The discontinuity between education policy and implementation in secondary school education in Zambia : 1964-1998

Abstract

This dissertation focuses attention on the trends in secondary school education globally, with the Zambia backdrop providing a platform for a comparative study of the global scenario. Research results reveal that analysis of education planning and the process of policy formulation may be hinged on different ideological, economic, technological and social premises.

Shifts in regimes and ideologies have often left behind paradigm shifts and discontinuities in the educational sectors of countries. The processes of globalisation and internal accommodation of national forces have conjoined to impact heavily on educational policies. Be it in commandist Russia or neo-liberal USA, there. has always been the felt need to use education planning as a leverage to score multiple points, including the gaining of national competitive advantage on the frontiers of knowledge and intelligence.

There is strong evidence in this dissertation to suggest that exhaustive policy analysis is cardinal to the successful implementation of education policies in Zambia, more especially in this post-modern age of information sharing