After Independence The Educational Reform Of Zambia Research (1964-2010)

In the ex-colonial period, indigenous education provided necessary science and skills for the development of the pre-modern Zambia, and by sermonizing and social practicing, culture was inherited through generations. With the western invasion, the parochial education had gradually replaced the local system and became the earliest modern education forms. But the missionary education aimed to propagate western culture and value, as well as the colonial government were not active to put more into the education field, so education in the colonial period did not get wide extension for the special reasons.Then ten years after its independence, the new Zambian government made educational policy in accordance with the modernized theories. The double education system formed in the colonial time was transformed rapidly and the new system also got expended in every stage. Then a world economic crisis happened in 1973, which made a sharp fall of the copper prices and led the country into an unprecedented financial hardship. Later affected by the promotion of the international socialism, it took in attachment theory and put it into practice, and then the educational management system tended to be more tyrannic and centralized. In the 1980s, Zambia adopted the plan for the economic restructuring presided by the World Bank and International Monetary Fund. But that plan was aimed at controlling the governmental expenditure and decreasing the financial deficit. However, the investment into education was decreased accordingly, and therefore the United National Independence Party (UNIP) stepped into an increasingly arduous way to keep the established educational scale with the limited resources. In 1991, a movement for Multi-Party Democracy led by Frederick Chiluba took place, and then Chiluba was in office, who led the new government to decentralize the authority of the educational management system, so the assuming education parts got more and more multivariant. Afterwards, the education system tended to be privatized and liberated.Nevertheless, the support for education weakened day by day due to the feeble economy, the going-up population pressure, the contagion of Aids, and so on. In all, Zambian educational reform has encountered these four paradoxes, and the day of the education revival will be far away to come in this country.