【摘要】：前殖民地時(shí)期,贊比亞本土教育提供了前現(xiàn)代社會(huì)所必須的知識(shí)與技能,通過說(shuō)教以及社會(huì)實(shí)踐的方式實(shí)現(xiàn)了文化的傳承。伴隨著西方的入侵,教會(huì)教育成為了贊比亞最早的近代教育形式,并最終取代了本土教育。教會(huì)教育由于其目的是傳播西方的文化和價(jià)值觀,加之殖民政府沒有意愿增加在教育領(lǐng)域的投入,故在整個(gè)殖民地時(shí)期教育僅僅實(shí)現(xiàn)了極為有限的擴(kuò)張。 獨(dú)立后十年,現(xiàn)代化理論成為贊比亞新政府制定教育政策的重要理論基礎(chǔ),贊比亞迅速改變了殖民地時(shí)期形成的雙重教育體制,在各層級(jí)實(shí)現(xiàn)了教育的擴(kuò)充。1973年世界經(jīng)濟(jì)危機(jī)后,由于銅價(jià)急劇下跌,贊比亞陷入了空前的經(jīng)濟(jì)困難。在國(guó)際社會(huì)主義運(yùn)動(dòng)的推動(dòng)下,贊比亞政府接受了依附理論,此后,贊比亞的教育管理體制越來(lái)越趨向?qū)Ｖ苹图瘷?quán)化。20世紀(jì)80年代后,贊比亞接受了世界銀行和國(guó)際貨幣基金組織主持的經(jīng)濟(jì)結(jié)構(gòu)調(diào)整計(jì)劃,調(diào)整措施的出發(fā)點(diǎn)旨在控制政府的支出,減少財(cái)政赤字,然而教育領(lǐng)域的投入也相應(yīng)的降低,聯(lián)合獨(dú)立黨要通過有限的資源維持既定的教育規(guī)模顯得越來(lái)越困難。1991年,齊盧巴領(lǐng)導(dǎo)的多黨民主運(yùn)動(dòng)取代聯(lián)合獨(dú)立黨上臺(tái)執(zhí)政。此后實(shí)行了教育管理體制的分權(quán),承擔(dān)教育責(zé)任的主體日益多元化。贊比亞教育朝著私有化和自由化的方向發(fā)展。 由于經(jīng)濟(jì)增長(zhǎng)乏力,人口壓力增大以及艾滋病的蔓延等多重因素的影響,贊比亞教育的支撐力量越來(lái)越薄弱。教育改革如果不能徹底走出四個(gè)悖論,那么教育的真正復(fù)興將遙遙無(wú)期。
[Abstract]:During the pre-colonial period, Zambian native education provided the necessary knowledge and skills for the pre-modern society, and achieved cultural transmission through precolonial teaching and social practice. With the invasion of the West, church education became the earliest modern form of education in Zambia and eventually replaced native education. Because the purpose of church education was to spread western culture and values, and the colonial government did not want to increase its investment in the field of education, it only achieved a very limited expansion in the whole colonial period. Ten years after independence, modernization theory became an important theoretical basis for the new Zambian government to formulate educational policies. Zambia quickly changed the dual educational system formed during the colonial period. Education has expanded at all levels. After the world economic crisis of 1973, Zambia suffered unprecedented economic difficulties as copper prices plummeted. Driven by the international socialist movement, the Zambian government accepted the theory of dependency. Since then, Zambia's educational management system has become more and more autocratic and centralized. Zambia has accepted the World Bank and the International Monetary Fund's economic restructuring plan, which aims to control government spending and reduce the fiscal deficit, while spending on education has fallen accordingly. It is becoming increasingly difficult for the United Independence Party to maintain its education with limited resources. In 1991, the multi-party democratic movement led by Mr Chiluba took power instead of the United Independence Party. Since then, the educational management system has been decentralized, and the subjects responsible for education have become increasingly diversified. Education in Zambia is moving towards privatization and liberalization. The support for education in Zambia is becoming weaker as a result of sluggish economic growth, increased population pressure and the spread of HIV / AIDS. If education reform can not completely out of the four paradoxes, then the real revival of education will be in the distant future.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：K473.6

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