Towards Common Future: Higher Education in the SADC …€¦ · · 2018-03-13in the Region”...

Prepared to accompany report entitled ‘Towards a Common Future’ Higher Education and SADC Regional Development

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Towards a Common Future: Higher Education in the SADC Region

Regional Country Profiles

The country study presented here was prepared as a part of the study “A Profile of Higher Education in the Region” published in “Towards a Common Future: Higher Education in the SADC Region” (SARUA, 2009). It is published here as an appendix to that report. The methodology used to obtain the data presented here is described in full in “Towards a Common Future” (see page 63 – 68). This methodology relied on surveys sent both to the relevant Ministry of Education, and to individual institutions in the region. Where data from the two sources did not match, a follow‐up process of data confirmation was undertaken, until agreement was reached. Although the data obtained via this method does not necessarily match data obtained using different methodologies (some differences are evident between the data presented here and that presented in other SARUA studies), in order to retain integrity of the data gathering process, no attempt has been made to manipulate the data artificially to reflect similar findings. Rather, the data must be read as having arisen from, and being true to, the particular methodology used in this study. The problems of obtaining accurate data from the region are well documented (mentioned in all SARUA studies, see particularly p. 65 of this report), and speaks to the urgent need for a process for regular maintenance of such data. We publish these country studies as supplemental information to that presented in the report itself, and hope that they will be of value to other researchers in the region.


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Zambia: Review of Public Higher Education

Key Country Context Statistics

Population: 11.799 million (2006) GDP: US$910 (2006) Human Development Index (HDI): 0.434 Unemployment levels: 50% (2000 est.) Key economic sectors: Mining, Agriculture, Manufacturing, Tourism Principal Exports: Cobalt, Copper, Cotton, Cut Flowers, Electric Appliances, Hardwood, Mineral Products HIV and Aids prevalence: 15.16% (2007 Estimate) Gross Primary Enrolment Ratio: 117 (2006) Gross Secondary Enrolment Ratio: 28 (2002) Gross Tertiary Enrolment Ratio: 2 (1999)

Source: Country context data was obtained from a variety of sources: (CIA, 2008; SADC, 2007; UNDP, 2007; UNESCO Institute for Statistics, 2007; UNAIDS, 2008)

1. NATIONAL LEVEL OVERVIEW

School education in Zambia is divided into primary schooling, which lasts for seven years and leads to the Certificate of Primary Education, and secondary schooling. However, the Ministry of Education reported in 2005 that the formal education system was in transition, moving from a 7‐5‐4 structure (that is, seven years of primary education, five of secondary education and four years of university education) to a 9‐3‐4 structure (nine years of basic education, three years of high school and four to five years of university education) (Republic of Zambia‐Ministry of Education, 2005). The first seven years of education, from age 7 to 14, are compulsory. There are three types of high schools in the country ‐ government‐run high schools, either day or boarding schools; grant‐aided high schools, run by faith‐based agencies; and private high schools (boarding and day schools) run by private agencies and individuals on a commercial basis (Republic of Zambia‐Ministry of Education, 2005). Higher education is provided by three public universities (one of which only opened its doors in September 2008) and 14 teacher training colleges, which fall under the Ministry of Education, and 227 technical and vocational institutions which fall under the Technical Education, Vocational and Entrepreneurship Authority (TEVETA). About half of these colleges are privately run and the remainder are run by the state, religious organizations or the community (Zambia MoE Questionnaire Response, Republic of Zambia‐Ministry of Education, 2005).


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Table 1 Overview of HE Sector

Type of Higher Education Institution Number of institutions

Estimated % of HE students enrolled in this type of institution

Publicly funded universities 3 18%1 Publicly funded polytechnics or specialized colleges

43 33%

Privately funded, accredited universities or colleges

32 registered with MoE 227 Technical and Vocational Institutes

49%2

Virtual universities 0 0 TOTAL 78 100% Source: Zambia MoE questionnaire response The three public universities include the University of Zambia, Copperbelt University and the newly opened Mulungushi University. The National College for Management and Development Studies in Kawabe was converted into the new university. Mulungushi University is based on a public‐private partnership and will be administered by an independent board of trustees (Manyukwe, 2008). Unfortunately, no data has been recorded on the employment rate of recent HE graduates in Zambia. The MoE notes that ‘it is increasingly difficult to get data on HE institutions especially private universities and this must be sorted out as soon as possible. Even data on registered private universities and students enrolled in these institutions cannot be easily obtained’ (Zambia MoE questionnaire response). The following statutory bodies play a signification role in HE in Zambia: • The Technical Education and Vocation Training Authority (TEVETA): the regulatory body

for Technical and vocational training institutions. • The Examination Council of Zambia: the body responsible for regulating examinations. • University Councils: the bodies responsible for overseeing university education within the

institutions themselves. Goals and objectives for the higher education sector have been set through consultative processes, involving all stakeholders (including civil society, non‐governmental organizations, and corporate partners. The following have been defined by the MoE as the primary goals and objectives:

1 This is for the two institutions on which information is supplied in this country paper, as the third institution has only opened in 2008. 2 This data applies to the technical and vocational institutions only, as no data is currently available for private providers registered with the Zambian MoE (although this data is expected to be available by the end of 2008).


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Table 2 Higher Education Goals and Objectives in Zambia

Goals/objectives Description of how goals /objectives aligned with

national development priorities

1. Increase access to colleges of education and universities.

Infrastructure development is a national priority, as outlined in the Fifth National Development Plan (FNDP) and is seen as a way to meet the MDGs.

2. Improve production of professionally competent teachers for new curricula in coordination with the universities, private and line ministries.

The FNDP sets out to improve quality of education through teacher training to manage curricula that will meet national needs.

3. Provide a high quality university education system which will produce skilled, productive, and socially responsible human resources for the changing needs of the country.

These are the aspirations articulated in FNDP and the Vision 2030.

4. Strengthen the capacities of college education boards to plan, cost, manage, and monitor delivery of education.

This is articulated in the national Decentralization Policy.

5. Develop and support actions aimed at mitigating and reducing the impact of HIV/AIDS.

HIV/AIDS is a national priority in the FNDP through the National AIDS Council.

Source: Zambia MoE questionnaire response Science and Technology have been identified as a specific priority area for HE in the country, in the Fifth National Development Plan and the Vision 2030 national documents on development, as well as in the Science and Technology Policy of the Ministry of science and Technology. In addition, specific targets are set by the Ministry to be achieved by individual institutions, which the MoE reports institutions are ‘usually successful’ in achieving. Progress towards the achievement of these goals and objectives is done through development of the National Implementation Framework, which outlines the targets. The MoE’s Senior Management Implementation Team spearheads the monitoring of the implementation of the programmes in the Framework. More detail on Governance and Management structures is presented below. Several key challenges have been identified by the Zambian MoE in its questionnaire response. These are presented below. Table 3 Main challenges facing HE in Zambia

Main challenges Ministry initiatives/interventions undertaken to

address the challenges

1. Low expansion rate of HE Continue expansion of the sub‐sector (for example, opening up of the new Mulungushi University and private institutions).

2. Curriculum not responsive to current local and global needs

Embark on curriculum review to drive the nation to the realization of the Vision 2030.

3. Low funding to the Sector and subsequently to the sub‐Sector.

The initiative for Public Private Partnership and government commitment aims to continue increasing funding to the sector.

4. High levels of brain drain for lecturers and instructors.

No specific intervention identified.


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Main challenges Ministry initiatives/interventions undertaken to

address the challenges 5. High levels of gender disparities with low female

participation. Intervention to have 30% of places reserved for female students and 70% to be competed for by all.

Source: Zambia MoE questionnaire response Table 4 Summary of key skills shortages or capacity constraints in HE sector

Skills Shortages/Capacity Constraints Brief description

1. Information Communication Technology (ICT) Non availability of adequate ICT infrastructure in institutions of learning.

2. Curriculum Development Staff capacity to develop curriculum to address current needs of the nation.

3. Staff Development Programmes With the continuous brain drain at HE, there is no corresponding initiative for staff development programmes.

Source: Zambia MoE questionnaire response The following capacity development mechanisms are in place to support development of human capacity in Zambia: • Staff development fellow: this entails the retention of students within the higher

education system to be trained as tutors in certain fields. • Student exchange programmes: these take place through partnerships between local and

international institutions. • Staff attachments: these take place in the form of online, distance learning.

1.1 POLICY CONTEXT

There are various relevant pieces of legislation, regulation, and policy governing education in Zambia: • The Education Act of 1966, supported by the Zambia Statutory Instrument No. 43 of

1993, provides a legal framework for the development of the education system in Zambia (basic, high school, college education, and university education) to date. The Act does not comprehensively cater for the changes and developments that have occurred, since its enactment, especially policy and structural changes in the education and skills development sector. Consequently, the MoE has reviewed the Act and a Bill has been prepared for enactment of a new education Act by the Parliament of Zambia. The new Act is expected to provide a framework for liberalization in education provision, business ventures, different funding modes and state – private partnerships in educational provision.

• The Technical Education, Vocational and Entrepreneurship Training (Amendment) Act, 2005 provides the necessary legal framework for the development of TEVET in general and the establishment of the TEVETA and Management Boards for training institutions in particular. It also provides for the active participation of the private sector in the provision of TEVET programmes in Zambia.

• The University Act No. 11 of 1999 provides a legal framework for university education in Zambia. It stipulates the legal requirements for the establishment and governance of university education. It also defines the conditions and parameters for establishing


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private institutions and for maintenance of academic standards (List summarised from Umlilo weMfundo, 2007, pp. 33‐34).

Two other important documents within which the above are located are the Zambia Vision 2030 document and the Fifth National Development Plan (2006 – 2010) (Republic of Zambia, 2006a, 2006b). The former is Zambia’s first ever written long‐term plan, expressing the country’s aspirations by the year 2030. Its intention is to provide a common planning interface for all sectors and a source of direction for short‐ and medium‐term plans. Flowing from this Vision document is the Fifth National Development Plan (FNDP), which, together with associated Medium‐Term Expenditure Frameworks (MTEFs) is the link between Vision 2030 and annual activity based national budgets. The FNDP highlights the following: 1. The importance of wealth creation through sustained economic growth as the most

important element in poverty reduction; 2. The importance of redistributive policies for reducing poverty and the reality that

growth and equity are not necessarily in conflict, thus combined with placement of priority attention on those sectors that both maximise growth stimulation as well as on those, such as agriculture, education and health, that best address the plight ofthe poor;

3. The possibility of developing needed linkages between growth and poverty reduction in a sustainable way, through an approach that allows everyone to share the benefits of growth; and

4. The importance investing in infrastructure maintenance (particularly transport networks).

Zambia’s strategies and goals, in terms of its Poverty Reduction Strategy Paper submitted in May 2002, include the following: • To equip and restock university libraries; • To increase enrolment in tertiary education and to increase teacher training at colleges

and universities (as the number of higher education institutions is limited, very few students graduating from secondary school find places in them); and

• To rehabilitate scientific and technological development institutions, for instance schools of engineering and technology.

Furthermore, it has been reported that the government planned to introduce a higher education‐level programme aimed at increasing access, improving the quality of education and reviewing curricula to produce a graduate education that is more relevant and responsive to the changing labour market (Bloom, Canning, & Chan, 2006).

1.2 GOVERNANCE AND MANAGEMENT

The governance and regulatory framework for higher education (Colleges of Education) is set out in the Education Act of 1966, Cap. 134. The Universities’ Framework is contained in the University Act No. 11 of 1999. The TEVET Act 13 requires institutions under the Ministry of Science to be managed by a Management Board. In terms of governance and management, the following are national responsibilities: • Policy analysis and development;


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• Strategic Planning; • Regulatory management by the TEVETA; • Resource mobilization and allocation; • Development of the national curriculum; • Quality assurance and setting of standards; • Supervision, monitoring, and evaluation; • Determination of overall personnel policies for the system; and • Collecting and analysing data. The following stakeholders are involved in HE governance at national level: Table 5 Zambia: role played by stakeholders in HE governance at national level

Stakeholder Play a meaningful role (yes/no)

Students NoGraduates NoEmployers YesCommunity Members YesCooperating Partners YesSource: Zambia MoE questionnaire response The following are the responsibilities at the institutional level for Colleges of Education: • Governance Body

– Formulating local policies for regulating the management of the institution for which the Board was established;

– Training provision by institutional Boards; – Ensuring that the Board has a mission statement and a vision; – Establishing the long‐term goals of the Board and ensuring that strategic objectives

and plans are established to achieve those goals; – Ensuring that the management structures are in place to achieve those objectives; – Guiding the implementation of strategic decisions, actions, and advising

management as appropriate; – Reviewing and adopting annual budgets for the financial performance of the Board

and monitoring Board performance and results on monthly basis; – Ensuring preparation of annual and half‐yearly financial statements, as well as

communicating and disclosing information to stakeholders; and – Overseeing implementation of adequate control systems and relevant compliances

with the law, governance, accounting and auditing standards. • Management Team

– Implementing decisions of the MoE and the local policies of the Board; – Initiating and managing the delivery of quality education to the satisfaction of the

clients; – Identifying the needs for developmental projects, managing and executing of the

work including support functions to address MoE goals and objectives in line with the Board’s annual work plan;

– Organizing different services of the community that may not require approval from the Board;

– Identification of training needs for staff, including Board members;


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– Managing Board finances through staff and initiating the development of fundraising activities;

– Representing the Board at various meetings’; – Representing the Board in relation to third parties and courts of law for all

transactions, including transactions relating to the acquisition of assets, administration, and expenditure of the resources of the Board;

– Reporting on the activities of the Board to Board meetings, MoE, and other stakeholders;

– Preparing annual work plans for the Board and Ministry of Education; – Keeping the Board fully informed about all work carried out and making

recommendations in reference thereto; – Keeping minutes of all meetings of the Board and sub‐committees, and sending

copies thereof to the Board as required; and – Maintaining books of accounts including statements of receipts and expenditure for

the years under headings in the form prescribed by the MoE and the Board. At universities, the two primary governance levels are as follows: • University Council

– Responsible for formulating policies for the management of the institution for which the Council was established.

• Management – Responsible for running the day‐to‐day affairs of the institution.

The Ministry does conduct regular monitoring of governance and management of higher education at the institutional level. It provides on‐site support to College of Education boards, as well as establishing performance contracts with Management Boards for those Colleges. At University level, monitoring is done through regular meetings and receipt of annual reports. In addition, the MoE is in the process of establishing a Higher Education Authority which will be mandated to deal directly with the governance and management issues of higher education institutions in the country. Specific governance and management challenges have been identified by the MoE as follows: Table 6 Zambia: Key governance and management challenges

Governance and Management Challenges Interventions to Address Challenges

1. Non‐involvement of governance body members of education boards (high schools and colleges of education), who represent community members, in planning and decision making.

A Manual entitled ‘Principles of Education Boards Governance and Management’ has been developed to help both governance body members and management teams in colleges of education know their responsibilities.

2. Lack of knowledge in the use of educational data to make informed decisions.

A Handbook for Planning and Decision‐Making has been developed to train governance body members know and appreciate educational statistics, the data which is used in decision‐making, setting of priorities and the eventual allocation of funds to the programmes for education delivery.


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Governance and Management Challenges Interventions to Address Challenges 3. Lack of capacity among governance body

members of education boards to harness community support to implement education policies such as the teaching of localized curriculum.

A ‘School ‐ Community Partnership Manual’ developed by CHANGES 2 (a USAID Project) will be used to train board members on how to harness community support.

4. Currently, management structures, procedures and practices are still centralized, using the same centralized institutional framework, thereby resulting in responsibilities being shared at all the levels of the Ministry of Education management structure. This creates confusion and lack of accountability for non‐performance.

The Ministry of Education will endeavour to streamline these procedures and practices so that they conform to principles of decentralized management.

Source: Zambia MoE questionnaire response

1.3 FUNDING

Table 7 Zambia: Percentage of national education budget spent on HE

Year Percentage of national education budget spent on HE

2003 MoE‐ 15%

Science and Technology – 30%3

2004 MoE‐ 15.7%

Science and Technology – 40%

2005 MoE‐ 25%


2006 MoE‐ 17.3%


2007 MoE‐ 10.6%

Science and Technology – 80% Source: Zambia MoE questionnaire response A funding formula is used to distribute higher education funding to institutions. However, allocation of resources is not based on achievement of performance targets or strategic priorities in the area of governance and management. Zambia also has a student bursary system operational to provide students financial support. Prospective candidates apply to a Bursaries Committee. The most needy students, as well as those with exemplary results, receive 100% scholarships, while other successful students receive 75% scholarships. Of course, Zambia does experience various challenges with regard to funding. Most important is the inadequate resource envelope for HE, a challenge which is being addressed by lobbying through political processes for resources, as well as through establishment of the Private Public Partnership (PPP) Initiative. The high cost of HE is being tackled through various cost‐sharing initiatives. A linked challenge is the high demand for HE, which is being addressed through expansion of HE infrastructure, as well as through the PPP Initiative. A positive response has been noted to this Initiative, which represents, the MoE’s primary

3 The Ministry of Education is responsible for higher education at the three public universities and teacher education colleges, while the Ministry of Science and Technology is responsible for all institutions offering technical and vocational training, hence the two budget allocations.


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strategy to involve business and industry in the HE funding strategy, but it has yet to yield tangible results.

1.4 QUALITY ASSURANCE

The MoE notes that: Quality in tertiary institutions too is addressed mainly through improved lecturer training; curriculum reforms and supply of adequate teaching and learning resources to colleges and universities. Quality, therefore, is being used as an indicator to measure the level of human resources input in terms of number of lecturers in relation to the number of students enrolled in a particular subject discipline. The higher the student: lecturer ratio, the lower is the access of students to lecturers. But it should be noted that many more factors contribute to the quality of learning experiences such as the availability of teaching and learning materials, lecturer qualifications, contact time between students and the motivation levels of lecturers (Republic of Zambia‐Ministry of Education, 2005, p. 129)

The MoE in Zambia, in collaboration with SADC member countries, has developed a National Qualifications Framework (NQF) to monitor quality assurance. However, this NQF will only become operational during 2008. Currently, therefore, the MoE will remain responsible for quality assurance until the Higher Education Authority and NQF are operational. For institutions governed by the Ministry of Science and Technology, quality assurance is governed through the TEVET ACT No. 13 of 1998. In addition, universities are required to monitor quality internally on an ongoing basis through their own quality assurance processes. Generally, this is achieved through quality assurance committees, although quality of provision of private universities is also monitored through affiliations with established universities locally and internationally. Such affiliation is a requirement of registration with the MoE.

1.5 REGIONAL COLLABORATION

Zambia does place emphasis on regional collaboration and integration as part of its planning in the higher education sector. The MoE implements programmes and activities as required by the SADC protocols and reports progress on the SADC protocols to SADC Minister of Education meetings. Elements of the SADC Protocol on Education and Training have had direct influence on higher education policy and practice in Zambia. For example: • Regarding the strengthening quality assessment, Zambia has focused on development of

monitoring tools for quality control, as well as establishment of the NQF; • Regarding EMIS, there have been national improvements in the availability of accurate

data on education to ensure evidence‐based planning, policy formulation, and monitoring of HE; and

• In the area of gender, which is a cross‐cutting issue, plans have been developed to increase female participation in HE through bursaries and reservation of 30% of places for female students.

Other specific regional development priorities include: a regional focus on university entrance requirements; consideration of credit transfer from one university to another; and harmonization of the academic year across countries.


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Higher education planning has also been influenced by the Millennium Development Goals (MDGs), as mapped out in the table below: Table 8 Zambia: Influence of Millennium Development Goals (MDGs) on HE planning

MDGs Description of how this MDG influenced planning (where relevant)

1. Eradicate extreme poverty and hunger N/A

2. Achieve universal primary education This has led to an expansion of infrastructure for HE to be able to absorb more students. This will call for private public partnership initiatives.

3. Promote gender equality and empower women 30% of places are reserved for female students and the rest competed for by all.

4. Reduce child mortality N/A5. Improve maternal health N/A

6. Combat HIV and AIDS, malaria and other diseases HIV and AIDS are cross cutting and are incorporated into the planning process at all levels.

7. Ensure environmental sustainability N/A

8. Develop a global partnership for development This has led to development of the concept of Private‐Public Partnership initiatives in the provision of HE.

2. PUBLIC UNIVERSITIES

2.1 THE COPPERBELT UNIVERSITY4

The Copperbelt University, located in Kitwe and originally a part of the University of Zambia, was established as an autonomous university in 1987, following the changing of the existing University of Zambia Act. The motto of the University is ‘Knowledge and Service’. According to the institution’s website, this incorporates the following strands: • Knowledge and service go together. Without knowledge, service is hardly possible.

Without the use of knowledge in the service of mankind, knowledge is useless. • The Copperbelt University, as a seat of learning, represents knowledge, and the tertiary‐

level education it offers to students is itself direct service to students as individual persons, to society is so far as students are members of society, and to humanity in so far as students are members of the human species, technically known as Homo Sapiens.

• Knowledge is the basis of personal and national development by way of enlightenment. The Copperbelt Unviversity attaches great importance to knowledge acquisition by students individually and severally. Facilitation of knowledge acquisition is service to the individual students and to the nation, by the Copperbelt University.

• Knowledge is acquired by students, not for the sake of it, but rather for use by graduates in the basic task of production and distribution of goods and services to contribute meaningfully and significantly to the goal of improving the living standards of the people

4 A questionnaire was completed by the Copperbelt University. This section is based on data provided in the questionnaire response, as well as supplementary data sourced from the Copperbelt University website (www.cbu.edu.zm).


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in particular and mankind in general. The motto is a a declaration to students that they must enter the University to acquire knowledge and that they must use it in service of mankind.

• Knowledge generation through research is the basis of advancement. The Copperbelt University treats research as a principal function in its mission and the role in society. Conversely, The Knowledge component of the motto encompasses and stresses generation of knowledge for use by humanity.

• The Copperbelt University believes in the direct application of knowledge beyond teaching. This is accomplishable through provision of consultancy services to Government institutions, industry and commerce. Such application of knowledge is part of service the Copperbelt University undertakes to offer to society and humanity (Copperbelt University, 2006).

The University has broken down its primary institutional focus as follows: Table 9 Copperbelt University: Institutional Focus

HE Function Approximate Percentage Of Institutional FocusTeaching and Learning 70%Research 25%Community Service Activities 5%Source: Copperbelt University questionnaire response

2.1.1 Student Data

The Copperbelt University is a predominantly contact institution, although some distance learning is also provided. In 2007, the university had a total enrolment of 4,273 students, of whom 3,752 were contact and 521 were distance students. The majority of students enrolled at the university are Zambian nationals, with three SADC nationals and four students from other international, non‐SADC countries. Table 10 Copperbelt University: Summary of Enrolment Numbers (Actual data, July 2007)

Major Field Of Study

Total Number Of Students

(Headcount)

Number female students

Number male

students

Number of students enrolled per level of study

Under‐ graduate degree/ diploma

Post‐graduate degree/ diploma

Masters Degree

Doctoral Degree

Other qualifications

(short courses,

certificates etc)

Science, Engineering & Technology

1,600 162 1,438 1,600 0 0 0 0

Business, Management & Law

1,556 424 1,132 1,438 0 118 0 0

Humanities and Social Sciences

759 173 586 759 0 0 0 0


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(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)

Health Sciences

0 0 0 0

Other (Natural resources)

358 67 291 358 0 0 0 0

TOTALS 4,273 794

(19%) 3,361 (81%)

4,155 0 0 0 0

Source: Copperbelt University questionnaire response The vast majority of students at the Copperbelt University are enrolled in undergraduate programmes, with the largest enrolments being reported for Science, Engineering and Technology and Business, Management and Law. The enrolment figures show a clear gender disparity, with 81% of students being male. Table 11 Copperbelt University: Summary of Qualifications Awarded (2006)

Major Field Of Study/Faculty

Number of Qualifications awarded at this level

Total Qualifications Awarded

Under‐graduate degree/ diploma


Masters Degree

Doctoral Degree

Other qualifications (short courses, certificates etc)


307 307 0 0 0 0


198 175 3 20 0 0


99 99 0 0 0 0

Health Sciences 0 0 0 0 0 0Other (Natural resources)

35 35 0 0 0 0

TOTALS 639 616 3 20 0 0Source: Copperbelt University questionnaire response. As for enrolment data, the majority of qualifications awarded are at an undergraduate level and within the Science, Engineering and Technology and Business, Management and Law fields of study. The Copperbelt University reports providing the following services to support students in their studies. Table 12 Copperbelt University: Student Services

Type Of Student Service Service Provided (Yes/No) Academic orientation services YesAcademic support services (e.g. writing centres, study skills, etc) No


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Type Of Student Service Service Provided (Yes/No) Accommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions NoLanguage training NoSocial and cultural activities (bars, clubs, theatre, music etc) YesOther (Medical Facilities) YesSource: Copperbelt University questionnaire response

2.1.2 Staff Data

In 2007, the Copperbelt University reported having 193 academic and research staff. The majority of these staff members are Zambian nationals, with five staff members reported to be from other SADC countries and nine from other non‐SADC countries. In addition, the university employs 116 administrative staff all of Zambian nationality. Table 13 Copperbelt University: Academic and Research Staff (Actual data, 2007)

Major Field Of Study Total Number (headcount) Number of females Number of malesScience, Engineering & Technology 78 6 72Business, Management & Law 34 5 29Humanities and Social Sciences 58 10 48Other (natural resources) 23 4 19TOTALS 193 25 (13%) 168 (87%)Source: Copperbelt University questionnaire response. As with students, a wide gender disparity in staff numbers is evident with only 13% of academic and research staff members being female. The gender difference is smaller for management and administrative staff, 38% female and 62% male. Humanities and Social Sciences is the only faculty in which more female administrative staff (24) are employed than male (21). With a total of 193 academic and research staff employed in 2007 and an enrolment of 4,155 students the teaching/research staff to student ratio is currently 1:22. Table 14 Copperbelt University: Academic and Research Highest Level of Qualification

(Actual data, 2007)

Major Field Of Study Number of Academic and Research Staff with this as their HIGHEST qualification



Masters Degree

Doctoral Degree

Not Specified/No Qualification


10 0 58 8 2


5 0 22 7 0


16 0 34 5 3

Health Sciences 0 0 0 0


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Major Field Of Study Number of Academic and Research Staff with this as their HIGHEST qualification



Masters Degree

Doctoral Degree

Not Specified/No Qualification

Other (Natural resources)

5 0 14 4 0

TOTALS 36 0 128 24 5Source: Copperbelt University questionnaire response. The majority of academic and research staff have a Masters Degree as their highest qualification. Research output of academic and research staff is summarized in the table below. Table 15 Copperbelt University: Research Output(Actual data, 2004‐2007)


Number OfPublications in internationally

accredited journals

Publications in locally accredited

journals Books Published

Other research activities


0 0 0 11


0 2 2 7


0 2 0 1

Health Sciences 0 0 0 0Other (natural resources)

4 2 0 6

TOTALS 4 6 2 25Source: Copperbelt University questionnaire response. Although research output is currently low, the university notes that it has a clearly defined research policy/strategy, and sees ‘research as a major component of academic work in order to generate new knowledge and to provide information and advice to the society’ (Copperbelt University questionnaire response). The Copperbelt University reported critical staff shortages in the following areas: • Science, Engineering and Technology; • Business, Management, and Law; • Humanities and Social Sciences; and • Natural Resources.


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2.1.3 Governance and Management5

The governance structure of the Copperbelt University consists of a council, senate, management, faculties and units, subject heads of departments, and section heads, under which reside lecturers and officers. The University’s governing body includes the following representation. Table 16 Copperbelt University: Governing Body Representation

Governing Body Representation Number Of Members

Representing This Group Number of members who come from or represent the business/industry sector 3Number of members who come from or represent the community sector 3Number of members who come from our represent the community sector 3Number of students representatives 1Number of staff representatives 4Other (Management) 3TOTAL 17Source: Copperbelt University questionnaire response. University management includes the Vice‐Chancellor, Deputy Vice Chancellor, Registrar, Principal Officers, Deans, and Heads of Departments.

Funding

The vast majority of funding for the Copperbelt University is sourced from government subsidy/grants. Table 17 Copperbelt University: Funding Sources (Estimate data, 2007)

Sources of Funding Percentage of total funding/incomeStudent fees 25%Government subsidy/grants 70%Other (Internally generated income) 5%Total 100%Source: Copperbelt University questionnaire response. For research specifically, the Institution estimated that, in the period 1994‐2007, 90% of funding was sourced from government and 10% from privately funded research projects. It was reported that 70% of students receive additional financial support (excluding financial support from their families). Further, it was noted that no students repay their student loans in full within the prescribed timeframes. The current level of funding available to the Copperbelt University was reported to be insufficient for effective operations. In particular, additional funding to develop

5 Information provided in questionnaire response. No additional detail could be sourced since the university website was not functional at the time of the research.


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infrastructure and provide more competitive working conditions for staff was noted. At present the Copperbelt University does not have a strategic plan in place to develop additional income sources, but it does have a strategic plan to support collaboration with business and industry (school advisory boards include representatives from business/industry). The five main funding challenges facing the University include inadequate government funding, student bad debt, poor research facilities, lack of alumni support and the inability to charge economically aligned fees. The institution does have some mechanisms in place to attempt to address these challenges. This includes preventing students with bad debt from writing examinations, collaborating with industry to support investment in research equipment and the establishment of an alumni association.

2.1.4 Quality Assurance

The Copperbelt University does not yet have internal quality assurance processes in place. It was also reported that there are currently no national quality assurance processes that need to be followed, nor a requirement to report on quality issues to the national level. The university does participate in voluntary peer review quality assessments and sometimes conducts internal evaluations of its academic programmes. It was reported that mechanisms are in place to provide ongoing staff development, with most (90%) of this capacity building done by external service providers. There are, at present, no processes in place for evaluating the performance of individual teaching staff, and no processes in place for evaluating student learning services (such as libraries, student orientation etc). Student feedback is sought on academic issues, but not on governance or student services. Some research activities are subject to evaluation processes in which the performance of research teams is assessed. External or independent moderators are involved in the setting and marking of examinations. Table 18 Copperbelt University: Challenges and Interventions in the Area of Quality

Assurance

Main Challenges Initiatives/interventions undertaken to address challenges1. Library facilities No intervention noted.2. Equipment. Procurement of new equipment.3. Laboratory facilities. Procurement of computers and software. 4. Quality of teaching. Minimizing of part‐time lecturers.5. Monitoring and evaluation procedures. No intervention noted.Source: Copperbelt University questionnaire response

2.1.5 Regional Collaboration

It was reported that collaboration with higher education institutions in the SADC region was valued and/or accorded high priority by the institution, and that enrolment of students from the SADC region was valued. At present, a 5% admission quota is provided each year for non‐Zambian students. However, it was also reported that, in the past five years, there has been a significant decrease in the number of students from foreign countries enrolled at the


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Copperbelt University. As noted above, in 2007 only three students from SADC countries and four from other international (non SADC) countries were enrolled. The Copperbelt University has various collaborative academic or research programmes with other higher education institutions. Five specific projects were listed and included collaboration with organizations in Zambia, USA, Japan, Sweden, and Norway, as well as with the Zambian office of UNESCO and UNDP. Two collaborative community and/or development projects were noted. For these projects, collaboration is with organizations in Norway and the USA, in both cases as funders of the projects. The University reported on four specific projects involving collaboration with business or industry, three with Zambian companies and one with an organization from the Netherlands. A range of different faculties within the Institution are involved in all these collaborative projects. It was reported that the Copperbelt University expects tangible benefits from Regional collaboration. These include: • Access to academic and research facilities; • Staff exchanges; • Research analysis of study/research materials; • Staff development and training; and • Development of graduate studies. The main challenge to Regional collaboration noted was that of funding. However, the university reported that it has in place the necessary ICT infrastructure and technical support required to facilitate Regional collaboration. It was noted that the Zambian government could further support Regional collaboration through the SADC Protocol on Higher Education, participation in AAU programmes and through participation in the Commonwealth of Universities. Donor support through the creation of centres of excellence in several countries was also noted.

2.2 THE UNIVERSITY OF ZAMBIA6

The University of Zambia, located in Lusaka, was opened in the mid 1960s, with the first academic session commencing in March 1966 with 312 students. In its 2002‐2006 Strategic Plan, the University of Zambia defines its mission as follows:

To meet the needs of individuals and society through excellence in teaching and learning, research and service in order to foster sustainable human development and a culture of peace, human rights and justice (University of Zambia, no date).

In carrying out this mission, the University commits itself to the following: • Fostering a wide variety of teaching and research that maintains, renews, promotes,

advances, disseminates and assists the application of knowledge, and develops intellectual independence;

• Providing stimulating environment in which students may develop lifelong learning skills;

6 A questionnaire was completed by the University of Zambia. This section is based primarily on the questionnaire responses. In addition, the university website (www.unza.zm) was also explored for additional information.


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• Serving as a repository of knowledge and expertise, and accepting its role as a critic and conscience of society; and

• Creating partnerships with the world of work, other institutions of higher learning and civil society; and strengthening its services to society, by putting its knowledge and expertise at the service of national development and the wider African and International communities (University of Zambia, no date).

Table 19 University of Zambia: Institutional Focus

HE Function Approximate Percentage Of Institutional FocusTeaching and Learning 50%Research 25%Community Service Activities 25%Source: University of Zambia questionnaire response

2.2.1 Student Data

Based on 2007 figures, most of the students enrolled at the University of Zambia are full‐time, contact students (7,983) together with some distance education students (1,785) and a small number of part‐time students (354). Zambian nationals account for 10,049 of the student population, a total of 18 students come from other SADC countries and 55 from other non‐SADC countries. It was also noted that 37 of these international students are students with refugee status. Table 20 University of Zambia: Summary of Enrolment Numbers (Actual data, 2007 first

semester)



(Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


2,309 697 1,612 2,274 4 23 8 0


436 186 250 396 23 13 4 0


6,533 2,960 3,573 6,351 9 165 8 0

Health Sciences

844 275 569 755 2 83 4 0

TOTALS 10,122 4,118 (41%)

6,004 (59%)

9,776 38 284 24 0

Source: University of Zambia questionnaire response


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Most of the students enrolled at the University of Zambia are completing undergraduate degrees. Most students are enrolled in Humanities and Social Sciences (both at undergraduate and post graduate levels), followed by Science, Engineering and Technology. Male students outnumber female students, with 63% of students being male and 37% female. The University of Zambia’s Strategic Plan specifically makes note of efforts to expand access to undergraduate programmes and to expand and develop its postgraduate programmes (University of Zambia, no date). Table 21 University of Zambia: Summary of Qualifications Awarded (Actual data, 2006)


Number of Qualifications awarded at this level

Total Qualifications Awarded

Under‐graduate degree/ diploma


Masters Degree

Doctoral Degree

Other qualifications (short courses, certificates etc)


239 227 0 11 1 0


104 90 13 0 1 0


1,092 992 0 36 0 64

Health Sciences 237 217 4 16 0 0TOTALS 1,672 1,526 17 63 2 64Source: University of Zambia questionnaire response. The University of Zambia reported providing the following services to support students in their studies. Table 22 University of Zambia: Student Services

Type Of Student Service Service Provided (Yes/No) Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions YesLanguage training NoSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: University of Zambia questionnaire response

2.2.2 Staff Data

In 2007, the University of Zambia reported having 472 academic and research staff. The majority of these staff members are Zambian nationals, with one staff member coming from a SADC country and 48 from other counties, excluding the SADC region. The university employs 315 administrative staff. Only one of these staff members is from a SADC country, the others being Zambian.


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Table 23 University of Zambia: Academic and Research Staff (Actual data, 2007)

Major Field Of Study Total Number (headcount) Number of females Number of malesScience, Engineering & Technology 185 27 158Business, Management & Law 32 5 27Humanities and Social Sciences 160 27 133Health Sciences 95 24 71TOTALS 472 83 (18%) 389 (82%)Source: University of Zambia questionnaire response. A gender disparity is also evident in the staff numbers presented above, with only 18% of academic and research staff being female. The greatest number of staff members are employed in the Science, Engineering and Technology, and Humanities and Social Sciences as is to be expected given student enrolment in these areas. The gender ratio for administrative staff is slightly increased, with 30% being female. No data was provided on staff qualification levels or research output. It is, however, noted in the questionnaire response that the University of Zambia is currently developing a research policy. Further, research is a component addressed in the institution’s Strategic Plan in which it is noted that the University will realize its commitment to excellent and relevant research by: 1. Development of a Research Policy; 2. Developing a Research Culture; 3. Fostering Interdisciplinary Research; 4. Encouraging Applied Research; 5. Developing Cooperation in Research with Industry; 6. Mobilizing External Funding; and 7. Establishing a Research Assessment Scheme. 8. Establishment of Research Attachment Programme at INESOR (University of Zambia, No

date). Critical staff shortages were reported in the following areas: • Humanities and Social Sciences; and • Health Sciences.

2.2.3 Governance and Management7

The University of Zambia governance structure consists of a University Council which is regulated by the University Act No.11 of 1999. The Council consists of three sub‐committees: finance and infrastructure, Human Resources and Executive Planning Committee. The University’s governing body includes the following representation.

7 Information provided in questionnaire response. Additional information was sourced from the University of Zambia website.


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Table 24 University of Zambia: Governing Body Representation

Governing Body Representation Number Of Members

Representing This Group Number of members who come from or represent the business/industry sector 5Number of members who come from or represent the community sector 1Number of members who come from our represent the community sector 4Number of students representatives 1Number of staff representatives 5Other (Parliament) 1TOTAL 17Source: University of Zambia questionnaire response University management includes the Vice‐Chancellor, Deputy Vice Chancellor, Registrar, Bursar and Dean of Students, Deans/Directors and Heads of Schools and Directorates. Senate is the supreme academic authority of the university. The University of Zambia Strategic Plan 2002‐2006 makes specific reference to measures to be taken to strengthen university management (University of Zambia, no date).

2.2.4 Funding

Much of the University of Zambia’s funding comes from government subsidy or grants, followed by student fees. Table 25 University of Zambia: Funding Sources (Estimate data, 2007)

Sources of Funding Percentage of total funding/incomeStudent fees 38%Government subsidy/grants 54%Other (Research and consultancy) 4%Other (Business ventures) 2%Other (Donations, Interest, etc) 2%Total 100%Source: University of Zambia questionnaire response No information was provided on research funding specifically and the average tuition cost per major field of study/faculty is not calculated by the university. Sources of funding have not changed significantly in the past five years. The current level of funding available to the University of Zambia was reported to be insufficient, with budgetary requirements being far above the grants received from government. The University Strategic Plan 2002‐2006 includes a focus on strategies to generate additional income. Further, the 2007‐2011 Plan, currently being finalized, was noted to describe major strategic objectives in the area of cooperation with business and industry that are aimed at achieving the University’s Vision and Mission (University of Zambia questionnaire response). Two main challenges to financial sustainability were noted in the questionnaire response. These included failure to change economic fees due to the status of a public university, and the failure to capture consultancy fees undertaken by individuals and Schools/Units. In


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response to these challenges the university plans to increase fees and charge fees at an appropriate economic rate as well as to lobby government to increase funding to the institution. In addition the University has developed consultancy regulations for Schools/Units.

2.2.5 Quality Assurance

Although not required by national policy or directive, the University of Zambia has internal quality assurance processes and allocates a specific budget to quality assurance. The following areas are included in the institutional quality assurance framework. Table 26 University of Zambia: Areas Included in Quality Assurance Framework

Quality Assurance Areas Included In Quality Assurance

Framework (Yes/No) Teaching activities Yes Research activities Yes Community service activities Yes Student performance Yes Administrative processes Yes Entrepreneurial activities Yes External relations (i.e. local, regional, national, international) Yes Source: University of Zambia questionnaire response Although no specific national quality assurance framework is in place, the University is required to report on quality assurance issues to the national level. The University of Zambia also participates in peer review quality assessments. Regular internal reviews of academic programmes are conducted and mechanisms are in place to support staff development. Most staff development is done internally (75%). Processes are reported to be in place for evaluating the performance of individual teaching staff, but participation is voluntary for staff members. No evaluation of student learning services or performance of research teams takes place. According to the questionnaire response provided, the university does not make use of external moderators for the setting and marking of student examinations. The University of Zambia actively seeks feedback from students as part of its quality assurance. Table 27 University of Zambia: Student Feedback

Areas Of Student Feedback Student Feedback Actively Sought (yes/no)Academic issues YesGovernance YesStudent services YesOther (campus development) YesOther (Cross cutting issues like HIV/AIDS) YesSource: University of Zambia questionnaire response The University of Zambia currently experiences the following main challenges in the area of quality assurance.


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Table 28 University of Zambia: Challenges and Interventions in the area of Quality

Assurance

Main Challenges Initiatives/interventions undertaken to address

challenges 1. Inadequate funding to pay for external examiners Lobby government for more funds 2. High student staff ratio Recruitment of more academic staff 3. Inadequate teaching facilities Build more lecture rooms, laboratories etc 4. Inadequate library space Purchase of equipment and chairs 5. Inadequate student hostels Building more hostelsSource: University of Zambia questionnaire response

2.2.6 Regional Collaboration

The University of Zambia reports that collaboration with institutions in the SADC Region is highly valued by the institution’s management and senior academic staff. Further, enrolment of students from the SADC Region was also noted to be highly valued. However, as noted in the student enrolment section above, in 2007 only 17 students from SADC countries were enrolled at the University. It was also reported that there has been no significant change in the numbers of students from SADC countries over the past five years. At present, the University of Zambia does not provide any language or cultural support for international students. The University of Zambia reported a number of academic and research collaborations. It was noted that collaborations, particularly those driven by Schools/Directorates, are too numerous to have all been listed in the questionnaire. Four specific examples were provided, and these included collaborations with institutions in Southern Africa (working with The Regional Universities Forum for Capacity Building in Agriculture (RUFORUM)), Finland, Tanzania, Kenya and Uganda. Two collaborative community and/or development projects were noted. For these projects collaboration was with organizations in the Netherlands, South Africa, Zambia, and Belgium. Four specific projects involving collaboration with business or industry were included in the questionnaire response. These included collaboration with business/industry in the Netherlands, South Africa, Zambia and United Kingdom. A range of different faculties within the institution are involved in all these collaborative projects. The University of Zambia reported seeing tangible benefits from regional collaboration, in particular: • Improved skills and knowledge; and • Improved learning and teaching facilities. The following challenges affecting regional collaboration as well as interventions considered to address the challenges were noted.


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Table 29 University of Zambia: Challenges Affecting Regional Collaboration

Main Challenges to Regional Collaboration Institutional Initiatives/Interventions to address

challenges 1. Inadequate funding to support initiatives Expansion of revenue base2. Staff turnover Improve conditions of service to retain staff 3. Poor infrastructure and facilities that support

learning and teaching Collaborate with private sector to provide infrastructure.

Source: University of Zambia questionnaire response It was noted that the Zambian government could further support Regional collaboration through providing adequate funding to higher education institutions and providing a conducive legal, political and economic environment. Donor support through the facilitation of meetings for Universities in the Region, training of human resources to implement Regional initiatives, and provision of technical and financial support for collaboration was also noted.

3. REFERENCES

Bloom, D., Canning, D., & Chan, K. (2006). Higher Education and Economic Development in Africa. World Bank.

CIA. (2008). CIA ‐ The World Factbook ‐‐ Zambia. . Retrieved August 8, 2008, from https://www.cia.gov/library/publications/the‐world‐factbook/geos/za.html.

Copperbelt University. (2006). CBU Motto. . Retrieved August 8, 2008, from http://www.cbu.edu.zm/aboutus/cbumotto.htm.

Manyukwe, C (2008). Zambia: Third Public University Opens. University World News. Africa Education. Retrieved from http://www.universityworldnews.com/article.php?story=20080911163812433.

Republic of Zambia. (2006a). Fifth National Development Plan 2006‐2020. Broad based wealth and job creation through citizenry participation and technological advancement. Retrieved from www.dfid.gov.uk/consultations/zambia_fndp.pdf.

Republic of Zambia. (2006b). Vision 2030. 'A prosperous Middle‐income Nation by 2030'. Retrieved from zambia.jhuccp.org/resources/nac_pubs/Vision2030.pdf .

Republic of Zambia‐Ministry of Education. (2005). 2004 Educational Statistical Bulletin. . SADC. (2007). SADC Review 2007/2008: Zambia Country Profile. . Retrieved August 8, 2008,

from http://www.sadcreview.com/country_profiles/zambia/zambia.htm. Umlilo weMfundo. (2007). Review of Status and Capacities for the Implementation of the

Protocol on Education and Training. SADC. UNAIDS. (2008). 2008 Report on the global AIDS epidemic. . Retrieved August 8, 2008, from

http://www.unaids.org/en/KnowledgeCentre/HIVData/GlobalReport/2008/2008_Global_report.asp.

UNDP. (2007). Human Development Report 2007/2008 ‐ Country Fact Sheets ‐ Zambia. . Retrieved August 8, 2008, from http://hdrstats.undp.org/countries/country_fact_sheets/cty_fs_ZMB.html.

UNESCO Institute for Statistics. (2007). UIS Statistics in Brief ‐ Education in Zambia. . Retrieved August 7, 2008, .

University of Zambia (no date). The University of Zambia Strategic Plan 2002‐2006.

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