The University of Zambia

PRESENTATION OF LEARNING PROGRAMMES

DETAILS OF THE LEARNING PROGRAMME

PROGRAMME NAME:

Programme Aims and Objectives

1.1.1 Introduction
The introduction articulates how the programme relates to the University's vision and mission, how
it forms part of institutional planning and resource allocation and how it meets national
requirements. In writing the introduction, consider the following, among other things:
(a) the general area of expertise and the skills gaps that the programme addresses;
(b) the nations policies with special reference to the national development programme; and
(c) the contributions of the proposed programme to the profession, to academia, and to research
and University life.

1.1.2 Rationale
The rationale provides the reasons or the justification for establishing the programme. Consider the
following in writing the rationale:
(a) provide a general description of the benefits that accrue to stakeholders by running the
programme – students, staff, industries and the country in general;
(b) Include the skills gap that the programme would address by considering the graduate and/or
postgraduate trained manpower requirements of the country/sectors in the proposed fields
of study;
(c) provide evidence-based statements that are backed by results of a survey or results derived
from any other suitable instrument or published report on the qualification obtained from
programme of study;
(d) indicate how the programme addresses the needs of students and other stakeholders and how
the delivery of the programme is able to facilitate a balanced learning process that ensures
that students are able to acquire cognitive and practical skills that are consistent with the
educational goals and aspirations of the nation.

(a)
The rationale for developing a new programme or making major changes to an existing programme may be based on:
(a) responses to feedback (e.g. from students, external examiners, employers, professional or statutory bodies etc.);
(b) a consequence of teaching staff changes;
(c) the need to meet strategic objectives;
(d) a result of programme review.

1
 1.1.3 Aim of the Programme
The aim of the academic programme is a broad-based general statement of the educational intent of
the overall goal of the programme. The following may be considered in writing the aim of the
programme:
(a) thorough training in the principles and applications of given phenomena;
(b) addressing social-economic issues;
(c) contribution to national production/output in a specific area;
(d) enhanced capacity in research; and
(e) alignment of competences with the appropriate ZQF level.

1.1.4 Objectives of the Programme

Objectives of the programme are the measurable expected outputs. The opening statement for
programme objectives shall read “By the end of the programme, graduates will be expected to:”.
This shall be followed by a list of the actions or activities that successful graduates are expected to
perform in specific, measurable, achievable and realist ways. The actions should also be done in a
reasonable time-frame.

For example, for the Bachelor of Architecture (B.Arch.) programme, the objectives may be
written as follows:

By the end of the programme, graduates are expected to:

(a) apply scientific methods in architectural practice based on research and analysis of theoretical, social,
political, economic, cultural and environmental contexts;
(b) develop and draw building concepts;
(c) implement building concepts in real space and as tangible structures; and
(d) follow complex building operations and coordinate the various technical disciplines involved in the
construction process.

Curriculum

1.2.1 Programme Learning Outcomes

Programme learning outcomes (PLO) indicate the expectations of student achievement. Programme
learning outcomes include the skills (knowledge and understanding, cognitive skills and practical
skills) that students are expected to acquire during the programme of study. Teaching, learning and
assessment patterns should be linked to the programme learning outcomes in order to achieve the
objectives of the various courses in the programme and check that these objectives are being met.
Learning outcomes should address some of the following:
(a) general knowledge and understanding;
(b) skills and competences (cognitive and practical);
(c) attitudes; and
(d) other issues (Gender issues, ethics and professional conduct, etc).

2
 1.2.2 Level of Qualification and Articulation in the Zambia Qualifications Framework
The ZQF is organised into ten qualification levels. Each level is described by a statement of
learning achievement known as a level descriptor. The articulation provides a generic indication of
learning achievements or outcomes that are appropriate to a qualification at a given level.
(i) ZQF Level: Indicate the level of the qualification as provided by the ZQF. (For example,
Bachelor’s degrees are at Level 7 on the ZQF).
(ii) Indicate what is expected of graduates after their have attained this level of qualification.

For example: At end of the programme graduates with a BEng degree in Agricultural Engineering are expected to:
(a) apply theoretical knowledge in engineering principles, sciences, research and in consultancy;
(b) design systems, components, or processes to meet desired needs for agricultural production within realistic
constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and
sustainability;
(c) function on multi-disciplinary teams involving other engineers and professionals;
(d) identify, formulate, and solve diverse engineering problems with a specific bias to agricultural production;
(e) use the techniques, skills, and modern engineering tools necessary for engineering practice;
(f) impart positive and responsive out-reach attitudes, initiative and creative thinking in their mission as engineers;
(g) communicate effectively through the written and oral skills acquired; and
(h) understand ethical issues and their responsibility of serving the society and the environment at large.

1.2.3 Teaching and Learning Plan

1.2.3.1 Course Code and Course Title

Course codes contains three letters and four digits. Course titles are short and descriptive phrases
that provides an indication of the core subject matter covered. Consider the following in providing
course codes and titles:
(a) course codes shall be based on the coding adapted for the whole programme.
(b) course titles should be very short and descriptive to give an indication of the core subject
matter covered.
(c) avoid the use of numbers in the course titles (e.g. the titles “Structural Engineering I” and
“Structural Engineering II” may be converted to more descriptive titles that capture the
themes of these two courses).
The following course coding system shall be applied:
(a) Three letters:
(b) Three letter that are closely related to the title of the programme
(c) Four digits as follows:
- the first digit represents the level of study, i.e. year of study, undergraduate or masters
level;
- the second digit indicates whether a course is a core course (0) or optional (1);
- the third digit indicates the sequential numbering of the courses to uniquely identify each
course; and
- the fourth digit indicates the time of the academic year in which the course is to be taught
(0 = Whole year; 1 = First half; 2 = Second half; 5 = Either half).

1.2.3.2 Notional Hours

Notional learning hours reflect the time spent on all of the activities relating to the programme and
are calculated by those who are best qualified through experience and knowledge of the discipline,
field of study, profession, trade or area of skill. The Zambia Qualification Authority (ZAQA) has
recommended a system for representing credits allocated to each component of the qualification
3
(i.e. courses) whereby one course credit represents 10 notional hours of learning. This learning
includes classroom, supervised and self-directed hours, assessment time, workplace training,
assignment writing, online learning and fieldwork. A normal year of fulltime studies is considered
to be 1200 hours giving 120 credits.

1.2.3.3 Credit Points

A credit is a numerical value on a national qualifications framework standard that represents the
estimated time needed for a learner to achieve required specific learning outcomes. It is a
measurement unit for ‘notional’ or ‘average learning’ time which includes all the activities which
the learner is expected to undertake in order to achieve the learning outcomes. Such activities
include but are not limited to:-
(a) lectures;
(b) tutorials;
(c) laboratory sessions;
(d) seminars; fieldwork; and
(e) independent study and other work

An average fulltime student is expected to spend 40 to 50 hours on learning activities per week. Using such a guideline is
intended to help departments balance the teaching and workload of a course and to guide students in assessing the
approximate workload expected of them, in this instance 40 to 50 hours per week over a 30-week academic year
.

4
Table 1: The Teaching and Learning Plan for Each Year of Study

Year No: ……

COURSE COURSE NOTIONAL HOURS CREDIT

CODE NAME POINTS
Independent
Laboratory study and other
Lectures Tutorials sessions Seminars Fieldwork work
Hrs Hrs Hrs Hrs Hrs Hrs Total
Per No. of Per No. of Per No. of Per No. of Per No. of Per No. of Hour
week Weeks week Weeks week Weeks week Weeks week Weeks week Weeks s
Code 1 Course Name 1

Code 2 Course Name 2

Code 3 Course Name 3

Code 4 Course Name 4

Code 5 Course Name 5

Code 6 Course Name 6

Total Credits

5
 Assessment

Assessment at programme level is the process of determining the extent to which students have
learnt specific knowledge and skills in line with programme objectives. The various courses have
their own assessment criteria, however, at the programme level, assessment of performance will
show the course combinations that must be cleared and the overall comment that can be assigned
in relations to the level of performance in the various courses. The following are required:
(a) Indicate the number and contribution to the overall summative assessment of the various
courses.
(b) Specify the University policies and arrangements that shall be used in the programme for
moderation, validation and security of examinations.
(c) In the case of a postgraduate programme, indicate the arrangements for assessments of
dissertations and theses.

Staff

1.4.1 Staff Qualifications

Information on staff qualifications (academic and support staff) provides evidence that there is a
complement of suitably qualified staff of sufficient number and seniority for the nature and field
of the programme to ensure that all activities related to the programme can be carried out
effectively. Academic members of staff consist of full-time and part-time teaching, research,
librarian staff and visiting and honorary staff. It is expected that there a critical mass of experts
as teaching and research staff on full-time or part-time basis. In meeting compliance with the
requirements of the HEA, the following minimum standards for staff qualifications should be
addressed:
(a) The unit responsible for the programme shall identify a programme coordinator.
(b) The programme coordinator shall be suitably qualified and shall have sufficient relevant
experience and teaching competence, and his/her assessment competence and research
profile shall be adequate for the nature and level of the programme.
(c) The programme coordinator shall be trained and informed on the roles and responsibilities
of the programme coordinator and shall be able to provide academic leadership for the
programme.
(d) All the academic staff (full-time, part-time, etc) teaching on the proqramrne shall hold the
required minimum qualifications and have appropriate experience to teach on the
programme.
(e) The academic and support staff complement shall be of sufficient number and seniority
for the nature and field of the programme to ensure that all activities related to the
programme can be carried out effectively.
(f) The balance between full-time to part-time staff shall be appropriate.
(g) Technical and support staff shall be adequately qualified for their roles in programme
delivery.

Provide staff information by completing Table 2.

6
Programme Coordinator: ………………………………………..

Table 2 Staff information – academic and support staff (Please complete table below)

1. Academic Staff
Title Surname Other names Gender Highest Teaching Professional Rank Full Time (FT)
(M/F) Qualification experience in and work-place Part Time (PT)
Higher experience Honorary (H)
Education (Years) Temporary (T)
(Years)

2. Support/Technical Staff
Title Surname Other names Gender Highest Experience Professional and Position Full Time (FT)
(M/F) Qualification in Higher work-place Part Time (PT)
Education experience Temporary (T)
(Years) (Years)

7
1.4.2 Staff Development Programme
The department running an academic programme shall maintain a rigorous staff development
and training programme to ensure high standards in staff performance. In this regard, the
Schools shall have a Staff Development Committee and ensure that:
(a) the programme coordinator is trained and informed on the roles and responsibilities of
the programme coordinator and is able to provide academic leadership for the
programme;
(b) the departments regularly identify graduates with outstanding performance and good
standing to be retained as staff development fellows who may be employed as
academic staff after appropriate training;
(c) academic staff teaching on the programme are adequately trained in the various fields
of specialisation; and
(d) technical and support staff are adequately qualified and their knowledge and skills are
regularly updated through workshops and short courses.

1.4.3 Staff Workloads

The workload for staff includes both teaching and non-teaching tasks. Consideration must be
with respect to the average notional working week of 40 hours. Consider the following:
(a) The unit (department/school) responsible for the programme shall make adequate
provision for the programme in the workload allocation taking into account the number
of academic staff attached to the programme and envisaged student enrolments.
(b) The academic and support staff complement shall be of adequate number for the size
of the student body.

Facitities for Programme Delivery

Physical facilities are needed to deliver a learning programme. Those offering the programme
need to demonstrate that there are facilities appropriate for the pursuit of learning and research
and for the acquisition of higher education that is responsive to the needs of the public. The
following minimum standards should be addressed:
(a) Adequacy of teaching and learning facilities in relation to the programme (classrooms,
seminar rooms, work rooms, studios, etc.)
(b) Availability of laboratory or special equipment required for the programme.
(c) Compliance with health and occupational safety, and clinical regulations.
(d) Availability of adequate IT infrastructure (hardware and software) in relation to staff
and students.
(e) Adequacy of library and other resources for this programme

Teaching and Learning Support

Teaching and learning support includes all academic support services for the enhancement of
teaching and learning for the programme. The following minimum standards should be
addressed:
(a) Sufficiency of training provided to both staff and students in IT and usage of the library
and other resource facilities.
(b) Financial plan for the maintenance and upgrading of infrastructure/resources.
(c) Suitable and sufficient venues, IT infrastructure and library resources are available for
students and staff in the programme.
(d) Policies ensure the proper management and maintenance of library resources,
including support and access for students and staff.

8
 Internal Quality Assurance

Internal quality assurance includes all the policies, processes and actions through which the
quality of delivery of the programme is maintained and developed. This is also the process
whereby measures are established which ensure that outcomes of academic programmes and
activities are of a prescribed standard. The following should be addressed:
(a) Identify the mechanisms for quality assurance of the academic programme by making
reference to specific sections of the University Quality Assurance Framework.
(b) Specify the departmental/school management arrangements for internal quality
assurance .
(c) Specify any University policies that have a bearing on the quality of the programme,
courses, student academic conduct (e.g. attendance in given courses, requirements to
clear continuous assessment, etc).

Financial Resources

Financial resources are related to the budgetary provisions that are available and adequate to
support the learning programme; Indicate the following:
(a) The strategies and plans have been made for resource allocation to the programme.
(b) The available financial resources to support the programme.

OTHER INFORMATION

Delivery and learning methods

Delivery and learning methods relate to the adequacy and appropriateness of the modes of
delivery aimed at meeting the stated learning outcomes of the programme. Delivery methods
that could be used include the face-to-face (lectures, tutorials, laboratory sessions,
presentations, demonstrations, seminars, etc.), distance learning or online modes. Consider
the following:
(a) Proposed modes of delivery and delivery sites
(b) Delivery and facilitated learning methods
(c) Any practical, field based or work based components

Acceptability

Acceptability relates to the interest, value and recognition that stakeholders such as relevant
academic, industrial, professional and other communities attach to the programme in terms of
its stated aims and learning outcomes, content and structure. Consider the following:
(a) Stakeholders are identified, including relevant academic, industrial, professional and
other communities
(b) The actual or likely interests of these stakeholders in respect of the proposed
qualifications are clearly identified

Relevance

Relevance relates to the applicability of the qualification obtained by following the

programme to the workforce and other stakeholder needs. The programme may show the
education pathway which outlines further learning which a graduate of the programme can
undertake and an employment pathway (formal or informal) which identifies areas in which a
graduate may be qualified to work, or a contribution they may make to their community.

9
 Consider the following:
(a) How well skills gained align with employment needs.
(b) Provision for educational pathways.
(c) Provisions for employment pathways, including career advancement.

Regulations

Regulations provide information about how the programme is managed and student
admissions. Regulations also explain how the qualification is awarded. Regulations also
indicate what is expected from the programme and what is expected from students. Consider
the following:
(a) Entrance Requirements.
(b) Curricula Regulations.
(c) Examinations.
(a) Progression (grading and awarding credit towards a qualification or exemptions from
specific requirements)
(d) Degree Regulations (pre-requisites, optional, compulsory/elective components,
practical, theoretical work).
(e) Degree Classification.

2.4.1 Admission Criteria

The minimum entry requirements for the programme are related to the general provisions of
the approved University Admissions Requirements but should be supplemented by special
requirements for the programme. The following guidelines must be used:
(a) provide the entry requirements for the programme;
(b) relate the entry requirements for the programme to the general provisions of the
approved University Admissions Requirements;
(c) provide details of how recognition of prior learning (RPL) will be applied (if
applicable) in the admission of candidates as specified by ZAQA; and
(d) provide the enrolment plan for the programme (for the next 5 years).

2.4.2 Progression
Progression guidelines provide the way in which the curriculum of the programme promotes
an organised progression so that the demands on the learner in intellectual challenge, skills,
knowledge, and learning autonomy increase as they progress through the academic sessions.
Indicate clearly the conditions for progression through the programme. The following
guidelines should be used:
(a) The progression from one academic session to the next level should indicate the
courses/modules that need to be cleared.
(b) The prerequisites for individual courses must be clearly indicated.
(c) The allowable course combinations must be shown.
(d) A flow chart showing the progression through the set of courses and the academic
sessions and the critical decision points shall be indicated.

2.4.3 Examinations
Provide the regulations related, but not limited, to:
(a) Conduct of examinations
(b) Eligibility to sit for examinations
(c) Deferred and supplementary examinations
(d) Conditions for submission of examinable work (e.g project reports, dissertations,
theses, etc)

10
 2.4.4 Regulations for Award of Qualification
To qualify for the award of a qualification, a student shall have completed all requirements of the
programme to the satisfaction of the examiners and Senate, such courses of study as are
prescribed and approved by Senate and published in the programme handbook.
The conditions under which the student shall be considered to have successfully completed the
programme should be specified in this section. This may include:
(a) normal length of study in the programme;
(b) number of course to be taken (or credits to be accumulated);
(c) industrial, vacation or other required extra training or practice.

2.4.5 Classification of Award of Qualification

There are normally four classifications for diploma and bachelor’s degrees: distinction, merit,
credit and pass. This section should indicated how the classes of the award are determined. Some
awards such as master’s degrees and doctorates may not be classified. This should be indicated
in this section.

2.4.6 Employment Prospects for Graduates

Employment prospects for graduates result from an analytical projection of the opportunities
for employment of graduates of the programme. The analysis should be supported by
relevant data and placed in the context of the target occupational, national and regional
labour markets. Relevant data sources include:
(a) systematic surveys of prospective employers;
(b) occupational supply/demand projections from government or industry sources;
(c) tabulations of job postings and advertising;
(d) surveys of recruitment and graduate employment rates of similar programmes;
(e) demographic projections;
(f) government policy and employment in public service;
(g) private sector involvement in the sector;
(h) research and development at learning and research institutions;
(i) future investment and growth in the sector;
(j) regional and global perspective; and
(k) opportunities for private entrepreneurship.

2.4.7 Projected Student Enrolment

This section indicates the student enrolment projections and assumptions made on the basis
of programme demand and demographic analysis. The analysis should be supported by
relevant data for the country or region, and might be derived from:
(a) systematic questionnaire surveys of target groups;
(b) application and enrolment summaries and trends for similar programmes currently
offered by other institutions;
(c) tabulations of unsolicited student inquiries and/or expressions of interest obtained at
student recruitment events;
(d) demographic projections for relevant populations.

11
 COURSE DESCRIPTIONS
A typical course description shows the course code and title followed by various subtitles
under which course details and the requirements for completing the course are provided.
Courses descriptions should be arranged alphabetically progressing through the various years
of study of the programme. Provide course descriptions for each course of the programme,
separated by the years of study in which the course is normally offered, including:
Example:

FIRST YEAR COURSES

3.1.1 CourseCode CourseTitle

3.1.1.1 Background
This is a brief description of the general area of expertise and the skills gaps that the course
addresses. Provide a relationship of the course to other courses in the programme, for
example, a foundation course may cover the basic data and principles and set the foundation
for a more advanced course, an intermediate course may provide theoretical grounding while
an advanced course may provide knowledge in the applications of concepts and theories.

3.1.1.2 Rationale for the Course

To ensure that the courses makes strategic sense for the department, school and the University
as a whole, consider a number of key points, such as:
(a) Identifying the intention behind the development of the course – is it addressing a gap
in the market, i.e. is there evidence of student or employer demand for the knowledge
and skills that the course will provide, etc?
(b) Considering how the course will fit into the strategic plans of the University and the
School.
(c) Identifying what differentiates this course from those offered elsewhere.
(d) Considering the possible impact of this course on other courses offered by the
University.
(e) Identifying the target students for the course.

3.1.1.3 Course Learning Outcomes

The course learning outcomes (CLO) are the measurable objectives of the course. The opening
statement for outcomes shall read “At the end of the course, students will be expected to:”.
This is followed by a list of the actions and activities that students who have passed the course
are expected to perform. These should be specific, measurable, achievable, realist and time-
bound. Consider the following in stating the CLO:
(a) Course Learning Outcomes should be clearly and transparently linked to methods of
assessment and to the Programme Learning Outcome (PLO).
(b) Course learning outcomes should articulate what the student will have learned or be
able to do as a result of successfully completing a particular course and can best be
expressed by using the format; active verb + an object + a qualifying phrase that
provides context.
(c) Bloom’s Taxonomy (1956), given in Table B4, provides a useful framework for
expressing course learning outcomes. Fill the matrix given below for each course of
the programme on the basis of topics and concepts.
(d) Provide the CLO for each course on the basis of the entries in Table B4.

12
3.1.1.4 Prerequisites for the course
Prerequisites are courses or levels of achievement that a student is expected to have completed
successfully prior to enrolling in a course. Co-requisites are courses which should be taken
concurrently by students who have not previously completed the co-requisites.
Indicate the prerequisites for each course in the programme. Where the course does not have
a prerequisite, this must be indicated with the word ‘None’.

3.1.1.5 Course Content

The course content includes the major topics and the order in which they are taught. The
desired content must be matched with the course learning outcomes or objectives and the
overall learning outcomes of the programme in which the course is offered. Each topic should
show the concepts that are taught to students. Provide the following:
(a) A list of topics to be covered in the course.
(b) A list of concepts to be covered under each topic.

3.1.1.6 Assessment
Course Assessment is the process of determining the extent to which students have learnt
specific knowledge and skills in line with course objectives. Indicate the number and
contribution to the overall summative assessment of the various components of the course
assessment given in Table B5.

Table 4: Course Assessment Components

Component of assessment Number Contribution to overall grading (%)
1. Continuous assessment
Assignments
Laboratory sessions
Fieldwork sessions
Tests
Other components (specify)
2. Final examination

3.1.1.7 Prescribed Books

Prescribed textbooks are the books which are listed as essential reading or reference for
success in the course. Provide a minimum of 2 textbooks published in the last 10 years using
the following format:
(i) Masters G.M. (2004), Renewable and Efficient Electric Power Systems, John Wiley &
Sons, Hoboken, New Jersey, USA: ISBN 0-471-28060-7
(ii) Garg H.P., and Prakash J., (2007), Solar Energy - Fundamentals and Applications, Tata
McGraw-Hill, New Delhi, India, ISBN 0-07-463631-6.

3.1.1.8 Recommended Books

Recommended textbooks are not essential but are extra reading materials that students who
wish to gain more or a fuller background to the topics in the course may use as reference
materials. Provide a minimum of 2 textbooks published in the last 10 years following the
format given for prescribed books.

3.1.1.9 Journals
Journals published in specific fields of study contain refereed papers or articles providing
research findings and innovations. These are particularly useful for postgraduate students and

13
undergraduate students taking project courses. Identify journals for further reading. Use the
following format:
(i) Journal of Science and Technology, The University of Zambia Press, ISSN 1027-4928
(ii) The Zambian Engineer – Journal of the Engineering Institution of Zambia, Engineering
Institution of Zambia, ISSN 1608-6678

14
 LIST OF COURSES TAUGHT IN THE PROGRAMME IN THE LAST
ACADEMIC YEAR*

YEAR 1

CODE COURSE NAME LECTURER/COORDINATOR

YEAR 2

CODE COURSE NAME LECTURER/COORDINATOR

YEAR 3

CODE COURSE NAME LECTURER/COORDINATOR

YEAR 4

CODE COURSE NAME LECTURER/COORDINATOR

YEAR 5

CODE COURSE NAME LECTURER/COORDINATOR

*(Use “LIST OF COURSES TO BE TAUGHT IN THE ACADEMIC YEAR” for a new programme)

15
 TEACHING STAFF CURRICULA VITAE

NAME: Title, Firstname, Initials, Surname

SCHOOL: State School

CURRENT POSITION: State Rank

COURSES TAUGHT
 Course 1
 Course 2
 Course 3

ACADEMIC QUALIFICATIONS

Year Obtained Qualification, Institution, Country

e.g.
 1989 Master Science, Tropical Animal production and Health (TAPH), University
of Edinburgh, United Kingdom.

PROFESSIONAL MEMBERSHIP

 Member - State Institution.

ACADEMIC EMPLOYMENT HISTORY (including Honorary and Adjunct Positions)

Eg:
1999 to date: Lecturer – Department of Animal Science, UNZA
2003 - 2009: Assistant Dean, Undergraduate Programmes, UNZA.
1999 - 2003: Field Station Coordinator. UNZA.

PROFESSIONAL EMPLOYMENT, EXPERIENCE AND CONSULTANCY HISTORY

Eg:
1997 – 1998: Head of Department, Animal Science Dept., and Senior Training
Officer/Lecturer NRDC.
1990 – 1993: Farm Director, NRDC.
1981 – 1986: Practical Instructor, N.R.D.C.

RESEARCH INTERESTS

State areas in which staff member undertakes research

PUBLICATIONS (last 5 years)

Books Book Journal papers Conference papers

Chapters (refereed) (Refereed)

16
 Title, Firstname, Initials, Surname

SCHOOL: State School

CURRENT POSITION: State Rank

COURSES TAUGHT

 Course 1
 Course 2
 Course 3

ACADEMIC QUALIFICATIONS

Year Obtained Qualification, Institution, Country

e.g.
 1989 Master Science, Tropical Animal production and Health (TAPH), University
of Edinburgh, United Kingdom.

PROFESSIONAL MEMBERSHIP

 Member - State Institution.

ACADEMIC EMPLOYMENT HISTORY (including Honorary and Adjunct Positions)

Eg:
1999 to date: Lecturer – Department of Animal Science, UNZA
2003 - 2009: Assistant Dean, Undergraduate Programmes, UNZA.
1999 - 2003: Field Station Coordinator. UNZA.

PROFESSIONAL EMPLOYMENT, EXPERIENCE AND CONSULTANCY HISTORY

Eg:
1997 – 1998: Head of Department, Animal Science Dept., and Senior Training
Officer/Lecturer NRDC.
1990 – 1993: Farm Director, NRDC.
1981 – 1986: Practical Instructor, N.R.D.C.

RESEARCH INTERESTS

State areas in which staff member undertakes research

PUBLICATIONS (last 5 years)

Books Book Journal papers Conference papers

Chapters (refereed) (Refereed)

17