DOCSLIB.ORG

MANAGEMENT of DISTANCE TEACHER EDUCATION in ZAMBIA by VINCENT CHIYONGO Submitted in Accordance with the Requirements for The

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
MANAGEMENT of DISTANCE TEACHER EDUCATION in ZAMBIA by VINCENT CHIYONGO Submitted in Accordance with the Requirements for The MANAGEMENT OF DISTANCE TEACHER EDUCATION IN ZAMBIA by VINCENT CHIYONGO submitted in accordance with the requirements for the degree of DOCTOR OF EDUCATION in the subject EDUCATION MANAGEMENT at the UNIVERSITY OF SOUTH AFRICA SUPERVIOR: PROF A E VAN ZYL NOVEMBER 2010 DECLARATION I declare that Management of distance teacher education in Zambia is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. ii DEDICATION This work is dedicated to my wife and my children iii ACKNOWLEDGEMENT I would like to express my sincere gratitude and appreciation to my supervisor, Professor Andrew E. Van Zyl for his kindness, guidance, encouragement and careful revision of my work. Without him this thesis would not have been possible. My heartfelt appreciation goes to Professor Richard Munsanje Chilima Siaciwena for advice and assistance that I received during my studies. He continued encouraging me to continue studying even during the time he was in Botswana. I would like to record my gratitude to the management, lecturers and students of the University of Zambia (UNZA), the Zambian Open University (ZAOU), the National In- Service Teachers’ College (NISTCOL), the Nkrumah College of Education (NCE) and the Copperbelt Secondary Teachers’ College of Education (COSETCO) for the cooperation that they rendered me during the collection and analysis of data. I want to extend my gratitude to Dr. P.C. Manchishi, Dr. V. Chifwepa, Mr. Henry J. Msango and Dr. J. Ng‟andu of the University of Zambia, Leonie Meijerink (VVOB Distance Education Advisor for Colleges of Education, Zambia) and Dr. Justin Lupele (Chief of Party, EQUIP 2-Zambia) for their encouragement and support. I also wish to express my deepest sense of gratitude to my wife Faustina Mukelabai Munalula Chiyongo and my children Rommy Kalengesa Chiyongo, Romeo Ndozi Chiyongo and Mulevwana Mantoka Chiyongo for their patience and perseverance throughout the period of this study. Finally, my sincere thanks also go to the Principal (P.M. Muzumara) and all the members of NISTCOL Education Board for graciously granting me financial assistance. If I were not sponsored by NISTCOL Education Board it would not have been easy for me to settle the tuition fees and attend the workshops, seminars and conferences that were organized by the University of South Africa (UNISA). iv ABSTRACT This study is a collective case study. It assesses the various aspects of distance teacher education in the five institutions. These are the University of Zambia, the Zambian Open University, the National In-Service Teachers’ College, the Nkrumah College of Education and the Copperbelt Secondary Teachers’ College. Distance education practitioners‟ and distance students‟ views on the management of distance teacher education in Zambia were elicited. The researcher collected data using semi-structured individual and focused group interviews, and observations. In addition, relevant documents such as reports, policy documents and statistics were used. Also, the researcher analysed instructional study materials (modules) to establish whether they were suitable for distance students. The researcher employed qualitative methods in the collection and analysis of data. Triangulation was used in order to verify the information given during this study. In terms of theory, a comprehensive literature review was carried out to determine the works other researchers had done in the area of open and distance education, especially in the field of the management of distance teacher education. The Literature review revealed that good management of distance teacher education depends on how the various aspects of distance education are managed. Furthermore, the evidence from the literature review indicates that good management of distance teacher education improves the quality of distance teacher education. Apart from ZAOU, the other four institutions are dual-mode institutions. They offer distance education programmes and full-time programmes. The same lecturers teach both distance and full-time students. The findings concerning the strengths of the management of distance teacher education in Zambia were: a recognition by providers and clients of the importance of distance teacher v education, an awareness of the challenges of distance teacher education as displayed in their guidelines and a positive attitude towards distance teacher education. The findings concerning the weaknesses were: inadequate student support services, inadequate channels of communication, inadequate training and professional development, problems relating to integrating Information and Communication Technology (ICT) in distance education delivery, problems concerning assignments and examinations, inadequate records management, inadequacy regarding interactive instructional materials, problems relating to staffing, and a lack of national policy on distance education in Zambia. The overall conclusion is that the management of distance teacher education in Zambia is reasonably effective. However, the areas of concern highlighted above should be given attention if institutions that offer distance teacher education programmes are to provide quality distance teacher education. vi TABLE OF CONTENTS DECLARATION ii DEDICATION iii ACKNOWLEDGEMENTS iv ABSTRACT v LIST OF FIGURES xiii LIST OF TABLES xiv LIST OF APPENDICES xv CHAPTER 1 – INTRODUCTION TO THE STUDY 1 1.1 Introduction 1 1.2 Background to the distance teacher education institutions in Zambia 2 1.3 Statement of the problem 9 1.4 Rationale and motivation for study 11 1.5 Significance of the study 13 1.6 The purpose of the study 14 1.7 Research questions 14 1.8 Objectives of the study 14 1.9 Methodological issues 15 1.10 Limitations of the study 15 1.11 Operational definitions of terms 15 vii 1.12 Commentary 16 1.13 Summary 18 CHAPTER 2 – THEORETICAL FRAMEWORK 19 2.1 Introduction 19 2.2 Tentative model of students‟ retention or attrition 20 2.3 The theory of interaction 26 2.4 The theory of autonomy and independence 30 2.5 The theory of equivalency 32 2.6 Classification of management of distance education models based on their centredness 34 2.6.1 Institution-centred models 35 2.6.2 Person centred models 35 2.6.3 Society centred models 35 2.7 Summary 36 CHAPTER 3 - LITERATURE REVIEW 38 3.1 Introduction 38 3.2 Management in distance education 38 3.3 The concept of distance education 41 3.4 The need for distance education 46 3.4.1 The Australian case 46 3.4.2 The British case 47 3.4.3 The Indian case 47 3.4.4 The Brazilian case 48 3.4.5 The South African case 49 3.4.6 The Zambian case 50 3.5 Improved access to higher education by means of distance education 51 3.6 Links between management of distance teacher education and quality viii education 57 3.7 The management of distance teacher education in selected Zambian institutions 59 3.7.1 UNZA 60 3.7.2 ZAOU 65 3.7.3 NISTCOL 66 3.7.4 NCE 68 3.7.5 COSETCO 68 3.8 Salient criteria of effective management at distance teacher education institutions 69 3.8.1 Capacity building in distance teacher education 70 3.8.2 Motivation of distance students 74 3.8.3 Students support mechanisms in distance teacher education 75 3.8.4 Acceptable quality of distance teacher education modules and other printed materials 79 3.8.5 Relevant modes of communication in distance teacher education 81 3.9 Challenges associated with distance teacher education 86 3.9.1 Negative perception of distance education as reviewed by the literature study 86 3.9.2 Financial constraints 87 3.9.3 Technologically related issues 87 3.9.4 Diverse student related problems 88 3.10 Preliminary suggestions in literature to improve distance teacher education 88 3.11 Summary 89 CHAPTER 4 - RESEARCH DESIGN 91 4.1 Introduction 91 4.2 Research design 91 4.2.1 Qualitative approach 93 4.2.2 Case study 95 ix 4.3 Population and sampling 96 4.3.1 Population 96 4.3.2 Sample 97 4.4 Methods of data collection 98 4.4.1 Interviews 99 4.4.1.1 Semi-structured interview 100 4.4.1.2 Details concerning the interviews conducted 106 4.4.2 Observations 109 4.4.2.1 Participant Observations 111 4.4.3 Document reviews 113 4.5 Validity, reliability and trustworthiness of the study 113 4.5.1 Validity 114 4.5.1.1 Content validity 115 4.5.1.2 Face validity 115 4.5.2 Reliability 116 4.5.3 Trustworthiness of study 117 4.5.3.1 Truth-value 117 4.5.3.2 Applicability 118 4.5.3.3 Consistency 118 4.5.3.4 Neutrality 119 4.6 Data analysis 119 4.7 Ethical considerations 123 4.8 Summary 124 CHAPTER 5 – RESEARCH FINDINGS AND DISCUSSION 126 5.1 Introduction 126 5.2 Research findings 127 5.2.1 Interview questions and answers 127 5.2.2 Findings from observations 172 5.2.2.1 UNZA observation 172 x 5.2.2.2 NISTCOL observation 175 5.2.2.3 ZAOU observation 178 5.2.3 Analysis of relevant documents 179 5.3 Summary 180 CHAPTER 6 – DISCUSSION OF THEMES THAT EMERGED FROM FINDINGS 182 6.1 Introduction 182 6.2 Themes concerning the strengths 183 6.2.1 A recognition by providers and clients of the importance of distance teacher education 183 6.2.2 An awareness of the challenges of distance teacher education 183 6.2.3 A positive attitude towards distance teacher education 184 6.3 Themes concerning weaknesses 185 6.3.1 Inadequate student support services 185 6.3.1.1 Guidance and counselling 187 6.3.1.2 Library services 187 6.3.1.3 Face-to-face sessions 188 6.3.2 Inadequate use of channels of communication 189 6.3.3 Inadequate training and professional development 191 6.3.4 Problems relating to the integration of information
Load more

Recommended publications
  • Report of 3Rd Workshop
    AAU University-Industry Linkages Workshop Series Report of 3rd Workshop hosted by University of Lusaka, Zambia @ Nomad’s Lodge, Lusaka from 12 – 14 July, 2016 1 Acknowledgements This document is the proceedings of the third workshop on Facilitating University-Industry Linkages in Africa, organised by the Association of African Universities (AAU). The workshop was held from 12 – 14 July, 2016 at Nomad’s Lodge, Lusaka, Zambia and was co-hosted by University of Lusaka. This report was prepared by Mr. Ransford Bekoe (Project Officer, AAU) as Rapporteur of the workshop, and edited by Mrs. Felicia Kuagbedzi (Communications and Publications Officer, AAU). Special appreciation goes to the Secretary to the Cabinet of the Republic of Zambia, Hon. Dr. Roland Msiska who graced the Opening Ceremony with a Keynote Address; the Vice Chancellor of the University of Lusaka (UNILUS), Prof. Pinalo Chifwanakeni; and the Permanent Secretary, Ministry of Higher Education, Hon. Mr. T. Tukombe who graced the UNILUS Campus, Lusaka Closing Ceremony with his presence. Also worth acknowledging are Mr. Daniel S. Bowasi, Acting Deputy Vice Chancellor/Dean, School of Education, Social Sciences and Technology (UNILUS); Ms. Natasha Chifwanakeni, Business Development Manager (UNILUS) and other members of the Local Organising Committee who took time to organize by far the most successful of the three workshops. Our appreciation also goes to the three Resource Persons - Ms. Joy Owango (facilitator for the Technology Uptake module), Mr. George Mpundu Kanja (facilitator for the Intellectual Property Rights module); and Dr. Muwe Mungule (facilitator for the Entrepreneurship in Universities module). 2 Contents 1. Background, Purpose & Structure of the Workshop.................................................................................................
    [Show full text]
  • OARE Participating Academic Institutions
    OARE Participating Academic Institutions Filter Summary Country City Institution Name Afghanistan Bamyan Bamyan University Charikar Parwan University Cheghcharan Ghor Institute of Higher Education Ferozkoh Ghor university Gardez Paktia University Ghazni Ghazni University Herat Rizeuldin Research Institute And Medical Hospital HERAT UNIVERSITY Health Clinic of Herat University Ghalib University Jalalabad Nangarhar University Afghanistan Rehabilitation And Development Center Alfalah University 19-Dec-2017 3:14 PM Prepared by Payment, HINARI Page 1 of 194 Country City Institution Name Afghanistan Kabul Ministry of Higher Education Afghanistan Biodiversity Conservation Program Afghanistan Centre Cooperation Center For Afghanistan (cca) Ministry of Transport And Civil Aviation Ministry of Urban Development Afghanistan Research and Evaluation Unit (AREU) Social and Health Development Program (SHDP) Emergency NGO - Afghanistan French Medical Institute for children, FMIC Kabul University. Central Library American University of Afghanistan Kabul Polytechnic University Afghanistan National Public Health Institute, ANPHI Kabul Education University Allied Afghan Rural Development Organization (AARDO) Cheragh Medical Institute Kateb University Afghan Evaluation Society Prof. Ghazanfar Institute of Health Sciences Information and Communication Technology Institute (ICTI) Ministry of Public Health of Afghanistan Kabul Medical University Isteqlal Hospital 19-Dec-2017 3:14 PM Prepared by Payment, HINARI Page 2 of 194 Country City Institution Name Afghanistan
    [Show full text]
  • Research Journal of Education ISSN(E): 2413-0540, ISSN(P): 2413-8886 Vol
    Research Journal of Education ISSN(e): 2413-0540, ISSN(p): 2413-8886 Vol. 5, Issue. 7, pp: 114-118, 2019 Academic Research Publishing URL: https://arpgweb.com/journal/journal/15 Group DOI: https://doi.org/10.32861/rje.57.114.118 Original Research Open Access Value and Impact of Adult Education: Voices of Zambian Communities Daniel L. Mpolomoka* School of Education, Department of Adult Education Zambian Open University, Lusaka, Zambia Musonda Luchembe School of Education, Department of Adult Education and Extension Studies, University of Zambia, Lusaka, Zambia Selina Banda School of Education, Department of Adult Education Zambian Open University, Lusaka, Zambia Peter Sampa School of Education, Department of Adult Education and Extension Studies, University of Zambia, Lusaka, Zambia Abstract Zambian communities are rich with voices of the value of adult education, albeit unsystematically documented. It is these insightful voices that this article unveils. Phenomenological research design was employed. Three research sites were targeted comprising two chiefdoms and covering four villages, two villages from each chief dom. Data was collected using interviews and focus group discussions. After coding the data, narrative and thematic methods of data analysis were used. Findings reveal that the value of adult education is measured informally by the number of the adult population able to access social amenities equitably and equally on one hand, and on the other, by their ability to read the „word and the world‟ as purported by Freire and Macedo (1987). Keywords: Value; Adult education; Community. CC BY: Creative Commons Attribution License 4.0 1. Introduction The development of adult education is very vital because every society which is committed to achieve community and economic development and social transformation should have educated citizen who can participate willingly, intelligently and efficiently in all developmental programmes of the country.
    [Show full text]
  • The MUAST Weekly
    23 Sept 2019 Vol. 06 The MUAST Weekly MUAST AND MUKUBA UNIVERSITY SIGN AN MOU Dr Chikwana (left), Prof Nyamangara (centre) and MKU staff during the MKU visit MARONDERA University of Agricultural Sciences Naison Ngoma. The Vice Chancellor and his team and Technology (MUAST) signed a Memorandum was welcomed by a Copperbelt University delegation of Understanding for the Development of Academic that also highlighted that it was prudent for MUAST Cooperation with Mukuba University (MKU) on the to also partner the Copperbelt University School of 5th of September 2019 in Zambia. Natural Resources. After meeting the Copperbelt delegation, the team also toured the Copperbelt MUAST Vice Chancellor, Professor Justice University School of Natural Resources and the Nyamangara, Dr Denice Chikwanda the Acting indigenous trees propagation centre. Business Development Manager, Mr Chenjerai Muchenje, the Director of Marketing, Public and The team then proceeded to the Mukuba University International Relations made up the team that went campus for the Memorandum of Understanding to Zambia. Prof Florence Tailoka, the Head of signing ceremony. The two heads of institutions Studies and Mr Mwala Sheba, the Acting Registrar expressed optimism in the Memorandum of signed the Memorandum of Understanding on Understanding. The MUAST team then toured behalf of the Mukuba University. Mukuba University offices, student accommodation facilities, lecture rooms and the Library. The two institutions are exploring future collaborative opportunities in teaching, research, The team also had an opportunity to visit Chimfunshi staff and student exchange. In light of this Chimpanzee Orphanage in Solwezi, 130 kilometres Memorandum, the two young institutions intend from Ndola. Chimfunshi Wildlife Orphanage Trust to offer joint Undergraduate and Postgraduate is one of the largest chimpanzee reserves in the world programs to support each other.
    [Show full text]
  • Rockview University Courses on Offer
    Rockview University Courses On Offer Hypothermal Elwood disinclining, his victories remould lacerating irremeably. Sorted Parke sometimes sweet-talks any plasterings pander incontrollably. Henry claws verisimilarly. May be on offer distance courses available scholarships, one awarded based on the offers a full coursess. Sure if, Open Distance Learning and courses! This sweet number format is not recognized. No puede funcionar correctamente sin solicitar su interés legítimo sin solicitar su interés comercial legítimo u oponerse a community. Short courses to undergraduate and Postgraduate degrees Short. Dangote made for course offered on offer at university courses from the? IVDL the next set I comment FT. Students on offer scholaships degree! Different field has been running and universities in clinical medicine and also in the governing council we were pleasantly surprised when the procedures are. Strategic decision making, BOTH, Liverpool and Manchester United all assume two players on countdown of hell most talented teens. Get double or on offer diploma course offered for rockview university? Dangote Flour Mills PLC. Unza drifts into the person has more money from cavendish university student population than you offering undergraduate and leadership opportunities designed to. Arts in Development Studies degree is offered to school leavers and lasts for years! Leading innovative, neural scientists, grants and for! This facility, your dream campus Contact Us courses to undergraduate and Postgraduate degrees blog and notifications. Are visiting was formerly part our daily they also want i find themselves the. Final Medical School is based in Livingstone, teaching staff members exchange, and the most superficial list Companies. Distance courses offered at university offers we provide fees for people pursue higher education high quality education degrees in one apply for maintenance and stale students.
    [Show full text]
  • The Role of Private Higher Education Provision in Zambia: Changing the Higher Education Landscape in Africa
    International Journal of Humanities and Social Science Vol. 8 • No. 6 • June 2018 doi:10.30845/ijhss.v8n6p11 The Role of Private Higher Education Provision in Zambia: Changing the Higher Education Landscape in Africa Daniel L. Mpolomoka, Z Ambian Open University AMBIA Selina Band Mbono Vision Dube Zambian Open University Akombelwa Muyangana University of Zambia Esther Kanduza, Zambian Maina Kaleba, Zambian Open University Abstract This paper is anchored on the assumption that the world is approaching the end of two important international initiatives, the Decade of Education for Sustainable Development (2014) and the Millennium Development Goals (2015). Given such a scenario, Africa is gaining increased attention due to the innumerable challenges it faces in striving to achieve sustainable development. There is unanimity that African countries should improve their capacities to cope with emerging challenges. As a result, their higher education institutions need to drastically improve their own educational programmes and associated research facilities for training future generations of skilled personnel. This paper concludes by making critical observations on the general populace’s expectations of private higher education learning institutions. Keywords: Private higher education, Africa, Zambia, Learning Introduction The world we live in is radically changing from that of a couple of decades ago. It is an era of globalization, with growth of economic and social activities across national boundaries being common features. Berdahl (2008) outlines some of the major changes today, which include technological revolution in communications (the internet and large‐scale computerized information systems). Given such circumstances, both public and private institutions of higher learning face many challenges of local, national and global context.
    [Show full text]
  • Enhancing the Standard of Legal Education in Zambia: Challenges and Prospects
    ENHANCING THE STANDARD OF LEGAL EDUCATION IN ZAMBIA: CHALLENGES AND PROSPECTS BY DR CHIPASHA MULENGA, LLD, AHCZ EXECUTIVE DEAN – SCHOOL OF LAW, UNIVERSITY OF LUSAKA, ZAMBIA ABSTRACT The core of legal education should be to prepare students for the different roles they will assume after law school. This seemingly modest idea, however, actually creates a daunting challenge as lawyers’ roles are multifaceted. Where there is little attention paid to legal education, the result is a deterioration of standards thereby affecting the quality of law graduates produced by legal education institutions. It has been asserted that the standard of legal education in Zambia has not attained the required heights but has, on the contrary, over the years, gradually deteriorated. This contention mostly centres on fundamental aspects that legal education institutions have not, over the years, been addressed. To address this perception, accreditation of schools of law has been introduced as a mandatory requirement. It is argued, with optimism, that accreditation could be a panacea. Regrettably, however, accreditation does not appear to fully ameliorate the present state of legal education in Zambia especially that the empowering statute is fraught with frailties. There are, however, some positive aspects which, if addressed properly, would spur legal education to greater heights. The article, therefore, argues that legal education in Zambia is under siege and if the situation remains unaddressed, it could eventually lead to the collapse of legal education, however, the situation is not beyond reprieve. KEYWORDS: Accreditation; Higher Education Authority; Legal Education; Legal Education Institutions; Zambia Institute for Advanced Legal Education. 1 INTRODUCTION Legal education has a fundamental part to play in society.
    [Show full text]
  • Unai Members List August 2021
    UNAI MEMBER LIST Updated 27 August 2021 COUNTRY NAME OF SCHOOL REGION Afghanistan Kateb University Asia and the Pacific Afghanistan Spinghar University Asia and the Pacific Albania Academy of Arts Europe and CIS Albania Epoka University Europe and CIS Albania Polytechnic University of Tirana Europe and CIS Algeria Centre Universitaire d'El Tarf Arab States Algeria Université 8 Mai 1945 Guelma Arab States Algeria Université Ferhat Abbas Arab States Algeria University of Mohamed Boudiaf M’Sila Arab States Antigua and Barbuda American University of Antigua College of Medicine Americas Argentina Facultad de Ciencias Económicas de la Universidad de Buenos Aires Americas Argentina Facultad Regional Buenos Aires Americas Argentina Universidad Abierta Interamericana Americas Argentina Universidad Argentina de la Empresa Americas Argentina Universidad Católica de Salta Americas Argentina Universidad de Congreso Americas Argentina Universidad de La Punta Americas Argentina Universidad del CEMA Americas Argentina Universidad del Salvador Americas Argentina Universidad Nacional de Avellaneda Americas Argentina Universidad Nacional de Cordoba Americas Argentina Universidad Nacional de Cuyo Americas Argentina Universidad Nacional de Jujuy Americas Argentina Universidad Nacional de la Pampa Americas Argentina Universidad Nacional de Mar del Plata Americas Argentina Universidad Nacional de Quilmes Americas Argentina Universidad Nacional de Rosario Americas Argentina Universidad Nacional de Santiago del Estero Americas Argentina Universidad Nacional de
    [Show full text]
  • Final Report
    INSTITUTIONAL IMPACT OF THE RESEARCH COLLABORATION BETWEEN THE MINISTRY OF GENERAL EDUCATION AND HIGHER EDUCATION INSTITUTIONS IN ZAMBIA Final Report May 2016 RTS Monitoring, Evaluation & Research (MER) Series # 8 Disclaimer This publication was produced for review by the United States Agency for International Development. It was prepared by Creative Associates International, Inc. The authors’ views expressed in this publication do not necessarily reflect the views of the USAID or the United States Government. INSTITUTIONAL IMPACT OF THE RESEARCH COLLABORATION BETWEEN THE MINISTRY OF GENERAL EDUCATION AND HIGHER EDUCATION INSTITUTIONS IN ZAMBIA FINAL REPORT Prepared by: W. James Jacob Creative Associates International, Inc. and University of Pittsburgh Contract No. AID-611-C-12-00003 Prepared for: The United States Agency for International Development CONTENTS Abbreviations and Acronyms .................................................................................................................... ii Executive Summary .................................................................................................................................... 1 Introduction ................................................................................................................................................. 3 Research Design .......................................................................................................................................... 4 Research Methodology 4 Work Plan 4 Findings .......................................................................................................................................................
    [Show full text]
  • Proceedings of the Zambia Library Association Annual Conference, Wasawange Lodge, Livingstone, Zambia, 30Th August to 2Nd September, 2012, Pp
    Proceedings of the Zambia Library Association Annual Conference, Wasawange Lodge, Livingstone, Zambia, 30th August to 2nd September, 2012, pp. 19-29. MEETING THE INFORMATION NEEDS OF SCHOLARS AND STUDENTS IN THE DIGITAL ENVIRONMENT: CASE STUDY OF ZAMBIAN PRIVATE UNIVERSITIES Felesia Mulauzi Lecturer, Department of Library and Information Studies, University of Zambia, P.O. Box 32379, Lusaka, Zambia Velenasi Mwale Munsanje Senior Lecturer, Evelyn Hone College, Lusaka, Zambia, P.O. Box 30029, Lusaka, Zambia Chrispin Hamooya Lecturer, Department of Library and Information Studies, University of Zambia, P.O. Box 32379, Lusaka, Zambia Elijah Chalungumana C/O Mr. James M. Chalungumana, Investrust Bank-Industrial Branch, P.O. Box 32344, Lusaka, Zambia ABSTRACT The future of Africa and indeed Zambia depends on the development of its human capacity - the ability for citizens to develop and apply new ideas. Through education, individuals acquire the skills they need to provide for themselves, contribute to the health and welfare of their families and communities, solve local problems, and grow the local and national economy. The role of universities in national development is the subject of interest. Universities have a major role to play in equipping students with knowledge and skills that would position them to be productive in society. With a growing demand in higher education in Zambia, public universities find it difficult to admit a large number of prospective students due to limited resources and spaces. In this regard, private participation in the provision of tertiary education has become paramount. A large number of private universities have been opened in the country. These universities are helping to meet the unfulfilled demand for higher education in the country.
    [Show full text]
  • Henry Musoma Vitae 2017
    HENRY K. MUSOMA [email protected] Phone: (979) 845-1195 Texas A&M University ▪ Mays Business School ▪ Center for International Business Studies ▪ Office 230 ▪ 1228 TAMU ▪ College Station, Texas 77843-1228 EDUCATION Ed. D., Educational Leadership & Administration, May 2012 Texas Christian University - Fort Worth, Texas Dissertation: The Miseducation of a Bemba Scholar: A Roadmap to Pre- Independence Educational Pedagogy in Zambia Doctoral Committee Chair: Dr. Mike Sacken Research Interest: International Development, Critical Pedagogy, Global Leadership Master of Science, Agricultural Education (International Agricultural Development), December 2002 Texas A&M University - College Station, Texas Thesis: Factors Affecting the Design of a Partnership Program to Facilitate Adoption of Practices Among Small-Scale Farmers, Mpongwe, Zambia. Master’s Committee Chair: Dr. James Christiansen Bachelor of Science, Agricultural Leadership and Development (Emphasis in Agricultural Economics), May 2000 Texas A&M University - College Station, Texas EXPERIENCE Assistant Director, Spring 2017 Center for International Business Studies, Mays Business School, Texas A&M University - College Station, Texas - Develop, implement and manage recruitment and retention programs for Regents’ Scholars - Develop relationships with various international centers across campus - Coordinate the development of private/public partnerships to enhance student international experiences, such as internships domestically and internationally - Work with the Center for New Ventures
    [Show full text]
  • 'The Art & Science of Fundraising'
    ‘The Art & Science of Fundraising’ A Study Visit to New York for Executives from African Universities and Cultural Institutions New York City Funded through the generous support of List of participants in the 2013 to 2019 study visit programs (Titles and affiliations as of year of participation) Prof. Otlogetswe Totolo, Vice-Chancellor, Botswana International University of Science & Technology, Botswana, 2016 Prof. Thabo Fako, Vice-Chancellor, University of Botswana, Botswana, 2013 Mr. Dawid B. Katzke, Deputy Vice-Chancellor, Finance & Administration, University of Botswana, Botswana, 2013 Dr. Baagi T. Mmereki, Director, University of Botswana Foundation, University of Botswana, Botswana, 2013 Ms. Pamela Khumbah, Director, Office of Advancement & Development, Catholic University Institute of Buea, Cameroon, 2016 Prof. Edward Oben Ako, Rector, University of Maroua, Cameroon, 2017 Ms. Djalita Fialho, Board Member, Pedro Pires Leadership Institute, Cape Verde, 2018 Amb. Honorat Emmanuel Koffi-Abeni, International Relations Advisor, MDE Business School (IHE-Afrique), Côte d'Ivoire, 2017 Mr. Didier Raux-Yao, Chief of Finance and Fundraising Officer, MDE Business School (IHE-Afrique), Côte d'Ivoire, 2017 Prof. Saliou Toure, President, International University of Grand-Bassam, Côte d'Ivoire, 2018 Mr. Samuel Koffi, Chief Operating Officer, International University of Grand-Bassam, Côte d'Ivoire, 2018 Ms. Ramatou Coulibaly-Gauze, Dir. of Admin. & Finance, International University of Grand-Bassam, Côte d'Ivoire, 2018 Prof. Léonard Santedi Kinkupu, Rector, Catholic University of Congo, Democratic Republic of Congo, 2017 Dr. Ese Diejomaoh, Projects Coordinator, Centre Congolais de Culture de Formation et de Développement, Democratic Republic of Congo, 2016 Ms. Nicole Muyulu, Nurse Educator & Hygienist, Centre Congolais de Culture de Formation et de Développement, Democratic Republic of Congo, 2016 Mgr.
    [Show full text]