INTRODUCTION

HARRISON DAKA (PhD)

• SENIOR LECTURER
• EDUCATION (EAPS DEPT)/MEDICINE (DMED)
• ROOM 311/CLINIC 2
• bhamudak@yahoo.com
• harrison.daka@unza.zm
• 0974 765442/ 0964 104479/ 0955 752043
 LECTURE OUTLINE
• MEANING, AIMS AND SCOPE OF EDUCATION
• NON-FORMAL EDUCATION
• FORMAL AND INFORMAL EDUCATION
 ETYMOLOGICAL MEANING OF
EDUCATION
❖The original meaning of the word education and its
historical development.
• The word ‘Education’ has been derived from
different Latin words like:
• educare’ which means ‘to bring out’ or ‘to nourish’.
• ‘educere’ which means ‘to lead out’ or ‘to draw out’.
• ‘educatum’ which means ‘act of teaching’ or
‘training’.
• ‘educatus’ which means ‘to bring up, rear, educate’.
 PHILOSOPHERS DEFINITIONS

• Socrates: Education means the bringing out of the

ideas of universal validity which are latent in the
mind of every man.
• Plato: Education is the capacity to feel pleasure and
pain at the right moment.
• Aristotle: Education is the creation of a sound mind
in a sound body.
• Rousseau: Education is all that a man goes through
from birth to death.
 SCHOLARS MEANING OF
EDUCATION
• The act or process of imparting or acquiring
general knowledge, developing the powers of
reasoning and judgment, and generally of
preparing oneself or others intellectually for
mature life.
• The act or process of imparting or acquiring
particular knowledge or skills, attitude and
critical thinking as for a profession.
 OTHER MEANINGS
▪ Education is a life long process conducted by
many agencies.
▪ Action by adult generations on those not yet ready
for social life.
▪ Condition for human survival
▪ Act or process that leads a person to better
understanding of situations in life.
▪ Process of imparting and acquiring knowledge
and training to grow one’s mental faculties, so as
to make mature decisions in different situations
 OTHER MEANINGS
▪ Learning is process by which any
knowledge can be obtained
▪ Act or experience that has a formative
effect on the mind, character or physical
ability of an individual.
▪ Process by which society transmits its
accumulated knowledge, skills and values
from one generation to another.
 CONTN’
• UNESCO has defined education as an
organised and sustained communication
process designed to bring about learning.
• Other scholars define education as a life long
process where knowledge, skills attitudes and
values are imparted.
 Cont…
SCOPE OF EDUCATION
▪ From the UNESCO definition, we can deduce
the following to be the scope of education:
1. Communication: there has to be a relationship
between two or more people, among whom the
exchange of information should take place.
2. Organized: Should be planned in a certain
pattern or sequence with a clear aim or
curriculum and dealing with organized agencies
3. Sustained: the learning experience has the
element of duration and continuity.
 CONT…
▪ 4.Learning: any change in behaviour,
information, knowledge, understanding,
attitudes, skills, capabilities which can be
retained and cannot be ascribed to
physical growth and behavioural patterns

▪ So what is education to you?

 CONTN’
▪ Also remember that there is a huge
difference between ‘education’ and
‘Indoctrination’ and ‘education’ and
‘schooling’. What do you think are the
differences?
▪ Indoctrination: trained to accept
particular set of beliefs and not any other.
▪ Schooling: Attending school education to
acquire basic skills in numeracy and
reading for a given period of time.
 NATURE OF EDUCATION

• Education is a life-long process: Education is a

continuous and lifelong process.
• It starts from the womb of the mother and
continues till death.
• It is the process of development from infancy
to maturity.
• It includes the effect of everything which
influences human personality.
 CONTN’
• Education is a dynamic process: Education is
not a static but a dynamic process which
develops the learner according to changing
situations and times.
• It always induces the individual towards
progress.
• It reconstructs the society according to the
changing needs of the time and place of the
society.
 CONTN’
• Education is an act of equilibrium: a
man/woman as a social being is able to adjust
himself/herself in different aspects of life to
suit the personality.
• It modifies behaviour.
• Through the medium of education a learner
learns to adjust with the friends, class fellows,
parents, relations, neighbours and teachers
etc.
 AIMS OF EDUCATION

• UNESCO states that the aim of education is to

integrate the physical, intellectual, emotional
and ethical of the individual into a complete
man/woman.
• There are two major aims of education
namely; Individual and Social.
• The two oppose each other.
 INDIVIDUAL AIMS
• Education should give scope to develop the
inborn potentialities of an individual through
maximum freedom.
• Individual should be the centre of all
educational efforts and activities so as to
develop the unique potential in them .
• Individual should be given maximum freedom
for its own development (Rousseau).
 CRITICISM OF INDIVIDUAL AIM
• Individual aim makes individual selfish.
• Who will recognize society- where individuals
are selfish.
• Maximum freedom may go against the
society.
• Unless society develops, individual cannot
develop.
 SOCIAL AIM
• The progress of the society is the aim of
education and individuals are just means of
progress.
• If society will develop individual will develop
automatically.
• Education is for the society and of the society.
 CRITICISM OF SOCIAL AIM
• It makes individual only a tool of government.
• Society ignores the legitimate needs, desires
and interests of the individual.
• It is against the development of individuality
of the individual.
• NOTE: Let education burn the individual
flame, feeding it with the oil of society. So
both are of great importance.
 FORMS OF EDUACTION
• Three forms of education: These are Formal,
Informal and Non-formal.
• Formal education: It is the hierarchically
structured and chronologically graded
education system running from low to high
level
• Non-formal education: It is an organised
educational activity which is done outside the
established formal system.
 CONT’N
• Informal education: It is the learning that
goes on in daily life from birth till death which
is done outside an organised setting.
• It has no set objective in terms of learning
outcomes and is never intentional from the
learner’s standpoint.
• Often it is referred to as learning by
experience ..
 CONTN’
• It includes heuristic language building,
socialization and enculturation and play.
• Life-long learning through daily experiences
• Not planned and takes place anywhere at
anytime
• Consciously & unconsciously
• No awards of certificates
• Learning through interaction with family,
Church, peers, teachers, mass media, etc.
 CHARACTERISTICS OF INFORMAL
EDUCATION
• It usually takes place outside educational
establishments.
• It does not follow a specified curriculum.
• Not professionally organized but rather
originates accidentally and sporadically.
 CONTN’
• It is not necessarily planned systematically.
but rather, either unconsciously incidental or
consciously intended intuition.
• It is experienced directly in its “natural"
function of everyday life.
• It is often spontaneous and creative.
 DIFFERENCE BETWEEN FORMA
AND NON-FORMAL
Purpose
• Non-formal education is specific. It is non-
credential but it emphasises on learning and
training that focus on defined purpose while
Formal education. It is credential based such
as certificates, Diplomas and Degrees. Formal
education is preparatory for it prepares a
learner in the far future while non-formal is
recurrent for a learner is prepared for what is
there and then.
 CONT’N
TIMING
• Non-formal education usually follows a short
period usually a week while formal education
follows a long cycle.
 CONT’N

CONTENT
• The content for formal education is standardised and
uniform but for non-formal is individualised
according to the provider perspective.
• The content of formal education is centred on
academics while for non-formal it is centred on
practical activities.
 CONT’N
ENTRY REQUIREMENTS
• The requirements are pre-set for formal
education and this determines the type of
clienteles to be involved on the other hand
the clienteles determines the entry
requirements for non-formal education.
 CONT’N

DELIVERY SYSTEM
• It is institutional-based for formal education
while non-formal the delivery system is
environmental-based and community related.
• The structures are rigid and are teacher
centred while for non-formal education, the
structures are flexible and are learner centred.
 CONTN’
RESOURCES
• Formal education is resource intensive as it
needs a lot of resources to run effectively
while non-formal education is resource saving.
CONTROL
• In terms of control, non-formal education is
self-governing and highly democratic while in
formal education, there are some external
arrangements and follows a hierarchical
structure.
 DEVELOPMENT
• Development is defined differently by
different scholars depending the area of
operation. In general, development;
➢Involves economic progress and
improvement in the overall quality of life.
➢Implies change , improvement, increased
complexity and specialisation.
 CONT’N
➢Involves a reduction in poverty,
unemployment and inequality.
➢In individuals, the change enhance one’s
capacity to improve the quality of life.
 LINK EDUCATION AND
DEVELOPMENT
• Education is an integral part of social aspect of
development.
• Education also has externalities which impact
on the quality of life.
• Education improves agricultural productivity
• Education inculcates attitudes and values that
are inherent in social change for economic
growth.
 HOW FORMAL EDUCATION CAN
BRING ABOU DEVELOPMENT
• Better teaching
• Better curriculum
• Availability of materials and supplies
• Better evaluation and examination system
 SO WHAT?
• A thought: Development seeks people to
do more, know more (through
education) in order for them to have
more so that they can be more!!!
 Education in the Pre-
Colonial/Colonial Era
❑Traditional Education
Education in the Pre-Colonial
Era
• Traditional education entailed a condition
for human survival
• Was practical from infancy to adulthood
• Varied from community to community
depending on the nature of the
environment
• Children were required to serve their
communities & appreciate
interdependence of its members
 CONTN’
• Learners were exposed to risks & dangers
to test courage, endurance, honesty &
sense of responsibility
• Education aimed at adapting young
generation to their physical environment
• Education for children was a function
shared by all parents & neighbours
• It had five components/elements
 Five Elements of Traditional
Education
1. Instruction in history and traditions of
the clan and tribe
• To develop sense of loyalty & pride
• Songs, wise sayings, dances, & stories
 CONTN’
2. Apprenticeship in practical skills
• Boys accompany their fathers, uncles &
grandfathers
• Girls followed their mothers, aunts &
grandmothers
 CONTN’
3. Social obligations & inculcation of
good manners
• Teaching of correct modes of sitting,
greeting; receiving gifts
• Hospitality to strangers
 CONTN’
4. Religious teaching
• Existence of a Supreme Being (Mulungu,
Lesa, Leza, Nyambe, etc)
• Influence of spirits on people’s lives
• Spiritual significance of events
• Appeasement of spirits
 CONTN’
5. Hygiene and Initiation ceremonies
• Instruction given upon reaching puberty
• Usually held in secluded areas (e.g bush)
• Tests of physical endurance
• Traditional hygiene & sexual behavior
• Responsibilities and rights of married life
 CHARACTERISTICS OF
TRADITIONAL EDUCATION
CURRICULUM
• Detailed knowledge of the environment
• Roles in network of kinship & relationships
• Emphasis on communal aspects than
individual
• Rights & obligations
• Laws, customs, moral principles, etc.
 PROCESS
• Imitation
• Ceremonies
• Participation in adult activities
• Formal skills training (e.g. pottery,
herbalist)
• Non-formal (e.g. seclusion periods)
• Use of punishment & fear to shape
behavior
 STRENGTHS
• Meaningful/relevant
• Unifying
• Holistic
• Effective
• Practical
 LIMITATIONS
• Static, conservative & not open to change
• Rigid
• Lacked written records
• Limited scientific understanding
 EARLY MISSIONARY EDUCATIONAL
ACTIVITIES IN NORTHERN RHODESIA
• AIMS OF MISSIONARY EDUCATIONAL
ACTIVITIES
• TYPES OF MISSIONARIES
 AIMS OF MISSIONARY
EDUCATIONAL ACTIVITIES
• Evangelise
• To teach locals how to Read, Write and do
Arithmetic
• Teach locals rules of hygiene and other
survival skills.
 EDUCATIONAL WORK OF MISSION
SOCIETIES
• Christian Missionary activities in Africa were
influenced by the work of David Livingstone.
• Some societies include:
1. Paris Evangelical Missionary Society - 1878
2. Brethren Missionary Society – 1882
3. London Missionary Society- 1883
4. Primitive Methodists - 1893
5. Church of Scotland - 1894
 Missionary Education
• All educational development in the colony was
left in the hands of various missionary groups
• Missionaries were motivated to give formal
education for the people to read the Bible
• No appeal to African traditions
• Rejected much of traditional ways of life
• Schools were therefore alien to the local
culture
 Missionary Education
• Local people showed little interest in
schooling
• Mission schools had many setbacks
• Took time for local people to accept
missionaries & for missionaries to learn local
languages
• Children were only sent to school if not
needed for work
• Teachers in mission schools were poorly
educated
 Missionary Education
• In 1916/18, BSA Co passed the Native
Education Proclamation Act to control &
monitor missionary involvement in education
• But refused to fund missionary education
• Missionaries received this with bitterness and
anger
• Missionaries supported schools from their
own meager resources
The BSA Co Rule

1890- 1924
 Origin

• BSA Co founded by Cecil Rhodes in 1889

• Company received royal charter from the
British Govt the NR territory
• Gained control through Lochner
Concession between BSA Co & Lewanika
of the Lozi.
• From 1890 to 1924, the Co administered
NR
 Origin
• In the treaty, Loziz were assured of
protection from inter-tribal wars
• Annual subsidy of €850 for Lewanika
• 10% of the taxes used to build schools,
hospitals, roads, etc
• BSA Co obtained exclusive rights to exploit
mineral resources in the Copperbelt area
• The Co merged N/W & N/E Rhodesia in
1911 into NR
 Education Provision by the
BSA Co
• The Co was under obligation to educate the
people
• However, it showed little or no interest at all in
the provision of education to Africans
• Completely neglected African education
• Their interest was only in commerce & industry
• Collected large sums of money in taxes from
local people
Education Provision by the BSA
Co
• But gave no money for schools
• Only established Barotse National School in 1907 at
Kanyonyo in Mongu
• Only attended by children of African ruling groups (e.g.
royal families)
• Education provided was to support colonial structures
• Education was to be elementary and limited to a few
• BSA Co only considered the education of white settler
children
Education Provision by the BSA
Co
• All educational development in the colony was
left in the hands of the missionary groups
• The Co refused to give financial assistance to
missionaries who were willing to provide
education
• In the BSA Co rule, no machinery existed for the
administration of education
• For 34 years, the Co neglected education
provision
• In 1924, the Colonial Office took over the
administration of the colony from the BSA Co.
 THE BSACo ACHIEVEMENTS
• Ended the slave trade and the inter tribal wars
• Established an administrative system
• Maintained law and order in the Colony.
*** In 1924, the Colonial Office took over the
administration of the colony from the BSA Co.
 References

Mwanakatwe, J.M. (2013). The Growth of

Education in Zambia since independence.
Lusaka: UNZA Press.
Snelson, P. (1974). Educational
Development in Northern Rhodesia 1883-
1945. Lusaka: NECZAM.