Exploring the role of the United Church of Zambia in institutional education in the public space.

Abstract

This study sought to explore to what extent the United Church of Zambia (hereafter the UCZ), understands its role in institutional education that is in the public space. The problem of the study was conceptualized in the background formation of the UCZ, in which it inherited an institutional education ministry that is in the public space, and is referred to as its mission schools. Despite the UCZ being in existence since 1965, the preliminary literature search revealed that there is very little, if any, literature that describes the role of the UCZ in institutional education that is in the public space. The study further problematized that what is often described of Church schools to be Christian Education falls short of the theological distinctions in the light of secular philosophies that govern public educational systems. Therefore, the study explored the interpretation of Christian education from a theological, historical and philosophical perspective to locate what the UCZ understands of its role in institutional education. The key question that this study engaged with is: “to what extent does the UCZ understand its role in institutional education that is in the public space?” The key findings of this study can be categorised into three areas; philosophical, theological and in systems theory. The UCZ lacks an institutional philosophy of education that makes its role appear ambiguous in meaning and purpose. This is shown in the understanding of its role as secular and sacred, with the grant aided schools representing the former, and the private schools the latter. In addition, despite its strong background of understanding that education is for evangelism, the trends, patterns and relationship of its education ministry indicate a lack of ethos as it depends so much on the humanistic secular philosophies that determine modern education. This has led me to conclude that the UCZ lacks a defined policy and administrative structure for its education that is in the public space. Therefore, it allows the Church to perpetuate a hegemonic theology of mission in that projects a Eurocentric model of education. As a result, the role of the UCZ is seemingly weak in terms of defining its role- identity and purpose in education that is in the public space. It is much more evident now as this study finds that the UCZ does not have a comprehensive system to manage all its educational ministry.