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Title: International cooperation in education : a study of education aid policy and management with particular reference to British and Swedish aid in Zambia, 1964-89
Author: Kaluba, Langazye Henry
ISNI:       0000 0001 3594 1845
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 1990
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The study analyses the following aspects within the framework of international cooperation in education development: development trends in the Zambian education and training sector, aid process and coordination in Zambia, and foreign aid responses to Zambia's education development. The cases of British and Swedish aid to education and training are examined more closely for their policy changes and relevancy to Zambia's needs. The study has also sought to determine the position of donors on aspects of aid coordination in Zambia. Because aid operates in overlapping frameworks and responds to many signals. The study has therefore adopted a holistic approach in its analysis of the issues. The following analytic and theoretical frameworks have been used in the study: the systems analysis, the supplementary aid theory, and the exchange and power-dependency theory in interorganisation relationship. The methodology used is qualitative descriptive critical analysis. The findings indicate that the whole realm within which aid relationships are conducted is characterised by a complex mosaic of objectives and interests. British aid to education and training for example has been structured in a way which is intended to make it responsive to a wide-ranging set of objectives in Britain and in the overseas aid constituency. Swedish aid too has a diversified and equally complex aid framework and goals. This is still undergoing changes in approach and method. The findings of this study show that aid responses to education and training in Zambia has been given in the context described above. The aid relationships which has existed between Zambia and donors have accordingly been fairly complex. Consequently, some of the analytic frameworks used in this study have been found inadequate to explain some of the field experiences in Zambia's and donors' aid relationships.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Lifelong and Comparative Education