IN ZAMBIA THE SCHOOL
COMES TO THE PUPILS
A project sends tutors to the villages – orientation towards successful institutions in other parts of the world
Zambia’s rural population is among the poorest in Africa. Zambia is particularly affected by a high mortality rate due to the HI virus. This also explains why 45 percent of Zambia’s population is under the age of 15 and why there are about one million AIDS orphans.
AIDS as the biggest problem
The scale of the epidemic also has catastrophic effects on education. More and more children have to drop out of school to care for their sick parents, siblings and livelihoods. Every year, two thirds of the trained children die.
AIDS teachers. An average of 4.9 years of schooling in rural Zambia is compared to 8.2 years in the cities. The low school enrolment rate in Zambia is attributed to the lack of primary and secondary schools and the poor standard of education in primary schools.
The way to school as martyrdom
The average student walks seven kilometres every morning to school, has not eaten anything, is tired, malnourished and suffers from intestinal parasites,
is sweaty on arrival and can’t concentrate. He or she is sitting with 50 other children whose condition is similarly poor. The children’s receptivity is accordingly minimal. The teacher is insufficiently trained, poorly motivated and underpaid. He speaks the teaching language English only badly. Acoustics and ventilation are poor, the classroom dark, there is no chalk, the blackboard reflects. The school is a strange world that does not teach the pupils enough knowledge. The subject matter is of no use to them, to their social environment or to the society that awaits them as adults on the labour market.
development school as goal
Inshindo wants to contribute to breaking this vicious circle of early school leavers and the low enrolment rate in secondary education. The project was launched to teach children and young people in their village communities with the help of local tutors. The aim is to build a development school based on the successful model of the Fundaec development school.
Education geared to needs
The maxim of the project is the consideration of local educational needs. The first of the 18 planned workbooks on various topics have already been published. An important part of the curriculum is “social learning”. Experience shows that skills consist of the following elements: Knowledge, skills, attitudes,
Understanding concepts and applying universal principles to everyday problems. After
After successful completion of the curriculum development, the training programme is to be transferred to other regions of Africa.
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