This report was commissioned by the Global Partnership for Education's Secretariat to take stock of how disability and inclusive education are in included in education sector plans (ESPs) in 51 countries, including GPE-funded programs, such as education sector program implementation grants (ESPIGs), program documents (PADs), implementation…

Sub-Saharan Africa is the region of the world most affected by HIV & AIDS, accounting for two-thirds of the global burden of the pandemic. People with disabilities are regarded as a high-risk group for HIV but have been largely neglected in programmes of education, treatment and support. This paper examines the possibilities for a learning…

In the Republic of Zambia, an estimated 256,000 persons have some form of disability, and of these, 5.4% have intellectual disabilities. Even now, traditional beliefs about the etiology of intellectual disabilities persist and considerable stigma is attached to the presence of persons with intellectual disabilities who are often excluded from…

There is heightened concern about the need to provide effective special education services around the world. There is also evidence showing that most countries have either legislation already in place or are currently designing legislation to govern the provision of education services and protect the rights of children and families challenged by…

Describes the aims of the external degree program at the University of Zambia and the courses available to external-degree students. Discusses the advantages and disadvantages of integrating the external-degree program into the academic functions of a conventional university, arguing that an alternative model is not practical at present. (GEA)

The global spread of HIV and AIDS has presented a major threat to development, affecting the health of the poor and many aspects of social and economic development. The greatest impact of the epidemic has been felt in sub-Saharan Africa, and Zambia ranks among the worst hit countries. The Free Basic Education Policy in Zambia upholds the right of…

Examines the methodology of three case studies investigating the linkage between higher education and the world of work in the Sudan, Zambia, and Tanzania. Summarizes 12 main findings. Suggests the studies remain traditional human resources planning efforts. (NEC)

The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development. The TESSA consortium (13 African institutions and 5 international…

Points out problems of access to schooling in Zambia, especially at the primary and secondary levels and discusses existing types of alternative schooling such as night schools and supervised study groups. Argues that recent private school initiatives are not providing educational opportunities except for a few wealthy urban families. (JHZ)

Shows need for continuing education in rural and urban areas of Zambia, outlines main areas of continuing education and methods used in providing it, discusses limitations of conventional methods, and argues that distance teaching methods must be fully utilized if adults are to have access to all types of education. (MBR)

Education is a key element in Zambia's national development; distance education is particularly suitable as a means of human resource development. The main purposes of distance education are to provide education for the unserved, predominantly rural indigenous population; provide second-chance education for dropouts; raise the educational level of…

The relationship between higher education and employment (particulary underemployment and unemployment) is discussed in terms of a synthesis of 21 case studies of developing and developed nations. The countries discussed are: Bangladesh, Benin, Botswana, Egypt, Federal Republic of Germany, Malaysia, Pakistan, People's Democratic Republic of Yemen,…