Religious Studies

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CONSECRATED WOMEN IN DEVELOPMENT: A CASE OF THE HANDMAID SISTERS IN THE ROMAN CATHOLIC CHURCH IN ZAMBIA
(The University of Zambia, 2017) Milingo, Tomaida C.
The study was based on the literature review and personal experiences of the author (the author is former sister/consecrated woman). The study gives an overview of the lives of consecrated women in the Roman Catholic Church. Consecrated women are female religious persons in the Roman Catholic Church who lived religious life, which is a form of Christian living. These persons followed Jesus Christ in a more exacting way recognized by the church. The consecrated women professed simple vows of chastity, poverty and obedience and lived a common life. They have also dedicated their lives to the service of God and humankind. In Zambia, the consecrated women (nuns and sisters) belong to several religious congregations through which they operate and in turn contribute to the development of Zambia. These women are involved in many developmental projects. The developmental projects could be social or economic. There is no empirical or documented evidence of the contributions of consecrated women to development in Zambia. The study argues that through their contribution in health and education and social services, the consecrated women have been agents of change from time in memorial. Part of the data was derived from the study, which was conducted in one congregation of consecrated women namely the Handmaid Sisters. The main methods of data collection were document analysis, interviews and knowledge of the author as a former sister or/consecrated woman). The study revealed that the Handmaid Sisters had contributed to the development of the country in various ways namely in education, health and social services. This is evidenced in the number of educational institutions they are managing ( Pre-, primary and secondary schools, home craft and health centers).
The contribution of behavioural theories of learning to education
(The University Of Zambia School of Education, 2013) Ng’andu, Sophie Kasonde; Haambokoma, Nicholas M.; Milingo, Tomaida L. C.
The paper focuses on behavioural theories of learning. The theory of behaviourist concentrates on the study of overt behaviours that can be observed and measured. Some key founding fathers of behaviourist theory such as Pavlov, Thorndike, Watson, and Skinner are given their deserved attention in the paper. In terms of Pavlov, discussion centres on his best known work on classical conditioning or stimulus substitution. Recognition is also granted to Thorndike’s application of "methods of exact science" to educational problems by emphasizing his "accurate quantitative treatment of information". It will be shown that Watson employed Pavlov's ideas in some of his works. The premise of his behaviouristic psychology proposes that all behaviour is established through stimulus-response associations through conditioning. Like Pavlov, Watson and Thorndike, it will be shown that Skinner believed in the stimulus-response pattern of conditioned behaviour and completely ignored the possibility of any processes occurring in the mind. His behaviouristic insights on the principles of operant conditioning in social institutions, of which education is not an exception, are also explored. Among the major contributions the theory of behaviourist has made to education are; the provision of behavioural objectives to the instructional process, the importance of the creation of favourable environments for learning, the enhancement of the ‘behaviour modification’ technique to the educational process, assessment in schools, the ‘drill and practice’ technique as a behavioural teaching methodology, the control of the learning environment through the right use of behavioural reinforcement techniques, the teaching of lesson content that is more 'life-like' and the restoration of self-esteem in maladjusted children in academic contexts.
The contribution of Mukanzubo cultural research institute to the promotion of the Tonga religious and cultural heritage
(The University of Zambia, 2018) Chipembele, Edgar; Ziwa, Judith Lubasi Ilubala
Two years after Zambia’s Independence, that is 1966, the National Museum Board, a Statutory Board created by an Act of parliament Chapter 174 of the laws of Zambia, was formed. Through this Act of parliament, the Zambian Government recognised the role Culture was to play in the development of a new nation and began to explore the question of National identity. Hence, an institute to promote Zambia’s culture was created, that is the National Heritage Conservation Commission (NHCC). Through the NHCC, community museums and cultural institutes like Mukanzubo Cultural Research Institute (MCRI) were founded across Zambia. This study, therefore, investigated the contribution of MCRI to the promotion of the Tonga religious and cultural heritage. The objectives of the study were to explore the traditional and social values taught at MCRI and to assess the views of the traditional leaders on the contribution of the MCRI to the promotion of the Tonga religious and cultural heritage. The theory that guided this study is the socialisation theory. The study employed qualitative approach using phenomenology design. Traditional and religious leaders, parents of students at MCRI and former and current students from the institute formed the sample. The study established that the girls were taught traditional and social values. They were also instructed to know and appreciate certain traditional and cultural practices. The study also revealed that the Tonga religious and cultural heritage was expressed in symbols and artefacts displayed in the institute and women collected the artefacts. The study recommended that in order to serve the core mission of transferring of the Tonga traditional religion and culture across generation, MCRI should increase the enrolment of girls. The study also recommended that MCRI should extend the enrolment of students to boys so that they equally shared and appreciated the rich cultural values taught at the cultural research institute.
The contribution of the Holy Cross Sisters to the educational empowerment of women in the Western province of Zambia
(School of Education, 2015) Ilubala-Ziwa, Judith L; Cheyeka, Austin M.
The purpose of the study was to trace the contribution made by the Holy Cross Sisters (HCS) to the educational empowerment of women in Western Province, with reference to perceptions of former pupils of the Sisters. The study focused on examining how the Sisters have promoted the educational empowerment of women in the colonial and post-colonial periods. To do this, the researcher interacted with sixteen former pupils of Holy Cross Secondary School (HCSS) and one former pupil of Sancta Maria School, a school which was run by the HCS in Lukulu District before it was shifted to Malengwa where it finally became known as HCSS. A qualitative approach to data collection was used. The methods employed were one-on-one interviews and focus group discussions (FGDs). The research instruments used in the study were semi structured interview guide for FGDs, one-on-one interviews and observation guide. The study population consisted of all former pupils of HCSS and Sancta Maria School. The study captured a total of seventeen participants. A small sample was chosen to allow for the use of indepth interviews meant to capture the perceptions of the selected former pupils. The major findings of the study were that the former pupils of the HCS perceived the Sisters to be their major agents of education for empowerment. The HCS empowered women educationally through the provision of school education, following the Ministry of Education (MoE) designed curriculum, the hidden curriculum, hard work, good conduct and their emphasis on spirituality.
Contribution of the Holy Cross sisters to the educational empowerment of women in Western province of Zambia
(Zambia Journal of Education, 2018-06-28) Ziwa, Judith L. Ilubala; Simuchimba, Melvin
Abstract This article is a report on a study that assessed the contribution made by the Holy Cross Sisters (HCS) to the educational empowerment of women in Western Province of Zambia. It sought to analyse the views of stakeholders on the contribution made by the HCS to the educational empowerment of women in the Western Province of the country. The study was guided by Creswell’s (2007) constructivist approach. A qualitative approach to data collection was used with the One-on-one interview method being the main data collection instrument. The population consisted of all the stakeholders of Holy Cross Secondary School (HCSS). Analysis of data revealed that the Holy Cross Sisters contributed to the educational empowerment of women by construction of HCSS. However, there were also barriers arising from traditional attitudes towards women, which were a hindrance to the attainment of educational goals and completion of education among girls. Key Words: Contribution, Education, Empowerment, Stakeholders
The Definition of a Catholic School: A Catholic Educational Policy Perspective
(The University of Zambia Press, 2019) Hambulo, Farrelli; Cheyeka, Austin; Milingo-Kaulule, Tomaida L. C.
The motivation for this article is drawn from the current status quo regarding some key stakeholders of Catholic education who lack sufficient understanding of ‘the definition of a Catholic school’ or exactly what the term ‘Catholic School’ entails. This is because they mostly define a ‘Catholic School’ in limited or restricted terms or just as ‘one run by the Catholic Church’. In as much as such a definition is somewhat correct regarding that which a ‘Catholic school’ is, it does not give a holistic or adequate meaning of a ‘Catholic School’. Further, such a definition is limited and lacks a holistic definition of such schools because they are complexities involving various key features which combining to form the true identity of ‘Catholic Schools’ worldwide. Due to the current status quo regarding the insufficient understanding of what is meant by the term ‘Catholic School’ by some key stakeholders of Catholic education in Zambia, a desk review was conducted to investigate exactly what is meant by the term ‘Catholic School’ in order to promote a holistic or sufficient understanding of this aspect among key stakeholders of Catholic education at all educational levels as well as others interested in the welfare of such education institutions in Zambia. The study was a qualitative descriptive survey design and was grounded in document analysis of Catholic educational policies, key books and other documents providing commentaries on Catholic education in Zambia and worldwide. The study revealed that the idiosyncratic features of Catholic Schools provide the basis for their unique identity globally and it is such features which combine to provide a basis for the sufficient understanding of the meaning of the term ‘Catholic School’. The study also revealed that it is the various features of Catholic education which combine to enhance a holistic understanding of the actual meaning of the term ‘Catholic School’.
Does public school religious education indoctrinate learners
(Zambia Journal of Contemporary Issues, 2003) Simuchimba, Melvin
Harmonisation of curricula and qualifications in higher education in africa: challenges and prospects
(The University Of Zambia School of Education, 2013) Kalimaposo, Kalisto; Chishmimba, C.P.; Mulenga, Innocent
This paper explores the theme of the 2011 African University Day. The theme “Harmonisation of Curricula and Qualifications in Higher Education in Africa: Challenges and Prospects” is in response to the vision of an integrated Africa espoused by the African Union Commission (AUC) on Higher Education. The African Union (AU) in collaboration with the Association of African Universities (AAU) has embarked on developing a strategy for harmonization of Higher Education Programmes in Africa in order to foster cooperation in information exchange, harmonization of curricula and policies, and attainment of comparability of qualifications in order to facilitate mobility of Africans across African countries for employment and further study.
The Impact of the Declaration of Zambia as a Christian Nation on Religious Education: Perceptions of Stakeholders
(The University of Zambia Press, 2019) . Ilubala-Ziwa, Judith L.; Kamanga, Gilbert; Musonda, J.; Njobvu, Maligelita, J.
The impact of the declaration of Zambia as a Christian nation on Religious Education (R.E.) can be looked at in terms of content, strategies and learners. In terms of content, some sections of society may consider R.E. as a means to overtly promote Christian beliefs, practices and ideologies. However, in Zambia schools comprise learners who are religiously heterogeneous. Furthermore, the 1996 National Educational Policy espouses liberal democratic values such as autonomy, liberty and fairness. The objectives of the study were to: establish the views of stakeholders on the declaration of Zambia as a Christian nation and Religious Education; examine the impact which the declaration of Zambia as a Christian nation had on R.E. While most stakeholders argued that R.E. should become more inclusive, others asserted that due to the declaration of Zambia as a Christian nation, RE should be exclusive to Christianity. This trend, defeats the educational aim of R.E. which is, the acquisition of knowledge, skills, attitudes and values. The dominance of a single religion in R.E. risks limiting awareness of religious diversity and deprives learners a genuine space for dialogue with other religions. It was in this regard that the study investigated the perceptions of senior secondary school R.E. teachers, learners and religious leaders on the impact of the declaration of Zambia as a Christian nation on R.E. The study employed the qualitative approach with interview and focus group discussion as methods of eliciting date from the respondents
THE LEADERSHIP ROLE OF WOMEN IN SELECTED CHURCH DENOMINATIONS OF KABWE DISTRICT, ZAMBIA
(The University of Zambia, 2017) Ziwa-Ilubala, Judith L
The study examined the leadership role of women in the church in Zambia, with reference to the views of adherents of different churches in Kabwe District. Using case study design, the study examined the adherents’ views from the contemporary Christian perspective, based on the following principles that are relevant to the current status of women: since every individual is infinitely worth in the sight of God, humans should demonstrate respect for all persons, seek to create a social order in which neither laws nor customs should sanction any form of injustice; whatever may be the norm in the social order, in the Christian fellowship there should be no discrimination on the basis of sex, and all persons have the right and the responsibility to mature as individuals, to develop their own potential and to use their talents to the fullest extent possible. Basing on these principles, the study was carried out and data was collected, using qualitative methods, from 20 respondents. The study established that in Kabwe Disctrict, the leadership role of women in the church was a crucial issue. In the Roman Catholic Church, for example, women were ineligible for ordination to the priesthood. Though the sentiments gathered from the majority of the participants favoured women ordination in the Catholic Church, the situation was not likely to change in the near future. This was the same scenario among the protestant churches. In Pentecostal churches, however, the converse applied; most of the denominations, such as Bread of Life, accepted women as pastors. The study concluded that the church in Kabwe District remained predominantly patriarchal as far as distribution of roles on gender basis was concerned. An equitable application of gender equality within the church was yet to be realised.
Power relations between teachers and head teachers: a case of selected secondary schools in Lusaka district, Zambia
(Multidisciplinary Journal of Language and Social Sciences Education, 2020-09-20) Sompa, Maureen; Machila, Nisbert; Chibamba, Agnes Chileshe; Muleya, Gistered
The study sought to explore power relations between teachers and head teachers and its implications on pedagogy on selected secondary schools in Lusaka District, Zambia. The study draws a theoretical framework from Michel Foucault’s notion of power relations. The study employed a descriptive design through the application of qualitative method. Data was collected from 5 secondary schools in Lusaka District. The sample comprised of 20 teachers and 5 head teachers, who were sampled purposively. Data was gathered through interviews and documents and was analyzed thematically by identifying patterns and themes within or across the data. Frequencies and percentages were run to shed more light on the responses from teachers and head teachers and this was presented through the use of figures. The main findings of the study revealed that the causes of power relations between head teachers and teachers varied. Responses from head teachers included absenteeism, late coming, teachers having a negative work culture and not submitting teaching files on schedule. Teachers indicated the following causes of power relations; teachers having higher qualifications than the head teacher, incompetence on the part of the head teacher, unsatisfactory class allocation, and favoritism. Furthermore, the study revealed that power relations have a negative implication on pedagogy such as teachers projecting their frustration on learners, loss of morale on the part of the learners which results in disliking a subject (s) of that particular teacher. The findings of the study further indicated that teachers and head teachers were able to manage their power differences through various management strategies such as confrontation,avoidance, dialogue, maintaining government policy by giving teachers copies of working conditions, charging the teacher, mediation, communication and scolding the teacher. Despite managing the power differences using several strategies, personal grudges between teachers and head teacher still exist. In light of the findings, the study recommends that both headteachers and teachers should undertake a compulsory course on management of power relations in the secondary school teacher preparation programmes. It also recommends that headteachers should also be encouraged to adopt a compromising style for conflict management. Keywords: Power Relations, Conflict, Teachers, Headteachers, Pedagogy, Lusaka
Religion in public life: rethinking the visibility and role of religion as an ethical resource in the transformation of the higher education landscape in post-1990 Zambia
(Changing societies & personalities,, 2019) Simuchimba, Melvin; Mwale, Nelly
Religious education and the problem of faith commitment in Zambia
(Mission Press, 2007) Simuchimba, Melvin
The problem of faith or religious commitment versus neutrality in the theory and practice of modern RE is still far from being resolved at least in as far as it affects societies that are still becoming plural ,multi-faith and multi-cultural. This article discusses the problems of the RE teacher's faith commitment and neutrality with reference to one such society, Zambia. The article first attempts to briefly define the concept of education. It then argues that both dogmatic religious commitment and strict professional neutrality by the teacher are untenable. It purposes a middle path approach, professional religious commitment as one possible way.
Religious Education confessional or educational?
(Mission Press, 2008) IIubala, Ziwa.J.L
Religious Education in Zambia: At the crossroads
(Mission Press, 2005) Simuchimba, Melvin
Religious education in Zambia: syllabuses, approaches and contentious issues
(Mission Press, 2004) Simuchimba, Melvin
Religious education in Zambia: Towards religious literacy, religious pluralism and liberalism
(School of Education, 2015) Kamanga, Gilbert; Simuchimba, Melvin
Religious education in Zambia: Towards religious literacy, religious pluralism and liberalism This paper stems from a study conducted to ascertain whether or not the current Zambian senior secondary school RE syllabuses could lead to the attainment of religious literacy and the promotion of religious pluralism and liberalism which are integral parts of modern RE. The methods of data collection included in-depth semi-structured interviews, lesson observations and document analysis, using semi-structured interview guides, focus group discussion guide, lesson observation checklist and document analysis checklist, respectively. The study found that Zambian RE is poorly handled, and that the current syllabuses are deficient in attaining religious literacy. It recommends that RE teachers should go beyond teaching for examinations if the subject is to contribute to the promotion of religious literacy, religious pluralism and liberalism.
Religious education versus moral education in schools
(Zambia Journal of Education, 2008) Simuchimba, Melvin
Religious, Cultural and Moral Changes in the Chibwelamushi Harvest Ceremony of the Lala-Swaka people of Serenje and Mkushi districts
(The University of Zambia Press, 2019) Masaiti, Gift; Ngabwa, Dorothy
The study sought to determine the changes that have taken place regarding the religious, cultural and moral aspects in Chibwelamushi Harvest Ceremony (CHC) of the Lala and Swaka people of Serenje and Mkushi districts. The study employed qualitative approaches in which it evoked ethnographic interview design in order to effectively address the issues raised by the research question. The method of data collection included, observation, interviews and document analysis using the semi structured interview guides activity, observation checklist and document analysis checklist. The target population included all Lala and Swaka People. The sample of 14 interviewees included one national chairperson and secretary of CHC, 2 representatives from insaka yelala, 2 initiators of initiates, 2 Traditional Affairs Officers, 4 ordinary members from two tribes and one senior chief from each district. The study revealed how the coming of Christianity, colonialism, modernity and capitalism have impacted on CHC. Based on the findings, the article recommends among others that the Lala and Swaka people take it upon themselves to teach the young ones the significance of CHC as well as inculturate some positive aspects of Christianity, colonialism, modernism and capitalism with key aspects of CHC in order to safeguard these aspects against erosion and extinction so that this ceremony can be appreciated and preserved to the next generation
Teaching of Islam in Zambia’s two Senior Secondary School Religious Education Syllabuses of 2013: Stakeholders’ Educational Perspective
(The University of Zambia Press, 2019) Masaiti, Gift; Tembo, Osward
Many studies conducted on Religious Education (RE) in Zambia have repeatedly reported that the two senior secondary school R.E. syllabuses (2044 and 2046) are exclusively Christian in content and approach. The studies have also indicated that Islam and other non-Christian religions have continued to be marginalised in the two R.E. syllabuses despite many educationists advocating for a pluralistic and equal coverage of all the religions in R.E. Further, the studies have revealed many deficiencies of the Zambian R.E. in meeting the educational principles as espoused in the national policy document on education of 1996. However, what seems to be lacking are the views of various stakeholder on how the teaching of R.E. particularly the Islamic dimension in both R.E. 2044 and 2046 could be reformed in terms of the content coverage, teaching methods and the context. In this light, a qualitative sample of four teachers of R.E. drawn from four selected secondary schools in Lusaka district, two Muslim sheikhs at Makeni Islamic Society Trust (MIST) and a Curriculum Specialist at CDC was purposively and randomly selected. Semi-structured interviews were used to collect data which were then analysed qualitatively. The study revealed the need to include a religious perspective on how Islam responds to current issues on corruption, gender and HIV and AIDS. The study also revealed that some Islamic concepts and teachings should be fully supported by the Quranic quotations and or teachings from the Hadith in order to improve the Islamic content. Educational trips, research projects and guest speakers were suggested as viable ways of teaching the Islamic component in the RE syllabuses.

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