia’s Southern Province, the article highlights four genuine causes of undesired identity reformation. These four genuine causes are linked to a weakening of the “academic” and “religious” missions of Catholic schools, which contributes to their loss of Catholic education identity as recommended in Catholic education policy. Key words: Identity; Catholic; academic; religious Opsomming Hierdie artikel, “Katolieke sekondêre onderwys en identiteitsreformasie in Zambië se Suidelike Provinsie: ’n Gevolg van strydige waardes van onderwysbeleid of nie?”, is ’n uitvloeisel van ’n studie getitel “Katolieke sekondêre onderwys en identiteitsreformasie in Zambië se Suidelike Provinsie”. Die artikel dui aan dat sedert Katolieke skole in Zambië gevestig is, hulle deel van daardie land se onderwysvoorsiening uitmaak en oor die jare ’n goeie reputasie as verskaffers van onderwys van ’n goeie gehalte opgebou het. Sedert Zambië se onafhanklikwording in 1964 het Katolieke onderwys egter ’n ongewenste identiteitsverandering of -reformasie ondergaan, wat behels dat dit van Katolieke onderwyspraktyk, soos aanbeveel in Katolieke onderwysbeleid, afwyk. Kenners van Katolieke onderwys in Zambië en die Zambiese nasie erken die identiteitsverlies wat Katolieke skole sedert onafhanklikwording ondervind en gee hul ontevredenheid daarmee te kenne. Die betrokke kenners verwys slegs oorsigtelik na die probleem van identiteitsverlies wat Katolieke skole ondervind, wat tot gebrekkige insig in die probleem bydra. Die Zambiese nasie verwys slegs op spekulatiewe en onduidelike wyse na hierdie probleem, wat ook tot gebrekkige insig in die probleem van identiteitsverlies in Katolieke skole in die land bydra. Met verwysing na die argumente wat kenners van Katolieke onderwys oor hierdie probleem in Zambië aanvoer, is hierdie artikel gemoeid met die argumente wat Carmody (2007) aangaande die oorsake van ongewenste identiteitsreformasie in Katolieke skole aanvoer; die argumente word spesifiek met katolieke sekondêre skole in Zambië se Suidelike Provinsie in verband gebring met die doel om hulle te verifieer. Die artikel dui aan dat Carmody se argumente nie op Katolieke sekondêre skole in Zambië se Suidelike Provinsie van toepassing is nie en voer redes hiervoor aan. Die artikel gee ook ’n tentatiewe beskrywing van die ongewenste identiteitsreformasie wat Katolieke sekondêre skole in die Suidelike Provinsie ondervind en sluit af met ’n uiteensetting van die vier ware oorsake van ongewenste identiteitsreformasie in Katolieke sekondêre skole in Zambië se Suidelike Provinsie. Sleutelwoorde: identiteit, Katoliek, akademies. godsdienstig

scholarly journals Social Change and the Identity of Catholic Secondary Schooling in Zambia’s Southern Province: A Catholic and Zambian National Education Policy Analytical Perspective Since 1964

2019 ◽  
Vol 84 (1) ◽  
Author(s):  
Farrelli Hambulo ◽  
Leonie Higgs
Keyword(s):  
Social Change ◽  
Secondary Education ◽  
Education Policy ◽  
Catholic Schools ◽  
High Standard ◽  
Academic Education ◽  
Educational Levels ◽  
Southern Province ◽  
Educational Provision ◽  
Catholic Schooling

The Catholic Church has always proved to be a very dependable and reliable partner to various governments globally in terms of educational provision through Catholic educational institutions at all educational levels. Apart from such education institutions contributing to educational provision at all educational levels globally, the education they provide is also of a high standard. Taking a pinnacle position, at all levels in Catholic educational provision is the ‘religious mission’ and subordinate to this is the ‘academic mission’; and combined the two missions form the basis of Catholic schooling globally. However, the two missions of Catholic schooling highlighted above have not remained static over the years in Zambia’s education system due to factors of social change. Consequently, this has specifically led Catholic schools to experience an ‘identity change’ over the years since the attainment of political independence in Zambia (1964).The interplay of issues regarding the situation of Catholic schooling indicated above is centred on social change which determines educational policy directives or provisions culminating in the ‘changed identity of Catholic schools’. Social change factors divert the schools from educational practice as directed by the evolving Catholic education policies over the years. The general purpose of the paper, which utilises research findings from Hambulo’s (2016) study entitled ‘Catholic secondary education and identity reformation in Zambia’s Southern Province,’ is to give a categorical articulation of how factors of social change in the Zambian setting have influenced education policy directives, leading to the ‘changed identity’ of particularly Catholic secondary schools in Zambia’s Southern Province since 1964. Keywords: academic; education; Catholic; mission; policy; religious Opsomming Die Katolieke Kerk het nog altyd bewys dat hy wêreldwyd ’n baie betroubare en geloofwaardige vennoot vir verskeie regerings is wat betref onderwysvoorsiening deur middel van Katolieke onderwysinstellings op alle onderwysvlakke. Afgesien van hierdie onderwysinstellings se bydrae wêreldwyd tot onderwysvoorsiening op alle onderwysvlakke, is die onderrig wat die Kerk bied ook van ’n hoogstaande standaard. By Katolieke onderwysvoorsiening is die “godsdienstige missie”, en ondergeskik hieraan die “akademiese missie”, op alle vlakke belangrik; en as hierdie twee missies gekombineer word, vorm dit die wêreldwye basis van Katolieke onderrig. In Zambië se onderwysstelsel het die twee missies van Katolieke onderwys wat hier bo genoem word, met die verloop van tyd egter nie staties gebly nie ‒ vanweë faktore van sosiale verandering. As gevolg van hierdie faktore en sedert Zambië politieke onafhanklikheid (1964) bereik het, het Katolieke skole oor die jare ’n “identiteitsverandering" ondergaan. Die interaksie tussen kwessies rakende die situasie van Katolieke onderwys wat hier bo genoem word, sentreer op sosiale verandering wat die onderwysbeleidsriglyne of -voorskrifte bepaal, wat gelei het tot die “veranderde identiteit van Katolieke skole”. Sosiale veranderingsfaktore het die skole weggelei van onderwyspraktyke soos bepaal deur die ontwikkelende Katolieke onderwysbeleid deur die jare. Die hoofdoel van hierdie artikel, wat die navorsingsbevindings van Hambulo (2016) se studie, “Catholic secondary education and identity reformation in Zambia’s Southern Province” gebruik, is om kategoriese artikulasie te bied van hoe faktore van sosiale verandering sedert 1964 in die Zambiese opset die onderwysbeleidsriglyne beïnvloed het en gelei het tot die “veranderde identiteit” van Katolieke sekondêre skole in Zambië se Suidelike Provinsie in die besonder. Sleutelwoorde: akademies; onderwys; Katoliek; missie; beleid; godsdienstig

“Planting the Seeds”: The Influence of the Council on Education Policy and Practice

2015 ◽  
Vol 117 (13) ◽  
pp. 189-202
Author(s):  
Melanie Bertrand ◽  
Arlene J. Ford
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Racial Inequality ◽  
School Administrators ◽  
Relative Power ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Public Officials ◽  
Policy And Practice ◽  
Inequality In Education

This chapter explores the influence of a youth participatory action research (YPAR) group, viewing the group's efforts as challenges to manifestations of racial inequality in education, such as the inequitable distribution of educational resources. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials— respond to the group's advocacy efforts. The analysis illustrates the complexity of the group's influence: Some individuals report that the Council sparks meaningful changes, while others have negative reactions. Overall, the chapter sheds light on the ways that YPAR can encourage change in education by incorporating the voices of Black and Latina/o youth into educational policy and practice. “What really stuck with me was this idea of traditional versus organic forms of leadership… and that it's my responsibility to help my students develop as leaders.” – Ms. Bauman1

scholarly journals Research on the Cooperative Behavior of Academic Papers Published by Chinese Educational Scholars Based on Complex Networks

2019 ◽  
Vol 9 (1) ◽  
pp. 118
Author(s):  
Bichu Li ◽  
Ziliang Zhang
Keyword(s):  
Education Policy ◽  
Vocational Education ◽  
Cooperative Behavior ◽  
Matthew Effect ◽  
Quality Education ◽  
Current Status ◽  
Research Institutions ◽  
Chinese Education ◽  
Mutual Cooperation ◽  
Aggregation Effect

Research on mutual cooperation among scholars or research institutions has become more and more common. Thepurpose of this paper is to explore the current status of cooperation between scholars and research institutions in thefield of Chinese education. In this paper, we use the method of the complex network to analyze the cooperativebehavior of academic papers published by Chinese educational scholars by collecting academic papers on educationleadership, education policy, quality education, and vocational education. Our conclusions show that most of theacademic papers published by Chinese educational scholars are non-cooperative. In the authors of the co-authoredpapers, there is a significant "Matthew effect", that is, some key scholars in these fields that link the collaborators.Lastly, there is no obvious aggregation effect between the authors of the co-authored papers which indicating awidespread and extensive connection between the collaborators. The above conclusions provide valuable insightsinto our understanding of the cooperative behavior of Chinese education scholars.

scholarly journals LIETUVOS RESPUBLIKOS ŠVIETIMO POLITIKOS ĮGYVENDINIMO KONTŪRŲ BRĖŽTIES ASPEKTAS. KAUNO RAJONO ATVEJIS

2018 ◽  
Vol 2 (12) ◽  
pp. 1-6
Author(s):  
Paulina Gailiūnienė
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Data Encryption ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Network Teaching ◽  
Research Areas ◽  
Interview Guide ◽  
Main Instrument ◽  
Incorrect Information

Research background. Education is one of the most important factors which determine society development. Moreover, it is continuously affected by the change of globalization. In Lithuania, during more than two decades, some positive changes took place in forming and carrying out education policy. However, some mistakes and drawbacks were not avoided, such as education segment nonconformity, globalization, changes and innovations ignorance, school’s bureaucratization, insufficiently and inefficiently distributed and controlled education funding, inefficient education strategies, the ignorance of innovations, globalization, etc. According to the most important documents of education policy in Lithuania, it has the priority and must determine general society development but still not achieved. The aim of the research. The purpose of the research is to analyse the realization system of education policy in Lithuania, also identify its main drawbacks and suggest recommendations to solve them as it is expedient to view and update the concept analysis of educational policy, taking more attention to the continuously changing spread contours of this conception. The research object is educational policy implementation in Lithuania. Methodology. The applied research methods were the analysis of theoretical literature, documents, law acts, interviewing the experts and comparative analysis. The research was carried out in March 2016 in Kaunas city and Kaunas district areas. The experts were chosen by the area of expertise and the location. There were six experts: two scientists, two representatives of the Kaunas district municipality and two experts of the administrational level. To ensure the confidentiality of these experts in this research, we used the method of data encryption: experts named “Expert A–F”. The main instrument was the interview guide which was made up to know experts’ opinions on each analysed area. The received data was systematized and presented in research areas as practical confirmation of the theoretical thesis. Results and conclusions. As a result, it was identified that the present realization system of education policy is not effective because of such reasons as the financing shortage in educational institutions, its inappropriate distribution, avoiding taking responsibility for mistakes and giving the incorrect information. Therefore, some problems in school bases, network, teaching staff and trainings are obvious. Moreover, it was offered to guide honest and clear principles, keeping sequence policy, defining problems more precisely, developing co-operation between institutions, reviewing students’ financing, taking into account the importance of school maintenance in small villages. The most important part is to distinguish the educational system as a priority in different areas. It should be guided by the implementation of political will.

scholarly journals Criticism of the soviet educational policy by the Russian émigré educators

2020 ◽  
pp. 139-148
Author(s):  
Konstantin Yu. Milovanov
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
School Education ◽  
Soviet Government

This article discusses the issue of criticizing the Soviet educational policy by prominent Russian émigré educators. The features of the emergence and existence of a special supranational cultural and educational space – the Russian pedagogical émigré society – are revealed. A select circle of scientists, thinkers, philosophers, and religious figures dealing with issues of education and upbringing has been identified. The views of prominent representatives of the Russian emigrant world in relation to operating the school education policy by the Soviet government are described.

scholarly journals Utilizing Authenticity: Options for Catholic Education in a Particular Detraditionalized Cultural Context

Religions ◽  
2021 ◽  
Vol 12 (10) ◽  
pp. 807
Author(s):  
Richard Rymarz
Keyword(s):  
Catholic Education ◽  
Religious Identity ◽  
School System ◽  
Catholic Schools ◽  
Cultural Context ◽  
Catholic School ◽  
Initial Position ◽  
Human Community ◽  
Common Values ◽  
Traditional Structures

This paper addresses some conceptual options for Catholic education in a particular cultural context. This context is where the Catholic school system is large, stable, and well established but in the wider cultural context, the place of religion in society is detraditionalized. This detraditionalization is reflected in Catholic school enrolments where increasing numbers of students come from non-Catholic backgrounds, where, amongst Catholics, engagement with traditional structures is low or where there is no religious association at all. To initiate discussion a simple dichotomy is introduced; do Catholic schools promote religious identity or do they address a wider demographic by stressing harmonized common values and policies? To elaborate on this initial position several conceptual perspectives are offered. A key discussion point centres around the human community of Catholic schools and how they align with the various options that are proposed.

Sign in / Sign up

Export Citation Format

Share Document