THE UNIVERSITY OF ZAMBIA

INTRODUCTORY

        The University of Zambia was officially established in 1965. The first academic session opened in March, 1966, with a total enrolment of just over 300 students. By 1970, this had risen to 1183. There are six schools: Natural Science, Humanities and Social Sciences, Education, Law, Engineering, and Medicine.

Two external bodies, the Rhodes-Livingstone Institute and the Oppenheimer College, were incorporated into the University. In August, 1970, the Institute was amalgamated with the Centre for African Studies.

      The University was first housed on the premises previously occupied by the Oppenheimer College in Lusaka. It moved to its present campus in 1968. The Medical School and a few subjects jemain at the old campus.

The University is especially geared to providing the manpower requirements of Zambia. Despite its youth it is beginning to earn the recognition of the University world for its intellectual foundations and achievements.

The President of Zambia is the Chancellor. The first Vice-Chancellor, was Dr. D. G. Anglin, and the second is Professor L. K. H. Goma, who took up his post in 1969.

The first students graduated from the University in December,. 1968.

        The academic curricula of the University of Zambia are designed to produce graduates capable of exercising informed critical judgement necessary for a variety of leading roles in society. They also aim at providing the necessary content for those entering specific professions.

All degree students commence their studies in one of the two basic schools — the School of Natural Sciences and the School of Humanities and Social Sciences. Curricula in these schools begin with a broad base in a number of different subjects narrowing down in the later years to at most two majors.

  Initial study in the School of Natural Sciences provides the basis for those entering the Schools of Medicine. Engineering and Agriculture. The School of Humanities provides the starting point for those doing degrees in Law and Social Work. Courses in the Natural Sciences and Humanities are combined with Education courses for prospective teachers. Most courses in Humanities and Education are offered by Correspondence as well as internally. In addition to curricula leading to degrees the University of Zambia runs a diploma course in Social Work, courses leading to an Associateship in Education and also a Post-Graduate Certificate of Education. A small number of students are taking courses at post-graduate level leading to the M.Sc. and M.A. Degrees.

THE BUILDINGS

In planning our University campus the aim has been to give architectural expression to the academic principles on which the University is organised. This pattern of development owes much to recent concepts of University design and planning known in Europe as the ‘New University Movement’. In particular account is taken of the balance which must be found between the teaching needs of specialised subjects and the importance of breaking away from rigid compartmentalising of academic facilities. The essential idea is that teaching facilities should be shared wherever possible, no matter what the courses of study might be and that the buildings should be capable of re-arrangement internally to suit changing academic demands over the years.

The central area of the University is designed on a very compact basis so that the facilities are within easy walking distance for students and staff, while at the same time every effort has been made to separate cars from people.

At the present time the University has hostel accommodation for just over 1,240 students in study bedrooms, and has its own catering and dining facilities. It has a fine library with 1,650 reader places; and it has buildings for the schools of Education, Humanities, Natural Sciences, Engineering and for Biology. It also has a modern psychology laboratory and some well equipped lecture theatres. A modern chemistry building is under construction.

Under a World Bank loan agreement the hostel accommodation will be extended by a further 960 bed spaces. Development plans also include extensions to the School of Education (with a television studio), additional lecture theatres and the School of Engineering.

Accommodation has been built for about 60 staff members within walking distance on the site, and has a further 250 units outside. The University has a major building programme ahead to cater for an undergraduate population which is expected to reach 5.000 by 1975.

Among future projects are a University centre and new facilities for Agriculture, Natural Sciences. Medicine. Additional dining and catering facilities, a swimming pool and an athletics stadium, an assembly hall, additional staff housing, and sports fields are also planned.

THE GARDENS

The grounds are being laid out to add grace and beauty to the campus. They have been contrived to introduce areas of colour and foliage to the dominant architectural form of the main buildings. The plants and trees are of a wide variety, ranging from aloes to eucalyptus. Two courtyards in the School of Education complex contain intriguing tropical plants and there are many interesting varieties of succulents at the approach to the Humanities buildings.

The University entrance is dominated by two ornamental lakes around which is a refreshing area of lawn and trees. Where possible all the natural trees on the site have been preserved: some are more than 100 years old.

THE SCHOOLS

1. Humanities

The School of Humanities and Social Sciences was established in 1966 as one of the foundation Schools of the University. In addition to providing courses leading to the degrees of B.A. and B.S.W., it caters for the first year of studies for students aiming at the degree of Ll.B. It collaborates actively in providing relevant courses for other Schools of the University.

The School comprises the disciplines of: African Studies. Economics. English. Geography. History. Mathematics. Modern Languages. Music. Political Science, Psychology and Sociology. It also includes three subjects theoretically belonging to the School of Administration, which is as yet not officially established: Business Administration, Public Administration and the Oppenheimer Department of Social Work. The latter Department, in addition to its courses for the degree of B.S.W.. also has a two-year programme leading to a Diploma in Social Work.

The School has so far produced almost one hundred graduates. 1970 has seen considerable development in the field of M.A. studies. Thus, the School is making a significant contribution towards filling Zambia’s needs for higher manpower.

2. Natural Sciences

The school of Natural Sciences, one of the first to be established in 1966, is of vital importance to the manpower requirements of the country. Within the period of its existence, remarkable progress has been made in studentent enrolment, staffing. degree programming, research, and buildings.

Enrolment has risen from 80 in 1966 to 424* in 1970. The subjects taught include those leading to degrees in Agricultural Science. Human Biology, and Education. The course structure is evolved to allow for flexibility in either a major in a field of studies or a more concentrated major in a single subject.

 *This excludes 43 medical students and 65 engineering students who come under their respective Schools. Some students in this School also fall under the School of Education.

 3. Law

The School of Law enrolled its first students in March. 1967. Formal recognition as a School was accorded on July 1, 1967.

The school aims at joining in the building and development of the legal system of Zambia; at producing lawyers in Zambia of quality al least as good as the best from abroad, and better tilted to meet the needs of this developing nation; and at making available lawteaching facilities to other disciplines and institutions in Zambia.

Forty-two students are currently enrolled in the School of Law, with a projected gradual growth to 135 in 1975.

 4.Education

The School of Education was established at the opening of the University in March. 1966. with an intake of forty-two students for the degree of Post-graduate Certificate in Education, plus three successive undergraduate courses in Education for B.A. and B.Sc. decrees aimed at providing competence for secondary school teaching, an Associateship Certificate for selected primary schools, and a Post-Master of Education degree designed for deeper educational study and research.

Presently, the School! has four major divisions; the Department of Education; the Science Education Centre; the Institute of Education; and Library Studies, all concerned with the pertinent educational enquiry and research.

The School has students from the School of Natural Sciences studying for B.Sc. with Education. The enrolment in 1970 was eighty three.

 5. Engineering

In May, 1969, Engineering became one of the officially recognized Schools at the University of Zambia. Engineering students do their first year in the School of Natural Sciences. The first intake to the four years within the School of Engineering was in March, 1967.

After some common courses the students separate into specialised departments covering Civil, Electrical, Mechanical and Minerals Engineering. All engineering students are required to obtain practical training through supervised industrial work during their long vacations.

In March, 1970, there were 65 registered engineering students and 70 first year students on engineering bursaries.

 6. Medicine

1970 was a significant year for the School of Medicine, for in that year it became an independent School of the University. There are nine separate Department for pre-clinical and clinical training: Anatomy,Physiology, Pathology, Microbiology, Pharmacology. Social Medicine, Surgery, Medicine, and Obstetrics and Gynaecology.

Students who have completed their pre- clinical studies started their clinical training in the University Teaching Hospital this year, 1970.

The School is growing rapidly. Firstly, the Teaching Hospital is in the process of being built, and by the end of 1970 there will be a big clinical block with 400 beds, combining all facilities for teaching and treatment of patients. Secondly, the Senate has approved a pre-clinical building with modern facilities for teaching and research, an animal house and an experimental section.

INSTITUTE OF EDUCATION

Close relations exist between Zambia's Ministry of Education and the University s Institute of Education. The Institute, representing the School of Education is represented on almost all major education policy committees.

The Kabwe Teachers’ College. Zambia’s only Secondary Teacher Training Institution, is an associate college of the University. The Senate confers the Secondary Teachers Diploma on all successful students. A second college, to be opened on (he Copperbelt in 1972. will be in a similar relationship.

The Natural Resources Development College has begun training secondary school teachers of agricultural science. The professional training of these teachers is carried out by the University of Zambia through its Institute of Education.

The Primary Teacher Training Colleges (9) have all a working relationship with the Institute of Education whereby curriculum development is carried out on a co-operative basis in conjunction with the Ministry of Education.

Internationally, the School of Education is represented on the Regional Council for Education and on the Executive Committee of the Association for Teacher Education in Africa through the Director of the Institute. In addition. Zambia, through the Institute of Education. has participated over the past two years in the Teacher Education in East Africa Scheme whereby staff are recruited to strengthen teacher education in Zambia.

 AFRICAN STUDIES

In October. 1964. when Northern Rhodesia became the independent Republic of Zambia, planning for the establishment of the University proceeded rapidly. The Rhodes-Livingstone Institute, founded in 1938. became the first part of the new University with its name changed to the Institute for Social Research.

This year the Institute merged with the Centre for African Studies to become the Insti lute for African Studies.

During its three decades of independent existence, the Rhodes-Livingstone Institute Was deeply involved in research and its fellow and Affiliates produced numerous Publications, a number of which have become Cassies in their fields. There were, in all, 38 issues of the journal. Human Problems in Central Africa: 37 issues of the Rhodes- Livingstone Papers: 29 issues of the Rhodes- Livingstone Communications: 6 Rhodes-Livingstone Conference Proceedings and 16 full length books.

In 1966 the journal was re-named African Social Research, and is in its IOth issue to date, while the R.L.L Papers became Zambian Papers of which 3 have so far been published. The R.L.L Communications, as the I.S.R. Communications. provide (as originally intended) a quick and economical outlet for preliminary results of research. 5 of which have been published. The I.S.R. Bulletin, a new publication, was started to report on aspects of research being undertaken in the University.

In 1968 and 1969 two books were published — Social Change and the Individual by Norman Long and Social Networks in Urban Situations, edited by J. Clyde Mitchell. The Institute’s book for 1970 will be published towards (he end of the year; it will be the first by a Zambian author, historian, Henry x Mecbelo. Entitled Reaction to Colonialism J is an account of the rise of nationalism in the Northern Province of Zambia. In 1966 a new multi-disciplinary series. Studies was started and 2

published so far.

THE LIBRARY

The University library was established in 1966. It was officially opened by the President, Dr. Kenneth D. Kaunda, on August 27th. 1969. The building, which cost about one and a half million kwacha from funds donated by the nation, can scat 1.650 readers and Acommmodate 300,000 volumes. Its collections cover a wide range of subjects and total more than 130.000 books. It also receives about 28.000 magazines, newspapers and periodicals regularly. These collections are catalogued according to current international professional methods.

The library has also been designed as a national reference library and as such its collections are fully available for consultation to all needing to use them, although they may only be borrowed by members of the University. Since the University library participates in the national inter-library loan scheme the majority of its books can be made available to anyone in Zambia applying for an inter- library loan through their local muncipal library or branch of the Zambia Library Service.

As an official deposit for the publications of the United Nations and its agencies the library s collections have been strengthened. It is also a selective deposit for Canadian government documents and it receives the official publiications of a number of African countries.

 THE STUDENT UNION

The Student Union consists of all students of the University and all clubs and societies are registered with it.

The present Union aims at creating a serious and mature student body capable of contributing effectively to the progress of the University. Now represented on the University Senate, the Union is increasingly playing a significant role in shaping academic curricula and the degree structure.

There are some limited recreational and sporting facilities which it is hoped will eventually expand. Sporting activities now include rugby, football, basketball, volleyball and cricket. There is a Dramatic Society, currently (August 1970) producing a play based on the life of the Che Guavara.

The Union has also voluntarily participated in a variety of national activities, including community development projects.

 CHIKWAKWA

Chikwawa Theatre is the University’s cultural and dramatic centre.

Its development started on Labour Day, 1969, when the first work-party of students began transforming two derelict tobacco barns into an open-air theatre. Today the barns act as changing rooms, stores and workshops; and one outside wall is the stage backdrop.

People can watch the plays and entertainments — dancing, singing, recitation — for 20 ngwcc. or less (never more). Seating is provided by tiers of handplastered and decorated baked mud forming a miniature amphitheatre round the stage. Vivid sculptures and murals add interest and excitement to the theatre. The stage itself is grassed and can be anything the actors want it to be. The design gives great scope tor writers to experiment and learn to know their audiences.

With the development of the neighbouring Kaunda Square resettlement project the theatre will have a prospective audience of 17.000 people on its doorstep, and this will greatly stimulate it in its role as a people’s theatre. (The theatre will also be going out to the people, for many of the students who helped to build it want now to lend a hand in the Square’s self-help housing projects).

Future plans include the creation of an art workshop, informal and unpretentious, so that anyone can freely use it. and the development of music research.

RURAL STUDIES

Aware of (he vital need for rural development in Zambia, in August, 1970. the University took the decision to establish a Rural Development Studies Bureau to undertake policy-oriented research into the problems of rural development.

The main objectives of this Bureau will be to

 respond to specific requests from Government and other agencies for advice or information, in support of rural development programmes;

 build up data relevant to the development needs of rural areas; assist in assessing the evaluating programmes for rural development and so ensure the depth of insight needed in the planning efforts of the country; provide guidance for policy-decisions in the development problems of the rural areas without waiting to be requested by those outside the University; and (e) accumulate materials on which meaningful teaching programmes, at the University and other educational institutions, can be based.

 THE MANPOWER REPORT

One of the major problems confronting Zambia at independence was the shortage of manpower. A government Manpower Report of 1966 examined the problem in the light of the findings of a detailed survey of manpower requirements. In accordance with this Report, the government has committed the University to the provision of the high level manpower needs of the country. To achieve this, the government has instituted a quota system in order to produce graduates and diplomats in the fields and as far as possible, in the numbers indicated as necessary in the Manpower Report.

Bursaries are offered on the basis of defined areas of study, particularly in the fields of education and the sciences, including agri- cuture. engineering and medicine.

STAFF FOR ZAMBIA

In any university it is academically, culturally and economically desirable that the majority of those who teach and run the institution should be of the same nationality as their students. Equally important is the fact that expatriate staffing is necessarily transient.

This makes the Zambianization of university staff important. The process of Zambianization in posts of the lower and middle salary ranges is virtually complete. Considerable progress has also been made in appointing Zambians to senior administrative posts. But Zambianization of teaching, research, technical and secretarial staff has barely begun.

Accordingly, the University Council has instituted a comprehensive Staff Development Programme aimed at accelerating the Zambianization of both academic and non-academic staff.

The intention of the programme is twofold: (a) to recruit suitable Zambian candidates as soon as they are available; (b) to enable Zambians already on the staff who might be fitted for senior posts to acquire the necessary experience in the shortest possible time.

The academic side of the programme provides for “Staff Development Fellowships”, “Special Research Fellowships”, and “Staff Development Lectureships”. The non-academic part provides for training in a wide variety of skills relevant to the other needs of the university.

 SOURCES OF FUNDS

The building of the University of Zambia has been mainly financed by the Government of Zambia which has shown itself generously prepared to make very heavy investment in the development of the potential abilities of its citizens through the creation of a first-class University. Donations have also been received from other governments and organisations including a substantial sum from the British Government.

When the University was launched, a direct appeal was made to the Zambian public. The response was tremendous. Rich and poor in every comer of the country gave generously to the cause. Peasant villagers gave gifts of chickens or eggs, even prisoners in jail contributed from their prison pay. Up to mid-1970, just under 3 million kwacha had been contributed by the appeal fund and other donations. The University of Zambia is thus in every sense the people’s University. In all they do the University authorities have constantly in mind the solemn obligation to justify the confidence placed in the University by the people at large and the sacrifices they made to see it come into existence.

 Professor Lameck Goma, was born in a small village in Lundazi District. He went to school at Munali and from there to University at Fort Hare where he obtained his B.Sc. in 1952. In 1955 he obtained a B.A. in Zoology and in 1959 an M.A. from Cambridge, and in 1962 a Ph.D. from London University.

He joined the academic world as a Nuffield Research Fellow at Makerere and in 1960 he returned to Britain as a Research Fellow for two years at the Ross Imperial Institute of Tropical Hygiene. Later, from 1962 to 1964 he was the Entomologist at the East African Virus Research Institute (E.A.C.S.O.) at Entebbe. Uganda; and in 1964- 1965 lecturer in Zoology at the University of Ghana, Accra.

Professor Goma became Professor of Zoology at the University of Zambia in 1965 and in the following year he was appointed Pro-Vice-Chancel lor. a position he held until December. 1968. He became Vice-Chancellor in July. 1969.

ADULT EDUCATION IN NORTHERN RHODESIA

The Rhodesian (Central African) Annual, 1962

By Joy Green

The thirst for education at all levels and particularly adult education is as burning and widespread in Northern Rhodesia as anywhere else in Africa. Next year, however, the territory will welcome a project which should go a long way, even if it cannot go all the way, towards satisfying the demand.

In April, 1963, a £300,000 seven-storey building to be run on the lines of the British Polytechnic will open in Lusaka. The new “College of Further Education”, run by the Northern Rhodesia Government, will be non-racial and will cater for just over 500 men and women attending courses in a variety of subjects, from chartered accountancy and audio-visual aids to domestic science, clerical training and general studies.

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