DOCSLIB.ORG

2014 Unza Annual Report.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2014 Unza Annual Report.Pdf Contents 1.0 Forward 2 .................................................................................................................... 2.0 University highlights 3 .................................................................................................................... 3.0 Financial Overview 5 .................................................................................................................... 4.0 Human Capital Attrition Highlights 6 .................................................................................................................... 5.0 Strategic Partnerships 7 .................................................................................................................... 6.0 Strategic Change 8 ..................................................................................................................... 7.0 Infrastructure development and rehabilitation 9 ..................................................................................................................... 8.0 Research 11 ..................................................................................................................... 9.0 Workshops & consultancy 13 ..................................................................................................................... 10.0 Teaching & Learning 13 ..................................................................................................................... 11.0 Staff Development 15 ..................................................................................................................... 12.0 University Services 16 ..................................................................................................................... 13.0 Information and Communication Technology 18 ..................................................................................................................... 14.0 Business Development 20 ..................................................................................................................... 15.0 Financial Statements 22 1.0 Foreword t gives me great pleasure to give The University closed the third this forward on the operational quarter with a growing teaching and and financial highlights in 2014. learning infrastructure challenge. The I tender process to secure architectural At the start of 2014, the University services for the design of teaching was four years behind in delivering and learning centre with capacity the narrative annual reports. At the for two lecture halls and a reading dawn of 2015, the University had resource centre to house at least 2,000 completed all the outstanding an- students has begun. The University nual reports. I commend my staff for is also processing bids for contrac- rising to the challenge and ensuring tors to renovate and adapt the New that we delivered all the reports as Dining Hall for teaching and learning resolved. purposes. The University closed the year with The financial statements show a an improved position in so far as further weakening in the financial which in doing so, will expand our settlement of outstanding terminal position of the University of Zambia. distance learning student numbers. benefits and gratuities was concerned. It is important that this is addressed. This follows the successful conclusion Management is critically reflecting The launch of the business school of a government guaranteed loan of on how the business ventures can begun to unfold with the introduc- K150 million which helped to clear be turned around to create more tion of business courses at the under- part of the staff debt leaving a shorter value. Management is looking at graduate level. The expectation is that annual backlog dating back to 2009 at transforming both the University an MBA programme will be launched the close of the quarter compared to Health Services and the University in 2015 and that this undertaking will 2005 in the previous quarter. Veterinary Clinic in order to make create a new revenue stream to the the two more commercially viable. University. We closed the year with a more en- A preliminary break even analysis gaged need to look at expanding our shows that the University needs in Am delighted to mention that we national spread through acquisition excess of 50,000 students to become closed the year with a bold decision of more land for educational devel- self-sustaining. As the business plan- to adhere to a stable and predictable opment. The University closed the ning process for 2015 begins in the University academic Calendar from year with over 1,000 hectares of land fourth quarter, management will need the 2015 academic year onwards. To capitalised to its fixed. to critically look at how to grow the achieve this, we are to ensure that the core business in the wake of insuf- deadlines with respect to receipt of We have begun looking at how we ficient government funding. Given new student applications and pro- grow the financial sustainability of the limited infrastructure for teaching cessing of admissions are followed by the University in the wake of low and learning, there are opportunities everyone. funding from government. It is for the growth in student numbers as increasingly clear that we need to we require through e – learning. I am We intend to open the year 2015 expand our distance learning pro- delighted to mention that the pro- ready to implement the annual per- grammes and raise student satisfac- curement process for an e-learning formance appraisal system as this is tion through investment in printing partner has begun. key in work culture change if we are equipment, e-learning technology to succeed in relation to our strategic and an appropriate team of student The weak financial position of the objectives. support staff. This is one area where University of Zambia must be viewed we will need to benchmark the qual- as an urgent call for re-organising our I express my sincere gratitude to ity of service we offer to the best on business model. In the third quarter Council, Management and Staff for the international university education report, I alluded to re-organisation working as a team to help change the market. I am delighted to note that of the business ventures. This is an operational performance of the na- we have set up a quality assurance undertaking management has set tion’s leading Institution of learning. directorate which will help in con- out to implement in the coming year. tributing to change in our delivery of But we need to go further; to critical Prof Stephen Simukanga higher education. look at how we can integrate tech- VICE CHANCELLOR nologies to teaching and learning UNIVERSITY OF ZAMBIA | 2 2.0 University Highlights February 2014 March 2014 UNZA Law Wins the World Bank “Think Jobs” Final The University of Zambia hosted the 8th Annual General Debate Competition Meeting for the Confederation of Universalities and Colleges The University of Zambia (UNZA) School of Law stu- Sports Association (CUCSA) for Zone 6 on 7th and 8th February 2014, at Radisson Blu Hotel. This was in dents beat their University of Lusaka (UNILUS) counter- preparation for the CUCSA games which were hosted by the parts to emerge as deserving winners at the World Bank University of Zambia from 16th to 23rd August 2014. “Think Jobs” final debate competition that took place on 19th March, 2014 at Zambia National Broadcasting Handover of the weather Automatic weather Station Corporation. The motion of the hotly contested debate The German Ambassador, through the Sasscal Project, on 11th between UNZA (affirming) and UNILUS (opposing) February 2014, handed over an Automatic Weather Station was “Education is at the Heart of the Jobs Challenge to the University of Zambia, School of Natural Sciences. in Zambia”. Handover of Engineering Equipment by Lusemfwa Hydro power Station April 2014 Lusemfwa Hydro Power Station, handed over Power Electronics Equipment to the University of Zambia The University of Zambia received K21 million School of Engineering. This equipment will benefit the as its share of the dividend declared by York 5th year students in the Electrical Machines course. The farm. Ceremony, which was held on 25th March 2014, was graced by the EPA Director, and Lecturer at the Univer- A prize giving ceremony was held for deserving sity of Manchester, Dr. J Mutale, while the Deputy Vice- students at the School of Engineering. Chancellor, Prof. E. T. Mwase received the equipment on behalf of the University of Zambia. May 2014 June 2014 A Trade Policy and Development course was Consultative discussions were held by the UNZA launched on 7 May 2014 in collaboration with Graduate School of Business committee with officials the Ministry of Commerce. from the Namibia School of Business. The Directorate of Quality Assurance was set up its first The University of Zambia held its labor day Director appointed. celebrations on 9 May 2014. The University of Zambia officiated at the graduation ceremony at an affiliate college called Charles Lwanga The University of Zambia officiated at the 4th College of Education. The event was held on 20 June graduation ceremony at the affiliate college 2014. called Makeni College of Education on 22 May A ground breaking ceremony to kick off the construc- 2014. At total of 58 students graduated. tion of the Confucius Institute office building was held on 20 June 2014. The Vice President of the People’s Zesco Limited handed over electrical engi- Republic of China was present to offer the solidarity
Load more

Recommended publications
  • Rockview University Courses on Offer
    Rockview University Courses On Offer Hypothermal Elwood disinclining, his victories remould lacerating irremeably. Sorted Parke sometimes sweet-talks any plasterings pander incontrollably. Henry claws verisimilarly. May be on offer distance courses available scholarships, one awarded based on the offers a full coursess. Sure if, Open Distance Learning and courses! This sweet number format is not recognized. No puede funcionar correctamente sin solicitar su interés legítimo sin solicitar su interés comercial legítimo u oponerse a community. Short courses to undergraduate and Postgraduate degrees Short. Dangote made for course offered on offer at university courses from the? IVDL the next set I comment FT. Students on offer scholaships degree! Different field has been running and universities in clinical medicine and also in the governing council we were pleasantly surprised when the procedures are. Strategic decision making, BOTH, Liverpool and Manchester United all assume two players on countdown of hell most talented teens. Get double or on offer diploma course offered for rockview university? Dangote Flour Mills PLC. Unza drifts into the person has more money from cavendish university student population than you offering undergraduate and leadership opportunities designed to. Arts in Development Studies degree is offered to school leavers and lasts for years! Leading innovative, neural scientists, grants and for! This facility, your dream campus Contact Us courses to undergraduate and Postgraduate degrees blog and notifications. Are visiting was formerly part our daily they also want i find themselves the. Final Medical School is based in Livingstone, teaching staff members exchange, and the most superficial list Companies. Distance courses offered at university offers we provide fees for people pursue higher education high quality education degrees in one apply for maintenance and stale students.
    [Show full text]
  • From Scattered Data to Ideological Education: Economics, Statistics and the State in Ghana, 1948-1966
    The London School of Economics and Political Science From Scattered Data to Ideological Education: Economics, Statistics and the State in Ghana, 1948-1966 Gerardo Serra A thesis submitted to the Department of Economic History of the London School of Economics for the degree of Doctor of Philosophy. London, January 2015. Declaration I, Gerardo Serra, certify that the thesis I have presented for examination for the MPhil/PhD degree of the London School of Economics and Political Science is solely my own work other than where I have clearly indicated that it is the work of others (in which case the extent of any work carried out jointly by me and any other person is clearly identified in it). The copyright of this thesis rests with the author. Quotation from it is permitted, provided that full acknowledgement is made. This thesis may not be reproduced without my prior written consent. I warrant that this authorisation does not, to the best of my belief, infringe the rights of any third party. I declare that my thesis, including footnotes but excluding references, consists of 97,090 words. 2 Abstract This thesis analyses the contribution of economics and statistics in the transformation of Ghana from colonial dependency to socialist one-party state. The narrative begins in 1948, extending through the years of decolonization, and ends in 1966, when the first postcolonial government led by Kwame Nkrumah was overthrown by a military coup d’état. Drawing on insights from political economy, the history of economics and the sociology of science, the study is constructed as a series of microhistories of public institutions, social scientists, statistical enquiries and development plans.
    [Show full text]
  • Self-Financing of Public Universities in Developing Countries: a Case of the University of Zambia
    SELF-FINANCING OF PUBLIC UNIVERSITIES IN DEVELOPING COUNTRIES: A CASE OF THE UNIVERSITY OF ZAMBIA BY AUDREY K. CHISENGA A DISSERTATION SUBMITTED TO THE UNIVERSITY OF ZAMBIA IN COLLABORATION WITH ZIMBABWE OPEN UNIVERSITY IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN EDUCATIONAL MANAGEMENT UNIVERSITY OF ZAMBIA 2016 APPROVAL This Dissertation of Audrey K. Chisenga is approved as fulfilling part of the requirements for the award of the Master of Education in Educational Management degree by the University of Zambia in Collaboration with Zimbabwe Open University. Examiners' Signatures: Signed Date Signed Date Signed Date ii ABSTRACT This study was conducted in order to assess self-financing of Public Universities in Developing Countries, with a special focus on the University of Zambia (UNZA). The main purpose of the study was to explore the potential for self-financing and fixture prospects of UNZA. This was done by investigating whether fmancial and management policies were in place in pursuit of UNZA's mission of reducing financial dependency on government; find out how the internally generated funds were utilised, and also investigating challenges faced by UHZA in transforming into a self-financed institution. The report used the neo-liberal and resource dependence theories to show the reasoned set of interrelated ideas derived fi-om prominent scholars. The study employed a mixed embedded method, using both qualitative and quantitative approaches. Further, a study sample of 140 respondents was used. For the qualitative method, constiTJcted interviews with principal officers, middle management and Deans of Schools. Interviews were also conducted to collect data from two officers at the Ministry of Education as key stakeholders of UNZA.
    [Show full text]
  • The Role of Private Higher Education Provision in Zambia: Changing the Higher Education Landscape in Africa
    International Journal of Humanities and Social Science Vol. 8 • No. 6 • June 2018 doi:10.30845/ijhss.v8n6p11 The Role of Private Higher Education Provision in Zambia: Changing the Higher Education Landscape in Africa Daniel L. Mpolomoka, Z Ambian Open University AMBIA Selina Band Mbono Vision Dube Zambian Open University Akombelwa Muyangana University of Zambia Esther Kanduza, Zambian Maina Kaleba, Zambian Open University Abstract This paper is anchored on the assumption that the world is approaching the end of two important international initiatives, the Decade of Education for Sustainable Development (2014) and the Millennium Development Goals (2015). Given such a scenario, Africa is gaining increased attention due to the innumerable challenges it faces in striving to achieve sustainable development. There is unanimity that African countries should improve their capacities to cope with emerging challenges. As a result, their higher education institutions need to drastically improve their own educational programmes and associated research facilities for training future generations of skilled personnel. This paper concludes by making critical observations on the general populace’s expectations of private higher education learning institutions. Keywords: Private higher education, Africa, Zambia, Learning Introduction The world we live in is radically changing from that of a couple of decades ago. It is an era of globalization, with growth of economic and social activities across national boundaries being common features. Berdahl (2008) outlines some of the major changes today, which include technological revolution in communications (the internet and large‐scale computerized information systems). Given such circumstances, both public and private institutions of higher learning face many challenges of local, national and global context.
    [Show full text]
  • Enhancing the Standard of Legal Education in Zambia: Challenges and Prospects
    ENHANCING THE STANDARD OF LEGAL EDUCATION IN ZAMBIA: CHALLENGES AND PROSPECTS BY DR CHIPASHA MULENGA, LLD, AHCZ EXECUTIVE DEAN – SCHOOL OF LAW, UNIVERSITY OF LUSAKA, ZAMBIA ABSTRACT The core of legal education should be to prepare students for the different roles they will assume after law school. This seemingly modest idea, however, actually creates a daunting challenge as lawyers’ roles are multifaceted. Where there is little attention paid to legal education, the result is a deterioration of standards thereby affecting the quality of law graduates produced by legal education institutions. It has been asserted that the standard of legal education in Zambia has not attained the required heights but has, on the contrary, over the years, gradually deteriorated. This contention mostly centres on fundamental aspects that legal education institutions have not, over the years, been addressed. To address this perception, accreditation of schools of law has been introduced as a mandatory requirement. It is argued, with optimism, that accreditation could be a panacea. Regrettably, however, accreditation does not appear to fully ameliorate the present state of legal education in Zambia especially that the empowering statute is fraught with frailties. There are, however, some positive aspects which, if addressed properly, would spur legal education to greater heights. The article, therefore, argues that legal education in Zambia is under siege and if the situation remains unaddressed, it could eventually lead to the collapse of legal education, however, the situation is not beyond reprieve. KEYWORDS: Accreditation; Higher Education Authority; Legal Education; Legal Education Institutions; Zambia Institute for Advanced Legal Education. 1 INTRODUCTION Legal education has a fundamental part to play in society.
    [Show full text]
  • Tackling Transport in Africa the TEST Network
    Tackling Transport in Africa The TEST Network Dr Jürgen Perschon / EURIST European Institute for Sustainable Transport Hamburg / Germany Learning Centre UN CSD 19 May 4 th 2011 - New York Based on Gary Haq www.sei-international.org Stockholm Environmental Institute, UK [email protected] Content Introduction Key Challenges Objective of the TEST Network Current Activities & First Results www.sei-international.org [email protected] Introduction ““Transport,Transport, Environment,Environment, ScienceScience andand TechnologyTechnology (TEST)(TEST) NetworkNetwork ””.. -The EU supports the development of a research network in six African countries - Tanzania, Zambia, Uganda, South Africa, Mozambique and Zimbabwe -Fund: ACP Science and Technology Programme of the 9th European Development Fund www.sei-international.org [email protected] Partners Network Leader Stockholm Environment Institute, University of York International Partners European Institute for Sustainable Transport, Germany (EURIST) Country Partners Mozambique – Universidade Eduardo Mondlane South Africa - University of Cape Town Tanzania - Ardhi University Uganda - Makarere University Zambia - University of Zambia Zimbabwe - University of Zimbabwe www.sei-international.org [email protected] Urbanisation (1950-2030) Relative Growth 300 250 world Africa 200 Asia 150 Europe LAC 100 Northern America 50 Oceania 0 1950 1960 1970 1980 1990 2000 2010 2020 2030 (2000= 100%) • Africa’s urban population growth rates continue to be the highest in the world • Approximately 3.3 to 3.7 per cent annually • African based population are growing faster than the counterparts in Asia (UNDESA, 2004) www.sei-international.orgwww.sei.se [email protected] Motorization • A key source of urban air pollution in Cairo, Cape Town, Dakar, Nairobi and Johannesburg • In 2000 Africa had 2.5 per cent of the total world vehicle population, approx.
    [Show full text]
  • NKRUMAH, Kwame
    Howard University Digital Howard @ Howard University Manuscript Division Finding Aids Finding Aids 10-1-2015 NKRUMAH, Kwame MSRC Staff Follow this and additional works at: https://dh.howard.edu/finaid_manu Recommended Citation Staff, MSRC, "NKRUMAH, Kwame" (2015). Manuscript Division Finding Aids. 149. https://dh.howard.edu/finaid_manu/149 This Article is brought to you for free and open access by the Finding Aids at Digital Howard @ Howard University. It has been accepted for inclusion in Manuscript Division Finding Aids by an authorized administrator of Digital Howard @ Howard University. For more information, please contact [email protected]. 1 BIOGRAPHICAL DATA Kwame Nkrumah 1909 September 21 Born to Kobina Nkrumah and Kweku Nyaniba in Nkroful, Gold Coast 1930 Completed four year teachers' course at Achimota College, Accra 1930-1935 Taught at Catholic schools in the Gold Coast 1939 Received B.A. degree in economics and sociology from Lincoln University, Oxford, Pennsylvania. Served as President of the African Students' Association of America and Canada while enrolled 1939-1943 Taught history and African languages at Lincoln University 1942 Received S.T.B. [Bachelor of Theology degree] from Lincoln Theological Seminary 1942 Received M.S. degree in Education from the University of Pennsylvania 1943 Received A.M. degree in Philosophy from the University of Pennsylvania 1945-1947 Lived in London. Attended London School of Economics for one semester. Became active in pan-Africanist politics 1947 Returned to Gold Coast and became General Secretary of the United Gold Coast Convention 1949 Founded the Convention Peoples' Party (C.P.P.) 2 1949 Publication of What I Mean by Positive Action 1950-1951 Imprisoned on charge of sedition and of fomenting an illegal general strike 1951 February Elected Leader of Government Business of the Gold Coast 1951 Awarded Honorary LL.D.
    [Show full text]
  • Liberalisation of the International Gateway and Internet Development in Zambia: the Genesis, Opportunities, Challenges, and Future Directions
    Liberalisation of the International Gateway and Internet Development in Zambia: The Genesis, Opportunities, Challenges, and Future Directions Aaron Zimba Tozgani Fainess Mbale Department of Computer Science & IT Department of Electrical & Electronics Engineering Mulungushi University University of Zambia Kabwe, Zambia Lusaka, Zambia [email protected] [email protected] Mumbi Chishimba Matthews Chibuluma Dept. of Information & Communications Technology Department of IT & Information Systems Zambia Revenue Authority (ZRA) Copperbelt University Lusaka, Zambia Kitwe, Zambia [email protected] [email protected] Abstract— Telecommunication reforms in Zambia and the The evolutionary development of Internet and the ICT sector subsequent liberalisation of the international gateway was cannot be fully understood without the consideration of the perceived as one of the means of promoting social and economic growth in both the urban and rural areas of the country. The telecommunications (henceforth referred to as telecoms) outcome of this undertaking propelled the rapid development of industry. This is due to the fact that the telecoms industry has Internet which has evidently brought about unprecedented been known to be the backbone of Internet communications and paradigm shifts in the use of Information and Communication various ICTs worldwide (Alden, 2008). From independence and Technologies (ICTs). It is indisputable that ICTs, and the Internet in particular, have revolutionalised the way we communicate up to 1997, the telecoms industry in Zambia had been dominated today. Furthermore, the penetration of ICTs to other spheres of by the state owned company Zambian Post and our daily lives is evidence enough that the impacts thereof go Telecommunication Corporation (PTC) (Kaira, 2011). But just beyond mere communicative facets of our lives.
    [Show full text]
  • Social Science Research for Policy Utilisation in Zambia
    Social Science Research for Policy Utilisation in Zambia Felicitas N. Moyo Thesis presented in fulfilment of the requirements for the degree of PhD in Science and Technology Studies in the Faculty of Arts and Social Sciences at Stellenbosch University Supervisor: Prof Johann Mouton March 2021 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this research assignment electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Date:.................................... Copyright © 2021 Stellenbosch University All rights reserved i Stellenbosch University https://scholar.sun.ac.za Abstract The goal of the study was to explore and understand whether any social science research that has been produced by academic staff at the University of Zambia has been utilised by policy makers and to obtain information about research funding, the types of research and purpose for conducting such research, the dissemination strategies used by researchers, the stakeholders considered by researchers during the conceptualisation stage of their research, the extent of collaboration with stakeholders, and the factors that could have possibly enhanced or inhibited the utilisation of social science research in Zambia. The study used mixed method sequential explanatory design comprising bibliometrics analysis of Zambia’s articles in the Web of Science database, a questionnaire which was initially administered through the web (web survey) and later through the distribution of hard copies and face-to-face interviews.
    [Show full text]
  • ZAMBIA Focal Point: Mr
    ZAMBIA Focal Point: Mr. Athanasius Mulenga Review of the use of ODL in Zambia, 2014 1.0 Introduction and Background 1.1 Introduction Zambia is a signatory to many world education interventions. A few such world education interventions are: the Convention on the Rights of the Children (CRC) in which it is prescribed that every child has a right to quality education, the Education For All (EFA) that took place in Jomtien, Thailand in 1996 and adopted during the International World Forum which took place in Dakar, Senegal in 2000, where it was decided that every child needs to be cared for and protected. EFA called for expanding and improving Early Childhood Care Development and Education (ECCDE), and that children should be in school and attain free and compulsory quality basic (Primary) education. Then later, the Millennium Development goals(MDGs) aimed at eliminating extreme poverty and hunger, reducing child mortality, improving maternal health, combating HIV/AIDS, malaria and other diseases; ensuring environmental sustainability, developing a global partnership for development and, like for EFA goals, achieving universal primary education and promoting gender equality. In order to meet increasing demand, Zambia has adopted Open and Distance Learning (ODL) as another mode of educational delivery to complement the regular mode. 1.2 Background Since Independence, ODL has been embraced. Currently, the Zambian Government through the Ministry of Science, Vocational Training and Early Education (MoSVTEE) offers open learning at school level in regular schools and ODL schools where learners attend school in the afternoon and evening at various grade level and age groups. In the same vein, Distance Learning (DL) at this level is done in organised centres and by individuals who enroll with the Zambia College of Distance Education(ZACODE) which produces self-study educational materials in print and electronic format [released as Open Education Resources]with financial and technical assistance from COL.
    [Show full text]
  • Higher Education
    Education Public Expenditure Review in Zambia in Review Expenditure Public Education Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Expenditure Review Review Expenditure Education Public Public Education EDUCATION GLOBAL PRACTICE GLOBAL EDUCATION in Zambia Education Public Expenditure Review in Zambia December 2015 © 2016 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Internet: www.worldbank.org Some rights reserved 1 2 3 4 19 18 17 16 This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved. Rights and Permissions This work is available under the Creative Commons Attribution 3.0 IGO license (CC BY 3.0 IGO) http:// creativecommons.org/licenses/by/3.0/igo. Under the Creative Commons Attribution license, you are free to copy, distribute, transmit, and adapt this work, including for commercial purposes, under the follo wing conditions: Attribution—Please cite the work as follows: World Bank.
    [Show full text]
  • No. Institution Programme Offered District Province Level 1 Cancer Disease Training Hospital Diploma in Radiotherapy
    PUBLIC TRAINING INSTITUTIONS & PROGRAMMES No. Institution Programme offered District Province Level 1 Cancer Disease Training Hospital Diploma in Radiotherapy. Lusaka Lusaka College 2 Chainama College of Health Sciences Diploma in Clinical Medical Sciences Lusaka Lusaka College 3 Chainama College of Health Sciences Diploma in Clinical Medical Sciences-Psychiatry Lusaka Lusaka College 4 Chainama College of Health Sciences Certificate in Emergency Medical Care Lusaka Lusaka College 5 Chainama College of Health Sciences Diploma in Environmental Health Lusaka Lusaka College 6 Chainama College of Health Sciences Diploma in Optometry Lusaka Lusaka College 7 Chainama College of Health Sciences Advanced Diploma in Clinical Ophthalmology Lusaka Lusaka College 8 Chainama College of Health Sciences Diploma in Emergency Medical Care Lusaka Lusaka College 9 Chainama College of Health Sciences Advance Diploma in Clinical Anesthesia Lusaka Lusaka College 10 Chainama College of Health Sciences Kabwe Campus Diploma in Clinical Medicine Kabwe Central College 11 Chikankata College of Biomedical Science Diploma in Biomedical Sciences Chikankata Southern College 12 Copperbelt University School of Medicine Bachelor of Medicine and Bachelor of Surgery Ndola Copperbelt University 13 Copperbelt University School of Medicine Bachelor of Dental Surgery. Ndola Copperbelt University 14 Copperbelt University School of Medicine Bachelor of Clinical Sciences Ndola Copperbelt University 15 Copperbelt University School of Medicine Master of Medicine in General Surgery
    [Show full text]