Al4 6L/,- ZA ~~01q,u eb'1S-ZA.7 RESTRICTED Report No. PE-8a This report was prepared for use within the Bank and its affiliated organizations. They do not accept responsibility for its accuracy or completeness: The report may not be published nor may it be quoted as representing their views. INTERNATIONAL 'BANK FOR RECONS)TRUCTION AND DEVELOPMENT INTERNATIONAL DEVELOPMENT ASSOCIATION A DOD A TZ A T 'Ut' AN E:DUCATION ]?ROJECT IN ZAMBIA (Second Education Project) October 29, 1969 Education Projects Department CURRENCY EQUIVALENTS US$ 1.00 Kwacha 0.714 Kwacha 1.00 US$ 1.40 Kwacha 1 ,000,000= US$ 1,400,000 LmA.D.F. r A V r ZAIs4J. Page No. BASIC DATA SUMMARY AND CONCLUSIONS . . . . . . . . . . . . . . . . . . . . . i I. INTRODUCTION .. . . . . . . . . . . . . . . . . . . . .. 1 II. HIGHEI EDUCATION IN ZAMBIA . . . . . . . . . . . . . . . 1 The Universiity of Zambia .1............ . . Other InstiLtutions . . . . . . . . . . . . . . . . . . 3 III. COST AUND FINAliCING . . . . . . . . . . . . . . . . . . . . 3 University Financing . . . . . . . . . . . . . . . . . 3 Recurrent Expenditure ..... . . . . . . . . . . . . 4 Capital Expenditure . . . . . . . . . . . . . . . . . . 4 IV. THE NEED FOR HIIGHER EDUCATI(N . . . . . . . . . . . . . . 5 ExLsting Ampower Situation . . . . . . . . . . . . . . 5 Projections of Manpower Requirements. 5 The Supply of High-level Manpawer. 6 V. THE PRWECT.6 A. Techn:Lcal Features. 6 B. Cost of the Project. 9 C. Implenentation of the Project .11 VI. RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . . 12 This renort is based on the f'indinta of a mission to Zambia in May, 1969 composed of Messrs. C. P. van Dijk (economist) and L. Vera (arhitet!t nf the Rank und Mr- J C- Jones (technicAl Aduceation). con- sultant to the Bank. A N N E X E 8 ANNEX No. 1 EduLcation in Zambia 2 Gorernment Recurrent Expenditure, 1964/65 - 1969 3 Prcojected Recurrent Expenditure for Education, 1969 - 1974 4 University of Zambia - Recurrent Expenditure, 1968 and 1969 5 University of Zambia - Capital Expenditure, 1965-1970 6 Eduscational. Attainment of Zamlbian Labor Force, 1965/66 7 Estimated Project; Costs 8 Estimated Annual Expenditures and looan Disbursements ZAMBIA BASIC DATA - 1968 General Size of Country 290,000 square miles Total populat,ion (estimate): 4,100,000 Annual rate c,f population growth: 3.2% Average density of population: 14 inhabitants per square mile Gross domestic product $1,400 million GNP per inhabitant $325 Government current revenue as percent t of GDP: :30.4% Education Population aged 7-13 715,000 Enrollment in. primary schools: 84% of 7-13 age group Population aged 14-18: 371,000 Enrollment in secondary schools: 10.5% of 14-18 age group Education expenditure financed by Min . of RaujittAonn: a pn %-.%+ ropo% io of.n-P: CZ.0% as proportion of budget: recurrent 17.7% Total edi-ication e-endit4-e (including non-government): as proportion of GDP: 6.2% eri c--ita APPRULISAL OF AN EDUC ATION PROJECT IN ZAMBIA SUMMARY iND CONCLUSIONS 4. hMe prnpoFted proiatt in designed to infrlaRe the Runnlv of h1ih level manpower in Zaunbia :Ln selected fields by providing extensions to the Schools Of Rngineering anti EVAli'atinn wt the Univarmitv of 7.nbhin anti the addition of hostels for 960 students. The total cost ig estimated at K 5.3 million (nr $7.4 miu11io 1nlding direet a inire fI-orig 0YPhPnge costs of 72% or K 3.8 million ($5.3 million). A Bank loan of $5.3 million is recommenied to meet thease foreign exchaenge noast. ii. BaWk assiY.tanCe in fir.ancing extensi^n-s t+o the University of Zazmbia- was requested by the government in March, 1968 as part of a larger education n,o,4aec. Thiv.g4rke ab-rwnicfl in April/n.4 -/r 19o68 the need +.Io at1+ensanci3 could not be evaluated on the basis of the available planning data. Cons3e- quntoQFl- tFhie 7\_ojic' wv%4,h became the ha-sis -Por af Be-1, lena ^-P A17 h1 m41 14^- J L_ ''' r- - ---- - . - - ---_a ..- I- * __ (Loan No. 592-ZA) d:ld not include University extensions. Implementation of thl4s pr-.4an+ 4. - -.nnaA4ng e4ne,+.41. A t..a .n,a.Pa..fa.r 4n_.. thso proJeet Ao pro::eedirg satisfactorAi. .aA new u for arb Y,nn;:ing for UniversLty extensions was presented by the government as a separate, secor.d eAu;to --,,4--t ir. WbUw-- I n1969 --A supreV-sa4rco, a%yJ&~ 4 =1CbVA VAIJ~ LAAL J.1UL MOL% J , -L7J7 , a.LEU. DaI4JPJ9J.L%W V W jJ OMVA ~ V%WJ~ planning data. This proposal was appraised in May, 1969 when a number of altwe.raltionso wlerwe n-de. .1 .1 J 114 1- 1 -'L,. - - 'I iii. C%rucial shnortages of highle evel IZMmuiLa ma=pVWer. ex'stML in 41 sec tors of the economy and all professionis; most positions requiring a University degree Mr= filled WiLth expatr,ates cU.usng highu labor costs and disc-nti-ut--y of tenure. Zambian:3 with a University degree numbered only 100 in 1964, the year of independence, and will not exceed 400 by 1970. P exlmwhile total requirements are estimated to rise from 3,650 in 1966 to 5,600 in 1970 and 1L0,000 in 1980. iv. The University of Zambia, the country;s only degree awarding institution of higher education, opened in 1966 and is rapidly becoming the main source of high-level m-anpower. Earolments, now 1,000 students, will grow to 3,400 in 1973 and 5,000 in the later seventies. In spite of this rapid increase, the University wili be unable to provide sufficient graduates to meet the demand by 1980. Its output of graduates between 1966 and 1980 is estimated at 6,750 or less than 707% or the country's estimated requirements. Expansion of the University is limited by the availability of qualified secondary school leavers. V. University enrollment by faculty is closely geared to meeting specific skilled manpower requirements by profession. Fields of study, identified as priority areas, are the sciences, including engineering, medicine and agriculture, and the training of secondary school teachers. vi. The proposed project would essist the School of Engineering and the School of Education to reach the 1973 enrollment targets, thus filling two of the most important gaps in Zambia's supply of high-level manpower. The School of Engineering, with about 360 students in 1973, will produce 80 engineers - ii - annually. The School of Education, with a full-time student equivalent j of 670 in 1973, will train secondarv school teachers and nrimrarv and secondarv school principals. In addition, the proposed project would finance the onnnstruitinn of quffienint hnstsls to e,e'nmmndate the innrPased number nf students in these two schools. vii. The project is urgently needed to allow the University to develop according to its plan, and should be completed in 197. TPn mAt this target date, the University will start preparatory work, including archi- tects' design, before a Bank loan isobtain The gornment hopes that re- imbursement of the costs of this preparatory work will be made by the Bank if __d wh-r R.or loan 4S Mgade. -4li. Thse project uo' edirected_ 1- a .04ec =4si 4o beCre-eA with-1 V .L.LJ. .Lk~ JJ - % LI aU JJ fly .' J ~. A.W h w.S e'e U W. " in the University's existing building office, which is headed by a competent resident architect. ProcurementA wot" 'd bDe on tVLJLe bDasis Of Li-4eratAmI.ona '.L competitive bidding, except for small construction contracts of less than TK 10,00 It is. uu4 kl -thatI. &U ny oa. _ he cost&tinLcnr -;ill be £1. J~,J~J LI La ULA.L.L.M=.L.J wzu.LW Ca.LS IJ.L '.LA= %IUL L..UU I %#AP.LII.u,0 WJ..L.. Lie below this limit. ix. Virtually all costs of the University are borne by the government. rutF.-[re increases 'Ln enroal''1.AentZ wi'' W.LiJ. U to 'utl" c-oUs o.U tUhe UJLA LvraiLyJ. to rise but will produce reductions in the cost per student. Estimated expendi- tuares tuurJug .LyU9-1.71" ar'-e. Wi.t.hin thLeJL= U fLinancLal. CapabLUI3V.itL.L Of thhe governMuent. 1/ One full-time studeut equivalent b,ay, for example, compriFe four stu- dents who each spend one?.quarter of their lecture/study hours at the School of Education. APPFUISAL OF AN EDUCATION PROJECT IN ZAMBIA I. Introduction 1.01 In February/March 1968 a Unesco project preparation mission assisted the government to prepare an education project which was appraised by a Bank mission in April/M.y. 1968. This i'iroAect included extensions to the University of Zambia at Lusaka. The Universij;y item was found difficult to evaluate due to the absence of a sufficiently d3!tailed development plan for the University as a whole. It was then agreed that suLch a plan vould be prepared to permit completion of the apnraisal. In view cif the considerable delay foreseen in the preparation of this scheme, the government requested that the University ex- tenniona should be deferred in order to avoid deltving the malor part of the project. This part constituted the basis of a Bank loan of $17.4 million (N4o. 592-ZA) which was i4gneA April 11- 1Q69C 1.09 In FebruaTy, 1;-96 the governme_nt made a nev request for BAAnk financing ol' extensions to the University of Zambia, accompanied by the requijite pl n"4g docm^ents. Thin 1sw appraisedAin May 090, hy a 'n k mission, conposed of Messrs. C. P. van Dijk (economist), L. Vera (architect) and J, C. Jo-nes (ttehni n1c a4 eadtinot4 sp-a^olis.t 4 -nosn-kil +an+t 1. - C - project co-prised the construction and eqSpment Of: 1 fl\ Q Q a sn 0 4A n4 - +m - h Q T t 4 a n +Q .n+ 4 nn of A En gi4 nee -4 - er-ons to the _a ,4 Ir- 4_v. O, _wl wP E * ee 4 _ na 5 . , (b) extensions to the University School of Education, (: ztu4d,,Aert hs+tl . for 960 studen4r.ts, 4nlA4 staff housJing for wardens and caretakers. 1.04 The following report deals only with matters directly related to -thue Tr,-,-vers-ity of Zialta. In,.P--tion abo-- 4t . -the -ot4t oc V1~UI"J AUL.L sq L £IUMUV.LCm. .LLAALLUI=V.LIJL& C.LVVLUI %.UV LLiU'ALAG1J' 0 00CJI.O..L . Q0%A. economic background, the education system, the financing of education andl manpowerre- ,ruairemens L.L .presented inL.1 the auprpra±0U.I repurL on t C JIrIst education project (Report No. PE-2-a, dated March 20, 1969). This inforna- tion, "Ls reprodAUCe%d -.L& ^--,e 1 to- this -report. II. Higher Education in Zambia 2.01 hle Unver*ity OI Zambia, tue couUnry's only degree MWMrding institution, came into being on November 12, 1965 with an Act of Parliament whieh vested ultimate respousibility for the University ini a rrovisional Council. In its first academic year (1966), the University enrolled 312 students. Since then student numbers have risen rapidly: 536 in 1967, 706 in 1968 and 1,010 in 1969. 2.02 From the start, it was decidted that the University should cover as many fields as feasible. After only two years of existence, the University had already established eight schools and two departments, the latter fcir extra-mural and correspondence studies. As a result, enrollments in many of the schools, as shown below, are stil]L very low with low student-staff ratios - 2 - and high costs. While a student-staff ratio of 6:1 may not be exceptional for a University which is recently established, a more normal ratio of 10:1 or higher should be attained in the near future. Student Schools Students Staff Staff ratio Admlnistration 85 14 6.1 Agricultural sciences - /1 4 - Rng:ri neeri no 27 10 2.7 Education 178 26 6.8 4maniMtoa I sneoei-l anipneta 39n 48 8=1 Law 51 9 5.7 Modi ti n 20 20 1.0 Natural Sciences 259 38 6.8 TOTAL 1,010 169 6.o /1 A School of Agricultural Sciences has been formally established and has recruited Aita first ataftff mAbe; the Sehonl has not yet nt&r+.A operations, however; students are taking their first year in the School of Nat-w-all Sciences and enrolwments ar e,co nr so-uently., swhov_ as zero. 2.03 The present high costs of the University, resulting from unfavor- able student-staff ratios and w-der-.atilization of nv faciliti4e, is a temporary characteristic of a new and rapidly growing institution. Univer- oity 4 --- 11na+ iS --aeA +t _tr +_ 5,000 q.+,An_ 4i 4+he 1 0 later seentie4g o -4 = =.,a...- .. 7S 2J.3- -.s *1 , ,o- & * - - U… -- - when improved utilization of facilities. and student-staff ratios will re- -I +. A n--l- -o14l'-A tT.,4..a4h4 rist.y P-4+a- Co t , ,4 ^h the TI4r= 4.L-W * a .LJ ---bao..% U V~ 0 ----- A.fl.flMA_AJ. 1_ -----~ ---l -- -- sity submits its development plans, hat recommended an increase in the stuldento st4a-ff ratio t-o _10:1 aAd th-is i. accepted as a lCargSet fo. tbe eary ..+.A...4.o..P. A ..-J 4 . 1A.1 .L . %L 4" . L .on.4.. - ..o4 a 4., seventies. 2.04 Admission to the University requires appropriate credits in the CLambridge Universiby School Certificate EXamination (or its equivalent). T_he main factor limiting the University's enrollment growth so far has been the small numbers of students leaving secondary schools with this qualification. Secondary education is expanding rapidly, howvever, and should produce a five- fold increase in output within the next decad'3. Expanding University enroll- ments to 5,000 students can therefore be considered as a realistic objective to be attained towards the end of the seventies. Meanwhile, an intermediate target of :3,400 students has been set for 1973 and present investment plans aim at providing facilities ror this number. 2.05 Expansion ulans by faculty are closely geared to meeting the country's specific manpower requirements. Government applies a quota system governing the number of first-year students entering each of the faculties by the award of bursarieo which are offered, not for admission to the Uni- versity in general, but for admission to defined areas of study. Highest priority is being given to the sciences, including agriculture, medicine and engineering and to education. -3- 2.06 The University started operations in temporary accommodation in 1966 but in the sgme year construetion beggan of a new -ivniersity campus some five miles from the center of Lusaka. In March, 1968 the University occupied its firdt five maJor buildings on this new c&zplue. in-M.stments .n prl'rcpal buildings completed or currently under construction amount to K 8.2 million (!g1I5 millon1irw Add-tionial- facilitiesor e --- g and educat"on and new student hostels are urgently needed by Ma ch, 1972. 2.07 To assure that the initial beneficial results of improved planning will not be lost in subsequent yer-s, omprehensi-ve plning o. further university development should be a permanent part of the University's adnin- istration. So far, the Uf4ivers4+-y haa been unable to recrui a quaalised. development officer. During negotiations, assurances were obtained that 8deqllate pla-ning procedres w411 be established and a qualified plamning officer will be appointed by the University. 2.08 Other institutions of post-secondary education are: (a) the Northern Technical College, responsible for a variety of technical courses at' d rent levels, including the training of industrial technicians; (b) two 1[igher Teacher Training Colleges in Kabwe and Kitwe, providing t-wo-year co-arres to train teachers for the junior cycle of secondary schools; and (c) the Nlatural Resources Development College in Lusaka, provid- ing post-secondary courses in agriculture. III. Cost and Financing University F?inancinK 3.01 About 87% or tne annual recurrent budget of the University is covered by a grant from the central government education budget; for 1969 this amounts to K 2.7 million or 7.4% of the total recurrent education budget of the government. Another 12% of University revenue comes from tuition and boarding fees paid by students; indirectly these fees are also paid by the government through its scholarship system. Tuition fees for Zambian students amount to K 120 annually; boarding fees to K 180. The amount of government; expenditure on education and its proportion in the total budget are shown in Annex 2. Expenditures by level of education, including those spent on the University, are given in Annex 3. 3.02 The University's request for government financing is submitted on a triennial basis sad scrutinized by the University Grants Committee com- posed of outside University experts and representatives of the Ministrie,3 of Finance and Education. The Committee's recom endations have led to a - 4- substantial reduction in the University's budget for 1969 as compared with the University's original submission; the budgets for the years 1970 to 1972 are now under study. Recurrent Expenditure 3.03 Total recurrent expenditure of the University amounted to K 2.4 million in 1968; the budget for 1969 amounts to K 3.1 million - an inereaaee of 28% as compared with an increase of 40% in student enrollments. Overall recurrent costs per student, conseauently, decreased from K 3,400 in 1968 to K 3,125 in 1969. Excluding boarding expenses, research, extra-mural work and library expenditure, the remaining C8t8 pner student remained virtually constant at K 2,100 per student for both years. A summary of University expenditure is given in Annex 4. 3.04 Recurrent costs per student vill nrobabLy cont4inue to decreae as student:staff ratios and utilization of physical facilities improve. The total cost of the Universitvy hovever, will rise sharply as a resUlt of the rapid increase in student numbers; consequently, the direct government grant to the University will probablv rise from K 2.7 million in 1069 +to K 7.3 million, or 11% of the total education budget, in 1974 (Annex 3). This amount is within the finan ial ennasaelty of the fvvernment; the percentage is within the limits of what is a normal budget allocation for higher edu- cation. Capital Expenditure 3.05 Prior to 1967 the government undertook to et 50% of the capital costs of the University; the balance was financed from different sources, including a U.K. grant of . 1 million annd iortgage. loans. In 1967 the government agreed to contribute 100% of f.ture construction costs and allo- cated K 16 mi-llion to the UniverS4+y for ke pa 1966-197v. Between July 1, 1966 and December 31, 1968 nearly K 6.9 million of this amount was spent. Th^e to+-- 1 -o=t Of ca:pits'41 expend"it=ur on tone 'UMLver-sity is shown in Annex 5. At the end of 1968, allocations to the University were reduced drastically as a result of budgetary constraints and growing awareness of the need to reduce University investments to the minimUm requirements. For !or, on-ly K 31.45 nd11:0Do ia -33ocated. 3.06 Ap-art from the completion of present construction work, the only major investment projects envisaged for the near future, are extensions to the Schools of Engineering and Ed-ucation, where the need for additional fa- cilities is clearly indicated, and the construction of additional student hoste'l and staff housing. It is the government's intention to postpone further major investments until present accommodation is more fully utilized. In the early seventies, however, new investments will be needed for the Schools of Medicine and Agriculture. IV. The Need for Hi her Education Existing Manpower Situation 4.01 Higher education in Zambia - still in the early stages of develop- ment - is unable to maeet the rising demand for professional, administrati-ve and managerial personnel with appropriate degree level education. At independence in 1964 only 100 Zambians had obtained a University degree; this number had risen to .150 in 1966. Of a total number of 3,650 posts occupied by degree holders in Zambia in that year, 3,500 posts or 96% were held by non- Africans (Annex 6). 4.02 The situation has changed somewhat in the last few years. Many high-level political positions have been "Zambianized" but a majority of the high-level professional and administrative posts, both in the public and private sector, are still held by expatriate staff, often at high cost to the economy and with discontinuity of tenure. The government acknowledges that "Zambianization" of all middle and. high-level positions will take considerable time, extending well beyond 1980. 4.03 Crucial shortages of qualified manpower exist in nearly every sector in the economy. Private enterprise experiences serious difficulties in re- cruiting personnel with secondary or hi.gher education since most school leavers seek employment in the public sector. Efficiency and productivity in industry and commerce are low and further growth. is restricted by a lack of new staff and by the low level of education of those who are already recruited. The public sector, after filling 838 existing civil service vacancies with newly recruited expatriates in January 1968 -- most of them in the professional, ad- ministrative and executive ranks - still had 4,600 unfilled posts in May, 1968. For 2,100 of these posts, a secondary education or equivalent is required and for 425 posts, a University degree. Nearly all teachers at secondary and post-secondary level are expatriates. Projections of Manpower Requirements 4.04 Government proJections of high-level manpower requirements to 1980, drawn up this year in the Office of National Development and Planning indi- cate a total need for degree level personnel of 12,545 graduates, of whOm 1,800 should be engineers and 3,800 teachers. 4.05 These projections are based on somewhat optimistic economic growth expectations and perhaps overestimate the labor market's future effective demand for high-level manpower. More cautious assumptions would reduce the demand proJections to about 10,000 graduates by 1980 of whom 1,500 should. be engineers and nearly 3,000 teachers; (another 2,300 secondary school teachers should be trained at dinloma level in the countrv's two higher teacher train- ing colleges). These reduced manpower projections have been used for evelu- ating the nronosed parolect. -6- The Supply of High-level Manpower 4.o6 The University of Zambia will rapidly become the major source of e5 - --- -r-L . r - -…- graduates permits, the University will reach a total enrollment of 5,000 .r+ ,,Ao+ l 4;, +h ^ 1 0+o, 2avro+ 4 oa rTha onnusol u-+vt+ f inA,m+m.ie 4 11 4 r is - W .-. i n th e t _- -et es. . --- -ou4 from about 150 in 1970 to over 1,000 in 1980. The total output of Zambian gr54a dur t inaSA-4g the period 1966 to 1980 All hen amout to 6, 750 4.07 The output of Zambian graduates from foreign n-iver-ItIe-, at a rate of about 50 per year, will add about 520 graduates to the supply of h,.I.gh level manpower in the same per od. J e totad S U ; LA4A,%J . " pJ.lyJ Of "JU.ULU.I. e.ad,&- uates, from local and overseas universities, would thus amount to 7,270 by 1J980, of -whom '323, OWO Wrou,'ld 'bDe teachers an(JA 650. eng.Lneers t .vu meL estI^ed.spply of high-1 Cle-amie puvr is there.ore couu i.r- ably below the estimated demand and expatriates will be required to fill considerable n-umbers oV high-level pusitions wel beyond 1980. A more rapid expansion of the University is not feasible in view of the limited supply of qualified entrants. mThe aggregate teacher demand aud supply is well balanced but science teachers will remain in short supply until 1980; the supply of engineers is far below the estimated deMand. Adjustment of the university courses to increase enrollments in science and engineering at the expense of non-science enrollments is not yet possible due to the limited number of science students graduating from secondary schools. Partly due to the out- put of students from schools assisted by the first MRRD education project, these imbalances will be corrected after 1975 so that a more balanced supply of Unilrersity graduates can be attained in the early eighties. V. The Project A. Technical Features General 5.01 The proposed project consists of the following e,4tensions or addi- tions to the University of Zambia: (a) extension and equipping of the School of Engineering, (b) extension and equipping of the School of Education, (c) construction and furnishing of student hostels for 960 students, including eight staff houses for wardens and caretakers. School of Engineering 5.02 The undergraduate course in engineeriniz extends over five years; studerts spend the first year in the School of Natural Sciences and the re- maining four years in the School of Engineering; vhich provides courses in -7 civil, mechanical, electrical and mining engineering. The ultimate en- rol' A enlt target is- 680%V ULAWOzt in ~ these fo;e ,s b;t-4ne it target of 360 students has been set for 1975. This would require an an- aUai. inwtGke ofL 100 Dta dent's and pr-iev --o uptw bu 0en- jJ LW4UW O.LI -,-,,%AC"J VU%LL U WIA . QuU4 u U, C gineers. The proposed project would enable the University to raise enrc 'LLJ1LInt 'l.La engineering jVoUm 7 sUUdUeLn sU in UV6 to LL L"UCXuiUj.aLt target of 360 in 1975. 5.03 Enrollments in each of the four departments (civil, mechanical, electrical aud Wining engineering) -will be adjusted. to manpower requirements as student numbers increase. Great flexibility in enrollment by department will. be requi.red. Curricula and accommodation schedules have, consequently, been designed in such a way that enrollment patterns can be changed when necessary. Courses are general rather than highly specialized. Following some years of industr.ial experience, students would be encouraged to return for more specialized craining leading to a higner degree. 5.04 The curricula would seem to have been prepared for design engineers rather than engineers concerned more directly with production and maintenance for wnich there is likely to be a major demand. hne appraisal mission has been informed that thLs is not the intention. However, the curricula, as well as the detailed syllabuses, should give direct expression to the indus- trial aspects of engineering. An assurance to that effect was obtained during negotiations. 5.05 To assure adjustment of the courses and numbers of students to the needs of the economy, a standing advisory committee has been estab- lished, representative of the academic, government and private interests concerned. 5.o6 Except for £1 large workshop and some ancillary spaces, the Schoo]- of Engineering has no facilities at pres,ent. The proposed project would provide two lecture rooms, 10 laboratories, 8 seminar rooms and 33 staff offices.. 5.07 In addition to the staff of nine lecturers now in service, con- tracts have been offered to seven staff mnembers. Recruitment takes place through contacts with overseas universities in a variety of countries; these have led, so far, to En adequate supply of qualified teaching staff. The total number of full-time academic staff is expected to increase to 33 by 1973. School of Education 5.08 The School of Education, organ:Lzed in four divisions (Department of Education, Science Education Center, Library Studies and Institute of Education) offers a variety of courses, of which the 4-year undergraduate course to train secondLary school teachers is the most important. The 1973 enrollmernt target for this course is 900 students, who will take three of their four courses in either Humanities or Natural Sciences and one in Education. In addition the School is organizing courses leading to -8- the post-graduate certificate of education and master of education degree. T1- Tna.t+-4+C- -a 1A-no+ 4- a ------- 4a no e hofA a primary and secondary schools, lower secondary school teachers, a limited r.uer of pArl s inspectors; 1i4t; g.ives a4s- atnce to the various teacher training institutions in Zambia. Finally, the School intends to give co-urses ialbt-stAe 141- - n scinc -P-- -4-uQn4s e-- .LIU~JL'.O ~ 5~Y~ JU~~D .LLL .LU.L U.LC6 DUtLU..L.Q CU.LI .LU 0~L Uv W.L. DU*ILU.UO~ W"L rolled in himanities and opting for the n"scientific approach". The full- t4_8e s4tudent equsve'lent- I i 1n -'1 ths co-se is ----4td 4to risefrv %.LJJLIU UULLLAl= IA JUU. QLVU.~ " / .LL~L M..LJL. UU =U %.LJULUAs= .Lo J~IV .%J LJUW .LJ.WJUL the present level of 178 to 670 students in 1973. The proposed project -uU.Ld CLJ± 1.el, th JL1.L VW-.L6 I. LtU reaUcLUhL.Lb kI4U.Uget,. C f%n Ml-- C-3~aJ J - 5.09 ±u mh prsn -iun of the School of EduO'na vdqut to accommodate the above-mentioned courses. The proposed project would aud to this b-uilUinS a lect-ure theatre, a laSguage laboratory, au euuca- tional television studio, -ten special teaching spaces, six seminar rooms a.ud thirty -tall ofICes. 5.10 The present academic staff of the School of Education consists of 26 members from nine different countries. Part of the staff is provided under a U.N. tlechU.LUC.L '6MM.LbU.W.U &b.LUJiIt CUML-oug ULLWOUVo. SWI s,taf..L members, however, are recruited with the assistance of the Inter-University Council foLr aigher Education Overseas in London. SmaLler numfbers are re- cruited from other European countries, Australia, New Zealand and India. It is expected that the total academic staff vill increase to 0o 'Dy -y-ue- or 1973. No major difficulties are foreseen in recruitment. Student Hostels and Staff Eousing 5.11 In the government's request, the proposed Bank financing of students' hostelF accounted for about 52% of the total project costs. Partly because of this high ratio, the Bank has subjected the request to a close scrutiny, to assure that only the essential requirements would be included i± the proj- ect and met at lowest possible cost. The Bank has come to the conclusion that the student hostels are justified for the following reasons: at present nearly 83% of the students enrolled in the University are residential students. Students are ,dmitted from all parts of the country and a relatively small minority (less than 15%) originates from Lusaka. The city has very little private residential accommodation available to meet studentu' needs. The University will, therefore, have to provide on-campus accommodation for the great majority of its stuxdents. This is necessary for full utilization of the University's academic facilities, including those provided under the proposed project, and to reduce the ratio of student failures. Adequate hostel accommodation, with better supervision and guidance of students during their private studies, would result in better student performance and, con- sequently, a lower cost per graduate. Further advantages of adequate hostel accommodation are greater student participation in extra-curricular activi- ties and better health. 5.12 The Univerfnity's recent investments have been mostly for academic t A~V tI P,L U"4J LL.M Q.'.AUMW v % U ; .A A J A s.JI . UU.LL 'JL. LJ/ %A _+w. ~... U _t, J. v ffi>~~~~~~~~~~~ 4-C ww Vu e >Ww>EvuSs - a"sv VV- 3^ expenditure. Assumiag that the percentage of residential students will rem.tLin nuo-utL uvp, thz University will meed ±u.adU tiLonl. ,UULWC.L UOf 1,460 boarding places by 1973 to assure the effective use of its teaching space, in addition to 1,4 places wu±un no-w exist. or a.re unde~r cvIIsbr-uc,.±on. To overcome this backlog in residential. accommodation, the University's irnvestment progrU fOr the coming year3 -UrUt inelude .u exceptionally high level of allocations for boarding facilities. ".his need for redress- ing a temporary imbalance is reflected in uthe proposed proJect. 5.13 Tne boarding places which are! included in the Bank project would meet the needs of the Schools of Engineering and Education alone. It is expected tha.t enroliments in the Engineering School will rise to 360 stu- dents by the mid-seventies. Excluding short "in-service" courses, enroll- ments in the School of Education should increase to 1,180 students by that time. Enrollments in the two schools irill thus be 1,540 by the mid-seventies, representing; an increase of about 1,20(i over the present enrolLment of about 350. Assuming that 80% of the additional students will be boarders, there will be need for residential accommodation for 960 of the additional students. It is recommended that the proposed project should include such provision. To meet the needs of other schools of the University, the University administration plans to construct 480 additional boarding places in 1972. 5.14 To reduce the high costs of boarding accommodation, the University has agreed to reduce the space standards to an austere minimum. There will be four hostels, each housing 240 students with two students in each room of 130 square feet, as compared with 165 square feet in the University's existing residences; minimum acceptable allowances will be made for circu- lation space and walls. The size of common rooms for 240 students will be reduced to 1,200 square feet as compared with 1,600 square feet in the existing buildings. 5.15 Staff housing included in the project will be limited to accom- modation for a warden and a caretaker :Ln each of the four student hostels. B. Cost of the Project 5.16 The estimaLted total cost of the proposed project is K 5.3 million or US$7.4 million equivalent; the estimated foreign exchange component is K 3.8 million or US$5.3 million represienting 72% of the total cost. The costs by type of educational facility are analyzed in Annex 7 and summarized below: - 10 - Kwachas (millions) US$ (millions) Expend- Local Foreiug TOtal Local Foreigu Totsl iture l.School of Engineering 0.26 0.87 1.13 0.36 1.22 1.58 27.9 2.School of Education 0.21 0.54 0.75 0.30 0.75 1.05 18.6 3.Student Hostels 0.58 1.44 2.02 0.80 2.02 2.82 49.08 4.Staff Housing 0.05 0.10 . 0.07 0.14 0.21 3.7 1.10 2.95 4.U0 1.53 +.1 5.66 100.0 Contingencies & cost Increase 0.37 0.85 1.22 0.53 1.19 1.72 TOTAL 1.47 3.80 5.27 2.06 5.32 7.38 5.17 The composition of the estimated cost per student by categories of expenditure would be as follows: Cost per student place (in US$) Building Furniture Equipent Total Academic facilities School of Engineering 2,372 171 1,175 3,718 School of Education 1,447 129 142 1,718 Boarding Facilities 1,939 344 29 2,312 5.18 These unit costs compare favorably with similar projects in other countries. Building costs in Zambia, already high at present due to the high costs of imported materials and expatriate labor. are expected to rise by as much as 30% in the next three years. The main cause of this steep in- crease in costs is the re-routing of shipments owing to present difficulties with Rhodesia. Until recently, most building materials were imported from South Africa via Dar es Salaam. RecentLy the Government of Tanzania pro- hibited the entrance of all goods originating from South Africa and as a result it is likely that most of these 7iaterials will in the future be nro- cured in Western Europe at much higher post. It is expected that building nrices vill rise bv nearlv 20% in the e'mina 12 months and will nontinue tn rise at an annual rate of 5% between 1970 and 1972. 5.19 To allow for this anticipated escalation of building costs, the proJeet. eost. PstAmPte ineluidea p nrina inrreaseA Allnwante of 97%. Tn addi- ±---_- ---- - ----- ---…nadii tion, an allowance of 15% has been included for physical contingencies. 5.20 The sizes of lecture rooms, laboratories, workshops, offices and other facilities have ben --aQed on aa---ere stand-rdsa. Host+ ael mt,Ao4 for students will provide rooms of minimum si2e each accommodating two students. UTT+m--- -n--- -tl b11 h -A 4ue i4-t4n -t ni .i a spaces and lay-out of buildings. 5.21 The estimated foreign exchange cost, which includes both the direct and irdi4"rect1- foreK ang^Ue COm-POnen'.t8 iS hi^.K Yost bI DaldiM-"P U&MUC - 11 - and all instructional equipment and bocks are imported. A substantial part of the qnal 4fi ed lhnr 1 Pxnatriate; the foreig_ exchatne componnnt of' pro- fessional services is estimated at 70%. C. Implementation of the Project 5.22 Project Unit. A project unit; would be established in the Office of the- TT-4--44-y1s Psde-tA A-chi,tect . It wou'd in tiate, coor-4-nate, a-4r.ister V" 'JLJ. v IA .L IJ *IJ "U.L %, % ..* . 41 W%..4.'. ~ J.LL J. Gb L &% %AZA"L L I UJ and supervise the implementation of the project. The present Resident Archi- %tect, WLIU L- i LsLL-y anu.LU b CZLjh.LIs C&Jl expLeriec LLL -U±LV=.M.L.ky U eV..Lup- ment, would be the Project Director and is acceptable to the Bank. He would be assisted b-y a full-tie estate bursaLr or quanti1ty s-urVieyor, acceptable tO the Bank, by a specialist in equipment procurement, and by an accountant, The LUitv should ub provlded with adeqQate s3UppUrting Utaff anud work facilit- ies. Any appointment to the post of Project Director should be acceptable to the B-nk. 5.23 Master Plan. While the University has a development scheme, it does not include long term proposals for the comprehensive development, of its campus. For future guidance of its further development, the Uni- versity should now prepare a master plan of the campus. The first phase of this plan which includes the major elements of the development of the campus during the next ten years, (zoning and land-use, circulation patterns and the locaLtion of future buildings) has already been completed and is acceptable to the Bank. A more detailed plan of the University's future buildings - up to the stEge at which the University attains its enrollment target of 5,,000 students --- should be prepared concurrently with the imple- mentation of the proposed project, but this work should be completed not later than 2 years after the date of the proposed Loan Agreement. This plan should specify the requirements for, and proposed utilization of, space and accommoclation, and should indicate the general areas and locations of the required buildivngs and other facilLties. Upon completion, this Plan should be provided to the Bank for its comments. Assurances regarding the preparation of a master plan of the caapus, as described above, were obtained during the negotiations. 5.24 Architectural Services. To carry out the design and technical control of the project, the University is engaging the services of archi-- tectural consulting firms, which are acceptable to the Bank. These con- sulting firmis would provide the architectural, engineering and technical services for the design of all project items and be responsible for super- vision of construction and for certification of contractors' bills. The consulting firms should be required to follow the patterns of the approved first phase of the tMaster Plan and to study the cost effectiveness of thfe use of standardization of basic building components, pre-fabrication of parts and modular coordination. 5.25 All contracts for construction amounting to $140000 or more and for procuremient of ilurniture and equipment would be awarded on the basis of - 12 - international competitive bidding. Although it is unlikely that any of the civ4 works ^ ill be below this lmit+, 4+ 4i e +ha+ all will be awarded to local firms. 5.26 Maintenance. Assurances have been obtained during negotiations "UA _A_sA 4- an1S 4t. _%PAS-.1. _4k44+_e._ ect buildings and the maintenance and regular replacement of their equipment. 5.27 Construction Period. It is estimated that the proposed project W-.Ll be completed ir four yea,-s, as IL rincudLing a.d 9mn jJLpJLU. period ard a one-year defects and liability period. To accord with the University's overall Uevelopmlen' plan, Ub"±uU.ild z i UnUgU Ut be UP.tU CU in 1972 w"4icL leaves little time for preparation and construction. For this reason, the University started preparatory work, including t-he emploVyAment of archLiects and the design of the buildings in early October, 1969. It is recommended th-atu . the costs OI^ this prepa-ratory work amovuting to approximately +50 ,000 be reimbursed under the proposed Bank loan. Construction work and equip- ment procurement will not begin until a loan agreement with the BanK has been signed. 5.28 Disbursements, Disbursements would be spread over four years (A4nex 8). Th-e proposed IBRD loan of US$5.3 milliori would finaince: (a) 100% of the foreign exchange costs of instructional equipment and furniture, estimated at US$985,000; (b) 67.5% of the remaining costs of the project consisting of construction and architectural and other professional services. This latter percentage represents the esti- mated foreign exchange component of the expenditure in these categories. Undisbursed amounts would be subject to cancellation. Should expenditure exceed the estimated project cost of USB$.4 million, the excess would be met by the Zaxibian Government. VI. Recommendations 6.01 To ensure the successful implementation of the project, government assurances were obtained during negotiations that adequate planning proce- dures would be established in the University (including the appointment of a planniAg offizer) and that a master plan for the development of the Univer- sity campus would be prepared. The curricula and syllabuses of the School of Engineering would be revised. Adequate provisions for the maintenance of buildings and maintepanqe and replacement of equipment wrould be made. 6.02 A condition for effectiveness of the proposed loan would be the establishment in'the University of a project unit, consisting of a project - 13 - "Itre ctlor, a f;at-L'I'se estat Jusrorqttys-yo upot ~.LL~UI.USp ±UJ.L AItZ C aI.a.I= UUL"_C&L_ UAL %jtA4U..L %,J DLUAVOYVA O.AL CUPFULJ~IL %..LUbI staffr 6.03 The projeet prorides a suitable basis for a Bank loan of US$5.:3 million for 25 years, including a grace period of ten years. ANNEX 1 EDUCATION IN ZAMBIA This annex comprises certain chapters of report No. PE-2a "Apprai sa"l of .L arl AUUcLUiI PrOJeCU Ln Z-,L)±a!, dea'ing VV.L#1 L earlier Bank education project 592-ZA. The purpose of the annex is to0 prov.LUdU uacrkgruwlu u J.1nUrxaa-iUon nou i ulUiQ in fiie nIU.Ul buuy of' this-o report which gives only information which is directly relevant to the second education project. I - SOCITL AID ECOIOUIC BACKGROUND 1 0i The Republic of Zambia occupies a land-locked territory of about 290,000 square miles Qn a plateau in the southern half of Africa. Population and economic activity are concentrated along the only railway line which runs from Rhodesia via Livingstone in the south through Lusaka in the center to the Copperbelt, centered around Kitwe and Ndola, in the north. M4ost of the main towns are situated along this line of rail. The industrial center of the country is at present the copper mining region in the north but a new industrial township is being constructed near Kafue. 1.02 The population in 1968 is estimated at 4.1 million. Approxi- mately 55S of the African population is below 20 years of age. About 25% is living in urban centers. The rural population is extremely scattered, living mainly in very small groups. The labor force was about 833,000 in 1966 of which about 500,000 was in the rural subsist- ence sector. 1.03 Copper mining is the mainstay of the Zambian economy, accounting for about 485 of total GDP, over 90% of total export earnings and nearly 70% of' government revenue. Development of other sectors, particularly the rural economy, is urgently needed to reduce Zambia's economic vulner- ability and expand employment opportunities for a rapidly rising supply of labor. i ANNEX 1 Page 2 II - THE EDUCATION SYSTEM Achninistration nnd Orran:ization 2.01 rhe Minister of EdutatJonn is responsib1e for noliev. control and supervision of primary and secondary schools and teacher training colleges. A ne^wly created Directorate for TenhnicAl 1iiunati-on under a Minister of State controls all technical education outside the second- ary_ sc-thool,s_ The 1VrM in o A civt1 ei is erespnnmiblp fovr agriniil- tural education except for agricultural courses in secondary schools. Control onA e rviSiro, P + TT;i,,-r 4-tvr ,^P 7qmh1vn 4,- %rcl+.cr1 in Provisional Council. 2.02 The organization of the Ministry of Education is shown in Annex Ia. The VM-unister and his Perr,ne.-.t Secret+vay are assisted b.y an Advisory National Council of Education and by four main divisions of 4 11- _:_t _4_ - A -3-4 -2_ '4 - 4 ___: -- _-4 4' --A ) _: +1-, L4ILU L1.L .LtUL y * ±1Cl1UIL Lv v aUICjL v r-u L, ±-uAL CLL LL,%L .cuL LLlLIej C.LJ' VZiJ Inspectorate. Staff positions in the Ministry are filled by competent 4.- TT Tr -3 1 off'icials but most are non-Zarrib-ians ri-ira±Jy from the u v turnover is high. 2.03 There is urgent need for a formulation of planning objectives atIU LctV±erla, par.'LCUidi*y as regarUd i±nance aindU IIIUn-FUWt21i UUVeLUJJ-11tj, for the introduction of modern statistical methods and for integration between ministries. The Planning Unit is, however, under-staffed; it has not begun to function effectively and needs strengthening. The Inspectorate needs broader expertise in pre-vocational education. A specialist in agricultural education has been appointed recently; there will be need for specialists in technical secondary education. During negotiations assurances have been obtained that these two units will be expanded. The National Council of Eclucation would be more effective if representatives of the private sector were added. 2.04 There are nine administrative regions, each with a Chief Educa- tion Officer and his staff of education officers, who are responsible for general supervision of policy implementation. Training of the regional staff is urgently needed; assurances to that effect have been obtained during negotiations. Primary Eclucation 2.05 Primary education is not compulsory; it consists of a lower cycle of 4 yearis and an upper cycle of 3 years< (Annex lb). Enrollment has more ANNEX ii Page 3 than doubled from 279,780 pupils in 1960 to 598,198 pupils in 1968 or about 84% of the 7-13 years age group (Annexes ic and id).Government projections show enrollment growing to 857,300 in 1975 and 974L,900 in 1980. This latter figure approximates to universal primary education (Annex le). Of the 10,655 primary school teachers in service in 1967, 92% are qualified. Many of these latter, however, had only one year of training after two years of secondary education and require further training (pa.a. 2.:14). Secondary Educatiorn 2.06 The secondary course comprises a 2-year junior section, leading to the junior secondary school leaving examination and a 3-year senior section which prepares for the Cambridge University Overseas School Certificate examinations eiving access to the University of Zambia and other institutions of post-secondary education. 2.07 Present policy is to admit one-third of primary school leavers to secondarv education (which is high in compariqon with other Afrinan coun- tries and to maintain a progression rate from junior into senior cycle of secondarv educiation of two-thirds of the pupinls Tn 19'8P_ the resnec- tive perceintages mere 34% and 57%. T'he progression from junior to senior cycle is tone higrh ton nprrvirde t.hp reqinired nrronnmor+n nf mrnnnT,7Pr pAiint.d to these two levels. The length of the junior cycle of two years, moreover, iq t.oo Thort T n govrnme+nt +herefnre inrtends to connvrt the nresent structure, in which a 2-year junior cycle is followed by a 3-year senior c-ycl.e (2:3 structure), i.nto a 3:2 structure and to reduc-e the progression rate mid-way from two-thirds to one half. This will lead to an output of .ore mature and better educated young people at the end of the junior cycle and to a supply of manpower more in line with the projected require- ments at both Jrni'or. an. senior level as s in pra. . 07. 7.oR- Thereseent cu.-rL-cul,u Js nlmost ent-J rely ac..--Semi, T` i"g aF- praisal, agreement was reached on a new curriculum, which would include p eri ods a week- of pr-actical -wol- 'or al Ip.upil-1s in 4the, juLnior c,yc,le '-' jJ -.AJU d r L~ LU LU.L.. L Vur .1 J d4L J .L LJ U1 IJJ ~ ± and, in the senior cycle, would create pre-vocational sections, with 10 - ---lod a----- , -. I-- e A4 aloatc to inusra d',ets ag.4tue co-.rc -or 4. 4- home economics, for 55_-60 of the students. Attendance at these pre- vkca al courses wouL 'd not denny pupils access to higLhr.L UtLUJ. 2 .0"9 Jrollmer-tu in general secondary schools ha-ve increased sharply: from 2,543 in 1960 to 38,997 in 1968 (Annex ld). If the government should continue 'Lts present amis sion- policy, total enrollment would rise to nearly 90,000 pupils in 197h and nearly 1O0,000 in 1980. Given the limi- tation of tne administrative capacity to provIde new places and tLhe constrain-ts of finance and teacher supply, it is unlikely that these increases wiii be realized. Tne output of secondary scnooi graduates, moreover, would ecceed estimated manpower requirements. 2.10 rThe government would be well advised to reduce the admission rate to about 30% along with the reduction of mid-way progression to 50%. Enrollment would then reach about 80,000 pupils in 1974. Provided the ANNEX 1 PageF necessary teachers can be recruited, this figure is a reasonable target for 197T (Annrx 1f). 2.11 Snhoon are generallv wll stnffPd_ the teacher-pu-pil ratio bei=ng 1:22, but almost 90% of the teaching force of 1776 is foreign, mostly from the UInite.do Kingdornm At the projected rate of growth in secondnry school enrollments, the need for teachers would increase to 3160 in 1974 (Annex lg). Mnr heArmaers re 4ine.rienced. TIhe Tnstitute of TPAi.e.n nf t.he University of Zambia, in cooperation with the Ministry of Education, i3 developing an urgentyn- A. aede rorm o the Brainin5 of heaAmosters. 4.. PL. 4-aryQL AL V. U-_CA,LIV.L) ci. C L 'C V CLLJL1;'." .LLJ _. CLA C- J' '~O.L ',WLLA O ' '.o J.12 Irim,r- school 4eacher ---- --- ne 4in4A4 1 zn-- yaAcuse e the first secondary cycle (Form 2); after 1970 all courses will be two years -Li Ull a common curricu-t-ul-, and xanLu1 eux-JUU, A JL -,U.L ULn controlled ±eU b lity 1U.LJ.L0 U±Jty of Education. 2.13 Enrollments in the nine colleges are 2072 students. The teacher- pupil ratio of 1:15 is to be increased to 1:20 as soon as possible. Seventy eight of 141 teacher trainers are Zambians. 2.14 Existing capacity is sufficient to meet requirements for additional primary school teachers. There is, however, an urgent neec to retrain tne majority of the teachers now in serviceb and the Ministry has decided to extend tvio existing colleges for thi-s purpose- 2.15 Secondary teacher training is provided at the Higher Teacher Training College in Kabwe and the School of Education of the University of Zambla. A seconcd Higher Teacher Training College in Kitwe will start oper- ating soon. Stucdents are admitted after having completed secondary educa- tion. The 3-year diploma courses, started at Kabwe in 1967 for teachers in junior secondary classes, and to start in Kitwe in the near future, wil'l be reduced to 2 years in 1969 to meeat the urgent need for teachers. The colleges will also train teachers of home economics, commerce, industrial arts and agricult;ure for both the junior and senior classes. Present ienrollment at Kabwe is 124 'but will increase to 750 in both colleges with an annual output of 325 teachers from 1974. 2.16 The School of Education of the University of Zambia provides teacher training courses for students enrolled in Humanities and Natural Sciences. The first group of 40 teachers will leave the University in 1971. 2.17 The combined efforts of the two colleges and the University of Zambia should be able to meet the total demand for secondary school teachers by 1979, including the replacement of foreign teachers, if expanded as p'lanned (para. 4.13). For a number of years to come, however, secondary education will rely on foreign teachers (Annex J-). 2.18 During 1968-1971 650 more foreign teachers will be needed than are now in service. The main source of' supply has been the United Kingdom but the Ministry of Overseas Development has indicated that financial linitations would not allow further growth. The Zambian government is launching a recruit ANNEX 1 Page 5 re,'Q capaign am,,ongst overseas scurc:es of teach-er supp'y., il n continental European ccuntries, U.S.A., Canada and Australia. This carapaign is meeting -with all in_lti_a_l meascLuret ofI success. rri 71 _ M _- --- 4._ - I TechLin ic a,l Education and Traininp1r 2*.' 9 Organized Lechnical educat.,on and training exists only to a limited extent but considerable growth is to be expected consequent upon UIth recen,, creati.on of a separate Ireuorclue u-o ±t,IiaLJUl aLJU VUocalonal Education and Training under a Minister of State directly responsible to the office oI Tne Vice--Fresident,an(d tne proposal to establish National Advisory Councils at technician and craft levels. 2.20 At the pre-vocational level, the David Kaunda Secondary Techn- ical School (under the Ministry of Education) offers four-year courses preparing for apprenticeship in the engineering and building industries or for adimission to full-time diploma and degree courses at the Northern Technical College and the University of Zambia, respectively. The school? the only one of -Lts kind in Zambia, has an intake of 120 pupils per ye:ar. 2.21 Full-tirae courses in brickworlc and carpentry are given in govern- ment Trade Schoois at Livingstone, Lukashya, and M4ukobeko. Entry is re- stricted to trainees who are sponsored by industrial firms with whom they spend three montlhs before entering upon the one-year trade school course. Selected trainees may return for an advanced course after completion of a minimum of one year in industry. A UJNDP/ILO project presently has under concAd eration a revision of apprenticeship arrangements and the construction of 1-?- new vocational training centres,raising the output from the existing Itotal of 272 to approximately 2,00C per year. The centres will also train selected craftsmen for supervisory posts. 2.92 Training at technician level is carried out at; the Evelyn Hone College of Further Education (Lusaka) and the Northern Technical College (Ndola). The latter is concerned mainly with the engineering and bui'Lding industries but is associated with "feeder" institutions at Kitwe and Luanshya where commercial and general education courses are offered (Annex lh). At Ndola a majority of the students are already in employment as apprentices or learners and are released by employers to attend fuLl- time courses of six week's duration three times a year. Recently,full- time courses of two years' duration have been introduced at certificate technician level together with more advanced courses of four years' dura- tion at diploma technician level. The demand for these full-time courses is expected to increase with the economic development of the country and some of the craft training will eventually be transferred to other centres (Annex lh). At present the intake of new students is of the order of 250 to 300 per vear! enrollment in 1967' was 636 full-time and 93L part-time students. A feature of the work of the College is its close co-operation with industryr in the conduct of block-release and full-time courses. 2.23 The Evelyn 1Hrone Collere is- recnonsihl for vnvrk at a similar variety of levels but mainly in the fields of commerce, home economics, the soeial services, and general and social eduction In addition to full-time enrollment of some 350 students, the College and its associated ANNEX 1 Paae 6 institutions have an evening enrollment of about 2,000 students. 2.24 'The University of Zambia is responsible for the training of technologists and enj -eo. Ene neer ng s+1dr +.t 4Yl a1n%T f'TP_VP_yr course, the first year being common with science courses. Agcultural education and training 2.25 Post-secondary courses in agriculture are conducted by the Natura Resources Developiaeub College ofL theu 1'":r.Lvryj of Agr'icult-e. A a lower level the Zambia College of Agriculture in Monze has a Junior Tech-"cal O1ffLicers course 1for st-udunt-s w-.-I-11thwo year-s of seconda -r edc ~,-a= tion and an AgricuLtural Assistants course for primary school leavers. EightL, Frarr, Inst-itu-es conduct L3-montis induction coudrses for de,-non strators and shorter in-service courses for students with primary educa- i.on; the i-nstitutes also train fcarmers. Twelve Farmer Training Centers give short courses to farmers and farmers' wives. Twelve other centers are under construction. 24.26 The University has established a School of Agriculture which has neither sufficient staff nor accommodation. Seven students were enrolled this year to the School of Nlatural Sciences but it seems likely that they will be sent abroad for further study. 2.27 Government plans for a rapid development of the agricultural sector would indicate that agricultural education and training should be expanded. The need for such expansion is not yet fully reflected in educationaLl planning and in the proposed project, except for the intro- duction of' pre-vocational agricultural courses in secondary schools. An assessment of existing agricultural training facilities and of the need. for further expansion at all levels will be undertaken. Identified needs for further investment in agricultural training institutions could form part of a second education project in the near future. Higher Eduication See main body of -the report. III - COST AND FINANCING OF EDUCATION 3.01 Finance for education is centralized in the budget of the central government. The role played by private schools is negligible. Mission schools, which are grant-aided for 100%' of recurrent and 7M of capitaL costs, are considered part of the public sector. A M\T( 1 Page 7 3.02 Income from school fees is very low; for primary and secondary scnuloo lb is esu±imaueu ab A 3,0.0UUU, or unly ,'of 0 gUVt:.U-.UILJ1i met on primary and secondary education. Tuition fees of K 36 p.a. and boarding fees of K 162 p.a. are only charged in. the small group of ex-federal schools, known as "scheduled" schools. No fees are charged in the majority group of "unscheduled" primary and secondary schools, the trade schools and secondary technical school (except for some small boarding fees in primary schools). Education is also free at tne teacher training colieges; lir addition, students receive pocket money and travel allowances. 3.03 The Northern Technical College and Evelyn Hone College of Furt,her Education are financed through a government grant to the Boards of Gover- nors and, to a small extent, through income from fees and donations. The University of Zambia is financed through a triennial government grant, which in 1968 covered nearly 909% of all recurrent expenditure; the rest is covered by tuition fees of K 120 p.a. and boarding fees of K 180 p.a. (which are indirectly financed through government bursaries to students) and other income. 3.04 Recurrent expenditure on education by other Ministries is only K 2.4 million or slightly over 7%9 of the recurrent expenditures by the linistry of Education (Annex 1i). Regional and local authorities expendi- ture on education is negligible; local communities assist in the construc- tion of primary school buildings but even here the major part of the costs is borne by the central government. 30o5 The contribution of private industry is important, although the exact amount is unknown. Participaticon comes in many forms, such as vocational training directly organized. and financed by industry (partic- ularly the mining industry), the sponsoring of students in public schools, scholarships and donations. The total financial contribution of the mining industry is estimated at K 6 million in 1968. 3.O6 In aggregate it is estimated that in 1968 K 61.5 million or some 6,2;9 of GDF wTas spent on education (Annex 1i): in K million Recurrent Capital Total Ministry of Education (net) 34.0 15.3 49.3 Other Ministries 2.5 2.9 5.4 Private sector 6.8 - 6.8 TlOTAT. 1 I 1R5 9 A1 "T 'ITrtA rnTT A I1 r ) A _-1Tr,Tf1 ' iv - £jD.uCAj^T±I'd RIJJJ TRA~liLUJ FJIN NEEv £.A±SU±Ug Ilk L1jJU.UV itPW Ilft-UN MI ibiVUA 4.ul Ih t± i,oual wur-iilig pUipulabi0I in 196yu5/66 Was est-mnlaueu au 805,900 persons with 305,900 in the modern sector of the economy and 5()0,000 in tAie raural subsistence sect.or. Tihe ed-ucau±onal level 0o bIle African labor force is low. Only a very small number of Africans have ANNEX 1 Page 'o a University degree or a post-secondary diploma; even thos_ who have finished secondary education constitute only 0.2p of the African labor force. In 1966, of 56,150 positions requiring 2 years of secondary education or more, only 17%o were filled by qualified Africans. That most middle and high level positions are filled by non-Africans is shown at Annex 1j. 4.02 Crucial shortages of qualified manpower exist in nearly every sector of the economy. Private enterprise experiences serious difficul.- ties in recruiting trainable personnel with secondary or higher educa- tion since most school leavers are directed into the public sector. Ef- ficiency and productivity in industrv and commerce are low and further growth is inhibited by this lack of staff and by the low level of educa- tion of those who are available. The public sector, after filling 838 existing civil service vacancies with newly recruited expatriates in January 1968 - most of them in the professional. achinistrative and executive ranks - still had 4,600 unfilled posts in May, 1968. For 2100 of these nosts. a completed secondarv education or eouivalent is required and for 425 posts, a University degree. Nearly all teachers at secondary and prt-seconnn8r level are e3mqtrit;es. Fuue d~evelopnments . nR l'he niimhleof ^yo.ungir, ZAmbians ente rng +thJ anor ,±. marke I probably double between 1965 and 1980; their total number can be esti- mated at 800,000O for the 15=year period. It is unlikely that more than 45-501 of them will finci employment in the modern sector, even under Venrry ^Ot+ ' J +i J growth expectations. Th1-e rem,aindeIr will fa -1,c o V .7 , -1 - g ULt v V V.LuLO ±L _WJ.L .L ta~L~' opportunities for useful employment in the rural sector of the economy, ULht is, LO, t1L.Ll. scale~t aGLicul ULU'Ll r an d closel:~I_y Ire'la ted stervice s. Unless employment outlets are greatly increased, the absorption of the rapidly IJWH i' X t:'i VI rit'W t'fJri iLltu UtjU e(IC ldbUor Ifadrk-ta C.UO LU IUf-ltl t;'it of the huunan resource development problem in the near future. In the Tohg run 1,his problem might become more important than the se-vere short;age of qualified manpower at present. 4.0h In the rural sector, there is urgent need to increase production dllU ECL:: iL1JUU;UICt: JLt,Vt_,'j LU(r bteVUrc;L LL1.UIJ @IKLUU.LL1ug uik IU rCd..L ULi Uo additional employrnent, as is stressed in the First National Development Plan, 1966-1970. Pianpower proJectisuu shovuld therefore llaKe provision Jor a gradual up-grading of the rural working population. The primary and secondary school system should adjust its orientation and offer better preparation for rural employment by teaching practical subjects, particu- larly agricultural science and indutrial arts. Agreement has been reached with Government that steps to that effect would be taken. 4.05 In the modern sector, the demand for educated Zambians depends mainly upon (i) the rate of replacement of foreign personnel and (ii) the growth of total employment as a result of economic expansion. Govern- ment pressure to speed up the process of Zambianisation is strong and non-Zainbians are being replaced at a faster rate than the supply of qualified Zambian manpower permits. Positions are frequently filled with AMNEX 1 Page 9 personnel of inadequate education or experience and there is a danger tlIat such unqualified inicumbents will block the way for more highly qualified Zambians as these become available. To avoid long-lasting damage to labor producctivity, the output of the education and training system should be increased -without delay. 4.06 The growth of total employment in the modern sector of the economy has 'been considerable, Between 1964 and 1966, total employment rose from 268,700 to 332,900 or by 24%, mainly in manufacturing, construction, trans- port and communications (Annex 1 k). The rate of expansion has probably decreased recently and present conditions, including uncertainty as to the future price of comper. on which the greater part of the economy depends, make it difficult to estimate future employment. It is believed that the rate of exnansion is less than oriagnallv foreseen in the official manpower projections, the presently estimated annual growth being 8% for the period 1965-1970 compared with original expectations of T1%. For the nurmoses of this appraisal, the 1966 government manpower forecasts have therefore been reduced correvsnondinolv. L..07 Prnipi-ti!nq of mr nwaer rPemiraemant+.s for +.h nperind 196h-19890; revised by the mission as indicated in paras. 4.04 and h.06 above, indicate a dpmand for tbh following nimhrm ni' news entrAnts- to the lahor mArket: T'F r1 rimn levrnal I R onnn _- _le 18,000 incluiding: teachers 2,300 techn-cians 1 rf%P Secondary (Form 5) level 52,000 incluiding: technicians 1,800 Junior secondary level 106,000 TOTAL 186,000 Educational Develo'Dment Needs 1t-n,o The nresent oitn.mit ofn the 7Zmhi.n aebiition qvsterm is insnifficient to meet the manpower needs outlined above. With a Form 5 level output of only 1,600 graduates in 1967, +he secondary school -stem. is unbhle to feed institutions of post-secondary education and to meet labor market demands. Ra.-winonr of the TUnivwewit+.r andA rI other in-Qn n+aiti+tons iso hrnnPerP by a lack of qualified applicants. A rapid increase in the output from seconday schools in the next- vew years - wi1hich can 1 .ral rif at a later st is therefore required. In addition, the quality of the secondary school ou14ymti+ 4i !l1 ., ; - Q .; .,h,^i,i A ha; m_^Trne4 ' Tt *l4J pIenrol'.ents Jn second4ary schools -.- 1t be increased .ro.m. 44 w', J.WW"VaL IUJLWJ1'.L4J4 I V~ A~& 0I.J W V 0 Q &J' 1- 39,000 in 1968 to about 80,000 in 1974; this would raise the output from 4th-e j4uni or cycl e 4to 9,800 and Afro., the -senior cyl 4to 17 znA a -ea %,r 1974. .Lis s 1AJ 7 ,%JVAJ VcAs ULove theJ.Lnex %s.i year I beJ J followe 1974. This substantial increase over the next six years shouild be fo:llowed ANNEX 1 Page 1 0 by a levelling off in the rate of expansion beyond 1974 (Annex lf). For reasons given in paras. h.o0 and [O.Q above. this ranid increase over the next few years should be preferred to a more even growth path. 4.10 At this rate of growth, the total output to the labor market of students lev-ing schoollat +hei entd of t.he. iuinior cycl or droping out half way through the senior cycle dur.ing the period 1966-1980 would be about 105,300. Th>.e outpu!t of s.tudents wit completed cannndanleducatiLon in the same period would be 78,000. These output estimates are roughly in acc or d nce- T.,it.bh the re qu iremeent figuresorr Tm gixvn a,ot (ra 4.0Wm 7). 4.11 Th.e seconda^ry sch,ool program h A sho' be ;vrs e to iLnclude practical subjects both at junior and senior level. To prepare students not Y o ly Io Lr ureu,ton but al;;o 'or :-1rectl entr LI VIelabo noUv on - "or. '. r-1. U1E,r eCl u , auJ.LI IJu U 0L, LJ .LI. U-" .-U~ I L U4 L~'' market,secondary schools should provide pre-vocational courses in indus- U±r± sUUJE s, agr LcultuL I kLJU X1OnI, UL JU 1ic. tirl eie,e Uon the introdulction of such courses was reached with the Government (para. 5.0'6). 4.12 In the field of primary teacher training no new investments in regular pre-service courses are necessary but provision should be made for in-ser-vice courses to up-grade the majority of teachers now in post., 4.13 As detailed in paras. 2.17-2.18 and 4.07, there is a considerable shortage of secondary school teachers. The training of secondary scnooiL teachers, both at the Higher Teacher Training Colleges at Kabwe and Kitwqe and at the School of Education of' the University of Zambia should therefore be greatly expanded to provide the number of teachers required for expansion of secondary education and to replace expatriates now in service before 1900. 4.14 Of high economic priority is the training of technicians and engi- neers, which has only recently started. Estimated requirements of tech-- nicians are specified in para. 4.07. The Northern Technical College program to train engineering technicians at certificate and diploma level will assure an annual output of some 210 technicians, which is still below the country's requirements. ZAMBIA: ORGAINIZATION OF EDUCATION ADMINIISTRATION, 1967 MINISTER PARLIAMENTARY PERMANENT I NATIONAL COUNCIL SECRETARIES; (2) J SECRETARY J OF EDUCATION j L L~~SERTA' LX__sE F E SEC..AI71 r NDER L FR r L F-ICHIEF INSPECTOR |________ ___ LO PF_OFESSIONAL_L_r OF SCHOOLS ] [___S~~1__L_____ ___ __ __ _{__ _ ADMINISTRATION EXAMINATIONS __ FURTHER EDUCAT'ION: K ESEARCH AND INSPECIORS ___________{__ __ _____________]EVELCP SGIST FINANCIL ME BUR SYARHIES REGiONA PSYCHOLOGISTS7 L ERIC C MMTrE D PUBL CATIONS - SOURCE EDUCATION ER ViCES 1 M T O FD CAIO )CATIONOFFIC TEAC R N S EDUATIN SR'WCES TEACATOERIRAINING VOLUJNTARY AG NCIES EDUCATION OFFICERSjSCHOO COLLEGES [ MANAGERS OF 1MANAGERS OFASS15TANT [ S CHOOL SJ[ SC hSS] [IILDING_SIJPERVISOJ _ _ X _._ ._ 1)FDF GOVERNMENT A ls S e J1co~eU eA~IE~ssnAAs MntrR AEDSCHOOLS 5 UNAIDED SCsHOL K SCHOOL SSS 0psIIS lst.Si5Ie dso t--g > z SOUIRCE Minist,R of Ed.ccIio,,, Zonmbia(RIIR-31 m ULY96 (2RIOD 97 ZAMBIA: STRUCTIJRE OF EDUCATION, 1967 _- -FPRIMARY LEVEL -_ __ -SECONDARY LEVEL - HIGHER ElDUCATION -3 __ -_________E ______ POSTGRADUATE - -~~DEGREE LEVEL- LEVEL PRIMARY SCHOOLS SF(CNDARY SCHIOOLS UNIVERSITY OF ZAMBIA JUNIOR LEVEL. SENIOR LE'VEL JUNIOR CYCLE SENIOR CYCLtE 039{-@ I0 ) - 9 29 i H +t[j - r ARTA AND SCIENCES I I I LUThs SENGINEERING PRIMARY TEACHER HIGHER TEACHER MEDICINE TRADE SCHOOLS TRA:N NG COLLEGE TRAINING COLLEGES FARM INSTITUTES 19 UpPer Prirnnry Schod Leaving Certificate (Grade 7). N I Junior Secondory School Leaiving Certificate (Form I). ZAMBIA COLLEGE OF AGFICULTURE DEVELOPMENT COLLEGE ® Cambridge Overseas School Leaving Certificate. Teachers' Certificale (for Teachers in Primary Schools). © Degrees in Humanities and Social Sciences I.SAl Natural Sciences (B.Sc.), Educotion, Administration. Low. COLLEGE FOR FURTHER EDUCAT ON © Degree in Engineering. O Degree in Mdedicine. Teachers' Certificate (tor Teachers in Secoridary Schoolsl. ® Technical Certificate. NORTHERN TECHNIC AL COLLEGE G PDstgrcdutfte Certiricate of Education _2Ti{3 -{4° 5 O Certificate in Agrl(:ufture ¢ D plomos in Agriculture, Animal Management and Agricltural Commerce AGE 7 8 9 10 !I I2 13 14 15 16 17 18 19 20 21 22 23 24 25 SOURCE: Ministry of Educotion, Zarribia |r (3RF IBRD-- 3972_] ZAMBIA: EDUCATIONAL PYRAMID, 1967 HIG HErR 2 2 I7II I ce%r A DV sJSewJIL^XIr I 5 1,448 4 328 4 2,081 1. 121 3 BOYS 4774 362 7 GIRlS 2 7,6 8 ~~~~~~~~~~~~~~~~~~~~~3 073 7 27,781E 4 192 6 35 388 2A 5 3.6,795Sg SS | 24,806, 4 43,076 i 47 .*2l 2 52,635 48,375 .744 . .,15 9 70,000 60,000 50,000 40,000 30,1000 20,000 100(00 C 10,000 20,000 30,000 40,000 50,000 60,000 BC)YS GIRLS SOURCE Ministry of Eclucatiori, Zombia m (2R)181RD -3'370 x GROWTH OF THTF ZAMBTIAN EDUCATION SYSTEM 1960 - 1968 _ _ _E-C 0T N DARY LTE L POST-SECONDARY LE E __E_L Total Teachier Trade Northern College University Kab-we YIAR Primary General Training Schools Total Technical of further of Higher Total College Education Zambia TTC 19?60 279780 :2543 1156 1h45 5144 - , 19 61 29626)4 3724 1211 1428 6363 - - - - 19'62 31908 8 5187 1203 1 381 7771 223 - - - 223 19?63 33796S1 6922 1251 628 8801 184 _- 184 1964 365565 13250 1283 8,41 1537.4 519 8.48 - - 1367 1965 397110 16738 1429 4B6 18653 1444 1272 - - 2716 1966 1l73331 23799 1510 621 25930 1239 1727 312 3278 19?67 539300 34139 1857 287 36283 1570 1/ 2000 1/ 536 56) 41-62 1968 .598198 38997 2072 302 41371 n.a. n.a. 767 1214 n.a. 1/ Includes evening-classes, 1967 figures for College of Further Educaticon estimated by Min. of Ed. Source: Ministry of Education, Zambia ENROLLFiT'E TARGET FOR TPrIMF ARlVY EDUCATION - 196?-1980 G R A D E TOTAL TOTAL TOTAL HTOTAL PRIM4ARY G_ R_ A_ D_ E_ _ _ LCWER_G R A D E7 UTPPER BOKRTH AGEA-GR(UP ENROLLMENTS YEAP, 1 2 | > __ _ CYC'LE CYCLE CYCLES 7-:L3 YRS. AS PERCfa-I. OF 7-13 YS 2 4 [ 6 AGE-GROUP j 196 115,903 10 ,010 84,302 77,799 397,014 61,601 56,712 41,973 16C),286 539,300 683,000 79.0 1968 1/912_]n ] ;8 3 98.520 83,735 1418,139 64,,165 60,676 55,218 18c),059 598,198 7:15,0(0 83.7 1969 122,000 120,600 113,000 97,500 453,lo00 67,000 63,500 60,100 190,600 643,700 7153,000 85.5 1970 129,000 120,800 119,400 :111,900 481,100 78000 66,300 62,900 20 7,200I 688,300 794,000 86u.7 1971 130,000 127, 700 119,600 :118,200 | 495,500 89,500 77,200 65,600 232',300 727,800 832,000 87.5 1972 132,000 1258,700 126,700 118,1400 505,500 9h4600 88,600 76,400 259,600 765,100 865,000 88.5 1973 13. ,000 1 7lCs 1277 1Cl 12-L00 517.200 94700 93,700 87,700 276,100 793,300 899,0o0 88.3 1974 136,000 132,700 129,400 126,:L 524,200 112,600 93,800 92,800 2959200 823,400 9:25,0(0 89.0 1975 139,000 134,600 131,400 128,:L0 533,100 119,800 111,500 92,900 324,200 857,300 950,000 90.2 1980 159,000 151,500 144,000 139,800 594,300 130I,900 800 122,900 380,60C 974,900 1,051,0( 92.7 1/ Actual f'igures. Source: Ministry of Education, Zambia 'o T:D',I,ii',;T Th..:i'S FOR S'( iC).D.RY SCI,O'',S IN 1000l S r | °iJ ) ;i j1 F i, -.,- : . -- ^ - ]- --- . __ YEA tH:;I U , , _ F 0 R M__ __ KR77C7T FILE4R.P RItzl, FrKO'- PTh ,TI--'. |__ __ _ _- TOTA. | ALE-GPOUB | A,S PERCE-TTi Er SCHOOI' SCHOOLS- SO ; 1 T IL I 1.8 OF AGE GROTU'P SEC. ii.--C-~r-s 1 9 i 3 i hI i |lARkS 1967 h42.0 j L 4-1 7 15.0o 10.7 h.2 2.6 1.6 34.-L 357 9.6 4531t. 6.2 3 '-. 39.10 371 I 10.5 1969 60.1 30.0 16.6 13.6 8.8 5.6 2.9 h47 . 38l7 2.2.3 1970 62.9 310.0 18.0 15.8 9.0 7 .'9 5.o 55 .7 402) 13.9 1971 ,65.6 3(.0 18.9 17.1 15'.0 8.1 7.1 66.:2 430 a5.4 1972 76.4 310.0 19.7 18.0 16.2 76. ' 7. 3 68 .7 45( . 5.3 1973 87.7 30 .0 22.9 18.7 17.1 8.1 6.8 73.I L9 1'6.9 19T' 92.8*7- 30.o 26. 3 I 21.7 17'.8 8. 6 7 . 3 81. 7 48-L 17.0 1975 92.9 28. 0 26,0 25.0 20.6 8.9 7.7 88.2 50V3 17.4 1976 110.4! 28.0 26 0 24.7 23.7 10.3 8.0 92.7 536 17.3 1977 117.4h 2', 30 9 24.7 2 3.5 11.9 9.3 100.3 56'9 17.6 1978 119.3 2, 32.8 29.4 23.5 11 8 10.7 108.2 595 18.2 1979 121.2 | 2, 33i4 31.2 |27.9 L 10.6 ii h.9 618 :L8.6 1930 122.9 21 3391.7 29. 6 14.o 1c.6 119.8 633 18.8 1,/ Enrollment in Form It equcli,alent to 50, of the ouc p:tB framn Firsmi (es n;_imatese Source: Bank Mission estimates ZAMBIA TEACHERS IN SECONDARY SCHOOLS DEMAND AND SUPPLY ENROLLMENTS __Z A M B I A N T E A C H E R S NEMBER OF EXPATRIATES YEAR PDROJECTIONS TEACHERS OUTPUT FROM _ TOTAL BY EPATRIATES + increase '00O NEEDED I PO; T.T.C1 UNIVERSITY END OF YEAR RIQUIRED - dejcrease 1968 39.0 1776 198 1578 + 61 1959 47.5 1837 198 4- 318 1970 55.7 2155 198 137 335 1957 + 269 19'71 66.2 25,51 335 88 40 463 222.6 I ~~~~~~~~~~~~~~- 31 '072 0AR68.7 2658 L,63 150 80 693 2195 - h1 1973 73.6 2847 693 150 lo 983 215 + 4 + 23 1974 81.7 31i0O 983 325 230 1538 2177 - 303 1975 88.2 3412 1538 325 60 2223 18 7h4 - 511 1976 92.7 35856 2223 325 500 3008 1363 - 531 1977 100.3 38B0 3048 325 500 3873 8:32 - 519 1978 108.2 4186 3873 325 500 L698 31]3 19'79 114.9 4445 4698 325 500 5523 -. 1980 119.8 L634 55f23 325 500 6,348 _ I _ _ _ _ .......-.....-..... _ _ _ _ _ _ _____________ ____________ Source: Banjk Mission estimates ANNEX 1h Page 1 NORTHERN TECHNICAL COLLIDE Table "A" Enrolments at the Northern Technical College and associated institutions, 1967 I I I?&111-Arp &hblc-k release I Part-time dav & evnningI Courses- - - - --- -_t -- Courses A B C E F G A B C D I1II FI& Automobile engineering 110 Electricial engineering 147 Fabricat:ion engineering I i8i Mechanical engineering 1h0 8 | 8 | Commercial & gen . edc. | 99 | 20 | * 1 | | 81 1126 1173 1138 133 3 ADDrentice introductory I I I I I I I 15 |751 28 30 |12 115 4_517j! 99 1 20 1 L ! ! 1 96 1 h09 1173 1166j '3 112 115 L ~~~~~~636 934' ' Key: A=Ndcla; B=Kitwe; C=Chingola; D=Mufulira E=-Luanrshya; F=Ka'Uwe; G=u-Saka. Table "B" Projections of Future Enrollments LIType of courseIEnrolilments 7 Ty-p-e of course 1'9698 166 '70 | '71 '72 | 73 | 71 Full.-time | 76 |134 | 195 240 285 | 310 32l 1 I Block-release I 526 1 570 I 610 6,0 1660 6t0 I 68() I |Part-time day/evening | 29 No estimate _ _ I Tc Tctal enrollment 631 1 7041 805 880 9195 | 990 | 1O0() Fmaximum day load 339 419l9 500 560 ! 615 ! 650 ! 66C(7 ANNEX 1 h Page 2 Table C Projectel Output of Craftsmen and Technicians IQual I i1fic +A .4vvy> Anniiul f,+pn,it l __ 1 ~ 1968 19 Crat 165 1 lh0 Technician 85 _ _210_l I .ol1Ttal = 252 3 50 Note.-- It is very difficuilt to estimate the "output" of the Northern Technical College, a majority of whose students will be industry-based and may leave at any point in a course of from one -to four years duration. Moreover, a course may commence with a craft bias and terminate at the technician level. In the following approxima-tion it has been assumed that, for most courses, students who leave at a "half-way"' stage can be included in the craft output. Table D Present Teaching Staff . ~~ _ Qualification Trained Untrained | Total Degree or equivalent qualification 7 2 (9 F.T l:4A_ _1n_ ........... A_' A-1 -lP At A/TT TV . ........................... 7 INC lU-ULI<1U-i- HUI LAL -U1 U - WU-t|[fiW W \U .n. r_Ll City & Guilds of London Institute 1 5 TOTALS 11 21 32 Table E Staff Reonuirements Max. day loading 339 435 500 560O 615 | 65 660 Equiv. no. of classes 23 27 32 36 39 39 ho No. of teaching staff 32 38 45 51 55 56 56 "t "lab. & wrkshop tech. 2 1 LI 5I 5 6 116 117 Student/teacher ratio 10.6 41.h 11.1 11.0 11.2 11.8 11.8 Source: Northem Te.hn-cal .C ollege,N d o Source: Northern Technical College, Ndola TOTAL N ATIONAL IXPENDDITURE ON EDUCATION AND TMkINING - 1968 (in K ' 000) ----------PUBLIZC SECTOR--------------------------------- --PRIVATE SECTOR--- Ministry of Civil Service Ministry of Ministry of Othaer Private Private Eduication Training Agriculture Health ini-istr ies Companies Persons Total _ __ _ _ __ _ _ _ _ ___ . __ _ (fes __ _ Reciurrent expenditure Adnrin;istration, etc 2210. L 221.0.4 Primary education 16571.6 16571.6 Second. education 8727.4t 8727.4 Te,acher training 1320.4 132'0. 4 Technic:al & further 1266.4 336.0 1168.h 257.6 673.5 6000.0 151.0 98,2.9 Adult eiducation 920.6 920.6 Un:iversity of Zaunbia 1968 gErant l4oo.o 1400.0 transf'ers 1388.2 1 388.2 bursaries 600.0 600.0 Other expenditure 283.2 283.2 Total Ministry of Education 34688.2 Feeas - 660.0 660.0 _- - Total recurrent 34028.2 336.0 1168.4 257.6 673.,5 60)0.0 811.0 43274.7 Ca ital expenditure J5868.5 100.Q 550.0 770.0 1510.,0 ... 18798.5 miinus bursaries7 600.0 _ _ - -_ _ _ Total 49296.7 436.0 1718.4 1027.6 2183.,5 60)0.0 811.0 61473.2 Source: Estimates of Revenue and Expenditure, 1968 ANNEX 1 j E WCATIONAL ATTAINMENT OF ZAMBIAN LABOUR FORCE 1965/1966 (percentages show educational attainment as percentage of total labour force) Africans % Non-Africans % Total % Degree 2 _3,49 lu ,I9T Diploma or 517 0.1 5,944 17.0 6,461 0.8 A-level Secondary 1,516 0.2 11,965 34.3 13,481 1.7 (O-:le-vel) Lower secondary 7,282 0.9 11,409 32.7 18,691 2.3 Below Form 2 261,681 33.9 1,944 5.5 263,625 32.7. Total Modern 271,1146 35.1 3I4,761 100.0 305,907 38.0 Sector Below Form 2 (subsistence) 500,000 64.9 - - 500,000 62.0 Total labour 771,146 100.0 34,761 100.0 805,907 100.0 force (percentages show proportion African : Non-African for each educational level) Africans %_ Non-Africans %_ Total % Degree 150 4.0 3,499 96.0 3,649 100.0 Diploma or 517 8.o 5,944 92.0 6,461 loo.o A-level Secon(dary 1,516 11.0 11,965 89.0 13,481 1oo.o (0-level) Lower secondary 7,282 39.0 1i,409 61.0 18,691 loo.o (F2) Below Forr,, 2 276.0 .1,944 1.0 263,625 100.0 Total Modern 271,146 34,761 305,907 100.0 Sector Below Form 2 (subsistence) 500,000 100.0 - - 500,000 100.0 Total labour force 771,146 96.o 34,761 4.0 805,907 100.0 Source: Manpowier Report, Zambia Government 1965/66 ANNEX 1 k EMPLO-YMENT BY I[N-DU-STR1AL S CTORS. 1954 - 1966 (EXCLUDIr RURAL SUBSISTENCE SECTOR) 1~ jrii1±.,i~p~ 1954 % 1964 % 1966 % 11 Ago-!iriCU1+?1rej. f org%.?rY annd I I 11 I R iiig- 39,500~~~~~~~~~~~~- 15 35 501 g 39,500 | | 35,500 13 33,500 10 12. Mining and quarryring 50,900 | 19 | 50,600 19 55,000 17 13. Maniufactu-ring j 17,800 7 20,900 J 8 31,600 9 4. Construction 59,200 22 31,000 11 | 70,3C)0 21 15. Electricity, water and i o -I I 1,oo Sanitary serxvrlces I - 00 I 1 1 " 2 1 3 1 ' 1 o CmmerCe I 1h1001 7 I o) 7 8 2 10 , . | j Uo - I' I commUniCatiO 3 9,000 3 11,400 4 21,4(0 6 18. Private domestic service 29,60o 11 35,500 13 H 35,0(0 11 9. Other services 39,600 15 61,300 | 23 H 55,7(0 17 TOTAL 265,20O 100 [ 268,700 100_o 332,9()[_TQo of -whom: AfriCanS 124OL0 10 91 11237,000 188 11303,4(00 91 Non-Africans 2L.77o 1 9 11 31,700 1 12 H 29,500 1 1 IJ'JL&~ ~ . IlIJitLL'.. iI~J'~J.L I 1 .1 1 I'.L. .L7%J SOUrCe:~~~lap ECn..4CPBO-,PeW C ofL /j,bar an GOVERNMENT RECURRENT EXPENDITURE 1 96V65 - 1969 (in K'000) 1 964/65 1 965j/66 1966/67 1967 I 1968 1969 1. Total reXcurrent government account/budget * 152,074.6 214,383.0 244,474.2 121.,169.0 249,790.7 279,554.8 2. Minus: Appropriations from general revenue to capital 46,472.0 75,000.0 80,000.0 24,000.0 54, 000.0C) 80,0(0.0 3. Net recurrernt expenditure 105,602.6 1 39,383.0 164,474c2 100,169.0 195 ,790.7 19C9,55 4,8 4. Budget Min. of Education 14,148.4 19,583.8 25,166.2 15,650.0 31,618.8 36,330.0 5. Budget Techri. & Voc,. Education - - 1,107. 3 1,575.0 6. Add: Bursar-Les .>x 212.4 5659.6 732-0 27rLfl 642.8 5. 7. Transfer Univ. grant + 69.4 880.6 - 577.0 + 1,388.2 8. Total recurrent education expendiLture 14,360.8 20,222.8 25,017.6 15[,343.0 34, 757.1 38, 455.0 - do - as a % of 3 13.6% 14.5% 15. 2% 15.3% 17.7% 19.3% Including "Constitutional and Statutory expenditure" C~- Six months' per:iod July-December 1967 '-,-6 Bursaries a:re included in the capital budget of the Ministry of' Education and Copmnission for Tec'hnical and Vocational Education Source: Financial Reports 196'/65 and 1965/66 Estirmates of Revenue and Expenditure 1966/67, 1967 , 1968 ancd 1969. A IkTRTT."% DVCn TrhO'T) tIOVTTDDl:?Trm LivD'DrMTMTDo MT-KTCmnDV -p VTT(IA M, -M\1T I .s VLVI1:~IL~~UL LvA1v4s Iuw sw w 1:aL WMAJ. uv I uLL I-,LL1L Im I E Pi I Ir u kjt I LVIV AND COMMISSION FOR TECHNICAL AND VOCATIONAL EDUCATION 1969-1974 K'OOO (in constant 1969 prices) 1969 % 1974 % Administration, etc. 2,518.4 6.5 4,000.0 6.o Primary education 17,417.7 45.3 28,792.3 143.6 Secondary education 10,636.4 27.7 18,512.8 28.0 Teacher training 1,367.3 3.6 1,847.9 2.8 Technical and voca-tional education 1,575.0 4.1 2,218.7 3.3 Adul-t education 1,347.1 3.5 1,500.0 2.3 University of Zambia 2,700.8 7.0 7,310.0 11.1 Bursaries 550.0 1.4 1,500.0 2.3 Other expenditure 342.3 0.9 400.0 0.6 Total recurrent educatiorn budget 38,455.0 100.0 66,o81.7 1C0.0 * Budget of the Cormmission for Technical and Vocational Education H-' Included in capital budget Source: Bank Mission estimate. A %flTAY I . UNIVERSITY OF ZAMBIA RECURRENT EXPENDITURE 1968 and 1969 (in K'OOO) Actual Expenditure Estimate 1968 1969 Administrative Services General Administration" 392.0 542.3 Staff development 10.8 70.0 Catering officer 326.5 309.4 Students' Residences 65.6 82.9 lHealth Services 4.8 6.o Buildings' Officer 135.8 141.9 Computer Center 16.2 30.6 Project Office 45.8 46.4 Horticultural Officer 61 .3 64.0 LSu -Tota 1,I 0 8 l,2 Academic Schools and. Departments Administration 55.6 79,4 Agricultural Sciences - 2505 Correspondence studies 101.5 58.9 Education 96.0 151.8 Engineering 38.8 82.6 Extra-mural studies 84.5 l118.4 Humanities and Social Sciences 256.7 330.0 Law 53.7 65.9 Medicine 21.4 134.2 Natural sciences 269.1 .310.1 Library 241.2 .303.5 Sub-Total 1, 218.5 1,660.3 Research 125.9 128.0 Grand-Total 2,403.2 3, 081 .8 Including expenditure for the Provisional Council, Vice-Chancellor, Registrar, Bursar and Dean of Student Affairs. UNITERSTTY OF ZAMBT - CAPITAL EXPENDITRE, 1965-1970 Trans iti onal/First Universitv Antcmt-l Govt,, Actual xenditure I)evelopment Plans Development Plan Grants Govt. Funds Total K K K K K Up to 30 June 1966 2,000,000 1,915,000 2,000,000 1,915,000 1,915,000 July 1, 1966 - June 30, 1967 5,052,000 3,338,000 2,600,000 3,338,000 5,203,000 1968 3,500°,000 4,477,000 4,258,000 3,605,000 5,771,000(est.) Sub-Total 10,552,000 9,730.,000 8,000 oco 8,858,000 12,889, 000 1969 4,724.,ooo 4,767,000 2,872,000 2,872,000 3,384,000(est.) 1970 2,724,000 4,097,000 TOTAL 18,000,000 18,594,000 (11,730,000) (11,730,000) (16,273,000) j As revised in mid-1968 before economy cuts. Government-financed sector only. IL> EDUCATIONAL ATTAIIDENT OF ZATBIAN LABOR FORCE Africans ___ Non--Africans 57 Total 57 Degree 150 - 3,499 10.5 3,649 0.5 Diploma or A-leve:L 517 0.1 5.9494 17.0 6,461 c.8 Secondaliy (O-leveL) I,516 0.2 i1,965 34.3 l3,o40 1.7 Lower Secondary (F2) 7',282 0.9 11,405 32.7 18,691 2.3 Below Form 2 261,681 33.9 1,9 44 5.5 263,625 32.7 Total Modern Sector 271,146 35.1 :34,761 100.0 305,907 38.0 Below Form 2 (subsistence) 500,000 64.9 _ - 500,000 62.0 Total Labor Force 771,146 100.0 n34,761 100. () 805,907 1 00. 0 -_ _ _ _ __ --__ -_ _ _ ...-..--........ _ Africans %7 Non.-Africans % 2/ Total 57 Degree 150 4.0 3,499 96.0 3,649 100.0 Diploma or A-leve:L 517 8.0 5,9 44 92.0 6,461 10(.0 Secondary (O-leve:L) 1,516 11.0 11,965 89.0 13,481 100).0 Lower Secondary (F2) 7,282 39.0 11,409 61.0 18,691 10(.0 Below Form 2 261,681 99.0 1,9)44 1.0 263,625 100).0 Total Modern Sector 271 ,146 :34,761 305,907 100.0 Below Form 2 (subsistence) 500,000 100.0 - 500,000 100.0 Total Labor Force 771,14. 96.o 34,761 4.0 805,907 100.0 9/ Percentages show educational attainment as percentage of total labor force. 2/ Percentages show proportion African:Non-African for each echIcational level. Source: Manpower Report, Zambian Government 1965/'66. THE UNIERSITY OF ZAkMBA ESTI MUED ANNUIAL EXPENDITURES AND LOAN DISBURSEMENTS ( in thousaixi do:Llarms equivalent ) 19,69 1 9 7 0 1 9 7 1 1 9 7 2 1 9 7 3 T o t a 1 Loan Loan Country Loan Caunty Loan 7Country 7oan Country ii Cntry- iLoan 130 160 10 300 Si0ountr_ - , 0 50 . .o_ .50 Construction 1/ Loan, 800 1000 950 300 3050 C' ountry 280 540 530 1.50 1.500 Furnlture 1/ r. Lo ari o Dv 520 Equipment l/ Loan 60 280 1.70 70 |80 Professicial Services 1/ Loan 50 250| 1.50 20 10 1480 Country 1.20 90 20 10 240 Unallocate d. Loan 10 50 2 1]00 210 2lO |370 Cauntry 20 50 ;L4O 210 Total Loan 50 0 13|0 1 |00 I |oo 6550 5:300 Country .oo 700 -D 60 I300 2100 I/ Including price escalation coE