Zambian Teachers' Unions in education policy making.

摘要: Despite worldwide recognition of the fact that education is one most substantial affairs in life, many children lack access to quality education. Quality begins with decent education policy. In order improve policies, contributions those working in field education, should be encouraged. Under Sector Wide Approach and later Poverty Reduction Strategy Papers, donors brought concept ‘civil society participation policy making’ Zambia. This research concerned participation of Teachers’ Unions making process. The description degree of participation based on ladder Arnstein. She distinguishes eight rungs, from non participation participants’ power. Teachers’ in education Zambia between these extremes. mainly placation, other words: fake or symbolic participation. some stages the policy cycle, higher lower than placation. Besides degrees, there are different types Participation Zambia in process both performed alone and shared, within a coalition. And direct, face negotiations, indirect, when other measures influence practiced. For explanation participation, distinction made factors that promote hamper at level government, the Teachers’ donors. At can promote democracy, willingness capacity of government. Unions, capacity terms of institutionalization, legitimacy concerning investigated. The relationship the activities donors, can determine level of hampering most, poor democracy Zambia, expressed in limitations freedom speech, unwillingness government officials. At it turned out they within their own organization capacities regard donor; donors provide facilities