Grade 10 12 Revision Notes Kitwe District Education Board Civic Education 2030

CIVIC EDUCATION 2030 REVISION KIT_KITWE DISTRICT_CIVIC EDUCATION EMPOWERING MASSES WITH KNOWLEDGE
KITWE DISTRICT EDUCATION BOARD

CIVIC EDUCATION (2030)
GRADE 10-12 REVISION NOTES
CIVIC EDUCATION EMPOWERING CITIZENS WITH KNOWLEDGE
Copyright of Kitwe District DEBS@2017
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GRADE 10 TOPICS
1. CONSTITUTION
1. Describe types of constitution
There are only two types of constitution namely;
(a)Written constitution- is a constitution whose provisions or contents are embodied or documented in a

single formal document.
(b)Unwritten constitution- is a constitution whose provisions are not found in a single document but in a
collection of documents.
Note: written or unwritten constitution can either be flexible or rigid constitution.
Forms of constitution
a) Flexible constitution is a constitution whose provisions are easy to amend, example is the
Zambian constitution.
b) Rigid Constitution is one that is difficult to amend. It can only be amended by a special body and
special procedure. Such bodies include Constituent Assembly (CA), National Constitutional
Conference (NCC) and the Referendum (Plebiscite).
10.1.2 Explain the main parts of the Zambian constitution.
PARTS OF THE ZAMBIAN CONSTITUTION
PART TITLE CONTENT

1 National sovereignty and state. Declaration of Zambia as a sovereign state.
2 Citizenship Deals with the qualifications for Zambian citizenship and
condition which can lead to withdrawal of Zambia
citizenship.
3 Protection of the fundamental -Deals with the rights and freedoms of individuals which
rights and freedoms of are protected.
the individual. -Stating and protection of rights and freedoms
of individuals.
4 The Executives Elections, tenure of the office and removal of president
from office, functions of president, ministers and deputy
ministers, secretary to the cabinet, Attorney general,
solicitor general, DPP and advisory committee.
5 Legislature Qualifications for election of national assembly, legislative
powers, membership of parliament and composition of
National Assembly.
6 The Judiciary Courts and appointment of judges, High court, Supreme
court, chairman and deputy chairman of Industrial Relations
court.
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7 Defence and National Security The functions of the Zambian Defence force, the Zambia
police service, the prisons service and the Zambia Security
intelligence service.
8 Local Government System. Structure and functions of local councils.
9 Directive principles of state Development of national policies, implementation of
policy and the duties of a citizen. national policies, making and enactment of laws and
application of the constitution and any other law.
10 Finance Taxation, withdrawal of monies from general revenue,
financial reports, remuneration of officers, public.
11 Service Commissions. Commissions, Pension laws and protection.
12 Human Rights Commission. It establishes the independence, functions, powers,
composition and procedures.
13 Chiefs and House of Chiefs. Institutions of Chiefs, House of Chiefs, functions powers
composition.
14 Miscellaneous Resignations, re-appointments, concurrent appointment.
NOTE: The 1996 constitution begins with a preamble which is an introduction to the document.
3.Describe the process of constitution making and adoption. This
means the process of approving the copy of a draft constitution.
There are three methods of adopting the constitution, these are;

1. Through Parliament- the draft constitution is taken to parliament where the members of
parliament debate on the draft before adopting it. For example, Zambia used this three times in
all the three constitution review commissions.
2. Constituent Assembly- (CA)
 This is a body of representatives elected by their respective interest groups to formulate,
amend or adopt a constitution of a country.
 Representatives are drawn from churches, learning institutions, trade unions and student
bodies.
 This method is more democratic and more favourable to Zambian citizenry because it is
free from government interference.
 The adoption of the constitution by a CA is more representative than by parliament.
 Countries such as the United States of America, India, Namibia, Uganda, South Africa,
Kenya, and Ethiopia adopted their constitutions through the CA.
3. Referendum
 The Draft constitution is subjected to the general public to approve it through a public vote.
 If more than half of the votes cast are in favour of the amendment (50%+1), the
Constitution would have been adopted and the Republican President will assent the Draft
copy to legitimise it.
**The National Constitutional Conference (NCC) -The choosing of the members of Assembly of the
NCC is similar to that of the CA in that its members are drawn from various interest groups but it is a
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conventional method. The only difference is that the final draft constitution of the NCC has to be adopted
by
parliament.
4. Discuss the characteristics of a good constitution
A good constitution must be:
 Clear- language used must not be too difficult for ordinary citizens must to understand.
 Be neither too rigid to prevent change nor too flexible to encourage tempering with the
basic principles.
 Be stable and stand the test of time or must last for a long period of time (Durable).
 Protect and respond to the social, economic and political needs of citizens.
 Cater for the interests of various groups in society.
 Protect the rights of citizens.
5.Explain the importance of a constitution to a nation. A
constitution is important because it;-
 Protects and promotes the rule of people.

 Sets out the composition and functions of the wings
of government.
 Safeguards the fundamental rights and freedoms of
citizens.
 Is owned and guarded by citizens.
 Ensures democratic governance.
 Gives equal opportunities for individual development.
2. GOVERNANCE SYSTEM IN ZAMBIA
1. Explain governance
Governance: means the way people are ruled with or without consent. The two types of governance are
good governance and bad governance.
2. Discuss the characteristics of good and bad governance
Good governance means a government which is an authority is legitimate, competent, accountable and
respects human rights and the rule of law while bad governance is governance which is illegitimate,
incompetent, uncountable and does not respect human rights and the rule of law. Dictatorship is a form of
bad governance.
GOODisGOVERNANCE
Below BAD GOVERNANCE
a table showing characteristics of good or bad governance;
1 Citizen participation. Lack of citizen participation
2 Separation of powers Lack of separation of powers
3 Respect for human rights Violation of human rights
4 Independence of judiciary Judiciary is not independent
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5 Checks and balances Lack of press freedom
6 Political tolerance Restriction of political activities
7 The rule of law Use of unlawful means
8 Fairness Arbitrary arrests
9 Accountability and transparency No accountability or transparency
10 Regular, free and fair elections Irregular and unfair elections
11 Existence of political parties Lack of freedom of assembly and association
12 Existence of civil society Non-existence of civil society
13 Helpful and caring Neglect of public welfare corrupt leadership
10.2.3 Analyse different electoral systems practiced in the world
Electoral systems are methods by which citizens chose their leaders or representatives and there are four
main methods used by different countries around the world.
The table below shows the table for the electoral system.
ELECTORAL SYSTEM FEATURES

1 Single Member Plurality System (SMPS) or First- Candidate who scores the highest wins.
Past The-Post (FPTP)
2 Single member Majoritarian System (SMMS) Candidate who scores over 50% of the votes cast
(50%+1) wins the election.
In case there is no absolute winner, an election re-
run (second ballot) is conducted for the top two
contenders
3 Proportional Representational System (PRS)  Use a party list system. Parliamentary
seats are given according to what a party
has obtained in an election (percentage).
 A leader of party with highest votes forms
government.
 MPs are not directly elected by the people
but are appointed by their respective
political parties
4 Mixed Member Proportionality System (MMPS) Combination of the first past post and the
proportional representation
Elections are important because:
 Elections are important because they:

 Oblige candidate to explain to the citizens why they should be
elected.
 Make political parties accountable to the people.
 Provide a peaceful transfer of power.
 Offer regular opportunities for people to change government.
 Provide peace and stability necessary for development.
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Note: Characteristics of elections in good governance. Elections must be:-
1. Periodic- Elections must be held when they are due and elected officials must return to the
electorates at some point to seek their mandate to continue office.
2. Competitive- Elections must take place in a conducive political environment where all candidates
can compete fairly. No violence is permissible
3. Inclusive- All eligible voters should be allowed to vote without any discrimination.
4. Decisive- The winning candidate or party should not be prevented from taking office this is
because democratic elections determine the leadership of a government.
10.2.4 Explain Zambia’s electoral system.
Note: The 1996 Amended constitution of Zambia prescribes the single member plurality system
(SMPS). However, the constitution was again amended in 2016 and the president of Zambia Edgar
Chagwa Lungu assented to the use of single member majoritarian system (SMMS) for presidential
elections only while National Assembly (Parliamentary) and Local Government elections we still use
SMPS or FPTP.
*An electoral process is a series of stages of events involved in the selection of representatives
through an election.
The following are the stages involved in the electoral process of Zambia.
Legislation ( legal framework)

↓
Delimitation of constituencies, wards/polling districts

↓
Voters’ education
↓
Registration of voters
↓
Verification of voter’s roll

↓
Nomination of candidates
↓
Election campaigns
↓
Polling day
↓
Counting, tabulating/ verification of the votes

↓
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Announcement of results and declaration of winners
↓
Resolving election-related disputes and complaints
*The electoral code of conduct is a set of rules and principles that regulates the conduct of all stake
holders before, during and after elections.
TYPES OF ELECTIONS
(a) Primary Elections- These are held whenever a political party wants to choose candidates to stand
in presidential, parliamentary and local government elections.
(b) By-Elections- These are held when a President, councillor, Member of Parliament:-
 Dies
 Resigns from its position.
 Expelled from the party.
 Imprisoned for more than six months.
(c) Presidential, parliamentary and local government elections- Also known as Tripartite or general
elections. These are held every five years to elect the president, Member of Parliament and ward
councillors.
Note: In parliamentary or local government elections a candidate can either be sponsored by a

political party or stand as an independent candidate.
1. Describe the local government system in Zambia.
 Local government before independence was ruled by the British Colonial Administration
through the central government and native authorities.
 The native fell under the ministry of native affairs.
 The native authorities consisted of chiefs and other traditional
leaders. The duties performed by natives included the;
 Collection of taxes.
 Issuing license such as dog, store and bicycle licenses.
 Chiefs performed some judicial functions such as handling civil
cases at local courts.
 After 1964 the ministry of local government became responsible for the administration of all
local authorities in the country.
 Steps were taken to establish councils in rural areas, and most of the inherited rural local
authorities were based on traditional units of government, but they were too small to be either
administrative or financially viable.
 The new councils included chiefs appointed by the Minister of Local Government.
 These councils provided a limited range of basic essential services such as schools, libraries,
markets and housing.
 In 1965, a uniform pattern of local authorities throughout the country was established under act
number 69 and there were city, municipal, township and rural councils.
 Then in 1980, the local government decentralization act was enacted. The act allowed UNIP to
take up full responsibility to control the operations of all councils in Zambia.
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 It was at this point when, District Governors appointed by the president took over from the
mayors and chairpersons and all councils in the country became district councils.
Reasons for the 1980 decentralization were;
 Reduce delays as most decisions could be made on the spot instead of referring to
headquarters.
 Make plans and programmes more relevant to local needs and conditions.
 Improve co-ordination between different government agencies in the area.
 Reduce the burden of senior staff at national level in order to improve their performance.
 The district council administration was headed by the district executive secretary and supported
by secretaries.
 In 1991 another decentralization act was amended and it introduced three types of local
councils, these were; City, municipal and district councils. Town Clerks and Mayors are found
in City and Municipal Councils while Council Secretary and Council Chairpersons are found
in District councils.
 This has continued to present. The MMD government wanted to give more powers to the
councils so that there was less dependence on central government for funds.
 And this made the councils to operate freely without interference from political parties.
Functions of local councils are;
 Providing clean and safe water.
 Providing accommodation and plots for development.
 Maintaining the environment.
 Collecting levies.
 Making by-laws.
 Providing education facilities and control epidemics such as cholera.
 Awarding trading license to people.
 Sewage disposal.
 Providing street lighting.
 Maintaining streets and roads.
 Maintaining graveyards.
 Controlling livestock movements.
 Constructing and maintaining markets.
 Town planning.
 Providing recreation facilities such as swimming pools and parks.
2. Discuss the role of traditional leaders in governance.
House of chiefs is a forum through which traditional leaders participate in governance.
 There are 30 chiefs in the house of chiefs. Each of the ten provinces elects three chiefs that
represent them in the house.
 Term of these elected chiefs is three years, but a member can be re-elected for second term of
three years after which he/she is not allowed to be re-elected.
 The house elects its chairperson and vice chairperson from among the members.
 The clerk of the house and other staffs carry out the administrative duties of the house.
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Functions of the house of chiefs include;
 Discuss bills affecting customs and traditions.

 Debate and pass decisions on matters concerning customary laws and customs.
 Allocating plots under customary law.
 Participating in development projects in their area. To discuss and decide on any matters
referred to it by the president – submit the resolutions of the house to the president who in
turn submits them to the National Assembly.
Problems faced by the house of chiefs;
 It has no real influence on issues of governance and development.

 Plays an insignificant advisory role, as all its resolutions has to be debated upon by the
National Assembly.
 Chiefs are not allowed to join a political party like Members of Parliament.
4. CITIZENSHIP
1. Explain the concept citizenship
 Citizenship is a state of belonging to a particular country. Or it is the relationship between an

individual (citizen) and the state he/she belongs to. While;
 A citizen is a member of state who enjoys all fundamental rights and privileges granted to him
or her by the State and in turn perform duties towards the state.
 Allegiance is the readiness of a citizen to protect his/her country in times of threat and be able
to do the duties of the country.
The two aspects of citizenship are;
(a) Legal aspects

 A citizen is recognized by the laws and she/he must receive protection from his state both
within the state and abroad.
 A citizen must enjoy total freedom from property and political rights.
 When one misuses this freedom, an individual is liable for prosecution.
(b) Moral aspect
 A citizen must have a sense of responsibility to fulfil all duties given by the state, such as do
obey the law and defend the country.
 Moral aspect also encourages a citizen to be self-disciplined and have self-control.
 He/she must be good and honourable sense to the state/family he/she belongs to.
 Here the citizen enjoys the rights given by the state like defending the country.
There are two types of citizenship namely:-
(a) Natural citizenship

This is the type or kind of citizenship that is acquired without meeting any set conditions.
 There are two rules that guide natural citizenship;
(i) Rule of Jus Sanguinis
 This rule considers citizenship based on blood relation or
descent.
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 A child inherits the citizenship of his/her parents regardless of where that child is born. Most
countries follow this rule including Zambia.
(ii) Rule of Jus Soli
 Considers citizenship based on the place of birth.
 A person acquires a citizenship of a country he/she is born. For example a person born in
Zambia from Zimbabwean parents is a Zambian.
Note: Countries that acknowledge both Jus Soli and Jus Sanguinis, minors result in having dual citizenship
which Zambia according the 2016 Amended Constitution recognises
(b) Naturalized citizenship
This is the type of citizenship that is acquired upon meeting prescribed conditions or by registration.
These principles are:-
(i) Rule of residence- states that an alien who lives in a host country for a certain period of
time may apply to become a citizen of that country if he/she wishes so. For example, an
alien who has lived in Zambia for ten years can apply for citizenship.
(ii) Marriage- allows a spouse to acquire citizenship of the wife or husband, but a host country
can demand the evidence of good character before issuing citizenship.
(iii) Principles of declaration on a prescribed form- allows a foreigner or alien to fill in a
prescribed application forms and provide important documents declaring that he/she wants
to apply for citizenship in the host country. An alien must publish his/her declaration in the
daily newspaper.
(iv) Renunciation of previous citizenship- an alien is required to give up his/her previous
citizenship and take an oath of allegiance of the host country, also known as expatriation.
However, a naturalized citizen can either be partial or complete.
(a) Partial citizenship- is a type where a citizen does not enjoy all the rights and privileges of the
country. For example, he/she has no right to vote.
(b) Complete citizenship- is a type which allows a citizen to enjoy all the rights and privileges in the
state.
2. State the qualifications of a Zambian citizen.
Part two of the 1996 amended constitution of Zambia article 4, 5 and 6 stipulate the following conditions
for one to be a citizen.
 A person who was born in Zambia (citizen by birth).

 A person who has at least one or both parents that are Zambian (by descent).
 A person who has been ordinarily a resident of Zambia as a foreigner for a continued period of
not less than 10 years, can apply for Zambian citizenship.
 A citizen who has reached 16 years of age and receives a Green National Registration Card
(NRC).
3. Describe the qualities of a good citizen.
 Live up to democratic principles such as voting honestly.
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 Be able to contribute towards national development.
 Self-control- restrain oneself from doing bad things.
 Conscience- sense of responsibility and service towards the community.
 Patriotism- involves sense of love (loyalty) to a state by observing the values and principles of
one‟s country.
 Empathy- concern or compassion for the well-being of others especially the vulnerable in society.
 Perseverance- willingness to attempt several times in order to accomplish intended goals.
4. Identify the factors that hinder good citizenship.
1) Poverty
 Poverty often makes some citizens engage in anti-social activities such as theft, cheating and
voter apathy.
 A poor citizen may not participate in national issues.
2) Ignorance
- An ignorant person often fails to differentiate between wrong and right and this
prevents such citizens from making full contribution to national development.
3) Self interest
- An individual who is motivated by self-interest avoids public responsibility or simply ignores the
general welfare of his/her society.
4) Defects in the electoral system
- If a large section of the citizens have no confidence in the electoral system, it can make them lose
interest in the affairs of a state.
5) Misinformation by the media
-The print and electronic media such as newspapers, radio, television and internet may twist the
truth and misinform the public to such an extent that citizens are not able to assess issues knowledgeably
and correctly.
10.4 5 Explain the rights and freedoms of a citizen
Rights are entitlements of an individual by virtue of being human. These are divided into three categories.
(a) Natural rights- these are rights that are enjoyed by individuals in the state of nature. For example,
Right to life.
(b) Moral rights- these are rights acknowledged by the moral sense of the people, they exist due to
custom, long usage and the strength of public opinion.
 No legal action can be taken against violation of moral rights but the way people feel about
them is so strong.
(c) Legal rights- these are privileges given by the government of a nation and guaranteed by it and
legal rights are recognized by states. They are justiciable.
 These rights are enshrined in the laws of a nation. The three kinds of legal rights are;
(i) Civil rights
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 Rights to personal safety and freedom.
 Right to family life.
 Right to freedom of speech and expression.
 Right to assembly and association.
 Right to property.
 Freedom of conscience and religion.
*Right to education is not a legal right in Zambia because it is non-justiciable since it is not found in
the Bill of Rights. It falls under Economic, Social and Cultural rights.
(ii) Political rights- these are rights that ensure that every person is given an opportunity to
take part in the affairs of a state.
 Democracy can only be possible by the active participation and cooperation of all citizens.
 Other political rights are;
(a) Right to vote.
(b) Right to belong to a political party.
(c) Right to be voted into public office.
(d) Right to petition in order to register grievance either individually or collectively.
(e) Right to criticize government.
(iii) Economic rights
 Right to work.
 Right to adequate wages.
 Right to reasonable hours of work.
6. Explain the duties and responsibilities of a citizen.
Part IX of the 1996 amended constitution of Zambia article 113 outlines the duties of a Zambian citizen as
follows;
(a) General duties and responsibilities of a Zambian citizen

Be patriotic and loyal to Zambian and promote its well-being.
 Contribute to the well-being of the community here the citizen lives.
 Promote democracy and rule of law.
 Foster national unity and live in harmony with others.
 Vote in national and local government elections.
 Provide defense and military service when called upon.
 Carry out with discipline and honesty legal public functions.
 Pay all taxes and dues legally due to the state.
 Assist in enforcement of laws at all times.
(b) Personal responsibilities of the citizen include the following;
 Taking care of one self.
 Supporting ones family.
 Adhering to morals, principles and values of one‟s society.
 Respecting the rights and interests of others.
(c) Civic responsibilities or duties of a citizen include the following;
 Obey the law.
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 Paying taxes.
 Respecting the rights of others.
 Being concerned about public issues.
 Participate in civic activities such as voting.
 Performing public service.
 Observing and maintaining the security of the nation.
7. Identify groups of people and citizens with special needs
All the people with special needs are protected by the laws of Zambia. They are expected to be treated
equally with other people. Examples of people with special needs are;
 Refugees- these are people who leave their countries to seek safety and freedom in another
country. The countries where refugees are found are known as countries of Asylum. The
commission for refugees looks into the plight of refugees.
 Persons with disabilities- they should be given employment, education and shelter
without discriminating them so that they lead normal lives.
 The aged- those who are sixty five (65) years old and above (senior citizens) need love,
care and security.
 Orphans- children without parents need care and support by providing basic needs for
them. If no support is given they end up being street kids. Government should offer social
security to these.
 Unemployed youths- a large number of youths have no employment that resort to crime
and prostitution, as well as being street kids. The youths need skills to enable them for
employment.
5. HUMAN RIGHTS
1. Describe human rights
Human rights are legal entitlements that a person has by virtue of being human.
Earliest documents proclaiming Human Rights
(a) Charter of Mande of 1222

 It was the earliest document in Africa where human rights were guaranteed by Soundiata Keita
Mande (King of Mali).
 He named the document the Charter of Mande at his coronation.
 The document was written by elders, wise men and associations of the country commissioned
by the king to draw up principles on how Malian empire should be ruled.
 The introduction of the document stressed much on equality of human beings as follows;
 “Every human life is life”. For this reason nobody should torment another human being.
 The charter also addressed two evils: hunger and slavery as follows- “hunger and slavery
is not a good thing.” He considered these evils as worse calamities.
 In short the Charter condemned slavery and promised to eradicate all forms of hunger.
 However, both the Magna Carta and Charter of Mande were not universal for they excluded
women, children, slave and persons of certain social, religious, economic and political groups.
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(b) The United Nations Universal Declaration of Human Rights of 1948
 After the United Nations member states promised to respect human rights, a commission on
human rights was formed to promote the promise.
 The commission was assigned to draft a document putting in writing the meaning of
fundamental rights and freedom that had been declared in the Charter. The chair of the
commission was Eleanor Roosevelt, the wife of president Franklin Delano Roosevelt, president
of US that time.
 The commission came up with the universal declaration of human rights which was adopted on
10th December, 1948.
 The UDHR is a set of principles by which United Nations members commit themselves to
provide all people of the world with human dignity.
 Human Rights empower people to take action when and wherever the set standards are not met
even if the laws of their country or leaders do not recognize them.
 The introduction of the UDHR states that recognition of the inherent dignity and of the equal
and inalienable rights of all members of the human life is foundation of freedom, justice and
peace in the world.
 The UDHR emphasized on freedom and justice for all people throughout the country.
2. Discuss the characteristics of Human Rights
(a) Human rights are inherent

 Meaning they are inborn and are our birth rite, we are born with them. They cannot be
transferred from one person to another.
 They are natural and permanent part of human beings until one dies, it does not matter
whether one knows them or not, they still exist and cannot be bought.
(b) Human Rights are inalienable or inseparable
 Human rights cannot be separated or taken away or given away even when they are
violated.
 Human rights cannot be grabbed even if the owner is not aware of them because they are
natural and legal (lawful) claims.
(c) Human Rights are universal
 All human beings enjoy these rights worldwide. Universal means they are followed and
apply to all people in the world regardless of race, sex, ethnicity, religion, social political or
nationality.
(d) Human Rights are Inter-dependant, interrelated and Indivisible
 Human rights are equally important and cannot be divided, subtracted or removed from
others.
 All rights should be enjoyed in totality.
 For example, one cannot be denied the right to food, clothes, medical care or shelter then
be granted only the right to life.
 The right to life is dependant and related to the right to food, clothes and so on.
 If a person is denied the right to education, that person is likely to never fulfil his/her
potential and earn a decent living.
 This means rights depend on each other to be fulfilled and enjoyed in full.
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3. Explain the categories of human rights
These rights were classified into three categories and these categories are known as „generations.‟ The
generations are put according to their historical development of human rights.
1. Civil and political rights- called first generation‟s rights because they were the first to be
recognized. These rights stress the freedom of the individual and urges government not to interfere
in the life of an individual. In the 1996 constitution of Zambia, civil and political rights are found
in part III and they include;
 Right to life
 Right to personal liberty
 Protection from slavery or forced labour
 Freedom from torture and inhuman treatments
 Freedom of opinion
 Freedom of expression, assembly and association
 Freedom of movement
 Protection of freedom of conscience
 Protection from discrimination on grounds of race, age, sex, religion and many others.
2. Economic, social and cultural rights- these are also known as second generation rights. They
bring about social justice, dignity and equality when government creates good conditions to allow
the enjoyment of these rights. This category includes;
 Rights to food
 Employment
 Social security
 Education
 Health (medical care)
 Clean environment
 Development and
 Adequate housing.
3. Collective Rights or Solidarity rights – these are also called as the third generation rights and are
the most recently identified rights. Collective rights refer to those rights of people to be protected
from attacks on their group interest and identity. The most important collective right is the right to
self-determination. Collective rights include;
 Right to self-determination,
 Economic and social development,
 A health environment,
 Natural resources,
 Participation in cultural heritage and right to inter-generational equity and sustainability.
*These rights though they are not legally binding they create a framework for the enjoyment of all other
rights.
4. Identify the ways in which Human Rights are violated
There are many people in our society whose rights have been violated. The following are examples of
violations of human rights;
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 Corporal punishment- a child who is beaten with a stick for committing an offense, e.g.
breaking school rules.
 Child abuse – the ill treatment of a child which can take the form of physical or mental
abuse.
 Child labour-is the giving of a child work that is dangerous to the child.
 Human trafficking- this is illegal transportation and selling of children within or outside a
country for prostitution, pornography, forced labour, crime and so on.
 Gender based violence- is physical or emotional force involving males and females in
which the females are usually victims.
 Forced marriages- this is when girls are forced by their parents to get
married. Mostly girls are dropped out from school just to get into marriage for the interest
of their parents.
 Arbitrary arrests-this is when people are arrested for wrong reasons or falsely.
5. Discuss the significance of human rights
Human rights focus on the dignity of the human being. Dignity is honour, importance self-esteem and
respect that a human being is entitled to. Thus, each individual needs to develop certain attitudes to
promote human rights. These are;
 Respect for everyone‟s life, their physical and mental integrity, freedom, property and
privacy.
 Taking up responsibility in society- for rights come with responsibilities especially that of
respecting other people‟s rights.
 Respecting other people‟s rights for they are protected by law and guaranteed by
international standards.
 Recognizing accountability and responsibility in the relationship between the individual,
institution or state that has a duty to fulfil the rights called „the duty bearer‟ and the other
person with rights called „the rights holder.‟ The duty bearer is accountable and has to
make sure rights are respected, protected and fulfilled. The rights holder has the duty to
respect and not violate the rights of others.
 Rights holders have to be empowered so as to claim and take part in public decision
making. Empowerment includes giving knowledge and skills they need to make claims of
their rights.
 Participation of both sexes and all ages in an important human right in every area of their
lives.
5. CORRUPTION
1. Describe corruption
Corruption is the giving of money, valuables or rendering of a service to someone in return for a favour. It
involves the abuse of public office and public resources for personal gain.
2. Discuss types of corruption
There are different forms of corruption and these include;
 Payment in kind
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 Cash payments and receipt
 Commissions
 Kick back
 Loans and advances
Three Categories (types) of corruption are
 Petty corruption- this involves small payments. These payments are called bribes, commonly
known as nchekelako (ndishamo) or give me a share as well. It is the widely practiced corruption at
road blocks.
 Grand corruption- this involves huge amounts of money. It is usually practiced by high ranking
officials or institutions. For example, payment made for favours in awarding government contracts,
public appointments or privatization of government owned by assets or companies.
 Political corruption- this type of corruption is associated with the electoral process. It is usually
practiced by those contesting for political power, for example;
 Donation of money to influence the voter‟s choice.
 Cash or material distribution to influence voters during election period.
 Provision of beer to influence voter‟s choice.
 Provision of services such as electricity, water supply and road maintenance at a time of
election.
3. Explain the causes of corruption
They are grouped into two main categories, these are;
1. Social causes- such as

 Leaders in key positions are not capable of inspiring and influencing conduct of the highest
moral standards.
 Personal greedy and dishonesty
 Weak enforcement or absence of code of conduct.
 Punishment for offenders is weak.
 High poverty levels
 Large numbers of people compete for insufficient services like few school places.
2. Economic causes
 Shortage of goods and services.
 Unequal distribution of wealth and resources.
 Allocation of government loans and giving of tenders to some preferred individuals at the
exclusion of others.
 Low salaries and wages in comparison to the cost of living.
Other causes of corruption and related crimes are;
 Unnecessary long procedures (red-tape)- some procedures that officers are expected to
follow in work places may take too long making officers to take advantage of such delays
to demand kick-backs for fast action.
 Lack of political will- some government lack political will to deal with corruption.
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 Lack of transparency and association- if the government lacks checks and balances,
there
is mismanagement and misuse of public funds.
 Abuse of power- when there is too much concentration of power in the hands of an
individual, he/she may hinder proper investigation of corrupt practices.
 Lack of independent judiciary- as a result courts may not act independently on matters of
corruption if they are influenced by outside forces from the Executive.
 Public reaction- how the public views corruption plays an important role in fighting
corruption.
 Lack of press freedom- the media plays a vital role in exposing cases of corruption.
4. Explain the effects of corruption.
 It makes those involved in it become rich at the expense of other citizens.

 Enables those who pay bribes to benefit in areas which without corruption they would not.
 Causes widespread bitterness among those who cannot pay or refuse to pay for favours
when they see those who pay bribes being favoured.
 Distorts standards because it enables those without expertise to win contracts.
 Interferes with the enforcement of the law and respect for the rule of law.
 Perpetuates human suffering through increasing poverty level of poor citizens.
Impact of corruption on the Zambian society
 Law enforcement agencies: citizens may take the law in their own hands (vendettas and
instance justice) if the law enforcers are perceived to be compromised through corruption.
 Judicial system: Court records go missing in the courts of law. Outcomes in the justice system do
not depend on availability of evidence but amounts of bribes offered. Justice is denied to the poor.
 The Electoral system: Due to Electoral malpractice, outcomes of the elections do not reflect the
decisions of the voters but the corrupt. In turn ushering into office people who are incompetent and
corrupt.
 Security of the nation: Due to corruption, foreigners acquire documents of National identity such
as passports and National Registration Cards (NRCs) that endanger the lives of many Zambians.
 The Economy: Mostly witnessed through money laundering activities, tax evasion and tax
exemptions leading to economic instability hence pushing the general populace into abject poverty.
 The Education system; Due to examination malpractices and conniving with enrolling officers at
Higher Institutions of Learning, undeserving candidates get admitted with fake qualifications.
Additionally, due to corruption in the training process, graduates are half-baked and cannot meet
the demands of their jobs leading to under development.
 Land Administration; only those who are financially capable and connected
to land administrators acquire land. This has led to landlessness among many Zambians.
 Procurement of goods and services: Awarding of contracts in the procurement of goods and
services and contracts in general is in most cases marred by corruption. This has led to shoddy
works and shortages of goods and services in public institutions.
5. State institutions that fight against corruption in Zambia
1. Anti -Corruption Commission (ACC)
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 It has a slogan “promote integrity, say no to corruption,” which enshrines the general fight
against corruption.
 They encourage everyone to join the fight by reporting any corrupt practices seen to the
commission.
Methods used by the ACC in the fight against corruption:
 Prevention- by undertaking necessary and effective measures to prevent corruption in public and
private sectors.
 It also make sure that any work, methods or procedures prone to corruption are revised
 To do this, there is a Commission Prevention Department (CPD) which conducts managerial
accountability workshops in both public and private sectors to set standards for accountability
within the institutions.
 Community education- the community is educated on matters relating to corruption such as
dangers and effects of corruption. This is done through the Commission‟s Community
Relations Department (CRD).
 The department uses radio and television programmes, public lectures, workshops and many
more.
 Investigations and prosecution- these are involved in investigating complaints of
suspected corrupt practices and if evidence is found, prosecution follows.
2. Zambia National Procurement (ZNPA)
 This was formed to control the procurement and regulate the goods and services by the
government ministries, departments and parastatal organizations.
 It fights corruption by ensuring that the procedures in the procurement system are done in a
transparent/accountable manner.
3. Parliament
 Its major role is to make laws but it also refuses to sign appointments and promotions of
corrupt public officials including those in the Judiciary.
 It analyses the Auditor General‟s report with regard to appropriation (expenditure) of funds by
various spending agencies. The Public Accounts Committee (PAC) is charged with this
responsibility.
4. Auditor General’s Office
 Its major responsibility is to ensure that public funds allocated by the parliament are used for
the intended purpose.
 It also audits accounts relating to the general revenue of the country and the expenditure of
monies apportioned by parliament.
 It also audits the Judicature, accounts relating to stock and stores of government and accounts
of state-owned enterprise and corporation.
5. Investigator General’s Office (Ombudsman)
 The IGO carries out investigations on a wide variety of complaints which include corruption
cases.
6. Anti-Money Laundering Unit (AMLU) of the DEC
 The Act provides for the disclosure of information on the suspected personnel involved on
money laundering activities.
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Other institutions are:-
Civil Society fighting corruption include-
 Transparency International Zambia (TIZ)

 National Movement Against Corruption (NAMAC)
 The media
 Foundation For Democratic Process (FODEP)
6. Identify the role of public officers, community and the youth in fighting corruption
Individuals and groups can participate in the fight against corruption by:-
 Changing attitudes from tolerance to total rejection of corruption.

 Accessing information on procedures of how to deal with corruption cases.
 Reporting corrupt officers to institutions such as the Zambia Police, TIZ and ACC.
 Supporting organizations that are fighting corruption.
 Demanding integrity and high sense of morality for public office bearers.
 Encouraging and supporting free press.
 Taking responsibility for one‟s actions.
6. CULTURAL STUDIES
1. Describe culture
 Culture refers to the whole way of life of a given people which includes their food, language,
taboos, festivals, values, beliefs and traditions.
 Culture can also be defined as the sum total of behaviour which people have learned over a
period of time and defines ways by which they do things.
 Culture is not something that one is born with but it is learnt.
2. Outline components of culture
A component is a unit or a part of something. It is an element of the whole, for example, two legs are a
component of a human being because they are part of the whole human being.
There are eight major components of culture;
1. Language
 Language defines a cultural group even though the same language can be used in different
countries. It differentiates one culture from another.
 It reflects the nature and value of a culture.
 Language is not only spoken, it can also be unspoken. For example gestures are signs used to
express different things such as showing a fist as a sign of strength or violence.
 Language unites one group of people.
2. Religion
 Religious taboos, customs, ritual, dictate the behaviour of a given society.
 Religion can also dictate the type of food/ drink people take. For example, Hindus do not eat
beef because they believe that when a person dies some of them will be born in an animal.
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Devoted Catholics used not to eat meat on Good Friday, while devoted Muslims do not drink
alcohol.
3. Values and attitudes
 Values and attitudes constitute the value systems of any given society.
𝑉 𝑎𝑙𝑢𝑒 𝑠 + 𝑎𝑡𝑡𝑖𝑡𝑢𝑑𝑒𝑠 = 𝑡ℎ𝑒 𝑣 𝑎 𝑙 𝑢 𝑒 𝑠𝑦𝑠𝑡𝑒𝑚𝑠 𝑜𝑓 𝑎 𝑠𝑜𝑐𝑖𝑒𝑡𝑦
 A society value system guides people in what is considered right or wrong.

 It is the basis of society‟s way of life.
 Most value systems are based on a society central religion.
4. Education
 Education is an important part of culture. Since culture is learned behaviour.
There are three types of learning that take place in a society:-
(a) Informal learning

 This is a type of learning in which a child learns by imitating the behaviour of its family
members/friends or by watching characters portrayed in the movies/films.
(b) Formal learning
 This is a type of learning in which adults teach young family members on how to behave in
certain situations. For example, Namwangas, Luvales, Lungus and other cultures teach a child
to kneel down when he/she is greeting/giving elders something as a form of respect.
(c) Technical learning
 This is a type of learning in which teachers instruct a child in an educational environment about
what should be done, how it should be done and why it should be done. It takes place in a
classroom.
5. Social organizations
 This is the way society organizes itself.
 It relates to how society defines relationships, social institutions such as marriage and status
system such as the role of a woman and children. The extended family system is a common
social institution in African societies for it provides mutual protection and social support on a
daily basis.
6. Technology and material culture
 These refer to society‟s ability to create, design and use things.
 Technology and material culture relates to the way society organizes its economic activities.
 Terms like this industrialized nations and developing nations like Zambia refer to different
technologies and cultures.
 Thus, we speak of being in the Stone Age when society used stone tools, Iron Age when iron
tools were used, but now we talk of computer age culture since computers are the means of
story of organizing, calculating etc.
 Developed countries have reached Space Age culture by designing the most modern
technology such as E-mail information.
7. Aesthetics
 This is a society‟s perception of what is considered beauty in art and in persons.
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 It dictates what is considered good taste, might be considered bad taste in another culture, e g
dressing in mini-skirts, tight trousers are acceptable in towns but condemned in villages in
Zambia.
8. Law and politics
 These are the rules and structures that regulate the behaviour of individuals.
 Legal rules attract punishment when broken.
 Laws protect members of the society to live peace and free from in-human treatment.
 The political system of a society defines the structure of government and who occupies position
in the structures.
 It also defines the roles and responsibilities of the leaders and the people led.
3.Explain the characteristics of culture.
Characteristics of culture
The following are the characteristics of

culture or special features of culture:
 Culture is dynamic: Culture changes with time; it is not constant. For example, the use of cell-
phones has been accepted as part Zambian way of life and yet these were not there a long time ago.
However, there is a great debate on gender balance.
 Culture is learnt: it is passed on from generation to generation. It is taught to an individual by
society in which by the society in which an individual is born. The way to speak, what and how to
eat, how to relate to others and what to believe in are taught.
 Culture is cumulative: new things in new generations can be discovered and added to the existing
culture. Owing to this cumulative effect, most high school learners are familiar with mathematical
insights and solutions that ancient Greeks like Archimedes and Pythagoras struggled to discover in
the world.
 Culture is comprehensive: since culture is the sum total of society‟s way of life, it is therefore
comprehensive.
 Culture is based on symbols: in order for culture to be transmitted successfully from one person to
the next, the system of symbols is created that translates the ideals of culture to members this may
be done through language, art, money and religion.
 Culture is shared: members of society share a set of ideals, values and standard behaviour this set
of ideals is what give meaning to their lives and what bonds them together as culture.
 Culture is integrated: in order to keep culture functioning, all its aspects must be
integrated. For example the language should be able to describe all the functions within the
culture in order for ideals and ideas to be transmitted from one generation to the next.
 People are not aware of their culture until they come into contact with other cultures. They
only realise that their pattern of behaviour are universal when they come into contact with people
from other culture.
 People do not know all their culture: no one knows everything about their culture. It is not
possible for one to know everything about their culture.
 Culture gives a society a range of permissible behaviour patterns. Cultures commonly allow a
range of ways in which men and women can be who they are.
 Cultures no longer exist in isolation: there is no society that can exist in isolation, thus languages
and indigenous patterns are being replaced rapidly.
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4. Discuss the importance of culture
Importance of culture
The fact that culture is part of us, it is important to study it due to the following reasons:
 It reinforces ones’ identity and ability to critically reflect on that identity. This allows one to
develop and interact with others, thus, bringing mutual understanding between societies and
peoples.
 It is important for the identity of the society. Since culture includes language, music, dances,
festivals, rituals and traditional craftsmanship, cultural heritage brings identity of a society. In times
of need songs, art works, and texts can bring hope and comfort which reinforces cultural and self-
awareness.
 Learning about culture brings about development. If culture is interpreted as a whole of beliefs,
habits and customs of a society, then it is a foundation of development. Economic development
without roots in culture can never result in sustainable development. Thus, the importance of
culture. It is a goal, a part of the daily reality and a vital factor in development of the people.
 Everywhere, the impact of culture on individuals and community development are being measured,
studied and rediscovered. There is keen interest in the relationship between arts and culture, and the
economic and social development of our communities.
 According to the Universal Declaration of Human Rights (UDHR), article 27, affirms every human
being to freely participate in the cultural life of one’s country.
5. Explain types of culture
Types of culture
There are ten types of
culture and these
include:
1. Mass culture
 This culture is produced from machines and consumed on large scale, for example,
record industry, television and video tapes or cassettes.
 It is also spread through electronic media and other types of high technology. Thus,
many children learn new behaviour that their parents did not know through this
culture.
2. Popular culture
 This is a product of changing needs and innovation of people‟s lives, hence it is short
lived.
 This culture is seen among the youth who have new music, fashion among others in
entertainment.
3. Folk culture
 Also known as residual culture (remains of the past).
 The past is revived from elements of the forgotten past due to nostalgic tastes
 Nostalgic tastes is a desire of what used to be done in the past
 This culture is seen on the influences of technological changes on old traditions. For
example, playing old music on the national television.
4. Synthetic culture
 This is also called artificial culture which has mainly destroyed cultural identities of
developing countries like Zambia who adopt Western cultures.
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 Indigenous culture has only been preserved as a tourist attraction to earn money as
foreign exchange.
 This foreign culture is consumed mainly in form of films, television and radio. Above
all, Western culture due to its high technological advances, it is admired and enjoyed
by many.
 An important aspect of this culture is consumerism (popular consumption). Through
adverts, people are made to buy and own products such as soap food and modern items
like cell phones, televisions and radios.
 This leads to importing than to using local products.
5. Idea culture
 Refers to some kind of aspiration of where people would love to be. For example,
every society views itself in a positive way and has the highest virtues and standards it
aspires to be.
 In this regard, people in many cultures would describe their culture in ideal terms and
not what is in reality. Ideals are not realised every day. For example, Zambia was
described as a Christian nation but in reality its people do not live as Christians.
6. Real culture
 It refers to the real behaviour of people in a society.
 This is the actual culture practiced in a given society. For example, sleeping at a
funeral until burial is Zambia‟s real culture.
7. Sub – culture
 This is the way of life or behaviour which a small group of individuals belonging to the
same culture may portray.
 Sub- culture may arise due to different occupations in society which results in
variations in power and prestige. For example, within the same cultural group, people
with little education will behave differently from the well educated in society. Between
the two groups, there will be differences in the way they dress, speak, play and will
have different beliefs.
 In reality the rich and the well- educated may form an „‟elite culture‟‟ which is
assumed
to be expensive.
8. Counter culture
 This refers to the behavioural patterns, and life styles shown by a group of people that
are exposed to the generally accepted standard of behaviour in society. A group of
street kids and unemployed youths will have their own way of talking, their leisure and
behaviour, different from the larger society.
 Therefore, their behaviour will would constitute a counter culture of the general
society, which is a form of social rebellion.
9. Cultural heterogeneity
 This refers to a society that contains a variety of groups of different races, beliefs,
religions and nationalities.
 The republic of South Africa is one of such a culture. It has a slogan of
„‟Rainbow Nation‟‟, to emphasise on the diversities of cultures found there.
This promote Pluralism which unifies recognizes and respects the contributions of
different cultures to the entire society.
10. Cultural homogeneity
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 This is a common culture of people of a similar race, beliefs, religion and nationality.
For example, the North African Arabic Countries like Tunisia and Libya are the same
race, share the same religion and nationality, thus, are classified as homogeneous.
5.Identify Zambia’s societal core values
Zambia’s Societal core Values

Core means essential or very important while value means the quality of being useful. Therefore, core
values are shared values which are practiced in all societies in the world. The following are Zambia‟s core
values:
 Obedience to authority; recognising and obeying those in power.

 Tolerance to other people’s view; allowing the opinions of others to prevail.
 Mutual respect; treating each other with consideration.
 Respect to privacy; everyone requires sometime to be on their own.
 Peaceful resolution of conflict such as litigation, dialogue, counselling among
 Honest; the quality of telling the truth
 Freedom of expression as long as the expression does not injure the other person.
 Belief in the equal worthiness of all human beings.
 Integrity; the quality of being honest and upright.
 Social justice; treating any person fairly regardless of race, sex and tribe
 Co-operation; working together for the common goal.
 Love; the feeling of great affection for the other person
 Loyalty; faithfulness and truthfulness to people or groups or organisations
 Peace; not only absence of war but freedom from any form of disturbance or disorder
 Trust; reliance on the truth
 Attainment of set goals: belief in personal success in whatever one does.
 Hard work; the belief in the value and nobility of work as a working human
understanding
 Nationalism extreme pride of one‟s country or loyalty to the country: a person can do
anything for the country such as carrying the flag everywhere.
 Patriotism; love and loyalty to ones‟ country and willingness to take part in its
protection and development
 Efficiency and practicality: belief in achieving an end with a least cost waste in the
shortest time possible.
 Material comfort: equal distribution of wealth throughout the country to satisfy the
needs of the people.
 Scientific advancement: the belief in science and technology as tools for making
progress to secure material comfort and solving society‟s problems.
 Individualism: an art of concentration of one‟s welfare at the expense of others.
6. Discuss Zambia’s cultural practices
Cultural practices in Zambia
The ethnic groups in

Zambia share the following
cultural practices
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 Respect for elders; a belief that everyone older than oneself should be accorded
respect in speech and treatment regardless of status, race or blood relation. Young
people are supposed to kneel when speaking to elders.
 Extended family system: the Zambian culture advocates for the family system by
keeping as many relatives as possible in addition to one‟s own nuclear family. In an
event of both parents dying, the children would be taken to a family member.
 Rites of passage: they are rituals that one undergoes to mark an important change in a
person‟s position in society. They include such rituals as the naming of a newly born
baby, initiation, marriage, death and after death ceremonies.
Initiation rituals
 Nkolola
 Siyeke (Sikenge)
 Cisungu
 Mukanda
Marriage rituals
 Matebeto
 Cilanga mulilo
 Mungenisa Khaya (M‟thimba)
 Mbusa
Death rituals
 Kupuzo-Ya-Bafu
 Mweesyo
 Isambo Lyamfwa
 Ukupyana
 Ubwalwa Bwe Shinda
 Traditional ceremonies: many traditional ceremonies are held to celebrate past

events. Other functions of traditional ceremonies include:
i. Expressing, reflecting and reinforcing cultural relationships and
ii. virtues. Observing certain rituals.
iii. Communicating important cultural themes through the use of special forms of
language, music and dance
iv. Connection to the ancestors
v. Providing oral history of settlement, patterns or migration.
vi. Reconciling inter – group conflict for peaceful co – existence.
vii. Assertion of local traditional leadership.
viii. Displaying symbols of ethnic citizenship or sense of belonging to ethnic
groupings
Types of traditional ceremonies
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i. Harvest festivals
ii. Commemorative ceremonies focusing on honouring the dad, migration
histories
iii. Religious festivals
iv. Ceremonies for small intimate groups such as boys or girls when these come of
age.
v. Ceremonies which move with rhythm of nature
Traditional ceremonies practiced in Zambia
vi. Kuomboka Ceremony of the Lozi people

vii. Umutomboko Ceremony of the Lunda people of Luapula
viii. Ukusefya pa Ng’wena Ceremony of the Bemba people
ix. Likumbi Lya Mize of the Luvale people
x. Mabadao ceremony of the Tumbuka people
xi. Kulamba ceremony of the Nsenga people
xii. Kulamba Kubwalo ceremony of the Lenje people
xiii. Shimunenga ceremony of the Illa people
xiv. Malaila ceremony of the Kunda people
xv. Lwiindi ceremony of the Tonga people
xvi. Nc’wala ceremony of the Ngoni people
xvii. Ibwela Mushi ceremony of the Biswalala people
xviii. Chinamanongo ceremony of the Bisa of Mpika
7.Identify factors that affect the appreciation of cultural diversity in Zambia
Cultural diversity in Zambia
Zambia has heterogeneous culture in terms of race, religion, language, tradition and customs. There are a
lot of common cultural practices among the seventy – three ethnic groups in Zambia. Therefore, in
order to appreciate cultural diversity that exists in Zambia, we should be mindful of certain aspects
that affect cultural diversity negatively. Such are the following:
1. Stereotyping
 This is an ever generalized and pre – conceived ideas or impression of what characterises someone.
 Stereotyping is treating someone badly just because he or she is different from you. One may judge
an individual on the basis of how one perceives the whole ethnic group.
 In Zambia for example, there is stereotyping. Some ethnic groups are labelled as
thieves, others stingy, others are backward and others tribal.
2. Prejudice
 This is biased opinion based on insufficient knowledge or hostility towards particular racial,
religious or ethnic groups.
 It is the practice of thinking badly about someone because he or she is different from you.
 It is illogical, irrational, hatred, and suspicious of particular group.
 Sometimes it can be based on gender, age, place of residence or even occupation.
 Prejudice and stereotyping lead to discrimination and conflict in society.
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 If not checked it can lead to serious civil war, for example, the Rwanda genocide and Burundi civil
wars.
3. Ethnocentrism
 This comes from the word „ethnocentric‟, which is the belief that one‟s‟ own cultural traditional
group or racial group is superior to all others.
 If other cultures are not like one‟s own culture then, they are regarded as inferior.
 People tend to view the custom of others in light with their own beliefs and values.
Ethnocentrism is also a belief that one‟s way of life is best and others are judged by their
standard.
 Ethnocentrism is a form of discrimination and leads to serious conflict even civil war. The
Rwanda 1994 genocide is such a good example.
4. Cultural relativism
 This is a belief that each cultural group has the right to its own culture even if the culture
does not please you.
 But such cultural practices should not violet individual basic human rights and freedom.
 Cultural diversity is the absence of direct and indirect discrimination in all areas of life.
8. Identify institutions that preserve cultural heritage in Zambia
(a) Museums- the national museums board administers these. Museums are responsible for;
- Collection of artefacts.
- Restoration of artefacts.
- Display of artefacts of historical, cultural, scientific, technological and economic
significance to the nation.
(b) National Heritage Conservation- administers immovable heritage such as sites and
monuments.
(c) National Arts Council- it promotes artistic and intellectual creativity and art education.
- It recognises that freedom of opinion and expression is essential for reactive activities of
artists and intellectuals alike.
(d) International Cultural Cooperation
 The colonial authorities regardless of cultural and ethnic realities arbitrarily drew up the
geographical international boarders of Zambia.
 Zambia acknowledges that international cultural exchanges and encounters contribute to
the promotion of global peace, respect, mutual understanding and cooperation.
 Zambia is a member of the following multilateral cultural organisations;
- United Nations Educational, Scientific and Cultural Organisation (UNESCO)
- Southern African Development Community (SADC)
- International Centre for Bantu Civilisation (CICIBA)
- World Intellectual Property Organisation (WIPO)
- Southern African Development Community Association of Museums (SADCAM)
- World Crafts Council (WCC)
- International Council of Museums (ICOM)
- International Theatre Institute (ITI)
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10.8 SUBSTANCE ABUSE
1. Describe types of substances often abused by people.
 Substance abuse is the taking something often that the body does not need and for wrong reasons.
For example, taking medicine when one is not sick is substance abuse.
Classification of substances
Substances fall into two major categories: over the counter substances and controlled substances.
i. Over the counter substances

 These are substances that can be easily bought over the counter such as panadol and aspirin. One
can buy these medicines of without a prescription.
ii. Controlled substances:
 These are substances which can only be obtained if one has a prescription or special authorization.
 They can be dangerous if not used properly.
 Examples of such medicines are valium (diazepam), morphine, mandrax, cocaine, pethidine and
marijuana.
Classification of substances according to their chemical structure, or effects on the user
The following are some example:
Depressants: these are substances that slow down the action of the central nervous system.
 They are sometimes called sedatives or hypnotics. Alcohol and mandrax are the
examples of depressant drugs.
 When taken in small amounts decreases awareness and tension.
 If taken in large amounts, they can lead into deep unconsciousness which may result in death.
Stimulants: this stimulates the central nervous system.

 They speed up the body processes.
 The most common are caffeine which is found in coffee, coca cola, chocolate and diet pills.
 Other stimulants include cocaine and nicotine. If stimulants are taken in large amounts, they
become depressants and they slow down the central nervous system.
Hallucinogens: are substances that distort the way the brain translates impulses or the
messages from the sensory organs, producing perceptual changes.
 Distortion makes the brain change massages about something real producing an illusion.
 The brain also produces images which do not exist in reality called hallucinations.
 Cocaine, magic mushrooms ecstasy are good examples.
Narcotics or Opiates: these are substances that make senses dull and relieve pain by
depressing the cerebral cortex.
 The cerebral cortex is the outer layer of the brain responsible for consciousness including
perception, memory and learning.
 These substances affect the thalamus which is the body‟s mood regulating centre.
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 Narcotics are mainly derived from the opium poppy plant. They include raw opium, pethidine,
marijuana, morphine, heroine methadone and codeine.
Inhalants or solvents: they are substances that are normally sniffed.

 These are substances found in household products such as glue, deodorants like perfume spray
and fuel gases.
 Once inhaled, the capillaries to the surface of the lungs allow rapid absorption of the substance.
 It enters the brain at a very fast rate; intoxicating effects are very high.
2. Discuss substances and their effects
a) Alcohol
 Though only adults are allowed to drink. Alcohol is a pure colourless liquid present in
drinks such as beer, wines and brandy.
 Alcohol is also taken for medicinal purposes for many medicines contain alcohol in
small percentages.
 Alcohol is abused when one takes too much and often. An alcoholic is a person who is
addicted to alcohol beverages like beer.
 Alcoholism is a dangerous and severe condition caused by physical dependence on
alcohol. It can destroy physical and mental health.
 The strength of any alcoholic beverages depend on the percentage concentration of a
chemical known as ethanol per given volume.
**If the beverage has a higher percentage of ethanol per volume, then a drink is more
potent.
Effects of alcohol
 Increases blood pressure and heart problems.

 Causes violent behaviour
 Negatively affects the brain
 Causes cirrhosis; diseases of the liver: the liver becomes fatty and enlarged
causing inflammation. This causes loss of appetite, abdominal discomfort and
death, makes one feel warm, when one in reality is losing heat leading to
hypothermia.
 Distort understanding of time and space and affects the sight causing one having
double or multiple vision.
 Causes withdrawal conditions called Delirium tremens.
b) Tobacco
 This is a substance that is commonly abused. It contains Nicotine, Tar and Carbon
Monoxide which are harmful to the body.
 When a person smokes these substances, they enter the blood stream and lungs.
 Nicotine is a colourless harmful drug. It acts as a stimulant and speeds up the
transmission of nerve impulses if taken in small dose. If taken in large doses, it
slows nerve impulses resulting in reduction of heart beat.
 Carbon monoxide is a deadly gas that affects the blood‟s ability to carry oxygen
around the body. It also affects the action of the cilia (hair).
 It contains substances that cause cancer.
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Effects of smoking
 Bronchitis
 Emphysema; lung disease which affects breathing
 Heart diseases; nicotine increases heartbeat which wears down the heart
 Cancer; 90% of deaths from cancer are due to cancer caused by smoking)
 Blood clots and stomach Ulcers.
 Damage to the unborn baby.
 Shortness of breath.
 Colds, flu and other infection.
 Non – smokers inhale smoke which makes them passive smokers.
 Deforestation due massive cutting of tree used as firewood in curing tobacco
c) Inhalants
 High blood pressure
 Headaches, stuttered speech and loss of motor co-ordination
 Rush around the nose and mouth.
 Violent behaviour.
 Unpredictable behaviour.
 Memory impairments.
 Abnormalities of the liver and kidney.
 Red, glassy watery eyes.
 Distorts understanding of time and space.
d) Drugs
 A drug is any substance which changes the chemistry of the body and affects the natural
balance of the mind and the emotions.
 Drugs can either be natural or synthetic chemicals.
 Natural drugs are those found in certain plants such as Caffeine in coffee, tetrahydrocannabinol
(THC), found in cannabis and nicotine in tobacco. Synthetic drugs are manufactured drugs such as
Panadol and Asprin.
1. Cannabis
 This is a hard brown material or herbal mixture that comes from a cannabis plant and it is
an illegal plant in Zambia.
 It is locally known as icamba.
 Thus cannabis is in three form:
 Marijuana: this comes from the dried leaves, flowers or stems of the
cannabis plant. It has a concentration of delta – 9 – tetrahydrocannibinol
(THC) of about 0 – 12 %.
 Hashish: this is made from the stick of the plant. It contains 12 – 18 % of
THC.
 Hashish Oil: made from compressing hashish to produce oil using solvent.
Concentration of THC is about 18 – 25 % and its more potent than the rest.
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Effects of cannabis
 Makes the user feel exhausted.

 Makes one have high appetite for food
 Affects the memory, concentration and co – ordination.
 Affects the reproductive system by reducing the sperm count in males and irregular
menstrual cycles in females.
 Causes cancer.
 Makes the user paranoid and anxious
 Makes the user to be talkative.
2. Heroin
It is a brown or white speckled powder made from juice extract from unripe capsules of opium
poppy plants.
 Heroin is formed through a chemical process of modifying morphine known as acetylation.
 Morphine is used to ease severe pain; however, it is very dangerous when not used properly.
 Heroine is taken mainly by smoking, sniffing injecting into the veins. The street names for heroine
are brown sugar, smack, skag, horse.
Effects of heroine
 Causes death due to over doze.

 Irregular menstrual periods in women.
 Damages the heart and the kidneys.
 Causes mood swings.
 Causes depression.
 Loss of appetite.
 Distorts the understanding of things.
 Disturbs the pattern of nerve, activity.
3. Cocaine
 Cocaine is a white powder made from the leaves of a coca plant.
 The leaves of coca plant when chewed can relieve fatigue and hunger. Cocaine can be
smoked or injected in the blood.
 It can also be orally taken by mixing with a liquid or in a capsule form.
 Coca cola is said to have contained very small amounts of cocaine

before it was removed in 1903.
 The street names for cocaine are coke, Charlie, snow lady and dust.
Effects of cocaine
 Dry mouth.
 Sweating.
 Severe weight loss.
 Indigestion.
 Exhaustion and lack of sleep (Insomnia).
 Transmission of HIV/ AIDS through the sharing of needles.
 Death due to overdose.
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 Ulceration of the nasal passage (sore s in the nasal passages)
 Irregular menstrual circle in women.
 Heart and blood circulation problems.
 Over alertness and elevation of mood.
2.Explain reasons for substance abuse
Reason for substance abuse
 Curiosity: a situation where one wants to taste and experience how it feels. This is done by young
people who are keen to be adventurous and experiment things for themselves.
 Peer pressure: some young people end up using substances because they want to do what their
friends are doing.
 Ignorance: some people take substances because they are not aware of the effects of which it may
be too late when they realise it. Damage would have been done.
 Stress: sometimes people take substances because of stress, and they feel that drugs can console
them. Stress can result from death loved ones, divorce and failure of an examination.
 Availability of substances: substances are readily available at the market. Substances such as
solvents (glue, tipex and methylated spirit). Also, alcoholic beverages are sold on the market.
 Alienation: when a person feels isolated, fights to find a group to belong to especially those who
are also isolated. Such a person may like to be in a group where substances being abused. Street
kids and teenagers are examples.
 Unemployment: many young people are unable to find jobs despite being qualified. Such people
resort to substances.
 Lack of recreation activities: many people have nowhere to spend their leisure time due to lack of
recreational facilities, substance abuse becomes leisure to them.
 Enhancement of self-confidence and performance: some people believe that taking certain drugs
may help them improve their self-confidence and performance in sports, sexual intercourse,
examination and other activities.
Signs and symptoms of substance abuse
 Sudden change in personality.

 Unusual mood swing.
 Decline in school performance.
 Spending more time away from home and school.
 Theft and over borrowing of money.
 Heavy use of perfumes to disguise the smell of substance.
 Loss of appetite.
 Wearing of sunglasses to disguise ones appearance.
 Possession of certain materials such as straws, pill boxes, needles, glass bottles.
How to avoid substances abuse
 Say NO THANK YOU! When somebody gives you a substance or drug.

 Giving a reason or excuse
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 Changing the subject
 Walking away
 Avoid the situations where substances are abused
 Associate with non-users of substances
 Keeping one-self busy.
Dependence on substances
 When someone entirely depends on substances, the situation is called addiction or dependence.
 Substance dependence can either take physical or psychological form.
 Physical dependence is when one tries to withdraw using a substance but faces physical effects
such as shaking and poor co-ordination.
 While psychological effects is where one experiences anxiety and depression due to withdraw of
abused substance.
 Some substance users may only feel the effect when they take larger doses of the substance. These
users have reached the drug tolerance levels.
3. Discuss impact of substance abuse on individuals, community, national and international levels
Impact of substance abuse on society
Individual level: an abuser of a substance is likely to have health problems resulting from the effects of the
substance taken.
 Owing to poor health, the victims may affect working and studying culture.
 The victim may not have support from his or her loved ones.
 Due to overdependence, the abuser may be speeding a lot on substances.
Family level: substance abusers may tend to ignore their families as they only care about having the
substance.
 As a result they tend to have a lot of credit and stealing from their families and friends. Hence,
their families and affected.
 This teaches young ones in the family to start abusing themselves also.
Community and national levels: some substance abusers end up committing crimes like murder and
robbery to acquire money for the substance.
 Others may be involved in prostitution and drug trafficking.

 These illegal activities have a negative effect on the community and the nation at large.
 The spread of HIV and AIDS is likely to be very high among substance abusers due to risk of
behaviour such as unprotected sex, and sharing of needles. The abuser when sick the all nation and
community is affected.
 It causes accidents and violent behaviour such as GBV.
International level: drug trafficking is a major international problem.
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 It refers to the manufacturing and selling of illegal drugs.
 Money laundering is common in drug trafficking for example, some drug traffickers use money
obtained illegally to destabilise governments through corruption, violence and buying votes.
 Money laundering affects the economy of the nation by causing inflation.
 Therefore, the substance abuse has negatively affected societies at international level due to drug
trafficking and money laundering.
Role of the community in combating substance abuse
 Abolishing of the cultivating of drug crops like marijuana and opium. The government musts come
in to make sure that no one is cultivating such crops.
 Educating the people on the bad effects of substance effects. And the need to control the use of
these substances anyhow.
 Taking keen interest in one‟s community; people should love their community and identify the
signs and symptoms of substance abuse, and report to the institutions concerned with such issues.
 Employment: the government and community at large should provide a wide range of
employment opportunities to discourage unemployed people from substance abuse.
 Changing people‟s attitude towards substance abuse; through entertainment such as poems, drama
and debate.
 Establishing groups and clubs; this may include anti – drug abuse club and community
rehabilitation centres which control substance abuse.
Measures used to control and fight substance abuse in Zambia
 Government has enacted the law under Act No 37 of 1993 to prohibit trafficking, exporting,
possessing, cultivating, manufacturing and use of Narcotics and psychotropic substances
 The public is sensitised on the dangers of substances abuse and the legal implication. Drug abuse is
liable for punishment for a period not exceeding ten (10) years if found guilty.
 The government of Zambia also works with other countries to exchange information on drug
trafficking and related crime in order to arrest offenders.
4.Identify institutions involved in fighting substance abuse in Zambia
Institution that fight substance abuse
 In 1989, the government established the Drug Enforcement

Commission (DEC).
 This is a government department charged with the responsibility of
curbing substance abuse.
 This commission has offices in all the provinces in Zambia with a National Education Campaign
Division. The division is responsible for dissemination of information intended to sensitise the
public on the effects of drug abuse.
 The department also works with Non-Governmental Organisation (NGOs) and other government
departments to rehabilitate victims of substance abuse. Some NGOs involved are:
 Planned Parenthood Association of Zambia (PPAZ)
 Youth Alive
 Young Women‟s Christian Association (YMCA)
 Society for Family Health (SFH); Churches
 Sports in Action (SIA)
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 Youth Media (trendsetters)
GRADE 11 TOPICS
1. THE ZAMBIAN BILL OF RIGHTS
1. Describe the Bill of Rights
The bill of rights is a list of fundamental rights and freedoms covered in part iii of the constitution of
Zambia which is the supreme law of the land. Is it the country’s main instrument of protecting the rights
and freedoms of the individual.
2.Identify the elements of Bill of Rights in the Zambian Constitution
Elements of the bill of rights in the Zambian constitution:
The current Bill of Rights forms Part III of the 1996 constitution covering
Articles 11 to32.
Article 11: This is the preamble which is a general declaration of the rights every person in Zambia is
entitled to regardless of race, place of origin, political opinion, colour and brief, religion, sex or marital
status.
Article 12: Protection of the Rights to Life.
 This right is described as the Supreme Human Right because all rights are dependent on it.
 It protects all forms of human life, including of that of an unborn child.
 It gives government and an individual the obligation of preserving and protecting human life.
Article 13: Protection of the Right to Personal Liberty.
 Every person is free unless one has broken the law and is in custody of the Police.
Article 14: Protection from Slavery and Forced Labour.
 The State is under obligation by international covenant on Civil and Political Rights (ICCPR) to
prohibit by law any form of slavery and practices such as human trafficking, seldom, exploitation
of children and servile (enslaving) forms of marriage.
Article 15: Protection from Inhuman Treatment.
 The use of all forms of inhuman or degrading treatment and torture such as corporal punishment is
prohibited.
Article 16: Protection from Deprivation of Property.
 The article protects individuals from being deprived of their property except in cases permitted by
law such as failure to pay tax, rates or dues and many such things.
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Article 17: Protection for Privacy of Home and Other Property.
 The article protects the privacy of the individual‟s homes and the other property.
 It prohibits the search of a person, his or her property or entry of premises unless permitted by law.
ARTICLE 18: Provision to Secure Protection of Law.
 Every person has the right to have access to the protection of the law.
Article 19: Protection of Freedom of Conscience.
 This article gives every human being the freedom of religion and thought which may also imply
freedom to change religion or belief either alone or in a group with other people.
Article 20: Protection of Freedom of Expression.
 Individuals are free to hold opinions and exchange information without interference.
Article 21: Protection of Freedom of Assembly and Association.
 Under this article, every citizen has a right to assemble freely and associate with others, to form or
belong to any political party, trade union or other associations for the protection of one‟s interest.
Article 22: Protection of Freedom of Movement.
 Individuals are free to live, move, leave or return to Zambia unless restricted by the law; such as
under a state of emergency and when one is serving jail sentence.
Article 23: Protection from Discrimination.
 Individuals are protected from being treated unfairly on ground of sex, place of birth, marital
status, political opinion, ethnicity, or race etc.
Article 24: Protection of Young Persons from Exploitation.
 It ensures protection of young persons from physical ill-treatment and from all forms of neglect,
cruelty and exploitation.
 It also prohibits the trafficking of young persons.
Article 25: Derogation from Fundamental Rights and Detention.
 The article provides for limitation on fundamental rights in times of war or public emergencies
except Articles 12, 14, 15 and 18.
ARTICLE 26: Provision relating to restriction
 The article deals with the provision relating to the rights of restricted and detained persons.
ARTICLE 27: Reference of certain matters to special tribunal
 Under this article, members of parliament can stop a bill which infringes on the bill of rights.
 It makes a provision for the appointment of a special tribunal of two judges by the Chief Justice.
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 The Tribunal will reports on a Bill or Statutory Instrument which may not be consistent with the
constitution.
ARTICLE 28: Enforcement of protective provisions
 The article makes a provision for the enforcement of the rights provided in the Bill of Rights.
 Persons whose rights are violated can complain to the High Court.
ARTICLE 29-31: Special powers of the republican president
 These articles deal with the special provision powers of the Republican President such as
declaration of war and of the state of emergency and pardon of prisoners etc.
3. Describe ways of enforcing the Zambian Bill of Rights
 The Judiciary arm of government is the main mechanism for the protection and enforcement of the
rights and freedoms outlined in the bill of rights.
 A mechanism on the enforcement of the rights and freedoms is provided for in Article 28 of the
constitution. The High Court is given the vital role to enforce the Bill of Rights.
a) The High Court

 All communications involving constitutional disputes should be taken to the High court.
 A person aggrieved due to the violation of his or her fundamental rights, can petition the high court
to remedy or set right (an undesirable or unfair situation.
 The high court is given the power to issue writs (written order) on lodged claims or complaints and
give direction as it is considered appropriate.
 **If a person is not happy with the decision of the High Court, he or she may appeal to the highest
court of appeal which is the Supreme Court provided their case is not frivolous or vexatious.
b) The Judicial Review Commission

 The Judicial review under Order 53 of the rules of the Supreme Court is another mechanism used.
 This is applicable when the judiciary checks on whether the legislature and the executive are
exercising their powers in accordance with the constitution.
 Under this mechanism, there is application for habeas copywriter of currier.
c) The Permanent Human Rights Commission (HRC)
 The Human Rights Commission acts as a watchdog in enforcing human right under be human
rights Act No.39 of 1996.
 The commission has a mandate to monitor violations of human rights through investigations and
public hearings.
 It also recommends and facilitates mediation and conciliation in enforcing human rights.
d)The office of the investigation General (Ombudsman)

 The Investigator General‟s Office enforces human rights claims as well.
 The Investigator General is the chairperson of the commission for investigations.
 Any person is free to write to the investigator General to complain about human rights violations.
 The commission carries out investigations on people‟s complaints on corruption and other cases
of
abuses and human rights violations in the civil service.
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 The investigator General gives advice to either the police or courts to take actions after
investigations have been carried out.
e) Other means of enforcement

 The media, civil society, parliament, the Law Association of Zambia (LAZ) and trade unions are
also involved in monitoring human right violations.
 They supplement the work of the Judiciary.
4. Discuss the role of the institutions that promote Human Rights in Zambia
i. The Permanent Human Rights Commission (HRC)

 The Human Rights Commission was established by an Act of parliament No. 39 of 1996 and come
into force in May, 1997.
 Some of the functions of the Human Rights Commission are as follows:-
 To investigate human rights violations
 To propose effective measures to prevent human rights abuse
 To visit correctional facilitates and other detention or related facilities and see if conditions
in such places are fit for detainee and make recommendations to solve existing problems.
 To establish a continuous programme of research, education information and rehabilitation
of victims
 To rehabilitate victims of human rights abuse and improve the respect for and protection of
human rights as well as establishing a continuous programme of research, education and
information.
Powers of the HRC of Zambia

 Investigate human rights abuses on its initiative or based on complaints or allegations.
 Issues summons or orders requiring attendance of persons relevant to any investigation of the
Commission.
 Produce documents relevant to the Commission
 Question any person in respect of any subject matter under investigations before the Commission
 Recommend to courts of law prosecution of any person found to perpetuate human rights abuse
ii. The Judiciary

 The courts of law which are the judiciary system in Zambia play a vital role in promoting human
rights in Zambia.
 It consists of the Supreme Court, the Constitutional Court, the High Court, the Industrial Relations
Court, the Subordinate courts, the Local courts and any other courts prescribed by an Act of Rights
by applying laws to the cases role received from the petitioners where rights are violated.
 The judges of the courts are independent, impartial and subject only to the constitution and the law.
iii. The Anti-Corruption Commission (ACC)

 It is an independent government body which helps strengthen Human Rights through its fight
against corruption.
 The Anti-Corruption Commission Investigates any reported corruption cases which may be pointed
of human rights violation.
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 If evidence is established the findings are taken to Director of Public Prosecutions (DPP) who may
decide to take the matter to court.
iv. Zambia Police Service (ZP)

 The major function of the Zambia Police Service is to maintain law and order.
 It makes sure that peoples fundamental rights are protected and promoted as it carries out its
duties.
 It closely works with the courts in administering social order and justice
 Through its victims support unit, the Police provide services to the community by promoting and
protecting rights of the victims of abuse or torture.
 It apprehends, arrests and prosecutes law breakers in accordance with the law.
v. Caritas Zambia
 A faith based organization which is inspired by gospel values and social teaching of the Catholic
Church.
 It promotes integral human development economic justice, human dignity and empowerment of the
less privileged in society.
 This is done through conscietisation, advocacy, research, training and capacity building.
vi. Amnesty International

 It is a worldwide self-governing movement of people whose aim is to campaign for internationally
recognised human rights.
 It does not seek or accept any funds from government to carry out its mandate
 The vision is to ensure that every person enjoys all the human rights enshrined in UDHR and other
international human rights instruments
 It conducts research and action focused on preventing physical and mental abuses of human rights
 It endeavours to promote integrity, freedom of conscience and expression and freedom from
discrimination
2. Civil Society and Media in Governance
1. Describe civil society organisation

 Civil society organisations are non-military, non-governmental organisations and individuals who
make it their business to promote and defend the basic ideals of good governance outside the
government.
Characteristics of Civil societies

 It is not guided by a regulatory frame as the State is
 It is non-profit making
 It draws support from well-wishers such as donors
 It shapes its own nature of needs and interests
 It works within a specific environment which determines its operation
 It draws membership from formal and informal organisations
2. Classify Civil Society organisation
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International Organisations
 Women in Law and Development in Africa (WIDAF)
 Women in Law in Southern Africa (WiLSA)
 The Inter-African Network for Human Rights and Development (AFRONET).
 Transparent International Zambia (TIZ).
 The Media Institute of Southern Africa (MISA).
 Business Associations, Industrial Associations, Professional Associations, Faith
Based
organisations (FBO‟s).
 Trade Unions and Pressure Groups.
Pressure Groups (interest groups)

 Pressure groups are civil society organisations formed to influence government policy and
decisions on a particular subject.
 Pressure groups usually disband and cease to exist once their objective has been achieved. For
instance, the Committee for Clean Campaign (CCC) disbanded after the 1996 elections.
Civic Organisations
Civic organisations are concerned with issues such as civic education, human rights and good governance.
 The Zambia Civic Education Association (ZCEA).
 The Foundation for Democratic Process (FODEP).
 The Anti – Voter Apathy Programme (AVAP)
 The Non-Governmental Organisations Co-ordinating Committee (NGOCC).
 Operation Young Vote (OYV)
 The National Movement Against Corruption (NAMAC)
Women’s Groups
Women‟s groups are concerned with promoting and protecting women‟s rights. The following are
examples of women‟s groups:
 Women for Change (WfC)
 National Women‟s Lobby Group (NWLG).
 Young Women‟s Christian Association (YWCA).
 Zambia Alliance of Women (ZAW)
 Forum for African Women Educationalists of Zambia (FAWEZA).
 Women in Development (WID).
 Society for Women Against AIDS in Zambia (SWAAZ).
Professional Associations
Professional associations are primarily formed by people in a particular profession to promote and protect
their professional interests. However, they often act as pressure groups on the government and they educate
people on their rights.
 The Law Association of Zambia (LAZ).
 Women in Law and Development in Africa (WILDAF).
 The Zambia Independent Media Association (ZIMA).
 The Press Association of Zambia (PAZA).
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 Zambia Association of Civic Education Teachers (ZACET).
 Zambia Association of Religious Education Teachers (ZARET)
 Languages Teachers Association of Zambia (LATAZ) and other subject associations.
Industrial Organisations
Industrial organisations are formed by people in the same industry. For example, workers in a
manufacturing industry can form organisations to safeguard their interests. They include:
 The Labour Movement (Trade Unions)
 The Zambia Association of Manufacturers. (ZAM).
 The Zambia National Farmers Union (ZNFU).
 The Zambia Chamber of Commerce and Industry (ZACC).
 The Zambia Consumers Association (ZCA).
 The Zambia Cross-Border Traders Association (ZCBTA).
 The Zambia Federation for Women in Business (ZFWB).
 The Zambia National Marketeers‟ Association (ZANAMA).
Religious Organisations
Churches and other religious organisations often speak out on governance issues such as constitutional
reform, unemployment and corruption. These organisations include:
 The Zambia Evangelical Fellowship (ZEF).
 The Council of Churches in Zambia (CCZ).
 The Catholic Commission for Peace, Justice and Development (CCJPD) now known as Caritas
Zambia.
 The Young Women‟s Christian Association (YWCA).
 The Young Men‟s Christian Association (YMCA).
 The Islamic Association of Zambia (IAZ).
3. Analyse the roles of Civil Society in governance
Some of the roles of the civil society are to:

 Defend the ideals of democracy by checking the growth of undemocratic tendencies in the policies
of the government.
 Carry out civic education activities and promote public awareness on issues affecting society such
as HIV/AIDS, human rights abuses, and poverty etc.
 Influence public opinion. Civil society organisations use the strategy of advocacy to influence
public opinion in favour of specific objectives.
 Debate Bills and Influence amendments or decisions of the Legislature.
 Act as agents of democratic change. For example, by advocating for constitutional reform, gender
equality, and free and fair elections.
 Defend and promote human rights and the rule of law. Rule of law means no one is above the law.
It also means giving equal treatment to all people before the law.
 Promote accountability and transparency.
 Ensure that the government and other people in authority are accountable to the public.
 Act as channels through which individuals can participate both in government and community
decision-making processes.
 Act as a link between the community and the government.
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 Provide “checks and balances” by criticising bad government policies and suggesting alternative
ideas.
 Publicise and articulate the demands of their members. For instance, the National Women’s Lobby
Group demands for a minimum of 30% female representation in parliament and all other
leadership and managerial positions to enhance gender equity.
4. Discuss forms of Citizen Participation in governance

A citizen can participate in democratic governance in many ways. This includes partition in:
Political activities:
 Casting a vote in an election.
 Contesting for a political office in an election.
 Joining and campaigning for a political party of one‟s choice.
 Attending a political party meeting.
 Contacting a councillor or a Member of Parliament to raise an issue.
 Writing newspaper articles to criticise government policies.
Civil society activities:

 Joining a civil society
 Organising or attending seminars.
 Reading posters and brochures.
 Taking part in legal and peaceful demonstrations
Community activities:
 Attending a community meeting to discuss local affairs.
 Attending a Parent Teachers Association meeting at a local school.
 Moulding bricks for community projects.
 Signing a petition with other people to express dissatisfaction with a decision made by a local
council or a school administration.
 Joining a club at school or in the community.
 Electing community leaders and school council.
11.2.5 Discuss factors that hinder women participation in governance
Obstacles to Female Participation in Governance
The following are some of the factors hindering female participation in

governance:
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i. Cultural aspects:
 The cultural set-up of the Zambian society encourages women to be subordinate and
submissive to men.
 This has led most people (including some women) to believe that women cannot make
good leaders.
ii. Lack of support from the family:

 This aspect implies that women ought to seek permission from their husbands before they
can join politics and contest elections.
 Such permission is not granted because some men fear that joining politics would make
their wives stay away from home for a long time.
 Husbands fear that their wives might be sleeping around with other men whom they come
in contact with.
 For this reason, only a handful number of married women are able to join active politics.
iii. Male economic dominance:

 Election campaigns are usually dominated by men candidates who are quite often richer
than the female candidates.
 To carry out a successful campaign one needs huge sums of money. This in turn puts
women on a disadvantaged position.
iv. Lack of solidarity among women:

 It is the nature of women not to support each other.
 Female voters do not vote for female candidates.
 There is usually conflict between the highly educated and the less educated and poor
women.
 Women tend to have little confidence in their fellow women‟s leadership abilities.
v. Political discrimination:
 Political party committees responsible for adopting election candidates are male dominated
and tend to discriminate against women.
 Some women are unwilling to be adopted as election candidates for various reasons such as
lack of support from their husbands and inadequate financial resources.
Need for Citizen Participation
Democracy is a government based on the consent of the people. Citizen participation is therefore a key
factor in good governance. Without citizen participation in national affairs the following would happen:
 Government leaders may be elected by the minority of citizens who are politically active to govern
over the inactive majority.
 Poor government policies may go unchecked
 Citizens may remain ignorant of government policies and intentions.
 Selfish leaders may find it easy to corrupt the few politically active citizens and win elections. This
may result in leaders of low calibre assuming political office.
 Government leaders may not be held accountable.
11.2.6 Identify different types of media.
Media refers to institutions that disseminate information to the public.

There are two types of news media. These are: print media and electronic media.
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Print Media (the press)

 The print media relies on printed paper to disseminate information. The print media consists of
periodical literature and the daily newspapers, notice boards, posters, and brochures (leaflets).
 The media can also be classified according to ownership. We have the public and the private
media. The public media is to a large degree owned and controlled by the state, while the private
media is owned by individuals, private companies and institutions such as the church.
Examples of the public print media
 The Times of Zambia.
 The Sunday Times of Zambia.
 The Zambia Daily Mail
 The Sunday Mail
Examples of private print media
 The National Mirror
 The Mast Newspapers
 The Monitor
 The Daily Nation
 The Guardian
 The Weekly Angel
 The Speak Out Magazine
 The Challenge Magazine
Electronic Media
 The electronic media uses electric and electronic methods to disseminate information. The
common ones are television, radio, cinema, video, internet (computers) and satellite.
Examples of public electronic media

 The Zambia National Broadcasting Corporation (radio and television stations).
Examples of private electronic media
 Radio Phoenix
 Radio Christian Voice.
 Radio Ichengelo
 Internet cafes
 Muvi Tv
 Trinity Broadcasting Network (TBN)
 Diamond Tv
 GO-Tv
New Agencies
New agencies are media institutions that collect and supply information to media houses (organisations).
Examples of News Agencies
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 Zambia News and Information Services (ZANIS) formerly the Zambia News Agency (ZANA) and
the Zambia Information Services (ZIS)
 National Agriculture Information Services (NAIS)
 Reuters
7. Explain the role of the media in governance
Some of the roles of the media in governance are as follows:
i. To inform and educate:

 Citizens cannot fully participate in governance unless they are well informed.
 The radio, television, cinema, and the daily newspapers are effective instruments for informing and
educating the people and helping to form public opinion.
 This role is particularly crucial during elections since it is not possible for candidates to visit and
talk to every voter.
 The voters mainly depend on the media to enable them make decisions about the suitability of a
particular candidate or a political party‟s plans and achievements.
ii. To act as a watchdog:

 A free and impartial media is indispensable for the successful functioning of a democratic
government.
 It plays the role of a watchdog and a jealous guardian of the rights of citizens by
holding public officials accountable for their actions.
 In a democratic state, the media should not only publicise the activities of the ruling
party in a favourable way.
 It should also investigate and expose the malpractices of government and other public officials.
iii. To promote public debate:
 The media provides a forum for the expression of views and opinions of both the government and
the people on matters of public interest.
 The daily newspapers reserve columns for the public to express their views and grievances through
“Letters to the Editor”.
 Some radio and television programmes allow the public to debate community and national issues.
iv. To set the Agenda:

 The media cannot report everything. They must choose what to report, and what issues to ignore.
 The media decides on behalf of the public what is news and what is not.
 People see the world through the eyes of the media, and this in turn influences people‟s opinions
about issues.
 The media plays a key role in forming public opinion.
8. Analyse factors that limit media coverage
i. Ownership and control:

 Those who own and control media organisations tend to use them to serve their own interests.
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 Where the media is owned and controlled by the state, the task of the media is to unite the people
behind the ruling party and its policies.
 Censorship is widespread and “news” is limited to what government leaders do or say.
 Even where media organisations are privately owned, the media is often used as a commercial
enterprise.
ii. Laws restricting press freedom:

 Another limitation on the media is in the form of laws that restrict freedom of the press. For
instance, under the penal code, it is an offence to publish seditious publication.
 Seditious publication is any material that can bring hatred or contempt against the government and
its leadership.
 This makes it difficult for the media to report unfavourably on government policies
and leaders even when they are not performing well.
iii. Accessibility:
 Public access to the media is restricted by various factors such as limited circulation,
affordability, high levels of illiteracy, and the discriminatory policies of some media
organizations which deliberately deny publicity to people holding views contrary to their own.
 In Zambia, about 60% of the population lives in rural areas where the circulation of the print media
is almost non-existent.
 The rural population mainly relies on the radio news from the state owned broadcasting corporation
although this is also dependent on the affordability of radio sets.
iv. Poor road networks:
 The media finds it very difficult to go to certain rural places to capture news and cries of the
people.
 Very touching and alarming stories are out there in remote areas but because of the impassable
roads such information is not captured to be brought to the attention of the public and the
government.
v. Language limitation:
 The media usually disseminate information in English thereby denying those who do not
know English access to information.
 Very few programmes are presented in local languages, the print media is even worse-
almost all the newspapers are in English and you should be aware that illiteracy levels in
Zambia are very high.
vi. Physically challenged:

 The media does not fully cater for the blind and the deaf.
 There is no news in Braille unless otherwise.
 Some media houses have tried to bring on board sign language interpreters
though limited to only certain programmes.
vii. Cost of advertising:
 It is very costly to advertise in the media.
 The poor, the majority of whom are in rural areas, are not able to market their
products
Freedom of the Media
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Freedom of the media is essential for the media institutions to serve the public without interference or
censorship from any quota.
Attributes of freedom of the media:
i. Freedom of ownership:
 Everyone is free to start or own a media institution such as a newspaper, magazine or broadcasting
station.
 Owners of media institutions enjoy full property rights.
 They do not live in fear of possible seizure or closure of their institutions by anyone.
ii. Freedom of access and publication:

 Media practitioners are free to gather and publish or broadcast information.
 Media practitioners such as journalists and editors also enjoy professional autonomy. They are free
to select information or to reject material for publication or broadcasting.
 The media practitioners are free to attend and report (or not report) on any meeting or event.
iii. Right of the public to be informed:

 The public enjoy the right to receive fair, full and objective information.
 The public also enjoy their right to hear alternative views, including unpopular or disagreeable
views.
iv. Protection of media practitioners from undue restrictions:

 Favourable laws are enacted to protect media practitioners from undue restrictions such as
prohibitive licensing requirements, discriminatory taxation and censorship regulations.
v. Professional and responsible journalism.

 Media practitioners should not abuse their freedom of access to information to violate other
people’s privacy rights or reveal state security secrets.
 Disclosing state secrets is criminal-never do that because you put your lovely country in danger!
 Journalists should also avoid engaging in unprofessional practices such as media sensationalism.
This means exaggerating stories and reporting things that are untrue.
 Media professionalism also entail balanced coverage of all sectors of society be it the opposition
political parties or ruling party-no biasness in reporting.
11.2.9 Identify factors that hinder the media from disseminating correct information
vi. Corruption
 The media practitioners in some cases are corrupted by individuals and government officials to
drive a particular agenda in their favour even when the information is false.
vii. Political pressure

 The media both private and public are pressurised highly by political forces. This pressure if not
contained leads to dissemination of propagandas to the public.
iii. Intimidation
 In most cases, media houses that are perceived to be anti-government are threatened by the
government with closure.
 This forces the media to report falsehoods hence misleading the general public
iv. Non-adherence to standards and ethics
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 The media at times become unethical in their reporting.
 They may report unverified information that alarms the public leading to confusion
v. Censorship
 The government restricts the operations of the media through editorial policies especially for
the public media.
 Before news items are broadcasted or published, certain government officials read through and
remove items that it perceives confidential.
3. Economic and Social Development
1.Explain economic and social development
Economic Development
Economy is any action that has to do with the production of goods and services. Economic development is
closely related to economic growth. Economic growth means an increase in the country’s productive
capacity such as the rise in real national income over a period of years.
Economic development may include among them;

 Expansion of agriculture by producing surplus products for export.
 Expansion of manufacturing industry to process various products within the country.
 Improvement of technologies such as efficient tools and machines.
 Research on new technologies.
 Improved skills leading to increased production of goods and services.
 Discovering of mineral deposits which bring into the country taxes, royalties and job creation.
Social Development
Social development is the improvement in the standard of living of the
people. It covers a lot of things. These are:
 access to basic needs such as food, clothing, shelter and clean
drinking water;
 human rights;
 good governance;
 access to education and health care; and
 Opportunities and choices for each individual to fulfil his or her
potential.
2.Discuss basic human needs
Human Needs and Wants

 Needs are things human beings require in order to survive or keep the bodies functioning properly.
Examples are shelter, clothing, food and medical care.
 Wants are not really essential for the proper functioning of the body. These are looked at as
luxuries, for example motor vehicles, furniture and alcohol.
 There are certain basic needs that a person cannot do without, such as food, water, shelter, clothing,
education and health services.
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 The fundamental basic needs are food, water and shelter. We need to eat nutritious food and drink
safe and clean water to keep healthy.
 We need shelter to protect us from rain, cold, heat and also provide a place to keep our goods safe.
 Clothing is important because it protects our bodies from heat and cold.
 Health services are important to enable us have healthy bodies.
11.3.3 Describe factors that affect production
 The factors of production are land, labour, capital and enterprise.

 The purpose of an economic activity is the satisfaction of wants. Any activity which helps to satisfy
wants is defined as production.
 All activities which assist towards the satisfaction of material wants must be considered to be
productive.
Economic resources or factors of production

i. Land: Land comprises those resources made available by nature and found only on earth, such as:
 agricultural areas
 natural grasslands, woodlands and forests
 deserts
 oceans, lakes, seas and rivers
 chemicals of the earth‟s crust and of the atmosphere
ii. Labour
 Labour is a human effort – physical and mental - which is directed at the production of goods and
services.
 Labour is not only a factor of production but also the reason why economic activities are carried
out.
 The people who take part in production also consume the products of labour. It is the services of
labour which are bought and sold and not labour itself. The reward for labour is wages or salaries.
The supply of labour depends on two things:

 The total labour force available.
 The number of hours per week the population is prepared to work.
 Labour can be classified as skilled, semi-skilled or unskilled.

 Skilled labour is labour which has either mastered a particular craft, such as tool making or has
been professionally trained, such as doctors, lawyers, teachers and accountants.
 Semi-skilled labourers are people who obtained skills to do something in a very short time. It
may range from six weeks to any period less than one year e.g. drivers, painters and welders.
 Unskilled labour requires little specialized training. For example, farm labourers, cleaners and
garden boys.
The Efficiency of Labour

 Production is not only affected by the size of the labour force and the number of hours a person
works, but also by the quality and effective utilisation of the working population.
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 In order to increase the production of goods and services, improving the efficiency of the labour
force is very important.
11.3.4 Describe factors that affect efficiency of Labour
Productivity refers to the output per worker per unit of time.
The efficiency of labour is dependent upon a number of factors:

 Education and training
A person who is educated and has sound technical training would be more effective than one who
lacks knowledge. Modern industrial operations require a highly skilled labour force.
 Working conditions
The efficiency of labour is influenced by good working conditions and a favourable working
environment such as a living wage, good sanitation, and well ventilated workplaces.
 Welfare Services
Welfare services are services provided to a worker such as medical care, transport, housing and
recreation facilities.
 Motivation
Motivation involves various incentives such as monetary reward as a means of stimulating output.
iii. Capital
 Capital is a human made resource.
 It refers to physical assets created in the past and are available for present use. Capital includes
machines and industrial buildings that contribute to production.
Working Capital (circulating capital)

 Working capital is money a business must have to meet its day to day expenses like paying workers’
salaries, buying raw materials or stock, paying water, salaries, electricity, telephone bills and so
on.
Fixed Capital
 Capital refers to physical assets such as land, buildings, machinery, equipment, fixtures and many
others.
 It also refers to money contributed by shareholders to start a business. This includes the equipment
used in production, such as buildings, machinery and transport.
 This type of capital does not change its form during production.
Capital Accumulation or Formation

 Capital accumulation means increasing the production of capital goods in addition to what the
country already has.
 At the same time it means the reduction in the production of consumer goods.
11.3.5 Describe factors which affect capital formation
The following factors affect capital formation

 Poverty
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This is where people have nothing at all and cannot therefore enter into any kind of business
venture.
 Low incomes
People who get very low income have little money or nothing to save. In Zambia, many people get
very low incomes, making it difficult for them to save for future use.
 Consumption habits
People eat expensive food, take expensive foreign drinks like brandy and buy expensive cars. This
makes them save very little or nothing at all.
 The extended family system
Some people maintain large families and find it difficult to save money. Zambian culture advocates
for the extended family system which makes it difficult for one to save money or acquire capital
for
investment.
 No future plans
People spend more to fulfil their present needs, hence end up being extravagant.
 Lack of knowledge to save for investment
Most people do not have the idea of saving for investment.
 Social status
Some people, especially those in the high income group tend to spend a lot of money on expensive
goods like cars and clothes in order to maintain their status in society. This acts as a disincentive to
capital accumulation because little or no money is saved.
 Large quantities of imported finished goods
This is also a great impediment to capital accumulation or investment capital since a lot of money
is spent on importing finished goods into the country instead of having them produced locally.
6.Describe financial Institutions
Banking
 A bank is a financial institution which provides safe custody of excess monies and gives it to the
owners when they need it.
 Banking helps in the financing of trading activities, or the transfer of funds from one person to
another or from one institution to the other.
Types of Banks
Central Bank
 A
central
bank is
the
principa
l
instituti
on in a
country
and acts
as a
regulato
r of the
banking Page 52 of 119
system.
The following are the main functions of the Central Bank:
 Keeping money for commercial banks. It provides all of the banking services to the banking sector;
commercial banks can draw bank notes from it.
 Keeping government revenues. It pays money on behalf of the government and carries out foreign
transaction. It works closely with the Ministry of Finance and Development Planning. It advises the
Ministry on all kinds of financial matters.
 Issuing out bank notes and coins. It also withdraws mutilated notes from circulation through
commercial banks. It regulates money supply in the country. Too much money in circulation can
lead to inflation.
 Clearing cheques and transferring of money to commercial banks.
 Keeping foreign currencies and selling them to commercial banks and bureaus. This is important
for Zambia because the foreign exchange has to be disbursed to important sectors of development.
 Conducting ordinary banking business such as cashing government cheques and treasury bills. The
Central Bank fixes the minimum amount a person can deposit. This is important in order to control
inflation.
 Lending money to commercial banks as a last resort if they cannot get money from any other
source.
 Servicing the national debt. The government borrows money from other countries and institutions
such as the International Monetary Fund (IMF) the World Bank, the African Development Bank
(ADB) or even from the public through the sale of bonds.
Commercial Banks
Commercial banks are controlled by central banks. Commercial banks are financial institutions with
government licences to operate in financial matters.
The basic functions of a commercial bank are to:

 Collect surplus funds from the general public.
 Transfer funds from one person to another by means of a cheque or credit card.
 Lend surplus funds at an interest to customers who borrow.
 Advice on a variety of business matters such as investment opportunities, overseas trade information
and so on.
 Look after valuables such as insurance policies, wills, title deeds and precious stones like gold.
 Commercial banks attract deposits from the public in three main forms:
Types of Accounts offered by Commercial Banks

i. Current Accounts
 Current accounts are deposits which are withdrawn on demand and are subject to transfer by
cheque. No ATM is issued.
 Such deposits do not earn interest and banks can make a charge for handling the cheques
drawn on these accounts.
 Holders of current accounts can overdraw their accounts (Overdraft).
ii. Savings (Deposit) Accounts

 These are also called time deposits they earn interest but cannot be transferred by cheque or
withdrawn on demand.
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 Normally, a period of notice of withdrawal is required. A person keeps money in the bank and
receives interests for a period of time. The interest given differs from bank to bank.
 Money can be withdrawn or deposited using the automatic teller machines (ATM).
iii. Large Fixed Term Deposits

 Banks offer higher rates of interest on large sums of money deposited for a
fixed period of time.
Merchant Banks
 Originally, merchant banks were discount houses which were responsible for discounting Bills of
Exchange.
 Their most important function is to contribute to the smooth running of the money market, by
guaranteeing the value of proper securities.
 They offer advice to clients. They are an important financial intermediary for industrial
concerns or companies.
 When a company wants to raise new long term capital, it will normally ask a merchant bank to
arrange the issue of the shares. A good example is Cavmont Capital Bank.
Other Financial Institutions

 Apart from central, commercial and merchant banks, there are other financial institutions which
play an important role in the development of any country.
 The role of these institutions is to collect savings from members of the public and channel them to
industry and the govern
For Example:
 The Building National Building Society
 The Development Bank of Zambia
 The Savings Bank
 The Stock Exchange
Building Society
 The Zambia National Building Society provides long term loans that enable people build or
purchase houses.
 Apart from giving mortgages (loans) for housing it also operates like commercial banks by offering
savings accounts.
Development Bank
 The Development Bank of Zambia (DBZ) in Zambia was established by the government to offer
long term finance for risky businesses or ventures where other banks are reluctant to provide funds
e.g. in agriculture and industrial sectors.
Savings Bank
 This operates through the Post Office network.
 It provides savings accounts and basic banking services, particularly to low income groups in both
urban and rural areas. A good example is the National Savings Bank – (NATSAVE).
Stock Exchange
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The stock exchange is a highly organised market where shares and stocks are bought and sold. The
following are some of the
Functions of the stock exchange:

 Provides a market for second hand shares
 Helps companies or business to raise new capital.
 Regulates the prices of shares on the market.
 Encourages investment in securities.
 Enables flow of capital for productive industry.
In Zambia, the stock exchange was established by an Act of Parliament in 1994. The following are some
examples of companies trading on the Lusaka Stock Exchange (LuSE):
 Chilanga Cement PLC
 Zambia Breweries PLC
 Zambia Sugar PLC.
Insurance
 Many people have life policies for which the insurance company collects premiums annually.
 The insurance company undertakes to pay a lump sum either on a specific date or upon the death of
the assured. Insurance is a system of protection against all kinds of risk.
 People buy insurance policies to protect themselves against the loss of something which is very
valuable to them, such as a car, a house, a farm and a factory.
 People who are insured pay money to the insurance company to compensate those who suffer loss.
 Insurance is based on the principle of pooling risks. In insurance, business is dependent upon the
fortunate helping the unfortunate.
 If you insure your car against theft or accident and nothing happens to it, the premium paid will be
used to help those whose cars get stolen or damaged in road accidents.
7.State the types of insurance cover in national development
Types of Insurance Cover

Motor Vehicle Insurance Policy
 The insurance company promises to compensate the insured if his or her car is lost or damaged
through theft, fire or accident.
 It also covers liability in the case of death or injury to property involving the insured car.
This can be divided into three classes:
Third Party Insurance

 This is compulsory under the Road Traffic Act for all motor vehicles.
 No licence can be granted for any motor vehicle without a valid insurance certificate (called a
cover note).
 The insurance company and the owner of the vehicle are the first two parties. Anyone else apart
from the car owner‟s passengers injured in an accident is the third party.
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 The insurance covers the person injured but not the property damaged. If a car knocks down a
pedestrian and he or she is injured, the insurance company will pay for medical expenses of the
person injured, and compensation.
Full Third Party

This type of insurance covers all damages, including the third party’s property. It also covers passengers in
one’s own car except one’s immediate family or employees.
Comprehensive Insurance
 This covers all the above and also damage to one‟s own vehicle.
 Medical expenses of the driver and passengers will also be paid. This type of insurance attracts
very high premium.
 Premium and policy conditions vary from one company to another. The premium paid depends on
the value of the motor vehicle insured.
 The higher the value of the motor vehicle, the higher the premium.
 Careful drivers are given a reduction in premium, called a no claim bonus for each consecutive
year the policy runs without a claim against it. The premium will be reduced by a certain
percentage.
Employers Liability
This covers compensation to the employees should they sustain injury, get sick or die while on duty.
Fidelity guarantee policy

 Many employers take out this type of insurance to protect their employees who are entrusted to
handle money.
 It protects employees from possible fraud and misappropriation of funds.
Life Assurance
 This provides cover against an event that will definitely occur, e.g. death.
 Life policies are sold by insurance agents.
 Life assurance can take many forms. The insurer agrees to pay out a certain sum, called the sum
assured, to a person‟s family after death.
 A medical examination is sometimes required. The sum assured will determine the
premium a person will pay.
 The older a person is, the greater the premium is to pay; the younger a person is the less the
premium.
 After premiums have been paid on a life policy for a number of years it will have some value. This
is called surrender value. This is the amount of refund which will be made by an insurance
company if the policy was cancelled.
 To claim, the insured must complete a claim form and send it to the insurance company.
 The insurance company will make whatever enquiries deemed necessary and then send a cheque to
the insured for the exact amount to be paid.
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Life Policies
The following are some of the life policies:
i. Whole life
 This policy will pay a certain amount of premium agreed upon to the person for his entire
working life until he or she retires or dies.
 The sum assured is for the family or people who remain behind. These are dependants or the
beneficiaries.
ii. Terms Policy

 This covers someone for only a fixed period of time.
 It is temporal.
 If the person assured dies within the period of cover the money is paid to dependants. But if
there is no death no money is paid.
iii. Life Endowment Policy

 The assured is covered for a specified period of time for example twenty years.
 If the assured dies before the policy matures, money is paid to his or her dependants.
 If he or she lives beyond the maturity, the sum assured is paid to him or her personally.
8. State the role of the informal sector in national development
 Employment can be formal or informal. The formal sector includes the government, public
enterprises, private companies and commercial farming.
 The informal sector is made up of subsistence farmers and individuals who make a living by doing
private work either individually or in a group.
 The problem facing Zambia and all developing countries is one of failing to create more jobs to
keep up with the growing labour force.
 The government is the biggest employer in the formal sector. However, the number of people
employed as full time workers is far less than the demand for jobs by the labour market.
 A labour market is a place where individuals are looking for employment and are ready to sell their
labour for a wage.
 It is now recognized that the informal sector takes more people. This sector contributes greatly to
the economic development of the country. For example, farming can employ many people. The
more people take up farming; the better is the agricultural production. More food is produced for
consumption and the surplus crops are exported overseas to make the country earn foreign
exchange.
 The advantage of the informal sector is that it takes a larger number of people compared to the
formal sector. People are able to generate income for their own livelihood or survival. As a result
poverty levels are reduced in the country.
 For example, in 1986, the population of Zambia was estimated at 7.8 million 2,364,253 people
were in employment. Only 537,929 people were in formal employment while 1,826,324 people
were in informal employment. By the end of 2006, the population of Zambia was estimated at 11.5
million. About 500,000 people were in formal employment while over 3 million people were in
informal
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employment. Almost 72 per cent of the people employed in the informal sector are engaged in
subsistence farming.
 The informal sector has continued to increase production of goods and services in Zambia. It
has provided training schemes for youths outside schools and colleges. It has provided necessary
infrastructure such as buildings, shopping centres, transport and communication. The informal
sector has also promoted accessible credit facilities. It has improved production in subsistence
farming.
11.3.9 Explain the importance of positive work culture in economic and social development
 The attitude of people towards work is very important because the survival and development of a
society depends on the work of its members. Good work culture determines the productivity of
workers.
 A society with a positive work culture has very high productivity and a lot of goods and services
are available. This can make a country produce surplus goods for export and earn foreign exchange.
A good example is the production of surplus maize in Zambia during the 2003 – 2004 seasons.
Zambia was able to export maize to neighbouring countries due to surplus maize production by
farmers.
Work Culture
 By work culture we mean the attitudes and values of people towards work. There can be negative
or positive work culture. The following are the characteristics of a negative work culture:
 a person employed in the formal or informal sector does not want to work hard but would like to be
paid for doing very little
 a person spends most of the time doing nothing or playing about up to the end of the day‟s work
 An individual cannot work without being supervised. Sometimes work pends for days or even
months due to laziness and negative attitude towards work.
 This negative attitude can destroy the country and make it poor even though it has abundant
resources. There is also lack of initiative to find what to do for one to earn money.
 In Zambia, there is a tendency to wait for formal employment for one to earn a living and yet one
can be productive by being self-employed.
 People tend to have negative attitudes towards certain jobs such as manual work.
Positive work culture is when one:

 works hard to achieve productivity targets within a given time
 Does not wait for supervision. Once work has been assigned he or she makes
sure that the task is completed in time
 Earns a living through hard work and putting maximum effort to compete any assigned task.
 Feels committed to work.
 Uses individual initiative to do what is required rather than wait to be told every what to do.
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Causes of negative work culture
 Lack of pride in one‟s work.
 Poor workmanship in the production of goods.
4. Zambia’s Legal System
1.Describe Law The
Law
 The Law is a
set of rules,
which a
society
develops for
itself to
control the
behaviour of
its members
to one
another.
 It also includes the meting out of punishment to members of society that do not abide by the rules
and theelements
awardingof ofacompensation to people who have been wronged.
2. Discuss good legal system
 Without law, society as we know it would be impossible because freedom without boundaries
Elementsresults in anarchy,
of a Good Legal which
Systemmeans total confusion. From the time that human beings are born, their
lives, safety, health and peace are controlled by law.
A good legal system is one that serves members of its society fairly without violating their rights. There are
six core elements that should be present in a good legal system. A good legal system has to be:
 Simple (Uncomplicated)
A law has to be written in a language that can be easily understood by a large section of society.
The form of language and the level of difficulty should suit the needs of the majority of citizens.
 Comprehensive (Inclusive)
It should not leave gaps but attempt to cover all possible areas of dispute, concern or debate. It
should anticipate future problems and include them in the laws. It should not be constantly
formulating new laws as wrongful acts take place.
 Certain (Definite)
Citizens ought to know clearly what is prohibited by law. A law should not be so ambiguous or
vague that it is only fully understood and interpreted by a small number of people in society. It
should therefore be documented so that it is possible to refer to it and that it should be clear to
everyone who consults it.
 Accessible (Obtainable)
It should be readily available to members of the public. This means that it should also be
affordable.
If citizens come into conflict with the law, they should be able to afford legal representation.
Similarly, a wronged person should be able to readily access legal means of having their problem
dealt with. If the legal system is not affordable, then it excludes a large number of people.
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 Flexible (Adaptable)
Laws have to keep up with social change and therefore, they should change with time. If a type of
dispute which was not there previously comes up, the law should change to take care of any new
challenge. If it does not, then it is rejecting change. A good law should not reject change.
 Moral Values (Ethical)

The law should be based on the moral values of society. If laws do not reflect society‟s core values,
citizens are unlikely to respect and uphold it.
3. Describe sources of Law in Zambia
Sources of law are the starting point to refer to in order to find what the law says when one is faced with a
legal problem. Zambia has a dual legal system and relies on the English Law and African Customary Law.
i. English Law Sources
 Common Law is one of the Laws that Zambia has adopted. Common Law is the Law that started
from customs that were common to all parts of England.
 England applied this Common Law to its colonies such as Zambia and after independence this
became part of the sources of law of the Zambian legal system.
ii. Legislation
Legislation or statutes is the largest source of law in Zambia. These are laws enacted by parliament.
All powers to make laws are vested in parliament. There are three types of laws made by
legislation.
a) The Constitution
 The Constitution is the Supreme Law of the land. Article 1 Paragraph 3 of the 1996
Amended Zambian Constitution states out its supremacy.
 It states, This Constitution is the Supreme Law of Zambia and if any other law is
inconsistency of this law, that other law will be declared void.
 This implies that if any law does not conform to the Constitution, then that law
becomes invalid
b) Acts of Parliament
 Acts of Parliament are laws made through bills passed by the National Assembly
and assented by the President.
 The process begins with the presentation of a bill in the National Assembly and
passes through three Reading Stages before being sent to the President to either
veto or withhold his or assent.
 If he/she assents, the bill is gazetted and becomes law.
 If the President does not sign, the bill is sent back to the National Assembly.
 The National Assembly can either debate further or make changes or it can send
back to the President in its original form.
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 When this happens, the President has 21 days in which to either assent or dissolve
Parliament to pave way for fresh elections.
c) Delegated or Subsidiary Legislation
 Delegated or subsidiary legislation are laws delegated to the Executive wing of the
government to make as provided for in an act of parliament.
 The law recognized that it would not be possible for parliament to make all laws.
 Parliament has allowed government ministers to make laws. For example, the
Education Act allows the Minister of Education, through consultations to issue
government circulars that become law.
iii. Case Law
 This is the second largest source of law in Zambia.
 It is also known as Law Reports or Judicial Precedent.
 This is when, in disposing of a case, the court refers to how a similar case was decided
upon by a superior court.
 In Zambia, superior courts are the Supreme Court, the Constitutional Court, the High Court
and the Industrial Relations Court.
 The High Court and the Industrial Relations Court are at the same level, the difference is in
the type of matters they handle.
 The High Court handles criminal and civil cases while the Industrial Relations Court
handles employment or labour disputes. The four courts handle appeal cases and are
therefore known as appellant courts.
 The Magistrate Courts and the Local Courts are lower courts.
 The decisions of the appellant courts are reported in the Zambia Law Reports.
 Decisions of the appellant courts are binding on subordinate courts.
 For example, if a case handled by the Supreme Court is recorded in

the Law Reports, this decision is binding on the High Court and the Industrial Relations
Court. The imaginary case below illustrates this point:
Case Laws are important because they:

i. Save time as there is no need for a whole new research.
ii. Show respect to the judges who made the previous decisions.
iii. Ensure equality, uniformity and stability in the law. If a murder case takes place and a decision is made,
when another murder case takes place in similar circumstances the same decision as the first murder
case should apply regardless of who committed the offence.
iv. International Treaties

 Zambia is signatory to a number of International Treaties.
 The contents of these treaties are the sources of Law.
 Note that in order for these International treaties to become Law they have to be domesticated
through an Act of Parliament in order to officially become Zambian Statutes.
Note: we have two types of legal systems in the world namely; Monist and Dualist. Dualist
legal system which recognises International Law as law but does not apply directly on the
country not until it is domesticated through an Act of Parliament while Monist Legal
system considers International and domestic law as one.
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v. Customary Law
 Customary Law is derived from custom, which is the practice of doing things in
society.
 These practices differ from the ones in Statutory Instruments

because they are not written and not codified.
 Before Zambia was colonised, the indigenous people were using their customs, most of
which have been in use from prehistoric times, as their law.
 For a custom to be recognised and enforced by the courts as law, it must be in existence
for a long time, sometimes over centuries and it must be freely accepted by most
citizens for it to be binding on them.
 Most Zambians are governed by customary law in their personal affairs.
 The local courts which administer customary law are located

all over the country and they are the ones commonly used by the less privileged and
the vulnerable in society.
 They are easily accessible and conducted mainly in local

languages, although English is also allowed. As a result, local courts hear 80% of the
total cases brought before all the courts in the court system annually. Customary law
is also applied in traditional courts, which are presided over by traditional rulers.
 Customary law uses advisors who are called assessors to give advice on particular
matters.
 These assessors are not extra Justices but play the role of a consultant. For example, if
a court is about to hear a case involving a Lamba customary law, it could invite a
Lamba person of suitable character and social status to sit as an assessor for that
particular case only.
 The advice of assessors is given in open court so that everyone can hear it and that the
persons concerned shall be able to respond or bring evidence on matters after such
advice is given.
4. Explain criminal and civil cases
Criminal Cases: A case is a matter being examined or judged in a court of law.
 A crime is any wrongful act or omission in society, which the particular society thinks affects the
interest of all members.
 If the wrongful doing does not affect the safety, security and wellbeing of the whole community,
then it is not a crime.
 Failure to pay debt is not a crime; failing to fulfil a promise is equally not a crime because it only
affects the people involved.
 What constitutes a crime varies from one country to the other.
 For example, kissing in public, drinking alcohol and adultery are crimes in most Islamic countries
but are not crimes in Zambia.
Elements of a Crime
Every crime has two elements:
i. The Wrongful act or omission, which creates the offence such as rape, burglary or defilement, has
an element of physical act taking place. In a theft, there is the taking away of something and
keeping it while in murder; there is the action of killing. This physical act is called actus reus in
Latin.
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ii. The intention or desire to cause harm, loss or injury known as the guilty state or blameworthy
state of mind on the part of the offender. The Latin phrase for this is mens rea, which simply
means a guilty mind or malice aforethought.
Civil Case
 A civil case is a wrongful act that affects only the individuals or parties involved. It is any case
that does not have a criminal element. For example, failing to settle a debt has no criminal element
in it but the person who owes money can be sued in a civil case and the courts will compel him or
her to repay the debt. Civil law is sub-divided into several sections. For example, Family Law,
Employment Law, Law of Contract, Law of Tort, Land Law, Administrative Law and many more.
Broadly, crimes are classified into:

Crimes of Specific Intent
 These are crimes that are committed with a specific intention.
 For example, wounding someone to cause grievous harm, theft, burglary, and robbery are crimes of
specific intent.
 A person who beats another to the extent where she or he causes grievous bodily harm intended to
do that.
 Taking someone‟s property without the owner‟s permission or knowledge and then keeping it is a
deliberate act of crime.
Crimes of Basic Intent

 These are crimes committed through recklessness or on a sudden impulse such as driving past a red
traffic light (robot), not stopping at a stop sign, exceeding the speed limit or manslaughter.
Specifically, crimes are classified into:
Misdemeanours
 These are petty crimes such as common assault, indecent exposure, pick-pocketing or littering.
Felonies
 These are serious or heinous crimes such as murder, treason, aggravated robbery, defilement or
rape.
Statutory Crimes
 These are crimes that are committed contrary to what is contained in statutory instruments, such as
voting twice in an election, rigging an election or failing to pay tax.
1. Rights of a Suspect in a Pre-trial procedure
 A suspect is a person believed to have come in conflict with the law or is simply the accused.
 Every Zambian citizen‟s right to liberty is guaranteed in Article 13 of the Constitution.
 There are derogations, meaning exceptions to the right.
 One of them is that liberty may be taken away from a person who is reasonably suspected of having
committed or about to commit a criminal offence.
 In this case the person‟s liberty will be taken away through the act of arrest.
 In order to make an arrest the Police officer should touch or confine the body of the person being
arrested.
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 If the person being arrested resists the Police are allowed by law to use reasonable force necessary
to effect an arrest.
Detention for Questioning:
 Police have no power to detain a person for questioning unless he/she is arrested for criminal
offence and informed of the reasons for the detention.
 A person detained for can compel Police to realise him/her or formally arrest him/her.
 If the relatives of the detainee know where he/she is, they could secure his/her freedom through
habeas corpus.
 It is illegal for Police to detain relatives of suspects as hostages in order to compel suspects to turn
themselves in.
Compensation for False Imprisonment
 A person who is unlawfully arrested or detained can sue for compensation for false imprisonment
through the courts of law.
 If the police falsely imprisoned a person, that person can sue the state through the Attorney
General, who is the government‟s legal representative.
Interrogation
 Though the Police are allowed to question persons who may be suspected of having committed the
offence, such persons are under no obligation to answer.
 The police have no powers to use force to draw out statements from suspects.
 Article 15 of the 1996 Amended Zambian Constitution states that, “A person shall not be subjected
to torture, or to inhuman or degrading punishment or other like treatment.” This is the only right
that has no derogation.
 This simply implies that torture of suspects is not allowed under any circumstances. A tortured
suspect can sue the state for compensation.
Judges’ rule
 The rule that requires the Police to inform the accused of her/his right to remain silent if he/she
wishes and if he/she wishes and that if he/she said anything , the statement may be used as evidence
against him/her during trial.
 The Judges‟ rule also provides that the accused to be allowed to consult lawyers or other legal
practitioners even when placed under custody.
Law of Bail
 A person arrested, detained or appearing before the court may, while in custody, or at any stage of
the proceedings, apply for bail.
 Bail is the sum of money an accused person pays as security that he/she will appear before the
court until the case is disposed of.
 Bail may be secured by providing sureties, who are persons that go before the court to swear that
they will make sure the accused person does not run away and that will appear in court whenever
he/she is required to do so.
 Sometimes if the accused is a respectable member of society does not have to provide sureties and
can hence be granted bail in his/her cognisance.
 This means that being aware or having conscious knowledge.
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 In case of being granted bail in one‟s own Cognisance, the accused is fully aware of the
consequences of absconding from court.
 In Zambian law, bail is not granted in criminal cases such as treason, aggravated robbery or
murder.
2. Rights of a Suspect at the Trial Stage
Apart from other rights of an accused person during trial, there are three basic principles of criminal
procedure:
 The defendant (suspect) is presumed innocent until proven guilty by the court of law.
 The Burden of Proof is the duty that lies on prosecution to prove the criminal allegation labelled
against the accused. The burden of proof is based on the rule of he who alleges must prove. The
accused does not have to say anything in his or her defence.
 The Standard of Proof is the weight of evidence the prosecution must produce in order to establish
the alleged crime. The Standard of Proof should be beyond reasonable doubt.
Other rights are:
i. Fair Trial and an Impartial Judge

 The Zambian Constitution provides that any person charged with a criminal offence shall
be afforded a fair hearing within a reasonable time by an impartial and independent court
established by law.
 The principle of natural justice states that no one should be a judge in his/her own case and
that and that both sides of the case should be heard.
 Where a judge feels he/she has interest in case should excuse him or herself from handling
it.
ii. Right to a speedy and Public
 The justice system operates on the principle that justice delayed is justice denied, which means that
not getting a speedy trial is tantamount (as good as) to not getting justice at all.
 Delays in trials undermine the rule of law as people lose confidence in the justice system and by so
doing people resort to resolving cases through unlawful means such as instant justice and
vendettas.
iii. Right to Silence

 The Burden of Proof lies solely on the prosecution the accused therefore has the right
to remain silent.
 The accused may therefore choose to be silent by not taking the stand in the witness
box and giving an oath.
 The accused may choose to give an unsworn statement from the dock.
 The dock is the sitting place for the accused person (s) in a criminal court procedure.
 The right to silence protects the accused against incriminating oneself also extends to
not answering questions from the Police.
iv. Protection Against Double Jeopardy

 This means that an accused person cannot be tried again for an offence of which he or
she has been acquitted.
 If a person has been acquitted of murder s/he cannot be tried on a lesser charge of
manslaughter.
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 If the prosecution decides to try the person for murder and

gets acquitted, the prosecution cannot later institute a lesser crime of
manslaughter just to secure a conviction unless in a nolle prosequi.
v. Protection Against Ex Post Facto Law

 This means that if a person commits a wrongful act which at the time does not
constitute a crime, he or she cannot be tried at a later stage when that wrongful act
becomes a crime.
 This means that a law creating a criminal offence cannot be backdated.
vi. Right to Examine and Cross-Examine Witnesses

 The defendant has the right to question the witnesses presented by the prosecution and
examine his or her own witnesses.
 The method of examination used in the Zambian courts is the question and answer
method that tries to elicit orderly and consistent stories, thereby avoiding the witness
saying things that are not allowed as evidence in a court of law.
vii. The Right to an Attorney
 Both the civil and criminal trials in the Zambian courts are based on an adversary
procedure.
 This is a system where the prosecution and the defence treat each other as opponents
but not enemies.
 If one is too poor to afford a lawyer, the state should provide one through the Legal Aid
Department of the Ministry of Justice.
 The Legal Aid Department is mandated to provide legal services to all persons accused
of offences that are supposed to be tried in the appellant courts.
viii. Right to Defend Oneself

 Article 18 Paragraph 2 Section C of the Zambian Constitution requires that the accused
be given enough time to provide for his or her defence.
 In Zambia, this rarely happens as the accused are usually in custody and are not given
chance to collect evidence and as a result the defence merely reacts to the
prosecution‟s witnesses.
 There is little independent questioning of the witnesses, visits to the scene of the crime,
alibi, which is proof that the person accused of a crime was in another place from
where the crime took place and that the person could not have committed the crime.
3.Rights of a Convicted Person at a Post-Trial Stage
Right of Appeal
 A convict has the right to appeal to higher courts if not satisfied with the decision of the lower
court.
 This ensures that any error that may have been made in the lower courts can be corrected by an
appellant court.
 The convicted person should be informed of his or her right to appeal at the end of the trial.
Other rights of the Accused
Article 18 of the 1996 Amended Constitution of Zambia guarantees the following additional rights to the
accused:
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 Right not to be tried for a criminal offence for which he or she has been pardoned by the Head of
State.
 Right to have an interpreter if he or she does not understand the language being used during the
proceedings.
 Right to be given a copy of the record of the proceedings made by the court within a reasonable
time of judgement.
 Right not to be convicted of a criminal offence unless that offence is defined and the penalty
written in law.
5. Describe the trial stages in a criminal justice process in the Zambian Legal System
Arrest
 Arrest is when the accused person is taken into custody with or without a warrant.
 An accused person may be arrested with a warrant, obtained from a court of law, for offences such
as poaching from restricted areas.
 A cognizable offence such as theft allows arrest without a warrant.
 Arrest for traffic offences such as careless driving is done by court summons.
Plea
 Plea is when the charge against the accused is read.
 It is the first appearance in a court. When the charge is read, a plea will be taken.
 If the accused admits the offence then he or she is said to have taken a plea of guilty.
 If he or she denies the charge then a plea of not guilty is taken.
 The plea is recorded if the accused admits the charge.
 The prosecutor will read the facts of the case to the accused.
 If the facts are also admitted, the court convicts the accused.
 The prosecutor produces and reads previous records of conviction, if any.
 The accused accepts or denies these previous convictions.
 Mitigation then follows with the accused asking the court for leniency.
 Then a sentence is passed.
 If the accused denies the charge, a plea of not guilty is recorded and a date is set for trial
Trial
 The trial stage has the prosecution and defence parts to it.
 The prosecution‟s case is when the prosecution calls their witnesses, known as prosecution
witnesses (State witnesses).
 Each witness‟s narration is known as examination in chief.
 It is meant to build the case against the accused. Each witness may be cross examined by the
accused and his or her legal representative who are known as the defence.
 They try to destroy the evidence given by the prosecutor‟s witness.
 After cross-examination, the prosecution re-examines the witness to try to correct the damage done
by the Defence‟s cross-examination, if any.
 Then the prosecutor closes his or her case by summarizing the main points of the case and urging
the court to convict the accused.
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 The court will then consider whether the accused has a case to answer. If the court establishes that
the accused has a case to answer, known in Latin as prima facie, then the accused is put on her or
his defence.
 The Defence will then bring in their own witnesses known as defence witnesses whose narration of
events will be the defence‟s examination in chief.
 The prosecution will then cross-examine the defence‟s witness to try to destroy the evidence
offered by the witnesses‟ account.
 The defence will then re-examine to control damage done by the cross examination, if any. The
defence will also close their case urging the court to find the accused innocent.
 Both the prosecution and the defence will make what is known as final submissions by addressing
the magistrate or the judge with their strong points.
Judgment
 The magistrate or judge will then deliver judgment, which is the final ruling or verdict.
Records of Previous Convictions

 The prosecutor will then read to the court any previous convictions. The defendant will either
accept or reject these.
Mitigation
 If the defendant is found guilty and convicted, he or she will then be required to provide reasons
why he or she should be given a lenient sentence.
Sentencing
 The magistrate or judge will then sentence the accused, guided by the three principles of sentencing
which are:
 Retribution - meant to punish the offender especially in rape cases.
 Deterrent - meant to prevent the offender or other would be offenders from committing the crime.
 Reformation or rehabilitation - meant to reform the offender in order to return to a decent life. This
punishment is mainly applied to juvenile offenders and first offenders
6.Discuss capital punishment The
Death Penalty
 The death penalty is a form
of Capital Punishment.
 The death penalty is the
taking away of someone‟s
life this is the more reason
it is referred to as
punishment beyond
punishment.
 It follows that very heinous (serious) crime are punished by death. As earlier alluded to, a crime in
one country is not necessarily a crime in another.
 Similarly, what is considered a terrible crime worth of death penalty in one country might not
warrant death penalty in another country.
 In the Zambian Penal Code, murder, treason and aggravated robbery are felonies currently listed as
crimes whose mandatory sentence is death penalty.
 Mandatory sentence require judges to impose identical sentences on all persons convicted of the
same offence. This is also called fitting the punishment to crime.
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Crimes that are Punishable by Death
 When a person comes into conflict with the law by committing a wrongful act that is classified as a
crime, the task of the law is to punish the offender in order to fulfil one or more aspects of the aims
of punishment.
 In terms of a crime the highest form of punishment is the death penalty. When a court of law passes
the death penalty on an offender, he or she becomes a condemned person.
 They are referred to as condemned because they pay for the crime they committed with their lives,
which is the ultimate punishment that can be meted out on a human being.
 The death penalty has been with mankind ever since the formation of societies and the beginning of
law in whatever forms it took.
 The methods of execution are many and varied.
 As societies advanced so have the methods of executions, from the most primitive method of
burning a person to death to the most sophisticated method of lethal injection.
7.Describe the procedures in a Civil Case
Procedures in a Civil Case

 Whereas criminal law is a single
branch, civil law is subdivided into
several sections.
 Unlike in a criminal law procedure where the process is similar despite the type of court trying the
case, there are variations in civil proceedings depending on the type of court.
 Civil Procedure in the Local Court

 The procedure is generally informal because the aim of the proceedings is to administer necessary
justice.
 These courts have not adopted complex procedures because most of the people who use these
courts are not very educated and cannot easily understand complex court proceedings used in
higher courts.
 Most of them are also too poor to afford legal representation.
 It is for these reasons that lawyers have been excluded from representing parties in local courts.
 Civil proceedings in a local court start by writ of summons obtained from the court clerk by the
plaintiff.
 A plaintiff is a person or persons with a complaint.
 Local court summons costs little to allow as many people as possible access to the courts.
 The court clerk fills in the particulars of the plaintiff and the defendant, a term given to the party
being accused of a wrongful act or omission.
 The nature of the claim and the date of trial are also filled in.
 The summons is then served on the defendant at his or her residential address. A copy is left with
the defendant.
 During trial, the plaintiff will state his or her case against the defendant. His or her witnesses will
also testify. To testify is to give evidence.
 When the plaintiff has closed his or her case, the defendant will also state his or her case and will
be cross examined by the plaintiff.
 Witnesses will also testify before the defendant closes the case.
 The court will retire, which is going away to a separate room to consider the case, after which a
decision will be reached, followed by judgment.
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Civil Procedure in Subordinate Courts
 In these courts, the parties are required to follow strict rules of procedure. The plaintiff is required
to give the defendant copies of the documents which they intend to rely upon during the trial.
 The procedure begins with the serving of the writ of summons on the defendant.
 During the trial, lawyers are permitted to represent parties. Examinations in chief cross
examinations and re-examinations will take place before parties close their cases. After both parties
close cases, the court will consider and deliver judgment.
Civil Procedure in the High Court

 Procedure in a high court is formal. The plaintiff must file in a statement of claim, which is not
required in the subordinate court.
 The Statement of Claim is served together with a writ of summons.
 The defendant will fill in the Enter of Appearance form together with defence, which is a response
to the statement of claim. Trial will then take place leading up to the final submissions and then
judgment.
 If the case is one of claim, a warrant of distress will be served on the defendant to seal the
judgment. Where the amount of claim is known, a specially endorsed writ will be served on the
defendant.
 There are cases that come before the High court that are heard in chambers, which is the office of
the judge. The word „chamber‟ in this instance means private.
 We learnt earlier that court proceedings are preferred to be conducted in open court so that justice
is seen to be done.
-Uncontested divorce actions
-Application for an order of vacation in property repossession
-Application for order of company dissolution also known as liquidation
-Application for maintenance in case of a divorced spouse and children
Procedure in the Industrial Relations Court

 This court handles only industrial matters, which cases are pertaining to employer versus employee
relations.
 Procedure is similar to that of the high court. Lawyers are allowed and appeals go to the Supreme
Court.
Civil Procedure in Supreme Court

 The procedure is similar to that found in the high court except that the Supreme Court does not
conduct trials because its purpose is mainly to hear appeals, hence the reason it is referred to as the
Court of Appeal.
 It only conducts trials in cases that a particular law expressly gives it power to hear, such as, a
presidential elections petition.
 The procedure during an appeal is like the one in a high court. Lawyers are allowed to represent
parties.
5. Gender Equity and Equality
1. Explain gender equity and gender equality.
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Gender is defined as socially constructed and varying roles that men and women play in their daily lives.
Gender Equity
 Gender equity refers to a process by which women and men are treated fairly in accordance to
their respective needs in society.
 A policy that has been used to promote fairness and foster equal opportunities is Affirmative
Action,
which is also referred to as positive discrimination.
 Positive discrimination is a policy with special measures which are aimed at creating a state of
equality between females and males through the implementation of policies and programmes
aimed at elevating the status of the disadvantaged.
 For example, the Ministry of Education has been following a policy of affirmative action to
maintain the proportion of girls at the Grade Seven (7) and Nine (9) levels of education.
 The selection pass mark for girls is relatively lower than that of boys. This is done in order to
encourage and retain female participation in the school system.
Gender Equality
 This is a concept which states that all human beings, that is, girls and boys, women and men are
free to develop their personal abilities without limitations set by stereo- typed rigid gender roles
and prejudices.
 It means that the different behaviours and aspirations of all human beings are considered, valued
and favoured equally.
 This does not mean that women and men have to become the same, but rather that their rights,
responsibilities and opportunities will not depend on whether they are female or male.
 For Example, job offers in the employment sector should be done on merit as all human beings
must enjoy the same rights and opportunities.
2.Outline the Historical background to gender equity and equality. The
Background to Gender
Some issues that affect women‟s socio-economic needs include:

 Violence against women in general.
 The persistent and increasing burden of poverty on women
 Inequalities and inadequacies in and unequal access to health care
education and related services.
 Inequality in economic structures and policies in all forms of productive activities and in access to
resources.
 Inequality between men and women in the sharing of power and decision making at all levels.
 Lack of respect for and inadequate promotion and protection of the human rights for women.
 Gender inequalities in the management of natural resources and in the safe-guarding of the
environment.
 Persistent discrimination against and violation of the rights of the girl-child.
 Stereo-typing of women.
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3. Distinguish gender roles from sex roles.
Gender Roles
 Gender roles are prescribed activities, tasks and responsibilities which are assigned to female or
male by a society. They are influenced by cultural, political, economic, religious, age, class and
racial factors.
The following are some of the examples of common gender roles:

 Business enterprise
 Water resource management
 Farming
 Gathering
 Tourism
 Crafts Work
 Environment Management
Some of the specific roles assigned by society for women include:

 Health care provision
 Food preparation
 Pottery making
 Mat and basket weaving
 Crop harvesting
 Cutting grass for thatching
 Harvesting
Sex Roles
 Sex is a biological term which refers to the exclusive physiological differences between females
and males.
 Sex roles are, therefore, roles which females and males perform on the basis of their reproductive
physiological or biological make up.
 Sex roles are generally the same in all societies because they are biologically determined.
 For example, sex roles for women may include child bearing and feeding, while those of men
include siring.
Sex Roles Stereo-type
 This is a belief that males and females, by virtue of their sex, perform certain roles.
 It is a belief or myth (not necessarily factual) that associates certain traits of behaviour or acts with
different sexes.
4.Explain the agents of socialisation.
Agents of Socialisation
The Family
 The family is the primary agent of
socialisation.
 It provides the first teaching for
boys and girls.
 Socialisation is carried out by
parents and relatives living within
the family.
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 From childhood, girls and boys are socialized to believe that girls are inferior to boys in all aspects
of life.
 The social and cultural attitudes tend to favour the boy child. For example, the birth of a male child
in a home gives parents more joy than that of a female child.
The School
 There are persistent sex differences in educational processes within schools, based on cultural
beliefs about sex differences between women and men in both character and ability.
 Female and male learners are subjected to different socialization in the school system.
 The formal education provided tends to confine girls to domestic and household levels seen
through the kind of subjects they take.
 The school curriculum also has an impact on the process of socialization in the system. Some
textbooks that the learners use usually portray females and males differently.
 They depict women and men in traditional roles and occupations which are sexually segregated.
The Media
 The Media in Zambia, like other agents of socialization, has continued depicting the position of
women as being subordinated to men.
 The relations between women and men should not be antagonistic, but rather friendly.
 Unfortunately, the messages in most songs are based on the patriarchal nature of society, normally
describing the place of a woman as a wife in the home.
 Some of the songs played on radio and television describe the immoral behaviour of women while
others emphasise their total submission to men.
 It is also important to note that most of the Zambian popular song lyrics are sung by men.
 Women are usually used as dancing “Queens”.
 This gender stereo-typing is also portrayed on television and in newspaper advertisements, most of
which are biased against women.
Religious Institutions
 Religious institutions play a key role in the socialisation process from early childhood. In general,
all religions teach that women should be submissive to men.
 Men are recognised as leaders. They preside over all religious ceremonies while females are
assigned subordinate roles such as cleaning the church.
 However, in modern societies, some religions allow women to assume leadership positions.
11.5.6 Describe Gender based violence
Gender Based Violence

Gender based violence is violence involving men and women in which the female is usually the victim. It is
not only about men who abuse women, but also includes women who abuse men physically and verbally.
Gender violence takes various forms: physical, psychological and structural.
Physical Violence:
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 This form of violence is directed on the body. Physical violence can take the form of fondling,
beating, slapping, punching, shooting, kicking, stabbing, rape and sexual assault.
Psychological Violence
 This is one of the most destructive types of violence.
 It is concerned with violence towards the mind and often takes the form of humiliation, threats,
harassment and attack on another person‟s self-worthy.
 Psychological violence leads to depression, frustration, madness and suicide.
Structural Violence
 This form of violence includes all the violence that exists within the structures of institutions.
 Structural violence occurs in the economic, political, social and military systems. It arises from
unjust and repressive social structures.
 Gender- based violence emanates largely from the patriarchal gender system that violates women‟s
rights at all levels.
 Individuals or certain groups of people in society may perpetrate it.
 Gender based violence includes poverty and all forms of violence such as land eviction
or lack of access to services.
Causes of Gender-Based Violence

There are several causes of gender- based violence:
 Socialization- learned behaviour based on cultural practices and beliefs that disadvantage women
and children, especially the girl child.
 Gender roles-stereo-typing, societal beliefs, myths or attitudes that men and women by virtue of
their socialization should perform certain tasks.
 Low self-esteem by the perpetrator.
 Insecurity- social and financial economic dependency by the abused.
 Beliefs that women provoke men by answering back.
 Suspected extra-marital affairs.
 Refusal or delay to serve food.
 Perceived rudeness and lack of respect for the husband.
 Belief that men show love by beating wives.
 Refusal to have sex.
 Failure to get permission from male partners to do something.
 Drunkenness.
 Petty jealousy.
Common forms of Violence

The most common forms of violence are:
 Physical (Spouse battering).
 Verbal abuse, for example, insults.
 Rape and defilement.
 Incest.
 Threats.
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 Property grabbing.
 Cruelty by guardian.
 Lack of child or spouse support.
Effects of Gender-Based Violence

Gender-based violence has several effects:
 Oppression of the spouse: The abused cannot realise his or her potential and contribute fully to the
development of the family and society.
 The abused may be fearful, angry or pre-occupied with their own safety and may not be willing to
perform duties that are expected of them.
 Sexual violence contributes to the spread of HIV and AIDS and risk of contracting other Sexually
Transmitted Infections (STIs).
 Physical mental injury and death.
 Permanent disability.
 Unplanned pregnancies.
 Suicide.
 Depression or trauma.
 Loss of self- esteem and confidence.
 Family disruption, for example, divorce.
Ways of Reducing Gender-Based Violence

The following are some of the ways in which gender-based violence can be reduced:
 Speaking out about the problem.
 Sensitising the community about gender violence and the need to work together to stop the vice.
 Assisting couples to discuss and resolve their problems.
 Reporting cases of violence to the Police Victim Support Unit for legal action and counselling.
 Encouraging victims to go for legal advice to NGOs or Drop-in Centres dealing with gender-based
violence.
Measures to curb Gender-Based Violence and Child Abuse

 Lobbying for changes in the laws and enforcement of laws regarding gender-based violence.
 Making others aware of the extent and true nature of gender-based violence and child abuse through
public education, training, public performance, newspaper articles, radio and television programmes.
 Establishing counselling centres for victims.
 Putting pressure on the community to make conditions safer for vulnerable people such as improving
street lighting in certain areas.
 Researching and keeping records on child abuse and gender-based violence for social action and policy-
making.
 Formulation of community based gender violence committees.
Institutions that Address Gender-Based Violence

 Zambia Police Victim Support Unit.
 Young Christian Women‟s Association.
 Young Christian Men‟s Association.
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 Legal Aid Clinic for Women
 Other Non-Governmental Organisations
11.5.5 Discuss Gender issues in traditional and modern society.
Gender Issues in Traditional and Modern Society

In both traditional and modern societies there are certain features that are peculiar to both societies as far as
gender issues are concerned. However, there are also cross- cutting differences.
Comparisons
 In both traditional and modern societies, there is a general misconception that regards women as
inferior to men because of following both the customary and statutory laws. This is referred to as dual
system.
 Tribal warfare, military force and male bravery and strength are usually attributed to men and not
women. In cases where women have participated in war, they are not put in front line battle field.
 Land is predominantly owned by the male folk in the categories of husband, brothers, uncles and
nephews. There are rare cases where a woman has been allowed to control and use the land of a
deceased husband. This is due to the patriarchal nature of the Zambian society. The statutory and
customary laws which govern the Zambian legal system are gender biased. They do not really help
women to own and inherit land on an equal basis with men.
 Insufficient decision-making power in a home is experienced by most married women who find
themselves in unfair situations as they strive to engage in business ventures meant to economically
empower them. Their husbands have to decide for them the kind of business they should undertake. In
addition, they also control the income generated from businesses run by their wives.
 A tradition of male monopoly of control over female reproduction has to an extent continued even in
the modern society. It is believed that the husband has the right to control the sexual relationship in a
home. He controls the use of condoms and in a way this makes it difficult for a woman to protect
herself from pregnancy, or contracting HIV/AIDS and other Sexually Transmitted Infections (STIs).
 Polygamy is still widely practised in Zambia, even when the economic situation may not favour this
practice. Generally, Polygamy is another patriarchal element in traditional African society. It gives and
makes a man retain the rights of a potential polygamist. For example, in a childless marriage where a
wife is infertile, a husband may easily marry another woman but not vice versa.
 Women and their girl children spend more hours of work than their counterparts. In most African rural
areas, for example, women carry out most of the agricultural activities as well as other tasks like
preparing food, gathering firewood and collecting water.
**Note: A patriarchal society is a society that is dominated by the male folk in different aspects of life.
Contrasts
 Traditionally, women were socialized to be passive and obedient while men were taught to be
aggressive and dominant. The male traditional way of using physical violence as a way of controlling
women is now being addressed by various law enforcement agents that deal with violence against
women.
 To ensure gender equality, men and women can now mix and participate together in all areas of
development. Traditionally, the source of power and influence in society was solely in the hands of
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men. However, women are now free to participate in the decision-making process. Formal positions of
leadership can also now be held by both women and men.
 Women subordination in a marriage relationship due to Lobola or Bride price implied that women had
little choice to abandon marriage. Marriage issues were not to be discussed in public as that would
cause embarrassment on the man‟s side. However, women are now able to exercise their human rights
and their concerns and grievances are being addressed by the courts of law.
 Traditionally, girls and women were expected to do the housework. Similarly at school, most of the
work concerning the cleanliness of the environment was mainly done by girls. To achieve gender
balance, the trend has now changed. Both genders are now encouraged to actively participate in
bringing about social development at home and at school.
 To help curb the spread of HIV/AIDS and other Sexually Transmitted Infections in society, issues of
sexual relationships between girls and boys are today freely being discussed by parents or legal
guardians of the children. In the traditional African society, talking about such issues openly was a
taboo. This task was left to grandparents or cousins of adolescent children.
11.5.6 Describe the distribution of Estates
Distribution of the Estates

Under the Intestate Succession Act, the distribution of the estate is as follows:
 50 per cent for the children, taking into consideration their ages and educational needs. Children
include those born within the marriages as well as those born out of wedlock. In a situation where
there are no children this percentage goes to the parents.
 20 per cent, for the surviving spouse(s), widow (s) or widower. This means that in case of a
polygamous marriage, the percentage shall be distributed among all surviving spouses. However, the
distribution is done according to the duration of the marriages and the spouses‟ contribution to the
deceased property. If there is no spouse, the 20 per cent shall be given to the children.
 20 per cent, for the deceased is for parents. In a case where there are no parents, the 20 per cent portion
shall be distributed among the spouse, children and dependants, and
 10 per cent for the dependants, if any.
 It is important to note that the brothers, sisters and any relatives of the deceased are not part of the
beneficiaries. However, they can only benefit if there are no children, parents and dependants. In this
case, the relatives get half and the surviving spouse(s) the other half of the estate.
Personal Chattels (Personal belongings) and House

Personal chattels or personal belonging: include things like clothing, household goods, agriculture and
hunting equipment, books and many others. These are exclusively for the surviving spouse(s) and the
children.
 The house is for the surviving spouse(s) and the children. However, the surviving spouse only has a
life interest in the house.
 He or she can only remain in the house as long as he or she lives and does not-remarry.
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 If there is more than one house or cars, they shall be distributed accordingly between the spouse
and the children and the relatives of the deceased.
 A breach of any part of the Intestate Act constitutes a criminal offence. This means that property
grabbing is strongly prohibited under this Act.
11.5.7 Analyse the Intestate Succession Act of 1989.
 Customary law of inheritance in practice in Zambia does not protect the widows and the orphans due to
the patriarchal nature of the Zambian society. Therefore, property grabbing is still rampant even with
the existence of the Intestate Succession Act. This is inconsistent with the Universal Declaration of
Human Rights.
 A „common law marriage‟ or „marriage by reputation‟ is a situation where a single woman and man
live together as husband and wife without dowry or bride price. This is often referred to as co-
habitation. A child born in this background should fully enjoy his or her rights. However,
courts sometimes reluctantly recognize such unions which are not bound by bride price.
 Children born out of wedlock if not known or recognized by a surviving spouse do not benefit from the
property of their deceased parent and the law is not protective.
 Section 10 of the Intestate Act provides for the surviving spouse to have life interest in property like the
house and that if he or she remarries, he or she loses the rights to the house. However, the Act seems to
be applicable only to widows and not widowers.
 Erring administrators must be punished under section 29 of the Intestate Act. However, practically and
traditionally, this does not happen for fear of breaking cultural norms and customs.
 Section two of the Intestate Act does not favour and protect women over the control of traditional land
which is primarily governed by customary laws. The Act is supposed to be above customary laws and
Human Rights should not be violated.
 The Intestate Act supports the legality of polygamous marriages. In real sense, this deprives the first
wife of her rightful status and position in a marriage. Moreover, polygamous marriages may be a risk
in this HIV and AIDS era.
 The Intestate Act does not have a provision for assistance of the vulnerable children, especially
complete orphans who may have been affected by the HIV and AIDS pandemic. Some of these children
have no relatives to support them and hence find themselves in an economic crisis. The Act has no
clear cut clues or statement encouraging relatives to support the deceased person‟s children.
11.5.8 Describe Government Institutions and Civil Society Organisations that promote gender equity
and equality
Governmental and Non-Governmental Institutions that advocate for Gender Equity and Equality
There are a number of governmental and non-governmental organisations and institutions that advocate for
gender equity and equality in Zambia. Some of these are discussed below:
The Zambia National Women Lobby Group (ZNWLG)

The Zambia National Women Lobby Group (ZNWLG) was formed in 1991 by women from Non-
Governmental Organisations and political parties concerned about the discrimination that women suffer and
their poor representation in government and other public offices.
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The objectives of the organization are:
 Promotion of equal participation and representation of women and men in decision-making.
 Cultivation and promotion of a culture of gender equality and equity and respect for women‟s rights
through changes in attitude, language and legal procedure.
 Undertaking training and managing resource mobilization programmes meant for capacity building,
lobbying mechanism, advocacy and information dissemination and networking.
 Capacity building for female aspiring candidates for elections.
 Civic education relating to constitutional matters.
 Monitoring and observing elections.
 Holding monthly discussions on national and topical issues.
 Conducting community debates on topical issues.
 Information dissemination through publications.
Justice for Widows and Orphans Project (JWOP)

 The project was established in 2001 under the support of the embassy of Finland.
 Its main objective is to disseminate information on the rights of widows and orphans
 The project has managed to highlight and publish cases of violation of human rights committed in
society so that they are addressed appropriately.
 It has also conducted sensitization programmes for community leaders and the general public.
 This is to help them understand and appreciate the importance of protecting the rights of the
vulnerable groups in society.
The Young Women Christian Association YWCA)

 The Young Women Christian Association (YWCA) is a Christian Organisation dedicated to the
empowerment of women for a better community.
 The advocacy programme which falls under the Women‟s Human Rights (WHR) Programme was
established in 1993 following the finding of a study on cases of violence against women. The
organization aims at:-
 Ensuring that women know their rights, duties and responsibilities in society.
 helping women realize their full potential as human beings and the contribution they should make to
advance themselves, their families, community and the whole country.
Zambia Association for Research and Development (ZARD)

 ZARD is a non-governmental organization formed in 1984 with an aim to uplift the status and
positions of women through action-oriented participatory and gender sensitive research.
 ZARD undertakes research activities aimed at promoting gender balance in society.
 Its findings are disseminated through seminars and workshops. In addition, ZARD advocates,
publishes, networks and undertakes consultancies based on women empowerment.
The Zambia National Association for Disabled Women Organisation (ZNADWO)

 ZNADWO was formed in 1992. Its aim is to develop programmes for empowering women
 The organisation also works in collaboration with the established associations in improving the
plight of women with special needs.
Zambia Alliance of Women (ZAW)
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The Zambia Alliance of Women (ZAW) was formed in 1978 but formerly registered in 1982. ZAW is
involved in the following advocacy programmes for women:-
 Advocacy for women‟s rights as human rights, gender sensitization and popularizing CEDAW
(Convention on the Elimination of All Discrimination Against Women).
 Promotion and enhancement of women‟s rights, women and inheritance, women and education and
women and development in general.
 Advocacy for good governance and promotion of peace.
 Eradication of poverty through food security.
 Research and documentation in socio-economic programmes and in health and education matters
 Spearheaded the SADC Regional Rural Industrial Study to promote industries such as pottery, basketry,
baking and fish processing, in order to economically empower women.
 Promoted house food security through crop diversification projects at village level.
 Developed agro – forestry programmes.
 Rendered support to mainly rural self-help pre-schools and health centres.
Zambia Police
The Victim Support Unit (VSU) of the Zambia Police was formed in 1994 and started operating in 1997.
This unit has established offices in most police stations in the country. It mainly deals with cases of
violence most of which affect women and children. The general aims of the police service include the
following:-
 Preservation of Life
 Protection of property
 Prevention of crime and
 Maintenance of peace in society.
Parliament
The Legal Affairs, Governance, Human Rights and Gender Matters Committee. This is a committee of
parliament which is expected to study government policies and activities to ensure that there is gender
equality and equity.
6. Culture of Peace
1. Explain culture of peace

Peace is the absence of violence, presence of justice and harmony with the environment.
Inner peace is a state of mind, body and perhaps soul. It is a peace within us. Yet another view of peace is
one which subdivides it into “negative peace” and “positive peace”. In this definition, peace is the absence
of “direct violence” and “structural violence.” The following diagram explains the meanings of the above
terms.
2.Describe methods of promoting peace
Methods of Promoting Peace

 There are various methods by which
peace may be promoted and brought
about.
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 The methods vary depending on the level at which peace should be promoted.
 Peace may be among individual persons, married couples, families, small communities, ethnic
groups, nations or regions.
 Peace is also required at the global level.
 Peace is very central and important to human affairs and development.

Without peace, development suffers. Peace is a basic requirement of development.
The following are some of the methods of promoting peace:

Intermarriages – among people of different ethnic groupings, intermarriages are a good method for
promoting peace. Some chiefs in the past used to „send‟ some of their subjects or children to go and marry
into a foreign tribe as a means of forging friendship.
Friendship
 Making friends with people secures peace and there are different degrees of friendship which could
be created among people of different locations or origins.
 Among some ethnic groups, a deliberate process of exchanging human blood in a ritual is
conducted. This is called sikwamanyinga in Lozi. This act of friendship- making is so strong that
peace among such people is guaranteed forever.
Reciprocity
 This is a process where two or more different people exchange gifts or favours in a mutual manner.
When one person gets a gift, he/she gives something back in appreciation.
Mutual Aid
 This type of creating peace involves exchanging help, assistance or aid in time of problems.
 When one person or groups of people are experiencing problems, the other people come in to give
help.
 At some other time, the person or people who gave help may themselves experience problems, at
which time they may be assisted by the person or people who were assisted last time. In this regard,
the assistance is being mutually exchanged or interchanged.
Forgiveness
 When somebody has committed an offence and people become kind enough to forgive such a
person, peace can be generated.
 But often, a pre-requisite to forgiveness is apology and humility on the part of the offender.
Tolerance
 This refers to a way of living with and accepting different or opposing viewpoints.
 This process often creates peace because people expressing different viewpoints are assured of
being accepted and not condemned or punished.
Respect
 This is very fundamental. It involves respecting other people‟s cultures, opinions, ideas, beliefs,
religions, languages and human nature in general. African cultures emphasize respect.
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Justice
 This refers to being fair and not being segregative in the manner we relate to other people. In this
way, complaints which could lead to conflicts may be reduced.
11.6.4 Analyse causes of conflict
Causes of Conflict
It is very important for you to understand societies in conflict before you begin to prevent their conflicts.
That is to say, if you want to understand conflicts you must first study the histories of the people in conflict.
We also need to know that violent conflicts have taken place in all continents, not only in Africa as it is
portrayed in the media, especially on television, radio and in newspapers. Some causes of conflicts are:
History
 Research has revealed that historical reasons have contributed to emergency of conflicts in many parts
of the world.
 The conflicts between Christian and Moslems in many parts of the Middle East have something to do
with long standing animosities and mistrust dating back to the first millennium AD.
 It is also true that the interpretation of history may initiate a conflict between people as is the
case in Rwanda and Burundi in the Lake Region of East Africa.
 The reasons for the unresolved conflict between the Lunda and Luvale in Zambia have something to do
with their histories and how they are interpreted today.
Ethnicity
 Deep feelings against a group of people that do not belong to your own ethnic group can ignite deep
frustration that can initiate conflicts between two ethnic groups.
 Normally, this happens where large groups are excluded from political and economic life on regional,
ethnic or social reasons.
 Examples of these conflicts, illustrated by successional conflicts, come from Nigeria where between
1967 – 1970 Biafra, a province dominated by the Ibo ethnic group temporarily broke off from the
country.
 They accused the Federal Government of Nigeria for excluding and discriminating against the Ibo
people. Katanga (Shaba Province) region temporarily broke off from the Congo (DRC) immediately
after political independence in 1960 for the same ethnic reasons.
Imbalance of natural resource

 In the last 40 years population has increased very fast in many parts of the world.
 The increased population has put too much pressure on natural resources.
 It has threatened the economic survival of many local people. Such a situation has created opportunities
for conflicts as local people fight for the scarce resources available.
 Burundi and Rwanda are good examples of countries where imbalance in the natural resources has
created violent conflicts.
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Immigration
 In a region where there is high population against few resources, massive foreign immigration breeds
resentments by the host people.
 In most cases, such a situation leads to political violence. Examples are found in Central and Western
Cote d‟voire (Ivory Coast) where an influx of immigrants has initiated serious xenophobic conflicts.
 Economic and export resources

 Conflicts are often aimed at controlling or completely taking over economic and export resources
especially in border regions.
 Boarder states sometimes fight over a piece of land that is suspected to have (or has confirmed) rich
deposits of minerals. Such interstate conflicts have been recorded in many parts of Africa. For
example: Chad-Libya conflict over the Aouzou Strip in 1973 – 94; Cameroon – Nigeria conflict over
the Bakassi Island until 2004; Mali – Burkina conflict in 1986 and the Ethiopia – Eritrea conflict in
2001.
Mismanagement of Economic Resources

 Conflicts are also started by groups of people in countries where there is poor governance, corruption
and widespread poverty.
 In such countries people know that national resources are mismanaged and such realization triggers
serious resentment and political instability leading to conflicts. This is worse where a small minority
controls the state.
Refugees
 As a result of many conflicts in Africa, the population of refugees is also increasing.
 Large numbers of refugees increase pressure on local resources of host communities. Sometimes,
refugees use these areas as springboards for attacking their government forces.
 This result into the invasion of foreign troops into the host communities and, in so doing, initiating
border incidents and fighting.
 For example, the border incidents that were experienced between Zambia and Rhodesia (Zimbabwe)
and between Angola (especially during the period of UNITA) and Zambia.
Poverty, illiteracy and unemployment

 In many Third World Countries poverty and inequality in accessing goods and services increase
tensions that lead to conflicts in urban areas.
 It is in the urban areas where there are thousands or millions of the unemployed poor people, also
known as the Lumpen Proletariat (in Zambia commonly called Kaponya) who are usually easy targets
for war recruiters and political extremists.
Injustice
 Wherever there is injustice peace will never prevail.
 This is because injustice, which manifests itself in many ways, is the source of anger, frustration and
resentment to the existing government.
 Wars of independence were fought in many parts of the world against the governments that did not
practice justice.
 Civil wars are civil conflicts that are caused by unjust practice of the existing governments.
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11.6.5 Discuss effects of conflict on society
Impact of Conflicts in Africa
Although some people have different opinions on them, conflicts in whatever form are predominantly
negative to the people. The following are some of the negative impacts of conflicts:
Negative Impacts:
 Conflicts lead to killing of many innocent people especially children, women, the disabled and old
people. Apart from dying, women are also sexually harassed during conflicts. In the end conflicts bring
frightening human suffering.
 Conflicts force people to run away from their homes to take refuge in areas where there is no war. This
can be either within the country, as internal displacement, or outside the country as refugees. This
means that conflicts uproot people from their local area to new areas. Africa has at least 350 million
refugees running away from various conflicts in their countries. Zambia has a share of these refugees in
Meheba in North-Western province, Mayukwayukwa in Western province, Ukwimi in Eastern province
and other parts of Northern and Copperbelt provinces.
 Where conflicts take place, the infrastructure is badly damaged. These include bridges, buildings,
airports, seaports, telecommunications and railway lines. Examples are found in Southern Sudan, Chad,
DRC, Angola and Mozambique where wars have extensively destroyed parts of these countries. The
railway line from the Copperbelt of Zambia to the Seaport of Benguela in Angola is not in use today
because it was destroyed during the Angolan wars of independence.
 The economy of any country in conflict is negatively affected. Agriculture and trade decline as a result
of conflicts. People find it difficult to go to their farms to cultivate and if there are crops to sell they
find it difficult to transport their produce to the markets.
 During the period of conflict, public expenditure is predominantly for military effort. Such expenditure
normally increases the national debt as the country borrows for the war effort. Insecurity stops
investors from establishing industries in the countries experiencing conflict.
 By nature, civil conflicts or conventional wars destroy the environment. There is environmental
degradation in places of war in Africa and elsewhere.
 Conflicts increase risky sexual behaviour of the people on the run and the combatants. Conflicts make
the situation worse as they prevent activities to intervene in epidemics, leading to total collapse of
health systems.
 Conflict weakens governance institutions; Countries that have been through armed or civil conflicts
experience a breakdown or collapse of its social and political institutions, policy-making processes, and
communication channels of the state. In such cases, the government becomes ineffective and unable to
provide public goods and services such as Somalia (failed State).
 Disruption of health services and food supplies; this is one of the most immediate effects of armed
conflict. It is asserted that during wars farmers become very fearful of working on the fields too far
from their homes. Similarly, since health facilities remain open they are so vulnerable to looting and
some are forced to close down. This disruption in most cases affects the women and children more than
men and adults.
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 Disruption of educational services; in armed conflicts, not even schools are spared from attacks. In
rural parts of our continent a school may be the only substantial permanent structure, making it highly
susceptible to shelling, closure and looting. Others have argued that teachers are in most cases prime
targets because they are important community members or hold strong political views.
 Emergency of Child Soldiers; children as young as 8 years are forcibly recruited, coerced and induced
to become combatants. This conscription leads to children participating in armed conflicts as active
soldiers. They are also used in support functions such as cooks, messengers and spies. Others, mainly
girls, are forced to provide sexual services. From support roles, the children sooner than later would
become placed in the battlefront and as some commentators have argued, due to lack of training, they
have become vulnerable.
 Refugee In-flows; associated with armed conflicts is the refugee situation the in-flow of refugees
creates burdens and grievances in neighbouring countries and the possibilities of spill-over conflicts.
Positive effects of Conflicts:
Although conflicts are generally negative to the well-being of societies, they are also beneficial to a number
of people. The following are benefits of conflicts:
 When one group captures the territory of the enemy, the resources such as minerals, timber, agriculture
and land are plundered by the group that has captured the resources. The UNITA group in Angola
gained economically from the conflict by exploiting diamonds for export to support the conflict. The
same was true of the military group RUF in Sierra Leone. Most of the minerals in the eastern part of
Congo DRC bordering Uganda and Rwanda are controlled and exploited by foreign armies in control
of the territory.
 Conflicts require arms (guns), ammunitions, uniforms, boots, food and military hardware like tanks and
planes. The companies producing these materials supply them at a cost to the groups fighting each
other. In that way, the suppliers of military materials gain economically from conflicts.
 Many conflicts have resulted in one group being defeated. Such a defeat leads to territorial expansion
by the victors in the conflict. For example, Israeli‟s territorial expansion into Syria after defeating it in
a short but decisive 1973 Golan Heights war. The same was true in the 1967 Israeli – Egypt war that
led to the capture and occupation of the Sinai Peninsula by Israeli.
 If the conflict involves more groups or nations, alliances are formed in order to defeat the other side.
Such alliances created unity among the alliance members In the DRC-Rwanda conflict, many countries
joined the conflict and, hence, creating two alliances: those against DRC such as Uganda, Burundi and
Rwanda and those supporting Congo DRC such as Libya, Angola, Zimbabwe and Namibia. Such
alliances have cemented political unity.
 Those who work hard to bring peace in the regions of conflicts also benefit from the conflicts. They
send peace-making teams to end the conflicts and also where necessary send peace-keeping troops to
enhance a peaceful atmosphere in the conflict zones. The international community provided much
funds to Zambia to bring about peace in DRC. The funds were used for co-ordination in the
processes of negotiation, reconciliation and arbitration. Zambia was also given funds to cater for the
thousands of refugees who settled in the country from the conflict zones.
11.6.6 Describe conflict resolution strategies
Methods of Resolving Conflicts
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Conflict resolution is the settlement or avoidance of disputes between individuals or groups through
solutions that avoid violence and attempt to re-unite and re-harmonise the people in conflict. Conflict
resolution is also a means to maintaining peace, which in turn enables society to develop itself. Different
methods have been tried at the same time to resolve conflicts. Conflict resolution methods should aim at
addressing the main causes of the conflict. The following are not the only conflict handling skills people
use. Some may apply to one conflict, others may not.
 Counselling
This method is used normally in individual situations. The counsellor is someone trusted by both
parties. He or she explores and assesses the problem. After that the counsellor applies an appropriate
intervention to solve the problem. This helps to relieve the conflict and the individuals change their
behaviours positively. Counselling is good for interpersonal (between persons) conflicts.
 Negotiation
This is a process conducted by a reliable and skilled negotiator directly between the disputing parties.
The dispute can only be resolved if the parties or groups concerned reach a mutually acceptable
solution that can be implemented. The negotiations that led to peace between the Sudanese
government and the Garang‟s Liberation Movement in Southern Sudan is a good example of
negotiation.
 Mediation
This is a method of conflict-handling by a neutral third party acceptable to the disputing parties or
groups to arrive at an acceptable solution generated by the parties or groups themselves. This method
aims at balancing the two sides and drawing them closer to each other by accommodating each other‟s
views before reaching a resolution. The mediator is accepted by both sides. The mediation that went on
to try and solve the Lunda-Luvale conflict in Zambia is a good example.
 Arbitration
This is a conflict-handling skill undertaken by an arbitrator who is appointed by the disputing parties or
groups to resolve their differences. The arbitrator listens to the parties and afterwards provides a
decision which is binding to the parties affected. Such a decision is normally provided in writing. The
implementation depends on both parties accepting the final decision.
 Litigation:
This is one of the conflict resolution methods that allow the parties concerned to proceed to the public
courts of law. Through legal representation, they resolve their difference by applying the laws of the
country. In this method of resolving conflicts, a judge is empowered to make and implement decisions.
Sometimes, disputes or conflicts between countries are taken to the International Court of Justice in The
Hague to be resolved.
7. CHILD ABUSE
1. Describe child abuse
 According to the Zambian law, a child is any person who is sixteen years or below.
 Child abuse is any form of ill treatment of a child. This ill-treatment could be either physical or mental.
 Physical abuse could be battery, canning, slapping, and pinching of the skin, pulling ears, burning of
the skin, biting the child or any action that can cause physical impairment of the child.
 Mental abuse could be lack of love, neglect, insults, shouting at the child, name-calling or ridicule.
Child sexual abuse and sexual assault
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 Child Sexual abuse is any sexual act imposed on a child or young person by close relative, it
includes fondling a child‟s genitals, making the child fondle the adult‟s genitals, intercourse, incest,
rape, sodomy, exhibitionism and sexual exploitation..
 Child Sexual assault is any sexual act imposed on a child by a stranger.
11.7.2 Explain different forms of child abuse
Child defilement
 Defilement is the act of having unlawful sexual intercourse with a girl under the age of 16 years with or
without her consent.
 Defilement is a crime and it should be reported immediately.
 The penalty for defilement is 14 years imprisonment with hard labour. Attempting or trying to have sex
with someone under the age of 16 years can earn a person fourteen years imprisonment. Therefore,
people who marry girls under the age of sixteen should be prosecuted for defilement.
Child battering
 Child battering is a form of child abuse where someone beats a child often.
 Most people beat up children as a form of punishment. This, however, is discouraged.
 It is better to discuss issues with children rather than resorting to beating when they do something
wrong.
 Child neglect
 Child neglect is a situation where children are not taken care of by their parents or guardians.
 Children are not given the love and care that they need for personal development.
 Sometimes, babies are abandoned. Some children are expected to fend for themselves.
 Other forms of child neglect include children fending for the family, lack of parental guidance, parents
being pre-occupied with their careers and creating wealth for the family at the expense of taking care of
their children.
Child labour
 Child labour refers to work that is mentally, physically, socially or morally dangerous and harmful to
children.
 This work normally interferes with the children‟s opportunity to attend school, their overall
development and recreation.
 For instance, children are expected to combine school work with heavy work. Sometimes children
leave school prematurely to work.
 However, it is worth noting that children need to work for their own personal development as
well as that of their family by doing household chores. This is a form of training for life.
Child trafficking
 This is the illegal transportation and selling of children within or outside a country for prostitution,
pornography, forced labour, crime or business involving selling of sexual private parts.
 The effects on the victim may be classified under the headings of physical, mental and sexual. Physical
effects include injury or physical harm.
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 Mental effects include depression, anxiety, suicide and sexual effects may include unwanted
pregnancies, Sexually Transmitted Infections (STIs).
Child prostitution
 Child prostitution can be described as sexual exploitation of children. Child prostitution can either be
forced or voluntary.
 Forced child prostitution is a situation where girls are compelled to sell sexual services in brothels.
 Voluntary child prostitution is a situation where girls sell sexual services in order to pay for their school
fees, drugs or to meet their daily needs.
11.7.3 Discuss ways of addressing child abuse
Ways of Addressing Child Abuse

Child abuse is a serious problem that needs concerted effort in order to alleviate it. It affects the whole
society. The following are some of the ways by which child abuse can be addressed:
 Legislation on child labour:-This should include the legal definition of the minimum age below which
children should not be engaged in particular types of work. It should prescribe penalties for practising,
and encouraging all forms of child labour. According to the Zambian Labour Law, the minimum age
for employment is 16 years.
 Enacting stiff punishment for child defilers including those who batter or neglect their children.
 Sensitising the community about child abuse.
 Reporting cases of child abuse.
 Speaking out about the problem of child abuse.
 Encouraging victims to go to the Victim Support Unit, Drop in Centres and NGOs for counselling
services and legal advice.
4. Describe sexual harassment
Sexual Harassment
 Sexual harassment is when someone keeps on saying things or doing things of a sexual kind, like
touching you or making sexual remarks, and he does this even though he knows you do not want it.
 It also includes a promise of a job, promotion, training and any favours in return for sexual favours.
These promises may be spoken or strongly hinted.
 Sexual harassment also includes hints or threats that things will not go well for you if you refuse
sexual demands.
 Sexual harassment is not only when a person demands that you go out with him or sleep with him
but also when men think they have a right to touch a woman or speak to her in a way the woman
does not want.
5. Discuss ways of protection against sexual harassment and rape.
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Protection against Sexual Harassment
 Make it clear you do not want that kind of behaviour from the person as a result, she or he has no
excuse that you encouraged him or her to think that you approved his or her conduct.
 If he or she does not stop harassing you, keep a record of the incidents in a small note-book. Write them
down and ask a friend to witness them. This way your friend will support you.
 Discuss the problem openly and you will probably find others who have been suffering the same
problem. In that way, you can make the problem known, which may stop the harasser.
 Try to make your home as secure as possible.
 Do not let anyone into your home if you feel in any way doubtful or suspicious.
 Try to avoid situations that make you feel uncomfortable or unsafe, even if you can see no real reason
for your feelings.
 Try to get help from the police immediately if you know or suspect that you are in danger.
 Try to get help from someone nearby, but stay alert and use your judgment. Otherwise you may escape
from your attacker only to find that the person you appealed to for help takes advantage of your
vulnerability.
 If you are walking and a car follows you or stops beside you, stay as far away from the car as possible
and keep walking even if you are helping the driver by giving him direction.
 Hitch- hiking is risky especially for girls and women. If you have to take a lift, trust your judgment
about the person or people in the car.
 When you travel alone using public transport, try to sit near another woman.
 Remember that most rapes are planned in advance. It is a good idea to vary your behaviour, such as the
route you use and the times you take to fetch water or play with your friends.
 If you learn self-defence skills, remember that you are still vulnerable. Your attacker may have a gun or
a knife, or he may simply be stronger or more skilled in martial arts than you are. Practice your self-
defence skills regularly.
Rape
 Rape is when a man/woman has unlawful sexual intercourse with a woman or girl/man or
boy without her or his consent by using force and or by means of threats or intimidation.
 Rape is legally defined as: Any person who has unlawful carnal knowledge of a woman or
girl without her or with her consent.
Ways of Resisting Rape
One can resist rape in the following ways:
 Attention seeking tactics: shouting, screaming or trying to get someone to help.
 Non-cooperation tactics: for example, refusing to take your clothes off.
 Psychological tactics: for example, reasoning with the rapist, trying to frighten him, disgust him or
gain his sympathy.
 Physical resistance: fighting back or struggling.
**However, it is worth noting that there is no single right way of reacting, when attached by a rapist.
11.7.6 Explain causes of teenage pregnancies
This is attributed to a number of factors:
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 Peer pressure – Sometimes boys and girls engage in sexual activities due to peer pressure and would
like to be like others. This, often result in teen pregnancies.
 Personal development - As children grow up, they develop sexual feelings and emotions, which they
do not understand. As a result, they want to fulfil these urges.
 Lack of sex education - Parents should discuss sexual issues with their children.
 Influence from society and the media. For example, the type of socialization, breakdown in morals,
influence of other cultures, modern songs, television and radio programmes.
 Cultural issues – In some societies, girls are married off at a tender age. The traditional preference for
the boy child to go to school rather than the girl child has disadvantaged the girl child. As such girls
tend to be married off early.
 Economic issues – due to high poverty levels some girls tend to engage in sexual activities for
monetary gains. This often results in pregnancies, Sexually Transmitted Infections (STIs) e.g. HIV and
AIDS, and syphilis.
11.7.7 Explain the effects of teenage pregnancies.
Effects of Teenage Pregnancies

There are several effects of teenage pregnancies on
the mother as well as the child:
 The health of the mother is affected because she is not yet mature for reproduction leading anal-vagina
fistulas.
 The mother may not know how to take care of the baby; consequently, the baby may have poor health,
for example, malnutrition.
 The girl may be stigmatized by society and may not bear the shame or may not cope with the emotions.
 The young couple may not cope with the costs involved in bringing up a child and may shift the burden
to parents.
 Chances of the girl getting married are at stake.
 Child dumping.
 Disturbance in the education of the mother.
11.7.8 Identify ways of preventing teenage pregnancies

 abstinence
 avoiding bad company
 setting goals or principles
 discussing with friends
 avoiding alcohol and drugs
 resisting peer pressure
 upholding good moral values
 Being occupied with activities like joining the youth clubs.
11.7.9 Discuss institutions that address social challenges

 Zambia Police Victim Support Unit.
 Young Christian Women‟s Association.
 Young Christian Men‟s Association.
 Legal Aid Clinic for Women
 Other Non-Governmental Organisations
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GRADE 12 TOPICS
1. INTERNATIONAL HUMAN RIGHTS INSTRUMENT
1. Describe the International Bill of Rights (IBR)?
 This is made up of the Universal Declaration of Human Rights (UDHR) and the two treaty
based human rights instruments which are; International Covenant on Civil and Political
Rights (ICCPR) and the International Covenant on Economic, Social and cultural Rights
ICESCR).
2. Explain the Universal Declaration of Human Rights (UDHR)?
 The UDHR is an internationally recognized and agreed upon instrument which contain 30
articles through which individuals and governments can work to deliver basic rights.
NOTE: UDHR was adopted by United Nations on 10th December, 1948 in Geneva.
Some of the UDHR Articles are:
Everyone:
1. Is born in freedom, equality and dignity.

2. Has the right to life and to live in freedom and safety.
3. Has the right to liberty/freedom
4. Has the right to equality before the law and equal protection.
5. Has the right to be presumed innocent until proven guilty by an impartial Judge.
6. Has the right to privacy.
7. Has the right to nationality.
8. Has the right to money.
9. Has the right to education.
10. Has the right to work.
11. Has the right to participate in the cultural life of the community.
12. Has the right of thought, conscience and religion.
13. Has the right to freedom of expression and opinion.
14. Has the right to freedom of assembly and association.
15. Has the freedom of movement.
3. Describe Treaty Based Human Rights Instruments.
 The Treaty Based Human Rights Instruments are legally binding documents with The International
Covenant on Civil and Political Right (ICCPR) and the International Covenant on Economic,
Social and Cultural Rights (ICESCR), both instruments were adopted in 1966.
NOTE: The ICCPR has two (2) optional protocols. An optional protocol is a provision attached to an
International Instrument which is meant to offer more protection of the right in the treaty.
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a) The first Optional Protocol of ICCPR provides for an individual to complain on human rights
violations contained in the ICCPR to the United Nations Human Rights Committee.
b) The Second Optional Protocol of ICCPR was adopted in 1989 and came into force in 1990. It
aimed at the abolition of the death penalty in countries that ratify it.
4. Describe the Specialized Human Rights Instruments.
 These Human Rights Treaties are referred to as Specialized because they focus on
particular human rights issue or a particular group of people. Among these Specialized
Human Rights Instruments are: ICERD, CEDAW, CAT, CMW and UNCRC.
a) The International Convention on the Elimination of all forms of Racial Discrimination
(ICERD)-1965
 This Convention was adopted in 1965 by the United Nations General Assembly and came into
force in 1969. It was drafted to draw attention to racial discrimination which was still rampant
in the world for example segregation of the blacks in America and apartheid in South Africa and
the rest of Africa under colonial rule.
 Under the Convention ICERD) State parties are expected to do the following:-
i. Condemn racial discrimination, segregation and apartheid.
ii. Condemn ideas that promote the superiority of one race or a group of
persons of one colour.
iii. Use effective measure such as education, culture and information with a
view of combating prejudices which lead to racial discrimination.
b) The Convention on the Elimination of all forms of Discrimination against Women (CEDAW).
(International Bill of Rights for Women)-1979
 The Convention was adopted by United Nations in 1979 after recognizing the need for the human
rights instrument that directly addresses women‟s issues, protects and promotes their socio-
economic rights.
 In short signatories to their Convention are obliged to exercise equal treatment of women and men
(male and female).
 Under this Convention (CEDAW) State parties are expected to undertake, among other things:-
i. To domesticate the principle of equality of men and women in their

legislation (laws)
ii. To eliminate all forms of discrimination against women.
iii. To establish legal protection of the rights of women on an equal basis with
men.
iv. Modify or abolish cultural practices which constitute discrimination against
women.
v. To eliminate discrimination against women in all matters relating to
marriages and property.
c) The Convention Against Torture and Other Cruel Inhuman or Degrading

Treatment (CAT)-1984
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 This Convention came into being on 10th December 1984 and Zambia signed in 1998. The
purpose
of this Convention was to forbid absolutely without any reservation torture and inhuman or
degrading treatment or punishment.
 The State parties
i. are expected
Prohibit to do the following:- (Provisions of the Convention)
torture.
ii. Punish torturers.
iii. Educate citizens
iv. on the evils of
v. torture.
vi. Rehabilitate the
victims of
torture through
counselling.
d) The International Convention on the Protection of the Rights of All Migrant Workers and
Control the
Members of their Families (CMW)-1990
systems of
 This Convention was interrogation
adopted in December 1990 by the United Nations Geneva Assembly. The
States that ratify or accede to the Convention are expected to ensure that migrant workers whose
and detention
rights have been violated
(Police seek judicial remedy.
may
 Categories of migrant Custody)
workers outlined by the Convention.
i. Not to Workers: Who live in a neighbouring country to which they return
Frontier
„refouler‟. Thisonce a week.
daily or at least
ii. means to send
Seafarers: employed on water vessels registered in a country other than
back
their aown.
person to
a country where
iii. Seasonal Workers: Who get work in foreign countries during specific
he or
seasons such as the harvesting season.
she is likely to
iv. Workerstorture.
on offshore installations: which are under the authority of a
undergo
country other than their own.
v. Itinerant: Workers who move from place to place in search of work.
vi. Migrants employed for a specific project: For example, construction of
roads, dams, industrial plants among others
vii. Self-employed workers: working for oneself.
 The following are some of the provisions of the CMW.

i. Non-discrimination of migrant workers and their families without
distinction of any kind, such as sex, race, colour, language, religion,
national, ethnic, age, origin.
ii. Migrant workers and members of their families shall be free to leave any
State including their State of origin.
iii. The right to life of migrant workers and their families shall be protected.
iv. No migrant worker or member of his or her family shall be required to
perform forced or compulsory labour.
v. No migrant worker or member of his or her family shall be held in slavery
or servitude.
12.1.5. Explain the provisions of the African Charter on Human and People’s Rights?
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 The African Charter on Human and People‟s Rights (also known as the Banjul
Charter) is an International Human Rights Instrument that: is intended to promote
and protect human rights and basic freedoms in the African Continent.
 It was adopted on 27thJune 1981 and was entered into force on 21st October, 1986.
 The following are some of the provisions of the African Charter on Human and
People‟s Rights:-
i. Respect of one‟s life.

ii. Equal protection of the law.
iii. Right to liberty and security of a person.
iv. Right to be heard.
v. Freedom of conscience, the profession and free practice of religion should
be guaranteed.
vi. Right to receive information, rights to express and disseminate his opinion
freely.
vii. Right to associate freely.
viii. Everyone should be equal; nothing shall justify the domination of one
person by another.
ix. Family shall be national unit of the society and shall be protected by
government.
x. Right to national and international peace.
xi. Right to education
1. Describe Children’s Rights
 A child according to the International Law is a person under the age of 18 while a right is
a lawful claim a person expects from the society. Therefore, Children‟s Rights are rights
which are enjoyed by persons below the age of 18.
12.2.2. Describe the four (4) principles of the United Nations on the Rights of the
Child
(UNCRC)
 The United Nations Convention on the Rights of the Child was adopted by the United
Nations on 20th November, 1989 and entered into force in 1990 and it is based on the
following principles:-
i. Non-Discrimination: No child should be treated unfairly on any basis such as; their
language, their parents being poor or rich, race, religion or abilities.
ii. The best interest of the child: All adults should do what is best for children. The best
interest of the child should be the primary concern for the parents/guardians, the
government and the entire community at large.
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iii. Survival and Development: Children have the right to live. Therefore, government
should ensure that children survive and develop healthily. For the children to develop,
they need education, play and leisure, access to information among others.
iv. Participation: The Convention encourages adults to listen to the opinion of child and
involve them in decision making. However, this does not mean giving children authority
over adults, but giving them room to contribute according to their ability.
12.2.3. Discuss the provisions of the UNCRC and the two (2) optional protocols.
 The UNCRC is composed of 54 articles/provisions with two (2) Optional Protocols. The
Following are some of the provisions:-
i. The right to have a name and nationality. Every child is entitled to a name, nationality and
has the right to know her/his parents and to be cared for.
ii. Freedom of thought, conscience and religion: Children are free to think and believe what
they want and to practice their religion. However, parents have a duty to guide their children in
these matters.
iii. Right to Privacy, Honour, Reputation: This right is for the protection of his or/her privacy,
family, home, unlawful attacks on his or her honour and reputation.
iv. Non-Separation from parents: This right ensures that if the child is separated from his or her
parents, he or she has the right to keep contact with his or her parents.
v. The right to Health and Health Services: Children have the right to good quality health
care; safe drinking water, nutritious food, clean and safe environment.
vi. Right to Education: All children have the right to a Primary Education which should be free.
The School environment should be conducive for learning in a free and friendly atmosphere.
vii. The right to place and recreation: Environments should recognize the right of the child to
rest and leisure, to engage in play and recreational activities appropriate to the age of the child
and to participate freely in cultural life and arts.
viii. Protection from child labour: This is the right of the child to be protected from economic
exploitation and from performing any work that is likely to be harmful to the child‟s health or
physical, mental, moral or social development.
ix. Protection from sexual exploitation: Children should be protected from all forms of sexual
abuse example defilement.
x. Children with disabilities: This right provides that a disable child has the right to special
care, education and training to help him or her full and decent life
xi. Parental responsibility: This provision give both parents joint primary responsibility for
bringing up their children and should always consider what is best for each child.
UNCRC Optional Protocols

i. The CRC first Optional Protocol (CRC-OP-AC): It prohibits the sale of children, child
prostitution and child pornography.
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ii. The CRC Second Optional Protocol (CRC-OP-AC): It prohibits the involvement of children
in Armed Conflicts. It ensures that persons below the age of 18 are not compulsorily recruited
into Armed Forces.
3. FAMILY LAW
1. Describe family and marriage.
a) A Family is the smallest unit in a society which comprises of persons related by blood or
marriage.
There are four (4) types of families in Zambia.
i. A nuclear family: A group of persons consisting of a man, his wife or wives in case of
polygamous marriage and their children.
ii. An extended family: that consists of not only a man, his wife or wives and their
children but also grandparents, uncles, aunties, nieces, nephews, cousins, in-laws and
grandchildren.
iii. A single headed family: that consists of a single parent and children. This can be as a
result of divorce or being widowed.
iv. Child headed family: is a new type of a family that has emerged in Zambia mainly as
a result of the HIV/AIDS pandemic that has claimed lives of many adults leaving
children to bring themselves up (as double orphans).
b) Marriage is a legal union of a man and woman as husband and wife.
This contract is based on the following:-
i. Rights: Entitlements a wife or husband enjoys in the union.

ii. Obligations: These are duties that a wife or husband performs in the union. For
example each of the spouses has a duty to take care of and protect the other spouse.
iii. Capacities: These are abilities or capabilities that each spouse brings to the union. For
example, a wife has the ability to conceive and bear children for the union.
iv. Incapacities: These are inabilities or incapacities that each spouse brings to the union.
For example a wife who is not educated and not skilled in anything may bring to the
union the inability to provide for the union.
2. Explain the elements of family law.
i. Marriage: a legal union of a man and woman as husband and wife.

ii. Divorce: Is the dissolution of marriage which is done when the court handling the case satisfies
itself that a marriage had actually existed.
iii. Property settlement (Sharing):
*After a divorce in a customary marriage the woman usually gets some form of compensation to allow
her start life afresh.
*In a civil marriage the property is shared by the Deputy Registrar‟s court in the situation where one
contributed in the earning of the union, he or she will be entitled to a third (1/3) of the total wealth of the
couple.
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*If both spouses contributed to the earnings of the couple the property will be shared at 50-50 basis.
iv. Maintenance of spouse and children within and after marriage:

 Both within and after divorce a spouse has a duty to maintain his or her life partner.
 Under customary after divorce a spouse is duty bound to maintain is or her partner for a maximum
of three (3) years or until he or she remarries which even happens earlier.
v. Custody of children after dissolution of marriage:
 When awarding custody the ages and needs of children are taken into consideration.
 Usually the court gives custody to the mother if the children are very young. However,
the father will provide maintenance.
vi. Adoption of children.
 Under the Adoption of Children Act, Chapter 136 of the 1948 Edition of the laws of Zambia, the
courts have been given power to grant an order to adults requesting to adopt a child.
 The Act has listed the categories of persons eligible to adopt children.
 A couple jointly wanting to adopt an infant (an infant is a child less than 7 years old)
 A mother or father of the child either along or jointly with his or her present spouse. This means
that if a person has a child or children then remarries and the new partner wants to formally adopt
the children from the former marriage, he or she or together can apply to adopt the children
 A person who has reached the age of 21 years old and is a relative of the infant.
 Both the infant or child and the person applying for adoption should live in Zambia.
 The infant has been looked after by the applicant continuously for at least three (3) months before
the date of the application.
 The person intending to adopt notifies the Commissioner of the intention to adopt three (3) months
before the application.
 In case of a couple, both or one of them should have attained the age of 25 years old and is at least
21 years older than the infant.
vii. Legitimacy of children
 Based on the United Nations Convention on the Rights of the Child 1989 (UNCRC) new laws have
equalized the position of children born outside marriage to those born in wedlock.
viii. Succession.
 Succession when death occurs in a family is usually defined by traditional names and customs of
the ethnic group that family belongs to.
 For example the Bemba‟s trace their lineage through the mother (Matrilineal), therefore, when a
Bemba person, chief or headman dies, his sons are not eligible to succeed him but one of his
nephews would succeed him. A complete opposite in the case of the Ngoni.
ix. Inheritance of property.
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 In Zambia today the inheritance of property is provided for in the Testate and Intestate succession
Act of 1989.
a) Testate Succession deals with inheritance of property of a dead (deceased) who left a will.
 A will is a declaration normally in writing stating how a person wants his or her property shared or
distributed in the event of his or her death.
 Testator is the person who makes the will in case of a male and the Testatrix is case of a female.
b) Intestate Succession: This is the Act used to distribute the property of the deceased who did not
leave a will or someone who has left but that will is nullified by the courts of law. The distribution
is done as follows;
*20% of the estate goes to the surviving spouse.
*50% of the estate will be distributed to the children both in and outside wedlock.
*20% will go to the parents or guardians.
*10% will go to dependants in equal proportions.
12.2.3. Describe the types of marriage in Zambia
In Zambia there are only two types of marriages that are recognized by law. These are;
Statutory and Customary marriages
*Statutory Marriage which is also referred to as a civil marriage is a voluntary union of one wife and one
husband for life and excluding all others.
*What is considered when entering into a statutory marriage:
a) Take out a notice of marriage: The notice of intention is marry made on a prescribed to the
Registrar of marriages at the local council offices.
b) Marriage Payment: The Marriage Act does not stipulate any payment of any kind. Unless the
individual concerned just wants to observe the customary ritual of paying marriage payment.
c) Age: Under the Marriage Act parties intending to marry should be 21 years of age. If any of the
parties is below 21 and above 16 years he or she needs a letter of consent from his or her parents
or guardians.
d) Relationship: The two should not be related to each other either by blood or
marriage. Their relationships which are prohibited by law to enter into marriage are known as
prohibited degrees.
e) Solemnisation of Marriage: This is when the actual wedding is performed following the laid
down ritual such as each of the parties publicly declaring that he or she has agreed to wed the
person that they are standing next to by saying this aloud and mentioning all the names of the
person.
f) The Marriage Certificate: This is the evidence of marriage and a copy of which is kept by the
Registrar and the other by the couple.
 Customary Marriage: This is the marriage contracted under customary practices. This marriage
may not be a union of one man one woman in the case of polygamy.
 Some requirements in a customary marriage.
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a) Consent: This is when the parents or guardians of the woman getting married give permission for
her to marry and also when the person getting married agrees to marry.
b) Marriage Payment: There is always payment as recognition of the marriage. The payment is
made by the bridegroom- to-be to the family of the bride-to-be.
c) Spouses: The parties to the marriage should be male and female. The female should be single,
divorced or widowed but the male may already have one or more wives.
d) Relationship: The persons intending to get married should not be closely related by blood or
through marriage.
Other ‘marriages’ though not recognized under Zambian Law.
a. Religious Marriage: This is the marriage solemnized or performed in church by the clergy.
Note: The marriage solemnized in church should be followed up by a registration at either the
Civic Centre or Council Offices under the Marriage Act or at a Local Court under the Local Court
Act.
b. Cohabitation: This is a marriage where the parties concerned decide to live together on their own
without consent by their parents or guardians and without following any rituals performed either in
a customary or civil marriage and later the society recognizes the couple as husband and wife.
c. A Void Marriage: This is the kind of marriage without legal standing right from the beginning. It
is null and void.
Some reasons for a void marriage.

- Lack of parental consent.
- Non publication of vows in church.
- If the man is under 21 years old.
- If the female is under 21 years and above 16 years without the consent of the parents or
guardians.
- Prohibited degrees of marriage.
d. Avoidable Marriage: is one that is initially valid which means had a legal standing until it is
invalidated by the court of law.
Note: Some reasons for invalidation of a marriage by the court of law.

- If the child born is not the husband‟s child.
- If the spouse has contracted sexually transmitted disease from elsewhere not from the
souse.
- If the marriage is not consummated due to impotence (consummation in marriage
means making complete by having sexual intercourse)
- Wilful refusal to consummate the marriage by any party.
- Mental disorder of any of the parties.
4. Assess the effects of separation, divorce and death on the family.
The following are some of the impact on the spouse, children and extended family due to the
separation, divorce and death in the family:
 Children lack parental guidance and care;
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 Children resort to substance abuse and prostitution;
 Girls enter into early marriages at the expense of education;
 Loss of family ties;
 Increase in the number of street kids; and
 Increase in the spread of HIV and AIDS
 Increase in juvenile delinquency
 Disruption children‟s education
 Children grow without parental love
4. DEVELOPMENT PLANNING
1. Explain Development Planning
Development Planning refers to the deliberate effort by the state aimed at the achievement of certain goals
such as raising the standard of living of the people.
2. Discuss types of Development Planning.
a) Short Term Plan: Plan which may cover a short period from six months to one year
b) Medium Term Plan: Plan that ranges between three and seven years, with five years as the most
popular choice.
c) Long Term Plan: It is sometimes referred to as the Long Range Development Plan (LRDP). It
covers a period of ten to twenty years and above.
Note: This plan is mostly needed for the implementation of large scale projects such as:
- Construction of Hydro-electric power Stations.
- Opening new Mines.
- Reforestation.
- Construction of new roads and railway lines.
3. Describe Methods of Planning
a) Centralized Planning: Planning done by the central government without involvement of the
local communities.
Note: This kind of planning has brought the following problems in developing
Countries like Zambia.
-
Planning is normally dominated by expatriate advisors who know very little about
local communities
- Local conditions are not regarded.
- Delays in approving the plan as it is referred to the headquarters before
implementation.
- It denies the local people the sense of belonging as they are by passed since the plan is
imposed in top-down fashion on local communities
b) Decentralised Planning: Planning done by involving the local communities.
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Note: Since the year 2000, Decentralized Planning has been re-introduced in Zambia through activity
based budgeting plans in the community.
c) Regional and Urban Planning: Planning based on a method of decision making that propose or
identifies goals or ends and does so by the application of analytical techniques
4. Discuss the importance of budgeting and fiscal discipline in development planning.
 Fiscal discipline means the strict control of public resources. Therefore, budgeting and
Fiscal discipline ensures strict control of public resources and compliance in taxation and
public expenditure.
Note: Some measures put in place to enhance fiscal discipline.
- Government to cut its expenditure and directs its resources only on essential areas such
as education, health and agriculture.
- Punish Public officials who misuse or misappropriate government or public funds.
- Take measures to ensure compliance in taxation (Payment of tax)
- As much as possible avoid external borrowing unless that borrowing is towards
economic growth through productive investment.
5. Explain the functions of Micro and Macro-Economic Financial Institutions.
A.Micro Financial Institution is an Institution that gives financial assistance to small scale producers or
entrepreneurs for small scale projects
Examples of Micro Financial Institutions in Zambia
- Zambia Social Investment Fund. (ZAMSIF)

- Women Finance Cooperative of Zambia
- Bayport Finance Services.
Functions of Micro Financial Institution
- Support projects that are initiated by and driven by the community.

- Provide soft loans to the group of people with low income.
- Provide financial assistance to entrepreneurs for small projects.
- Provide capital for starting small business.
B. Macro-Financial Institutions: Macro means large, thus, these are Institutions which
Fund large scale projects such as construction of schools, bridges, roads, railway lines.
Some examples of Macro-Financial Institutions and their functions
*International Monetary Fund (IMF): is a specialized agency of UN which was set up in 1944.
Some of the objectives (functions) are:
- Promote International Monitory Cooperation.

- Promote stable exchange rates and maintain orderly exchange arrangement.
- Encourage full convertibility between currencies and an end to exchange controls.
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- To shorten the period of balance of payment of member countries.
*World Bank: is the specialized agency of the UN also called the International Bank for
Reconstruction and Development (IBRD) established in 1944 and began to operate in 1946.
- This bank encourages capital investments for construction and development of all member
states.
- It gives loans for specific projects that are productive and provides financial assistance for
foreign exchange (loans are usually for a period of 20 years and 5 years grace period).
*African Development Bank (ADB)

- Was formed in August 1963 and started operating in 1966 (the headquarters are in Addis
Ababa, Ethiopia).
- It gives concessionary loans to member states (A concessionary loan is money given to a
country with no conditions attached)
- It gives loans also to specific projects that are productive and provides finance for foreign
exchange
- Loans are usually for a period of 20 years with a grace period of 5 years.
*Arab Bank for Economic Development in Africa (ABEDA)
- The bank was set up by the Arab league in 1973 and began operations in 1975.
The headquarters are in Khartoum, Sudan.
- It gives loans to specific projects that are productive and provides finance for foreign exchange.
- Its main objective is to contribute to economic development in Africa.
- Like other Macro Financial Institutions, it gives loans for a period of 20 years and the grace
period of 5 years.
6. Examine indicators of development.
Indicators of Development are signs or measures that show whether or not there is Improvement in the
country‟s economy and people‟s basic needs such as food, safe clean drinking water, housing, education
and health are met.
a) Gross National Product (GNP)

- GNP is also known as the National Income.
- GNP is referred to as total value in money of goods and services produced from the resources
owned by citizens within and outside the country normally per year.
Note: GNP measures production in monitory terms during a period of time.
*It helps the government to come up with policies and eventually increase the
country‟s
production levels.
b) Gross Domestic Product (GDP): is the total value in money of the goods and services produced
in the country per year.
Note: All products and services produced within the country are added up and calculated in
monitory form.
*The higher the GDP – the stronger the economy or the more developed the country is.
c) Human Development Index (HDI): This is a measure of human development using four (4)
items:-
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- Life expectancy at birth.
- Adult literacy.
- Average years of schooling.
- Purchasing power of persons aged 25 years and above, expressed in dollars.
Note: If a country has high life expectancy at birth, a high adult literacy levels, a high average
of schooling and a high purchasing power per person, it is said to have a high level of
development,
d) Per Capita Income: This is the average amount of money each citizen is expected to get per year.
It is the GNP of a country divided by the total population.
𝐺𝑁𝑃
𝑃𝑒𝑟 𝐶𝑎𝑝𝑖𝑡𝑎 𝐼𝑛𝑐𝑜𝑚𝑒 =
Total Population
12.4.7. Outline Zambia’s National Development plans from Independence to present:
- The table below outlines Zambia‟s National Development Plans from

Independence to date.
PERIOD NATIONAL DEVELOPMENT PLAN AIMS
1964-1965 Emergence Development Plan (EDP) *Restructure capitalist economy
1965-1966 National Transitional Development Plan *Improve on
(NTDP) - Transport
- Power
- Communication
- Agriculture
- Education
1966-1970 First National Development Plan (FNDP) *Diversify the economy from mining (copper)
to agriculture
*Develop rural areas.
*Expand education services
1972-1976 Second National Development Plan (SNDP) *Increase food supply.
*Use of local materials
*Improve infrastructure country wide
1980-1983 Third National Development Plan (TNDP) *Diversification of the economy and rural
development.
*Expand educational and training facilities to
speed up the process of Zambianisation.
1984-1988 Forth National Development Plan (FNDP) *Cut on importation of luxury goods.
*Reduce subsidies gradually.
*Carry out periodic review of the exchange
rate and interest rates.
*Reduce inflation to below 20%
2002-2005 Poverty Reduction Strategy Paper (PRSP) The programme concentrated on the following
Note: This programmes was under the IMF areas:-
aimed at poverty reduction through *Cross-cutting issues.
sustained economic growth, hence the *Education
development of the Transitional National *Health
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Development Plan (TNDP) of 2002-2005 *Agriculture
*Macro-economic issues.
Vision 2030 *Aims at turning Zambia into a prosperous
middle income nation by 2030.
*Zambia to live in a strong and dynamic
middle-income industrial economy to provide
opportunities for improving the well-being at
all
2006-2010 Fifth National Development Plan (FNDP) *Infrastructure rehabilitation.

Address cross-cutting issues e.g. HIV/AIDS.
*Rural electrification.
*Promote investment.
*Promote rural and urban water and sanitation.
*Develop entrepreneurship to reduce poverty.
*Promote accountability and transparent.
2011-2015 Sixth National Development Plan (SNDP) *Aimed at sustained economic growth and
poverty reduction.
*Infrastructure development.
*Promote rural development.
*Increase access to land.
*Increasing access to health care.
*Increasing access to higher and tertiary
education
2017-2021 Seventh National Development Plan (SNDP) *The goal is to create a diversified and resilient
economy.
*Places emphasis on investment in energy,
environmental protection, education and health
sectors, and agriculture.
5. POVERTY REDUCTION IN ZAMBIA
1. a. Describe poverty
Poverty maybe described as the insufficient access to food and nutrition, education, Health, care,
inadequate shelter, clothing, inadequate income, literacy, safe water and Sanitation
Note: This kind of poverty is referred to as absolute poverty which is defined as a condition of life limited
by malnutrition, illiteracy, poor surrounding, high infant mortality and low life expectancy.
12.5.2. b. Outline how poverty can be measured.
Poverty can be measured using the following three (3) perspectives.
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i. Income Perspective: A person is poor if his or her income falls below a defined
money or metric poverty line. For example: a person living on one dollar a day.
ii. Basic Needs Perspective: A person is poor if his or her requirements for a minimal
acceptable fulfilment of human needs are not met.
iii. Capability Perspective: A person is poor if he or she lacks certain capabilities to

function such as adequate food, clothing, shelter and ability to participate in
community activities.
Note* measures used by the UNDP to measure poverty
The UNDP measures poverty in terms of deprivations. Namely;
a) Deprivation of a long and healthy life expectancy of about 40 years

b) Deprivation of knowledge measured by illiteracy levels
c) Deprivation of economic provisions measured by people‟s access to food, clothing, shelter among
others.
2. Explain the causes of poverty in Zambia.
- Debt Burden: This means that more money is spent on servicing the debt at the expense of
investing in social and economic development.
- External Dependence: Inadequate economic growth and huge debt burden have made
external funding a necessity. Zambia has continued to borrow from partners to invest in social
and economic development.
- Changes in Agricultural Policies: The negative changes in agricultural policies especially

between 1992 and 2001 contributed to high levels of poverty especially in rural areas. For
which families were offered fertilizer on pay back basis.
- Climatic Variation: The changing climatic and environmental conditions are also causes of
poverty in Zambia. Example, rainfall patterns are increasingly erratic and droughts are a
common feature and this has led to low food production, hence, food insecurity.
- Morbidity (illness) and Mortality (deaths)

- The increase in illness and premature death that was experienced due to HIV/AIDS pandemic
has contributed to poverty. Many families have lost productive members or bread winners.
Also the cost of caring for a chronically ill family member makes the family poor.
- Orphans: The increase in the number of orphans requiring care and support from relatives
causes a strain on families‟ resources.
- Inequalities: In Zambia, it has been observed that the gap between the rich and poor is
widening. This inequality in terms of income, education, wealth and access to assets has led to
high poverty levels.
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- Low Pay: People with low pay fail to meet their basic needs, hence, depend on borrowing.
- Conflict: Conflict is also a cause of poverty. For example when there is conflict in a society,
less time is spent on economic activities. Sometimes people lose their lives or they are forced
to flee their homes. There will be no time to create wealth.
- Poor Work Culture: When people have a negative attitude towards work and lack initiative,
this can lead to poverty (dependency syndrome).
- Individual Weakness: Laziness and lack of responsibility can lead to poverty and dependence
syndrome.
- High Unemployment levels: People with no employment will lack income to support their
welfare; hence they will depend on others to support them.
- Corruption: Rampant corruption makes the few privileged benefit while the majority are
denied the chance to prosper hence, remain in poverty.
3. Assess the effect of poverty
The effects of poverty are interrelated and the following are some of them.
- Hunger or food insecurity.

- High unemployment levels.
- Increase in crime rate.
- Conflicts in the society.
- Increase in corruption and vandalism.
- Lower life expectancy due to low standard of living.
- Increase in prostitution, resulting in the increment of unwanted pregnancies and high levels of
HIV and AIDS.
- Breakdown of extended family system one of Zambia‟s cultural practices.
- Increase in child labour and other violations of child rights.
- Depletion of natural resources due to more people exploiting the same inadequate resources,
such as water, forest and soil.
4. Discus Poverty alleviation strategies.
Poverty alleviation is the process of lessening the suffering of the poor by meeting
their Immediate pressing needs.

The following are some of the ways in which poverty in Zambia can be alleviated.
- Improving the provision of education as education is a very powerful tool for poverty
reduction.
- Improve food production and empower small scale farmers.
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- Improve health status of people of Zambia especially the poor.
- Reduce the incidence, infection and socio-economic impact of HIV and AIDS.
- Increase access to safe water and sanitation.
- Promote agricultural sector which will be able to export and ensure increased household
income and food security.
- Promote rural electrification to attract investments and reduce unemployment in rural areas.
- Increase access to factors of production such as land and farming implements.
4. Evaluate poverty alleviation strategies and their implementation in Zambia.
Poverty Reduction Strategy Paper (PRSP) is the overall framework for national planning and development
focusing on interventions for poverty reduction.
- The overall national goal is to achieve sustained economic growth and employment
creation. The following are some of the main areas addressed by the PRSP.
- Macro Economics: To achieve a high sustained real GDP growth.
- Agriculture: To promote a self-sustaining export led agricultural sector which ensure
increased household income and good security.
- Tourism: To enhance the Tourism Sector‟s contribution to economic growth and poverty
reduction.
- Mining: To promote investment in the Mining Industry and ensure the development of self-
sustaining mineral based Industry.
- Industry: To promote growth of an export led Industry leading to employment creation and
poverty reduction.
- Health: To improve the health status of people in Zambia especially the poor.
- Education: To provide relevant equitable efficient and quality education for all.
- HIV/AIDS: To reduce the incidence, infection and socio-economic impact of HIV and AIDS.
- Gender: To promote gender balance to ease the burden of poverty especially of women at
the household, community and national levels.
- Environment: To formulate good policies on the protection of the environment, management
and development of natural resources.
- Energy: To ensure optimum supply and utilization of energy.
- Water and Sanitation: To contribute to poverty reduction through increased access to safe
water and sanitation, increased food production and food security.
- Transport and Communication: To create and efficient transport and
communication system that will promote economic growth and poverty reduction.
- Roads: To expand, rehabilitate and invest in the road sector so as to improve accessibility
and mobility.
6. ENVIRONMENTAL EDUCATION
1. Explain Environment.
The word environment refers to the surroundings and things found on earth both physical and cultural
which differ from place to place.
It also means conditions within which something exists. It is made up of components
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Which do not work independently but depends on each other.
COMPONENTS OF THE ENVIRONMENT
The components of the environment are divided into living and non-living components.
If human activities are considered central, then the environment is divided into natural and cultural
components.
i. Natural Component: Physical and living environment, atmosphere, hydrosphere,

lithosphere, animal and plant.
ii. Political Environment: Political instructions – decision – making.
iii. Economic Environment: Economic systems, Economic Institutions, Rural and Urban
landscape.
iv. Social and Cultural Environment: Cultural and Social Institutions, beliefs, customs
and Traditions.
2. Outline causes of environmental degradation.
Environmental degradation refers to any action that makes the environment less fit for human, plants and
animal life. And the following are some of the causes of environmental degradation.
a. Over population: More people concentrated in one area. This brings a lot of
environmental problems such as cutting more trees for construction, charcoal, production
and many more.
b. Pollution: It refers to the reduction in the quality of environment by introducing harmful
material in it.
Generally pollution takes two (2) forms.
- Natural Waste (Organic/Inorganic). Organic waste are things like grass,

leaves which do not pollute the environment while inorganic wastes include
elements of compounds such as lead, Sulphur and copper found in rocks and
one found in small quantities in our bodies. However, they are very poisonous,
once mined. They contaminate rivers, streams, lakes, ground water supplies,
soil and even air.
- Synthetic Waste: People are able to make new chemical compounds called
synthetic chemicals such as pesticide, fertilizers, clothes, cleaning material,
plastics, cosmetics, building materials. Some of these materials are proved to
be harmful to the environment.
Note: Biodegradable Substance is the material that decomposes in the environment as a

result of biological action.
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Non Degradable substances: These are synthetic substances that do not decompose so easily
for example; plastics can remain in the environment for hundred years because organisms that
feed on them are rear.
c. Depletion of Resources: A Resource is any source of raw material or object that human
being are able to use to sustain life or produces wealth. A resource is depleted or used up
when it becomes less available for its intended function or use. Resources can get depleted
in three (3) ways: (converting them into another substance; displaced to another location;
and by being polluted).
Examples of resource depletion
- Soil Erosion: Comes as a result of the removal of the vegetation cover due to human activities.
- Deforestation: The high demand for timber and domestic use has led to the destruction of
forests.
- Desertification: If a gradual destruction of the capacity of semi and lands for plant and animal
production. Also overgrazing and over cultivation of grasslands leads to rapid decrease in soil
nutrients reducing the chance for further growth of vegetation. Loss of plant cover promotes
aridity and desertification.
- Over Fishing. Rapid increase in global fish harvest has resulted in over fishing. This leads to
depletion of some fish species (e.g. the use of illegal fishing methods like use of mosquito net
and poisoning).
- Fresh Water: The demand for water for irrigation, power generation, domestic and industrial
use has exceeded sustainable supplies of the world resulting into depletion of fresh water.
- Climate Change: Human beings have altered the environment through many activities such
as excess emission of carbon dioxide from burning fuels, chlorofluorocarbons (CFCS),
from refrigerators, aerosol sprays, our conditions and methane into the atmosphere. This has
led to global warming (increase in global temperature resulting in the melting of glaciers and
rise in mean sea levels which in turn may cause flooding of the coastal regions).
Note: The gases contribute to the destruction of the ozone layer which filters harmful
ultraviolet rays from the sun. Further, global warming has resulted in changes in the weather
pattern globally.
- War: War is a combination of all environmental problems. It leads to pollutions and depletion
of resources far more than any single peace time activity.
3. Identify major environment issues in Zambia.
Zambia Environment Management Authority (ZEMA) formally known as the
Environmental Council of Zambia (ECZ) has identified the following major environmental
concerns in Zambia.
a. Deforestation: This is the indiscriminate destruction of forests. Vegetation is

cleared for a purpose of wood fuel, timber, farming and settlement among others
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Note: Unstable utilization of forests when left unchecked eventually leads to forest depletion.
Therefore, there should be deliberate effort by the government and the community as a whole to
replant trees (re-afforestation). Thus re-afforestation means planting of trees to replace destroyed
forests while afforestation is the planting of trees where there was no forest before.
Benefits of afforestation and re-afforestation:-

- Assured supply of charcoal and firewood.
- Sustainable supply of building timber.
- Protection of soil from erosion.
- Some plants fix nitrogen in the soil.
- Some plants provide fruits and herbs for medicine use.
- Collection of mushrooms, caterpillars, nuts and honey.
b. Wildlife depletion: Various species of birds and animals are becoming few in number due to
unlawful killing (poaching).
c. Pollution: Pollution of air, soil and water is an environmental issue in Zambia. This is as a result
of rapid in the generation of wastes due to Industries and rapid population increase.
Note: Suggested legal actions to prevent pollution in Zambia.

- Restrictions: Some pollutants are so toxic that even in small quantity they can kill wildlife,
domestic animals, agricultural crops and human beings. Thus the government should abolish
the production of such harmful substances.
- Qualified Restrictions: Some pollutants are not very dangerous such as Sulphur dioxide
which is released whenever fossil fuels are burned. It is harmful in many ways. Therefore, the
government can permit a specific emission levels. If the mine emits more than expected, it
must be fined.
- Subsidies: Government can encourage environmentally friendly practices by Industries. Tax
deduction can be given to these Industries and Companies that do not pollute the environment.
- Residual Charge: Industries and individuals who pollute the environment can be charged the
amount of money proportional to the quantity of the pollutant emitted.
- Other Measures: Establishment of recycling plants by all local authorities (councils); regular
and efficient collection and disposal of waste in designated sites, discourage the use of non-
degradable materials such as plastic bags.
d. Waste: Is another type of pollution. It includes food, dirt, paper, bottles, plastic bags and
containers. Poor waste disposal and management leads to deterioration of the environment as a
result there are a lot of diseases such as cholera and typhoid.
e. Land Degradation: Human activities have led to land degradation in the quest to bring economic
development. Activities such as agriculture, settlement, mining and quarrying have made changes
to the natural landscape.
f. Inadequate Sanitation: Poor sanitary conditions especially in towns like Lusaka, Ndola, Kitwe
and Livingstone have been regarded as being responsible for the outbreak of communicable
diseases such as cholera, dysentery and typhoid. The use of pit latrines and shallow wells for
domestic water supply as well as the use of untreated water contribute to the spread of such
diseases.
12.6.4. Discuss Environmental Management.
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Environmental Management refers to the measures and controls directed at environmental conservation and
sustainable use of resources.
Note: In Zambia Environmental Management activities are coordinated by an umbrella body

called Zambia Environmental Management Authority (ZEMA) formally Environmental Council of Zambia
(ECZ).
The table below shows some important institutions that promote environment management in Zambia, and
their specific roles.
INSTITUTIONS MAIN ROLES
Zambia Environmental Management - Environmental protection
Authority (ZEMA) - Pollution control.
- Natural Resources management.
Ministry of Education - Implementation of Environmental
Education in
Learning Institutions
Ministry of Local Government (Councils) - Development of human settlement.
Ministry of Environment, Tourism and - Formulation of policy on
Natural Resources. matters of
environment and natural resources.
- Formulation of policies and legislation of
tourism and wildlife management.
Ministry of Lands - Formulation of policies on land issues.
Forestry Commission - Management of the country‟s forests.
Department of Water Affairs - Management of Water resources.
National Heritage Conservation - Identification and management of
Commission objects of
aesthetic value.
Zambia Wildlife Authority (ZAWA) - Management of wildlife estates.
- Ensuring equitable sharing of benefits of
wildlife management and conservation.
Fisheries Department - Implementation of legislation on the
development of the fishing sector
- Regulate fishing methods and reinforcing fish
ban between December and March (breeding
period)
5. Discuss the importance of biodiversity in the management of the environment.
Bio-diversity or Biological diversity is a term used to describe a large variety and variability of living
things and the ecological environment in which they occur.
*There is a large variety of micro-organisms, plants and animals all around us and they depend on each
other.
*Bio-diversity is considered at three levels.
I. Genetic Diversity: Is the measure of the variability within and between species.
II. Species Diversity: Refers to the total number of species in a given area.
III. Ecosystem Diversity: This refers to a variety of habitants within which species occur.
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The significance of bio-diversity: In Zambia bio-diversity is important for the following reasons;
 The majority in Zambia depend on the variety of local resources in their areas which
includes plants for various purposes such as fruits and leaves which act as a source of food.
Apart from plants, human beings also depend on animals, fish and birds.
 Plants are not only used as a source of food but also for construction purposes.
 Various biological resources such as micro-organisms are used in the preparation of
medicines.
 It also maintains ecological balance.
 Bio-diversity also has aesthetic and recreational value. Game viewing, sightseeing,
mountain climbing, safari hunting all depend on bio-diversity.
Threats to Bio-diversity: Biodiversity in Zambia is increasingly coming under pressure by both human
and natural factors. These include:
 Land use conflict between human and animals.

 Massive development of settlement and related activities.
 Pollution.
 Deforestation.
 Over exploitation of resources such as over fishing and game poaching.
 Climate change such as occurrence of frequent droughts.
 Lack of biodiversity knowledge by the public.
Management of Biodiversity: Zambia signed and ratified the convention on Biodiversity in 1992
and 1993 respectively. By so doing Zambia committed itself to the conservation of genetic species
and ecosystem diversity in a sustainable manner and to share equitably the benefits derived from
the utilization of these resources.
Zambia came up with Biodiversity Strategic Plan which is based on the following:-
a. Ensure conservation of the natural ecosystem through network of protected areas.

b. Conservation of genetic diversity of crops and livestock.
c. Improvement of legal and institutional framework as well as human resource development to
implement strategies and conservation; sustainable utilization as well as equitable sharing of
benefits from biodiversity management.
d. Development of an appropriate legal framework on the risk involved in the use of genetically
modified organism (GMOS).
6. State some International Conventions on Environmental Management.
 Basel Convention on the Control of Trans Boundary Movement of Hazardous Waste

 United Nations Convention to Combat Desertification.
 Convention on the protection of World Cultural and National Heritage.
 Convention on the protection of the Ozone Layer.
12.7. GLOBAL ISSUES
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1. Explain globalization and global issues.
Globalization: The term globalization means the emergence of global society in which economic,
political, and cultural events in one part of the world quickly come to have significance for people in other
parts of the world.
Note: Globalisation is as a result of advances in communication, transportation and information

technological, and cultural linkages that connect individual communities, businesses, and governments
around the world.
Globalisation also involves the growth of multinational corporations (businesses that have operations
or investments in many countries) and transnational corporations (businesses that function in a global
market).
 Global Issues: Refer to all those developments and problems which affect the welfare of the
people in all the countries.
 Thus global issues include; human rights, and good governance, war and peace; world refugee
crisis, world debt crisis, world energy crisis, international trade, global warming, HIV and AIDS,
tourism, global credit crunch among others.
2. Discuss Bilateral and Multilateral Aid.
 Foreign Aid: refers to the International transfer of funds, goods and services in form of loans and
grants from one country to another. There are two (2) types of foreign aid. These are Bilateral and
Multilateral Aid.
i. Bilateral Aid: Is the assistance from one country to another. For instance, Zambia
receives aid from Swedish International Development Agency (SIDA) or from United
States Agency for International Development (USAID).
ii. Multilateral Aid: Is assistance from International Agencies formed by several countries.
These lending agencies do not belong to one country. For instance, the African
Development Bank (ADB), the Arab Bank for Economic Development (ABEDA), the
International Monitory Fund (IMF), the World Bank and the European Union (EU).
 Bilateral and Multilateral Aid usually come in form of grants and loans. The grants and loans
may come in form of financial assistance, capital goods like machinery or technical expertise
(skilled labour)
i. Grants: Are gifts from International Agencies to a government or from one government
to another. They are not to be paid back.
ii. Loans: Refer to transfers of funds, goods and services from one financial entity to another
which must be repaid usually with interest. A hard loan refer to a loan given at a high rate
of interest, while a soft loan is a loan given at a low rate of interest or is repaid without any
interest.
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iii. Tied Aid: Refers to loans and grants which have „strings‟ or stipulated condition of use.
For example the recipient country may be required to spend the loan on a specified project
or to allow the donor country to build military bases in the recipient country.
Foreign Aid and Development: There is an International debate on whether foreign aid hinders or
promotes economic development in Third World countries. The following are some of the arguments for
bilateral and multilateral aid.
Arguments for:
 It provides foreign capital needed by the recipient country to supplement its locally available
investment resources.
 It provides more foreign exchange if the loan or the grant is invested in a project which produces
capital goods.
 It provides new technology and skills which the local people can later acquire by mean of training.
 Food aid alleviates famine in case of natural disasters such as floods, droughts and earthquakes.
 Foreign aid also promotes International Corporation between the donor and the recipient countries.
Arguments against:
 Loans and Grants: „Tied to Donor‟ have to be spent on buying goods and services from the
donor country. Many offers of these goods and services are more expensive and lower quality
than those from other sources.
 Loans and Grants: „Tied to Projects‟ can only be spent by the recipient country on
projects agreed upon with the donor country. Therefore, tied aid undermines the economic and
political independence on the recipient nation.
 Profits from Foreign Investment: are usually externalized, and rarely re-invested in the recipient
nation.
 Loans must be repaid with interest and the larger the loan the larger the debt service burden. This
has led to the worsening of debt burden in the Third World Countries. On the other hand, the
repayment of high interest on loans enriches the donors. Therefore, foreign aid tends to make the
rich countries richer and the poor countries poorer.
 Foreign Aid promotes dependence syndrome in the recipient country thereby impact negatively on
the general work culture of the people.
 Recipient countries may be force to support the donor country in foreign policy for them to receive
aid.
 Technical assistance given by donors is not always appropriate or beneficial to the needs of the
recipient country, and it may require the importation of expensive machinery from the donor
nation.
12.7.3. Discuss International Trade.
International or External or Foreign Trade refers to the buying and selling of goods and services between
two and more countries.
Importance of or reasons for International Trade: Nations like individuals, engage in trade for various
reasons. Among them are;
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i. Uneven Distribution of Resources: No nation has all the natural resources to use in
industrial economy. For example Iraq and Kuwait have plenty oil while Zambia does not
have.
ii. Climate Differences: Varying climate conditions does not allow the growing of certain
crops. For example Mediterranean type of climate favours the growth of apples which may
not do well in a tropical type of climate.
iii. Specialization: Each country is specialized in a given line of industries for a country
cannot be specialized in all. Sometimes, two countries may agree to specialize and trade
with each other if each country has a clear cut advantage in producing a particular
commodity. This is referred to as comparative cost advantage. This happens when the
average cost of producing a particular commodity in one country is cheaper that in another.
iv. Technological differences: Some countries do not possess the technological capacity to
produce certain products such as aircraft, motor vehicles, mining and agricultural
machinery and computers. Thus, a country has to buy these from other countries.
v. Supplement Domestic Product: Due to high demand on local products a country may
import to add to domestic production. For example Zambia produces cooking oil locally
but it imports from COMESA countries in order to supplement to local products, mainly
the reason or to avoid shortages of goods and services in the country.
vi. Earn Foreign Exchange (Forex): Foreign Trade enables a country to earn foreign
exchange (the more foreign exchange the country has, the more stable the economy will
vii. be) Promote International Cooperation: Trade promotes International peace,
cooperation and political friendship.
Important terms in International or foreign Trade
a) Terms of Trade: Means the rate at which nation‟s exports are exchanged for imports from
another nation. For example, the rate at which British tractors are exchanged for Zambian copper,
that is how many tonnes of copper are required to pay for the tractor.
b) Favourable Terms of Trade: means the prices for your country‟s exports are relatively higher
than the prices for its imports.
c) Unfavourable Terms of Trade: Means the prices of your country‟s exports are relatively lower
than the prices of imports.
d) Balance of Trade: Is the difference between the value of visible imports and exports over a
particular period. For example if the value of Zambia‟s visible imports is equal to her visible
export we say that Trade is balanced.
e) Favourable balance of payments: Takes place when a country receives more foreign exchange
from exports, but spends less forex on imports. This is called balance of payment surplus.
f) Unfavourable balance of payments: occurs when a country receives less foreign exchange from
its exports but pays more foreign exchange on its imports. This is also called a balance of
payment deficit.
12.7.4. State the role of the World Trade Organization (WTO)
WTO is an International body dealing with the global rules of trade between nations. WTO was established
in 1995 to replace the General Agreement on Tariffs and Trade (GATT) of 1947. The WTO is not a
specialized agency of United Nations, but it has Cooperation, agreement and works closely with the UN.
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Functions or roles of the WTO
i. Helps trade flow as free as possible by reducing and eventually eliminating tariffs (trade
taxes) and other barriers such s quotas imposed by various nations.
ii. Sets its trade negotiations among its members.
iii. Interprets trade agreements and impartially settles trade disputes between nations.
Principles of WTO
This trade organization is based or centred on the following principles:-
1. Non-discrimination: All member states are treated as equal trade partners.

2. Free Trade: There should be free trade and all trade barriers should be reduced
through negotiations.
3. Predictability: Foreign Companies, Investors and Governments should be confident that tariffs
and other trade barriers will not be raised arbitrarily (wrongly or with wrong motives)
4. Competition: There should be free competition in International Trade. Unfair practices such as
export subsidies and dumping products at below costs to gain market share are discouraged.
5. Special privileges for the less developed nations. The trading system should be more beneficial
for less developed countries (LDC)
Note: WTO is made up of 146 member countries and its headquarters are Geneva, Switzerland.
Council of Minister (Commerce) is among the organs of WTO and Zambia is a member.
5. Explain debt crisis and debt relief.
 Debt Crisis is a situation where a country borrows beyond its capacity to pay back
 The following are causes of debt crisis in Zambia.
i. Unfair International Trade: Exports are cheaply obtained while
imports are very
expensive, in developing countries, thus causing balance of payment deficit (unfavourable
balance of payment).
ii. Debt Servicing: Is the process of paying interest on outstanding loans which has
worsened debt. This means that the larger percentage of GDP is spent on servicing
iii. Spending
loans at theloans on ofConsumption:
expense development. Loans are usually diverted to buy consumption
products instead of intended projects, hence; the country has to borrow more to repay
outstanding loans.
iv. Falling Copper prices from 1970s and Liberation Wars: As copper prices have
continued to fall even to0date, oil, machinery and other import product prices keep on
increasing. With increased wars in neighbouring countries has made Zambia to have more
refugees to look after.
 Debt relief and the highly indebted poor countries (HIPC) Initiative. This was a World Bank
and IMF programme aimed at reducing the debt burden of the world‟s poorest countries that were
unable to pay their debt. This programme had the following initiatives:-
i. Reduce the huge debt burden of the highly indebted poor countries to sustainable levels
(levels that these countries may manage)
ii. Provide funds for poverty reduction in form of debt relief (debt cancellation)
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iii. Highly indebted poor countries (HIPC) to meet the conditions of the Structural Adjustment
Programmes (SAP) set by the World Bank and IMF
 Some of the Structural Adjustment Programme Conditions were:-
i. Privatize state owned enterprise.

ii. Reduce its tariff barriers (custom duties) to encourage imports.
iii. Impose restrictive fiscal and monitory policies to control spending by wage freeze and
retrench excess employees.
iv. Remove controls on prices and withdraw subsidies on essential commodities.
Note: Zambia qualified HIPC initiative in December, 2005 and 3.8 billion US dollars was cancelled.
 The benefits of the HIPC Initiative.

i. Debt Relief Funds: The money was spent on Poverty Reduction Programmes such as
rehabilitating infrastructure like colleges, schools, health centres, bridges and roads.
ii. Reduced external debt payment levels.
iii. Reduction in the total debt stock: This is the total amount of money a debtor owes a
creditor, thus, Zambia‟s reduced.
6. Discuss the effects of debt crisis in Zambia.
 Spends the larger portion of its GDP on servicing the debts at the expense of development.
 Have limited money to fund social sectors such as education and health as it spends on servicing
loans.
 Its sovereignty if compromised as the donors dictate on how the economy should be managed.
 The situation perpetuates external dependence and the country remains desperate because of the
debt burden.
7. Explain Millennium Development Goals.
 The Millennium Development Goals (MDGS) are eight (8) global development targets agreed upon
by world leaders at the United Nations Millennium Summit in September, 2000. The summit‟s
Millennium Declaration bind all the 189 UN Member States to achieve these eight goals by the
year 2015.
 The following are the eight (8) MDGS
1. Eradicate extreme poverty and hunger: By 2015 reduce by half the proportion of people
living on less than one US dollar a day and those who suffer from hunger.
2. Achieve universal Primary Education: By 2015 ensure that all boys and
girls complete Primary School Education.
3. Promote Gender Equality and Empower Women: Eliminate the gender gap in Primary and
Secondary School enrolment preferably by 2005 and at all levels by 2015.
4. Reduce Child Mortality: By 2015 reduce the mortality rate among children under five by
two thirds.
5. Improve Maternal Health: By 2015 reduce by three quarters the ratio of
women dying in child birth.
6. Combat HIV/AIDS, Malaria and other Diseases: By 2015 stop and begin to reverse the
spread of HIV/AIDS and the incidence of malarial and other major diseases.
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7. Ensure Environmental Sustainability: By 2015 integrate the principles of sustainable
development into country policies and programmes and reverse the loss of the environment
resources. For example, forests. By 2015 reduce by half the proportion of people without
access to safe drinking water and by 2020 achieve significant improvement in the lives of at
least 100 million slum (shanty compound) dwellers weld-wide.
8. Develop a Global Partnership for Development by 2015: This is to ensure an open trading
and principle system that includes commitment to good governance, development and poverty
reduction both at national and international levels.
8.Analyse Zambia’s efforts towards the attainment of the Millennium Development Goals
(MDGS).
 The Zambian government took the following measures to implement the MDGS.
1. Poverty reduction
- Introduction of Poverty Reduction Strategy Paper (PRSP)
- Creation of Citizen‟s Economic Empowerment Commission.
- Provision of subsidised fertilizer to sustenance farmers.
- Attraction of Foreign Investments and reopening mines.
- Creation of Economic Zones.
2. Education sector
- Introduction of free basic education from Grade one to Seven (1-7)
- Introduction of School re-entry policy, to allow pregnant girls to go back to School
(positive discrimination).
- Building more schools and increasing school enrolment.
- Train and deployment of more teachers in basic schools
3. Gender Equality and Women Empowerment.
- Introduction of the Ministry of Gender.
- Implementation of affirmative action policy in the selection of students in colleges and
universities.
4. Child Mortality
- Universal vaccination of children under five years (kick out polio, child week
programmes)
- Implementation of roll-back malaria programme.
5. Maternal Health
- Implementation of compulsory antenatal and postnatal health programmes.
- Implementation of family planning and child spacing programmes.
6. Combating HIV and AIDS, malaria and other diseases.
- Encouragement and implementation of free voluntary counselling and testing (VCT)
- Introduction of HIV and AIDS programmes at places of work.
- Free indoor residual or house spraying to control malaria.
- Provision of free mosquito nets to pregnant women and nursing mothers.
7. Environmental Sustainability
- Strengthening the capacity and operation of Zambia Environmental Management
Authority (ZEMA)
- Implementation of annual Tree Planting Programmes.
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- Enforcing Annual Fish Bans
8. Global Partnership of Anti-corruption Policies.
- Implementation of Anti-corruption policies.
- Strengthening of the Human Rights Commission
- Strengthening partnership with regional and international organisations; such as
SADC, COMESA, EU and ACP (Asia Caribbean and Pacific) countries.
 Note: The Millennium Development Goals initiative came to the end in the year 2015.
- The MDGs have been replaced by the Sustainable Development Goals (SDGs)
- The SDGs also known as Global goals are a universal call to action, to end poverty, protect
the planet and ensure that all people enjoy peace and prosperity.
The following are some of the areas covered under the SDGs.
- Ensure that there is no poverty.

- Zero hunger.
- Good health and wellbeing.
- Quality Education
- Gender Equality
- Clean Water
- Affordable Energy
- Industrial innovation and infrastructure.
- Climate action
- Life below water/life on land
END!
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CIVIC EDUCATION 2030 REVISION KIT_KITWE DISTRICT_CIVIC EDUCATION EMPOWERING MASSES WITH KNOWLEDGE

KITWE DISTRICT EDUCATION BOARD

GRADE 10-12 REVISION NOTES

CIVIC EDUCATION EMPOWERING CITIZENS WITH KNOWLEDGE

Copyright of Kitwe District DEBS@2017

1. Describe types of constitution

There are only two types of constitution namely;

(a)Written constitution- is a constitution whose provisions or contents are embodied or documented in a

Note: written or unwritten constitution can either be flexible or rigid constitution.

10.1.2 Explain the main parts of the Zambian constitution.

PARTS OF THE ZAMBIAN CONSTITUTION

PART TITLE CONTENT

3.Describe the process of constitution making and adoption. This

means the process of approving the copy of a draft constitution.

There are three methods of adopting the constitution, these are;

4. Discuss the characteristics of a good constitution

A good constitution must be:

5.Explain the importance of a constitution to a nation. A

constitution is important because it;-

 Protects and promotes the rule of people.

2. GOVERNANCE SYSTEM IN ZAMBIA

2. Discuss the characteristics of good and bad governance

10.2.3 Analyse different electoral systems practiced in the world

ELECTORAL SYSTEM FEATURES

Elections are important because:

 Elections are important because they:

10.2.4 Explain Zambia’s electoral system.

Legislation ( legal framework)

Delimitation of constituencies, wards/polling districts

Verification of voter’s roll

Counting, tabulating/ verification of the votes

Resolving election-related disputes and complaints

Note: In parliamentary or local government elections a candidate can either be sponsored by a

1. Describe the local government system in Zambia.

Reasons for the 1980 decentralization were;

2. Discuss the role of traditional leaders in governance.

House of chiefs is a forum through which traditional leaders participate in governance.

 Discuss bills affecting customs and traditions.

Problems faced by the house of chiefs;

 It has no real influence on issues of governance and development.

1. Explain the concept citizenship

 Citizenship is a state of belonging to a particular country. Or it is the relationship between an

The two aspects of citizenship are;

(a) Legal aspects

There are two types of citizenship namely:-

(a) Natural citizenship

(b) Naturalized citizenship

However, a naturalized citizen can either be partial or complete.

2. State the qualifications of a Zambian citizen.

 A person who was born in Zambia (citizen by birth).

3. Describe the qualities of a good citizen.

 Live up to democratic principles such as voting honestly.

4. Identify the factors that hinder good citizenship.

4) Defects in the electoral system

5) Misinformation by the media

10.4 5 Explain the rights and freedoms of a citizen

6. Explain the duties and responsibilities of a citizen.

(a) General duties and responsibilities of a Zambian citizen

7. Identify groups of people and citizens with special needs