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Relevant bibliographies by topics / Religious education – Curricula – Zambia

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Academic literature on the topic 'Religious education – Curricula – Zambia'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Religious education – Curricula – Zambia"

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Carmody, Brendan. "Zambia: multi‐faith religious education?" Journal of Beliefs & Values 27, no. 3 (2006): 291–301. http://dx.doi.org/10.1080/13617670601001140.

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Zirkel, Perry A., and Ivan G. Gluckman. "Religious Challenges to Curricula." NASSP Bulletin 79, no. 567 (1995): 94–97. http://dx.doi.org/10.1177/019263659507956715.

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Carmody, Brendan. "RELIGIOUS EDUCATION AND PLURALISM IN ZAMBIA." Religious Education 98, no. 2 (2003): 139–54. http://dx.doi.org/10.1080/00344080308289.

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Munyeme, Geoffrey, and Peter C. Kalebwe. "Astronomy Education: The Current Status in Zambia." Transactions of the International Astronomical Union 24, no. 3 (2001): 38–45. http://dx.doi.org/10.1017/s0251107x00000407.

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AbstractThere are many interlocking factors determining the introduction of astronomy education in Zambia. The process of infusing this new subject into an education system so centralised as that of Zambia is extremely complex. At school level the process is more complex than at university level, as all syllabuses are developed by a central body, Curriculum Development Centre (CDC) whose priorities are determined by perceived social and economic needs of the country. The prevailing notion in Zambia is that astronomy has no direct bearing on future employment needs. It is therefore not surprisi

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Simpson, Anthony, and Brendan Carmody. "Education in Zambia: Catholic Perspectives." Journal of Religion in Africa 31, no. 3 (2001): 362. http://dx.doi.org/10.2307/1581615.

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Reck, Stacie. "Analyzing and Evaluating Christian Religious Education Curricula." Christian Education Journal: Research on Educational Ministry 9, no. 1 (2012): 27–42. http://dx.doi.org/10.1177/073989131200900103.

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Lafrarchi, Naïma. "Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools." Religions 11, no. 3 (2020): 110. http://dx.doi.org/10.3390/rel11030110.

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Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this a

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Thomas, Norman E. "Book Review: Protestant Mission Education in Zambia, 1880–1954." International Bulletin of Missionary Research 12, no. 1 (1988): 40. http://dx.doi.org/10.1177/239693938801200122.

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Mulenga, Emmanuel Tinnash, Yan Tu, and Dixian Teng. "Contemporary problems and solutions for early childhood music education in Zambia." International Journal of Visual and Performing Arts 3, no. 1 (2021): 53–61. http://dx.doi.org/10.31763/viperarts.v3i1.340.

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Music education is now receiving attention from all works of life especially from psychologist studying children’s mental development scientist has revealed that music education in early childhood helps children develop auditory sense nerves and most of the musical activities aid cycle motor development and children who learn musical instruments have a strong memory function abilities which help them to solve problems in other learning subjects. Learning music in early childhood educations is the bed lock of future education. This is the main reason why early childhood music education research

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Simuchimba, Melvin. "Religious Education in a ‘Christian Nation’: The Case of Zambia." British Journal of Religious Education 23, no. 2 (2001): 107–16. http://dx.doi.org/10.1080/0141620010230205.

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Dissertations / Theses on the topic "Religious education – Curricula – Zambia"

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Zuhdi, Muhammad. "Political and social influences on religious school : a historical perspective on Indonesian Islamic school curricula." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102775.

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As the most populous Muslim country in the world, Indonesia has a unique experience in dealing with Islamic education, a system that was established years before the country's independence. This dissertation focuses on the development of Indonesian Islamic schools in facing the challenges of modernization and globalization, with special reference to their changing curricula. Using the social constructionist perspective as an approach, this study examines the significance of political and social changes to the development of Islamic schools' curricula throughout the country's history. This stud

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Amira, Mohamed I. "Experiences of Graduate Muslim Students with Religious Microaggressions." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554150264316075.

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Sutjiono, Rohana Joshua. "The relevance and effectiveness of the curricula of theological institutions in Indonesia in addressing ministry issues related to Islamic and animistic rituals." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Mitchell, Marvin Keith. "Creationism and evolution: The role of Christian colleges in the preparation of public school teachers." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/2471.

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The Assembly of God Church, The Southern Baptist Convention, and the Seventh-day Adventist Church sponsor Brighton University, Collier University, and Lynwood University respectively. Each of these Christian denominations holds creationism as a tenet of the faith. Each university also operates a state approved teacher education program. A number of preservice elementary teachers at these three schools are choosing to teach in public schools where the teaching of creationism is not an option in the science curriculum. Thus, creationist institutions and instructors are training more and more pre

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Jones, Thomas G. "Religion in Indiana's public high schools." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117121.

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Ferguson, Rene. "Teacher development for religious and cultural diversity in citizenship education : a community of practice approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6770.

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Thesis (PhD)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the study is associated with curriculum reforms in South Africa since democratization in 1994 and the growing interest globally in the integration of Citizenship education and Religion education. In South Africa, the new national curricula after 1994 introduced Life Orientation as a learning area / subject which includes Citizenship education with Religion education as key focus areas. The outcomes associated with these focu

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Fleming, Safa Rebecca Lorraine. "Locating Women's Rhetorical Education and Performance: Early to Mid Nineteenth Century Schools for Women and the Congregationalist Mission Movement." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209093895.

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Oliver, Shawn L. "Comprehensive Curriculum Reform as a Collaborative Effort of Faculty and Administrators in a Higher Education Institution: A Case Study Based on Grounded Theory." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227551033.

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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Feb. 17, 2010). Advisor: Eunsook Hyun. Keywords: higher education curriculum; theological education curriculum; grounded theory; case study; comprehensive curriculum reform; faculty role in curriculum; administration role in curriculum; faculty and administration collaboration; curriculum model; organiz. Includes bibliographical references (p. 265-265).

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Delhaye, Coralie. "Comparaison des positionnements entre savoirs scientifiques et croyances religieuses à propos des origines du vivant dans les curriculums officiels grec, français et belge." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209167.

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La problématique de recherche étudiée dans le cadre de cette thèse, émerge de diverses réflexions, données empiriques et observations, toutes liées à un constat qui a des implications importantes pour l’enseignement des sciences :le rejet partiel ou total de la théorie de l’évolution aux cours de sciences dispensés à l’école, au nom de croyances créationnistes, dans des sociétés modernes européennes où la science fait autorité.<p>La littérature scientifique qui traite de cette problématique dans le cadre de l’enseignement scolaire en Europe ,analyse les conceptions d’acteurs de l’enseignement

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Daly, Marwa El. "Challenges and potentials of channeling local philanthropy towards development and aocial justice and the role of waqf (Islamic and Arab-civic endowments) in building community foundations." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät III, 2012. http://dx.doi.org/10.18452/16511.

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Diese Arbeit bietet eine solide theoretische Grundlage zu Philanthropie und religiös motivierten Spendenaktivitäten und deren Einfluss auf Wohltätigkeitstrends, Entwicklungszusammenarbeit und einer auf dem Gedanken der sozialen Gerechtigkeit beruhenden Philanthropie. Untersucht werden dafür die Strukturen religiös motivierte Spenden, für die in der islamischen Tradition die Begriffe „zakat“, „Waqf“ oder im Plural auch „awqaf-“ oder „Sadaqa“ verwendet werden, der christliche Begriff dafür lautet „tithes“ oder „ushour“. Aufbauend auf diesem theoretischen Rahmenwerk analysiert die qualitative

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Books on the topic "Religious education – Curricula – Zambia"

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Religious education for all. D. Fulton Publishers, 1996.

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Staffordshire (England). Education Department. Agreed syllabus for religious education. Staffordshire County Council Education Department, 1992.

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Federation, Ontario Teachers'. Values education, religious education, and the Ontario curriculum (1990). The Federation, 1990.

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Education, Alberta Alberta. Religious studies. Alberta Education, 1985.

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Science, Department of Education and. General education: Religious education : draft. Stationery Office, 2000.

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Québec (Province). Ministère de l'éducation. Protestant moral and religious education: Secondary 1. Gouvernement du Québec, Ministère de l'éducation, 1986.

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Inter Faith Network for the United Kingdom. Inter faith issues and the religious education curriculum: Report of a seminar held by the Inter Faith Network for the UK in associaton with the National Association of Standing Advisory Councils for Religious Education. Inter Faith Network for the UK, 2001.

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Islamic textbooks and curricula in Europe. Peter Lang, 2011.

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Damme, John C. Van. Curriculum orientation within religious education programs for Catholic secondary schools. [s.n.], 1985.

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Plan i program vjeronauke za osnovni i srednju školu. Rijaset islamske zajednice u BiH, 1999.

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Book chapters on the topic "Religious education – Curricula – Zambia"

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Kheiltash, Omid, and Val D. Rust. "Inequalities in Iranian Education: Representations of Gender, Socioeconomic Status, Ethnic Diversity, and Religious Diversity in School Textbooks and Curricula." In Inequality in Education. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-90-481-2652-1_17.

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Zia, Rukhsana. "Transmission of Values in Muslim Countries: Religious Education and Moral Development in School Curricula." In School Knowledge in Comparative and Historical Perspective. Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5736-6_8.

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"From World Religions to Lived Religion: Towards a Pedagogy of Civic Engagement in Secondary School Religious Studies Curricula." In Civility, Religious Pluralism and Education. Routledge, 2013. http://dx.doi.org/10.4324/9780203067697-19.

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Brown, Candy Gunther. "Mindfulness in Education." In Debating Yoga and Mindfulness in Public Schools. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0010.

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Chapter 9 assesses MindUP, Mindful Schools, and Calmer Choice as representative examples of mindfulness-based programs (MBPs) with a mission of weaving “secular mindfulness” into the fabric of public-school curricula and school culture. Public-school MBPs foreground neuroscience, while avoiding religious-sounding terms such as “Buddhism” or “meditation.” Many MBPs were developed by Buddhists or Buddhist sympathizers and/or reflect Buddhist-derived assumptions, values, and world views. Controversies, notably a legal challenge to Calmer Choice in 2016, center on complaints of religious coercion. Certain Christians, Buddhists, and meditators note barriers to “opting out” of school programs and/or complain that mandatory mindfulness violates conscience. Because MBP leaders envision mindfulness as more than a curriculum—a way of life—training and certification often require public-school teachers to commit to personal practice, participation in retreats (often led by Buddhists at Buddhist centers), and supervision by guiding teachers (many of them Buddhist meditators). Guidelines for “ensuring secularity” advise subtracting religious language, gestures, and objects, without questioning assumptions undergirding the “core practice.” The chapter argues that secular framing paradoxically increases the potential of public-school MBPs to instill beliefs, values, and practices widely associated with religion.

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"Shiʿi Higher Learning in the Pre-Safavid Period: Scholars, Educational Ideals, Practices, and Curricula." In Knowledge and Education in Classical Islam: Religious Learning between Continuity and Change (2 vols). BRILL, 2020. http://dx.doi.org/10.1163/9789004413214_036.

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Heft, James L. "Faculty Recruitment and Formation." In The Future of Catholic Higher Education. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197568880.003.0010.

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This chapter addresses the challenging question of how to sustain a distinctive religious intellectual tradition while hiring people who are diverse in multiple ways. It singles out multiple misunderstandings of what it means to “hire for mission,” defends the intellectual character of the mission of Catholic education, and gives examples of how to run workshops for faculty to hire for the mission of a Catholic university. Once faculty are hired, the next step is to give examples of how the continued formation of faculty in their academic disciplines can contribute with integrity to the Catholic educational mission. Structural elements, including appointments to chaired positions, the building of core curricula, and the importance of interdisciplinary research, can strengthen the mission of a Catholic university.

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Dinham, Adam, Alp Arat, and Martha Shaw. "Religion and belief in community education and learning." In Religion and Belief Literacy. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447344636.003.0009.

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This chapter studies religion and belief in community education and learning. There has been a long tradition of education and learning in community spaces, both formal and informal. The chapter examines the tensions across three strands of community education: cohesion education, which emphasises skills in multi-faith action; anti-extremism education, which trains community leaders to spot and prevent religion and belief extremism (including non-religious, political extremism) and increasingly addresses anti-Semitism; and citizenship education, which is something of a blend. It also looks at supplementary education in out-of-school settings, the majority of which are faith-based, the curricula of which are largely unknown, and whose very existence has therefore been controversial. This all sits in a context of the widespread absence of forms of adult education focused on politics, power, and inequality, much of which once took place in universities. However, many universities have lost such spaces in the period since around 1980.

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Kelly, Laura. "Educational Experiences and Medical Student Life, c.1880–1920." In Irish Medical Education and Student Culture, c.1850-1950. Liverpool University Press, 2018. http://dx.doi.org/10.5949/liverpool/9781786940599.003.0005.

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Chapter 4 explores what students studied at Irish medical schools from the late nineteenth to early twentieth century, a period when medical curriculum underwent a series of reforms. Furthermore, the chapter examines the importance of educational tools such as medical museums, laboratories and specimens in the context of students’ educational experiences and whether the role of science in medical curricula was affected by the differing philosophies of Irish universities. The transition from the lecture theatre to the hospital ward appears to have been a turning point in the educational experiences of many Irish doctors. Drawing primarily on doctors’ memoirs, student magazines and the surviving records of Irish hospitals relating to clinical education, this chapter illuminates this important facet of medical student experience and how it helped to shape professional identity. This chapter examines the type of hospital experience received by Irish students in addition to assessing the regional differences that existed. Religious persuasion also impacted on students’ choice of hospital, well into the twentieth century. Medical student societies were also an important educational agent for students. These societies helped to groom students into respectable future practitioners and instilled them with the ideals and values of the profession.

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Tomren, Tom Sverre. "Bærekraftig livstolkning – KRLE-faget som brobygger mellom religionenes og ungdommenes klimaengasjement." In Oppvekst og livstolkning. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.107.ch6.

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In this chapter, the authors focus on textbooks’ portrayal of religions and worldviews and their thinking and practice regarding environmental, climate and sustainability issues. Tomren shows how religious institutions work with environmental problems and climate change and analyzes how textbooks designed for religious education in the Norwegian school system address this commitment. His method thus falls under what is referred to as ideological textbook analysis. None of the analyzed books contain texts that explain how various religious institutions are involved in environmental work. The analysis also shows that textbooks for religious education do not place much priority on environment and climate ethics. Another finding is that environmental ethics is detached from the general descriptions of world religions in these books. Tomren argues that the new curricula for Norwegian schools (which will be introduced in 2020–2021), with an emphasis on sustainability education and existence-oriented instruction, requires an upgrade of material that shows how climate and environmental commitment is rooted in reflection and practice in world religions today. Tomren suggests that by taking these steps, the school system can provide a more truthful presentation of religion than they do in existing textbooks and that this can contribute to improved and more relevant environmental education.

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Herzberger, Radhika. "Values and the Culture of Schools." In J. Krishnamurti and Educational Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.003.0003.

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This expository essay describes various facets of translating J. Krishnamurti’s educational thought into an institutional setting at Rishi Valley School. Krishnamurti’s is a spiritual philosophy embedded in a transcendental vision; schools are secular institutions located in particular space and time; the former occupies a religious space, the latter address secular issues. How is the gap bridged? And, is there an interface between the secular and the spiritual in Krishnamutri’s thought? These questions form the core of the exposition. The chapter examines the values derived from the founder’s thought embedded in the school’s curricula, the norms that guide student-teacher relationships, and the shape of its outreach programmes in the areas of conservation, health and rural education.

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Conference papers on the topic "Religious education – Curricula – Zambia"

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Tvrdoň, Miroslav. "EQUAL OPPORTUNITIES – COMPARISON OF ETHICAL EDUCATION AND RELIGIOUS EDUCATION CURRICULA." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1495.

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Griffin, Alidair A., Barbara Doyle Prestwich, and Eoin P. Lettice. "UCC Open Arboretum Project: Trees as a teaching and outreach tool for environmental and plant education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.25.

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The University College Cork (UCC) Open Arboretum Project aims to re-imagine the original purpose of the University’s tree collection – as a teaching tool. The arboretum represents a unique on-campus learning space which has been under-utilised for teaching in recent times. The arboretum has the capacity to engage students, staff and visitors in a tangible way with important global issues (e.g. the climate emergency and biodiversity loss). It is also an opportunity to combat ‘plant blindness’, i.e. the ambivalence shown to plants in our environment compared to often charismatic animal species.

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Reports on the topic "Religious education – Curricula – Zambia"

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stak

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, rec

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