HIGH MARKS IN CIVIC EDUCATION (FROM GRADE 10 TO 12)

CONTENT PAGE

GRADE 10 TOPICS

CONSTITUTION. acai es aii

GOVERNACE SYSTEM IN ZAMBIA. ieee Mi
CITIZENSHIP. s ae Vili
ROLE OF TRADITIONAL LEADERS IN GOVERNANCE, = i
INTRODUCTION TO HUAN RIGHTS si i
CORRUPTION 6
INTRODUCTION TO CULTURAL STUDIES. Sarma 13
SUBSTANCE ABUSE tit ee enka wea 22

GRADE i171 TOPICS

CWVIL SOGETY AND MEDIA IN GOVERNANCE,
=i
ECONOMIC AND SOCIAL DEVELOPMENT - 34
MAJOR INTERNATIONAL HUMAN RIGHTS INSTRUMENTS. : “
INTRODUCTION TO THE ZAMBIAN LEGAL SYSTEM. a i ue 45
INTRODUCTION TO THE PROCESSES IN THE ZAMBIAN LEGAL SYSTE Mees... scsscsssos
coceqeeereteeseeserannensaatensssneees sf
HIV AND AIDS EDUCATION - $3
A CULTURE OF PEACE sas
NSA: Ca i 58
GENDER EQUITY AND EQUALITY ‘i 63
GRADE 12 TOPICS
THIE ZAMBIAN BILL CE RIGHTS i smal ibaa 67
FAIVELY LAW... 74
DEVELOPMENT PLANNING — 53
POVERTY IN ZAMBIA a = 4
ENVIRONMENT AL EDUCATION. he a SS
GLOBAL ISSUES. = 305
REVISION QUESTIONS AND ANSWERS, mee = 117

REFERENCES... 5 134
ieee =

HIGH MARKS IN CIVIC EDUCATION (FROM GRADE 10 TO 12)

CONSTITUTION

What is a Consttution?

* Constitution means netes made by a particular society and agree to be governed by

them
*® = ftalso means the set of rules a particular society has agreed to be governed
by
= itis the highest law of the land

Types of constitutions

The constitution of any country can either be written or unwritten. It can also be
flexible or rigid.

i. Witten Constitution
* This is a type of constitution in which rules or provisions are written in a
single document.
Written constitution has a number of merits and demerits.

Merits of written constitution

itis clear and definite

People can read and understand the structure and tunctions of each organ of the
gcnrernment
i cannot be easily amended (manipulated) to suit popular emotions .
it is dear and democratic since citizens are able to prove by reading: -

* @# 68

Demerits of written constitution

® The powers of interpretation are always with the Judiciary on the rules

o The judges may interpret the rules wrongly

® it compresses all the rules and Ideas In a single doctiment

2. Unwritten Constitution

- This the type of the constitution where its provisions or rules ore not written
in a single
document

= (Britain is an example with such a constitution. However, certain items in the

British
Constitution are written such as the Bill of Rights and Act of Settlement

Merits of unwritten constitution

- tis fiexible and easily changed {amended} to suit the new circumstance or
occurrence.
- {tis the best for unexpected emergencies without breaking its framework
- itprevents resolutions by satisfying popular demands

Demerits of Unwritten constitution

- You cannot read and understand it, therefore, It becomes difficult te be mastered
~ Kis very unstable, since it can change at any time
+ itdepends on the customs not on written document for verification and
confirmaticn
——7--

HIGH MARKS IN CIVIC EDUCATION (FROM GRADE 10 TO'12)

Sea ilinbd acer iis same eR ag SE Sei a “

3.

This is the type which can be easily changed or amended

It does not need many requirements for it to be changed
dust a simple majority in the Parliament can change it

Merits of Flexible constitution

itis easily changed to suit and meet the emergencies

it allows new convenient ideas to be inctuded in the rules
itis more democratic by consistent changing to suit people's deriands

Demerits of Flexible constitution

a
# .
STRUCTURE AND CONTENT OF THE ZAMBIAN CONSTITUTION

oop oe oe

“+

Frequent changing makes people lase confidence and trust

t does not fully follow the Principle of Democracy since even a simple majority
changes it in

Parliament

itis mot stable +

Rigid Constitution <« +

* Thisis one that rannot be easily amended *

ican only be amended by a Constituent Assembly, National Constitutional Conference

and
Referendum

Merit of a Rigid constitution

% Itcan only change by special procedures, hence, no one can change it to sult an
individual
Dermerits of a Rigid constitution

itis not representative enough in a Democracy

< The United States cf America has this constitution

The 1996 constitution begin with 2 Preamble

This means an Intradection te the actual clocument of the constitution

tt explains the aims and purpose of the constitution and government

it also states that we, people of Zambia must maintain Zambia 25 a Sovereign state,
and that
Zambia shall forever remain a Unitary, nuultiparty and Qernocratic state.

A Sovereign state is one which rules itse!f and mot foreigners

iii
HIGH MARKS IN CIVIC EDUCATION (FROM GRADE 10 TO 12)

STRUCTURE OF THE ZAMBIAN TONS TTOTIA

“fi” | PROTECTION GF THE FUNDAMENTAL RU-GHT AND FREEDOMS Of Deals with the rights
and freedoms of
IV. | THE EXECUTIVE Elections, tenure of office and |
removal of president from office, |
functions of the president and
Vv. | THE LEGISLATURE Qualification for election to National
Assembly, Legislative Powers and

. Members of parliament

Vi. | THE JUDICATURE Deals with Courts and appointment of

oa Judges
VIL. | DEFENCE AND NATIONAL SECURITY Function of Zamblan defence force am
the Police

Structure and function of

Vill, | LOCAL GOVERNMENT SYSTEM

“jocdi counci
IX, | DIRECTIVE PRINCIPLES OF STATE POLICY AND DUTIES OF A | Deals with developmert
of National

| Policies, application of the

‘Constitution, making and ‘enactment
Taxation, withdraw of Monies |

Commissior s, Pension laws and

% The constitution of Zambia is modeled! along the Nigerian Constitution of 1963

This was based on 1950nEurapean Convention for the Protection of Human Rights and
freedom
* These. cjght were called Neo-Nigerian Rights

* They were incorporated in most Common-Wealth countries

+ in 1964, Zambia Inherited Northern Rinodesia(NR) self-government constitution of

1963

iv
t
tes

e |

ed

| BY

HIGH MARKS IN CIVIC EDUCATION (FROM GRADE 10 TO 12)

“This was to sifeguart the interests df witiite peopie

* Since 1964, Zambia has had many Corsstitutiona! Review Commissions (CRCs) to
improve the
Constitution

1. Chona Review Commission (1972)

* This was a second republic

% its purpose was to recommend one-party, state establishment

< It banned all other political parties except UNIF

@ At this time, electoral activities were mot very free

~ Elections were more plebiscite in nature

* Plebiscite means the type of voting to say YES or NO

> The other name for Plebiscite is Referemcdum

2. Mvunga Constitutional Review Commission (1991)

This was the third republic
> it recommended multi-party democracy

3. Mwanakatwe Review Commission

% “Recommended tne qualitication tor Standing in Presmeritia! diections to oriny

tnase whose bott
Parents were born in Zambia

4. Mung’omba Review Commission (2005 )

© Recommending the use of the single nuember Majoritarian system (S0+1)

The draft constitution has not yet been adopted (January,2013)

CONSTITUTION ADOPTION PROCESS e

“ This means the process of approwirng the copy of a draft constitution

© There are two methods cf adopting the constitution
i. Through Parliament: the draft constitution is taken to parliament where the
members of
parliament debate on the draft constitution before adonting jt. Zambia has used
this
three times (in all the three Comstitutional Review Commissions).

li. Constituent Assembly (CA): this is a body of representatives elected by ‘thelr

respective
nterest groups to tormulate, aimend' or adept a constitution ofa county.
tepresentatives are drawn froin churches, learning insti:utions, trade unions and
student
sodies. This method is more de:mocratic and more favourable to Zambian citizens
because it allows citizens from various groups to be represented. As such, it
istree from
government interference or comtrol

Characteristics of a good constitution

> It must be clear. This means the language used must be simple and not too
technical to be
understood by citizens

> Must not be rigid to prevent change no»r too flexible to allow umnecessary
change:

‘’ Be stable and stand the test of time

Nal

HIGH MARKS IN CIVIC EDUCATICN (FROM GRADE 10 TO 12)

% “Protect and respont’te sot, econoniic and political neets df Gtiren

Cater for the interests of various groups in society
Protects the rights of citizens

mportance of the Constitution

it promotes and protects the Rule of Law

* Safeguards the fundamental rights anci freedoms of citizen:
* Ensures democratic governance
> Gives equal gpeertunities for individus | develqoment
GOVERNANCE SYSTEM IN Zambia

~ Governance means the way people are ruled. There are two types of governments,

Dictatorship and Democracy

~ However. in,pre-colonial Zambia. t he country was divided into kingdoms rulec by

kings whe
had absolute power such as the Bemba Kingdom.
Chiefs followed the kings who wer: in charge of chiefdoms
From there, Headmen and Headwo-men headed Villages
Fathers headed families
However, maintenance of justice differed from one kingdom to another, For example,
in the
Bemba kingdom, when one offendend, he or slie was made to cultivate a special field
which
was busy with people passing by who could see the offender working. Some rv lers
were hush
swdrtnat, a gultey tir cous nave “ris wanks cocdft or accusel: wictnes anh wirarbs
coupe
burned alive.
“ However, the colonial administration brought a new system o° government in
Zambia. All the

Mational leaders were appointed by the queen in England. This was bad because
Zambians
were not involved in the choosing «cof Nationa! leaders

GOOD GOVERNANCE

“ Good governance means a government which Is in authority is legitimate and

respect:
democratic principles such as respecting the rule of law and human rights
~ Agood government should be practiced at family, school, community and national
levels

.4*%%

Importance of good governance

¥ It enables citizens enjoys full human rigchts and freedom:

“ it makes government accountable

¥ Citizens can vote out leaders who fail t.0 perform

~ Rule of law is respectesi.

¥ Anyone has the right to contribute towards making of constitution

Ghatantaciatics nf snnd sranance

eS whe

inthe

me bush

AU the

evels

ox

ae ds

Separation of powers: this means that the three organs of government (Executive,
liuliciary and
Legisiature) must work independently but must check each other to see if working
according to
the Law

Checks and Balances: this is where the Judiciary, Executive and Legislature check
on each other to
promote democratic governance

Political Tolerance: means that people with different political opinions must be
able to freely
express their views

The Rule of Law: this means no one Is above the law. All those in power must rule
according to
the constitution and other laws of the country.

Fairness: this means that a good government should make sure no one is excluded
from access to
any public service for reasons of gender, mental or physical disability. No any
region must be
discriminated by the government

Helpful and caring: a good government should be helpful and care for the interests
of citizens at
horne and abroad.

Existence of political parties: there should exist and operate under democratic
principles. They
also promote checks and balances

Regular, free and fair elections: a good government should have periodic free and
fair elections
Accountability and! transparency: accountability means that leaders should be
answerable to the
citizens who elected them inte office. Transparency means public. resources must bo
used for
government and community programmes in consultation between the government and the
citizens. There should be openness in the use of public resources.

Characteristics of bad governance

>

bob eo db ood &

Bad governance means a government which does not follow democratic principles such
as not
respecting human rights and the rule of law and is not legitimate. The following
are the
characteristics:

Lack of separation of powers

Lack of citizen participation

Neglect of public welfare

lireguiar and unfair elections

Neo freedom af previs

Restriction of political activities

Vielation of human rights

Judiciary is nat inckependent

Arbitrary arrest

ELECTORAL SYSTENAS

“* These are methods by which citizens chose their leaders or representatives

“+ There are four main methods used by different countries around the world
“* The table overleaf shows the table for the electoral systems

vii
[ ELECTORAL SYSTEM FEATURES tere
1. Single Member Plurality system | Candidate whoscoresthe highest vans
(SMPS) or First Past The Post (FPTP
2. Single Member Majoritarian System| Candidate who scores 50+1 or 50 percent
(SMMS} ___| andabove ofthe votes cast wins __
Use a party list system. Parliamentary
3. Proportional Representational are given according to what a party has
System obtained in an election(Percentage).
PRS A leader of party with highest votes fi
r government
4. Mixed member proportionality Cornbination of the first past the post and
__sSystem ________|_the Proportional Representation Sistem

CUIZENSHIP

‘> Citizenship is the relationship between an individual (citizen) and the state he
or she belongs to.
*> A citizen is a member of state who enjoys all the rights and priviledges granted
by it and is able to
perform duties of the state,

~ Allegiance is the readiness of a citizen to protect his or her country in times

of threat and be able
to do the duties of the country

Gitizenship Has Two Aspects

1. Legal aspect
Here, a citizen is recognised by the laws and he or she must receive the protection
from
his state both within the state and abroad
> Acitizen under the legal aspect must enjoy tota! freedom from property and
political
nights. When ane misuses this freeciom, an individual is liable for persecution
2. Moral aspect
* This means that a citizen must have a sense of responsibility to fulfill all
duties given by
the state
This includes the duty to obey the law and defend the courtry
Moral aspect also encourages a citizen to be seli-disciplined and have self-cantrui
He or se must have good and honorable sense te the state and the family he or she
belongs to
> Here, the citizen enjoys the rights given by the state like defending the country
++ >
lnngs to.
lable to

be able

o% ¢

An alien is a person staying in a country which is not his or her own. The country,
in which an
alien is found, is known as the host country.

An alien does not enjoy alll the rights such as voting

However, all foreigners enjoy civil rights

An alien should obey ali the rules of the host country. When an alien misconducts
him:elf or
herself, by not obeying the rules of the country such as paying Tax, he or she can
be deported to

. his or her own country

Though an alien should pay Tax as a duty, he or she is not duty-bound to take arms
to defend the
host country

The kinds of Gitizenship

> There are two types of citizenship, namely, naturel citizenship and naturalized
citienship = *

Natural Citizen

One can become a natural citizen through two rules

a) The rule of Jus Sanguinis
b) The rule of Jus soli

‘* Anatural citizen who becomes a citizen through being born in a country or

parents being
born in that country of your own

‘* Rule of Jus Soli {place of birth): this rule states that a person becomes a
citizen through the
place of birth. For example, Zambian parents living in South Africa, when they give
birth to a
child, that child is South African by Birth, hence, she or he is a citizen of South
Africa.

‘ Rule of Jus Sanguinis (blood relation): this rule states that citizenship depends
on slood
relationship. This means that citizenship depends on where one’s parents were born
from.
For example, Zambian parents living in Zimbabwe, the child they have is Zambian
because
the parents are Zambians, In some countries where dual citizenship is allowed, an
individual
can belong te two countries through the application of the twa rules.

Therefore, when you are a citizen through one of the above rule, and then you an: a
natural
crtizen.

Naturalized Citizenship

‘> Anaturalized citizen is a foreigner who acquired citizenship of a host country

through
Meeting certain rules.

* However, under this rule, there are four major rules or principles of naturalized
citizenship
a} Rule of residence: this states that when an alien lives in a host country for a
certain period of
time, he or she can apply to become a citizen of that country if wishes to. For
example, an
alien in Zambia can apply to be a citizen after living in Zambia for 10 years and
above
b) Marriage: this condition allows a spouse to acquire citinenship of the wife or
the husband.

“ Ahost country can demand the evidence of good character before allowing an alien
to

‘ The host coumtry may also find out the alien's wealth professional skills and the
siill in the
official language of the nation.
PE EL EEE

Principle of declaration on a prescribed form

This requires an alien to fil! in a prescribed! application forms and provide
necessary
documents declaring that he or she wants to apply for citizenship in the host
country.
The alien must even publish his or her declaration in the daily mail newspaper.
Under this principle, an alien can become a naturalized citizen of the host country
Renunciation of previous citirenship
“ This requires an alien applying for citizenship to give up his or her previous
citizenship and take an oath of allegiance of the host country. This is known as
Expatriation.
~ Anaturalized citizen can either be partial or complete.
* Partial citizenship is a type where a citizen coes not enjoy all the rights and
privitedges of the country. For example, he or she has no right to vote.
* Complete citizenship is a type which allows a citizen to enjoy ail the rights and
privitedges in the state.

¢ 2

Bo >

QUALIFICATIONS EOR ZAMBIAN CITIZENSHIP

* A person who has been ordinarily a resident of Zambia as a foreigner for a

continuous period of
not less than 10 years, can apply for Zambian citizenship.
= Aperson whose parents were born in Zambia

Symbo! of Zambian Citizenship

< Green National Registration Card (NRC) which is obtained at the age of 16 years.

@ Committing a serious crime.

~ is continuously absent from the home state for a long period of time
> Takes up employment under a foreign government
‘ Gets married to a foreigner and such a person decides to acquire the citirenship
of the spouse.

Qualities of a good citizen

v Lives up to democratic principles such as voting honestly.

“ Be able to contribute towards national development

¥ Intelligence; to understand the interests of the community

~ Self-control, that is, feering to do bad things that can affect the community
4%

Conscience, which means the sense of responsibility towards the community such as
performing
all the duties of the country

Courage: the strength to stand without fear when doing duties of the nation

Respect for law

Empathy; having co-npassion for others especially the vulnerable.

Perseverance: willingness to attempt several times continuously to accomplish the

set goals.
Patriotism: love for one’s country by observing all the values and principles of
the country.

DUTIES AND RESPONSIBILITIES OF A CITIZEN

The duties and responsibilities are divided into persona! and civic duties:

Sas

Personal responsibilities

¥ Taking care of oneself

~ Supporting one’s family

~ Adhering to morals, principles and values of one’s society

¥ Respecting the rights and interests of others

Cwic responsibilities

Obeying the law

Paying taxes

Respecting the rights of others

Participating in civic activities such as voting

Performing public service

Maintaining and observing the security of the nation

FACTORS HINDERING GOOD CITIZENSHIP

Poverty: state of being poor where citizens fail to take an active role in national
affairs.
Vastness: this means that citizens are given very little chance in national
affairs.
ignorance: the state of failing to differentiate between right and wrong.

indifference or lack of consciousness; individuals being only concerned about their

benefits fram
the state at the expense of others.

Self-interest: a person motivated by self-interest aveics public resoonsibilities

Defects in the electoral system: citizens have no confidence in the electoral

system, fence, no
interest in national affairs.

~ Musinformation by the media: Newspapers, radio, television and internet may twist
the facts or
information such that citizens cannot get anything correctly and knowtedgeably.

Ways of ti 1 citizenshi

ie

yan 4K

«i
Se =

~ Administrative improvement: this means to restructure the political and social

institution on
order to fulfill the wishes of the citizens. Citizens must be well infermed about
the welfare of the
country and must be involved in the constitution making process.

~ Moral remedies: citizens must be spiritually and mentally motivated for them to
do the duties of
the nation effectively. For example, provision of wide education opportLunities.

~ Stability and Justice: this involves the establishment of security, stability and
justice measures by
leaders and citizens. Citizens should carry out community projects for social and
economi:
development.

Rights and freedoms

¥ Rights are entitlements of an individual by virtue of being human. They are

divideg into three
categories:

i. Natural rights which are enjoyed by individuals in the state of nature such as
the right to
life.

ii. Moral rights are those acknowledged by the moral sense of the community, hence,
are not
legal. Thus, no legal action can be taken if this right is violated. For example, a
Teacier has
the Moral right to be respected by the pupils and community at large.

ii. | Legal rights are those priviledges given by government of a nation znd
guaranteed by it in
the constitution. Any violation, legal action can be taken. The police and the
Judiciary
ensure they are enforced. There are three kinds of legal rights:

Kinds of Legal Rights

ae = ee bi ahd ni Economic Rights ee
~The right to personal Y Right to vote |W Right to work
safety and freedom ~ Right to belong toa “ Right to earn adequate
“" Right to family political party wages
“Right to Education ¥ Right to be voted for inta “Right to reasonable hours
“ Right to property office right to criticize of work
~ Right to Judicial government
safeguards
¥ Right to assembly and
oa
! “ Freedom religion
Beans cen ee eee eed
SPEQAL GROUPS
“ These are groups of people with special needs such as Refugees, unemploy=d
youths, children,
street kids and orphans.
* Refugees: a Refugee is a person as a result of fear of being persecuted on the
grounds of

race, religion, ethnicity and political opinion or nationality is outside his or

her country to
seek safety and freedom in another country. The countries where refugees are found
are
known as countries of asylum. An asylum country should protect the refugees and
provide

xii
ACKNOWLEDGEMENTS

My special thanks go to my precious Saviour, Ihe Lord Jesus. Christ who gives ime
the

grace to contribute to the development of Mother Zambia the xngh education | extend
my special thanks fo my two children Goodwel 2nd Norah.

| am very grateful in MR. SIKAONGA and MISS MAGHILA, Civic Education teachers
for preparine sas book HIGH MARKS in CVI EDUCATION.

1am aiso grateful to SERTHA MWENYA KAMEKALA for typing some changes mode to
the original copy.

Let me 2s well mention my gratitude te we teachers and iy #ekduals for their

advice,
encoifagement and help over the years. My grade One (i) teacher Mrs. Ngoma.
(Twashuka Primary School, Chamboli, Ktwe). Mr Nkosi (Deputy Head Kaunda Square
Primary). Mr. Chanda (VVoodiands ‘A’ Primary) Mr. Mushariga (Deputy Head Roma
Gitts), Mr. Zulu t. (St Pauls Chipeta) Mrs. Kapila (Mumana Primary), Mr. <alelemba
(Head Chindwint Primary School and Mr. Muzingu Chincwini Secondary School.
Kabwe, formeiy of Arakan Junior) Mr Zulu (late) (Ng'omoe Primary School), Mr

Nyangu, (New Mtendere Primary School, Mr Siame (Hee! Carissa Kabanana, Mr.
Simasiku (Formerly Deputy Head Nyumba Yanga and Mathemedics Teaciver St. Mary's
Secondary School), Mir Mukulumwa (Director Aisha Projec’ School Ngo’<cnbe}, Mr
Kakungu (Chakunkula Primary Schooh, Nir Mbewe (St 7auls Chipaia) Adnes
(Kabulonga Boys Secondary Schoo, Mr Njobwu (itead Prim es Takamandao, Bauteni),
Fomely Head Kabwata, Deputy Head David Kaunda Nati nat Technica! Secondary
School and Woodiends ‘A’ Primary}, aiso my former Geome tical and Mathematcai
Drawing (GMD) Teacher at DKNTSS Lusaka), Mr. Jean Kema<a, Lameck, John, Jefi,
Felix, Joseph, Gerrac, Junior, Pastors Masuku, Sakala and Chungu. My former
teaching colleagues at Chamba Valley Open Secondary [.c.wol_ant Aisha Projéci
School. Mr George Nkhewani Editor UNZA Press and Mr. K aulu former headteacher

Lus2a.

Finally, my sincere thanks go to ali the pupils anc parents<1¢ rumerous to meniiory
it:
various places whe in one way or another have cormributed to this publicaton and
the
growth of Morgan Pubiications. And those who noticed so: ie mistakes in our earlier
publications and acvise us to make corrections and evan thove who positively
criticized

us.
PREFACE
GRADE 10, 14 and 42 CiviC EDUCATION VOLUIME 4 is designed to provide
extensive knowledge in Civic Education to pupils anc candidates preparing for
Grade Twelve (12) and GCE examinations. This means that this book is meant
for Grade Ten (10), Eleven (17) and Twelve (12) as the book covers ihe whote

Civic Education Syilabus.

The book comprises four paris namely:

e Grade 10 work
« Grade 11 work
« Grade 1? work : {

« Revision auestions with answers

Wishing you the very best in your exams and see you in higher institutions ca
learning.

Piease be responsible and stucy hard, you are Zambia's hope for development.
High marks in Civic Education (From ‘Grade 10 to 12) |
a = - fae
ROLES OF TRADITIONAL LEADERS INN GOVERNANCE

HOUSE OF CHIEFS

“ This consists of 27 traditional leaders. Each of the province's in Zambia elect

three
traditional leaders to represent them in the house of chiefs. With 10 provinces ow,
we expect to have 30 chiefs.

v The term of office for an elected chief is Syears, there- after can be re-elected
for a
second term, but cannot re-contest for a third term

¥ The house of chiefs elects the chair person and the vice chairperson from among
themselves.

Functions of the House of Chiefs

~ Discuss bills affecting customs and traditions
: - Debate and pass decisions on matters concerning customary laws and customs.
~- Todiscuss and decide on any matters referred to it by the president
- Submit the resolution of the house to the president who in turn submits them
to the National Assembly.

Problems of the House of Chiefs

® has no real influence on issues of governance and development
e Italso plays an insignificant advisory role, as all its resoiutions has to be
debated upon by the National Assembly
* (Chiefs are not allowed to join a political party like members of parliament

INTRODUCTION TO HUMAN RIGHTS

e Human Rights are benefits or entitlements {claims or freedoms) an individual has

by
virtue of being a human being. All human beings repardiess of sex, colour,
religion, age,
nationality or social status have the same entitiements which he or she should
enjoy in
the society in which an individual lives in.

HISTORICAL DEVELOPMENT OF HUMAN RIGHTS

| The concept of Human Rights is not new in Zambia for rules and laws which are
elements of
Human Rights have always existed and followed. Various parts of the world
recognized Human
rights in the following ways:-

* Religion: the “Golden rule", “De unto others as you would have them da unitc you"

summarises rights and responsibiities found in Christian, Bible. The Hindu Vedas,
Islam
Quran, the Babylonian Code of Hammurabi end the Analects of Confucius of ancient
China have similar sayings summarizing the rights.

Prepared by Miss. M. Machila (B.A ED} and Mr. Sikaorga . “Faget

} marks in Civic (From Grade 10 to 12)

© Other documents mentioning individual human Rights are: the Magna Carta of 1215,
the charter of Mande of 1222, the English. Sill-ci Rights cf 1569, the French
Decisration
on the Rights of Man anc Citizen of 2789 and the US constitution and Bill of
‘Rights of
1791. Therefore,

1} The Magna Carta 0f 1215 was the earliest decument im the world winere hh aman
rights were recognized.Magna Carta (Latin, “Great Charter”), document seahact sy
King
John of England on June 15, 1215, in which he made a series of pronuses to fas
sihjects
that he would govern Engiand and deal with his vassals according to the customs <7
feudal Jaw (land laws). Qver the course of centuries, these promises hav2 cecuned
governments in England (and in countries influenced by English tradition} to fottow
the
law in dealing with their citizens.

eae} The Charter of Mande Of 1222, was the earliest in Africa where hunan ‘iphts

were guaranteed by Soundiata Keita(king of Mal!) who was also known es Marvtr:.
Thus,
he named the document the Charter of Mande or the Oath of Mande at his corcnatiar
This document was written by elders, noblemen and association, of the country who
were commissioned by the King to draw up the Principles upon which the Mali Fimpire
should be ruled. Thus, the preamble of this document stress ov equality of Himan
beings as follows: “every humen fife is a life..there is no life more ancient, ar
rare
respectable than another life, os no life *s werthier than another life. For this
aso.
Every life being a fife, Every damage inflicted on a life needs repair, therefore,
Notocv
moy, without reason, oppose his neighbor, Nobody may co his neighbour a wrong,
Nobody may torments another human being.” The charter aiso Ested parepaphs
addressing two evils: hunger and slavery as follows: “hunger is not a aoe, hing.
slavery is not a goat! thing either; there is na worse calamity than these twer
ings, in
this world. As lang as we have quiver and arrow, Fomine will not ki" anybody in Ma
ide.
fend} no viliege will ever be destroyed by wars fouch* with the air: te copture Sau
+. As
from to-day, the very substance of slavery \s eradiceted within the borders of
Vviande.”
Im short, the charter cordemned siavery and promised to eradicate all forms of
hunges
However, both the Mapne Carta and Charter of Mande were not universal fo° they
excluded women, children, slaves and persons 0! certain social, religious, econ.
ard
political groups.

3) United Nations Charter of 1945: human rights as we knew them today -2me
about after the Second World War when thousands cf Jews were kilfed (holocaust)
because of Racism by Nazi Germans. This horrified the whole vworid, thus
Government.
decided to come together and establish the Unred Nations in 1945 te panote
international peace and law as we'l as prevent canfiict, They wanted to avoid
inyone
being unjustly denied iife, freedom, food, sheer and nationality. “hzrefoze, co
prevent
individuals being abused by their governments, human rights standards were deawn

SA eg a FT EY eT Re
Prepared by Miss M. Machila (B.A ED} and Mr. Sikaonzs “age
marks in Civic Education (From Grade 18 to 1Z}

aaTiRiee aR a aes REN a La bene

which hold nation: accountable for the treatment of its citizens. Thus, the charter
was
drawn up in 1945.

4) The United Nations Universal Declaration of Humen Rights-i848: efter the United
Nations member states promised to respect human rights, a commussion on Humen
Rights
was formed to promote the promise. The commission was given duly te draft a
document
putting in writing the meaning of furdarnertal rights and freedorn that had been
declared
in the Charter. The chair of the cornmission was Eleanor Roosevelt, the wife of
president
Franklin Delano Roosevelt, the then United States of American president. The
commission
came up with the Universal Deciaration of Human Rights (UDHR) which was adopte:i on
10™
December, 1948 by United Nations members. The UDKR is a set of principles by which
United Nations members commit themselves to prov de all people af che world wit)
human
dignity. They set the minimum standards of how individuals, institutions and
governments
should treat people. Hum2n rights empowe- pecpile “0 take action when and wherever
the
standards set are not met even if the laws of thei country or leaders in power do
not
recognize them. The preamble of UDHR states that, Recognition of the inherent
dignity ond
of the equal end inalienable rights of all members of the human family is
founcertion of

freedom, justice ond peace in the world. Tnus, the UDHR is a guarextee of freedam
and
justice for all the people throughout the world for it is 2 stancerd for measu’ng
the
achievements of Human Rights to all people and all countries.

However, the UDHR is not legally biading because it is just a declaration which its
a
pronouncement which may be affected or not. Generatiy, a ¢eciaration is not legally
sinding:
however, the UDHR has been accepted as if t were Customory interrationel Lew. “us
jaw
consists of rules of law resuiting from the conduct of states in the belief chet
the iaw requires
them to act that way. However, customery international law is not followed equally
by
governments. While some government emphasize on cultural, economic, sociat welfare
rights

such as Education, jobs and health care, they hve neglected the political and civil
rights and
vice versa.

ordinary rights and these include:

a. Human Rights are inherent: this means they are inborn and are our birthright, we
areborn with them. They cannot be transferred from cne person to another. They
exist as
natural and permanent part of human beings until the time one dies. Whether one
knows
them or not, they still exist and they,cannot be bought, given, entrusted or
earned. However,”
Human Rights can only be wiolated or denied but never taken away. .
2. Human Rights are Inalienable(Inseparable): this means Human rights cannot be

separated or taken away or given away. Even when Human Rights are violated, and the
laws
of the country are not followed by Leaders, people have their rights. Hitman Rights
carnot be
grabbed even if the owner is not aware of them because they are naturai and legal
Lawful)
entitlements for all members of different societies.

3: Human Rights are Universal: al) human beings enjcy these freedoms. Universa
means
they are followed and apply to al! people in the world regardless of race, sex,
ethnicity,
religion, political, nationality or social status.

4, °* Human Rights are indivisible, interdependent ard interrelated: means all

rights are
equally important and cannot be divided or subtracted or removed from others. There
is no
ranking of these rights for al! are equal; hence, ail rights should be erjoyed in
totelity. For
example, one cannot be denied the rights to food, clothes, medical cave or shelter
then be
granted only the right to fife. Such a person cannot enjoy full fundamental human
rights.
Thus, the right to life is dependent and related to the right to food, clothes,
medica! care and
these rights cannot be divided. One needs al! the rights to live in full. If ore is
denied tre right
to education, that person is likely to never fulfill his or her potential and earn
a decert living.
This means rights depend on each other to be fulfilied and enjoyed in full. !f a
person is
denied the right to nationality, the person will have no freedom to international
travels as he
or she will not have a passport.

Categories of Human Rights

intemational Human Rights have been categorized inte Civil and Politica! Rights;
economic,
social and cultural rights; and Collective rights. These rights were classified
into three categories
and these categories are known. 2s “generations”. The generations are put according
te: their
historical development of human rights. j
1. Civil and Political Rights: are also calledFirst generotion Rights because they
were the first
rights to be recognised. 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 Politica! Rights are found in Part Ili and they include: the right to
Life; the right to
personal liperty; protection from siavery or forced labour; freedom from torture
and inhuman
treatment; freedom of opinion; protection of freedom of conscience; protection of
freedam of
expression; protection of freedom of assembly and asscciation; protection of
freedom of
movement; protection from discrimination on grounds of race, age sex, etimnicity,
religion
among others.
2. Economic, Social and Cultural Rights: are also called Second generation Rights
and consists
of rights that are economic, socia! and cultural in nature. They bring about social
justice,
dignity and equity when government creates good conditions to allow the enjoyment
of these

ee RR en ee Se, SS See
Prepared by Miss. M. Machila (B.A ED) and Mr. Sikednga Prges
___ High marks in Civic Education (From Grade 16 to i Z}

Tei a caaeaiece Dee eon MS a a nb a Ge

rights. Thus, this category includes: the Rights to: Food; Emn'oyment, Social
security,

manot be
Sthe laws Education, Health (medical Care), clean anvironment, Development and
adequate hous ng.
<2rnot he 3. Collective Rights: these are also known as third generation rights and
are the mos: recentiy
2! Lawful) identified rights. Collective rights refer to those rights of people te
be protected from attacks
on their group interests and identity, The mest important collective «ght is the
right to seit
Se means determination. These rights are expressed in documents of International
Law. They inctude the
ethnicity, is72 Stockholm Declaration of the United Nations Conference on the Human
Cavironment,
the 1992 Rie Declaration on Environment and Developraant and other Soft iaws (taey
bave not
ights are been enacted inte iegelly binding documents). ft is hard to enact soft
‘aws betcuse the
Seis nd princigle of sovereignty these rights are best described as solidarity
rights for they need
lity. For international cooperation and aim at community building. Collective
rignts include; Fight to:
ee he Self-determination. Economic and social deveinoment, a health environment
natura!
E resources, participation in Cultural heritage and right to intergenerational
equity and
meets. sustainability. These rights though not legally sinding, they create a
framewerh for the
oe ore enjoyment of all other rights.
Be right
= living. ificance of Human Rights
son is
a man rights focus on the dignity {honer, respect, and sell-estaem and irviividual
is ert tled to)
the humen being, thus, each individual needs to develop certain attitudes te
promote human
ts. These are:
* Respect for everyona’s fe, their physical and raental integrity, freedom,
property ana
omic, privacy
SEories ® Respect for differences in sex, ethnicity, language, coiou , age,
religion, Cultural a,pects,
© their opinion and the identizy of cthers and of their owr.
* Taking up responsibility in society for rights come with responsibilities
especiaily that of
me first respecting other pecpie’s rights,
arges « Respecting other pecpie’s rights for thay are protected by law and
guaranteed by
exbia, international standards.
Bat to « Recognizing accountability and responsibility in the relationship setween
the aicividiual,
lamar institution of state that has a duty to fu-fill the rights called the ‘duty-
bearer and the
om of other person with rights called ‘the rights-holder’. Tne duty bearer is
accountable anc
= of has to make sure tights are respected, protected and fulfilled. The rights
holders have
gion the duty to respect and bot violate the rights of athers.
# Rights holders have tc be empowered so as to claim and take part in gublic
dacision-
— making. Empowermert includes giving knowledge and skills they need to make c aims
cf
wte, | their rights.
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Prepared by Miss. M. Machila (3.A ED} and Mr.. kaonga Page 5
=

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gh marks in Civic Education (From Grade 10 to 12)

There are 30 articles which were agreed upon by representatives of the United
Nations
Member states with different populations and political systems. They include the
fallow ing:

1.
2
3.
4.
Ss.
6.
Ws
&.
3.

Everyone is free and we should all be treated in the same way.

Everyone is equal despite differences in skin colour, sex, religion or language.

Everyone has the right to life and to live in freedom and safety.

No one has the right to treat you as a slave nor should you make anyone your slave.

No one has the right to hurt you or to torture you.

Everyone has the right to be treated equally.

The law is the same for everyone, it should be applied in the same way to all.

Everyone has the right to ask for legal heip when their rights are not respected.

No one has the right to imprison you unjustly or expel you from your own country.

10. Everyone has the right to a fair and pubiic trial.

11. Everyone should be considered innocent until proven guilty.

12, Weall have the right to privacy and protection.

13. Everyone has the right to travel as they wish.

14, One has the right to go to another country and ask for protection if they are
being
persecuted or are in danger of being persecuted.

15. Everyone has the right to be a citizen in one’s own country or become a citizen
of another
country if one wishes to. .

16. Everyone has the right to marriage and have a family.

17. Everyone has the right to own property and possessions.
Everyone has the freedom to belong to any religion.

19. Everyone has the freedom of speech and opinion.

20. Everyone has the right to organize meetings and join essociations in a peaceful
way.

2i. Everyone has the right te participate in government and in free electicns.

22. Everyone has the right to social security and 10 opportunities to develop their
skills.

23. Everyone has the right to a fair pay and to join labour Unions,

24. Everyone has the right to leisure end rest.

25. Everyone has the right to food, housing and medical care.

26. Everyone has the right to go to school (Education).

27. Everyone has the right to perticipate in the cultural life of one’s own
country.

28. We all have the right to a social and international order that protects all
these rights to be

available.
of their

tions
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High marks in Civic Education (From Grade 10 to 12)

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29. Everyone has the right to community cuties, resyect ihe rights of others and
public

property.

1 = i
30. Noone has the right to take away any of the rights in this decaration.

CORRUPTION

Corruption is defined as giving money, valuatle or rende:ing of a service to

somecne 14 return
of a favour, involving the abuse cf public office and resources for personal
gain. ;

There are different forms of corruption and these invelve human rights violation
anc lack of
transparency and accountability in the use of public authority and resource.

The following are some forms of corruption,

1. Cash payment andl receipt-is the mest common “orm of corruption. This involves
giving
or accepting money in return of a favour by 2 oubilc officer.

2. Kick back-involves rendering of a service in return of a favour by a public

officer,

3. Payment in kind-this is where one demands fcr a favour for an action done.

4. Loans and advances-involve cérrupt payment in form of a loan or an acvarce. Sych

action is characterized by misuse of public office for personal gain. ai

5. Cammissions-these are given as 2n aporeciation jee for awarding = contract

CATEGORIES OF CORRUPTION
Corruption can be grouped inte three categories, namely:

|. PETTY CORRUPTION: this is widely practiced in Zambia for it involves small arr
ount of

payments. These payments are called bribes. A bribe is an offer ar money or eny
other
gift given or offered to obtain a favour.

I. GRAND CORRUPTION: this invelves substantial or huge amounts of money and is

usually practiced by high ranking officials. Such cerruption is associated with

payments
made for favours in government cortracts, pubic appeintments or privatization for
‘government owned companies or assets.

it, POLITICAL CORRUPTION: this kind of corruption is associated with the electoral
process.it is usually practiced by those contesting for political pewer. The
following are
examples; donation of monev to influence the voter's choine; cash or materia!
distribution to influence voters during election period; provision cf beer te
influence
voter's choice; provision of services such as electricity, waters supply anc road
maintenance ata time of election; sponsoring of oolitical parties so as to win
favours for
their businesses Should such parties win ths elections.

ena SSS A an sm a Ae PS TER AT a dT

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Prepared by Miss. M. Machila [B.A ED} and Mr. Si Keonga Page ?
They are grouped into two main categories, social ard economic causes:

1. Social causes: personal greed and dishonest; leaders in key positions are not
capable
of inspiring and influencing conduct of the highest mora! standards; weak
enforcement or absence of the code of conduct; punishment for offender: is weak;
large numbers of people cornpete for insufficient services (schoo! places}.

2. Economic causes: shortages of food and services; unequai distribution of wealth

and
resources; allocation of goverfment loans in giving of tenders to some preferred
individuats at the exclusion of others; low salaries and wages in comparison to the

> Unnecessary long procedures (re@tape): some prozedures that officers are expected
to

follow in work places may be too long. Thm officers nay take advantage of such
celays to

demand kick-backs for fast action.

Lack of political will: some governments lack political will to daa with Corruption
firmly.

Lack of transparency and accountability: 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 hand; of an
individual, he or she may hinder proper investigation of corrupt practices,

> tack of independent Judiciary: as a result, courts may not act independéntly on
matters of
corruption if they are influenced by outside forces from the Executive.

> Public reaction: how the public views corruption plays a vita! role in fighting
corruptian.

> Lack of press freedom: the media plays a vitai role in exposing cases of
corruption.

Effects of corruption

+ it makes these involved in it become rich at the expense of other citizens.

~ Enables those who pay bribes to benefit in areas which without being corruption,
they
would not.
“ Causes widespread anger among those who cannot py Or refuse to pay for firvours
when they see those who pay being favoured.

“> Distorts standards because it enables the less deserving to reach goals ahead of
those
with greater merits.

~ interferes with the enforcement of the law and respect for the rte cf law.

Perpetuates human suffering through increasing ooverty leveis of peor citizens.

Vv

impact of Corruption
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Prepared by Miss. @_ Machila (B.A ED) and Mr. Sikacnga Fage 8
not capable
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gh marks in Civic Education (From Grade 10 to 12)

Corruption has brought negative impact in many areas in Zambia and these include:

ay

4.

5.

Law enforcement agencies: the Police have z duty to maintain Law and order, hence,
when they fail because of corruption, citizens may take the law into their ow
hands.
The Judicial system: when court officials are corrupt, justice cannot prevail for
case
records disappear, trials are delayed and the verdict passed may depend on the
amount
of bribes given not evidence given.

The electoral process: political parties may engage in malpractices during election
period such as giving money and materials to win support, o* which, some candidates
win elections undeservingly from malpractices.

Security of the Nation: when corruption takes place in government office like the
National Registration Office, Passport office arid immigration office, spies arid
other ill-
intentioned people may easily enter the country, hence putting the country’s
security in
danger.

The Economy: corruption has brought about money laundering activities, tex evasion
and other economic crimes which deprives the revenue of the country.

The Education system: sometimes bribes are paid to secure places at school,
colleges,
and universities instead of being admitted cn merit grounds. This lowers the
education
standards as failures are admitted, thus, slowing development.
Administration of land matters: some people pay the counc! and Ministry of Lands
officials’ bribes, to get land iflegally This ieads to unfair distribution of land
and
unplanned or prohibited settlements in most urban areas of Zambiz.
Procurement of goods and services: purchasing of goods and services has been
accompanied by corruption. To win a contract, sometimes the tender procedures are
net followed. Thus, Potential suppliers are disqualified by buyers who may receive
bribes.

Anti-Corruption Commission (ACC): it has a slogan “promote integrity, say no to

corruption” which enshrines the generai fight against corruption They urge everyone
to
join the fight by reporting any corrupt prectices seen to the Commission: This is
an
official government institution that was established through Corrupt Practices Act
No.14
of 1980 and started operating in 2982. In i996 it was replaced by the Anti-
Corruption Act
No. 42 of 1996 which came on 17" march, 1997. ACC is an autonomous corporate body,
mezning its duties should not be subject to the direction or controi of any
authority or
person, Taus, ACC dees not report to the president but te the Commission’s board
which comprises five (5S) members whe direct the work of the commission. To fight
Corruption, ACC uses the following methods:

Prepared by Miss. M. Machila (B.A ED) and Mr. Siksonga ae "Page 9

i

HL

Vv.

marks in Civic Edutatiqn {From Grade 10 to 12}

~ Prevention. by undertaking necessary and effective measures to frevent

corruption in public and private sectors. li also ensures that any work, mnsthods
or procedures prone to corruption are revised. To do this, there is a
Commission’s Prevention Department (CPD) which conducts maragerial
Accountability workshops in both public and private sectors to set standards
for accountability within the institutions.

* Community eciucation: through the Commission's Community Reiations

Department (CRD), the community js educated on matter relating to corruption
such as the dangers and effects of corruption. The depertment uses racio anc
television programmes, public lectures, workshops, preducticr and
distribution of pamphiets, newsletters, posters, T-shirts, fiers and bopkiets,
and spearheading the formation of the anti-corruption clubs in schools in
Zambia.

~* investigations and prosecution: these are invoived in investigating cor:olaints

of suspected corrupt practices and if evidence is found, prosecution follows.

Zambia National Procurement Authority (ZNPA)

® Was formerly known as the Zambia National Tende: Board and t was
established in 1583

® The major reasor it was formed was to contro! the procurement and regulate
the poods and services by government Ministries, departments, and Pa-ustata!

° =6it fights Corruption by ensuring that the procedure in the procurement system
is done in 4 ansparent and accountabie manner.

Parliarnent:

® the major role is te make Laws

® Parliament also provides checks and balances the Judiciary and executive, for
example, the fubiic Accounts Committee scruitnises the Auditor Gerera!’s
Report on misuse, misapplication and embezzlement of public funds.

« ft also refuses to sign appointment and promotions of corrupt public oFiciais,

including those in the Judiciary.

Auditor General's Office {AGO}

~ itis provided for under Article 121 of the Zarnbian Constitution.

¥ tts major responsibility is to ensure that public funds allocated fy the

Parliament are used for the intended purposa.

“ Raiso audits accounts relating to the general revenue of the courtry anc the
expenditure of monies apportioned by Parliament

“ tt further audits the Judicature, accounts relu*ing to stecks and stores of —""

government and accounts of state o.med entreprises and corporations.

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gerial

High marks in Civic Education (From Grade 10 to 12}

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~ The Auditor General prepares and submits Audit resorts of the government,
accounts for each financial year to the president who Inturn represents them in
the national assernbly.

Y The reports are scrutinized by the Parliamentary public accounts Committee

before they are debated in the parliament. % further submits its reports for
debate and adoption by the whole house. In this way, the AGO fight corruption
by exposing corrupt practices and misuse of public funds.

V. lnvestigator General's Office {I1GO}

= ‘The other name for the investigator General is Ombudsman

« ‘This is the chairperson for the Commission for Investigations which plays a
vital
role in protecting human Rights

* Any person in the country is free to write to the investigeter General

complaining about any violation of his or her rights

a Fre 1SO CRTIOs Cot EWES Ons ie Ve ne en

Include corruption cases ae facie eee

= After After Investigations are compieted, the investigator General advises the
police
or the Court to take action

Vi. Anti-Money Laundering Unit {AMLU)

> This is the department of the Drug Enforcement Commission

> it was established in 2601 by an act of sarliament to monitor and investigate

Money Laundering Activities in Zambia. Money Laundering Is the act of
concealing, disguising, possessing, receiving, disposing or bringing into the
country any property (which includes money and any item}, derived or realized
directly or indirectly from illegal or criminal activities.

> The Act provides for the disclosure of information on the suspected personnel
involved in Money Laundering activities.

> The Act also provides for international Cooperation in Investigations

prosecution and other related legal processes concerning prohibition and
prevention of Money Laundering activities

Vu. Zambia Police Service (ZPS)

“* This service is charged with the very important role in the fight against
’ corruption. Within this establishment, the Police Professional Standard Unit
has a duty to deal with Police Abuse and Corrupt practices in the system.

+ ‘The Police also investigates and arrests suspected corrupt persons

a
High marks in Civic Education (From Grade 1) to 12)

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fortis
ic =

> This promotes integrity, transparency ard good morai behavier in public enc:
srivate
institutions. The following are the established civil society organisations that
deal with
corruption:
I. Foundation for Democratic Process (FODEP)
» Was established in 1991 with a view to prometing democrac’ in Zembia tireush
Programmes of Civic Education and Promotion of Human Rights ane: Election Montoring
» It also focuses on Anti-election Corruption activities under :ts community
ectivities
programm.
i provides awareness programmes by 2ducating the public about corruptio:r in ihe
electora’ process and need for electoral reforms to enhance democracy avi free
election
NM. Transparency international Zambia (TiZ}
* The goal is to contribute to the reduction of corruption ihrough the tcl owing
a. Creating interest among stakeholders and encouraging then to
appreciate the concept of callective responsibility
b. Undertak:ng researcn on various aspects of corruption, good governance,
and integrity.
¢. Advocating and lobbying for Zero-tolerance towards corruption in the
vligcg eae a“: society
i. sicbeiad Wenn uan'e catia Casati (NAMAC)
= This in.anon-partisan organisation involved in the ight against corruptie:
»® The movement was officially launched in merch 2302 and its motto is working
together fora corruption free Zambia
* WNAMAC is a loose alliance or coalition of Civil Sociely and gover iment
Institutions, in oacticular, Integrity Foundation Zarnbia (if 7) in coilaboraiiaa
with
ACC and the Governance Development Unit of the Ministry a Legal Aftzir:, took
a lead in the formation of NAMAC.
* NAMAC demands high levels of integrity, Transparency, acco sttehility, and ¢eeks
genuine participaticin in the affairs of Zambia
WV. The Media
* It has a vital mole to play in promoting good governance and red:ixtior of
corruption
» The print Media, Television, Radio and the internet infermn the public iscut
important things we need te know n order to fumction ef* a within our
societies.
> The role of the medis is to dig deeper and carry out research on any cases of
corruption, This is called investigative ‘qurnatism ior they investigate anc
enjrose

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‘Prepared by Miss. M. Machila f 14 ER} and Mr. Stkaones Pace i?

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_ High marks in Civic Education (From Grade 10 to 12) _

corrupt practices. By doing so, the media discourages people engaging in

corrupt practices

of individuals and groups in the fight against corruption

adividuals 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 corruation cases

Reporting corrupt officers to Institutions concerned such es Zambia Police Service,

TZ
and ACC

Supporting organisations that are fighting corrustion

Demanding integrity and high sense of morality for public office bearers

Encouraging and supporting free press

Taking responsibilities for one’s actions

Culture refers to the sum total of the given society's way of life. It includes ai
aspects
of people’s way of life.

The following are aspects included in culture: taboos; festivals; values, beliefs;
traditions; food; clothes; type of houses; technology; music; dence; symbols and
meanings; ideals of beauty; econemic activities; education system; spiritual
bellefs;
intefectual and emotional aspects of o huraan being.

Culture is not something that one is born with but something that is learned

COMPONENTS OF CUL

component is a unit or 2 part of something. It is an element of the wheile, for

example, twe

P Pgs are a component of a human being because they zre part of the vrhole human
being. In

the same way, the parts ciscussed here are parts that make up culture. There are
eight major

4)

2}

Prepared by Miss, M. Machila [B A ED)

ponents of ciilture:

LANGUAGE: this is the most obvicus differences between cultures. Language defines a
cultural group even though the same language can be used in different countries. It
includes unspoken language such as gestures which mean different things In
cifferent
cultures. For exampie, forming 2 cirtle with a thumb and fore finger is a friendly
gesture in the USA but it is a rude sexual invitetion gesture in Zambla, Greece,
Turkey
and other places.

RELIGION: is a major cultural component and religious taboos, customs, holidays and
rituals dictate the behavior of a given society. it can be a maior factor in a
society

Mr.Sikaonga Page 13
High marks in Civic Education (From Grade 19 to 12)

because it can even dictate the type cf food The types of ined aropie eat. ior -
xample,
Hindus do not eat beef, and Devoted Roman Catholics do mit eat meat on Good
Fridays while devoted Muslims co not drink alcohel.

3} VALUES AND ATTITUDES: these are society's belief tysterns. They are the: tuese
are
society's belief systems. They are the society's heart ancl are not easily chinged.
if
they change, they take a very slow process; a society's vaue system: gi ides its
attitudes to what is considered right and wrong, Most vale systems are bai ed on a
society central refizicn.

4) EDUCATION: it is an important part of culture since culture is learned Sehevicr

There
are three types of learning that takes place in any society; Informai learning in
which
the child learns by imitating the behavior of its family members , friends er h'
homes
where there is teievision from the characters shown in filres.: formal fearniny;
where
adults and older scblings teach a young family member how to tehave in certain
situations, for example, in many Zambian families will instruct a child to kneel
when
he or she is greeting or giving something to an adult: Technizal learning in which
teachers instruct a chiid in an education environment about what, how 2.0 why
something should be done. The three types of education can be further exp: ined in
the following examples: a young boy who is told by his mother to step crving
liecause
boys do net cry, he is formally learning. When he watches a father tixing a bi
yele, is
informal learning. When he takes Georraphy lessons, he is experiencing technical
learning. The role of edvcation is to equip society with survival skills.

5) SOCIAL ORGANISATIONS: this is 2 way the society organises itsel', it relates

sojety to
how it defines reiationships, social institutions such as mariage and status system
such as the role of a woman and the children. The extended family systert is a
common social institution in African societ 2s for it oravides mutual! protection
and
saciai support on a daily basis.

6) TECHNOLOGY AND MATERIAL CULTURE: these refer to 2 soriet¢'s ability te ceate,

design and use things. This alsa relates te the way a society onanizes its
ecemsomic
activities. Terms fike the industrialized matians end develesing nations fike
ismbia
refer to different technatogies and cuttures. Thus, we speak of being iri the Stone
Age
when society used stone tools and Iron Age when iron too!s were lisec!.

7) LAW AND POLITICS. These are rules and structure that reguiat: the behavicr of a
society. The legal rules attract punishment when contravenes, Fhe jaws protect
members of society to leave in peace, free from fear and infiuwnan treatment The
political system of society defines the structures of governance and who occupies
positions in the structures. tt defines the roles and respons bilities of those who
govern and the governed.

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8) AESTHETICS: this is the society's perception cf what is corsitlered beautiful in

art and
in persons. It dictates what is acceptablé in that culture. What is considered
beautiful
in one culture may not be considered beautiful in other cultures. What is
considered
geod taste in one culture may not be considered the same ir the other cu ture. Same
types of dressing such as miniskirts in town are not accepted in villages.

OTE: Turn over for the Components of culture

E EIGHT ‘OF CULTURE

Education
| .. Beligion et
CHARACTERISTICS OF CULTURE
The following are the characteristics or special features of culture:

A. Cukure is dynamic. It is not constant butit is evolving and changing, even

thoug'
change in some cultures is harder to accept than in others.
“ Change in technology is easy to accept than change in the value system sf
society. For example, the use oficell phones has been accepted as part of
Zambian way of tife and yet these were not there a long tine ago. However,
there is a great debate on gender balance.

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B.

F.

Culture is learnt: it is passec on from generation te generation. 't is taught to

an
individua! by society in which an indiviciua! is born. The way to speak, whet and
how
to eat, how ta relate to others and what te believe in are taught.
Culture is curnulative: New things in mew generations can be discovered and 2 dded
te
the already existing culture. Owing to this Cumulative effect, mest high school
learners today are familiar with Mathematical irsights and solutions that tive
ancient
Greeks such as Archimedes and Pythagoras struggied to discover in the werld.
Cuiture is Comprehensive: as already stated in the definition, culture is the
stirt-total
of a society’s way of file, thus, itis comprehensive.
Culture is shared: members of society share a se! of ideals, values and the
standard
behavior and this set of ideais is what gives meaning to their lives and whet bonds
them together as culture.
Culture is based on syrnbois: in order for culture to be transmitted suecessiully
from
one person to the next, the system of syrnbols is created that transiates the
ideals of
culture to its members. This can be dene through language, art, money anc religion.
Cuiture is integrated: in crder to keep culture functioning, all its aspects must
ie
integrated. For example, the language shauid be able to describe all the functions
within the culture im order for ideas and ideals to be transmitted from one
renuration
te the next. All paris of culture are related, for example, changing one trait will
have
an impact on others, because they are functionally interconmected. As a recult,
there is
generally resistance to major chances.
People are not awere of their culture untii they oome inte contact with other
cultures.For most people, it is as if their learned behavia: is a5 if trey were
borr with.
They only realize that their patterns of benavior are not universal when they come
ints contact with people from other culture.
People do not know all their culture: nc one knows everything about their culture.
in
ail societies, there is specialized knowledge that is gender specific (for either
men or
women), This is boys and girls are treated differently In most societies. There w’2
some
bodies of knowledge limited to particular social classes, occupations, religinus
groups
and associationsthus, it is not possible for one to know averything about their
cadture.
For exampie, girls ere taught more about caring and social interaction white boy:
about skills of construction and machine works.
Culture gives a society a range of permissible behavior patterns. Cultures
commriamly
allow a range of ways in which men and women can be men and women, Culture tells
us how a husband or wife is to behave in marriage. However, these rules of
permissible behavior are usually flexible.
Cultures no longer exist in isolation. There is no society that cam exist in
isolation,
thus, languages and indigenous patterns ar> being “eplaced rapidly. Many saciet es

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are getting cultural traits from economically dominant societies of the world
[North
America and Western Europe) while these societies also adapt words, foods and other
cultural traits from all over the worid.

porta ee 2!

The fact that culture is pert of ws, it is important to study it fer the following
reasons:

>» reinforces one’s identity and ability to critically reflect on that identity.
This allows
one to develop and interact with others, thus, bringing mutual understanding
between different societies and peoples.

>» tis important for the identity of a society. Since, culture includes language,
music,

dances, festivals, rituals and traditional craftsmanship, cultural heritage brings

identity of a society. In times of need, sangs, art works and texts can bring hope
and
comfort which reinforces the cultural and self-awareness.

Learning aboutculture brings development. If culture is interpreted 2s a whele of

beliefs, habits and customs of a society, then it is the foundation of deveiozment.

Economic development without roots in culture can never result in Sustainable

developments. Thus, the importance of culture. It is a goal, a part of the daily

reality

and a vital factor in development of al! the people.

» 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.

* Everywhere, the impact of culture on individuals and the community develapment

are
being measured, studied and rediscovered. There is keen interest in the
relatiorship
between arts and culture, and the ecoriomic and social development of our
communities. .

Vv

yoes of Culture

Phere are ten types of culture and these include:

1) Mass culture
“ This culture is produced from machines ancl consumed on a large scale, for
example, record industry, television and video tapes or cassettes.
“> itis also spread through electronic media and other types of high technology.
Thus, many children learn new behaviour that their parents did net know:
through this culture.
2) Popular Culture
© This is a product of changing neecs and innovations in peopie’s lives, hence It
is
short-lived.

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High marks in Civic Education (From Grade 10 to 12)

This culture is seen among the youth who have new music, fashion, arrong
others in entertainment.

“ This culture also includes pop music, pop dance and pop dance.

3) Folk Culture

& Also know- 2s residual culture (remains of the past)

This past is revived from elements of the forgotten past clue te nostalgic tastes

Nostalgic tastes is a desire of what used to be done in the past

& This culture is seen on the influence of technological changes on old traditions.
For example, playing old traditional music on National television station.

4) Synthetic Culture

+ This is also called artificial culture which has mainly destroyed the cultural
identities of developing countries like Zarnbia who adopt western cultures.

Indigenous culture has been only preserved as a tourist attraction to earn

foreign currency

“ This western culture is consumed mainly in form of films, television and radio.
Above all, wastern culture due to its high technological advances, it is aclmired
and enjoved by many.

“ An important aspect of this culture is consumerism (popular consumption).

Through acverts, people are encouraged to buy and own products such as
soap, food and modern items like televisions, cellphones and radios

% This leads to importing than using local products

5) ‘deal Culture

@ Refers to some kind of aspiration of where a grou of people would wish to be.
For example, every society views itself in a positive way and has the hig est
virtues and standiards it aspires to be.

> In this regard, people in many societies would describe ther culture in ical
terms and noi what is in reality. ideals are not realized every day. For exemple,
Zambia was declared 2 Christian nation, but m reality Zambians do not live [ke
Christians.

6} Real culture

“ ttrefers to the actual behavior of people in asociety.

> This is the actual culture practiced in a given soctety. For example, sleeping
ata
funeral until burial is Zambia’s real cufture.

7) Sub-culture

“+ This is a way of life or behavior which a smali group of individuals baionging

to
the same culture rnay portray.

“ Sub-culture may arise due to different occispations in society which results in

varlations in power and prestige.

WP Avra te lg Te ee pe ce ee sti eit aut fe set : -

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** For example, within the same cultural group, people with littie educztion will
behave differently from the well-educated in society. Setween the two groups,
there will be differences in the way they dress, speak, dress, play ane! wil! have
different beliefs.

In reality, the rich and the well-educated may form an “elite culture” which is
zessumed to be expensive.

8) Counter culture

“> This refers to the behavioural patterns, and lifestyles shown by a group of
people that are opposed to the generally accepted standards of behaviour in
society. A group of street kids and unemployed youths will have their own way
of talking, leisure and behaviour, different from the larger society.

Therefore, their way of behavior would constitute a counter culture of the

general society, which is a form of social rebellion

93 Cultural Heterogeneity

This refers to 2 society that contains a variety of groups of different races,

beliefs, religions and nationaiities.

“ The Republic of South Africa is an example with such cu'ture. it has a slogan of
“Rainbow nation”, to emphasize on the diversity of cultures found there. This
Promotes cultural pluralism which unifies, recognizes ard respects the:
contributions of different cultures to the entire society.

10) Cuttural Homogeneity

“ This is a common culture of pecple of a similar race, beliefs, religion and

nationality.

“ Fer example, the North African Arabic Countries like Tunisia and Libya are of
the same race, share the same religion and Nationality, thus, are classified as
homogenous.

cambpia 5 societal core ies

ore means essential or very important while value means the quality af being
useful.

efore, core values are shared values which are practiced in all societies in the
worid. The
ollowing are Zambia’s core values:

1. Obedience to Authority

2. Tolerance to other people's views

3. Mutual respect

4. Respect for privacy

5. Peaceful resolution of conflict

6. Honest(the quality of telling the truth)

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High marks in Civic Education {From Grade i0to12)
7. Freedom of expression as lang as the expression cloes nat injure the other
person
#. Beliefin the equal worthiness of efi human beings
9. Integrity (the quality of being honest and upright |
10. Social justice(treating everyane fairly regardless of sex, race and tribe}
11, Cooperation{warking together for a comman goad)
12. Lovelthe feeling of great affection towards others)
13. Loyalty[faithfulness and trustiuiness to people or groups or organisations)
14. Peace(not only absence of war but freedom fram any form of disturbance or
diserdar)
| 45. Trust{retiance on the truth}
26. Attainment of set goals: belief in personil success in whatever one does
17. Hard work {the belief in the value and nobility of work as a working human
undertaking)
18. Nationalism {extreme pride af one's country or loyalty to the country}: &
person can
do anything for the country such a5 carrying the flag everywhere
19. Patriotism liove and ioyalty ta one’s country and willingness te tale part in
its
protection and developrnent)
20, Efficiency and practicality: belief in achieving an end with a least cost waste
in the
shortest tinve possible
24. Material comfort: eqqual distribution of wealth throughout the country to
satisfy the
needs of the people]
22. Scientific advancement: the belief in science anc technoicey as tecils for
making
progress to secure material comfort and solving society's problems.
23. individualisrn: an art of concentration of ane’s welfare at "he expense of
others

Cultural Practices in Zambia

The ethnic groups in Zambia share the following cutturai practices:

“ Respect for ciders fa belief that everyone cider than oneself should be accorded
respect in speech andl treatrnent regardless of status, race or bicod! relations).
For
example, it is common tc cail elderly persons as grandmothers or grancfathers.
Young
persons are expectect to kneel as a sign of respect when talking to elders.

¥ €xtended family system: the Zambian culture advocates for the extended 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: These include such rituals as the naming of a newhorn baby,
initiation, marriage, death and after death ceremonies.

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¥ ‘Traditional cerctronies: mony traditional festivals are hele to commemerate past
events. Other functions of traditional ceremonies inchide:
i. Expressing, reflecting and reinforcing cultural relationships and values
ii, Observing certain rituals
ii. Communicating important cultural themes through the use of special forms of
language, music and dance

Connection to the ancestors

Providing oral history of settiement, patterns or migrations
Reconciling inter-group cenflicts for peaceful co-existence
Assertion of loca! traditional leadership
Displaying symbols of ethnic citizenship or sense of belonging to ethnic groupings.

. 4% & 4°46

Types of traditional ceremonies

« Harvest festival

s Commemorative ceremonies which focus on activities that honor the memery of the
dead, migration histories or afferings given to the gocs and ancestral spirits for
the
past and future weiibeing.

*s Religious festivals for the gods in honor of specific spirits or gods.

® Ceremonies which move with rhytims of nature such 2s new moons, floceding cycies
such as Kuomboke

® Ceremonies for small intimate groups such as boys and girl when they come out of
age
{at 14 to years}. Such are calied initiation coramonies anc are performed in
privacy
for comfidentiality of knowledge imparted.

» Some cultural festivais promote art such as the Ngoma Awards

Public Ceremonies
The following are some of the public ceremonies practiced in Zambia

Kuomboxa ceremony of the Lozi people

Umutombcko ceremony of the Lunda people

Lwiindi cerermany of the Tonga peapie

Uxusefya pa Ng wena ceremony of the Semda people

Mabezgoceremony of the Tumbuka people
XulambakuBwalo ceremony of the Lenje people
Shimunenga ceremony of the lla pecple
Malailaceremony of Kundz reopie
Likumbilya Mize ceremony of the Luvale people
Ne‘wala ceremony of the Ngoni peaple

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icibwelamushi ceremony of the Biswalala people
= Chinamanongo ceremony of the Bisa people

“ Traditional attires: many Zambians wear a variety of clothes which include hale
bottoms, miniskirts, tights, slim shirts, suits and other garments. However, Lozi
peapie
whose traditions! drecses differ between men and women. Lozi men wear Siziba (kilt)
which is similar te the Scoitish kilt. Men have also a top waist coat known as
Nolobaxi.
They also wear an Ivory bangle accompanied by a wooden walking stick. On the other
hand, the LuvaleMakishi dancers display a variety of traditional attires which
differ
from Likishi to Likishi.

v The art: Zambia‘s large number of ethnic groups has generated a wide range of
arts
and crafts. Expressions of art in dence, music, paintings, folklore are diverse and
abundant. Zambians have songs and dances for most occasions. The songs not only
entertain but praise, advise, teach and rebuke. Abstract painting is not comman.
Materials used for making crafts and utensils are main!y wood, glass and clay which
are chesper and available

¥ Hospitality: traditionally, Zambians are friendly people. tn a traditional

Zambian

. setting, welcoming visitors is a core value that is practiced. it is regarded as

a symbol!
of being human (ubuntu). Visitors and strangers are accorded 2 warm welcome arid
treated with respect and honor. However, in urban areas high ievels of poverty and
unemployment and effects of urbanization have affected this core value, though i1
villages ts being practiced firmly.

SUBSTANCE ABUSE

Substance means a material or a type of matter. People use substances for various
reasons,
for example, we take water when thirsty, and medicine when sick. However,
substances tan
be abused. To abuse means using scmething wrongly or excessively especially drugs.
Thus,
substance abuse means taking something often that your body dees not need and fora
wrong reason. For example, taking mecicine when not sick is substance abuse.

Classification of substances
Substances fall under two categories;over the counter substancesand controlled
substan-es.

i. Over the counter substances: these are substances that can be easily bought over
the
counter such as Panaco 2nd Aspirin. One can buy these even without any
prescription.

ii. Controlled substances: these are substances which can only be obtained if one
has a
prescription or special authorzalion. They can be dangerous if not used properly.
Far
example, Valium, Morphine, Mandrax, Coca ne, Pethidine and Maryuana.

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ion of substances according to their chemical structure, or effects on the user

following are some examples:

* Depressants: these ate substances that slow down the action of the central
narvaus
system. They are sametimes called Sedatives or Hyonetics. Alcohol and Mancrax are
examples of depressants. When taken in small emounts decreases awareness and
tension. However, when taken im large amounts, it leads inte deep unconsciousness
which may result in death.

* Stimulants: this stimulates the central nervous system. They speed up the body
processes. The most common simulants are caffeine which is fownd in coffee. coca
cola, chocolate, and some diet pills. Other stimuients include cocaine and
nicotine. if
stimulants are taken in large armounts, they become depressants and they slow down
the central nervous system.

= Hallucinogens: are substances which distort the way the brain translates
irnpuilses or
message fram the sensory organs, producing perceptual changes. Distortion makes
the brain change inessage abou: something real producing an Huston. The brain also
produces the images which do not exist in reality called hallucination. Examples of
such drugs are cocaine, Magic mushrooms, ecstasy.

= Maercotics or Opistes: these are substances that make the senses dull and relieve
pain
by depressing the Cerebral cortex. Fhe cere>r2i cortex is the cuter layer of the
brain
responsible for consciousness including perception memory and learning. These
substances affect the thalamurs which is the body's mood regulating Centre.
Narcotics
are mainly derived from the opium poppy plant. They include raw opium, Pethidine,
Morphine, heraine, methadone and codeine.

* inhalants or solvents: these are substances found in household products such as

glue,
deodorants like perfume sprays and fue! gases. Gnce inhaled, the cagillary sur‘ace
of
the iungs allows rapid absorption of the substance. it enters inte the brain at a
very
fast rate; hence, intoxicating effects are very high.

stances and their affects

The following ate the effect< of substance abuse. in our seciety teday use
substances such =
aiconsl, tobacco, solvent, inhalants and drugs which can be dangerous if abused.

a} Alcohol: in Zambia, beer is taken on many occesions such as Leisure, initiation,

traditional and wedding ceremonies.
* Though only adults are allowed to drink, Alcohol is a pure colourless liquid
present in crinks such as beer, wine and Brady.

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Recaps ima: petals eke 2a maa

© Alcohol! is also taken for medicinal purposes for many medicines contain 2
smail percentage of alcohai.

* Ajicohol is abused when one takes too much and often. f someone starts
taking something regularly and cannot stop, that person is said to have an
addiction. An aicoholic is a person who is atidicted to beer drinking. Alcoholism
i¢ a severe and dangerous conditian caused by physical dependency on alcohol.
it impairs physical and mental health

s The strength of any aleoholic beverage depends on the percentage

concentration of 2 chemical known as Ethanol per given volume. Hf a beverage
has 2 higher percentage of Ethanol! per volume, then a drin« is more potent.
The tabie belew shows the percentage com entration of Ethanol in different

beverages:

; | Beverage . Percentaje(%jof Ethanol —

[sicdioger ds a
| Ohissons lager | 5 i : ;

Castile lager — all 5 - i j

Chibuku: eel 146
Wine ; <i 12-28 =
Kachasu(traditional wine) | 25-65
. ae : ree = |
_Spirits _| 334s |
Effects of Alcpho!

¥ increases blocd pressure and heart beat

¥ Causes violent belnavior
v Negatively effects the brain
¥ Causes Cirrhosis (disease of the liver: the liver becomes fatty and <nhyged
causing
inflammatign}. This causes loss of appetite, 2bcomine! discomfort and death, makes
one feel wamm, when one in reality is losing heat leading to Hypothermia.
¥ Distorts perception of time and space and affects the sight causing one having
daubie
or muitiple visions.
¥ Causes withdrawal conditions called Delirium tremens
b) Tebacco
This is a qubstance that is commonly abused. H contains Nicotine, Tar anc!
Carbon Monoxide which are harmful to the body.
“> Wher the person smokes thase substances, they enter the blood stream and
jungs.,

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“ Micotine isa colourless harmful drug. It acts as a stimulant and speeds up the
tYansmission of nerve impulses if taken in srnall dase. If taken in large doses, it
slows nerve impulses resulting in reduction of heart beat

“ Carbon monoxide is a deadly gas that affects the blead’s ability to carry acygen
around the body. K also affects the action of the cilia (hairs}.

contains substance which causes cancer.

ffects of smoking

“° Bronchitis

2 Emphysema (Lune cisease which affects breathing?

* Heart disease (Nicotine increases heartbeat which wears down the heart}

& Cancer{9o% of deaths from cancer resulting fran concer}

“* Blood clots and stomach Ulrers

“ Damage to the unborn babies

3 Shortness of breath

“° Colds, Hu and other infections

Non-smokers inhale smoke which makes them passive smokers.

© Geforestation (due ic the process of drying and curing tobaces}

¢) lohalants

* Are substances that include volatile solvents and gases Volatile substances are
found in household substances such as glue, paint, nail polish, petrol, tinex and
rubber

® They are sniffed fram an open container or a rag soaked in a substance. When
the substance is inhale, the lungs allow: rapid absorption; hence, it enters the
nrain and affects tt,

High blood pressure

Headache, sharred speeck and foss of motor coordination

Rash around the nose and recuth
Violent benavior

Unovredictable behavior

Memory irapairment

Abnormalities of the iver and kidney

Redl, glassy and watery eyes

s M!etorts perception of tine and space

DRUGS

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— Eee

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SF Meee er

A drug is any substarce 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 icund in certain plants such as Caffeime in

coffee, tetrahydrocannabinel (THC), found in Cannabis and Nicetine in tobacco.

Synthetic
drugs are manufactured drugs such as Panado and Aspirin.

1. CANNASIS
© This is 2 hard brown material or herba! mixture that comes from a Cannabis
plant and it is an illegal plant in Zambia. Therefore, when Zambians are
® The drug has many street names such as Draw, Blow, Weed, Hash, pot,
Gang, Ganja, and Shit.
« §Itis locaily known as Chombo.
e Thus, cannabis is in three forms.

i. Marijuana: this comes from the dried leaves, flawers or

stems of the cannabis plant. it has a concentration of delta-9-
tetrahydrocannabinol (THC} of about 0-12%.

ii, Hashish: this is made from the dark stick of the plant. it
contains THC of about 12-18%.

i. Hashish oil: mace from compressing Hashish to produce oii

using a solvent. Concentration of THC is about 18-25, and its
more potent than the rest.

Effect of cannabis

« Makes the user feel exhausted

e Affects the memory, concentration and coordination
» Affects the reproductive system by reducing sperm count in males and
irregular menstrual cycies in females
o Causes tancer
oe Makes the user paranoid and anxicus
« Wakes the user talkative
2. HEROIN
“ isa brawn or white speckled powder made from juice extract from unripe
capsule oF the poppy plant. The seed capsule of the green Opium produces
a milky juice (Latex) from which many drugs can be made such as Morphine
and Codeine.

29) Peete reper) veep apenas a en aa tg le ab ne eres omer ab nee eeemers ee pnerd
= meet ee perenne epee mers)
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ee a ee

ir

aay

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l
|

26

High marks in Civic Education (Frem Grade 10 to 12)

aia

pilin ee aS Se. So aS

Y Heratr is formed through a chemucai process of modifying Morphine krewn

2s acetylation. Morphine is used to ease severe pains; however, it is
dangerous when not used properly.

¢ Heroin is mainly taken by smoking, s7iffing, injecting into the veins.

¥ The street names for the drug are: browr sugar, smack, skag, horse

¥ Causes death duc to overdose

¥ irregular menstrual cycles in women

¥ Damages the heart and the Kidneys
¥ Causes mood swings

“ (Causes depression
¥ Loss of appetite

“ Distorts the understanding of things

¥Y Disturbs the pattern of nerve, activity

3. COCAINE

“= Cocaine is a white powder made from the leaves of a Coca Plant. it is une
of the oldest drugs used in religious ceremonies for meditation and an aid
te communicating with noture. The leaves of a coca plant when chewed can
relieve fatigue and hunger.
However, cocaine is usually smaked and can be injected into the blood.
ft can also be orally be taken by mixing with a liquid or in capsuie form.
Cora cola is said to have initially contained 2 very sma!l quantity of cocaine
before it was removed 1503.
The sirest mames for cocaine are cox2, Chariie, snow lady and dust

ile ate of

<=

* Sweating
Sewere weight loss

+ indigestion

@ Exhaustion and lack of sleep (insomnia)

© Transmission of Hiv) AIDS through sharing of needies

© Death due to overdose

* Ulceration of the nasal passage (sores in the nasal passage}

irregular menstrual cycles for women

Heart and binod circulation problems

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ae ci ee Se we Cae =a a a he aos ae

© Over alertness and elevation of moods

Reasons for substance abuse

¥ Curiosity: a situation where one wants to taste and experience what it feels
like. This is
usually done by young people who are keen to be adventurous and experiment things
for themselves.

“ Peer pressure: some young people end up taking substances because they want to do
what their friends are doing.

“ Ignorance: some people take substances because they ara not awere of the effects,
of
which it may be teo late when they realize it. Damage would have been done.

~ Stress: sometimes peopic take substances because of stress, and they feel drugs
can
console thern. Stress can result from death of loved one, divorce and failure of a1
examination.

¥ Availability of substances: substances are readily available at markets.

Substances
such as solvents (glue, tipex and methylated spirit} and alcoholic beverages are
easily
accessed at markets.

¥ Alienation: when a person feels isolated, fights to find a group to belong to

especially
those who are also isolated. Such = person may fee! welcome in a place where there
is
substance abuse. Street kids and teenagers are examples.

¥ Unemployment: many yaung people are unable to find jobs despite being qualified.
Such people usually resart to substance abuse.

~ Lack of recreation activities: many people have nowhere to spend their leisure
time
due to facking recreation facilities, hence resort to substance abuse to pass time.

¥ Enhancement of self-confidence and performance: some people believe that tek ng

certain drugs may help them imorove their self-confidence and perfermancte in
sports,
sexual intercourse, examination and other activities. This encourages substance
abuse.

Signs snd symptoms of substance abuse

Sudden change in personality

Unusual mood swings

Decline in school performance

Spending more time zway from home and school

Theft and over-borrowing of money

Heavy use of perfumes to disguise the smeil of substances

Loss of appetite

Wearing of sunglasces at an Inappropriate time to disguise one’s appearance

Possession of certain materials such as straws, pill boxes, needles, ziass bottles.

i re ee | - sm cae
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ARAN AAS HH
Uhis is

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fat. __High } marks 1 in Civic Education (From Grade 10 to 12)

ae aes oe iemgleeee ST a se 2

How to avoid substance abuse

Te keep away, one shouid cde: the following:

Say NO THANK YOU!\When somebody gives you a substance or drug

Giving a reason or excuse

Changing the subject

Walking away

Avoiding the situztion where substances are abused

Associating with non-users

Keep busy

eee Re

Dependence on substance

“ When somebody entirely depends on substances, the situation Is called addiction

or
dependence.

¥ Substance addiction 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 end ooor coordination. While psychological effects is where one
experiences anxiety and depression due to withdraw of abused substance.

~ Some substance users can only feel an effect they take larger deses of the
substance.
These users are called! drus tolerance levels.

irnpact of substance abuse or society

¥ Individual level: an abuser of substance is likely to have health problems

resulting
from the effects of the substance taken,

i. Owing to poor heaith, the victim may affect working and studying culture.

ii. The victim may not have support from his ar her loved ones.

iii. Due to overdependence, the substance abuser uses a lot of money

“ Family level: substance abusers tend to neglect their families as their priority
is to
acquire the substance.
i. AsSaresult, they end up stealing from friends and families and have mare
credits which some family members may not know about; hence, ali family
members are affected.

ii. This teaches young ones in the family to start abusing themselves also.
v Community and n2etional levels: some substance abusers commil crimes like murder
and robbery to acquire more money te support their drug consumption.
i. Others may be involved in prostitution and drug traffickirg.
ii, These illegal activities have a negative on the community and nation at large.

SSE ae PSS env eT Pmt ae Pe ee ete ae por ee a DY renee ar a

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iain eee RO « SR Te

ii. The spread of HIV and Albs is likely to be high among substance abusers due to
risk behaviour such as unprotected sex, arid sharing of needles. The abuser
when ill, the whole community is affected.

iv. it causes accidents and violence behavior

¥ international level: drug trafficking is 2 major international problem.

i. itrefers to the Hlegai manufacturing and selling of drugs.

ii, Money laundering is common in drug trafficking for exampie, some drug
traffickers us money obtained illegally to destabilize government through
corruction, intimidation, violence and buying votes.

ii. Woney laundering affects the economy of a nation by causing inflation.

iv. Therefore, the drug and substance users negatively have affected satieties at
international levels due te drug trafficking and money laurdering.

Rol th mrnunity in combating substance abuse

¥ Abolishing of the cultivation of drug crops such as Marijuana. The government

should
come in and hels to rnake sure no one cultivates this dangerous drugs.

“ Educating the pecole on the effects of substance abuse and the need to control
the
use of these substances anyhow,

“ Taking keen interest in one’s community; people should love their cammunities and
identify the signs and syruptoms of substance abuse, and report the institutions
concermed to deal with them.

¥ Employment: the government and community at large should provide a wide rar ge of
employment opportunities to discourage unemployed peopie from substance abuse.

“ Changing people's attituce towards substance abuse; through entertainment such as

poems, drama and debate

v Establishing groups and clubs; this may include Anti-drug abuse clulss and
community
rehabilitation centres which control substance abuse.

Measures used to fight substance abuse in Zambia

i, Government has enacted the law under Act No. 37 of 1993 to prohibit trafficking,
exporting, possessing, cultivating, rnanufacturing and use of Narcotic and
psychotropic
substances

ii. The public is sensitized on the dangers of substance abuse and the Tagal
implication,
Drug abuse is liable for punishment by imprisonment for a period not exceeding tan
{10} years if found guilty.

ii. The government of Zambia also works with other countries to exchange
information
on drug trafficking and related crimes in order to arrest offenders

Prepared by Miss. M. Machila (B. A Fi >} and Mr. Sikaonga z - a ce Pace 30

__ High marks } in Civic Bauc ation (From Grade i0 to 12)

ee Si Re enn: ees eae eS eS Daa HOSED ee Gd

edue to
tions that fight Substance abuse

ser
* In 1989, the povernment established the Drug enforcement Commission (DEC)
i This comrnission is a government department charged with the responsibility
of curbing substance abuse
ii. This commission has offices in all the provinces in Zambia with a National
Education Campaign Division. The division is responsibie for disseminating
k information intended to sensitize the public on the effects af drug abuse.
iii, The department aso works with Non-governmental organisations (GOs) and
other government departments te rehabilitate victims of suostance abuse.
Sat Some NGOs involved are: Planned Parenthood Association of Zambia (PPAZ};
Youth Alive; Young Women’s Christian Association (YW/CA}, Young Men's
Christian Association (YMCA}; Society for Family Health (SFI); Churches; Sports
in Action ([SiA}; Youth Media (trendsetters).
sould
iL SOCIETY AND MEBIAIN GOVERNANCE
ne E / sete : ;
! Society: these are non-military or non-governmental organizations that make it
their
ee, iness to defend and oromoate the ideals of good povernance.
res of Civil Society
» itis not profit-making.
= of - Draws membership from formal and informal organizations and associations.
od » Shapes its own nature of needs and interests.
a - Oraws support from well-wishers such as donors and other institutions.
ivil Society in Zambia
ey
fvil society in Zambia can be classified into various groups:
i. international Organisations {Chapter}:
a} Women in Law and Development
b) Women In Law in Southern Africa
¢) Transparent international Zambia
pic 2. Pressure Groups: These are formed to influence government decisions
a) OQasis forum
b) Citizen forum
| 3. Civic Organisation: These are concerned with issues of hurnan rights, Civic
Education
and good governance
a) Zambia Civic Fducation Association
6) Anti-Voter Apathy Program {AVAP}.
c} National Movement Agsinst Corruption
4. Women’s Groups: Their aim is, to promote and protect women’s rights
e er cee Satna ly pr 2S aor ee amen ean RE a Eee a RE Cea RN Sey eam Pn

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High marks in Civic Education (From Grade 10 to 12)
ah Sw eae od Se SSS TEE ee a

a) Women for change

b} Nationa! Women Lobby Group
¢) Young Women Christian Association
5. Professional Association: These are primarily formed by people in the same
profession
such asTeachers, Miners, lawyers, among others:
a} Law Asseciation of Zambia
b} Women in Law and Development in Africa
¢}) Press Association of Zambia
dG} Zambia Independent Media Association
6. Industrial Organisations: These are formed by people in the same industry such
as
School, Mining, and Local Government. Examples include:
a} Trade Unions
b) Zambia Consumer Association.
c) Zambia national farmers union.
d} Zambia association of manufactures.

7. Religious Organisation: These are organizations formed by Christian churches and

other religions.
a) Hindu association of Zambia.
b) islamic association of Zambia
¢) Council of churches in Zambia
é) Young women Christian associstion
ROLES OF Civil SOCIETY
To defend the ideas of democracy.
Carry civic education activities through sensitization and public awareness
influence public opinion through advocacy
Debates bills and influence amendments or decisions of the legisiature
Act as an agent of democratic change
Promote and defend human rights and the rule of law
Ensures that government and other people in authority are accountable
Act as a link between the people and government
Publicize and articulate public opinion

We Wow A eo Xs

REQUIREMENTS FOR THE ESTABLISHMENT OF CIVIL SOCIETY

> Citizens who accept opposing views

Favourable laws which permit and allow the establishment of civil society

A government which is tolerant to divergent opinion of minority groups

proactive population which is ready to participate in community and national
Existence of specific problems

VY ¥

CITIZEN PARTICIPATION IN GORVERNANCE

This is the involvement of people in decision making process. There are three ways
by which a
citizen can participate in government activities.
Se eer a SS ers
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ich 2

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_ High. marks in Civic Education (From Grade 10 to 12) _

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eo:

i. Political Activity: This invelves a person participating in voting, contesting

in a
politicai office, attending a politica! meeting, among others.

ii. Civil Society Activities: This can 9e a person joining a civil society or
attending
seminars, reading posters and materials, and participating in iegal

ii. Community Activity: This is where a person attends a community meeting

such as a PTA meeting or mounding bricks for a community school.

WOMEN PARTICIPATION IN GORVERNANCE

There are certain factors that have contributed to less participation cf women in
governance.

These include:

i. Culture. Cultural beliefs that encourage women te be subordinate to men hes

contributed to this fact. Women in most cases fill inferior to men.

ii. SMaie Economic Dominance, This is a situztion where some female canclidates
have failed to campaign due to limited finance and males have taken
dominance over the situation. In Zambia statistics have proved that there are
more rich males than females.

iii. Lock of solidarity amang women. This has also contributed due to the fact that
mast women do not believe in their fellow women.

iv. Political discrimination. A political party committee is responsible for

adopting
candidates and these are dominated by nen and this makes it difficult to adopt
a female.

SIGINIFI ICE OF CITIZEN PARTI

Without citizen participation the following can happen:

Poor government policies may go unchecked
- People remain ignorant on government policies and intestions
- Gevernment leaders may be elected by a minority group
MEDIA
- The word media simply means medium, meaning go between.
Mediz, therefcre refers to all technical devices used to disseminate
information to the public
- Mass media refers to different means of disseminating information to pecple
TYPES GE MEDIA
There are fwm types of media.
a) Electronic media.
6b) Print media.
PRINT MEDIA

® This is the type of media that depends on printed materials to disseminate

information to the public. Example, the Post newspaper, Times of Zambia, National

mirrer, Daily mail and Sunday Times.

‘SRS Ur Le aA ee ny BSS PY pl ge Sa ERT A RR ee pe ee ad mea

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_Highn marks i inl Gi ric Education (From Grade 1G te 12)

- Professional and responsible journalism

RONOMIC AND SOCIAL DEVELOPMENT

ELOSMENT

« This iss process of improvement to meet human needs at all ievels of society

* itis also the replacement of the old with something compietaly new, such as
constructing a school where there had been no school

CONOMIC DEVELOPMENT

e This is the increase in the number of production industries leading te an

increase in
the amount of goods and services produced in a period of time.

* €£conomy: This is any action in the production of goods and services.

DW A COUNTRY CAN ACHIEVE ECONOMIC DEVELOPMENT

: Expansion of agricutture
Production of surplus goods
o Expansion of manufacturing industries to process various procucts within the
country
i: Improvement of technology
» Research on new technology

Productive Capacity: This is the ability to produce more goods.

al National income: This is the total value of goods anc services produced in a
year arui
Epressed in monitory terms subtracting the expenditure.
SOCIAL DE\ -LOPMEN

» Social development is the improvement in the standards of living of the people

» This is the level ta which individuais are able te fulfill their potentials and
needs
» in this case poverty Secomes the biggest ofstacle to social development

erty: This is a state of being poor to an extent where a person has no sufficient
money or
sources to afford the basic needs such as food, shelter...

NDICATORS OF SOCIAL DEVELOPMENT

Where there is social develcp-nent, there is
» Access to basic needs
» Good governance
» Human rights
~ Access to opportunities to halp individual attain their goals.

ASIC NEEDS. These gre things that a person cannot do without. These are:
(i) Food
{it} Education

(iii) Clean water

{iv} Healthy

Se Ee eg ee yee ee eee eg re ee er em | ye

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_High marks in Civic Education (From Grade 10 to 12)

od ee ee Ea ne eee ee

iv) Shelter
(wij Ciothirg

FACTORS OF PRODUCTION
- The aim of an economic activity is to produce goods and services. For goods and
services to be produced we need certain resources to be readily available.
» Factors of Productionars resources that need to ba put in place for production to
take
place such as transport, market and shelter.
Resources needed before production takes place are grouped in four categories,
these are:

1) LAND:Comprises of resources made available by nature and are only found on

earth.
Example, agriculture, timber, soil, water.
2} LABOUR: This is the hurnan effort diverted towards preduction of goods and
services.

TYPES OF LABOUR

“> Skilled labour. This is the labour that requires professional training such as
Teachers,
Lawyers and Doctors.

“ Semi-Skilled labour. This labour requires training for a short period of time,
that is, from
six weeks to less than a year like Carpentry, Plurnbing and Driving.

* Unskilled labour: is labour that requires little training or does not require any
kind nf
training such as gardeners, cleaners and farm workers.

EFFICIENCY OF LABOUR

Productivity refers to output per worker per period of time. There are wevetek
factors that

affect the efficiency of febour.

“ri

ACT NG THE EFFICENCY R

Education and Training: A person who is educated with a scund professionai training
wifi
be more effective thar the one lacking training.

Working Condition: This involves things like, a good salary, well ventilated place
of werk,
no health hazards. This helps to motivate the workers to do their best.
Welfare Services: These are services provided to = worker such as medical care,
funeral
grant, transport and housing.

Motivation: This invcives various incentives such as playground, bonuses, sponsored

parties

o &¢ & ©&

3. CAPITAL:This is the human made resource. It includes ail physical assets made in
the gast
and are available for present use like machines and buildings.

TYPES OF CAPITAL
There are two types of capital and these are.

i. Circulating Capital or Working Capital

Mana Arann te ermine estes isin aAL ea EET vs TE RSA el MS temas ene tae aA RUPEES
A A Td) LA te | a ceengeerees
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——.

. High marks in Civic Education {From Grade 10 to 12}

ie ee es

Money is an exampte of circulating capital. The dissram overieai shows circulating

capital.
mi
nto take
i are:
eth.
ices.
| seretyel ety
Er, ci ue |

risrecem
i from CSREES
fof ate
that This consists of money and stocks of raw meterials which contribute to
production. }
fi. Fixed Capital. These are equipment and buildings that are used during
production and

does not change form

img will CAPITAL ACCUMULATION or FORMATION
| This refers te the increase &: the production of capita! coods in addition t»
what the country
Peork, has. a

FACTORS WHICH AFFECT CAPITAL FORMATION <

i
3) Low income: Low income means that a person cannot save sorne money for future
= use.
i b}) Consumption habits: People treasure expensive and luxury things such as an
expensive Benz car, beer... This makes them have less or no savings.
c}) Extended famity system: The Zambiarculture which promote extended family
ast system tend to contribute on how a2 family can make some savings. For
instance,a
family that consists of three members can save than that of ten.

d} Ne future plans: People tend te spenci more on their current problems that they

might anticipate.
e} Large quantities of imported goods: When the country imports more than what it
can export then there will be no capital accumulation.

anes a ee a ey al Pee de hk aa ee ae mime ee Rai poy | Pea arta a pl gp Am rg ag Ym

ge a

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_ High marks in Civic Education (From Grade 10 to 12}

4 ENTREPRENEURSHIP: isthe process of running a business by a person known as an

entrepreneur. An Entrepreneur is one who assumes the responsibility end the risk
for a business operation with the expectation of making a profit. The entrepreneur
peneraily decides on the product, acquires the facilities, and brings together the
labor force, capital, and production materiais. if the business succeeds, the
entrepreneur reans the reward of profits; if it fails, he or she takes the loss.

PINANCIAL INSTITUTION
These are institutions that lend and borrow money from the public, Banking is
saving money

in a financial institution called a bank.

TYPES OF BANES
1) CENTRAL BANK {BANK OF ZAMBIA)
- This is called the bankers bank because it does not deal cirect with the peopie
but it deal with tommercial banks and the government.

ROLES OF CENTRAL BANK

® To manage money supply for the benefit of the country’s economy

It keeps accounts for the commercial banks
It issues coins and bank notes
it clears cheques and alse transfers money to commercial banks
Keeping foreign currencies and selling them to commercial banks
it controls all the commercial banks

eee#8

a a SReRBYROZ §

2} COMMERCIAL BANKS

in sll countries, commercial banks are the anes that cezis directly with tae
public by collecting surpius funds fram the public and a!so giving juans to
the public

ano OF THE COMMERCIAL BANKS

Collecting surplus funds from the public

t Giving leans to the public

u Offering overdiaft: to current account holders

a Offer night shift facilities

© Offer standing crder facilities

wo Offer check book to current account holders

‘) (Offer travelers checks te people traveling outside the country

i. Current Account: This is an account which allows the holder to withdraw money on

demand, however it dees not attract any interest.

i. Deposit Account: These de not allow the holder tc withdraw money on demand burt
offer:
a ce!tain period of time it attracts an interest.

ea a a eee a ee soe ee ee fo a ge a es oe ge yt

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High marks | : Civic Education (From Grade 10 to 12)

iii. Large ‘ixed Term Deoos't: This allows the holder to withdraw money on a fixed
rat of
agreement, that is, after 3 montis. It attracts higher interest or. large amount of
money.
OTHER FINANCIAL INSTITUTIONS =

National Sawings and Credit Sank: it provides savings accounts and asic banking
services.
-Developinent Bank of Zam‘sia: ttoffers long term finance for risk Dbusingsses or
ventures were
other banks were reluctant to operate In for example, agriculture and industrial
sectors.
~Zambis National Suiiding Society: it provides long terra loans that enable people
to build or
purchase a house

- Lusaka Stock Exchange: it provides market for saconc! hand shares, helps
companies to reis<

new capital, regulates the prices of shares on the market, and encourages
investment in
s@curities,.

insurance: This is the protection against all kinds of risks.

lasurey: This is the Insurance company itself Uke ZSiC{Zemble State insurance
Comera?ian}.
insure: This is the person taking up an insurance policy.

Premium: This is the contribution made by the insured to the insurer as the price
ta the cover

or policy.
Policy: This is an agreement between the Insured and the insurer.

WORK CULTURE
-These ere attitudes and walues of people towards work. 2 can be negative or
pesitive work
culture.

FEATURES OF MEGATIVE VIORK CUI TURE

¥ a person employed in the formal or infor:nal secter does nol went to work hard
but
wants to be paid for doing very little
¥ One spends much of his/her time doing nothing

¥ One waits for supervision

CAUSES OF NEGATIVE WORK COLTURE

¥ tack of pride in ones work

¥ poor workmanshiss in the production of goods and services

FEATURES OF POSITIVE WORK CULTURE

One works hard to achieve productivity tangets within a given time

One does not wait for supervision

One fills committed te work

One uses individual initiative

SA ACS

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High marks in Civic Education (From Grace 10 to 12)

mS a es
DIFFERENCE SETWESi: + ORMAL AND INFORMAL SECTOR
¢ Employment can be formal or informal.
¢ The formal sector includes: the governments, pubic enterprises, private companies
and commercial farming. CONT
¥ The informal sectcr includes, the suasistence farmers and individuals who make a
This!
ving even Dy doing private work either individually cr in 2 group.
ROLE OF INFORMAL Si CTOR IN NATIONAL DEVELOPMENT
- it creates employment to people who are not employed by the formal! sector.
- Promotie economic development as this can lead to production of surplus
HUMAN RIGHTS INSTRUMENTS; This refers to institutions end mechanisms that are used
to
protect and promote human rights. NOT
o Exumole: in cambie people’s rights such as right to life, right to vote are
protected
by the constitution and also the Judiciary. Hence the judiclary and the
constitution 3.1R
aré examples of htonan rights instruments in Zambia a) in
This
binc
req

1, INTERNATIONAL BILL OF RIGHTS: This is made up of three main instruments, thet

is,
2) 3 «- Universal declzzation of human rights
6) 0s Intemational ccvenant on civil and political rignts
¢) Intemational covenant on economic, social and cultural right:.

0) Specialised Instruments.
3) International cenvention on the elimination cf a8 forms of racial discrimination
b) Convention on the cimination of all forms discrimination agzinst women.
¢) Convention 2gaims? torture
@} Convention on the rights of the child.

2.CHERTER-BASED INTERNATIONAL HUMAN RIGHTS INSTRUMENT

a) Universal Declaration of Human Rights (1542)

This instrument begins with the preamble which Is the introduction. The preamble
states tire
valuei and beliefs of this declaration, that is:

» This came inte force 19.12.1948, as the revult of genocide that took glace in
Nazi Germany during the Second Werid War,
* This instrument is to prevent such genocide In future.

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Prepared by Miss. M. Machila (B.A ED) and Mr. Sikaenga

High marks in Civic Education (From Grade 10 to 12) _

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* The UDHR is an internationally recognied and agreed upon instrument through

which individuals and Governments can work to deliver basic rights.
» The UDHE contains 30 articles which gre a list of basic rights which every
human being is born with.
OF THE UDHR{ARTICLES)
is states that every one:
1. is born in freedom equity and dignity
2. has the right not to be Discriminated
3. has right to Fife
4, has the right te security of person. No one shou'd be tortured or should surfer
from cruel and inhurnan treatment
5. has the right to effective remedy
6%. has the right to recognition before the law
7. thas the right te marry
8. has the right to Nationality
5. has right to privacy
10. has right toe own property
NOTE: more provisions of the content, read grade 11. Civic Education pupils book,
Pp. 25-30.

3.TREATY-BASED INTERNATIONAL HUMAN RIGHTS INSTRUMENT

a) linternationa! Covenant on Civil and Political Rights {ICCPR}

This came into force in 1966. The aim of the ICCPR uslike the UDHR Is that the
ICCPR is legally
binding to its member states. These are rights that are easy in nature to implement
as they
require no big investment for them to be enjoyed.

The Preamble({introduction}: the preamble of this document states that, the idea of
free
human beings enjoying freedom from fear and went can only be achieved if conditions
if

conditions are created in which everyone may er joy his economic social and
cultural rights as
well as his civil and poltical rights

SUMMARY OF THE PROVISIONS(CONTENT) OF THE ICCPR

i right to Efe
i. Freedom irom torture and inhuman treatment
fil. freedom from imprisonment for debt
'V. = right te privacy
V. Right to assembly
Vi.“ Right to a fair trial

NOTE: For more information on the provisions of the ICCPR see pupils book 11 page
32
b) OPTIONAL PROTOCALS

This is a provision attached to an international human right instrument in order to

offer
more protection.

oie Sone Re SRT tere TS incre ee

Pape 41
High marks in Civic Education (From Grade 10 to 12)

The ICCPR has two optiona! orotocols. These are:

Il. FIRST OF TIONAL PROTOCOL [1976): this provision allows individuals to compiain
Cirect to the United Nations human right commission on issues of human rigitts
violations contained in the ICCPR provided they exhaust all channe's of comedaints
usually through the courts of law.

Zambia fs a state party (member} to this protecol

i. SECOND OPTIONAL PROTOCOL(19990): This aim at the abolition of the death jenalty.
Zambia is not a state party to this.

¢) INTERNATIONAL CONVENANT ON ECONOMIC, SOCIAL AND CULTURAL RIGHTS (ICESCR)

* This is alse an extract of the Universal Declaration of Human Rights which was
also an
effort to come up with a legally blinding document.
* it was formed in 1965.
These rights are programmatic because they 2re dependent on resources fo’ their
realization.

The preambie{introduction): the preamble of this document states that, the idea o/
free
human beings enjoying freedom from fear and want can only be achieved if conditions
if
conditions are created in which everyone may enjoy his economic social and cultural
rights as
well as his civil and political rights.

SUMMARY PROVISIONS (CONTENT) OF THE ICESCR

1) Right to work.

2} Right to just and favorable conditions of work

3) Right to social security

4) Right to form and join trade unions including the right to strike

NOTE:For more information on the provisions of the ICESCR see pupils book 11
pagpe3i-32
4. SPECIALISED HUMAN FIGHTS (NSTRUMENTS

a. INTERNATIONAL CONVENANT ON THE ELIMINATION OF ALL FORMS OF DESCRIMINATION

{ICERD) 1565
it came into forte in 1569. It was drafted to draw attention to matters of racial
discrimination which were still rampant in the wort.

Principle Definition Of Racial Discrimination: this is any distinction, exclusion,

rest-iction oz
any performance based on race, colour, decent or nation or origin which has which
has the
purpose of impairing the recognition enjoyment of an equal footing of human rights
and
fundaments! freecioms in the political economic social or any other right in public
life.

Prepaced by Miss. M. Machila ED) and Mr. gikaongs

High marks in Civic Education {From Grade i0to1Z)

SSUMARRY PROVISIONS IM ICERD

- Condemn tacia: discrimination and Apartheid,
Prohibit the act of discrimination by individuals
‘Assure everyone within your powers adequate protection and remedies
Undertake immediate and effective measures in teaching, education, culture and
information
with a view of combating prejudice and ratio discrimization.

b) INTERNATIONAL CONVETIONAL ON THE ELIMINATION OF ALL FORMS OF DESCRIMINATION

AGANST WOMEN (CEDAW) (2979)

This came about after the failure of the 1957 declaration to eliminate
discrimination
against women
=» it was observed that females stil sufflec the worst discrimmation in the social
economée as we'll as their civil and political rigrts
This instrument was put in force ie 15179 to directly

Principle definition of racial discrimination: this is any distinction, exclusion,

restriction or any performance based on sex which has the purpose of impai ing the
recognitian enjoyment of an equal footing of human righis and fundamental “reedorns

in the political economic social or any other nght in pubiic life.

SUMMARY OF PROVISION IN THE CEDAW

Eliminate ali forms of discrimination age nst womer

Establish a legal protection of the rights of women on an equai basis wita men.

cJCONVENTIGN AGAINST TOTURE AND OTHER CRUEL IN HUMAN OR DEGRADING

TREATMENT OR PUNISHMENT (CAT)

® This was born on 10" December 7984 and Zamitia became a state party to this

fconventcn in 1998.

* The aim of the instrument is to totally forbid to-ture

= Principle definition Torture is defined an ac: by which sever pain and suffericg
weather
physical or mental, is intentionaliy inflicted on a person for such purpose as
ostaining
from him of a third party information or confession punisning him for an act he or
a
third party committed or is suspected of having committed ...,

SUMMARY OF PROVISION OF CAT

~ prohibit torture
¥ not refouler- this means to send back 4 persor io 2a country where he /she is
likely te

undergo toriure

¥ punish torturers
“ educate citizens on the evil of torture

dJCONVENTION ON THE RIGHTS OF THE CHILD (CRC)

Paye 42

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This tooks at issues on the rights of a child and considers children as individuals
with equal
Status a5 adults.
General Principles of the C.R.C
a) BEST INTEREST OF A CHILD: This means giving primary consideration to what the
child
wants
h} SURVIVAL AND DEVELOPMENT: Thete priorities making a child develop his or her
fullest
potentials in the angles of life that is personaly abilities and talents.
¢) NON DISCRIMINATION: This establishes that children’s righis apply to all chi
dren
without discrimination of any kind.
d) PARTICIPATION: This commands respect for the views of a child.

e)TRE INTERNATIONAL CONVENTION ON THE PROTECTION OF THE RIGHTS OF ALL MIGRANT

WORKERS AND MEMBERS OF THEIR FAMILIES (CHIW} 2990
~ This is meant to protect the nights of people working in 2 country whch is not

theirs.

- State parties are obliged to protect and seek judicial remedy to those migrant

workers whose righis have been vio-ated.

Principte definition: this applies, to all migrant workers and their families
without distinction c
any kind such as sex, race, colour, language, age....

SUMMARY OF THE PROVISIONS

- Migrant workers shall be free to leave any state, including their own.
- Shail have the right to enter remain in their state of origir. at any time.
- Their night shali be protected by law.
~ WNon- shall be held in slavery.
- Shall have the right to freedom of thought, conscience and religion
= Have the right to hold opinions without interference

HOW THE CONVENTION DEFINES RIGHTS WHICH APPLY 10 CERTAIN CATEGORIES OF

MIGRANT W RS IRF

1. Frontier workers: Are those living in a neighbouring country to which they

return dady or at
leasi once ina week
2. Seasonal workers: 4re those people working in fcreign countries during specilic
seasons like
harvesting of planting
3. Seafarers: Are those employed on water vessels registered in a country other
than their ows
4. Workers on offshore installations: Are those who are under the authority of a
country othe
than thew awn.

5. Hinerant workers: Are those who move from place to place in search of work.
6. Migrants employed for a specific project: Are those employed by a couniry wh ch
is not
theirs to candurct a service or construct a project

*, Self- employed: These are people who ere in the informal sector.
_ High marks in Civic Education (From Grade 10 to 12) _

ir inti

fees

gua!
A HU Vai IN
ihe child MONIST COUNTRIES: These are countries that regard international law and
domestic law as
one.
her fullest DUALIST COUNTRIES: These are countries thet regard international law
and domestic law

differently.

FRANCO PHONE: These are counties that were once colonized by France and are usualiy
French
speaking countries

TREATY: This is the declaration made, agreed and signed by member state.

LEGALLY BINDING: This is something that has a legai = ect upon one breaking it.

STATE PARTIES: These are member states (o the particular convention.

ACCEED: This means a country signs te a covenant which it was not part of the
negotiation.
RATIFY: lt means a country signs a covenant which it was part of the negotiation.

OPTIONAL PROTOCALS: These are supervisory mechanisms on Human Rights that are not
compuisory to member state to 2a particular covenant.

GALS
LEGAL SYSTEM: This refers te the processes of dealing with offences and also the
institutions

{ceurts police prison) that enforces and enact these laws.

ren

ELEMENTS OF A GOOD LEGAL SYSTEM

Fientde
Aeccesible
Cetem
Simple: This means, law should be written in a language that can be understood by a
large section of people in a country.

Comprehensive: This means law should cover all aspects of life and alse an! icipate
future problems

Prepared by Miss. M. Machila (B.A ED) and Mr.S-kaonpa "Page 45

High marks in Civic Education (From Grade 10 to 12)

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Certain: Law should state clearly what Is prohibited and what is not.

Accessibie: It should be made available to the public. in Zambia this can be

accessed at
government printers.

Flexible: This means that law has to keep up with social change. Law should net be
ico rigid
to prevent change with the dynamic society.

Morai values: Law should not conflict with the traditions,cultures and customs of
people in
society.

SOUR! LAW IN BLA

This is the starting point to refer to finding out if one Is faced with a legal
problem.

1. ENGLISH LAW: Under this, Zambia has zdopted the English Common Law. Common law
is
the law which Britain used in its colonies including Zambia.

2, LEGISLATION; This is also the largest source of law in Zambia. There are three
types of laws
made by legisiation in Zambia.

i. CONSTITUTION LAWS: This is the supreme law of the land.

ii. ACTS OF PARLIAMENT: These are laws made through bills passed on by National
Assembly and sent to the president to assent or veto. ASSENT means the president
accepts (approves). VETO means the president refuse to approve the bill.

fii, DELEGATED OR SUBSIDIARY LEGISLATION: These are laws that are delegatec to the
executive wing of the government. The government ministers in their respective
ministries are given powers to make laws like these.

3. CASE LAW {LAW REPORTS). This is the second large:t source of iaw in Zambia.
These are
judicial! precedents meaning this is when the court refers particular case which
was handied
by an appellant court in the past.

IMPORTANCE? OF CASE LAW

e Saves time
« Shows respect to judges who made the previous decision.
« Ensures Equality, uniformly and stability in law.

4. INTERNATIONAL TREATIES: These are agreements made and signec between member
states.

Zambia signs to these agreement and later domesticate them into Zambian statutes.
For
example, covenant against torture has influence Zambian government to abolish
ccrporal
punishment in schools.
5. CUSTOMARY LAW: This is law that is driven from traditions and customs of a
society.
-customary law uses advisors who are called assessors to give advice on particular
matters.
These are not trained justices but play the role cf consultants

CRIME
8 TS ae
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pple in

» low is

sof laws

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¥ This is wher someone does something which is Hegal. Crime affects the security,
safety and wellbeing of every one in society. Exampie of crime in Zambia:
Defllement,
Thert, Nhurder....
ELEMENTS OF CRIME
Crime is made up of two elements.
i, Omission or wrongful act: This is the main action done to cause harm. E.g.
assault,
theft, rape, among others, this is also calied actusreus in Latin.
Hi. Intent (guilty state}: This is the desire to ceuse harm. Psycholagical state of
the mind at
the time of causiag crime. This is also called mensrea in Latin
CLASSIFICATION OF CRIME
i. CRIME OF SPECIFIC INTENTIONS: these are crimes that are committed with a
specific
intention such es beating someone to cause grievous harm, robbery,
i. CRIME OF BASIC INTENTIONS: this is the crime committed on the sudden impulse,
e.g-
man siaughter.
ii. MUSOEMEANOURS; these are getty crimes such as littering, pick pocketing €.L.c.
iv. FELONIES, These are very serious crimes such as treason, murder, rape [email protected] |
wv. STATUTORY CRIMES; these are crimes winch are committed contrary to what is
contained in the statutory instrument, e.g voting twice

CIVIL CASES
This is the wrongful act that affects individuals only or parties invalved.

CONIPARISON OF CIVIL AND CRIMINAL CASES |

| CRIMINAL CASE __feniease _

| Affects the whole community Affects individuals i
| The aim is to punish the offender | The aim is ta compensate the offender |
It is more Serious ee I ess serious eer eu i

LEGAL INSTITUTIONS AND THEIR FUNCTIONS

LEGISLATURE; this is the organ of the government bound with 2 duty to make laws.

POLICE SERVICE; the role of the police is to maintain law and order in the society
by arresting
offenders

THE EXECUTIVE; these are hound with a duty to ensure that laws are obeyed and the
president
and his ministers are giver. powers to make laws just like the legislature.

COURT SYSTEM (JUDICIARY): this is an organ of the government that enforces the law
and nave
the right to consider a law nail if it contradicts with the constitution.
LEVELS OF COURTS IM ZAMBIA

LOCAL COURTS: These are the lowest courts in Zama

pensioner cotati

ae a a ee eS eos ea ees es LC

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High marks in CivicEducation{FromGradei0to12)

ieee ee

- There are presided over by the presiding justice appointed by the judicial
service
commission.

- They hes: civ cases that occur in their geographical areas especially those to do
with African customary law. They can also preside on some criminal case as
outlined in the local court act.

- Layers are not zlowed to represent ther chents im this court.

MAGISTRATES COURT (SUBORDINATE COURTS}

¥ These are the second lowest courts in Zambia end they are available in ail dist
icts.
they are divided in three classes, i)class three, njclass two jij) class one
they hear both criminal and civil cases.

HIGH COURTS

¥ These are also known as courts of first instance and they are found in all
provincial
capitals of Zambia,

- These courts are presided over by junior judges and are appointed by the
president after recommendatian by the , udicial service commission.

- They are appellate courts because they hear cases of appeal from subcrdinate
courts.

iL is a mast that parties in this court are represented by 2 layer(legal

practitioner)

INDUSTRIAL RELATIONS COURT

- These deal with industrial disputes between the employer arid the emp'oyee.
- Inrank it enjoys the same status as the Figh court and the appeals from it goes
tothe Supreme Court.
Lawyers zre allowed to represent their cients in the court proceeding.

SUPREME COURT
This is the highest court of appeal in Zambia.
- lets headed by the chief justice who is acsistec by nine other judges.
- hears aopeals on question of law as opposed to questions of facts.
- They sit mainly in Lusaka but shift sessiows to Kabwe, Kitwe and Ndola

LEGAL PROFESSION; thi: is the body of legal practitioners called lawyers. These
help to
interpret the law.

Ni THAT PR i

LEGAL RESOURCE FOUNDATION: This is the non- profit making organization that promote
justice through providing legal advice ta clients.
NATIONAL LEGAL AID CLINIC FOR WOMEN:This provides iegal aid to women and children
that
are from marginalize social sector.

Prepared by Miss. M Machiia {BA ED) and Mr. STkaonga

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High marks in Civic Education (From Grade 10 to 12)

WOMEN IN LAW IN SOUTHERN AFRICA

These have the role to improve legal position of women ir: Southem Africa.

ZAMBIA CIVIC EDUCATION ASSOCIATION

These work to protect and promote children's rights through civic education.

JUSTICE PROCEDURES IN ZAMBIA

There are two Justice Procedures in Zambia.
a) CRIMINAL HISTICE PROCESS
b) CIVIL CASE JUSTICE PROCESS

a. CRIMINAL JUSTICE PROCESS

ARREST

PLEA

TRIAL
FINAL SUBMISSION ~ he

JUDGEMENT = oo

RECORDS OF PREVIOUS CONVICTIONS

MITIGATION

SENTENCE

i. ARREST; this is when a suspect is put in custody either with or without warrant.

ee

i. PLEA; this is the first appearance that a suspect mexes in court from the day of
arrest.

The charge is read to the suspect and the court. The suspect (accused) then takes

either

the plea of guilty or denial. if a plea of denial is taken then the case moves
tothe next stage.
iti. TRIAL, this is when the prosecution builds evidence against the accused while
the

accused tries to destroy the evidence brought against him.

EXAMINATION IN CHIEF, this is the account of a witness in court.
PRIMA FACIE; this is when the accused is put on defense.
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__High marks in Civic Education (From Grade 10 to 12

iv. FINAL SUBMISSION; this is ihe summary of the entire trial were the prosecution
and

defense bring out their strong points in brief.

v. JUDGEMENT; this is when the judee or the magistrate gives the final ruling or
verdict.

vi. RECORDS OF PREVIOUS CONVICTION; tie prosecutor will then "ead to the court any
records of previous convictions of which the accused can then accept or reject
these

records.

vil. BAITIGATION; this is when the guilty person asks for lenience from the judge
>y giving
reasons why the judge should pass a light sentence.

vili. SENTENCE; this is when the charge (punishment) is read to the person found
guilty.

PRINCIPLES OF SENTENCE (PUNISHMENT)

1. RETRIBUTION; the aim of punishment by this principle is to punish so that the

offender

pays by feeling the same wey or worse than the offended.

2. DETERRENT; this aims at preventing would be offenders.
3. REFORMATION; this aims at rehabilitating the offender.

TYPES OF SENTENCES

- CONCURRENT SENTENCE: this is served at the same time as another sentence

imposed earlier or at the same proceeding.

- CONSECTIVE OR CUMULATIVE SENTENCE: this occurs when 2 defendant has

been convicted of several crimes at the same time. The convicted then save the

sentence of one crime after another.

- WIFE SENTENCE: This is where a convicted person is punished to spend the rest

of bis/ her life in prison.

- MANDATORY SENTENCE: This is a sentence where the judge may have no room
for lenience but to stand for what the law states.

- MAXIVIUM SENTENCE: This represents the outer limit of a punishment beyond

which beyond which a convicted person may not be held in custody.

- MINIMUM SENTENCE: This expiains the minimum period a person sf ould

spend in prison before becoming eligib'e for release.

- SUSPENDED SENTENCE: This has two different meanings. it can mean
postponing 2 sentence after conviction or postponing the execution of a

sentence after it has been pronouriced.

b. PROCEDURE IN & CIVIL CASE

in Zambia the civil case procedure differs from court to court, ail the five types
of courts in

Zambia have their ways of conducting civil cases.

Type 1: LOCAL COURT.

* The process of civil case justice is generally informal because the people that
use these courts are humble people who may not understand complex court

proceedings.
® The procedure is as follows;

WRITE OF SUMMON - TRIAL — JUDGEMENT — SENTENCE

Prepared by Miss. M. Mechila {B.A ED) and Mr Sikaonsa—

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Type

[Oui
High marks in Civic Education (From Grade 10 to 12}

—S ee ae
and Type 2:cIVil CASE PROCEDURE IN A SUBODINATE COURT

* ‘This has strict rules of pracedure to follow. The procedure is cwite formal,
edict. # RIGHT OF SUMIMGM: this is an order formal from the court to the accused to
appear in
any court on a specific date. The ac e done,
nese »* JUDGEMENT; judgment is passed depending on the evidence.

* SENTENCE; this is when the rewarded/punishment is given to the one found guilty.
Bving Note: Enter of Appearance: this is the form filled in by the accused agreeing
to appear in

court at the appointed date.

ty.

Type3.CGVIL CASE PROCEDURE IN THE HIGH COURT

» The procedure in this court is also formal

ler - Sentence Of Claim and Write Of Summan/Enter of Appearance; this is agreed

on the same time,

» Trial will then take place

© Judgment and a warrant of distress.

Note:
> SENTENCE OF CLAIM; this is the declaration starting the claim that the plentiful
ance wants from the defendant.
= cused is also given the Enter of Appearance.
hs # TRIAL: lawyers are permitted at trial and at th s staze cross examination,
Examination
we the in chief and re-examination arWARRANT of DISTRESS; applicetion filled in
court to
reposes property in order to recover amount sued for.
Brest >» COURT ChARIBERS; this is the officer of the judge. Some cases may be
referred
to as chamber matters such as, Adultery, and impotence
broom
Type 4: PROCEDURE IN THE INDUSTRIAL RELATIONS COURT
eyond The procedere is similar te that in the High Court.
i Type 5:PROCEDURE IN SUPREME COLIRT
The procedure is similar to that conducted in High Court but the Supreme Court does
not
conduct trials because it is an appellant court.
RIGHTS OF THE SUSPECT
The suspect enjoys certain rights as some of the rights are withdrawn in a legal
proceeding.
i. RIGHTS OF THE SUSPECT AT PRE — TRIAL STAGE
bin i. ARREST; there are two ways by which a police can state an arrest in 2
criminal
justice process.

a) ARREST WITH WARRANT; a suspect has a right to ask for a warrant of arrest
that on certain crimes that are not cognizable like Fravd, Corruption, and Child
burt Negiect.

b}) ARREST WITHOUT WARRANT; a susoect can be arrested without warrant

upon committing a2 crime that can easily be seen as a crime, such as

Burglary, Man slaughter, Unlawful assernbly.
=a ‘Dene eens ree epeeere eat ae emma Sesser reese + er TERE rs eterno rsa Tre Te a
SY Et
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_ High marks in Civic Education (from Grade 16 te 12}

i, DENTENTION FOR QUESTIONING

» The police have no right to detain an individual/s for the purpose af questioning

e itis iliegal for a police officer to detain reiatives of a suspect for

questioning or any
other person.

it. COMPENSATION FOR FALSE / IMPRISONMENT

A person who is unlawfully arrested {put in custody) can sue the government
through the attorney general for false imprisonment in the courts of law.

iv. INTERROGATIONS; a suspect has a right to remain silent upon being questionsd by
the police and it is illegal for police officers to use faise to draw out the
staternents
from a suspect.

v. JUDGES’ RULE; this rule requires the police to inform the accused of his/her r
ght
toe remain silent i they wish, for anything they szy may be used against them in
the court of law.

vi. LAW OF BAIL

* A person arrested or detained or appears before the court may while in custody
apply for bail,

» Sail is the sum of money paid or valued sureties civen as security that the
accused
person while out of custody will continue appearing in court until the case is
disposed off.

2. RIGHTS OF A SUSPECT AT TRIAL STAGE

® The accused has the right to be presumed innocent until the court proves
them, him or her guilty.
® The accused also have the right to have a fair trial and un impartial judge.
The principal of naturai justice states that ne one should be a judge in
his/her own case
® Protecting against double jeopardy. This means the accused person cannot
se tried again on a case he/she has been zcquired, for a lesser case e.g. a
person accused of murder cannot be tried again on 2 lesser case of
manslaughter.
® The accused also has the right to a speedy and fair trial
» The suspect also has the right to examine and cross examine wittiness,
® Right to buy a lawyer's services
® Right to defend oneself.
3. BEGHTS OF THE CONVICTED PERSON AT POST TRIAL

= RIGHT TO APPEAL; if not happy with the judgment the suspect has the right co
appeai in a higher court.

ii. Right not to be tried for a criminal offence in which he/she has been pardoned
by
the head of state.
CAPITAL PUNISHMENT (DEATH PENALTY)

* This is the highest form of punishment ard involves taking away someone's life.
° Capital Punishment is iegal infliction of death 2s a penalty for violzting
criminal baw.

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aa

* Throughout history people have been sut to death for varicus forms of wronzdoing.
Methods of execution have included such practices as crucifixion, stoning,
drawning,
burning a person alive, being fed to wild animals, and beheading. Today cap tal
punishment is typically accomplished by Lethalgas or injection, electric chair,
hanging,
or shooting.

ARGUMENTS AGAINST CAPITAL PUNISHMENT

= K promotes acceptance of vicience
= Violating of the UDHR

* Dippier ceath penalty from memorial % has not prevented other pecple from

committing these crimes.

© itis irrevocable and risk of executing an innocent person.
* {tis more severe punishment than imprisonment

ARGUMENTS FOR CAPITAL PUNISHMENT

= EH prevents would be offencers.
" Without it there woukd b2 no punishment suificient.
= Society has the power to kill for the sake of its members.
= life imprisonment is not sufficient punishment for 2 death penalty.

TERMINOLOGIES IN LEGAL PROCESSES

|. HABEAS CORPUS; this is an order from the court requiring a person

detained in custody to appear in court

ii. BURDEN OF PROOF; this is the duty that lies on the prosecution to

prove the accused person cuilty.

iii. STANDARD OF PROOF; this is the weight of evidence from the
prosecuting to establish the alleged crime.

iv. PRINCIPLE OF NATURAL JUSTIC.; this states that ne one shovid be 2

judge in his/her own case.

v. FIAT; this i the certificate of instruction from the director of public

prosecution to commence trial.

WHAT IS HIV AND AIDS?

HIV: stands for Human Immuno-deficiency Virus.

* This is the virus which causes AIDS. it destroys the immune system of the body
and hence

the body loses its ebiity to fight against common diseases. it becomes weak.
® The HIV virus wins the battle when the infected person begins ta suffer from
opportunistic diseases.

AIDS: stands for Acquired immune Deficiency Syndrome.

" As the body becomes weak, it loses its power and the ability to fight diseases.
E.g.
tuberculosis, pneumonia, malaria, intestinal diseases and HIV related cancers.

Hiv 1S SPREAD IN THE FOLLOWING WAYS

epee te —
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High marks in Civic Education {From Grade 10 to 12)

» SEXUAL RSE: the HIV Virus is contained in the semen or virginail fluid of the
person who is HIV positive. The virus is transmitted from the infected person to
uninfected person during unprotected sex.

* PREGNANCY AND BREASTFEEDING: this 2lso known as Mother To Child Transmission of

HFV (MTCT).

During pregnancy HIV can be passed to the unborn baby, during child birth, HIV can
be

transmitted through direct contact between the mother’s blood or virginal fluid and
the

baby’s blood. During breast feeding HIV can pess through breast milk. It can also
spread irom
efacked nippies or swollen infected breasts.

2 INFECTED BLOOD: HIV can be spread through biood transfusion sometimes a person
undergoing an operation or someone who has been involved in an accident may need
extra blood. In Zambia all donated biood is screened for HIV to make sure it is
safe.

= HIV is aiso spread by sharing needles or sharp cbjects like razor blades.

> Th
irt
ye
ar

te

FACTORS WHICH EXPOSE PEOPLE TO HIV AND AIDS

- €nvironment: places like bars and night clubs can expose peopleto contract
HIV/AIDS

- Social: this happens due to lack of recreation facilities may lead pecpie to
engage in drug abuse which in turn may cause people contract Hfv/AIDS

- Economic pressure: due high levels af poverty some people have resoived to
turn themselves in to sexual workers as a way of survival.
Cultural practices: certain cultural practices like polygamy , sexual cleansing
and circumcision can breed increase in HIV/AIDS transmission and infection

IMPACT OF HIV/AIDS IN ZO.MBIA AT INDIVIOUAL COMMUNITY AND NATIONAL LEVEL

» HIV develops into AIDS that kills a human being. Thousands of people have died.

» At family level, the diseases has killed spouses ether beth or one at a time
within 2a short
period of time.

» Such a situation has created orphans that have no one to take care of them.
Normally th
grandparents take care of them.

» Orphans become additional children of peop'e who teke care of them and their
families,
this situation requires additional resources to properiy feed anc clothe the
orphans.

» Some of the orphans are infected by HIV/AIDS vshich means that those who take
care of
them keep on taking them to the clinic for routine treatment.

» #&¢ Comrounity level, AIDS has been taking the vibrant youths who are Teachers,
Police
officers, and Medical personnel and other non-professionals who are needed for the
wellbeing of the community. In rural areas, Youths are the people whe are deeply
imvolved in food production by cultivating huge fields, hence, their death reduces
food
production.

* Also, as Christians we burry our departed loved ones. This requires huge trac<s
of land t
bury them. This creates shortage of burial places.

> Finally AIDS at nationallevel, AIDS is one of the main factors contributing to
the
down fall of the country. it has affected the society, the individuals, in groups,
in

companies and government institutions.

— mmr — = Se a
Prepared hy Miss. M. Machila (B.A ED) and Mr. Sikaonza
High marks in Civic Education (From Grade 20 te 12)

» The government foses millions of human beings as the result of infected and sick
workers

in various departments in the whole country. The sick workers do receive their
sclaries
yet they do not report for work. They cannot be replaced by other workers as the
result,
an artificial shortage of labour femployees) is created in the country.

Also, government loses money to buy coffins fer deceased emp oyees, instead af
buying,
textbooks in school, among other things.

AT & i

Stigma is the negative attitude that people have towards the other people because
of
prejudice. Some stigmas that people with HIV/AIDS suffer;

= HIV/AIDS is God’s wrath (create anger).

Promiscuous people get HIV/AIDS

= People with HIV should be isslated

REASONS FOR STIGMATISATION

- tack of understanding cf the disease.
- Myths about how HIV is transmitied.
- Untruth opinions about HIV/AIDS
PEOPLE LIVING WITH HIV SUFFER DISCRIMINATION

® At their work places, there are polices that unfairly diccrimination against
peonle living
with HIV/AIADS.

Some employers requires mandatory HfY test as a condition for recruitment.

Some employers’ insurance companies require Hi¥ test before apreeing to provide
coverage for life assurance so as they can base premium paymerts according ta HIV
Status.

Reaithy workers in trusted with information do not respect confidentially of HIV

status.
People living with HIV/AIDS status are denied educational scholarship by bott:
national
and international organization.

The travel is restricted to people living with HIV/AIDS because some countries
require a
negative status as a condition for visa application.

RIGHTS OF PEOP (Gi LHIVJAIDS

o An infected person has the right to make her/his decision about medical treatment
and
therefore cannot be forced to test for HIV

o The right to life

© The right to liberty

o The freedom of expression which means the right to give or to receive information
a Freedom of movement. The right to travel around
0 Freedom of assembly and association

© Right to confidentiality and privacy about one’s HIV status because of

stigmatization and
discrimination against people living with HIV/AIDS

INSTITUTIONS AND ORGANISATIONS DEALING WITH HIV IN ZAMBIA

s The Ministry of Heaithis the main institution
ee ————————————— ee eee eee

Prepared by Miss. M. Machila (B.A ED} and Mr. Sikeonga Pace 45

® The national HIV/AIDS council

= Kara counseling and testing centre

The New Siart counseling and testing centre

Network of Zambian people living with HIV/AIDS

ROLES OF HIY AMD AIOS INSTITUTIONS AND ORGANISATIONS

- Toprovide Voluntary Counselling and Testing (VCT}
- Tooffes treatment and care.
Training of counselors
Offer legal advice
- Offers phys'cal treatrnent and life skills training
- Outreach programmes

A CULTURE OF PEACE
PEACE: This is the presence of justice in the community.

(OMPLCE: This is the rnisunderstanding between two individuals, communities or

countries.
MEVTHCOS OF PROMOTING PEACE

intermarriages
- Friendship
- Exchange of gitts
- Mutual aid
- Forgiveness
- Tolerance
- Respect
justice

CAUSES OF CONFLICT

HISTORY: Research has proved that historical reasons have contributed to conflict
in many
perts of the worid.

EG the recent resolved conflict between the LUNDA and the LUVALE in Zambia has
something te de with their histories and how they interpret it taday.

« Ethnicity: deep feelings against a group of people that do not belong to your own
ethnic
#roup can develop deep frustration that can initiate conflicts between two ethnic
groups.
Normally this happens where iarge groups are excluded from political and economic
life on
regional or social reasons. Examples of these conflicis also known as successional
conflicts
were experienced in Katanga in 1960.

“ Imbalance of natural resources: the increase in population has put too much
pressure on
land and natural resources available. It has threatened the economic survival of
the lacai
peopie, Such a situation has created opportunities for conflicts as the local
peoole fight for
the few resources availatie,

» immigration: ina fegion where there is high population forfew rescurces massive
foreign
immigration increases resentments by the host peaple. in most cases such situations
leads
to eras violence.

Prevat ed by Miss, M, ‘Machilat BA ED) and Mr. Sikaonga Page 56

pmeanpsepetoregn
tountries.

High marks in Civic Education (From Grade 10to 12)

Economic and export resources: conflicts are also

settiement of dispure between individuals or groups by solution that avoid. It also
means to
maintain peace which in turn enables society to develo. itself. The foliawimg are
tne
methods aimed at controlling or completely taking over economic and export
resources
mostly in the border regions. The states fight over the peace of land that i
suspected to
have (or less confirmed) rich depasits of minerals.
Mismanagement of economic resources: conflicts are also started by groups of people
in
countries where there is poor governance, corruption and wide spread poverty, fin
such
countries people know that the national resources are mismanaged and the
realization
starts seriously resentments and political Instability leading to many conflicts,
This is
werse where a small minority controls the state.
Refugees: as the result of many conflicts in Africa the population of refugees is
aka
increasing. Large numbers of refugees increase pressure on the loca! resources in
the host
communities. Sometimes, the refugees use these areas 2s springboards for attack ng
the
government forces. This may bring Inversion of foreign troops inte the host
communities
initiating border incidents and fighting.
Poverty, illiteracy and unemployment: poverty and inequality in accessing goods and
service increase pressure that lead te confiiet in urban areas. ft is in urban
areas where
they are thousands of unernployed poor people known aslumpen proletariat (kaponya)
who are usually easy tangets for war recruiters and political extremists.
injustice: where there is injustice peace will net prevail because it manifests
itself in many
ways. is the source of anger, frustration and resentments to the existing
governrient.

PACT OF CONF

LICTLIN AFRICA

TIVE IMPACT

Conflict lead to killing of many innocent people especially children, women,

disabied and
old people. Women are also sexually harassed during conflicts. In the end they
bring
frightening human sufiering.

Conflicts force people to run away from their homes to take refuge in new areas
where
there are no wars.

When conflicts take pisce, infrastructure is badly damaged. These inclucle

buildings, air
ports, sea perts, and telecom: munications, among others.

The economy of any country in conflict s negatively affected. Agriculture declines

as 2
result of conflict. People find % difficult to go ta their farms to cultivate.

During the period of conflict, public expenditure is predominantly for military

effart. Such
expenditure normally lncreases the national debt as the country borrows for war
2ffort.
By nature, civil conflicts or conventional wars destroy the environment. There is
environmental! degradation in the place of war.

POSITIVE IMPACT

> When a group captures the territory of an enemy, the resources such as minerals,

timbers, agriculture lands are piuncered by the group that has captured the reso:
rces.
ES ee EE Pe Re SES ee S| ee ee a a See ee

Prepared by Miss. M, Machila (f.A ED} and Mr. “*kaonge Page 5/

High marks in Civic Education {From Grade 10to 12) _

wv

The companies that produce military requirements or materiais supply them at a cast
of
groups fighting each ather. in that way suppliers of the military materials gain
economically from confiicts,

» Many confilcts have resulted in one group being defeated. Such a defeat leads to
; territorial expansion by the victors in the conflicts.

» lf the conflict involves more groups cr nations, alliance are formed in order te
defeat the
| other side. Such alliances create unity among the alliance members.

” Those who work hard to bring peace in the regions of conflicts also benefit from
the
conflict. The UN send peace making teams te end the conflicts and aluo where
necessary
send peace keeping troces to enhance a peaceful atmosphere in the conflict zones.
These
troops earn a lot of money.

CONFLICT RESOLUTION

Methods of resolving conflicts, conflict resolution is theof resolving conflicts.

« Counseling: this method Is used in individual situations. The counselcr is

someone “rusted
by both parties who help out to resolve conflict.

e Negotiation: this is a process conducted by a reliabie and skilled negotiator who

tangs
out solutions directly between the disputing parties,

® Mediation: this method is done by a neutral thire party accepted by the

disputing. parties
or groups to arrive at ar: acceptable solution generated by the parties or group
themselves. This method aims at balancing the two sides and drawing them closer to
each
other by accommedating each other’s views before reading a solution.

* Arbitration: this is undertaken by the arbitrator who is eppointed by the

disputing parties
or groups to resolve their differences. The arbitrator listens to the parties and
afte-wards
provides 2 decision which is binding to the parties affected. The decision is
proviced in
writing.

* Litigation: this method allows the parties concerned to proceed to the puptic
courts of
law. Through legal representation they resolve their differences by applying to the
laws of
the country. The judge is ermpowered to make and implement decisions. Sometinuss
disputes between countries are taken to the international court of justice to be
reiolved.

cR i PEACE

= Peace is what should prevail in any country. But prace can only be in our hsarts
if
we respect other human beings.

= At personal level it is important to work for justice if you want peace in ou

homes
or communities. It starts with the individual who Is just (fair} in these daily
activities we should contro! our anger the hurt we have for other people end the
resentments that we harbor in our hearts for other people.

* Promotion of good governance is another important step towards the creation of z

culture of peace in a country.

« Berl governance breeds anger and hate that will explode into serious conf ict
good
governance promotes justice.

Prepared by Miss. M.Machila(BAED) and Mr Sizaonga al "Page 58

development for the benefit of all citizens.

SLLEMMSES

" Social challenges are issues and problems facing human beings today.

w
mental or verbal. Physical child abuse could be battering canning, Siapaing or
insults, screaming or shouting at a chiid.

FORMS OF CHILD ABU

who isiGyrs and below.

guardians. Children are not given the love and the care that they need for
perscama!
development.

to children. This work normally interferes with the children’s opportunity to

attend
schocl, their overall development and recreation.

Child sexual abuse is usually violent.

WAYS OF IN: USE

- Legislation on child labour

- Enacting stiff punishments for the offenders

- Sensitising the community about child 2buse

- Reporting cases of child abuse

- Speaking out about a problem

- €ncouraging the victiras to go to the victim support unity (V5U)

Drop in centers and NGOs for counseling service and legel advice.

INSTITUTIONS THAT ADRESS CHILD ABUSE

o Victim support unity — Zambia Police Service

© Young Women Christian Association (YWCA)
© Young Men’s Christian Association (VMCA)
a dZarmnbia Civic Education Assaciation ([ZCEA}

2. SEXUAL HARASSIVENTAND RAPE

a) SEXUAL HARASSMENT:

SL ae ee a
Prepared by Miss. M. Machila (B.A ED) and Mr. 5 kaonga
in an environmert of harmony it is easy te promote positive social and erpnomic

1. (CHILD ABUSE; this is any form of ili treatment of a child which tric could be
physical,

pinching. Viental abuse could be lack of love or neglect. Verbal abuse takes forms
of

Child defilement: this is the act of having unlawful sexual intercourse with a boy
or a girl
Child buttering; this is where someone beats a child often, it is better to discuss
issues

with children rather than resorting to beating. When they have done something
wrong.
Child seglect: this is 2 situation where children are rot taken care of by their
parents or

Child labour: this refers to work that is mentally, socially, morally, cangerous
and harmfui

Child sexual! abuse: this takes place when an adult or someone order than a child
into 2
sexual activity, e.g. oral sex, child pornography, sexual touching, virginal
penetration by
fingers, penis or any other ojjject, sexual intercourse, child prostitution, child
sex rings.

Se eee a ee

Pape 5
High marks in Civic Education [From Grade i Ote 12}

¥ is when someone is szying or doing things sexually such as touching you of makirg
sexual remarks
v |tincludes a promise of a job promotion, training and any favors in return for
sewual
Purpose
¥ {talso inciuces hint or threats that thing: will not go well for you if you
refuse secual
demands. People who are usually harassed con do the following:
L Make t dear, you do not want that kind of behavior from the person as a result
3*e or
he has no excuse that you encouraged him to think that you approved him.
i. = if he does nat stop harassing you, keep 2 record cf the incidents in a smail
note took.
Write them down and ask a friend to witness thein, this way your friend will suport

o Tiy Saisie yaar baahan ae eatecus paella

o Bo not let anyone inte yaur home # you feel in arry way doubtful or sespicious

0 Try to avoid situations chat make you feel uncomfortable

© When you are traveling using pubiic transpor* try to sit near another woman or
man.

b) RAPE
This is when a person has unlawful sexual intercourse with a wornan, girl or boy
without his or her consent.

ONE CAN RESIST RAPE IN THE FOLLOWING WAYS:

*

Attention seeking tactics: screaming and shouting.

Non co-operation tactics: such as refusing to take off yow clothes

Psychological tactics: such as reasoning with the rapist, trying te frighten hirr.,
disgusting him or win his sympathy.

¥ Physical resistance: fighting back or struguding

£4 4

POSIBLE REACTIONS AFTER RAPE

- Shock.

- Avoiding physical contact

- Fear.

- problems with sleep

- §hame

es Anger

- Depression

- Feeling guilty

WHAT TO DO AFTER BEING RAPED

- Report to the police

- Get a medical report from the nearest he2ith center

- Visit a counselor

- Seek legal advice

ee, Se Se ee Ee ee ee ee

Prepared by Miss, M, Machila [BA ED) and Mr Sit vongs Page G0

_ High marks in Civic Education (From 19 to 12) —

3. TEENAGE PREGNANCIES
Causes of Teenage Pregnancies
o Peer pressure
© Persone! development
« Lack of sex education
«© Influence from society and the media
« Cultural issues in some societies where girls are married off at a tender age
© Economic issues (poverty)

EEFeCTsS

© The heaith of the mother is affected because she is not :2t mature for
reproduction.

c The girl may be stigmatize by society and may not bear the shame or may not cope
with
emotions.

© Child dump og !

© Chances of the girl getting married are at stake.

WAYS DF PREVENTING PREGNANCIES

» Abstinence

Avoiding bad company ;

Setting goals or principles

Discussing with friends

Avoiding alcoho! and drugs

Resisting peer pressure

Upholding good morals

¥ Wy Ww Woy y

GENDER VIOLENCE

* This is violence involving men and women im which the femele is usually the
victim.
* Gender viclence does not only mean men abusing women Sut it also mean women
abusing
fellow women physically and verbally.

FORMS OF GENDER VIOLENCE

® Physical Violence: This is the form of violence directed on the body; usually
aims at infilcting
pain @.g. sexual assault, beating, and shouting.
® Psychological violence; this is concemed with violence towards the mind of
someone e.g.
humilietion, threats harassment which can result in to depression, frustration,
madness and
even suicide.

> Structural violation: These inciude all the vioience that take piace within the
structures of
institutions. !t occurs in the economic, political, social and military systems. it
arses from
unjust and repressive social structures. As such, women may be denieci to certain
appointments because of their status.

CAL SES OF GENDER BASED VIOLENGQE

"prevared by Miss. M. Machila (B.A ED) and Mr. Siiaonga "ape 61
High marks in Civic Education (From Grade 10 to 12)

Drunkenness

Pettyjealous

Refusal to have sex

Refusal or delaying in saving food

Suspected marital affairs

Beliefs that women provoke men by back

Befief that men show love by beating wives

WHC _ARE ABUSERS?

The abuser may be an ordinary person or a person in a privileged position aver the
abused.

Abusers may include people within the family such as a husband, wife, guerdian end
those outside the family. Such at members of the extended family, friends and
strangers.
Gender based violence can take place anywhere such as in a home, on the street and
at

work places.

EFFECTS OF GENDER BASED VIOLENCE

Suicide

Depression Or trauma

Permanent disabilities

Unplanned pregnancies

Loss of self-esteem anc confidence

Family disruptions, like divorce

Spread of HIV and risk of contracting other (STIs)

WAYS OF REDUCING GENDER BASED VIOLENCE

By speaking out about the problem

Sensitizing the community about gender violence and the eneke to work together to
stop
the violence.

Assisting couples to discuss and resolving their problems.

Reporting cases of gentler violence to the police or te the victim support unit for
counseling and legal action.

Encouraging victims to go for legal advice to NGOs or drop in centers dealing with:
gender
based violence.
Sn

Lobbying for changes in the laws and enforcement of laws regarding gender violence.
Making others aware of the extent and true nature of gender violence and child
ause,
e.g. through public education.

Counseling centers for victims

Formulation of community gender based violence comities.

INSTITUTIONS THAT ADDRESS GENDER VIOLENCE

SS OL LL eee ee
Prepared by Miss. M. Machila {B.A ED) and Mr. S:kaonga Page 62

beit
and at

wstop

yr

lage 6?

_ High marks i in Civic Education ( (From Grade 16 te 12)

+ weer ~—e2a 08

® Police, victirn support unit

s eee
e YMCA
e Legal aid clinic for women
e NGOs

GENDER EQUITY AND EQUALITY

Gender; these are sacial characteristics given by society to indivicuals in society

by virtue of
being men of wemen,.

CLASSFICATION OF GENDER
a. Gender Roles
_ b Sex Roles
1) GENDER ROLES; these are social roles which can be performec’ by both male and
female
such as,cooking, writin:, teaching, je2cning anc so on.
2) SEX ROLES; these are bielogical roles that can be performed by a particular sex
that is !
male or female such asBreastfeedins (women).

DIFFERENCE BETWEEN GENDER AND SEX ROLES

_ a ———— ee ee ee —

_____Genbermous SEX ROLES z

Can be performed by both male and ~ Can be performed by specific sitx J
____ Differ from secietytosodety | Are thesameeverywhere
Change with time They are constant

GENDER GAP: This is the difference between males aryl females in their socio-
economic
status

SEX ROLES STEROTYPE: This is a belief that males and females by virtue of their sex
perform
certain gender roles such as building a house is done by men.

GENDER EQUITY AND EQUALITY

The need fer gender equity and equalityis a direct result of critics areas of
concern for
women and the girl child. These issues of concern on one hand are a resuit of
biological
differences white on the other, are a result of women's secio-economec situations.
ISSUES AFFECTING WOMENS SOCIO-ECONOMIC NEEDS ARE:
- violence against women
- Powerty in women

g See A ey a tet Sc ee Se Sipe feel ede! debe A ee a

Prepared by Miss. M, Machila (B.A ED) and Mr. Slkaonga Page 62

High marks in Civic Education (From Grade 10 to 12)
- Unequal access to education, health care, among others
- Violation of women’s rights

BACKGROUND OF GENDER EQUITY AND EQUALITY

- inthe effort to insure this, Zambia signed to the UN convention on this issue in
1985.
Since then it has taken stance to implementing this by:
» By attending the 1995 Beijing conference on gender and it demanded an eric! to
ail
’ forms of discriminztion against women.
> Setting up of the gender in development division which was in charge of
monitoring
gender related policies, projects and programs.
The establishment of the ministry of gender
Signing of the southern Africa development community dectaration on gender

GENDER. EQUITY
This is the process of treating men and women fairly'so as to help them to achieve
equal

Status in society. This is also done through equity programs likepositive

discrimination; this is
an act of treating males and femaies differently so as to help them achieve an
equal stats in

society.
POSITIVE DISCRIMINATION
A good example of positive discrimination Is at grade 7 and grade 9 where girls
have a lower
cut off point than boys.
GENDER EQUALITY : id
« This is the principle of giving equal opportunity and equal rights to both maje
and
female. .
. it calls for equal rights and equal opportunity te all human beings regardless of
sex,

SOCIALSATION
= This is the process through which women and men, boys and girls assigned certain

duties depending on al! the values and tradition of that society.

= Re Bree re eee een ere arr eco
dominance over females.
= Tie iat leroas acco ho the Solicaating igaalas Ol acschabeh
1) Family; in the femily parents have been seen in allocating assets of family
resources in to
promoting the boy child potential than female ones. -
. ina home a girl chile is given more responsibitity than a boy. =
2) The School; the schoc! has also contributed to mele dominance by allocating
certain
Sa Es Re eRPe MS SANE te Mn Fe One Poek ays ae ee OL

subject.
“ For example, Home economics is believed that it can fit better to a girl child as
soe
has a bigger position in the tdtchen.
. Environment 4f boys seams to be snore than that of guts i school.

‘apie te o> gat arena EAN at Pe hi cali rag gelinaeme ca dep a te ol el LE ea. Si a
te Teed ad Be thy &. . Lone

Prepared >y Miss. M. Machila (B.A ED} and Mv. Sikaonga Page bal

¥v
2)

1985.
Sto ail

inftoring

qual
EE; this is
Satism

into

Perel

raarks in Civic Education (from Grade 10 to 12}

3) Media; the media has contributed to make dominance over men dus to its depicting
the
position of wamen fs being subordinate te men.

4) Religious instit:tions; this has not been left out in gender sterectyping as
seen in:
- Some churches only allowing men to preach
- Women are taught to be submissive to men,

THE NATIONAL GENDER POLICY

This was adooted by the government on 6" March 2006.
AIM
® Achieve an equal and full participation of men and women.
“ Provide a legal frame work and mandate for every stake holder to address gender
imbalances.
* Main stream gender concems in the Gevelopment process.

THE INTERSTATE SUCCESSION ACT [3989)

* This ts the stipulated guide mend to fat iitate ways of Insuring that finances

and property of a deceased person is shared according to the survivirig

beneficiaries.
= Not that this act can only be a reference where the deceased person Jid note
live a will,
WILL -this is the document which shows how the deceased person intended to
distribute his
property after death,

ADMINISTRATOR; this is the legally appointed person to insure that property of the
cleceasec|
is distributed accarding to the law.
| PERCENTAGE( % ) | BENEFICIARY ms | OTHER CONDMONS
cs I ee 8) gt
i) ' Children including step | Where there are no
| children and adopted children the 50% is given to |
children the parents of the

| 20 Spouse/ (s} Where there is no. |

| t | surviving spouse the 20% Is |
: te ___ gventothechiidren
' Parents of the deceased § Were parents donotexist |
| the 20% is distributed |
| | between the spouse,
eee Fi ees ___| chiidren and dependents |
Se Dependents _ \Wherethereareno
"Prepared by Miss M. ’ Machile {5.A ED) and Mr. Sixaonga Page 6!
oo. — ~ T dependents 10% Is given to |
Leet oS. pw ea |

= Note that brothers and sisters to the decreased are net part of the
beneficiaries.

" They can only benefits where there are no surviving parents, children and
dependents.

CHATTELS AND THE HOUSE

PERSGNAL CHATTELS: this includes things like the house hold goods, clothes,
equipmentetc.

>» ‘This is far the surviving spouse and children.

> The spouse(s} have the right to remain in the house as far 25 they don’t remarry.

> Where there is more than one house or car thls is distributed accordingly between
the wife and chikiren.

* Zambian ‘wats may nat consider certain “siarlegae like eo -pabitation.

® 6Children bom outside wedlock if not know by the surviving spouse may
not benefit from property of the deceased parents

° rring administrators are bound to be punished by the law but this may
not happen for fear of breaking cultural norms and traditions

* There is no provision for assisting vulnerabie children especially compiete

orphans who have been infected by HIV/AIDS.

ve * Physical violence as a way of : |

i controlling women is tow been

trained to be obedient. addressed by various law

sau} enonmementagenty.
Gscussed openly by parents. discussed by parents to children

openty due to issues of HIV/AIDS.

|
|

« Issues of sex were not tobe — | e The issues of sem are being
| = ‘The issues of marriage are

discussed publicly as this brought discussed openly in Zambialaw = |

| embracement. _ in i as OY
> In both tradition and modern society there is a misconception that regards
women’s as inferior

Prepared by Miss. M. Machila (8A ED) and Mr. Sikaonga age 66

~awewe 2m Simi
a

High marks in Civic Education (From Gracel0toi2) _

in both there is male dominance over women

¥¥

in both traditional and modern decision making in a home ts dominated by

men.

+ Polygamy is practiced in both traditional and modem saciety

* Women and girls spend more time working than their counter parts.

i). Zambia National Wornen Lobby Group (ZNWLG): this was formed in 1991 with the
airn of
great balanced representation of women in cabinet and in decision making.

ii) Justice for Wor cn and Orphans Project (JOP): This deals with the issues of
violence against
women.

ii) Young Women’s Coristian Association: it is a Chrisciz: . organization that

empowers
women to krcw their rights, cuties and responsibilities in society. And also helps
women
realize thei: full potential as human beings.

THE ZAMBIAN BILL OF RIGHTS

Nationa! Bill of Right

The Zambian bill of rights is a list of fundamental right and freediom covered ir:
part Ill of the '
1996 Zambian Constitution. This is the country’s main Instrument of protecting the
rights and
freedom of the individual. The Bil of Rights In Zambia cannot be easily arnended be
cause of
the strict amendment requirements. It can only be amended after a national
referendum in
which less than two-third of the registered voters vote at least 509: votes in
favour of the J
amendments

The constitutional provisions in the bill of rights largely reflect provisions

containeci in the
intemational bill of rights made up of:

“ Universe! Deciaration of Human Rights

“ intermstional Covenant on Economic, sociai and ¢:-tteral rights
“ The internationai convenient on the civil and politica! rights

Brief history of the Zarnbian Bill of Ri

Zarnbia has had a bill of rights since 1964. The history of which /s outlinec as
follows

~ The Bil of Rights was incorporated for the first time in Northern Rhodesiz self-
government constitution of 1963. it was reproduced with minor amendments in the
1864 multi-party Democratic (independence) Constitution.

Prepared by Miss M Machila (B.A ED) and Mr. Sikacngz Pape b,

High marxs in Civic Education (From Grace 10 to 12)

~ The 1972 Chona commission recommended the introduction of one party Participatory
democracy which effected in 15973. This change, iimited the enjoyment of cf the
rights
and freedoms of individuals.

¥ The 1991 Mvunga Commission recommended the re-introduction of multi-sarty

democracy with as inclusion of children’s rights for the first time

“ The 1996 Mwanakatwe Commission also made afew amendments to the 1991
constitution, though the bill of rights was no: changed.

~ Ie 2005, the Mung*omba commission included social cultural and economic. rights m
its
draft constitution.

Elements. of the bili of rights

The current bill of rights forms part lll of the 1996 comstitation which covers
articles 14-32,
The following are the fundamental rights and freedems covered in Zambia’s Bill of
rights:

anmnthohiboo?tt.ih P + Pp

~ Article 12:protection of right to life: this right is descriped as a supreme to

liuman
rights as it forms the basis for cther rights

¥ Article: protection of the right to personal liberty: this protects the freedor
of an
individual except such freedom violates the law, for example. One can be fnprisaned
after breaking the iow

¥ Article 24: protection fram slavery and forced labour: slavery and forced labour
prevent the itherty and freedom of the individual as @ person has little say over
one
self

¥ jarticle 15: protection from inhuman treatment: this prohibits all forms of
torture and
Inhurnen or degrading punishment such as corporal punisinment

’ Article 16: protection from deprivation of property. this protects the individual
from
being deprived of their property except in cases permitted by law such as failure
to
poy tax.

¥ Article 17: protection for privacy of home and other propertv: this protects the
privacy
of the individual's home and other sroperty

v jticle 18: pravision of secure protection of lawn it gives protection of law for
any
person charged with a criminal offence
¥ Article 19: protection of freedom of conscience: this guarantess freedom of
“hought anc
freedom of religion

¥ Article 20: protection of freedom of expression: this gives individuals freedom:

to hold
opinions, receive ideas znd information, impart and communicate ideas and
informasion

¥ Article 21: protection cf the freedom of Assembly end Association. every cititen
has the
right to assemble frealy and associate with otters, form or belong to any puliticai
party
and trade union.

Prepared by Miss. M. Machila (B.A ED) and if Sikaonga = Page ou

_High marks in Civic Education (From Grade 10 to 12) _

“ f#cticle 22: protection - “ freedom of movement: this guarantees freedom to move

freely, reside, live or return to Zambia at eny time

he rights / Article 23: protection from discrimination: it provides for protection

from
discrimination on grounds of race, ethnicity, place of origin, colour and creed

tv ~ Article 24: protection of young persons from exploitation: this prohibits

young persons
to get In any occupation which would interfere with their health and education.
This

i could Include any action that may have physical, mental and moral negative
effects

¥ Article 25: Derogation from fundamental rights anc detention: this provides for
pits in its derogation or limitations on fundamental rights in Himes of war ani
public emergency
~ Article 25: provision relating to restriction and detention: this largely deals
with the

provision relating te the rights of restricted and detained people or persons. For
example, one has the right to be informed, in writisg in a language that he or she

2-37. understancds within 14 days of detention

ts: ~ Reference of certain matters to special tribunal: here, members of parliament

t21
arrest (stop) a bill which infringes on the bill of right. K aiso makes 2 prowision
for the

a appointment of 2 special tribunal of two judges by the chief justice. The role of
the
tribunal is to report on a bill or statutory Instruments which may not be
consistent

fen with the constitution

— / Article 28: enforcement of protective provisions: it has a provision for the

enforcement of the rights provided in the bill of rights

iL Y Article 29-31: special powers of the repuislican president: these include;

declaration of

| aig wer and declaration of the state of public emergency

me and

Right to life:The right to life is not absolute in Zambis because the death penalty
still

eo exists in the constitution of Zamdia.

¥ Social and Economic Rights: the social end economic sights such as right to
food, education,shelter and employment are not guaranteed.

Y Lack of protection against Torture: the bill of rights for the due process of law
buit
apparentty does nat protect persons against torture. According to the conventian

ry
against Torture (CAT) which Zambia is'2 part te, ali torturers must understate
getand obligation must be prosecuted or extradited.
~ Language: the bill of Rights is written in a highly technical language which is
very
Bessie! difficult for an ordinary person to understand. There is need for =
provision of
eatin guidelines on the Interpretation of inférmation comteined In the articies.
es the ~ Lack of domestication of International Instruments: even if Zambie hes
ratified tre

Major instruments of Numan Rights, net 23) International humen “reaties have been
“4 Page 69

Page 65
High marks in Civic Education (From Grade 10 to 12}
— 2S ae ae a
domesticated in the domestic legal systerns of Zambia, hence, they cannet be en
orce
by the courts. j

Ways of enforcing the Sii! of Rights

~ All communications involving communication disputes should be taken to the high

court. Therefore, a person who is aggrieved due to the violation of his or her
fundamental rigiits can petition the high court for redrass. The high court is
vested
with jurisdictions to issue writs (written orders) on iodged claims 2nd to give
direction
2s it considers appropriate in securing the enforcement of any of the provisions cf
articles 11-26.

¥ The Judicial review uncer order 53 of the niles of the Supreme Court: Is another
popularly used mechanism. This mechanism % aoplicable when the judiciary checks on
whether the legislature and the executive are exercising their powers in accordance
with the constitution. Linder this mechanism, there are applications for habeas
corpus
or writ of certiorari

¥ The latest mechanism introduced im erticle 175 of the constitution is the use of
the
"Numan Rights Commission (HRC) which acts as a watchdog te the courts in enforcing
Human Rights. The commission is mandated to monito; viclations of human rights
through investigations and public hearings. tt aiso recommends and facilitates
mediation and conciliation in enforcing human rights.

¥ The Office of the investigator Gererai. the Investigater General is the

chairzerson of
the commissicn jor investigations. Any person is free io write to tne investigator
genera! to lodge complaints about human rights viclations. The commission carries
out Investigations on people’s complaints about corruption, other cases of abuses:
anc
violations of humen rights in the civil service. Thereafter, the investigator
general
gives advice to either the Police or courts to take action :

“ The medis, civil society, parliament, Law Association of Zembla 2. AZ} and trade
unions
are also involved in monitoring Human Righis violations. They supplement the work
of
the Judiciary.

Prepared by Miss. M.Machila(BAED)and Mr Sikaonga Page 70

-_

kof

High marks in Civic Education (From Grade 10 to 12)

-a. Human Rights Commission (HRC)

i. It was established by an Act of Parllament Mo. 39 of 1996 but came into force in
Wisy, 1997.
ii. The aim was te review Zambia's rights record to promote human Rights ¢ siture
in the second repubiic
ii. itis an autonomous body which is not subject to direction or control of any
person or suthority when discharging its duties

Functions of the Commission

Investigate Human Rights violations

Investigate any maladministraiion of justice
Propose effective measures to prevent human rights abuses
Visit prisons or places of detention
Establish a continuous programme of research, education, information and
rehabilitation
2. The Judiciary
i. Tire judicial system consists of the Supreme Court, High Court, the Industriai
Relations Court, subordinate courts, local court and any cther courts.
ii, These courts promote human Rights. The judges cf the court are independent,
impartial arsci subject only to the constitution and the law
3. Anti-Corruption Cormission (ACC)
i. isan Autonomous government institution which help strengthen human rights
through its fights against corruption
4. The Zambia Police Service {ZP5)
i. _ This is a government institution charged with the responsibility of maintening
iaw and order
4. Caritas Zambia
i. isa Faith Based Organisation (FBO) inspired by gospel values and the social
teaching of the Catholic church
ii. This organization was formerty called Catholic Commission for justice, Peace
and Development {CCJPD)
ii, it promotes economic justice, integral human development, human dignity and
empowerment of the less privileged in society.
5. Justice for Widaws and Orphans project,
i. The main objective is to fight against various forms of injustices which hew2
affected the plight of the widows and orphans
fi. ttalso promotes and protects the rights of orphans and widews
7. Law Association of Zambia (LAZ)

SSA 484

Prepared! by Miss.M,Macbila(BAED)andMr Sikaonga ——ststi‘;™éSCS*™*‘é QOL

_High roarks tn Civic Education {From © Grade 10 to i2)}

o<aiascirern RL 5 TE LS ee A Ee,

Ls This is @ body-of knwvers which is mandated “o-promote human rights by

developing Law as an instrument for social justice.
i, tts objective is to encourage Lawyers to offer legal aid and te: secure
representation especially far the disadvantaged members of the society.
iii. itabo promotes human rights by advocating law reforms
&. Legal Rescurces Foundation {LRF}
i. is an NGO that promotes human Rights by proviciing legal ac vice and Htigation
for the most vulnerable in society
3. National Legal Aid Clinic for Women
i. This provides afferdable legal aid to the vulrerabla members of the society
especially women and children |
10. Society for Women Against Aids in Zambia
i. This was formed te protect the rights of wornen and thitdren living with HIV
and AIDS.
ii. Young Women’s Christian Association {YWiCA}
‘This is a faith based organization dedicated 1 promote and advocate the rights
of children and women.
ii. Italso improves the standards of hving far women and een
12. Zambia Civic Education Association {ZCEA) ‘
i. itis an NGO which promote human rights, especiaily chitdrer’'s rights.

The African Charter of Human and Peoples’ Rights

The African charter has an esteblished system for the protection and promotion of
hurmen
rights. It also safeguards the rights of individual or peoples ov groups such 3s
minorities,
refugees, handicapped, orphans and these affected by the Hiv and AlDS. The African
charter:

Y Prociaims both rights and duties

¥ codlfics and emphasizes individuals and peopie’s or group’s rights

Vv guarantees civil and political rights, as well as economic, social and cultural
rignts
“ permits the state parties to hnpose restrictions

in the African charter, rights are divided inte individual and peapie’s rights

The individual Rights

“ equality

Y¥ right te legal defence

“ dreedern of belief and religion

¥ tight to property

¥ ght to work

[Erementar py IA Se pc Hao teen PER Mo ae a a =

Prepared by Miss. M. Machiia (B.A ED) and Mr. Sikaangs Page 72
—

an on ma: rks i in Civic Education (From Grade 10 to 12)

ie :. ee
Vv fight to good health

Peoples Rights

These aie right enjoyed as a group

se dete: mination

Pronomic, social and cultural development

aational and international peace and security
clean anc health environment

< 4424

Duties

~ apart from rights the African charter outlines dutiss of ladividual: or groups
ton varcs
family and society

¥ the charter ensures that the right and freedoms of individuals are being
exercised

* African cultwral values are preserved and strengtivened

Sate obligation:
State parties are obliged to:

Adept legislative and other measure for their effectiveness

Submit state reports on legistature and other messures

Undertake human rights training and awareness programmes

Ensure independence of the judiciary

Establish national institutions to promote and protect human rights

Selected articles from the universal declaration of human rights and African
charter or:

Human and people's Rights

Re 4 84

UNIVERSAL DECLARATION OF KUMAN | AFRICAR ¢ CHARTER ON HUMAN AND

| RIGHTS {UDUR}

| PEOPLE'S RIGHTS
Janguage. _ ‘ _..__ her race, tribe, colour and language
| Prticie a ee piiieeet
| dsticie 4: no cove lis: the right to treet you aa | Article 5: each person has
the right ta respect
a sleve | for his or her dignity arid legal status. No
! form of exploitetion or degrading is wiowed
especialy slavery, torture, ichuman or
treatment

| Article 13: everycne should be considered tare J: each person has the right te: a
fair
[Innocent untK sudsyis proved | hearing and trial in 2 court. No one should be
s igtt ee. ot ae = So aaletiees: SEL bat. o a2 2.0 Sere
Prepat: d by Miss Mi Machita (BA ED) z and Mz. “Thanng; 1 Pase /3

Article 2: everyone Is equal despite a j Article 2: each person is entitied to the

rights j
differences In s*ir: colour, sex, religion and | and freedoms in the charter, no
matter his a

a
sean marks in Civic Educati ion (From G Grade 10 ts 12)

os ; iP Sieriglietbcaorc proved wollly: No one must ——

Sass} _1isctts EI iinlehed for another person's rire
Article 13: everyone has the right to travel Article 12: each person has the right
to move
freely Inside or outside his cr her courttry as
fong as he or she follows the taws. Any

person may get lawful asyium in other

er —_— =

SS ei ‘ ___| countries if he or she is persecuted.

Article 14: everyone has the right to go to Article 12: each person has the right
to move
another country seeking protection freely inside or outside hits or her couritry as

| tong as he or she follows the laws. Any

| person may get lawful asylum in other

a eatcte countries if he or she is persecuteci Wh

Article 37: everyone has the rightto own _ Article 24: each person has the right b>
owm
Property and possession property, except when it Is against the fav
when there is public need or the general
— _._j interest of the community
Article 20: everyone has the right to take part | Article 21: ail people have the
right ta mest
In meeting and to joln associations are] assemble freely as seb erator di not
ale i break the few x
| Article 23: everyone has the right,to werk for | Article 15: each | person has
the right to work
a fair wage in a safe environment and to join | under good conditions and to equal
pay for i
a trade union | ecpuatl wrk

Article 26: Everyone has the ight to goto _| Article 17: each person has the right
to
sthooi education and cultural life. The state yas che
duty to protect and promote morals and

traditional vaiues recognized by the

| Article 29: everyone has the right to respect | + ‘article 28: cock person has
the right to
_Seherry somemaunity and public property ___ | respect Baers np snetier whe hey ate
set

afr

FAMILY LAW
The word family means differently by different peaple.
A family is a group of people related by, btood or marriage. it is a smailest unit
in a

society ’
Types of famity
+ Nuclear family: a group of persons consisting of a men, wife, cnall a
csseihcciiaeeeny
mortiage {wives} anc theirchildrén.
a i Bg SE a aie See de a

Prepared hy Miss. M. Machil: (E.A ED} and Mr. Sikaonpa een Payge Fa
Est

ove

Sys

High martes in Civic Education (Prom Grade 10 to V2)

~~ Extended-fanilly: consists of not only a man, bis wife or wives-and their

children Set
alsa grandparents, cousins, uitties, uscies, minces, nephews, inlaws andi
gracuichildrer,

“ Single-headed fa.nily: consists of a single pantert and children, For example, a

man aod
his children or a worman awl her children, matnty resulting frora divorce o¢ daath
of
tiie spouse, or when a man refuses responsibility afte: impregoating a worn or is
ay
agreement bo have a child and raise him or her as & singia parent

“ Chiid-headed family: is a family headed by a child resulting from death of Soh

parents, leaving children to bring thamselves up.

Viet is marriage?

vo This & a lepal union of a man ane weornen as fusbaad and wie. Thus, it is a
conmtraci

that creates social status of uchand and wife. This contrect is based on Rights,
obligations, copactties and incapacities.

i. Rights; are entitements a wifa or hushand enjoys in the marriage. in tiucitional

setup, 2 husband tues the right to be looked aber for while a wife has the Hight Le
be: provided tor by the husband. However, a couple can make thelr own, rights

ii. (Oltigations; are duties that a wile er husband perform in the union sucit as;
aach
spouse has the duty to take care of aind protect the other spouse

ai. Cupacities; are abilities or capablitties which a spouse brings to the unio. A
wife
brings the ability to concelve and beer children fer the unfon while the lnssband,
the ability to provide the rraterial needs for the family.

iv. Incapacities; the inability or incapability that each spouse: brings te the
union. For
sample, uneducated and usskiied woman may be unable to neither io ear a
living or provide

~ Howlver, the rights end obligations In mariage do mot depesnd an the couple alone
but depend on the lew uf the comtract (customary, statutory orugyigious macrage}.

“ Inthe event of death of cre spouse, the type of nvarriage entered into will
dictate
now the surviving spouse will Inherit the proserty of the deceased idead!
Elernents of Family Law

Marriage

Divorce

Property settlement {sharing}

Maintenance of spouse ard children within end after marriege

Custody of children after dissolution of marriage

Adoption of chiidren

legitimacy of children

Succession

qo oy Ao ON ® FS

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High marks in Civic Education (From Grade 10 to 12)

inheritance of property
is when the actual wedding is performed following se ‘aid Gcown
i ve the traditional riuxal of marriage payment, commonly called
Lohola. :
~ Age>a-person intending to marry
~ should be Zi myears of age. If any party is below 21 years but more than 16
years, he
or she needs a letter of consent which is a written permission and biessing of the
parents or guardiritual 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 ali the names of the person. Here, vows
¥ Victim support unit of the police

Types of Marriages In Zamila

There ave only twe types of marriages in Zarnbia, statutory or customary;

1. Statwtory marriage:

~ also referred to as civil marriege(voluntary union of one wife and one

husband! for fe and excluding ail others)

Y ity a monogemous marriage [one husband and wife at a time}

~ asteatetory marriage cannot be converted to a customary marriage {Its

Megai)

¥ for one tp enter the statutory marriage, ore has te toke the following inta
mcooumnt:

HK. Take out a notice of marriage: this & » notice of the Intention to
moerry made on a prescribed form to the Registrar of Marriage at the
focal council offices. The notice will be poblished outside the
Registrar's office for 21 days. Every district council has a registrar of
marlage. Atleast one the parties intending to marry should be
resident within the district registerad under for at least 15days
before the marriage ceremonies. After 21 days, the marriage will be
solocmmized (celebrated) by a pastor or Ecensed priest or marriage
Registrar. The doors te the building to which marrige ts celebrabad
should be opened. if the sermon hes to take place elsewhere like ia
the council's offices, a special license or arrangement bez to be
requested from the appointed marriage Registrar. During the seriod
of notice, ary person can stos the Marriage ff there is a good reason
not te mary by wring Forbidden and piving reason Inthe marriages
notice book. This should be done: before the Registrar issues the

S48

Prepared by Miss. M. Machila (B.A ED) and Mr. Sikaong: Page 76

marks in Civic Eee (From Grade 10 to 12)

Marriage certificate. there ara no problems, the marriage should

be registered within three months of notice

fil. Marriage payments: here, no marriage peyments are requires uniess

the individual concerned wants to observe the customary ritual of
payments. The marriage Act dogs not stipulate any payment of any
kind. Most Zambians intending to marry olserans. This letter will be
filed together with a sworn affidavit at the High Court. in Zambia,
only the High court deals with statutory marriages. An Affida sit is a
written declaration or statemert that a person makes under Jath
which will be used as legal proof or evidence.

iv. Relationship: the two intending te marry should not be related

ather by marriage or blood. Thuse relationships which are
prohibited by law to enter into marriage are known as prohibited

v. Solermnisation of marriage: this are done by both parties in frant of

witnesses, followed by exchanging of rings and signing the Register.
This should be done with open doors between 02:00 hours arid 18:
GOhours. There should be at least two witnesses to sign the Register
and certificate, together with the official performing the ceremony
and couple.

vi. F*arriage certificate: this is evidence of marriage and a copy af

wich is kept by the Registrar and another couple by the couple. The
marriage is registered in the Marriage Register kept at the council
which can be inspected by anyone upon paying a search fee.

2. Customary Marriage
© This is marriage contracted under customary practices.
* Here, a union may not be voluntary as it is in a civil marriage because may be
compelled to marry 3 person chosen by relatives
* This marriage may not be union of ane man or wife because in many ethnic groups
in
Zambia such as Tonga, Tumbuka and Namwanga may take two wives.
* Customary marriage Is governed by customs and traditions.
* A-customary marriege is usually a process with 2 series of ceremonies leading to
marriage
* (tcan also be registered at a loca! court {deals with customary law)
a@ The local court Registrar will register and issue a marriage certificate as long
as there
is the woman’s guardian or parent to witness the registration,
® ifthe couple wishes, they can then marry in church which is registers under the
Loca!
Courts Aci and the marriage will stillbe treated as a oe marriage.
Prepared! by Miss, M. M Machil. 4 A FD) and Mr. ‘Sikaonga : a Tape ay

'
eats ee pe

* NOTE: It is easy ta divorce in a customary Marriage than in 2 statutory marriage

e Thus, to consider customary marriage, the following have to be considered:

I. Consent: this is when parents or guardians of the woman getting married give
permission for er to marry and aiso when the persons getting married agree
to marry

it. Marriage pavmeit: there is always payment as recognitior of the marrizge.

This can be a token $urh or a substantial amount depending on the ethnic
group. The bridegroom pays to the bride-to-be, and this payment makes legal
marriage. ’ f j

ii. Spouses: the parties to the marriage shouk! be mate and female. The feniale
should be single, diverced or widowed but the male may already have one or
more wives. Both parties must have reached puberty and the man must be
ablete provide forthe family.

‘ NOTE: The law of Zambia stipulates that a girl below 16 years whether she has
reached

Puberty or not is not eligible for marriage

VW. Relationship: the persons intending to get rnarried should not be related oy
biood or marriage, although some ethnic groups,cousins can marry.

Other tyyes of marriage

Although these are considered marriages, they are not recognised by the law:

A. Religious marriage

* When a couple marries in church, such a marriege is called a religiaus marriage.

® Under the law, marriage solemnized in church sho-wid be followed up by

registration at
either the Civic Centre or council offices under the marriage Act or at a Local
Court
under the Eocal Court Act.

* However, some churches and clergymen have bee: given license under the mariage
‘Act to perform civil rarriages.

* NOTE: couples intending te marry should find out before the ceremony what tyce of
license the person performing the ceremony has.

* ifacouple wants marriage to be at church, notice [s given of the irypending

marriage
through marriage banns. Marriage banns are anno incernents that are made in church
of the intention cf the couple to marry. At this time, church members are asked to
pray for the couple. -iowever, church mernbers are asked to inforrn the priest in

herent. ieee Ez Tis te iar titeeS Test sb ee IT Sy enw dal oe abd 2

Prepared by Miss. M. Machiln (BR. A E nD} and Mr. Gikeac aanes Page 78
gat

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High marks in Civic Education (F-om Grade 10 *o 12)

tonfidence for the couple not to marry. For exarrgle, in the SDA church, the notice
of
intention to marry 's for a period of at least four to six months.

As such, # the couple want their marriage to be registered unde: law, they shouid
make sure they are married by the marriage Act ‘icensed priest cr pastor or they
should register either with the high court (civil marriage} or Local! court
{customary
marriage).

In case of civil mar‘iage, a coupie can also have another ceremony at the councl
offices

Another qualification for the legal! recognition of a marriage periormed in church

under the law is to conductit between 08:00 hours and 18:00 hours with the doors of
the church building open.

A copy of the marriage certificate should be seni to the registrar of Marriages :of
the
district to be recorded in the marriage Register.

NOTE: Hf any of the outlined conditions ara not met, then a marriage cannot be
recognized under tre law.

Co-habitation

Lately in Zambia, especially in urban areas with mixed ethnic groups, a new type of
marriage has emerged. This is the marriage where the parties concerned decide to
live
together on their own without consent by their parents or guardians and without
following any of the rituals performed either in a customary or civil marriage.
diiter
same time, society accepts and recognizes the couple as husband and wife and they
may even have children together end grandchildren. The wife may even cai! herself
Mrs.._._however, o: =ng as the marriage is not formalized either in the local court
or
the high court, the n -erriage will not be recognized uncer the law and will be
referred
te as a void marriage and the couple no matter how iang they five together will
fust be
cohabiting.

Void and voidabie Marriages

Void Marriage

=
Avoid marriage is ane without a legal standing right from the beginning. it Is vaid
and
nuil. Any party to a void marriage may hot Be guilty of bigamy if he or she marries
before divorcing the so-called first wife or husband because the marriage was not
right from the start. Bigamy is a crime of marrying another person while still
legaity
married te someone else. One may go into void marriage because of the following
reasons: lack of parental consent; non-publicatior. of the banns in church, if the
man fs
under 2lyears old; if the female is under 21 years and above 16 y2ars without the
consent of her parents or guardians; if ome party i: alreacly married under the
marriage Act at the time of contracting the Resend bey pecnites dactess ad pnt

ae PSs Pe eg, dis wee TS eas at os

Prepares by Miss. M. Mac hila (B.A ED) and. Mr. Sikaoupa ' ; Pape 79
ms =
andeyn 8 eeehes 24? £08 2 wh. BUULauU ar aru wil dut iu to 1é}
cet: = ne oe

wate

Sipe

which are relationships by blood in legal terms known as consanguinity or iy

marriage
which by law is called affinity.

Voidable marriage

# This is one that is initially vaiid, but later invalidated by the court of law
because of the
following reasons: if the child born is not the husisand’s chiid; if the spouse has
contracted a sexually transmitted infection from eisewhere not from the spouse; if
the
marriage is not consummated due to impotence. Consummation in marriage means
making tnarriage valid by having sexua! intercourse. Consummation is applicab!> to
Soth civil and customary marriages; Wiliful refuse! to consummatb2 the marriage by
any parties; mental diserder of any of the parties.

* (NOTE: not being able to conceive or to father a child is not a reason under the
lzw to
nullify the marriage. However, if one of the parties dies before the marriage is
nullified, then the marriage is walicl uncer the jaw ‘or all intents and purposes.

DIVORCE

Under the law, marriage cannot be considered for divorce until the ccurt handling
the
case Is satisfied that a marriage had actually existed. Divorce in Customary
marriage

ven

According to the matrimonial causes Act of 1973, divorce under a customary law will
take
place on a custom the couple was married under. Some of the payments may have 7o be
returned to the husbanz!'s family. It is expected under the customary jaw that it
is t:
man who divorces the wife and not vice versa. A customary law, divorce can be dore
by
the two families meeting together and making the decision or either party can sue
the
spouse for divorce in the local court. Causes acceptable as grounds for diverce ima
customary marriage:

* Adultery of the wife (which does not need to b= proved}

« Crueity

* Laziness on the part of the wife

* Bad relations with the in-laws

« Infertility
« Lack of maintenance by the man

« Deserticn

Divorce under statutory marriaze a

Se SETS oh 4a ve She SS) ONL ES eur ee ee rene

eee by Miss. M. Machila {B.A ED) and Mr. Sikaonga. Bape 80
wriage

ve dibasic eee ae)

Nc TET inca a

The matrimonial causes Act of 1973, there is only one ground for divorce, which is
that, the

marriage has broken down irretrievably. This means that the marriage cannot be
saved or
redeemed. This can arise out of the following reasons:

« Adultery which should be proved with the third person knowm and names

« Oe or both of the married persons conduct themselves in unreasonable behavior,

cruelty or viclence that , makes it Impossible for the other partner to live safely

* # one partner disserts another for a period of two years, then there is
sufficient
ground for divorce. Separation with consent of the couple for two years

* Living apart for a continuous period of five years

=
NOTE: @ petition for divorce can only be filed in the high court after one year of
marriage.
Before, one year, it will not be a divorce but an annulment. The lawyers handling
the case
shouid verify whether they tried to reconcile the couple during the period of
separation. f
the caurt Is satisfied that the marriage is broken down irretrievably, it will make
a temporary
order (Decree nisi) which is a temporary divorce certificate and after six weeks, a
Decree
absolute (permanent divorce certificate) is granted provided the court is
satisfied.

Property settiernent (sharing)

1

After a divorce in a customary marriage the woman usually gets some form cf
compensation
to allow her to start life afresh except in cases where she has committed adultery.
However,
these days it is recognized that whoever is at fault compensates the other,
thercfore,
whoever has more money will p2y compensation to the other. in civil mariage,
property is
shared by the court's deputy Registrar. in a situation where one person worked and
brought
in all the earnings, the person who stayed at home and looked after the home and
family gets
a third of the total wealth of the couj Je. if both worked and eared a fiving, thy
will share
their property half-half or fifty-fifty basis. Sometimes in a civil marriage, a
couple may choose
to marry In the community of ‘Prpperty which means that ewerything they owned and
their
debts, from before their marriage is put together in a joint estate. Everything
they earn or
buy after their marriage is siso part of this joint estate. There is joint
administration of the
things the couple earns.

Maintenance of spouse and children

During marriage under statutory law, the spouse has a duty to maintain his or her
partner.
After divorce, 2 spouse still has the responsibility of maintaining his or her
spouse untii ire or
she demands or becomes financially independent. Maintenance may be paid
periodically as
agreement upon by the parties or it may be paid as a lump sum. The amount depends
on the
income earned and the financial status of the parties volved.

Prepared by Miss. M. Machila (R A EMD) and Mr, Sikeonea nr Page 81

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inca Ramat

The matrimonial causes Act of 1973, there is only one ground for divorce, which is
that, the
marriage has broken down irretrievably. This means that the marriage cannot be
saved or
redeemed. This can arise out of the following reasons:

* Adukery which should be proved with the third person known and names

® One or both of the married persons conduct themselves In unreasonable behavior,

cruelty or violence that , makes it Impossible for the other parmer to live safely

* lf one partner disserts another for a period of two years, then there is
sufficient
ground for divorce. Separation with consent of the couple for nyo years

s Living apart for a continuous period of five years

=
NOTE: 2 petition for divorce can only be filed in the high court after one year of
marriage.
Before, one year, it will not be 2 divorce Dut an annulment. The lawyers handling
the case
should verify whether they tried to reconcile the couple during the period of
separation. ¥
the court is satisfied that the marriage is broken down irretrievably, it will make
a temporary
order (Decree nisi) which is a temporary divorce certificate and after six weeks, a
Decree
absolute (permanent divorce certificate) is granted provided the court Is
satisfied.

Fraperty settiement (sharing)

After a divorce in a customary marriage the woman usually gets some form of
compensation
to allow her to start life afresh except in cases where she has committed edultery.
However,
these days it is recognized that whoever is at fault compensates the other,
therefore,
whoever has more money will pay compensation to the other. !n civil maniage,
property is
shared by the court's deputy Registrar. in a situation where one person worked and
brought
im ali the earnings, the person who stayed at home and looked after the home and
family gets
a third of the total wealth of the cou; le. tf both worked and earned a living, thy
will share
their property half-half or fifty-fifty bests. Sometimes in a civil marriage, a
coupie may choose
to marry in the community of property which means that everything they owned and
their
debts, from before their marriage is put together in a joint estate. Everything
they earn or
buy @fter their marriage is also part of this joint estate. There is joint
administration of the
things the couple earns.

Maintenance of spouse and children

During marriage under statutory law, the spouse has 2 duty to maintain his or her
partner.
After divorce, a spouse still has the responsibility of maintaining his or her
spouse untii he or
she demands or becomes financially independent. Maintenance may be paid
periodically as

agreement upon by the parties or it may be paid as a lump sum. The amount depends
on the
income eared and the financial status of the parties volved.

———e————e——eee—e——eEE—EEEEEee
?repared by Miss. M, Machila fh A ED and Mr. Sikacnea :" Pare 81
a

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_ High marks m Civic Education {Prom Grade 10 eri 2}

Sia Se

Under the customary law, a spouse is duty-bound to maintain his or her partner for
a
maximum of three years until he or she remarries. The maintenance provided for
wader Local
Court Act of 2991. The court can award any amount for either periodic or hamp sum
maintenance as they see it fit. If either is not satisfied with the amo:mt awarded,
they can
appeal in the subordinate (Magstste)} court. The maintenance of children is
provided far in
the AFFILIATION and Maintenance Provisions Act, CAP 64 of the revised laws of
Zamila. This

Act permits children born aut of wedlock to be affiliated to thelr male parent and
thereby,
claim maintenance.

The following can claim mzintenance:

= A child; from its affifiated father or legal parents.

* A guardian; for example, a grandparent or an uncle can claim maintenance on

behalt
of the child ;

® ASsingle woman from the affiliated father of her child

* A-spouse from his or her partner whether divorced or not “>

* NOTE: anyone wishing to claim maintenance can approach the clerk at the nearest
incal court or lawyer.

Inheritance of property

in Zambia, the inheritance of property is provided for in the Testate 2nd Intestate
succession
Act.

a. Testate succession deals with the inheritance of property of a dead person whe
left a
wit. The will is a declaration normally in writing stating how a person wants his
or her
property distriber*ion in the event of his or her death

Key terms in the Testate Testate: succession Act

® Testator and Testatrix: the person who made the will (aie) ancl Testatrixn
fermate)

® Dependent: refers to the husband or wife, parents and children whether born in or
out of wediock and whether biological or adopted. tinder the law when Inheriting.
these are the only cnes regarded to be dependents —_

= An oral will can also be valid if it is made in the presence of twa witnesses who
ave not
beneficiaries to the estate. Its made aither by an injure person expected not to
survive or by a person in the armed farces who is about to die in combat.

b. intestate succession is when someone dies without living a wil! behind or

someane
who has teft a will but is nullified by the court of law because of maybe if was
not

_——SESE=E— ESS

Prepared hy Miss. M. Machila (2 AED) Mr. Sikao

nga Page 32?

_High marks in Civic Education (From Grade 10 to 12}

SE ee ee Ee oe ey a 9

ade to = liar a

signed or not done in the presence of two witnesses or other factors not considered
valid by the courts.

a Property is defined as a person’s items of clothing, articles of personal use

such s+
vehicles, bicycles, furniture, appliances, utensils, boat, livestock, agricultural
equipment, Soaks and money.

The intestate succession Act states that:

» 20% of the estate goes to the surviving spouse. if no survingspous, 20% will be
distributed to the children according to the proportion of ages and needs. If there
ere
no children, 20% will be given to parent to share 10% each, and if there are no
parents, the 20% goes to dependents in equal shares. When all the mentioned
relatives are not alive, then his or her estate will go to relatives such as
brothers,
sisters, grandparents, cousins in equal shares. ‘hen none of the relatives
mentioned
do nst exist, the estate goes to government. When a man dies in a polygamous
marfiage, 20% will be shared among the surviving spouse depending on the aur zer «4
years in marriage

* 50% of the estate goes to the children both in and outside wedlack according to
age
and needs of each child. ff there ar= no children, the 50% goes te the surviving
spouse
dependent and the parents. ff there are no parents, the 50% goes to the spouse and
dependents shared equally.

* 20% goes to the parents or guardians. Where there ere no parents, 20% will be
given
to children and the spouse equaliy.

* 10% goes to dependents in equal proportions. in this case, the dependents are
thore
living with the deceased prior to his or her death, or living outside the home but
dependent on the deceased. Where there are dependents, 10% foes to parents, and ij
there are no parent, it is shared between the surviving spouse and children equaily

Custody of children

The law states that there should alweys an adult to lock after the children. lf the
children ar:
young, the court usually gives custody to the mother. fa mother does rot manage
provide
for the children, the father still has to maintain for the mother and children.

Acontion of children

The faws of Zambia, under the Adoption of Children Act, chapter 136 of 1948, the
courts have
been piven power to grant art order to adults requesting to adopt a child. The Act
has listed
categories of adoption end these include:

« A couple can jointly adopt an infant. An infant is a chifd tess cea A serch old.

SLTegt Lon eam ton em Se re Re eee ape See gee ee ew oe

Prepared by Miss. M. Machifa | 8A ED} el ir Sikaonga Deas

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High marks in Civic Education (From Grade 10 to 12}

*® The step mother or father of the infant alse is eligible

* Hoth the infant and the person applying for adoption should live in Zambis

However, the iaw forbids adoption if-

* Adoption of a femaie infant by a male applicant on his own unless there are speci
reasons for doling so.

* Adoption of an infant who already has parent(s) or guardian or anybody providing

maintenance

Thus, adoption applications are made to the courts of lows, end when granted, the
adoots

should be registered with the Registrar general who records the details in the
Adopted
Children’s Register.

DEVELOPMENT PLANNING
4 plan is an Intention or a set of suggestions aimed at achieving set goals in
future.

Planningis an orgenized attempt to select the best availeble alternatives to

achieve speci
goal, economic, social ur political. bevelopment planning refers to the deliberate
effort /
the state aimed at the achievement of certain goals such as: raising the standard
of wine
though an increased income returns; better services given to the people such as
educa’

housing, health and clean and safe drinking water and goo roads; elimination of
disp2:
between urban and rural areas

purpose of planning
The main purpose of development planning is to move towards self-sustaining growth
suc
2s having enough trained manpower, raising the percentage cf national Income and

improving manegement of natural resources. Therefore a good development pisnning

includes information on:

“ current economic conditions, especially national income, productivity.

foreign trade and trends in each major industry

“ the current social situation, especially population changes, education,

health, housing and social security

~ an evaluation of progress achieved under the preceding plan

astatement of general objectives of economic and social policy

~ estimate of growth or targets for each major economic or social co

during the period covered by the plan

~ Measures designed to raise the rate of economic growth. For example, ic

stimulate saving and investment and to increase sroductivity

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— —_ a a es a Se

NOTE: a development plan normally focuses several years ahead, usually,

three to six years. A good plan should not have objectives which are
impossible to achieve.

ivewels of planning
itt takes place at all levels; individual, community and rational levels

~ individvafievel: an individual has to make a budget as planning. A budget is a

plan of
action for a specific period of time indicating estimated income and expenditure on
the project. For example, a farmer needs to identify resources such as seed,
fertilizers,
hoes or a plough, money to pay for labour and market for their products.

¥ Community level: a community may clecide to guild a school, thus, they have to
identify resources to be used to build a school, such as concrete blocks, cement,
stones, sand, asbestos sheets and labour. Thus, a plan and budget should be drawn
the project which should show the source of funds.

~“ National level: here, the government may decide te bulld bridges in the country,
it has
to draw a plan and a budget. Thereafter, advertise the project through tender.
individuals or companies which would like to carry out the project will then
respond
te the advertisement. * j

~ International level planning: for example, the UN organization has set

International
development targets known as millennium Development goals to be achieved by
individual member states by 2015.

BUDGET

This is an estimate of income and expenditure. it is the balance between government

Income
and expenditure. The government exercises its rights to raise the revenue which it
needs to
meet its commitments and proposal! which are normally embedded in the budget.

The importance of Budgeting and fiscal discipline In development planning

it determines the performance of the economy. it has become an important instrument

of

the economic and social policy. in times of crisis end Interim or supplementary
budget has to
be prepared.

in Zarnbia, article 117({i] constitution of Zambia Act No: 18 of 1996 mandate the
minister of
finance and National planning to present the budget for the approval to the
National
Assembly. This must be under three months (90 days} of each financial year. The
budget is
presented every Octaber and implemented in January the following years. in order
for
government te operate during the first quarter of the financial year while the
budget is in the

Prepared by Miss. M. ED) and Mr. Sikaonga Page 85

igh marks in Civic Education (From Grade " 0 te 12)
FARM BITS, rte tS = Ea Se

course of preparation and before presentations and debste in the national Assembly,
2
provincial warrant is prepared and signed by the president

Medium term expenditure Framework {MTEF}

This is a three year fr amework within which the available resources are divided
between
sectors on the O2-:is of achieving gowernment objectives, The MTEF bucgeting and
planning
allows for buciget preparation process to commence carly. it was Intvariuced as a
measure to
address weaknesses in the budgeting and planning process.

The Buder-t process

Stage drafting of the green paper by compiling requirements from verlous ministries
and
other departments

S‘.aye 2: the drafted green paper is consolidated and forwarded to Cakinet for
approval after
which the green paper is printed far circulation.

Stage 3: ceilings are sent cut to all fine ministries, provirnectal and spensling
agencies together
with the tirrve-table for discussion. This enables different sectors to co viribute
to make
Suggestions for inclusion

Stage 4: all issues which are to form part of the budget require Cabinet approval.
The cabinet
meets more than once to chart the course of the budget. The first cabinet mecting
ts heic
detween the third and fourth quarters of the financial yeer, the next rneeting
takes place
after the draft budget has been compieted. The meeting ensures that ail
observations made
during the first meeting have been incorporated on the resources sid-+. A
Legislative cabinet
[email protected] meets and the minister of Justice chairs the meeting or th2 entire
cabinet under
the chairmanship of the president. This enables the meeting to consitier proposals
or revenue
measures before they are incorporated in both the printed Budget speech and the
estimates
of revenve and exsenditure also known as the yellow book

Stage 5: the budget is consolidated and presented by the minister of finance and
National
planning for approval by the national assembly.

Budget Execution

The ministry of finance and National planning informs ministries, priwinces and
spending
agencies (MIPSAs} on quarterly releases of funds. This greatiy enhan: es programme
Implementation.

Legisiation

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Prepared by Miss. M Machila (A ED) and M-. Sikaonga Page dh

e997 Pav

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c+

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isure to

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High marks in Civic Education (From Grade 10 to 12)

After tne budget has been presented for approval by the Mational Assembly, two
Bills are
prepared and presented in the National Assernbly. The Bilis are the supplementary

Appropriation bill and the Excess Expenditure Appropriation Bil. This is aimed et
formalizing
measures Contained in the budget

General warrant (GW)

After the Appropriation Bill is passed inte an Act, the General Warrant is prepared
for the
presicent to sign. The GW gives authority to the secretary to the Treasury to
release fir .'« for
ali programmes. The GW replaces the Provincial Warrant (Pw)

Monitoring and evaluation of the Budget

This is the responsibility of all key players who should administer and evaluate
the use of
public funds. These incluce: controlling officers; Accountant General who analyses
expenditure retums by ministries, provinces and spending agencies; Aud'tor General
wie on
@ yearly besis, the office of the AG, audits the use of public funds; and a
monitoring and
evaluation unit Sased at the ministry of finance and National planning is mandated
to check
On projects financed by the government.

Budget anc fiscal discipline

Fiscal ciscipiine means the strict control of public resources. The government puts
messures
to ensure compliance in taxation and public expenditure. Government officials who
misuse
money are punished severely for government sticks to the goals set in the budget.
As much as
péssible, external borrowing ts avoided unless such borrowing targets economic
growth
througn productive investment.

ZAMBLY'S NATIONALE DEVELOPMENT PLANS

From 1964 to 1991. Zambia has had six development pians. From 1991 t0 20-01, the
use o'
National Development plens was abandoned. Instead, the government introduced the
Annual
Cash Budgets. These were plans base an funds actualy available. It was ir: 2002
when the use

of Development started again. The iatest Development plan is the sixth National
Development Plan (2011-20151.

From 1964 to present, the following are the development pians:

Emergency Development Plan [EDP}
* {twas jeumched after 24" October, 1964

a a ee

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*
High marks in Civic Education (From Grade 10 to 12)
* it was made to correct the colonial capitalist economy.
* Hs majorcencern was to provide administrative structure te enhonce econe: nic an)
social development in Zambia

The National Transitional Development Plan (NTDP]

® ‘The plan covered between 1965-1966

s K wes 2 continuation of the EDP but more emphasis was given to the improvement o*
transport, power and communication services, esaculture and education

* Thus, several primary and secondary schools were built in each district

First National Development Pian (FNDP)

It covered the period from 1.966 to 1970. The aims were to:

*® Diversify the economy from Copper mining to agricuiture and manufacturing

a Develop rural areas
Expand education services
Expand welfare services such as housing and building of more hospitals
*® improve power, transport and communication services
* Create 100, 000 new jobs by the end of 1970.

Second National Deve,cpment Plan (SNDP}

it covered the period from 1972 to 1976. tts goals were to increase and expand the
diversification process started under the FNDP 2s follows:

® Attaining self-sufficiency in food supplies and improvement in income

« €xpanding and diversifying industry and mining through import substitution by

using
focal materials

« Initleting measures for regional development

« Unking educational programmes to the country’s manpower requirements

« Providing infrastructure country wide

* tsproving the existing infrastructure such as power, transport and communicaiion

Third National Development Plan (TNDP)

™
This covered fron 1980 te 11983 and had the following goals:

« PAdiloceting drvestment funds and creating a base for the transformatior of

socie!y
through socialism to humanism

Prepared by Miss. M Machila (PLA ED) and Mr. Sikaonga—

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eee Eh marks in Civic Education {From Grade 10to 12} _

« Involving the private sector in economic and social development while taking into
account socialist and humanist ideas

* Balancing development with regard to linkages betweer: industry and agriculture

® Increasing the production of consumer and capital goods

© Distributing income fairly, and creating an egelitarian or communal society

Diversifying the economy and develop rural areas
Expand the education and training facilities to spees up the process of
zambianisation.

Fourth National Deve!>pment Plan

tt was from 1989 to 19953. Due to worsening economic crisis caused by high oil
prices, there
were limited debt service payments. There was cut on importing luxury goods while
encouraged the use of local materials and gradual reduction in subsidies. This plan
focused
on:

® Reduction in the budget deficit to below 2% of gross domestic Procuct(GDP) by

1993

e A gradual reduction In subsidies so as to reduce pressure on the budget

* Reduction in the annual growth of money supply to below 40% by 1993

« Reduction in inflation rate to below 20% in 1993 i |

® A periodic review of the exchange and interest rates }

|

® increasing the capacity utilization to above 70% of industrial averages by 1993

* Reducing the number of price controlled items to one by 1993

Transitional National Development Pian (TNDP)

This was made after years of not having developrnent plans. 't was expected to run
from: 2002
to 2005, thereafter, a Fifth National Development Plan. |

* The main aim was the Poverty Reduction Strategy Programme (PRSP)
* This focused on reducing poverty

Vision 2030

® Toenhance planning, the government came up with the Long Term Nationai Pian
known as Vision 2030

® This aimed at turning Zambia into a Middle-income prosperous nation by 2030

* wes expected that by 2030, Zambians wouid live in a strong and dynamic middle-
income Industrial economy to provide opportunities for improving the weilbeing of
ali
Fifth National Development Plan {FNDP}
awe ie

: sy a ‘ pie 2, 4°3
High marks in Civic Education (From Grade 10 | to 4) enum

it was based on the Vision 2030, and it covered the period from 20015 to 2020. The
sonte goais
incide:

Develop and rehabilitate ferfeastructure

Develop and tuilel human resourke and capacity respactively

Promote equal participation of females and males in education

Malrwtream cross-cutting issues such an Hiv and AIDS, gender, democracy, 2000
governance, humian tights and aavironment

Develop irrigation i beth private and pub: seciar

Dewelop and promote tvestock and fisheries

Deveior and diversify capital market

Promote rural electrification

Promote Investment

Eetadlish the E-gevernmmnent (CT Application

Develop and gromote flexible and inclusive education prog amumess to take aint? Of
chlldren with Speci fduention Meds (CSEN), schon! feel and hutrigke (Sri,
Orphans ard Vulnerable Chitdren (VT), Hiv and AIS

Bevelep-entreprencurship to reciuce pove4©nty

Promote accountability and transparency

Sicth Mationa!l Development Pian (SNDP} (2013 - 20L5}

Sustained economic | rowth and poverty reduction ives the theese of the: SMDP. fb
covers the
period from 2011 to 2015. Same of the goals include:
|

infrastructure Development
Reciuce the High poverty levels In the rural areas and pronnete reralceve oprment
Skills development
miproving labour productivity

inareasing access to health, higher and tertiary edutation

facilitate the distribution of skifled labour within and ecrog sectors throught tre
counbry
imiragtructure Development (Transport to caver nods, bridees, afr, water, cad] ane
boarder infrastructure; HCT to cover backbone infrastructure, digitalization, mext
goneration metwerks, cemtres of cxoeiience; Energy to caver power geneniutlos,
transmission, distribution and alternative techweoiowy; and Water supply and
sanitation to cower reticulation systanns, dans, Mpetines ani boreholes)

Incrpase areens fo Land

near peter ye ETT mye) ATEN see re re

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Types of development planning

Types fail under three categories: shart, medium and long term.

* Short-term plan: cevers a short period of time from six months to one year, for
example, the Annual National Plans. This plan is 2 control plan which checks
various
ministries to meke sure what was planned ancl budgeted has been implemented. This
pian considers the medium and long term plans to set its direction. The weakness of
this plan is that it underestimates the potential of the country to achieve more
for it
only lists what the country needs.

* Riecium-term plan: ranges between three to seven years, with five years as the
most
popular choice. This aims at moving towards seli-sustaining growth. The National
Development plans are examples of this plan. in these plans, government identifies
priority areas for development as seen in different National Development plans.

® Long-term plans: this is sometimes referred to as the Long Range Developmen:

Plan. t
covers the period of ten to twenty years or even above. This plan is suitable wien
implementing large scale projects such as:
> Lo Constructing hydro-power stations

ii, Reforestation
ii, Opening new mines

vw. «6 Constructing new roads and rathways

NOTE: the above are long term projects for they take a fong time to complete, thus,
gives a
lot of time for government to mobilise resources. This also allows government te
spread
development of both rural and urban areas. This pian takes care of the short
comings of the
short-term and medium-term plans of planning too many things in one budget.

Methods of planning
There are two methods of planning; centralized and decentralized.

1) Centralized planing: Is the planning done by the central government without:

invaivement of the local comrnunities. However, this kind of planning ha’ brought
the
following problems in developing countries:

e Lack of participation of the jocal community in the formulation and the

implementation of plans. A top-down of planning has been condemned

* {thas disregarded loca! conditions. For example, centrally based planners

would decide to grow types of crops in areas which are not suitable.

« Planning organisations were dominated by expatriate advisors who knew very

little about focal farming communities

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® Locally based government ovficiais were over looked in olan preparation,

including local communities

© There was delay cf approval! of the pisns since they were referred te the Mai

headquarters before implenrentationr

2) Decentralized planning: it is planning involving the loca! carrmmunity. A toca!
community identifies a preject to be worked on, budect for itand submits & to the
central government for funding. A community may need a school or clinic, hence,
they
need to choose what they need most. Since 2000, decentralized planning as bean re-
introduced in Zambia since the 1980s when there was less success. This hes been
cone
through the activity based budgeting plans in the community

Regional and Urban planning

» Planning is a way of decision-making that proposes or identi‘tes goats or ends Sy

the
application of analytical techniques.

* Regional and Urban planning apply this method te Gete: mins pubd- Invest mant and
other policies regarding future growth and change.

e Urban planning has existed since people began te Sufid towns enc make decisions
about their future.

e Since there are different etitnic groups, classes ard interest groups, these have
influenced the planners indirectly and indirectly. far example, the buliding of the
fly-
aver bridge at Rabwe Roundabout in Lusaka was as 2 result of pubik pressure on the
town planners te construct a bridge to avoid more train acciclents ut the ral
crossing

e Thus, regional and town planning is done by the council, and is in part of tha
decentralized planning

e Urban planners can address the folowing: read network, crainage system, hauslng
units in residential and commercial areas, Industrial sites and markets

® MOTE: careful planning is needed in all the urban areas.

Functions of Micro ind Macro-Economic Financial institutions

Micro-Financiat tabeitutions

*® Micro means small, thus, thes are institutions thet give financial assistano> to
individuals and entrepreneurs for smail scale protects such as paying for schoo!
requirements, purchase of household goods and farming inputs.

® ‘They also provide cupital for starting small businesses. Some of the micro-
fipancial
institutions in Zambia are:
i, Bayport

i. Unity Finance
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Prepared by Miss. M. Machila (HLA ED) and Mr Sikaonga Page 92
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High marks in Civic Education {From Grade 10 to 12} |

if.
iv.

Blue Finance
IZWE loans
MICROFIN

Macro-financial lastitutions

Wiacro means large, thus, these are institutions which fund large scale projects
such as
construction of schools, bridges, roads and raiiway lines. Some of these
institutions
operating in Zzmbia include:-Finance benk and Investrust; while international ones
inch:de: IMF (Intemational Monetary Fund} and Wortd Bank, African Development
Genk {ADB) and Arab Bank for Economic Development in Africa (ABEDA).
International Monetary Fund: is a specialized agency of the UN which was set up in

1944. Its objectives are to:

i ©Promote international monetary cooperatior:
fi. Promote stable exchange rates and maintain orderly exchange arrangements.
it. To facilitate the expansion and balanced growth of international trade

Encourage full convertibility between currencies and an end to exchange

ooatrols.
To shorten the balance of payments of menvber counties

World Bank: fs aiso known as an Intemational Bank ‘or Reconstruction and

Develooment (IBRD).
i. tt began to operate in 1945.
ii ‘This bank encourages capital investment for construction and developmeni of

tngives loans to specific projects that are productive and provides financial for
foreign exchange. Loans are usually of a period of 20 years with a grace period

: member countries pay subscription fees according to their

s from African and non-Airican Countries

with no conditions attached

loans to member states. A concessionary loan is maney

5 to specific projects that are productive and provides finance ‘or

——— SSS SS EE

wh (BA ED) and Mr. Sikaonga

High marks in Civic Ecucation {From Grade 10 to 12)

ae

Areb-Sank for Economic Development in Ajrica {AEDA)

& The bank was setup the Arab feague in 1973 and startec: operating In 1975

ih.

am

its headquarters are in Sudan

It gives loans also to specific projects that are productive and provides finance
for

fareign exchange.

iv. cans are usually fora period of 20 yeers with a grace period of Syears

Rs objective is to contribute to economic deveicpment in Africa

inclisators of development

These are signs thet stow whether there [i improwementin the country's economy
and people's basic needs such as food, safe water, housing, education and health or

rot

To messure development is hard, therefore, various indicators are needed. These

include-Gross Matione! Product, Gross Domestic Product, Human Development index
and Per Capite income.

a. -Grocs Notions] Preduct

This is also known as National income. It & the meesure of production in monetary
terms during a period cf time

This means the amount of goods and services produce within the county and
accounted for in a particular year

it also includes income from abroad.

it it enportont because # helps to-know the value of fhe nation's output and how it
is
This helps government to come up with policies and eve: increase the country’s
production levels

Gross Domesiic Product

This is the tote! output of an ecaromy and consists of all the accounted for goods
and
services that have been produced in the courte of the year

All the product; and services produced within the country are added us and
calculated in monetary form
Human Develooment index

This is the measure of human development using four items

i. ile expectancy at birth
i Adult deracy
ii, Average years of schooling

Prepared by Miss. Mi. Machila {B.A ED) oncl Mr. Sikaonga Page 94

PPase? 3

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High marks in Civic Education (From Grade 1() to 12)

iv. Purchasing power cf persons aged 25 and aisove, expressed in dollars

4. Per Capita Income

+ ts the Gross National Product of a Coutry divided by the total population. # doe:
not
take inte accourt income distribution disparitics.

+ it is always used as an economic indicator of the standards of living and

development

* Per Capita income =<GNP

Total population

Poverty is the insubicient access to food and nutrition, education, healthcare,

adequate
shelter, clothing, adequate income, literacy, safe water and sanitation. This kind
of poverty is
referred to as absolute poverty. Absolute poverty is also defined a 9 condition of
life so
Uumited by malnutrition, Wilteracy, disease, squalid surroundings, high infant
mortality and
“pw life expectancy

How fo measure poverty

there are three main ways of measuring poverty:

= income perspective: one is living in poverty # his or her income is below 3

poverty
datum line, and fives on one dollar per day. The central Statistic’ Office defines
Poverty datum fine os, the amount of monthly income required to purchase basic food
to meet calorks requirernent for a family of six {foot basket). This Game ne ne
basic needs such 2s shelter and education, only caters food.
8 Basic needs perspective: a person is said to be Hving in poverty if his o: her
requirements for @ minima! living do not meet acceptadale nerds.
~ fepability perspective: when 2 person lacks necessities such as adequate food,
clothing, shelter and ability to participate in community activities, he or she is
said te:
be living in poverty
NOT: the UN has developed the Humin Péverty Index (HPI) to measure poverty in
tevns of deprivation in the following areas: ;
i. Deprivation of a long and healthy life measured oy life expectamcy of about 46
years.
ii Deprivation of knowledge measured by literacy
ii. Deprivation in economic provision measured by ihe percentage of the
-population i aan 5 sw
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High marks in Civic Education (From Grade 10 to 12)

Characterst+s of povers; at different levele

Personal and phsical status

Has no food & does not eat well

No access TO t4ycation
Leek of access-to saith care

Lack gi access tO Meg ate shehsy

Poor clothing

Economic status

* Lack of money (those In uray areas}

= Lack of productive assets sut. os ploughs, hoes, oxen, fishing set and boats
(rural
areas)

Social status

inequatity
Low selesteem

tandiess or no acosss ty kad

Lack of influence in decisio. making (powerlessness)

Politica! participation

* Lack of political voice

= Lack of access to legal represenitytion

Couses of poverty In Zambia

. Lack of economic growth: from mid 2970s, Zaiati's ceononry has performed poorty
due to internal and external factors:

a. Jotemal-factors:these ere domestic poles that were developed and

implemented. Privatizaten, and other economic reforms left mary
Zambiens uncmploytid-ancaith litte Income and Insecure health.

b. External factors: these refer to terms of trade for Zambia's main export ©
product which reduced since 2970s. Sefore 1672, Zemble- was one of
the richest countries In tropical Africa. -

" ‘Changes in the Agritiiitisral Policies: Zambia's economy depends on Copper and
Agriculture. Thus, the negotive policies of between 1992 ani: 2003, which ramoved
the
i system in which farmers, were offered fertilizer on & pey Beck basis and the

t - Ubepalization of the markets for the agricultural produce. The agricultural

sector is

A SS ey ca es ee TT I
3,
‘ged by Mics. M. Mach‘ia (? A ED) and Mr. Stkaonga ‘ Pane So
See nna aes Ee ee
endemic livesteck diseases; expensive agricultural inputs and implements;
inadequate
storage facttities, just to mention a few.

= Bebt burden: Zambia has lost 2 lot of money servicing its external debts.

« External dependence: over-dependence on extemal investors has hindered boca

investors. Foreign investors are given tex rebates at the expense of local
investors.

= imate variation: changing environment and climate for farmers who solely depend
on rains, have been disappointed. Rainfall patterns are no longer reliable,
accompanied by sometimes fioods ani droughts, leading to iow food production and
increased livestock diseases.

" iorbidity and mortality rate: the increase in Niorbdidity {iliness) and premature
deaths
due to HIV and AIDS and other diseases have contributed te poverty. A fami-'y
spends
its income on the sick family member; a nation loses productive human rescurce, and
thus, a country lose production hours due to liness.

= Crphans: the Increase in the number of orphans has strained the families’
resources
who care for them.

® Single parent and chitd-headed households: such househoids have failed to-meet
the
basic needs as breatiwinners have meinly died from HIV and AIDS.

® inequality: the cistribution of resources has not been fair. More wealth has
remained
in urban areas while neglecting the rural areas.

« Low salaries: Low salaries and wages with poor working conditions of service have
led
to poverty among working classes,

= Conflict: when there is industrial con‘lict and workers go on sirikes for a long
time,
economic development slows down, leading to poverty.

= Gender inequality im economic activities: there has been low participation of

women
in economic development; hence, they cannot get loans, land and other means of
Production. This hes led te poverty among women.

* Poor work culture: some people have a negative attitucle towards work ani others
are
Just laze, leading to poverty. ft

Effacts of poverty

= Hunger or food insecurity

= High unemployment levels

= intrease in prostitution and crime

=" Conflicts In seciety

= Increase In corruption and vandalism

* Increase in dependence syndrome

= Low life expectancy due to low standarc!s of Hving end other factor.

See er eee Se ee ee eee

Prepared by Miss. M. Machila (B.A ED} and Mr. Sikaow, a Page 97
Pra Seattcch Sse; eXtersine apeicutniral Inputs and implements; inaibediinte
sian Mics, isk cna 9 ft:

= Debt burden: Zambia has lost 2 lot of money servicing its externa! debts.

« External dependence: over-dependence on extemal investors has hindered local

investors. Foreign investors are given tax rebates at the expense of local
investors.

=" Climate variation: changing environment and climate for farmers who solely
depend
on rains, have been disappointed. Rainfail patterns are no longer reliable,
accompanied by sometimes floods and droughts, leading to low food production and

* Morbidity and mortality rate: the increase in Morbidity (INness) and premature
deaths
dye to HIV and AlDS and other diseases have contributed to poverty. A family spends
its income on the sick family member; a nation loses productive human resource, and
thus, a country loses production hours due to illness.

" Orphans: the Increase in the s:mber of orphans has strained the farzilies’
resources

who care for them.

sd hauseficids: such households have failed to meet the

ee basic Aeeds as breadwinniers have mainly died from HIV and AIDS.

« Inequality: ‘the distribution of resources has not been fair. More wealth has
remained
in urban areas while neglecting the rural areas.

* Low salaries: Low salaries and wages with poor working conditions of service have
ke
te poverty among working classes.

= Confict: when there is industrial conflict and workers go on strikes for a long
time,
economic development slows down, leading to poverty.

“ Gender inequality in economic activities: there has heen iow participation of

women
in Gconomic development; hence, they cannot get loans, land and other means of
production. This has led to poverty among women.

= Poor work culture: some people have a negative attitucie towards wovk anc others
a
just laze, leading to poverty.

Efipcts of poverty

# Hunger or food insecurity

= “High unemployment Tevels * ¢

= Increase in prostitution and crime

" Conflicts In society

& Increase in corruption and vandalism

= Increase in dependence syndrome

* Low life expectancy due to low standards of living and other fectors

Prepared by Miss. M.Machila (B.A ED) and Mr.Sikaona

2 BB

71
High marks in Civic Education (From Grade 10 to 12)

” Industry: to promote growth of an export led industry leading to

employment creation and poverty reduction. .

~ Health: to improve the health status of the people in Zambia especially of

the poor.

¥ Education: to provide relevant, equitable, efficient and quality education

for all.

¥ HIV and AIDS: to reduce the incidence, infection and socio-economic impact
of HIV and AIDS.

“ Gender: to promote gender balance to ease the poverty of women at the

household, community and national levels.

“ Environment: to formulate appropriate policies on the protection of the

environment, management and development of natural resources and
ensure their effective delivery and implementation.

¥ Energy: to ensure optimum supply and utilisation 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 an efficient transport and

communication system that will promote economic growth and poverty
reduction.

~“ Roads: to expand, rehabilitate and invest in the road sector to improve

accessibility and mobility.

NOTE: poverty reduction is a result of economic growth, improved services,

“ gender equality; environmental sustainability and good governance.

ENVIRONMENTAL EDUCATION

Environment

© The word environment refers to surroundings and the things found on earth both
physical and cultural

* it also means conditions within which something exists

© itis made up of interacting thingsand processes such as soil, air, water, plants,
animals
and humans. They all affect one another in one way or the other. It is important to
look at the environment as a system of working parts. None of the parts work
independently. If we damage any of the components, then, we damage our own life
and of others.

Prepared by Miss.M.Machila(BAED)andMr.Sikaonga "Page 99

Components of the environment

el aay

itis divided into living and non-living compenents. If human activities are
considered
central, then the environment is divided into natural and cultural components

Main components of the environment

aie me a Ssveleels

Sisiaiaya|
teeta teva ie
seeles |

! Teifemceries a ae
oi Fanciscapes

|-Beliefs, Customs and Traditions

Environmental Degradation

This refers to any action that makes the environment less fit for human, plants,
and
animal life, At times, a snlution to one probiem creates another problem. Far
example, farmers may use pesticides to cantrol pests but if not correctiy used, can
poliutes the soil

Causes of environmental degradation

1)

2}

Overpopulation: 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
Pollution: it refers to the reduction in the quality of the environment by
introducing
harmful materials in it. Pollution takes two forms:

Natural waste {organic or inorganic}. Organic waste is things like grass and leaves
which do not pollute the enviranment. Inorganic wastes include elements of
compounds such as Lead, Sulphur and Copper found in rocks, and are present in small
quantities i in our bodies. However, they are very poisonous even A wee consumed in

Prepared by Miss. M. Machils (8. A ED) and Mr. Sikaonga Page 100

apart
3}

lida

small doses. The substances are emitted during mining and smelting operations. in
ihe

natural environmental, these substances are buried deep underground where they da

not enter biological systems. When they are mined, they contaminate rivers,
streams,

lakes and ground water supplies, soil and even air.

Synthetic: people are able to make new chemical compounds called synthetic

chemicals. These chemicals are present in paints, dyes, food additives, drugs,

pesticides, fertilisers, clothes, cleaning materials, plastics, cosmetics and

building

mriateriais. Some of these chemicals enter into the environment through the action
of

sunlight, air, water, and soil. They are eaten by living organisms. A material that

decomposes in the environment 2s a result of biological action is knowm as a Bio

degradable substance. Many synthetic chemicals do not decompose easily. For

example, plastic can remain in the environment for hundred years because organisms

that feed on them are rear. Synthetic chemicals such as paints and dyes are very

paisonous.

Depletion of resources: a resource is any source of raw material or object that

human

beings are able to use to sustain life or produce wealth. Thus, water, fish,
minerals and

trees are examples of resources. A resource is depleted or used up when kt becomes

less unavailable for its Intended function. Resource s get depleted in three ways:

i. Converting them into another substance or product. For example, coal or oil
are destroyed when burned to produce enersy

fi. Being displaced to some location from which the material cannot be recovered.
Fer example, when copper is mined, it Is processed and cannot be replaced in
the ground

ii. Being polluted: a substance is rendered unfit for use.

* Examples of resource depiction:

a. Soil; soil erosion is estimated to be exceeding soil formation by 35 %. itis
more severe in Africa especially in the Sahel region where overgrazing by
domestic and wild animals had led to severe erosion. This ! also in parts of
Zambia where vegetation cover had been removed for farming and
charcoal burning.

b. Deforestation: the high demand for timber and domestic use has led to the
destruction of forests in Africa and south East Asia. It is estimated of about
4.5milion acres of forests are destroyed every year.

c. Desertification: is a gradual destruction or reduction of the capacity of

semi-arid lands for plant and anima! procuction. Cvergrazing and over
cultivation of grassiaflds leads to rapid decrease in soil nutrients reducing
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repared by Miss. M. Machila (B.A ED) and Mr. Sikaonga

ks in Civic Education (

d. Qverfishing: rapid increase in global fish harvest has resulted in

overfishing. This leads to depletion of some fish species. in Zambia, the
use of iMlegal methods of fishing such as the use of Mosquito nets and
poisonous has led to overfishing in some lakes and rivers

&. Fresh water; the demand for water for irrigation, power generation,
domestic and industrial use has exceeded sustainable supplies of the
world resulting into depietion of fresh water.

4} 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, air conditions and methane inte the atmosphere, This
has led to global warming (increase in giobal temperature resulting in the melting
of
giaciers and rise in mean sea levels.

5) War
® Wer is a combination of all environmental problems
® Itleads to pollution and depiction of resource far more than any single peace

time activity.

f lronmmen i bi

The Nationa! Environmental Action Pian (NEAP) under Zambia Environment Management
agency has identified the following as major environmental concerns in Zambia:
wildlife
depiction; deforestation; pollution Land degradation; inadequate sanitation.

1) Deforestation: this is indiscriminate destruction of forests. Vegetation is

cleared for
the purpose of wocd fuel, timber, farming and settlement. This results into
dwindling
woodlands and forests in Zambia. in urban areas like Zambia's city, there is high
¢emand for charcoal and land for settlernent. Unstable utilization of forests when
left
unchecked eventually leads to forest depletion. Therefore, there should be a
deliberate effort by the government and the community as a whoie to replant trees
to
renew the supply [re-afforestation). Thus, re-afforestation means planting trees to
replace destroyed forests while afforestation is the planting of trees where there
was
no forest before. Benefits of afforestation and re-afforestation are:

® Assured supply of charcoal and tel wood; sustainable supply of timber;

protection of soll erosion; some plants fix nitrogen in the soil; some plants
provide fruits and medicinal use of herbs; collection of honey, mushrooms,
nuts and caterpillars.

Prepare:| by Miss. M.Machila(BAED) and Mr.Sikeonga Page 102

2)

3}

3)

. in Civic Education (FromGradel0toiZ)

Wikilife depletion: various species of birds and animals are becoming few in
number.
due to unlawful king. It is one of the major environmental problems in Zambia
hence; animals must be protected at any cost.

Pollution: pollution of air, soil and water is an environmental issue in Zambis.

This is
the result of rapid in the generation of wastes due to industries and rapid
population
increase. Water pollution is caused by the release of dissolved chemicals such as
Lead
and Copper into the streams, rivers and underground water. Air pollution is caused
by
dust emission of substances such as Sulphur dioxide, Carbon dioxide and Nitrogen
Dioxide. Pesticides are a source of environmental pollution, These are substances
produced to kill or control pests. They can as well be used on plants but
cagpoilute
soil land if not used correctly.

Suggested lege! actions to prevent pcllution: :

« Restrictions: some pollutants are so toxic that even in small quantity; they can
kil wildlife, domestic animals, agricuttura!l crops and human beings, Thus, the
government should abolish the production of such harmful substances

® Qualified restrictions: some pollutants are not acute such as sulphur dioxide
which is released whenever fossil fuels are burned, It is harmful in many ways.
Therefore, the government can permit 2 specific emission levels. if the mine
emits more then expected, it must be fined.

« Subsidies: government can encourage environmentally friendly peactices by

industries. Tax deductions can be given to those industries and compacies that
do not pollute the environment.

® Residual charge: industries and individuals who pollute the environment cen
be charged the amount of money proportional to the quantity of the pollutant
emitted

° Other measures: establishment of recycling plants by all local authorities;

regular and efficient collection of waste and dispose them in designated sites;
composing of organic waste which can be used as fertilizer; and encouraging
industries in the country to use cleaner production techniques and practices

Waste: is another type of pollution. It includes feed, dirt, paper, bottles,

plastic, bags
and containers. Poor waste disposal and management lead to deterioration of the
environment as a result of there are a lot of diseases which affect human beings
such
as Cholera and Typhoid.
Land degradation: human activities have fed to land degradation in the quest to
bring
economic development. Humans have made varied changes to the natural lanciscape.
Lerge areas of forests have been cleared to pave way for agriculture and
settlement,
mining and quarrying activities also cause land degradation.

Page 103
High marks in Civic Education (From Grade 10 to 12)

6} Inadequate sanitation: solid waste management possesses 2 great challenge to

local
authorities in the major cities of the country. A lot of waste is generated dally
and is
feft uncollected. Unplanned settlements make garbage collection and disposal hard
for the councils

This refers to the measures and controls directed at environmental conservation and
sustzinable use of resources. To do this, government has done the following:

s introduced legislative measures. These laws set the performance standards of

social conduct towards environment. For example, the entreprises dealing
with waste management should take into account public health, the
environment and safety

= [in 1992, ECZ{Environmental Council of Zambia} was established, as an

umbrella legislation to co-ordinate various legisiations in the various
legislations in different sectors

Environmental issues are cross-cutting by their nature. The prevailing scenario in

Zambia is
that various governments and the quasi-government institutions and agencies are
involved in
environmental management. Both international and local NGOs are active in
environmental
conservation work in various sectors of the economy such as mining, forestry and
agriculture.
Below are the main institutions.

Institutions sd] Majin Roles wi

Environtnental Council of Zambia {ECZ) @ Environmental protection
* Pollution control |
tis __| _*__Natural Resource Management _
Ministry of Education ® Implementation of Environmental
nh igi ght __| Education in Learning institutions
Ministry of Local government and housing e Formulation of policy on
(councils) =e infrastructure development
eee ee ee ss (Development of human settlements
Ministry of Environment, Tourism and ¢ Formulation of policy on matters of
Natural Resources environment and natural resource
fi « Formuiation of policies and Legisiation
| a i Ts oe ___on tourism and Wildlife management _
|Ministry@ttands ___|__* Formulation of policies on land issues —
Commission ; . Management of the country’s forests
=

fl | Spertm vent of water er affairs — _® Management ofwaterresources

Prepared by Miss. M. Machila (BA ED): and Mr. ‘Silcaonga Page 104
High marks in Civic Education (From Grade 10 to 12)

National Heritage Conservation Commission | © identification and management of _

paki a ___ objects of aesthetic value

Zambia Wildlife Authority (ZAWA) Management of wildlife estates

i Ensuring equitable sharing of benefits ;

of wildlife management and

ie fe a | __ Senservation |

Fisheries Department ® tmplementaticn of the legislation on 1

! the development of the fishing sector

: ® Reguisting fishing methods and
reinforcing fish ban period between
December and March ‘breeding bee
aa aoe period). sesht |

Zambia is also a party to several international conventions and agreements on the !

environment. The signing and ratification of these conventions and agreements is a
clear

indication of the willingness and indication to cooperate with other countries and

international organisations in the sustainable use and management of global

resources. Some

of these conventions and agreements are given below: 4

¥ Sasel Convention on the control of trans-boundary movement of hazardous waste
¥ UN convention to combat desertification

¥ {onvention on the protection of the Ozone layer

“ Convention on wetlands {Ramsar Convention)

Bio-diversity

¥ Ittsalso called biological diversity. It is 2 term used to describe a large

warlety and
vikgiplility of living things 2s well as the ecological environment in which they
occur.

Thess f is a large variety of micro-organisms, plants and animals, all around us.
They ail
depend on one another.

¥ hs een eee cect:

— —_—

Genetic diversity: this is the measure of differences between and within

species.

Species diversity: this refers to a number or total number of species in a given

area

Ecosystem diversity: this is the variety of habitats within which species occur

pared 7 is: Hac Band Mr. Sikaonga

High marks in Civic Education (From Grade 10 to 12) uP
in Zambia, bio-diversity Is Important for the following reasons

v The majority in Zambia depend on the variety of local resources in their areas
which
inc‘udies 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

w Plants ancl animals are not only uged as a source of food but also for
construction
Purposes

~“ Various biciogical resources such as micro-organisms are used in the preparation

of
medicines

ft also maintains ecological balance

ttis alse aesthetic and recreational! value

Thrests te: Biodiversity

Land use conflicts between humans and animals

Development of settlements and related activities
Deforestation

Pollution

Lack of biodiversity knowledge by the pubilc

Management of Blo-diversity
Zambia signed and ratified the Convention on Biodiversity in 2992 and 1993
respectively;

4 4

{4&4 «

Bio-diversity Strategic Plan

its goats are:

¥ Ensuring conservation of the natural ecosystem through a network of a protected

areas

“ Conservation of the genetic diversity of crops and livestock

~“ improvement of legal and institutional framework as well as human resource

development to implement conservation strategies

~ Development of an appropriate legal framework on the risks involved in the use of

genetically modified organisms (GMOS)

GLOBAL ISSUES

¥ Gichal issues refer to all those developments and problems which affect the
weifare of the peopie in ali the countries.

~“ Due to rapid development in mass communication, transport system and other

areas oftechnology, the world has become smal! and said to be a global village.
High marks in Civic Education (From Grade 10 to 12)

a ae esas ceria e li eal os

on each otherfor survival and progress, hence the term giobalisation.

¥ The term qlobelisation means the emergence of 2 global society in which

economic, political, environmental, and cultural events in one part of the world
quickly come to have significance for people in other parts of the world.

¥ Globalisation is the result of advances in communication, transportation, and

information technologies. tt describes the growing economic, political,
technological, and cultural linkages that connect Individuals, communities,
businesses, end governments around the world.

¥ (Giobalization 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 marketplace).

~ Thus, global Issues include: human rights and good governance, war and peace;
world refugee crisis, world debt crisis, world energy crisis, intemational trade,
giobal warming, HIV and AIDS, terrorism, globe! credit crunch, among others.

Global interdependence "

“ This means thet meanr that each nation’s welfare depends on the decisions and
policies of other nations.

¥ itaiso means that the welfare of one country depends on the goods and services
offered by other countries. For example, developed countries get raw materials from
developing countries of Africa like Zambia (Copper), white the developing countries

» find market for thelr raw materials in the developed countries.

FOREIGN AID

~ This refers to the international transfer of funds, goods and services in form of
grants
and loans from one country to another. There are two types of foreign aid,
Bilateral
and muaiti-lateral aids.

Bilateral aid

~ ts assistance from one country to another (between two countries). For exampie,
Zambia receives sid from other countries through their agencies such as the Irish
aid,
SIDA (Swedish International Development Agency), USAID (United States Agency for
Intemational development}.

“ These agencies do not belong to one country but marry.

Multilateral 2icd

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High marks in Civic Education {From Grade 10 to 12)

~ is a type of assistance received from international agencies which cover many

countries such as African Development Bank {AD®8), Arab Bank for Economic
Development (JDEDA), IMF (International Monetary Fund)and the World Bank

¥ Many developing countries like Zambia would prefer aid to come through as multi
lateral and not Bi-lateral.

NOTE: Soth multi-lateral and Bi-lateral sids come in form of grants and loans. The
grants
and loans may come in form of financial assistance, Capital goods (like machinery),
relief
food and skilled labour (technical expertise).

> Grants: these are gifts from international agencies to a government or from one
government to another, and are not raid back.

> Loans: are transfers of funds, goods and services from one financial entity to
another which has to be paid back with interest. There arg, two types of loans,
hard loan and soft loan. A hard loan is a loan given with conditions attached and
is
Si She RMIT i al all
or has no interest at ail.

© Tied aid: refers to loans and grants which have conditions of use. For example,
aic
is given on the condition that the donor country builds a military base in the

recipient country.
in i u
i. The World Bank
itis also known as the International Bank for Reconstruction and D
(IBRO)}
“> The headquerters are in Washington DC (united States of America)
* It consists of four affiliate institutions:
a. international Development Association (IDA)
b. The internationa! Finance Corporation (IFC)
c. The Muitilateral investment Guarantee Agency (MIGA)
d. The International Centre for settlement of Investment Disputes (ICSID)
+ The World Bank operates mainly with funds from member states. It is the
largest sources of development aid and it offers two types of loans as fallo
a. Loans for developing countries with higher income: IBRD givesthis
loan to these countries and gives them more time to repay (15 te 20
years) with three to five years grace period to pay the principal
(actual money borrowed without interest).
b. Loans for poor countries: these are loans to poor countries that are
ee eee ree

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afford to pay back interest rates on loans. Such ‘oans are provided
with 2 1Oyera grace period and are repayable in 35 to 40 years.
ii. The Intemational Monetary Fund (IMF)
IMF [s a specialised agency of the United Nations (UN).
its aim is to regulate the international monetary system
It controls fluctuations m the exchange rates of world currencies and lends
money to countries facing balance of payments deficits.
c - talse offers advice and policy recommendations to overcome financial
: problems and thus, offers financial assistance to suppor the economic reform
programmes.

oo4

os

Some of the arguments for and against foreign aid

There is an international debate whether foreign aid hinders or promotes economic

development of the recipient third world countries.

Arguments for

> It provides foreign capital needed by the recipient country to suaplement its
locally
available investment re 3urces. :

It provides more foreign exchange if the loan or grant is invested in a project

which
produces export products {

_ it prowides mew technology and skills which the local people car later acquire by
means of training.

“~ The recipient government earns more revenue by taxing enterprises established

with
the belp of foreign aid and by participating financially in the operations of these
enterprises .

“* Food relief alleviates famine in case of natural disasters tike floods, droughts
and
earthquakes, hence, the prevention of malnutrition.

ltalso promotes intemationa! co-operation between the donor and recipient

countries.

Arguments against

+ Loans end grants ‘tied to the donor’ have to be spent hy the recipient country on
buying goods and services from the donor country. These good: are usually of lower
quality.

“* Loans and gramts “tied to the project" have to be spent on the agreed project by
the
donor country. .

“+ Profits from foreign investments are usually externalized, and rarely invested
in the
recipient country.

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High marks in Civic Education (From Grade 10 to 12}

“ Loans have to be repaid with interest. The farger the loan the larger the debt
service
burden, The high interest on loans enriches the donors, whilst making poor
countries
poorer. seo

~ Food aid may worsen food shortages as it tends to reduce food prices, hence,
killing
the food market for local farmers in recipient countries. Local farmers may aiso
become lazy, hence, creating the dependence syndrome. This undermines self-reiiance
initiatives.

‘+ Food aid may be tied aid. The recipient country may hence to purchase certain
goods
from donor country.

“ Technical assistance may not always be beneficial te the needs of the recipient
country. it may require the recipient country to buy expensive machinery, later,
spare
parts from the donor country. This assistance mainly benefits the donor country, in
the following ways: donor country earns more from the interest on loan repayments;
creates a market for their expensive machinery and the spare parts; creates
overseas
employment for technical assistance (expertise); gains an influence on the economic
and political sphere of the recipient country.

mn nati al tr:

“ Trade is the selling and buying of goods and services.

“ There are two types of trade, that is, internal and extemal trade.

¥ 4nternat trade is also known as home or domestic trade. This is trade within the
-
country.
~ €xternal trade is aiso known as international or foreign trade, which is baring
and
selling of goods and services between two or more countries.

importance of intemationa] Trade

“ Uneven distribution of resources: no nation has all the natural resources to use
in
industrial economy. For example, lraq and Kuwait have plenty ot! while Zambia does
not have.

~ Climate differences: varying climate conditions do not aliow the growing of

certain
crops. For example, the temperate conditions of Canada and Russia are not
favourable
for the production of bananas, cane sugar and other tropical crops. Such nations
have
to import these products.

“ Specialization: each country is specialized in a given tine cf industries for 2

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 Takes
place if the average cost of producing @ particular commodity in one country is

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ae marks in Civic Education (From Grade 79 to 12)

pail: than in another, For instance, it Is cheaoee for Zambia to import coal from

Zimbabwe, than producing it at Maarmnba coal mine,

Technological differences: some countries do not possess the technological capacity

te

produce certzin products such as air craft, motor vehicles, mining and Agricultural

machinery and computers. Thus, a country has to buy these from other countries.

Supplement Domestic Production: due high local demand, a country may import to

add te the domestic production. For instange, China is one of the major oil
producers
s Vas st quantities ef olf from the Middle East.

‘ ode ee Mpountry to earn foreign

exchunge.
Promote Intemational co-operation: trade ovandlee intemational peace, cooperation
and political friendship. Countries may continue trading to continue fore

ae a a

ai i
MOTE: the most used foreign currencies is United States dollar, Bittish pound, Euro

and Japanese Yen. é

athe rate at which a country’s exports are exchanged for imports ©

S anothér country. These terms depend on the prices of the commodities on the
national market. Favourable terms of trade mean that the prices for a country’s
exports are relatively higher than the prices for its imports. While unfavourable
terms,
are those where the couritry’s exports are relatively lower than the prices of
imports.
As such, Zambia has had unfavourable terns since 1970s with the rising prices in
oi!
and machinery.

Ballance of trade is the difference between the value of visible imports and
exports
ower 2 particular period. If the value of visible imports fs equal to the valve of
export,
then the trade & balanced. However, favourable balance of trade is when the exparts
walee euceeds the visibie imports value. This is trade surplus. Unfavourable
balance of
rede is when the visible import value exceeds the exports. This is known as trade
deficit Visible export products for Zambia include raw: materials (Copper).
invisible
imports and exports include services such as insurance, tourism, transpert and
expatriate labour.

Belecce of payments; this means the difference in a country’s spending (payments)

and earnings from exports and imports. This includes payments and earings from
botivisible and invisible imports and exports which should be balanced. When Zambia
spends more foreign exchange to import than it receives from exports, there Is
balance of payment deficit. Thus, we say, there unfavourable balance of payments.
On

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High marks in Civic Education (From Grade 10 to 12)

the other hand, when Zambia receives more foreign exchange from exports than It
Spends on importing, then there is balance of payment surplus. Assuch we say there
is
favourable balance of payments.

World Trade Orsnisation (WTO)

¥ is an international organization that deeis with global rules of trade between

nations

~ it regulates trade between countries

¥ i was estebtished in 1995 to replace the general agreement on tariffs and trade
(GATT) of 1947.

~ The WTO ls not a specialized agency of the UN, but ts has co-operation
arrangements
ond works closely with the UN

Functions of the ‘WTO

Y Helps trade flow as free as possible by reducing and eventually eliminating

tariffs
(trade taxes) and other barriers imposed by various nations.

~ Sets it rules for regulating internstional trade

~ interprets trade agreements and impartially setties trade disputes between

nations. It
S€Ives a5 a neutral intemational forum for debating and setting trade disputes.

~ Organises trade negotiations among its members

Principles of WTO

“ Nondiscrimination: a country should not discriminate between its trading

partners..trading parmers are all granted the most favoured nation (MFN) status. A
country should not also discriminate between its own and foreign products, services
or nationals. All are equal as members.

~ Free trade: there should be free trade and all trade barriers should be reduced
througs negotiations.

~ Pradictability: foreign companies, investors and governments should be confident

that
teriffs and other trade barriers will not be raised arbitrarily. Tariffs and other
market
opening cormmitments are bound in the WTO member stotes.

¥ Competition: there should be no free competition in intemationel trade. Unfair

practices such as export subsidies anc dumping products at below cost to gain
market
share are discouraged

“ Speciel privileges for the tess developed nations: the trading systen: should be
more
beneticial for less developed countries (LDCs) This tc done by giving more time te
adjust international rules of trade.

Structure of the WTO

cred by Miss. M. Machila (B.A ED) and Mr. Sikaonga_

High marks in Civic Education (From Grade 10 to 12)

¥ 46 member countries and its headquarters are In Geneva, Switzerland.

v The WTO organs Inciude the council of Ministers (Commerce) which meets every tc

years; the general council, which meets six times a year; sector councils and
several
committees.

Weaknesses of the Wro

“ This organizetion is referred to as ‘a club for the rich’.

¥ Detisions made by the WTO are strongly influenced and guided by the interest: of
the
developed countries such as the United States of America.

~ Although the WTO believes in democratic end consensus in decision-making, less

developed countries are not given equai opportunity

Debt crists and debt relief

Debt crisis Is 3 situation where a country borrows beyond its capacity to pay back.
Developing {

have debt crisis because of globalization and dependence. By the end of 2004,
Zambia had 65
bilfon OS coliers credit from (MF and the Worid Bank. _

Causes of debt crisis in Zambia ;

v sere nt
Exports are cheaply imports are very expensive, thus causing, balance
=

v ON a al seeuidem ieee aia ie

worsened debt. This money could be used to develop the country. For example, in
2004, Zambia lost 377 million US dollars on debt servicing wile in education
sector,

¥ Scending loans on consumption: igans are usually diverted to buy consumption

products instead of intended projects, hence; 2 country has to borrow more to repay
outstanding loans.

v falling Capper prices from 1970s and liberation wars: as copper prices have
continued
to fall, off, machinery and other import prodyct prices keep on increasing. With
increased wars in neighboring countries has made Zambia to have more refugees to

Y This wes 2 World Bank ond iMF programme eimed at reducing the debt burden of the
Wiork?'s poorest countries that were unabie to pay their debts. Ts initiative had
the
™

SS aT See;
= el a
Prepared fy Miss M Machila (B.A ED) and Mr, Sikaonga Page 113
High’marks int Civic Education (From Grade 10 to 12)

i.‘ Redsice the huge debt burden of the world’s Highly indebted poor countries to
sustainable levels (levels that the countries could manage to pay)

ii. Provide funds for poverty reduction in form of debi relief to allow the highly
indebted
countries to finance the poverty reduction programmes.

ii. However to qualify for HIPC initiative, the following are Structural Adjustment
Programmes conditions by IMF and World Bank had to be considered:

Privatize state-owned enterprises

Lift restrictions on foreign investment to extemalize profits

Reduce its tariff barriers(custom duties) to encourage imports

Finat its exchange rates so that they are freely determined by the market

Impose restrictive fiscal and monetary policies to control spending by wage

freeze and retrench excess employees

= Relax labour laws protecting workers and employees

* Remove controls on prices and withdraw subsicies even on essential

cammeadities

<* NOTE: Zambia qualified HIPC initiative in December, 2000 and 3.Sbillien US
dollars was cancelled.

ooo

l Poin

To reach the HIPC completion point, Zambia had to meet the following conditions or
benchmiarks:

= Poverty Reduction
i. Improve poverty database
ii. Adopt the Poverty Reduction Strategy Paper{PRSP)
if. Present the first PRSP progress report
+ Education Sector
i. Implement the education sector reform
fi. Increase share of educaticn In the budget te 23%
fi. Restructure the pay and benefits of teachers to encourage teachers to
werk in rural areas
iv. Reform the basic education curriculum to improve literacy, numeracy
and communication skills
+ Health sector :
i. Adopt astrategic framework for HIV and AIDS
ii. Implement the strategic framework for HIV and AIDS
iii, implement and scale up the Action Plan for Malaria control
iv. Implement Health Sector Reform
ie High marks in Civic Education (From Grade 10 to 12)

~ Water sub-sector
i Rehabilitate urban water supply systems
= Mcro-cconomic
i.‘ Finalise the privetization of the Zambia Electricky Supply
Corporation(ZESCO), the Zambia National Commercial Bank (ZANATO)}
and others.

NOTE: From 200 te 2005, Zambiz struggied to reach the HIPC point. There was wage
freeze
for the clvil Servants during that period. Thus, it reached the HIPC completion
point in April,
2005.

Sanefits of the HIPC initiative

= Debdt retef funcs: the money was spent on Poverty Reduction Programmes. There was
rehabilitating infrastructure such as colleges, schoois, health centers, bridges
and
roads.

®" Reduced external debt payment levels: if Zamble had ect reached the HIPC paint,
=
would have been losing between 450-650 million US dollars per year to service the
Gebt However, that amount reduced to about LOOmision US dolfars per year, and 65
million per year after 2006 to 2014.

* Sedection in the tetal debt stock: this is the totai amount of money 2 debtor
owes 2
creditor, thus, Zambia's reduced.

« (Redactios in debt stock may not occur due to continued borrowing. Zambia has
comtinued borrowing from China and india to meet the country’s challenges.

* Possible misuse of debt relief resource:

. Loss of National sovereignty: the governments of HIPC countries have little say
on ines
Strectural and economic reforms should be implemented to meet the real needs of
the coumtry. This undermines the nation’s sovereignty.

“ Jbese ae time-bound targets by which devcicpment of countries is measured.

~ They weresetat the United Nations during the Untted Nations Millennium summit in
September, 2000 where af the 189 UN member states attended and agreed to achieve
the eight Goals by the year 2015.
The folowing are theeight (S} goals:

eee eee Sa
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Presared by Miss. M. Machila (8A ED) and Mr. Sikaonga : Page 136

High

marks in Civic Education (From Grade 10 to 12) |

Eradicate extreme poverty and hunger by the 2015: the idea Is to reduce by half of
the proportion living by jess than 15 (doilar) per day.

Achieve Universal Primary Education by 2015: this means both boys and girls and
school going age (seven) to complete primary schoo! education by 2025

Promote Gender equality and empower women: by 2015, alt forms of gender gap
in primary and secondary school enrolment should be eliminated by 2015
Reduce child Mortality rate by 2015: child mortality rate of children under five
years should be reduced by two-thirds hy 2015,

Improve matema! health by 2015: this means by 2015, the number of women
dying from child-birth should be reduced by 75% or three quarters.

Combat HIV end AIDS, Malaria and other Diseases: by 2015, the plan Is to ensure
that the spread of HIV and AIDS, malaria and other killer disease is stopped and
reversed by 2015.

Ensure environmental sustainability by 2015: the plan Is to ensure that fs an

integration of the principle of sustainable development into the country’s policies
and programmes and reverse the lass of environment resources such as forest by
2015. Alsc, to reduce the proportion of people without access to safe drinking
water at least by half by 2020. There should be a significant improvement in the
lives of at least 100 million sium (shanty compound) dwellers world-wide.
Develop a gichal 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 leveis. In

order for developing countries to develop, developed countries are requested to

support them through aid, increased debt relief, better opportunities for trade and
other measures.
NOTE: Although the MOGs are binding-te all 189 UN member states, their

implementation depends on each country’s resources and political will.

The government has taken measure to implement the § MDGS:

1. Poverty reduction
Introduction of poverty reduction strategy paper (PRSP)

Creation of citizen's economic empowerment commission

Provision of subsidized fertilizer to subsistence farmers
Attraction of foreign Investments and re-opening mines
Creation of economic zones

sx NS 4S
High marks in Civic Education (From Grade 10 to 12)
2. Education sector
~ Introduction of free basic education from grade one to seven (1-7)
¥ introduction of school re-entry police to permit pregnant girls to go
back to schooi
¥ Building more schools and increasing school anroiment
¥ Training 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 eae
week programmes)
“ implementation of roll-back malaria programme
S% Maternai health
¥ implementation of compulsory antenatal and postnatal health
programmes
~ implementation of family planning ant chiid spacing programmes
6. Combatting HIV and AIDS, malaria and other diseases
¥ Encouragement and implementation af free voluntary counseling and
testing {VCT)
~ Introduction of Hiv and AIDS programmes at places of work
~ Free indoor residual or house spraying to control mularia
~ Provision of free mosquito nets to pregrant women and nursing
mothers.
7. Environmental Sustainability
~ Strengthening the capacity and operaticn of the environmental Council
of Zambia {ECZ}
~ Implementation of annual Tree Planting Programmes
~“ Enforcing Annual Fish Bans
8. Global Partnership for Development
~ impiementation of Anti-corruption policies
~ Strengthening of the Human Rights Commission
¥ Strengthening of partnership with regional and internationai
organisations such as SADC, COMESA, EU and ACP (Asia, Caribbean end
Pacific) countries.

Prepared by Miss, M Machike (3.4 ED) and Mr. Sikaonga Page it.
— ———

*~

High marks in Civic Education (From Grade 10 to 12}

Wishing you all the best as you prepare for your

PUEUINE... coccoceoeeee ne HUNOW.... TAKE TIME TO TEST YOURSELF ON THE
FOLLOWINGQUESTIONS....... °°"

PART 1

i. A good citizen has to posse several qualities such as perseverance. Wha! does
this quality
demand?
A. Having concern for the well-being of others
&, Willingness to abide by laws
~C. Willingness to attempt several times to eccomplish worth-while goais
D. Willingness to exercise the right to vote honestly
a vctreserseseali BOVermment which is legitimate, competent, accurate and respects
la rights and mile of law.
A. Dictatorship
B. Legitimacy
C. Governance
- 1). Democracy
3. Which of these classification of substance, distorts the way the brain
translates impulses
or messages from the sensory organs producing perceptual changes
A. Stimulants
B. Opiates
C. Solvent
--D. Hallacinogens
4& What do we call the type of culture thal is short-lived and usually on high
demand,
especially among the youth.
A. Synthetic culture
B. Falk culture
(. Counter colture
- D. Popular culture
5. Zambia information service is an example of
A Electronic media

-B. News Agency

C. Print media

D. Private media
6. Groups of resources that are spread lo be put together in order for any form of
production

to take place are called

High marks in Civic Education (From Grade 10to 12)

C. Human resource
D, Labour
7. In which year was the international Convention on the elimination of all forms
of Racial
discrimination adopted?
A. 1963
B. 1964
C. 1965
D. 1966
B. eetttyeeeeeeetseaeeeeeselS a measure of inequality or difference im any aspect
of socio-

ecomomic status of ren.

A. Gender Equity
B. Gender Gap
C. Positive discrimination
D. Stereo-type
9, Where there is peace there is .............
A. Freedom
B. Absence of poverty
C. Absence of war
D. Justice
10. Which court im Zambia handles cases of Human Rights violation against peopl:
living
with HPAIDS?
A. High court
&. Local court
C. Magisimaie comt
D. Supreme court
li. Name the type of marriage that is described as “one without a legal standing
right from
the beginming~
‘4. Awondabie marriage
B, Customary marriage
C. Statutory marriage
D. _—
42.2 eee is a group of plants and animals occurring together with the
phys environment in which they interact,
A, Biodiversity
B. Colture of totems
C. Ecosystem
D. Species diversity
13. The kind of constitution which is not compiled in ome single book is
called .............

a Se SE a
Prepared by Miss. M. Machils (B.A ED) and Mr. Siitionga Page 119
*
a
é

e
Flexible comstifution

Ripid constitation

Unwritten constitution

Written constitution

14. Which constitutional review comumission recommended the establishment of the

one
party state?
4. Chona constitutional Review Commission
8. Mung’omba Constitutional Review Commission
C. Mvunga Constitutional Review Commission
ID. MwanakatweConstutional Review Commission

15. A good constitution should be legitimate, This means the content of the
document should
&. Accepted by parliament
B. Accepted by the people
C. Approved by the Judiciary
D, Approved by the President

16, Chimbala a pupil of Kasala High School was forced by his friend to test a
substance
which made him feel warm, when in reality he lost heat. Which substance can lead to
hypothermia as stated above?
A. Alcohol
B, Cocaine

A.
Bb.
c.
D.

©. Heroin
D. Tobaeco
17. Which department under the Anti-Corruption Commission monitors and investigates
valuable such as money or items coming into the country illegally?
A. Ant-money laundering unit
B. Drug Enforcement Commission
C. Transparency International Zambia
Es. Zambia National Tender Board
18. Which insurance policy is compulsory to al! motorisis?
A. Aviation insurance
B. Life Assurance
C. Marine insurance
D. Motor vehicle insurance
19. During the trial stage in the criminal Justice process the defendant was told
to question
the wiiness presented by the prosecution and to examine his or her own witness.
What
right was he exercising?
A. Right fo Attomey

EE ee aaa
Prepared by Miss. M. Machila (B.A ED) and Mr. Sikaonga Page 120

sca
<

High marks in Civic Education (From Grade 10 ‘0 12)

19. Duriag the trial stage im the criminal Justice process the drfendant was told
to question
the witmess presented by the prosecution and to examine his or her owr! witness.
What
right wes he exercising?

A. Right to Attomey

B. Right to Silence

C. Right to defend oneself

®. Right to amine and cess camine

20. What method of conflict resohrtion would you have applied to settle the dispute
between
@ police officer anc a bus driver wito have failed to settle a dispute between
themselves
over a traffic offence?

A, Arbitration

B. Counseling
C. Litigation
D. Mediation
21. What do the letters ARV stand for?
A. Anti- Recovery Vires
B. Ant- Residual Virus
C. Anti- Retovival Virus
> Anti- Retro- Viral
ee ae ne elie aeetinee Sey ae NR Sees Sk Se
genitals and having sexual intercourse with a child in called?
A. Child defilement
B. Child prostitation
(~ Child sexgal harassment
3B. Sexual zssanit
23. According to the Universal Declaration of Human rights a child is any person,
who is ..
A. 15 years and below
B. 16 years and below
C I? years and below
B®. 18 years and belo»:
24. What are personal chs ttels?
A. Estates
B, Finances
c. Investment
B. Property
25. In Zambia, Part Ill of owr constitution is rigid. This means ....
& irequires a referendum
EB. Itrequizes one third majority

——————————
Prepared by Miss. M. Machila (B.A ED) and Mr. Siksonga Mage 121
C. Itis said to be unwritten constitution
D. ft is said to be written constitation
26. When a country accepts Urtted Nations Human Rights First Optional Protocol, it
2eans
that '
A. It has agreed to allow individuals to complain to the Haman Rights Commitice
provided they exhaust ail channels in their own cowntry
B. Ithas agreed to end ail forms of Human Rights viclation in that conniry
©. Ithas agreed to incinde Human Rights issues im the constitution of that country
D. Ithas not agreed to include Human rights issues in the constitution of the
country
27. On Kozinah's birthday, Geoffrey offered her ali his rights as a birthday
present but this
was mot possible because Human rights are :..
A. Inalignable
B. indivisible
©. Interdependent
D. Universal
ee is a component of culture which is a society's perception of whai, is
consideve:]
beautiful im art and in person. It indicates what is acceptable or appealing that
caltun:.
& Aesthetics
B. Edmeation
C. Language

D. Values and attitudes

2, One of the following articles Fundamental Rights and Freedom covered 1 Zambian
Bil
of Rights is Non-derogable, It is ....... ~
A. Acticie 16. Protection from deprivation of Progertv
5B. Article 22. Protection of freedom of movement
G Article La. Protection of Rights to life
D. Articte 13. Protection of the Rights of Personal liberty
30. At Zambia Consolidated Copper Mine, the out-put per worker per period of tim:
has
gone so low that production of copper has reduced from 1, 000 metric tonnes to
three G}
bundred (500) metric tonees. What can be done to impxcve this situation?
A. Fire ali workers
B. improve working conditions
C. Reduce wages and salaries
D. Retrench some workers
31. A person conmumitting 2 crime performs an action, for example, in a murder
case, ther is
killing. This element im Latin is “Actus Reus’ meaning ....-.--.-++
&. Crime
B. Offence

enon EEE eee EEE

Prepared by Miss. M. Machila {B.A ED) and Mr. Sikaonga Page i272
High marks in Civic Education (From G Grade 10to 12)
SRR cata ‘ aa hi i a
©. Physical act
DD. Violence
32. The sckection pass mach for givls in Central Provines at Grade 9, 20:12
Selectiun was
relatively higher dian that of boys in ortles to encounype female partic! pation in
school
This policy iz loxown a4 ............
di. Affirmative action
B. Affirmative policy
C. Affirmative programme
D. Positive sepregation
33. At Ipelelo High School, pupils sit on the buard im making, duciston that may
affect hem.
Under fre convention om tights of the Child (CRC), this principle is kmowmn
aa.......
4, Blon-discriminstion
B. Participation
© Survivaland deveiopment
D>. The beat interest of the child
34. On what grounds can naturalised citizen be stripped off his or hes citizenship?
A, When be or she commits 2 misdemeanours
E. When be or she does not pay tax
(_ When ke or she decides to marry in the host coumtry
). When ke or she receives a thle from another country
35, 1 gambia adopted a Fifty plus ome (0 +i} system of election, which siiuation
below will
call fora serum?
4, When no candidat: get more than 50%
5. When 2 candidate do not comfest in am election
€, Wher one candidate gets more than 50%
D. When a candidate gets mone than 60%
36. Zambia has over 73 ethnic groups and over five (5) major Religinas. This is why
it is said
to hawe' 2s:
A. Exirogemeity cubiiiee
&. introgeneity culture
ti Heterogeneity culture
D. Homogeneity culture
37. In most A.frican cowttries, there has been a lot of veter aparthey. What is the
reason offen
given by people for not voting in an election?
fi. Loss of corndidence in democracy
DB. Votiag enriches only politicians
C. Voting is for developed counizies
DB, Voting 35 zoos

‘Prepared by 5M Machila Gar ED] ‘ane Mr, Sikaonga

a

38. Political corruption bas proved to be a very serious problem among politicians.
Which af
the foliowing is not a cause of corruption?
4S. Faerous dle conditions of work
B.! Lack of politica! will. - -
<. Lenient punishment for offenders
D, Pemonal dishonest and greed
39. Workers at Zicke Company are very hard working 2rui as 2 result, the company
has had 2
very high productivity and a lot of goods. This attitude of workers is an exampic
of. .
A. Positive motivation
3. Positive preduction
C. Positive service = aus 8
®, Positive work culture
40, Under the Convention against torture (CAT) state parties have an obligation to
extradite
PerpePrators of tortere. What does the term ‘Exiradit<' mean?
& Acas¢ at provokes trouble, ca
B. To give form'to a law
© Te hand overa foreign criminal to their state for prosecution
D. To start legal proceedings against a suspect
#1. A simation where the value of the conntry’s visitle exports exceeds the valme
of its )
visible imports is known 29 .........--~ .
4. Favourable balance of export ws |
5. Favoursble balance of imports
C. Favourable balance of payment
0, Favourable balance of trade
42. Peace ic very central and imporiant to homan affairs and development Among,
peapie of
different ethnic groupings ...... ~are a good method of promoting peace.
A, Forgiveness
B. Friendship
(. Intermerriages
DD. Respect
43. One of the cauacs for divorce in bath a enetomary and civil marriage
are ...,......
4. Adultery and bad relations with the in-laws
G. Aciuiiery andcrcelty « sii:-+ '
©. Adultery and infertility
I. Croelty and laziness
44. Conflicts in Africa have negatively resulted in .......
4. Decline in agricul
8. Formation of alliances

(ee er, eg reer re eer re

Prepared Dy Miss. M. Macha (5.4 ED) and Mr. Sdeannga Pag 124

ga marké in Civic Bducation (From Grade 10 to 12)

C. Money provided te prace-making trams
, Territoria] expansion

45. When Mr.Tema died, the administrator sharec his estates accurdmg to the Will
left This

means he died ..

A, Intestate

B. Testate

C Tesiater

D. Testatrix sti.

46. Zambia received aid from Sweden through the Swedish Intermaticnal! Development
Agency (SIDA) on conditions that it should be used on building schools. This type
of aid
is called ......
A. Grant
B. Loan
C. Multilateral
D. Tied Aid

47. People living in rural axeas are said to tive in extreme poverty as most of
them cannot
afford necessities such as food ‘and participation in community activities. Which
perspective is poverty measured under this situaztion
5B. Capability perspective
C Human perspective
D. income perspective

45. In 2067, the sovernment of the Republic of Zanibia embarked on a prograriume to

resurtace the Kabwe —Lusaka Road. This is a good example of ...

A. Cianee

6. Devtlopment

©. Economic development
D, Restructuring

49. Zambia faces a big challenge of creating jobs for the many unexrployed youth,
sai.:
Or Mstumba Bali (Post Newspaper February 18* , 2011)

A. Decentralisigug of public owned companies

8. Increase Bank interest rates
C, Increase Tax for foreign investors
>. Promoting small scale and large scale industry

50. Under naturalised citizenship, the condition tha! requires giving up, of
previous
citirenship and taking ar oath of sllegiance to the couniry of which ore intenc’s
te
became 2 citizen is known as ....
A. Marriage

Sa ere sees ey ee a ee ST eon arn

Prepared by Miss. M. Machila (3.A ED) and Mr. Siknonga Tage: 125

ee * 4% 1
High marks in Civic Education (From Grade 10 to 12)
B. The male of residence

C, The prerequisite of renunciation

D. The principle of declaration on a prescribed form

PART 2
SECTION A [20 MARKS]

There are twelve (12) questions in this section. Answer all the questions using one
word o:
short phrase.

1. State any two prescribed conditions that an alien must meet im order to
acquire :
citizenship of a host country.

aa
Ratha a aeiterenel tn Nees”
PR Aes ee dnndlemncamnene
2 Mention any method appropriate that the Anti-corruption commission uses in its
figh
againet ere
(ap... saint

3. A Say ‘ef representatives ve from a cross-section of society to formulate or

chang

the constitution is kmowit 88 0... eee

Define the term ‘Socialisation’.._......--...-----.-----eeeeeeeseeeeeseenader eons

"

List down any two causes of conflict.

ie) ia een

(b> .. eee

Mestioiy any two macro-financial institutions that you know in Zambia

Why is international Trade important? State any two reasons.

Explain any two importance of the Zambian Constitution,

Briefly explaim one case law. |

10. Capital formation is the basis of eromomic and technological progress im any
society |
Suggest any two factore that affect capital formation, :

i. Under the marriage Act, relationships which enter into a marriage are known
as ...

12. The measures and comtrols directed at environmental conservation and sustainab’
utilisation of resources 18 known as .............

ap

ye PN

SECTION B {40 MARKS]

There ane ten (10) questions in this section. Answer any five questions of your
choice,

1) (a). Explain the following terms

Fiscal discipline .. aisaeaeheenine
(b). Centralised ee

(2 Serene tere err I

Prepared by Miss. M. Machila (3.4 ED) and Mr. Sikaonga
High marks in Civic Education (From. Grade10toi2)

a a oa ——— --——--— =

fc). Development planning

(iis. Mention any two levels of development planning in the county
(d). Why is it mmportant for a country to plan for development?
2) Briefly discuss any four characteristics of Human Rights
3) (a) Define Poverty alleviation.
(b). State any three indicators cf poverty in Zambia.
(c}. How can a country like Zambia alleviate poverty, State three points,
4) Mx.Chisapa died mtestate. His property was shaved as shown below. His total
eatate was
caleplated at K30,000,000.00. He left two children, his father and one dependant.
(a) @), What is a tesiate succession. :
Gi}, In this situation where there is no surviving spouse, what is going to happen
to the
percentage that she was supposed to get.
{b). Calculate how much each of the following get,
{i} Children
). Parent
(83), Dependant
5). Below is an extract from “The Post Newspaper dated 15% February, 2011.
DPF vet to issue instructions in cop treason case.
iy NamatamaMundia
The Director of Public Prosecutions (DPP) has not yet issued Instructions in a case
of a 54
year old accused police officer MaybinSikwa of house number D156 Cheistone police
camp
ig charged with treason contrary......
There are 25 people who have ec far been charged with treason after the state
entered a
nolleprosequl in respect of 92 year old MutuiwaMututwa.
fz). Define the following terms:
@. Treason
(a). NolieProsequi
(b>. Give two example of criminal cases that are non-bailable
{c} What do we call the Director of Public Prosecution’s certificate of instruction
to commence
trial.
{d). List the three principles of sentencing.
6} There has been a lot of social challenges in Zambia such as child defilement and
child
sexual abuse.
(2). Differentiate between child defilement and child sexnal abuse.
{>). Mention two factors that would be attributed to the increased number of
teenage
pregnancies in our communities.
(c) State tro ways of preventing teenage pregnancies in society.
(dD. etl Eacopente s ecis Saat iackchodes Chae aoe in celiaeatees

Prepared by Miss. M. Machila (B.A ED) and Mr. Sikaonga_ =. ee ee Raeeeay

rade 10 to 1

__ igh marks in Civic Education (From G

Sr

9). (a) Define environmental degradation.

(b). Explain any three causes of environmental degradation,

8). What is volumttaty counselling and testing?

{b). Stake two reason why people avoid going for voluntary counselling and testing.

{c}) When does HIV develop into AIDS?

(d). State any three ways on how a person living with HIV/Aids can be stigmatised
in a
family,

9) (a). What is culture?

(b). Mention any twe common cultural practises in Zambia

(9 Livt and explain any two features of cultures.

10). Briefly List amd explain the four main factor that hinder female participation
in
governance.

SECTION C. ESSAY GUESTIONS (49 MARKS)

This section consists of five essay questions. Answer two questions. One question
is
compulsory. Choose the other question from the remaining, four,

1 Explain the Fight components of culture

2 What does the term separation of powers mean? Discuss the assertion that “there
is no
separation of powers” in Zambia.

3. Explain the impact of HIV/AIDS on the Zambian economy.

4. Discuss Zambia's effort towards the atlainment of the Millemmium Development

Goals.
Or. How far has Zambia gone in trying to attain the MDGs,

5. What are News Agencies? Describe the roles and short comings of the Media.

PART 4
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Prepared by Miss, M. Machila (B.A ED} and ‘Mr. sikaonga a ae rs Page 128
Soi eather ee bn ic Bu cations | From Grace $002)

PART 2
SECTION A

i. Rule of residence.
-Marviage, principle of declaration on a prescribed form
“~fenunciation of previous citizenship

+ Corcuption prevention, community education, investigation and prosecution

i. Constituent assembly

4. Is a procese through which females and matics, girls and boys, women and men are
assigned certain roles and responsibilities based on the values of a particular
society

5. Historical background, ethnicity, imbalance of natural resources, immigration,

injustice,
poverty illiteracy, unemployment, refuges, mismanagement of economic resources,
economic and export resources.

6. International Monetary Fund (IMF); Werld Bank; African Development Bank; Arab
Bank
for economic Development in Africa

7. Uneven distribution of resources; climate differences; specialisation technology

differences; carn foreign exchange; promot: international cooperation; supplement
domestic production.

&. Promotes and protects the mie of law, safeguard haman rights, provides
separation of
powers, ensures democratic governance

9. Second largest source of law in Zambia. This is when disposing of a case, the
court refers
io know 2 similar case decided upon by a supreme court

it. Low imcome, comsumption habits, extended family syatem, no future plans, lack
of
knowledge to save for the investinent, social statau, large quantities of imported
finished
goods.

11. Probibited degree

12. Envaroamental management

SECTION B

1. (a). Fiscal disciptine means strict control of public resources.

High marks in Civic Education (From Grade 10 to 12)

(b), Centralised planning is planning done by the central government without the
invoivement of the local communities
(c) ( These are aims intended to be achieved im a given period for deveiopment of
economy of the country
(ii) Individual, family, community, national, international
(d) To reduce over/under spending
-It prevents spending outside the plans
-It enhances accountability
2 Human rights are entitlement that one enjoys simply for being human.
“Human rights are inherent-—-means that it is a natural gift
-Homuan rights inalienable means cannot be taken away or given to another person
-Human rights are indivisible, interdependent and rights cannot be divided or
subtracted
from.
-Human rights are universal —they apply to all people everywhere in the world and
are the
same lorall peapie in the world regardless of race, sex, colour, age
3. Poverty alleviation is the process of lessening the sutfering of the poor by
meeting their

immediate pressing needs

tb).

-High unemployment levels -High maternal! mortality rate

-High literacy levels ~Over population
-Low per capital income -Disease

-Low productivity -High death rate

-Low life expectancy

(b) Provision of education, increase food production, improve the health status of
the people,
e.g. the poor, reduce the incidence, infection and impact of HIV/AIDS, imcrease
access to
skills development and vocational tramimg, rural electrification

4. Testate succession deals with mberitance of property of a dead person.who left a

will

(b). The percentage will be distributed to the children according to the proportion
of age and
needs

Prepared by Miss.M,Machila(BAED)andMr.Sikaonga—itsti<“‘it=‘s;*~*~*‘é RO BO
High marks in Civic Education (From Grade 10 to 12)

(c) Children 15,009,900, parents 16,000,000, dependants 3,000,000

5. (a) A criminal offence involving the attempt by overt acts, to overthrow the
government to
which the offender owes allegation or to betray a state to a foreign power

(b} The government withdraws a criminal case against the accused person is not
obliged to
give reasons

‘Treason, aggravated robbery, murder and motor vehicle theft

(c) Fiat

(d) Retribution, deterrent, reformation

& Having sexual intercourse with one below the age of 16 and child. Sexual abuse is
the
involvement of a child in any form of sexual activity, e.g. touching of breasts of
private paris
{b). Peer pressure, personal development, lack of sexual education, cultural
issues, economic
isspes

(¢} Being occupied with activities , upholding good moral values, abstinence,
avoiding bad
companies, setting goals or principles, discussing with friends, avoiding alcohol
and drugs,
resisting peer pressure

(D. Victim support Unit, young women Christian association, Zambia civic education
associaiion, young men Christian association

*. @) Environmental degradation refers to any action or process that makes the

environment
less fit for bmman, plant or animal life.

Canses: sverpopulstion; pollution; depletion of resources; war.

8. (2). A serwice that enabies people to know their HIV status.

(b) because of discrimimation and stigmatisation; fear of the unknown; fear of

death

(co) Wihes Gee isemeome system becomes weak, when the body becomes weak and
(dy. Denislof company Gsolsted), denial of medical attention, neglected, teased
that she/he is
sick, mot mespected, privacy violation, may not be greeted.

>. (2) Culture is 2. way of life of people.

(b) Respect fer elders, extended family system, rites of passage, traditional
ceremonies,

ne
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High marks in Civic Education (From Grade 10 to i2)

(c) Culture is dynamic—it is not constant it is always changing: culture is

cumuiative—every
huunan generation and discuss new things and invest better technologies; Cultere is
learnt—
it is passed on from generation to generation; Culture is the sum total of a
society’s way;
Culture is shared of life; Culture no longer exist in isolation; Culture gives
society a range of
pennissible behaviour pattern; Culture is Integrated; culture is based on symbols

10. Cultural aspects, male economic dominance, lack of solidarity among women,
political

ECTION

QUESTION 1

1, Language—language defines a cultural group even though some languages maybe used
in Cifferent countries

2 Religion dictates the behaviour of a given society

3. Values and attitudes—constitute the value system of any given people and they
are the
least likely to change

4. Edecation- it is an important aspect of culture. There are three types of

learning that take
place in amy society, i.e. informal learning, formal learning and technical
learning.

5. Social organisation is the way a society organises itself, [t relates to how

society defines
relationships, social institutions like marriage and status systems like the role
of women
and children

6. Technology and material culture—refers to society's ability i create, design and

use
things. It relates to the way society organised its economic activities.

7. Law and politics—are rules and structures that regulate the behaviour of society

8. Aesthetic. This is a society's perception of what is considered beautiful m art

and in
person, It dictates what is acceptable in the culture.

WESTION 2
-Separation of powers states that the organs of the government namely, the
legislature,
executive and judiciary must work independently. The thres organs must not
interfere with
Prepared by Miss,M.Machila(BAED)andMr.Sikaonga = i(iti‘ésC~*‘éR RE SE
| High marks in Civic Education (From Grade 16 to 12}

each other in their operations. The legislature makes the laws, executive carries
ovt the laws
and the judiciary interprets and enforces the laws.

Evidence of separation of powers:

-The government of Zambia is composed of the three organs. The legislaiure makes
the laws,
legislature may impeach the President if she/he violates the constitution,

Evidence of no separation of powers:

-The head of the executive is the president who appoints the head of the judiciary,
ie. the
-judges are appointed and fired by the head of the executive who is the president

Cabinet ministers belong to both the executive and the legislative

-The legislative can be dissolved by the president (executive)

-The legislative cannot make any laws, unless it is approved by the president

Nesatives

-It leaves many children as orphans and streets kids

-it deprives the country of economically active citizens

-Takes a letof space to be spared for burying the dead

oa
High marks in Civic Education (FromGrade10to12) _

2 Education: increases the number of teachers, build more schools both basic and
high

3.

schools, Place more teachers in rural areas, enrolment of pupils has increased

Gender equity: different cut off point for girls and boys. Re-entry policy by the
ministry
of education. Increase number of female in decision making positions from 20—50%
Child mortality: annual vaccination campaigns. Promote under-five clinics, more
health
centres built

Maternal health: train more midwives and birth attendants. More health centres
built
with maternity wings

Combat HIV/AIDS, malaria and other diseases: free ARVs, establish more VCT centres,
Rall-out malaria programme. Distribution of free mosquito nets

Environmental sustainability: keep Zambia clean campaign, sink bore-holes, re-

enforcement of pollution control act

Global parinership for development More investors have been allowed im the country.
Free market has been encowraged. |

QUESTION §
News agencies are media institutions which collect and supply mformation to media

Roles of the media:

-To inform and educate the people;to act as a watch dog; to promote public debate;
to set the

agenda

Short comings:

~Opposing views are excluded

-Few people have access to

the interest of the state only

-Controllers end owners of ra.V, computers

-Private media dio, T

operates under difficult conditions

-State media tends to promote the media tend to use them to serve their own
interests
Dd eis ft ee AA LET SPT = fae Seer
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Page 134

ce