Objective : To review on the book " Education As a practice of freedom " Method : A critical analysis . Results: the book shows the view of the method of teaching adult literacy . Why not just be a spectator , the ideas it presented demonstrate trademarks of experience in Brazil in the 1960s . Conclusion : As a classic reading of this work and of paramount importance to the conceptual understanding of continuing health education , because it encourages us to reflect on our educational processes in vocational training and health education through learning seeking significant change for people people who change the world .

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Education as the Practice of Freedom

Changing works: visions of a lost agriculture

This book discusses how the mainstreaming of the African Indigenous Knowledge systems (AIKS) into the formal and non-formal educational curricula could enhance the achievement of Education for All (EFA). Many countries, have not achieved the EFA goals. Quality, access, finance, negative traditional practices, use of curricula of assimilation from former colonial powers and credibility of the education offered have been cited as some of the reasons. In this book, particular reference is made to the forms of AIKS practised by the Chewa people of Zambia. The book shows that the Chewa people had an organised system of education, with family, a reflection of the community, as a starting point. This was life long education where everybody was learning and teaching, with learners moving from one phase of learning to another all the time. This book shows that both the school and AIKS are criticalcomponents in the quest for the provision of quality education for all. Theories, models and frameworks of a possible hybridization of AIKS and WKS have been suggested in this book.

Education for All and African Indigenous Knowledge Systems

This study sought to establish the conceptual understanding of functional literacy by selected residents of Lusaka and how they thought it was applied in the society. The study was guided by four research questions (a) what was the understanding of functional literacy by residents of Lusaka? (b) what role did functional literacy play in a society and how did it improve people’s lives? (c) how was functional literacy applied according to residents of Lusaka? and (d) what were the challenges faced by functionally illiterate people according to respondents? This was a qualitative mode of inquiry under post positivism research paradigm. The specific research design used was phenomenological with the constructivist theory. Data was collected through face to face interviews with residents of Lusaka that were randomly selected. Data was analyzed thematically by grouping related information under certain themes. The study revealed that functional literacy is the application of reading and writing skills in people’s daily lives such as reading cell phone messages, social media chats, receipts, writing plans, notes, budgets, books, messages on social media and others. Other respondents indicated that it was the ability to translate theory or skills into practice. It was further noted that, functional literacy helped people to be self-sustaining, in return, contributing to social, political and economic development of the country. It was further reported that people that were functionally illiterate had limited access to written information and were prone to certain risks such as eating expired foods. The study recommended that the government and non-governmental organisations should sensitise the people of Lusaka on the concept of functional literacy.

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Understanding the Concept of Functional Literacy by Selected Residents of Lusaka District of Zambia

For generations, higher education in much of Sub-Saharan Africa has been disengaged from the problems of local communities largely due to the design of colonial education and the later thinking of industrial models of education where knowledge was received from experts at the top of the knowledge ladder. But new knowledge economics, the possibility of building collective learning frameworks and the need to solve globally linked problems that involve local communities is changing this thinking. Globally linked problems such as disease, environment, social and political stability and globalisation manifest locally and create challenges locally in various ways. This chapter explores the leadership of Zambia’s flagship university in serving the needs of local communities’ sustainable development with research and service resources of its graduate education system and its network. Understanding that knowledge is now formed both by collectives of people at the community level that is linked through major networks, it is particularly important that universities take a leadership role in building linkages to local communities. Specifically, leadership in the following community linkage areas are examined: community service schemes, consultancy services, research and project partnerships, community field tours and capacity development.

Universities as leaders in community development: The case of the university of zambia

This study was an evaluation of the Neganega adult literacy programme in Mazabuka district of the Southern Province of Zambia. The study assessed whether or not the aims and objectives of the Neganega literacy programme were being fulfilled as the gap or new knowledge which the study sought to establish. The study employed the CIPP Model of evaluation according to Stufflebeam (1971) with particular emphasis on context, input, process and product evaluations. This Model looked at the processes and strategies used in fulfilling the aims and goals of the programme such as the methods used for teaching and learning, nature of teaching materials, type of learners involved including the suitability of Facilitators. It also looked at variables to do with what has been achieved at the end of the programme and what literacy skills the learners acquired, displayed and how they applied them in their daily lives to uplift themselves. The research design used was qualitative as data was collected through face to face interviews, focus group discussion and observation method. The study subjects involved programme participants such as administrators, facilitators, graduates, students and some members of the community. The sample size of fifty one subjects was drawn from the population. Ten of these were graduates of the Neganega literacy programme, ten were students still on the programme, eight were facilitators, nine were administrators and fourteen were community members for triangulation data collection purposes. The justification for having a sample size of fifty one is that firstly, during interviews with the study subjects, a good number of respondents were giving the same answers to a number of research questions. Secondly, the target population or the nature of the programme under study does not have a lot of people deeply involved in the programme and lastly, the time data was being collected was a critical period as the subjects of the study were busy with their daily routine works like farming and looking for different basic needs making themselves very hard to access.
The findings of the study revealed that the Neganega literacy programme, though facing a number of challenges was meeting its aims, goals and objectives. The programme was teaching different literacy and life skills such as income-generation and critical thinking skills with a spirit of self-sustainability.The programme also conscientize learners and the community on various issues affecting their lives and suggest means of addressing those issues. The findings also revealed that the programme was performing well because of a number of factors; firstly, the aims and objectives of the programme were relevant to peoples’ lives as they were addressing the needs and aspirations of the community. Secondly, the benefits of the programme were immediately visible within the community and lastly, the inception, development and implementation of the programme involved all the stakeholders in the community. The study recommended that such programmes needed to be…

Sitwe Benson Mkandaŵile

Papers

An evaluation of the Neganega literacy programme in Mazabuka District of Southern Province of Zambia