THE BRITISH ADAPTATION OF EDUCATION POLICY
FOR AFRICANS IN ZAMBIA 1925-1964
A PROBLEM IN SYNTHESIS
Sibeso Mukoboto, B.A.
A Thesis submitted to the Faculty of the
Graduate School, Marquette University, in
Partial Fulfillment of the Re- '
quirements for the Degree
of Master of Arts
The purpose of this study is to examine and analyze how the British policy of "Adaptation of Education" waS defined and applied to the Zambian situation in the period 1925 to 1964.
In analyzing this period,
the main focus is on the inability of this policy to bring about a proper synthesis between theory on paper and actual practice, and the problem of bringing about a proper synthesis between British and Zambian indigenous systems of education.
I would like to acknowledge the assistance and cooperation I have received from my Thesis Director, Dr. Wasyl Shimoniak, and members of the Thesis Committee, Drs. Adrian Dupuis and David Gardinier. Further appreciation is extended to Dr. A. Tiberondwa and E. B. Rugumayo of the University of Zambia for stimulating my interest in this subj ect.
I would also like to thank my mother, father, and uncle Lisulo for their continued support in my academic career.
My thanks also go to the
following members of my family who encouraged me to come and do my graduate studies at Marquette all the way from Zambia: Mwangalang'omba, Matauka, Wamusheke, Kashembe,Namatama, Lisulo, Lubinda, Mwangelwa, Ngenda, Watae, Inonge, Inambao and Nikiwe.
I would like to give special thanks to my roommate, Bose Somorin, and special friend, Ngalama, for their help and encouragement during this investigation, and to Carol Parkes for typing this thesis.
TABLE OF CONTENTS
Some Defini tions
Theories of Adaptation
Meaning of Adaptation as Defined in Zambia
THE IDEAS AND INFLUENCES BEHIND THE FORMULATION OF
THE BRITISH EDUCATIONAL POLICY FOR AFRICANS
IN ZAMBIA • • • • • • • •
THE PRACTICAL APPLICATION OF THE ADAPTATION
POLICY IN EDUCATION IN ZAMBIA • • • • • • • . . . . .
. . . . . 19
. . . . 32
The Advisory Board on Education for Africans
Educational Work by the Missionaries
Education and the Economic Depression of the 1930s
Native Authority Schools
Education and Politics in the Fifties and Sixties
THE IMPACT OF THE ADAPTATION POLICY IN ZAMBIA • • • • • • • • 60 Value Changes
Change in Philos ophy of Education and Curriculum
The Problem of Unity of Theory and Practice
THE PROBLEM OF SYNTHESIZING THE BRITISH AND ZAMBIAN
INDIGENOUS EDUCATIONAL SYSTEMS ••• • • • • • • • • • SOME CONCWSIONS. •
BIBLIOGRAPHY • • • • •
....• • • • ...
..... • • •
. . . . . • • • 78
• • 82
Zambia has had many names; from 1890 to 1911, it was divided into two parts, the East and the West.
These were known as North
Eastern Rhodesia and North Western Rhodesia respectively.
the two territories joined to form Northern Rhodesia under the Bri tish South African Company until 1924.
In 1924, the British
Government took over and the territory became Northern Rhodesia Protectorate until 1953.
From 1953 to 1963, it was part of the
Federation of Rhodesia and Nyasaland.
In 1964, Northern Rhodesia
became independent and took on the name of Zambia.
In this paper,
Zambia will be used to refer to this territory.
There was no defined educational policy in Zambia before 1925. The British South African Company left the missionaries to set up and run a few ungraded schools for the Africans in the territory.
was no budget for African education in this period and hardly one percent of the school going age group completed primary education. The British Government, which was the...
Bibliography: on Special Problems in Tropical
Africa." Comparative Education Review 8 (December 1964) :307-19.
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