Training Operational Plan Report 2008 6 - Zambia-UK Alliance · 2016-11-23 · medical doctors,...

The Government of the Republic of Zambia

National Training Operational Plan 2008: Field Assessments, Analysis and Scale-up Plans

for Health Training Institutions

Chipata School of Nursing

July 2008

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Table of Contents Acronyms……………………………………………………………………………………3 Forward……………………………………………………………………………………..4 Acknowledgements…………………………………………………………………………5 Executive Summary………………………………………………………………………...6 I. Introduction……………………………………………………………………………....7 II. Methodology……………………………………………………………………………10 School assessment questionnaire Access data collection tool Excel analytical model and costing tool Pilot Phase of Development Expert Interviews Stakeholder Meetings Partner Meetings III. Findings ………………………………………………………………………………13 Current Situation Accommodation Faculty recruitment and retention Classrooms, libraries, dining halls and other infrastructure Books, computers and teaching aids

Practical sites Looking forward: Scale-up IV. Analysis……………………………………………………………………………….16 Targets Quality Standards Teaching staff Classrooms Student Hostels Library Books Computers Teaching staff accommodation Teaching staff offices Kitchen Dining Overall resource needs V. Systems level Recommendations……………………………………………….….…22 VI. Cadre Specific Recommendations……………………………………………….….24 VII. Annexes………………………………………………………………………….…..26

Annex 1. Questionnaire for TI visits Annex 2. Individual TI scale-up plans Annex 3. Faculty requirements Annex 4. One-off costs of scale-up summary Annex 5. Annual scale-up cost forecasts, by province Annex 6. Action plan – Immediate needs

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Acronyms

CIDA CHAZ CP CT DEM DFID EM EN EU FTE GNC GRZ HRH JICA MCZ MoE MoH MoWS MSTVT OP RN RM SIDA SOM SON TEVETA TI UNICEF UNZA WHO

Canadian International Development Agency Churches Health Association of Zambia Cooperating Partners Clinical Teacher Direct Entry Midwifery Department of International Development Enrolled Midwife Enrolled Nurse European Union Full-time Equivalent General Nursing Council Government of the Republic of Zambia Human Resources in Health Japan International Cooperation Agency Medical Council of Zambia Ministry of Education Ministry of Health Ministry of Works and Supply Ministry of Science Technology and Vocational Training Operational Plan Registered Nurse Registered Midwife Swedish International Development Agency School of Medicine School of Nursing Technical Educational, Vocational and Entrepreneurship Training Authority Training Institutions United Nations International Children’s Fund University of Zambia World Health Organization

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Foreword This Operational Plan aims to summarize the current situation in health training institutions across the country and set plans for addressing current needs at individual schools. Furthermore, the document provides information for increasing capacity of each school in line with the national scale-up plan for health care workers in Zambia. The Operational Plan is an effort made by Ministry of Health in collaboration with cooperating partners to address the human resources in health crisis that Zambia is experiencing. It is specifically targeted towards increasing the number of graduates from health training institutions, both grant-funded and non-grant-funded. The training institutions covered in this operational plan are Nursing and Midwifery Schools, Biomedical and Paramedical Colleges, and the University of Zambia School of Medicine. It is envisaged that implementation of the activities in this document will facilitate the achievement of our vision of providing cost-effective, quality health services as close to the family as possible. This will ensure equity of access in health service delivery and contribute to the human and socioeconomic development of the nation. The Ministry of Health wishes to encourage all stakeholders to continue their strong commitment to the implementation of this operational plan over the next five years, as a part of the greater effort to address Zambia’s HRH crisis. Brig. Gen. Dr. Brian Chituwo, MP Minister of Health

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Acknowledgements Ministry of Health acknowledges with gratitude the active participation of General Nursing Council (GNC); Medical Council of Zambia (MCZ); Technical Educational, Vocational and Entrepreneurship Training Authority (TEVETA); the University of Zambia (UNZA School of Medicine); Evelyn Hone College; Ministry of Works and Supply; Ministry of Science Technology and Vocational Training, the Cooperating Partners and the principal tutors in every health training institution across Zambia both public and private. Special thanks go to staff in the Ministry of Health. The Ministry of Health is indebted to the Clinton Foundation, who provided the financial and technical assistance for the development of the operational plan. I thank them for their zeal and commitment to the collection and analysis of data. I am aware that the implementation of the operational plan will pose many challenges, but with your usual commitment and cooperation, it will be possible to implement the plan. Dr. S.K. Miti Permanent Secretary Ministry of Health

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Executive Summary The following report contains the output from a comprehensive assessment of Health Training Institutions (TIs) in Zambia carried out by the Ministry of Health, in collaboration with the Clinton Foundation in May and June of 2008. In response to expanded training targets set forth in the Ministry of Health 2008 National Training Plan, these assessments were conducted to determine the feasibility of and resources needed to meet the new output targets for health worker training in Zambia. Carrying out field assessments and subsequent analysis of current infrastructure and evaluation for scale-up potential on an institution-by-institution basis, the MoH developed user-friendly, costed operational plans for scale-up over the next 5 years for all national health training institutions (public, private and faith-based). In order to translate national training targets into concrete next steps, the operational plans outline specific, scheduled, and costed action items by cadre and by training institution. The assessment consisted of field visits to and individual analysis of 39 TIs and 8 expert interviews with leaders in the professional health cadre associations and the Ministry of Health, as well as general partner and stakeholder meetings. The bottom-up approach adopted by the field teams and school-specific analysis validated the feasibility of the previously, centrally-determined national training targets outlined in the National Training Plan. TIs’ self-reported potential to scale-up either equaled, or in some cases even exceeded, the national training output targets set for most cadres. Adherence to quality standards, including student to faculty ratio, classroom size, and student accommodation, vary greatly across the TIs. Significant investments in infrastructure and teaching staff are required to ensure compliance with minimum quality standards, updated recommendations for which were also included in the scale-up analysis. Initial estimates show that a total investment of USD $60,000,000 and approximately 360 additional teaching staff are required to scale-up government schools while meeting quality standards, increasing the number of student intakes from the current 1,900 to 3,700 annually by 2012. Recruitment and retention of dedicated teaching staff is identified as one of the major challenges to maintaining current training capacity and executing future scale-up. TIs located in rural areas have a particularly difficult time attracting faculty, most of whom prefer to reside in urban locations where accommodation and amenities are more readily available. Additionally, almost all training institutions demonstrate a significant shortage of student accommodation for their current student bodies, resulting in overcrowded, unsafe and unhealthy living conditions. Further general infrastructure deficiencies (e.g. classroom space, dining halls, study areas, etc.) were observed across most training institutions. As with student accommodation, this infrastructure is often also in need of basic repairs as well as expansion. Most training institutions also lack adequate teaching materials and skills lab equipment. Prioritization of TIs for scale-up will determine how and when investment should take place, matching training institutions with appropriate donors.

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I. Introduction The National Training Plan organizes cadre-specific objectives between pre-service and in-service training components. Pre-service training targets focus on the current health care service delivery needs as indicated by cadre-specific vacancy rates in the ideal establishment and scales up training output to fill appropriately fill observed vacancies. Due to financial constraints and the limitations of the national system’s current hiring capacity, careful analysis is required to accurately calculate the increases in student intakes which are required to generate the needed graduates in the high-priority cadres, such as medical doctors, medical licentiates, clinical officers and nurses (specifically midwives). Additionally, it is essential that intake increases are determined collaboratively with the Directorate of Policy & Planning, which proposes the corresponding infrastructural increases. Although the bulk of pre-service training is managed by the Ministry of Health, training scale-up at several key institutions must be discussed in conjunction with other line Ministries, such as the Ministry of Science and Technology (Evelyn Hone College) and Ministry of Education (School of Medicine – UNZA). In the bid to increase student intakes and overall graduation rates in health TIs, it is strongly recommended that the scale-up of all TIs fall under the management of the MoH to facilitate direct application of external funding. Direct funding to all health TIs may be allocated for:

• Expansion and new construction of training infrastructure such as classrooms, student accommodation, faculty housing, staff offices, and laboratories

• Provision of appropriate furniture and equipment • Provision of books and other learning aids such as computers and teaching materials • Support to hire additional teaching staff to reduce the current student to faculty ratio

In this way, both qualitative and quantitative upgrades will be addressed though a well-strategized and centrally managed training plan under the Ministry of Health. Staff shortages by clinical cadres in the Ministry of Health for each of the designated health professional categories are represented below (Figure 1). This chart shows the numbers for the latest approved establishment and the existing staffing levels in MoH as of April 2008.

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Figure 1. MOH current staff and shortage of medical professionals

*MoH Training Plan May 2008

In an effort to understand baseline information, a review of previous TI assessments was carried out prior to the TI field visits. Findings from the “Report on the Comprehensive Countrywide Assessment of Ministry of Health Training Institutions” (October 2007) established a valuable qualitative baseline for the greatest challenges faced by TIs, however, it did not include comprehensive data outlining feasibility and resource needs for TI scale-up.

Overall lessons learned from 2007 Assessment Report on TIs:

• There is limited scope for increasing student uptake unless more tutors and clinical staff are trained and recruited and additional classrooms are built.

• Day schooling is not optimal given the rural location of some training institutions and the requirement that students be near a service area in case of night duty.

• Management and administrative capacity building is required, especially for stores, procurement, accounting and finance.

• MoH should consider increasing the grants to TIs to accurately reflect their needs. • Provision of more technical supervision and monitoring by both the Central and

Provincial Health Offices is required. Scale-up assessment objective: To build on these findings, the Ministry of Health conducted field visits in May and June of 2008 to determine the feasibility of and resources needed to achieve the training scale-up targets set in the Ministry of Health’s National Training Plan 2008. The overarching goal of these visits was to develop user-friendly, detailed operational plans with specific, costed action items by cadre and by training institution, including the following objectives:

• Compare top-down targets set in National Training Plan to bottom-up targets established by TIs

• Establish resource needs for the TIs to scale up while meeting quality standards • Determine a target date by which Ministry of Health will be able to achieve full

staffing of the Establishment

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II. Methodology After determining the project objectives, two weeks were spent developing the framework and tools to carry out training institution assessments. An interview questionnaire, Microsoft Access-based form and data reservoir, and Excel-based analytical model were created to provide a standardized approach to collect facts about the current capacity of schools, discuss scale-up with schools, report findings, and analyze needs. School assessment questionnaire The questionnaire tool (see annex) utilized for the field assessments was built to collect both fact-based data on the institution’s current infrastructure and capacity (e.g. faculty, vehicles, classrooms) as well as stimulate discussion on an institution’s realistic scale-up plans, given potential availability of funding. Providing an outline for the field team’s conversations with principals and faculty and each school, the questionnaire allowed the flexibility to thoroughly capture the practical details of the institution’s current infrastructural needs while inviting open discussion from schools on self-identified top priorities and bottlenecks to scale-up. Institutions were also encouraged to suggest potential strategies to address current challenges and increase training efficiency. Access data collection tool The Access tool was developed in tandem with the questionnaire such that information could be collected in real-time by the field team’s data analyst into the Access form during the assessment. This real-time data-entry aimed to reduce the potential for errors and loss of data in transferring from hard copy notes, as has been carried out in the past. The utilization of Microsoft Access to collect this information also allowed for broad filtering and summarization of data across schools in an easily digestible and presentable format. Excel analytical model and costing tool The Excel model was developed to apply quality standards to determine each training institution’s needs for their current intakes and future scale-up. The model expanded upon simple student-faculty ratios to incorporate student classroom hours into faculty need, further validating existing student-faculty ratio standards. Based on an analysis of the current capacity and the school’s estimate of their maximum potential for scale-up, the Excel model allowed calculation of subsequent growth in student body, annual graduates, and the additional faculty and infrastructure which would be required upon defined timelines. Costing information for all aspects of expansion was collected from expert interviews conducted centrally with the Ministry of Health’s Directorate of Planning and Development as well as from discussions with schools that recently completed construction projects. Cost data was consolidated and summarized in an Excel calculating tool that was used to convert the individual school model outputs into cost needs upon quarterly and annual schedules. Pilot phase of tool development After developing the three main-component tools described above, field teams carried out a 3-week pilot phase of initial visits in and around Lusaka in order to verify the efficacy and relevance of the tools’ inputs and outputs. Lusaka Health Institute (a private nurse training institutions), Chikankata College of Biomedical Sciences, Chikankata School of Nursing and Midwifery, Chainama College of Health Sciences, and Makeni College School of Nursing (a private institution) were selected as initial pilot sites because of the variety of cadres trained, private v. public contexts, and varying size and complexity.

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The tools were revised to reflect the priorities identified by schools during these visits. As some questionnaire inputs were deemed irrelevant and other priorities more highly valued, the format and structure of both the verbal questionnaire and the Access form were refined. The TI-determined priorities also ultimately determined the necessary outputs for the Excel analytical tools. Final outputs were designed to reflect the TIs’ foremost concerns, providing a bottom-up approach to improving quality and scaling-up. Expert Interviews The objective of these interviews was to obtain cost data and expert feedback on quality standards, as well as verify the viability and potential impact of optimization initiatives. A total of 8 expert interviews were conducted during the assessment. Participants included:

• Biomedical Association • Churches Health Association of Zambia (CHAZ) • School of Medicine, Dean • General Nursing Council (GNC) • Medical Council of Zambia (MCZ) • MoH, Directorate of Planning and Development • University of Zambia, Students’ Union • TEVETA

Most interviews lasted 1-2 hours and were guided by a standardized questionnaire. Depending on the availability of staff, interviews were conducted with 2-4 persons present. Meetings revealed that quality standards vary between different regulatory bodies (GNC, TEVETA and MoH, Directorate of Planning and Development). Therefore, consensus must be reached through an evaluative workshop. TEVETA presently does not focus on health TIs, but is in the process of introducing a sector advisory committee to focus on health. Stakeholder Meetings The collaboration of key stakeholders in training institution development was essential to build buy-in and support for scale-up plans and subsequent implementation. Participants included:

• Ministry of Works and Supply (MoWS) • Ministry of Science, Technology and Vocational Training (MSTVT)

Discussions were held with the Ministry of Works and Supply to evaluate the tendering process and propose shortened tendering processes for TI infrastructure scale-up. Depending on the magnitude of the project under consideration, the normal tendering process can take between 3 to 6 months before construction can commence; however, due to a current backlog of work, this process is significantly delayed, presenting an immediate bottleneck to scale-up efforts. It was determined that the tendering process cannot be shortened to accommodate rapid infrastructure expansion, but that there are ways to increase efficiency of the current tendering process. The first suggestion is to expand the capacity of the MoWS through additional hiring of experts dedicated exclusively to tendering for TI scale-up. The second suggestion is to subcontract a consultancy firm to absorb segments of the tendering process. This second option would need to be done with the approval and involvement of the MoWS.

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Additionally, the interviews highlighted the need to strengthen coordination amongst those Ministries that supervise health training institutions, including the Ministry of Science, Technology and Vocational Training; the Ministry of Education; and the Ministry of Health. The process of transferring all TIs to a single Ministry (i.e. The Ministry of Health) for easy access of funding and logistics requires the involvement and approval of Parliament. Partner Meetings The objective of the partner meetings was to build buy-in to support scale-up plans, incorporate donor input, and solicit funding support. Analysis from the field assessments and TI operational plans were presented to cooperating partners on the 21st and 22nd of June. The cooperating partners that attended the meeting included:

• CIDA • DFID • EU • JICA • SIDA • UNICEF • WHO

The presentation and the effort to develop the scale-up assessment and operational plans were highly appreciated. Issues and suggestions that were raised at this meeting included:

1. Strengthening coordination between Ministries rather than transferring all TIs to MoH management

2. Taking caution to maintain good quality when shortening curricula 3. Strengthening the Ministry of Health’s retention scheme to retain TI graduates 4. Subcontracting training capacity out to private institutions or building public-

private partnerships

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III. Findings While staffing, infrastructure, and resources varied greatly between TIs, common themes emerged when discussing challenges and bottlenecks:

• Accommodation: Almost every single TI in Zambia has a significant shortage of student accommodation, often resulting in overcrowded, unsafe, and unhealthy living conditions. Hostels are run-down and badly in need of basic repairs. In many schools, the number of students housed far exceeds the true capacity of student hostel blocks, with up to 4 or 5 students sleeping in a room built for 2. In one institution, overflow from these already overcrowded rooms results in 20 young women sleeping in a single student lounge. As detailed in the section on financial analysis, the construction of student accommodation accounts for more than half of the overall one-off costs required to bring these TIs up to quality standards.

• Faculty recruitment and retention: Most TIs report challenges in recruiting and

retaining dedicated teaching staff. Schools located in rural areas have a particularly difficult time attracting faculty, most of whom would prefer to dwell in more urban locations. Management at these schools have creative and actionable suggestions to incentivize faculty to live in these more remote areas, A more complete discussion is found in the recommendations section.

• Classrooms, libraries, dining halls and other infrastructure: While there is great

variability in quality across TIs, the majority schools do not have adequate space for teaching, studying or dining. Many of the current buildings are in need of basic repairs as well as upgrades. Skills labs are also in disrepair and require dummies, models, and other teaching and learning materials.

• Books, computers and teaching materials: Most schools are in desperate need of

required text books, computers, and internet access for students, as well as teaching materials for the faculty. Current resources are scarce and long-outdated.

• Practical sites: TIs report that there are enough patients at practical sites both for the

current study body and the anticipated scale-up. The two major limitations are transportation to the practical sites (both vehicles and money for fuel) and accommodation at practical sites. At some sites, the students are forced to sleep on the clinic beds for lack of any other accommodation options.

The photographs below depict the wide spectrum of quality of infrastructure found at TIs across the country.

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Some TIs drastically deviate from suggested standards…

Overcrowded classroom at Evelyn Hone

Overcrowded student hostels at Livingston SON

Cooking over a wood fire at Mansa SON

Underequipped skills lab at St. Francis SON

…while other TIs meet or exceed standards

Classroom at Chilonga SON

Student accommodation at St. Paul’s SON

Kitchen at Chipata SON

Skills lab at Livingston SON

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Looking forward: Scale-up All health TIs in Zambia are committed to participating in the national scale-up. Many have recently increased their intakes in response to the MoH’s call for action, but because they are scaling up without additional funding, these overcrowded and resource-constrained situations are becoming even more worse. However, with sufficient funding and resources, school-reported target intakes for the TIs across Zambia will indeed meet the overall national targets as set out by the National Training Plan. Using the Excel model to analyze information collected during the TI assessments and expert interviews, detailed and costed scale-up plans were created for each individual health TI in Zambia, included in Annex 2 (government schools first, private schools at the end). Findings, data, and resource needs are summarized across TIs in the following analysis section as well as Annexes 3-5.

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IV. Analysis Targets: The National Training Plan sets aggressive top-down scale-up targets of ~70% increase across cadres. As mentioned, TI visits indicate that schools are able to reach and surpass overall scale-up target provided sufficient funding and resources are made available. With sufficient funding, resources, and support, the scale-up at TIs across Zambia according to this operational plan will result in a 90% increase of student intakes from 2007 to 2012, broken down by cadre as shown in Figure 2. Figure 2. Annual student intakes: Baseline (2007) vs. scale-up It is important to takes steps to verify that national training targets are indeed in line with national health care needs, national absorptive capacity for trained graduates, and the proposed task-shifting measures. Below, figure 3 depicts the target establishment as it compares to the projected health workforce using the National Training Plan scale-up targets, showing that the projected workforce will reach and surpass the target establishment around 2029. Figure 4 shows the target establishment compared to the training plan targets broken down by cadre. While midwives will reach the target soon (2013), some cadres (e.g. medical doctors) are not ever expected to meet these targets under the current scale-up training plan.

0 500 1,000 1,500 2,000 2,500 3,000 3,500

Medical Licentiates 2020

Nursing tutors 5035

Radiography Techno. 8040

Nutritionists 70

Paramedical staff 13066

Doctors 15067

Pharmacists 150120

EHT 24096

Clinical Officer 190133

Laboratory staff 264120

Midwives 765300

Nurses 1,636900

0 500 1,000 1,500 2,000 2,500 3,000 3,500

Overall targetsas set in TP

BaselineTarget output

1,8973,673

Source: Training Plan 2008

+82%

+155%

+43%

+150%

+25%

+124%

N/A

+100%

+43%

+0%

Cadr

e-sp

ecifi

c sc

ale-

up ta

rget

s O

vera

ll sc

ale-

up

targ

ets +94%

+97%

+120%

Baseline (2007)

Future target output as determined by field assessment

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Figure 3. National workforce projection Figure 4. Cadre-specific projections

Quality standards: The GNC provides basic set of minimum quality standards for training nursing and midwifery cadres, and is open to a review of these standards to reflect new developments (e.g. computers) and align standards with reality in resource-constrained environment (e.g. faculty to student ratios). TEVETA sets generic minimum quality standards for any education below degree-level, but does not offer tailored guidance for medical graduates Adherence to current quality standards varies greatly across schools, with most schools falling short on at least several measures. Significant investments in infrastructure and teaching staff are required to ensure compliance with quality standards, and approximately one half of the total ~60 million USD investment for execution of the training plan is required to bring schools up to proposed quality standards, using the following metrics: Teaching Staff:

• Current standards: o GNC: 1:20 for tutors and 1:10 for clinical teachers o TEVETA: 1:20 for overall teaching staff

• Proposed standards: o Derive number of required tutors from curricula-defined teaching hours, as

modeled in the Excel analysis tool developed by the field assessment teams after TI assessments and expert interviews1. Prescribe number of hours each

1 The model estimates this need based on information collected about the length of each program in years, the size of the each intake, and the number of teaching hours required per week for each semester of study. It is assumed that teaching staff need is determined during the weeks in the year when all of the intakes are in class, and so this peak period of teaching hours is used for the teaching hour required as inputted into the model. Assume that a teacher has requirements outside of teaching hours (e.g. grading tests, informal interaction with students) and that these requirements expand depending upon the number of students in an intake. Therefore, a sliding scale was agreed upon with the General Nursing Council that expresses the number of lecturer hours worked per week based on intake size – teachers who teach larger classes teach fewer hours per week. The final lecturer need is determined by taking the estimated full time equivalent (FTE) lecturer need and subtracting current staff levels.

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tutor should lecture based on class size. Hours spent lecturing in the classroom per tutor are suggested relative to the class size taught, as shown below:

Lecturer Hours Worked Per Wk

Max Class Size # Hrs / week

Above 10 70 12 60 14 50 16 40 18 30 20 20 20 10 20

o Derive number of required clinical teachers from actual time spent in practical

sites. Tutors are to support clinical instructors in student supervision at practical sites as well whenever not required to lecture students (i.e. when all students are out at practical sites and no classes held)

o This approach leads to a faculty to student ratio of roughly 1:15 Classrooms:

• Current Standards: o GNC: Each nursing program (EN or RN) should have at least 2 spacious

classrooms; separate classroom for midwifery programs o TEVETA: Minimum area per student of 1.25 m2; cross-ventilation and

chalkboard or whiteboard mandatory • Proposed standards:

o Derive number of required classrooms from curricula-defined teaching hours assuming classroom operating hours from 8:00 to 16:00 Monday to Friday (see footnote, as similar model used to calculate tutor need).

o Classrooms for more than 70 students should be Lecture Theatres (with raised seats in last rows and audio equipment)

o Sample application for classrooms: Enrolled nursing: 1 classroom per program Registered nursing: 2 per program Enrolled or registered midwifery: One classroom per program,

classroom can be shared across programs if two intakes per year

Student hostels: • Current Standards:

o GNC: Pre-service - Maximum 2 students per room; each student should have

a wardrobe and chair & desk & a bed and good light Post basic- Maximum 1 student per room; each student should have a

wardrobe and chair & desk & a bed and good light o TEVETA: Minimum area per student of 4.67 m2; 1 WC per 11 students

• Proposed standards: o For new accommodation: As per GNC recommendation o Existing accommodation:

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Pre-service: Allow up to 6/room for already existing accommodation if room size is sufficient

Post basic: Allow up to 2/room for already existing accommodation if room size is sufficient

Library:

• Current standards: o GNC: Provide seating space for at least 25% of student population o TEVETA: Minimum area per student of 1.25 m2

• Proposed standards: o Per GNC recommendation

Books:

• Current standards: Not defined • Proposed standards: Awaiting GNC input (currently budgeted $100USD/first-year

student) Computers:

• Current standards: Not defined • Proposed standards: Provide computers for at least 5% student population

Teaching staff accommodation:

• Current standards: Not defined • Proposed standards:

o Provide one house per teaching staff in rural areas o Provide allowance sufficient to rent equivalent accommodation in urban and

semi-urban settings Teaching staff offices:

• Current standards: o GNC: 1 tutor per office, and 2 Clinical teachers per office o TEVETA: Not defined

• Proposed standards: o Provide at least one office per every 2 teaching staff o Each staff each office should contain one desk, one chair, one filing cabinet

and chairs for students Kitchens:

• Current standards: o GNC: At least 2 cooking pots and industrial stove; deep freezer o TEVETA: Not defined

• Proposed standards: o Provide kitchen facilities, sufficient to cook meals for 100% of total student

body, including equipment required by current standards o In some urban centers (e.g. School of Medicine) schools may choose to

outsource cooking Dining:

• Current standards: o GNC: Seating capacity for at least 25% of total student body

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o TEVETA: Not defined • Proposed standards:

o Provide seating space to accommodate at least 50% of student body Overall resource needs: Initial estimates suggest execution of TI-determined scale-up plans to increase capacity by 90% across all government TIs would require investments of approximately $60M, and over 360 additional teaching staff, including ~190 tutors and ~170 Clinical Teachers as shown in Figure 5 below. Faculty needs by school, cadres, and year are broken down in Annex 3. Figure 5. Faculty requirements for scale-up of government health TIs The execution of scale-up plans is assumed over a 5-year period. Due to current overcrowding and overcapacity, a substantial part of the investment and teaching staff needs are required to bring schools up to the quality standards proposed above. Substantial efforts and innovative strategies are required to secure necessary financial and human resources for scale-up. The charts below show the breakdown of the $60 one-off costs according to activity (Figure 6), institution (Figure 7), and year of expenditures (Figure 8). It should be noted that student accommodation accounts for more than half (~$35 million) of the overall investment required. Similarly, investment at the three major multi-cadre training institutions - School of Medicine, Evelyn Hone, and Chainama - account for about half (~$30million) of the total investment required.

0

100

200

300

400

Tutors

~171

Clinicalteachers

~192

Total

~363

Required add'l teaching staff to achievescale-up targets at quality standards*

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Figure 6: Costs of Scale-up of government TIs by activity Figure 7: Costs of scale-up of government TIs by institution

0

20

40

60

EvelynHone

15

School of Medicine

9

Chainama

6

27 other public TIs

28

Totalpublic TIs

59

Public institution investment needs by TI (USD M)

0

20

40

60

Stu

dent

host

els

35Sta

ffof

fices

5

Teac

herac

com

.

4

Kitch

en/d

inin

g

4

Cla

ssro

oms

3

Libr

ary

3

Oth

er

4

Tota

l

59

Required investments to achieve scale-uptargets at quality standards (USD M)*

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Figure 8: Costs of scale-up of government TIs by year

For the sake of completeness, this last chart (Figure 9) shows the costs of public vs. private TI scale-up, though for many reasons, no other resource analysis in this report includes scale-up of private institutions. Figure 9. Costs of scale-up of TIs: government vs. private

0

20

40

60

2008

9

2009

17

2010

10

2011

15

2012

7

Total

59

(2008-12, USD M)

Investment needs over time

0

20

40

60

80

100

Totalpublic TIs

59

9 privateTIs

18

Totalincluding

private TIs

76

Combined public and private investment needs by TI (USD M)

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V. System level recommendations CHALLENGE RECOMMENDATION 1. Difficulty recruiting and retaining faculty from available teacher pool due to lack of incentives

1. Support faculty to find housing by: • Building houses in rural areas where land is likely to be available (category C&D) • Providing housing allowance in urban and semi-urban areas (category A&B) • Offer subsidized loans to faculty interested in building their own housing

2. Support faculty in rural areas (category C&D) to buy a car by offering subsidized loans 3. Increase difference in retention allowance per category to provide greater incentives for rural areas

(category C&D) 4. Speed-up the process of tutor appointment to provide incentives for practicing nurses with teaching

qualifications to apply 5. Include clinical teachers in the retention scheme. Adjust retention allowances to reflect lower salary

levels of clinical teachers 2. Limited pool of qualified teaching staff restricts ability to scale-up

Expand pool of qualified tutors by: • Increasing intake at PBN school and introducing direct entry post basic degree in nursing • Developing & implementing a consistent approach to staff development programs taking the need to increase

incentives into account • Encourage retired tutors to sign new contracts

Expand pool of qualified clinical teachers by: • Developing & implementing a curriculum to qualify already practicing nurses and clinicians as clinical

instructors 3. Limited capacity at practical sites negatively impacts ability to scale-up

Major limiting factors are : • Lack of transport to and from practical sites • Lack of staff and available staff rarely qualified to teach • Lack of equipment • Lack of accommodation for students

Focus should be put on: • Purchasing vehicles for TIs • Developing and implementing a 3 month curricula for health workers at practical sites to improve ability to

teach students • Shorten curricula at practical sites for in-service students who are strengthening/upgrading skills • Procurement of equipment by TIs • Renting temporal housing for students and clinical instructors

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4. Weak management capabilities at selected schools

Improve management capabilities by: • Fostering exchange programs across schools • Provide training and advice to TI management teams focused on overall TI management and optimization of

available resources through improved planning and techniques5. Ensuring that graduates from the training institutions are retained by Zambia MoH

• Strengthening bonding measures • Pre posting of graduates before final graduation • Add all graduates to the National Retention scheme

6. Difficulty accessing government funds

Develop clear mechanism for rapid, transparent disbursement of available TI funding from government

7. Construction is slowed by long bureaucratic tendering requirements

Explore possibilities of waivers from Ministry of Works and Supply in light of “HR crisis”

8. Most schools lack access to affordable technology

Facilitate access to reduced price computer equipment and internet services for all TIs

9. The procurement process for books and other teaching materials/aids is inefficient and unclear

• Develop centralized clearing house for ordering textbooks and other teaching aids • Explore opportunities to realize bulk-discounts • Make procurement process easy and clear to all schools

10. Health Sciences training departments in TI not under MoH hinder easy access to funds and coordinated scale-up

• Strengthen coordination between MSTVT, MOE and MOH • In the long-term consider shifting the responsibility for School of Medicine at UNZA and Evelyn

Hone College of Health Sciences to the Ministry of Health

11. Building of additional student hostels slow and not responding to demand

Substitute building of student hostels with search for vacant property that can be rented in the short term and once the target establishment has been reached contracts can be easily terminated

24

VI. Cadre-specific recommendations CHALLENGES RECOMMENDATION 1. Progression within cadre lengthy and redundant

Streamline curricula and ensure modular design allowing health workers to upgrade skills without unnecessary repetition. Examples include:

• Upgrading of Enrolled Nurses to Registered Nurses. Several TI’s include EN’s in their 3 year RN program. In future, upgrading of EN’s to RN’s should be limited to schools which offer a shortened, 2 year curriculum for upgrading

• Upgrading of Laboratory Technicians to Laboratory Technologists. Again, upgrading should only be undertaken where a shortened curriculum exists

2. Curricula outdated, lacking essential topics and skills

Update curricula to include new trends in HIV/AIDS, TB, Malaria as well as essential skills such as Management and Leadership

3. Upgrading of skills takes the health workers away from their work place

• Offer distance learning programs for upgrading of skills • Put greater emphasis on keeping pre-service curricula updated to avoid/reduce need for in-service

training 4. Curricula do not optimize utilization of classroom space, faculty and practical sites

Redesign curricula to stagger intakes • Example includes Enrolled Nursing program. 1st year and 2nd year EN’s have 2 weeks in overlap on campus.

However, curriculum review could easily remove overlap to allow for better utilization of classroom space 5. General Nursing Council (GNC) and Medical Council of Zambia under-resourced and unable to cope with work load

• Procure vehicles for GNC and MCZ to allow better control of TI compliance with quality standards • Strengthen staffing levels at GNC • Strengthen and support Medical Council of Zambia

6. Limited attention to Health worker training at TEVETA and sub-optimal sharing of responsibilities between TEVETYA and Medical Council of Zambia

• Increase focus on health workers at TEVETA and review compliance with quality standards at all health training institutions not falling under GNC control

• Clarify roles and responsibilities between TEVETA and Medical Council of Zambia to avoid duplication of functions

7. Insufficient number of applicants for selected courses

Analyze which courses receive low numbers of applicants (eg. Enrolled Midwife & Clinical Officer Anesthesia) in order to review post training incentives

25

VII. Next steps Next steps are summarized below, and described in more detail in Annex 6.

1. Verify the absorptive capacity of the Ministry of Health and Ministry of Finance, and review scale-up targets in accordance with the Establishment. The Training Institutions for scale-up will be prioritized in line with the adjusted targets.

2. Confirm and finalize quality standards in collaboration with regulatory bodies

(GNC, TEVETA, and MCZ) to ensure that students in TIs across Zambia are able to study safely and comfortably.

3. Appoint a National Training Institutions Scale-up Implementation Officer at

MOH who will lead the implementation of the scale-up initiative, whose responsibilities will include:

• Mobilizing resources within GRZ and from Partners • Coordinating activities across ministries • Tracking progress against milestones • Addressing bottlenecks

4. Widely disseminate of the final version of the National Training Operational Plan

2008 to stakeholders who participated in the assessment, partners, and all government departments involved in the training of health workers in Zambia.

5. Aggressively mobilize resources from within government and supporting partners

after dissemination of the National Training Operational Plan 2008.

6. Strengthen coordination between Ministries that manage health TIs including Ministry of Health (nursing, midwifery, and biomedical schools), Ministry of Education (School of Medicine), and Ministry of Science, Technology and Vocational Training (Evelyn Hone), in collaboration with Ministry of Finance as well as Ministry of Works and Supplies to coordinate to scale-up efforts.

7. Develop specific and simple guidelines for school management to access and

utilize Ministry of Health funding and resources.

8. Revise and develop school curricula, including direct-entry PBN, biomedical laboratory, and pediatric nursing.

9. Improve accessibility to and affordability of books, teaching aids and computer

equipment for training institutions.

10. Expand the pool of available TI teaching staff through a multi-pronged approach, including hiring retired tutors, recruiting international faculty, and completing and implementing the direct-entry PBN curriculum.

26

Annex 1. Questionnaire for TI visits This questionnaire has four sections (and one appendix). Questions in each section are focused on

1. Building a fact-base 2. Optimizing the status quo 3. Scaling up 4. Initiatives to support optimizing the model and/or scaling up 5. Appendix: HIV Training

General: Whenever an answer is not available ask for name and title of person who can provide the answer after finishing the interview.

1. Building a fact-base Questions Comments

1. Do you have a copy of your Medium Term Expenditure Framework (MTEF) available? Try to collect MTEF prior to interview 2. Basic facts:

a. Province & district b. Address c. Public vs. private

• Ownership d. Date visited

3. Programs a. How many programs are being taught at this school? b. What is the duration for each of these programs?

4. Students a. Pre-service

• How many enrolled pre-service students do you have? o By program

- # of intakes for last 3 years (05, 06, 07) - # of graduates for last 3 years (05, 06, 07)

b. In-service • How many enrolled in-service students do you have?

o By program - # of intakes for last 3 years (05, 06, 07) - # of graduates for last 3 years (05, 06, 07)

c. All students • How many day students do you have? (Differentiated by pre- and in-service or

both together depending on availability) • Male vs. female (excluding day students. Alternatively ensure that male/female

ratio is the same for day students and all other students)

• Confirm that number of enrolled students equals number of students physically attending class on a regular basis. If not, ask for # of students attending class

• Understand nature of in-service training (is in-service the same program as pre-service with the only difference that students have worked before with MoH and are now sent to next level training, or is in-service content different from pre-service content? Also, do schools provide (short-term) training on the job to upgrade specific skills, e.g. ART-related knowledge?)

27

5. Teaching staff a. How many teaching staff do you have?

• By program o By teaching staff category (tutors, preceptors, guest lecturers etc.)

- By actual (ie physically present to teach), vs. confirmed (ie on contract but currently absent) vs. establishment (ie approved)

• Identify the categories of teaching staff most common (may vary by program)

• Understand the different roles & responsibilities per instructor category (may vary by program)

6. Other staff d. How many admin staff do you have?

Lump sum or by category • # of finance staff • # of HR staff • # of other admin staff

e. How many support staff do you have? Lump sum or by category • # of drivers • # of cooks • # of cleaners • # of guards • # of other support staff

•

7. TI-specific infrastructure & equipment a. How many classrooms do you have?

• What is the seating capacity per classroom (ie how many sets of chairs/desks could fit)?

• Do all classrooms have the required equipment? o If not, what is the gap (projector/# of chairs/# of desks etc.)?

• What is the building/quality status of each classroom? b. How many labs do you have?

• What type of labs do you have? • What is the work space capacity per type of lab? • Do all labs have the required equipment?

o If not, what is the gap (# of missing piece(s) for most important equipment)? • What is the building/quality status of each lab?

c. Do you have a library? d. Do you have a computer room? If yes, add # of computers available e. Do you have any space for students to learn?

• If yes, describe type of learning space and capacity f. Do you have any dorms/accommodation blocks for students?

• If yes, what is the sleeping capacity per dorm/block? o By male vs. female

• Do all dorms/blocks have the required equipment?

• Define quality categories for infrastructure and support needs to execute repair, e.g. o 1: usable without need for repair o 2: still usable but repair would

significantly enhance learning/living environment/driving condition

o 3: not usable without repair Additionally outline whether o A: Repair can be carried out locally

without any need for support o B: Support is required in terms of a)

financial resources b) manpower and/or equipment

28

o If not, what is the gap (# of beds/# of mattresses etc.)? • What is the building/quality status of each dorm/block?

g. Do you have any sleeping capacity for teaching staff? If yes, add # h. Do you have any office capacity for teaching staff? If yes, add # i. Do you have any additional support infrastructure such as kitchen, dining area,

laundry etc.? If yes, add # per type j. Do you have any vehicles?

• If yes, what is the seating capacity per vehicle? • What is the quality status of each vehicle?

8. Practical site teaching staff, infrastructure & equipment a. How many practical sites do you have?

• How many students do you send to each practical site and for how long? • How are students being supervised & trained at each site? • How much Clinical Instructor to student interaction do you have per week (in

hrs)? • What is the number of daily patient admittances per practical site? • Is there anything else which is crucially important to enable the teaching of

students at practical sites (e.g. equipment)?

• Understand relationship between TIs and practical sites

9. Income and expenditures a. What was the actual income per school in 2007?

• Income from student fees • GRZ grant • Other donors • Other sources

b. Are any big changes in income expected for 2008 vs. 2007? c. What was the actual expenditure per school in 2007?

• Operating expenditures per school o Salaries paid by school o Infrastructure maintenance o Equipment maintenance o Payments to practical sites o Other operating expenses

• Investments per school o Infrastructure investments o Equipment investments

d. Are any big changes in expenditures expected for 2008 vs. 2007? • Operating expenditures per school • Investment projects per school

e. If there are any big changes expected • Verify if planned expenses are funded and if so by whom

• Understand if/how TIs pay for practical sites

29

2. Optimizing the status quo Questions Comments

1. Student drop-out rate a. What were the drop-out rates for the last 3 graduating classes?

• By pre-service AND by in-service o Drop-out rates can be provided by giving the percentage figure per

graduating class or by providing the intake numbers corresponding to each graduating class (e.g. for a two year program intake years corresponding to the graduation years 05 to 07 would be the years 03 to 05)

• If the numbers vary across years ask how drop out rate have developed most recently and understand reasons for variance

• If numbers have been stable across years confirm that most recent intake(s) display(s) similar drop-out pattern then before

• Do you experience any noticeable pattern for the drop-outs or do they occur more or less randomly? (E.g. main drop-outs occur after first major exam…)

b. What are the main reasons for the drop-outs you are experiencing in your school? • If not already mentioned ask whether drop-outs are negatively influenced by

o Inadequate teaching staff to student ratio. If yes, determine inadequacy by teaching staff category - Professors - Tutors - Preceptors - Teaching aids (study guides who help students to learn effectively) - Etc. (update in line with other sections of the questionnaire)

o Financial constraints of students o Inadequate accommodation o Inadequate learning environment. If yes, determine inadequacy by category

- classroom space - labs - practical sites - Other

c. What can realistically be done about each cause for dropping out as identified in this conversation? • Hire more teaching staff • Provide increased access to financing • Improve/expand accommodation • Improve/expand learning environment • Other as identified

d. Assuming we would implement the actions as identified to reduce student drop-out

• Define categories of influence for drop out rate, e.g. o Major influence o Medium influence o Minor influence o Not relevant

30

rates, what is a realistic aim in terms of future drop-out rate and by when could we reach it?

2. Minimum quality requirements a. Broadly speaking, what are the key bottlenecks you face today? b. What is the first investment you would make if you had access to additional capital? c. Does your school meet or exceed the following minimum quality requirements for

physical infrastructure & equipment (MINIMUM STANDARDS TO BE DEFINED)? • Classrooms (e.g. 0.7 classrooms per class for a one intake per year model) • Labs (including equipment) • Practical training sites • Library (including access to reference materials) • Computer room • Learning space • Accommodation (students & teachers) • Office space • Kitchen, dining area, laundry etc. • Vehicles • Teaching materials & supplies • What type of additional infrastructure is needed to meet minimum quality

requirements? (Focus on status quo student body, do not consider requirements due to scale-up targets)

d. Does your school meet or exceed the following minimum quality requirements for teaching staff (MINIMUM STANDARDS TO BE DEFINED)? • Professors • Tutors • Etc. (update in line with other sections of the questionnaire) • How many additional teaching staff is needed to meet minimum quality

requirements? (Focus on status quo student body, do not consider requirements due to scale-up targets)

• This section needs significant additional input to determine appropriate proxis to aid the discussion of what adequate minimum requirements are (e.g. teacher to student ratio, numbers of classrooms, cars etc.). Please also refer to the last section for initiatives to optimize utilization of infrastructure and teaching staff which will affect ratios

3. Scaling up Questions Comments

1. Do you have any existing scale-up plans? If any a. How many additional students do you intend to enroll?

• Capture planned # of student intake by program (08 to 12) a. What additional infrastructure do you plan to build to support your scale-up plans

(differentiate from plans to meet minimum quality requirements)? b. If anything, what of these plans has been funded already (only consider definitive

funding commitments or commitments where likeliness of success is close to

•

31

100%)? c. In summary, what is the # of additional students you could additionally take in given

existing funding commitments (only consider definitive funding commitments or commitments where likeliness of success is close to 100%)?

2. Target setting per school Update this section with targets from the Training Plan for the relevant cadres trained at each school

a. The recently published Training Plan sets increased output targets for all medical cadres. For the cadres taught at your school the expected increase is (insert relevant percentages)

b. The relevant target metrics we need to consider are • # of student intake • % of student drop-out rate • # of graduates

c. Since not every school will be able to meet the required increase in outputs we suggest to aim at overachieving the Training Plan targets by ~20%. • This results in a target output number of X (update # during interview based on

Training Plan percentage and actual graduates in 2007) d. Assuming a student drop-out rate of X% (as agreed above) we need the following

intake numbers to meet our graduation target • # of student intake

e. Can we agree the following preliminary metrics for your school (subject to verification through answering the remaining questions of this questionnaire)? • # of student intake

o By year from 2008 to 2017 • % of student drop-out rate

o By year from 2008 to 2017 • # of graduates (computed based on intake, duration or program and drop-out

rate) o By year from 2008 to 2017

•

3. Staff requirements for scale up a. What additional teacher capacity do we need to meet our preliminary intake targets

as just agreed? b. What additional staff capacity (admin & support) do we need to meet our preliminary

intake targets as just agreed? Discuss all ideas on improved teacher utilization and strategies to recruit more teachers if not already mentioned c. Did you have problems in the past recruiting teaching staff and if so, how severe

where these problems?

•

4. Infrastructure requirements for scale up •

32

a. What additional infrastructure needs do you have to meet our preliminary intake targets as just agreed?

Discuss all ideas on improved infrastructure utilization if not already mentioned b. Is there enough land space to build required infrastructure?

5. Do you believe you can attract enough qualified applicants to meet scale up targets? •

4. Initiatives to support optimizing the model and/or scaling up Mention initiatives at any stage during the interview to support discussion around optimizing the status quo or scaling up. Discuss any other relevant initiative not mentioned during earlier parts of the interview now.

Questions Comments 1. Improve utilization of teaching staff

a. Can we introduce technology to substitute teachers? • If so, how and what effect would it have?

o Time savings by teaching staff category b. Can we balance out demand over time by spreading peak demands over time?

• Can we revise the schedule to remove peak demands, e.g. by staggering certain activities over time?

• Can we stagger the intake of students to remove peak demands? c. In case teaching staff seems poorly utilized, model the true demand for teaching

staff. Necessary inputs to model the true demand are (by program and potentially by year of program): • # of hrs each teaching staff can teach classes/labs/practical sites per week • Class size for teaching classes/labs/practical sites • Number of classes per intake for teaching classes/labs/practical sites

•

2. Improve utilization of learning infrastructure (insert this discussion whenever learning infrastructure is bottleneck in status quo or expansion is required for scale up) a. Is there any opportunity to optimize the utilization of learning infrastructure

(classrooms, labs & practical sites)? For example, • Can we increase the number of hours we use classroom/lab space each week?

o Extend teaching hours (start earlier, stop later…) o Use breaks

• Can we balance out demand over time by spreading peak demands over time? o Can we revise the schedule to remove peak demands, e.g. by staggering

certain activities over time? o Can we stagger the intake of students to remove peak demands?

• Can we hire (or access) additional space (or practical sites) to supplement current resources during peak demands?

b. Do you use any software package to help with the optimized use of classroom

• Understand how demands on classroom space changes during total duration of education

•

33

space? c. In case learning infrastructure seems poorly utilized model the true demand for

learning infrastructure. Necessary inputs to model the true infrastructure demand are (by program and potentially by year of program): • Class size for teaching classes/labs/practical sites • Number of classes per intake for teaching classes/labs/practical sites • Availability of learning infrastructure for teaching classes/labs/practical sites

(e.g. 80% of the time from 8am to 6pm = 8 hrs) 3. Improve utilization of teaching staff & infrastructure

a. Can we introduce direct entry options for existing higher level qualifications, e.g. • BSc Nursing? • Others?

o If so, what needs to happen to implement this? b. Can we shorten existing curricula? If yes:

• For which curricula can this be done? o What needs to happen to implement this? o By how much can curricula be shortened (in weeks/months)?

•

4. Improve utilization of accommodation infrastructure (insert this discussion whenever accommodation infrastructure is bottleneck in status quo or expansion is required for scale up) a. Could your school increase the number of day students? E.g. by

• Encouraging those students coming from close by to continue living in their previous accommodation o How many students come from close by (max 15km)? o Could these students continue living in their previous accommodation?

• Providing subsidies for off-campus housing o How much would it cost to provide off-campus housing?

• Would it negatively affect the quality of education if students where to live off-campus?

• If increasing the number of day students is a feasible option what would be a realistic target (in # and by when) o Are there any measures that would need to be taken to achieve the

increase in day students?

•

5. Strategies to hire additional teaching staff a. Can we provide incentives to recruit retired teaching staff?

• If yes, what do we need to do to implement this idea? • How many additional teaching staff are we likely to recruit using this strategy?

b. Can we provide incentives to recruit guest lectures? • If yes, what do we need to do to implement this idea? • How many additional teaching staff are we likely to recruit using this strategy?

34

c. Can we provide incentives to recruit international teaching staff? • If yes, what do we need to do to implement this idea? • How many additional teaching staff are we likely to recruit using this strategy?

6. Additional initiatives a. Do you have any additional ideas how we can improve the current operating model

of your school? E.g. b. Do you have any additional ideas how we can hire more teachers? c. Do you have any additional ideas how we can build additional infrastructure most

effectively?

•

5. HIV Training Questions can be asked any time during the interview

Questions Comments 1. Curriculum review schedule

a. Does your school conduct any curriculum reviews, separate from the reviews done by national curriculum review committee?

b. If so, what are the schedules for these reviews? • Frequency • Months/ dates

• Understand if the school has any curriculum review process that is separate from the national review process

2. Generally speaking, what subjects/areas within the curriculum are in most need of an update or addition?

•

3. Training on the management of HIV a. Does your school currently offer any training on the management of HIV?

• If so, for which programs? b. Does your school currently offer any training specifically on the management of

paediatric HIV? • If so, for which programs?

• Get a general understanding of the baseline training offered on HIV

• Determine what (if any) training is being offered on paediatric HIV

If the school does offer training on the management of HIV or the management of paediatric HIV

4. Is the training part of a national curriculum, or is it an add-on training added by the school? a. General HIV management b. Paediatric HIV management

• Understand if the training is an “extra” that is school specific

5. What materials are being used to facilitate the trainings? Who helped to create these materials? a. General HIV management b. Paediatric HIV management

• If the Paediatrc ART Training Course Manual is used, is it being followed module by module?

• Identify at a high level if resources are available

35

6. Is there a practical component to the trainings? If so, how long is this practical component? a. General HIV management b. Paediatric HIV management

• Understand if students receive any hands on training

If the school does offer training on the management of HIV or the management of paediatric HIV

7. Do you have plans to introduce training on this topic? a. General HIV management b. Paediatric HIV management

• Understand if there is any interest in this material

8. If so, how soon do you plan to introduce this topic? a. General HIV management b. Paediatric HIV management

• Determine if there is a timeline in mind for introducing training on the management of HIV

36

Annex 2. Individual TI scale-up plans (government TIs first, private TIs at the end)

23 July 2008

Projected Graduates

050

100150200250300350

• Teaching staff: • Tutor hires: 3 (Jan 2012); 1 (Jul 2012)• Clinical teacher hires: 20 as soon as possible; 3 (Jan 2011); 1

(Jul 2011); 4 (Jan 2012); 1 (Jul 2012)• Classrooms/skills labs:

• Build basic lecture theatre of capacity 100 by Jan 2009 using government funding already transferred to Chainama

• Build lecture theatre of capacity 200 and a basic lecture theatre of capacity 100 by Jan 2010

• Refurbish existing classrooms and equip student classrooms of capacity ≥70 with audio equipment by Jan 2010

• Build 4 new classrooms each of capacity 50 by Jan 2010• Update equipment for 3 existing skills labs by Jan 2010• Build 3 practical suites each of capacity 8 by Jan 2010

• Student accommodation: • Build capacity for on-campus housing for 40 by Jan 2010; 170

more by Jan 2011; 130 more by Jan 2012• Build capacity for off-campus for 80 Clinical Officers at

relevant practical sites by Jan 2010; for additional 30 COs by Jan 2011 and for another 35 COs by Jan 2012

• Library: • Build library with seating space for 280 students by Jan 2010• Purchase missing books by Jan 2010

• Kitchen/Dining and other support infrastructure: • Expand kitchen and build dining facility for 550 by Jan 2010• Build new sports complex by Jan 2010

• Faculty offices: Build offices for capacity 20 as soon as possible, 4 more by Jan 2011, 9 more by Jan 2012

• Computers: • Purchase 10 computers by Jan 2010; 10 more by Jan 2012

• Vehicles: Purchase bus of capacity 65 by Jan 2010

Key actions to achieve targets

Chainama College of Health Sciences is one of Zambia’s few multi-cadre training institutions. Some cadres such as Clinical Officers are currently exclusively trained at Chainama. The College is located in Lusaka. Chainama is currently reducing its student intakes in an attempt to counteract overcrowding. In 2008 Chainama was over capacity by 53%. Reduced intakes will bring overcapacity down to 31% in 2009 and 6% in 2010.Priorities: (1) Classroom (2) Student accommodation (3) Kitchen & dining

Context

• Expand intakes stepwise for all cadres from 2009 onwards• Maintain current attrition rate of 5-10% going forward• Produce ≥330 graduates annually from 2013 onwards

Overall direction & targets

Chainama College of Health Sciences

With scale-up investment

Current capacity Actual (school’s historic and planned)

Meeting recommended quality standards for infrastructure and faculty

One-off costs (USD '000) - Gap only Total08-12

Current needs Scale-up 08 09 10 11 12

Total one-off costs 5,863 221 5,643 210 3,048 1,334 1,164 107 - Hire add'l teaching staff (recruiting only) 53 29 24 29 - - 6 18 - Build new classroom 159 - 159 - 159 - - - - Build new basic Lecture Theatre 309 - 309 - 309 - - - - Refurbish/expand existing classrooms 102 - 102 - 102 - - - - Build new skills lab 26 - 26 - 26 - - - - Update skills lab and equipment 41 10 31 - 41 - - - - Build new student accom. 3,218 - 3,218 - 776 1,324 1,118 - - Build new library 408 - 408 - 408 - - - - Buy new/add'l books 102 - 102 - 102 - - - - Build/update kitchen/dining facility 856 - 856 - 856 - - - - Build new staff office 310 181 129 181 - - 39 90 - Buy new computers 21 - 21 - 10 10 - - - Purchase /repair transportation vehicles 68 - 68 - 68 - - - - Build new sports complex 292 - 292 - 292 - - -

Recurring costs (USD '000) - Gap only Total08-12


Total recurring costs 5,617 1,142 4,474 218 223 789 1,742 2,645- Recurring salary add'l tutor 41 - 41 - - - - 41 - Recurring salary add'l clinical teacher 684 603 81 115 118 120 148 183 - Housing allowance urban (Category A) 635 540 96 103 105 108 133 187 - Recurring cost add'l multi-program student 4,256 4,256 - - 561 1,461 2,234

37

23 July 2008

The Chikankata College of Biomedical Sciences is located in Mazabuka district and sponsored by the Salvation Army. Currently building new accommodation blocks, kitchen and dining facilities, and classroom blocks using funding from the MOH and the Clinton Foundation, the extremely constrained current infrastructure will be, as led by its strong management, dramatically expanded by December 2008. If the school’s current plan is carried out without additional investment, the school will be over capacity by 8% starting in 2009 onwards.Priorities: (1) Faculty (2) Transport to practical sites (3) Teaching materials

Context

Chikankata College of Biomedical Sciences

• Faculty: • Biomedical clinical teachers hires: 2 (Jan 2010)

• Classrooms/Skills lab• Purchase teaching materials as soon as possible• Purchase new equipment for clinical lab as soon as

possible• Student accommodation:

• Build capacity for 16 by Jan 2009; 22 more by Jan 2010• Library: Build a library for capacity 25 by Jan 2009• Faculty offices/accommodation:

• Build offices for capacity 4 Jan 2009; 2 more by Jan 2010

• Increase accommodation capacity by 2 by Jan 2010• Computers: Purchase 2 in Jul 2008; 2 more by Jul 2009; 1 more by

Jan 2011• Vehicles: Purchase minibus with capacity 30 as soon as possible

Key actions

• Increase biomedical diploma intake from current 30 to 50 from Jul 2010 onwards

• Reduce current 10% drop-out rate to <5%• Produce ≥48 biomedical technologists graduates by Jul 2013

School-determined targets




Projected Graduates

0

10

20

30

40

50



Total one-off costs 492 237 255 215 276 - 1 - - Hire add'l teaching staff (recruiting only) 3 - 3 - 3 - - - - Update chem/biomed lab and equipment 20 20 - - 20 - - - - Build new student accom. 243 101 142 101 142 - - - - Build new library 36 36 - 36 - - - - - Buy new/add'l books 5 5 - 5 - - - - - Build new staff office 61 40 21 40 21 - - - - Build new teacher accom. 88 - 88 - 88 - - - - Buy new computers 5 4 1 2 2 - 1 - - Purchase /repair transportation vehicles 30 30 - 30 - - - - - Purchase teaching materials 1 1 - 1 - - - -



Total recurring costs 776 24 752 - 94 192 242 248 - Recurring salary add'l clinical teacher 43 24 19 - 6 12 12 13 - Recurring cost add'l multi-program student 733 733 - 88 180 230 236

38

23 July 2008

Key actions

Chikankata School of Nursing and Midwifery is located in Mazabuka district and is co-located with the biomedical college. Sponsored by the Salvation Army, Chikankata currently shares a great deal of its infrastructure with the mission, hospital, and biomedical college to due scarce resources. If the school’s current plan is carried out without additional investment, the school will be over capacity by 21% starting in 2009 and 75% from 2010 onwards.Priorities: (1) Classrooms (2) Student accommodation (3) Faculty

Context


Chikankata School of Nursing & Midwifery

• Faculty: • RN tutor hires: 1 (Jan 2010)• RN clinical teachers: 2 (Jul 2008); 3 (Jan 2009); 1 (Jan

2010)• Classrooms:

• Purchase furniture to maximize capacity of existing classrooms as soon as possible

• Purchase equipment of existing skills lab as soon as possible

• Repair infrastructure of existing classrooms as soon as possible

• Build classroom of capacity 50 by Jan 2010• Student accommodation: Build capacity for 20 by Jan 2009; 44

more by Jul 2010• Library:

• Purchase additional books for library as soon as possible

• Repair infrastructure of existing library as soon as possible

• Build library of capacity 34 by Jan 2010• Kitchen/Dining hall:

• Build new dining hall of capacity 33 by Jan 2010• Faculty offices and accommodation:

• Build offices for capacity 10 Jan 2009; 2 more Jan 2010• Increase accommodation capacity by 13 by Jan 2009; 2

more by Jul 2010• Computers: Purchase 5 computers by Jul 2008; 3 more by Jan

2010• Vehicles: Purchase minibus with capacity 26 by Jan 2009

• Introduce RN program with intake of 50 from Jan 2008 onwards• End EN program after Jan 2007 intake• Increase EM intake from 10 to 30 from July 2009 onwards• Produce ≥47 RN graduates from Dec 2010 onwards• Produce ≥28 EM graduates from Jul 2010 onwards




Projected Graduates

01020304050607080



Total one-off costs 1,396 880 516 850 457 90 - - - Hire add'l teaching staff (recruiting only) 11 7 4 7 4 - - - - Build new classroom 40 - 40 - 40 - - - - Refurbish/expand existing classrooms 5 5 - 5 - - - - - Update skills lab and equipment 31 31 - - 31 - - - - Build new student accom. 411 126 284 126 284 - - - - Build new library 50 - 50 - 50 - - - - Refurbish/expand existing library 1 1 - 1 - - - - - Buy new/add'l books 8 8 - 8 - - - - - Build/update kitchen/dining facility 25 - 25 - 25 - - - - Build new staff office 121 101 21 101 21 - - - - Build new teacher accom. 647 557 90 557 - 90 - - - Buy new computers 8 5 3 5 3 - - - - Purchase /repair transportation vehicles 39 39 - 39 - - - -


Current needs

Scale-up 08 09 10 11 12

Total recurring costs 1,164 183 982 29 111 334 342 350 - Recurring salary add'l tutor 35 20 15 - 5 10 10 10 - Recurring salary add'l clinical teacher 172 163 9 29 32 36 37 38 - Recurring cost add'l nursing/midw student 957 957 - 74 288 295 302

39

23 July 2008

Key actions

Chilonga School of Nursing, located 30 km from Mpika, currently has an EN and EM program. New and complete renovations of the Midwifery School were finished in 2004, carried out by the Ministry of Health supported with funding from Irish AID. If the school’s current plan is carried out without additional investment, the school will be over capacity by 27% starting in 2008 onwards.Priorities: (1) Student accommodation (2) Transport to practical sites (3) Faculty

Context


Chilonga School of Nursing

• Faculty: • EN tutor hires: 1 (Jul 2008); 1 (Jul 2011)• EN clinical teacher hires: 1 (Jul 2008)

• Classrooms/Skills lab: • Purchase furniture to maximize capacity of existing

classrooms as soon as possible• Purchase equipment for existing skills labs as soon as


• Build capacity for 30 by Jul 2010; 22 more by Jul 2012• Library:

• Purchase books for existing library as soon as possible• Purchase furniture to maximize capacity of existing

library as soon as possible• Kitchen/Dining hall:

• Refurbish existing kitchen as soon as possible• Purchase furniture to maximize capacity of existing

dining hall as soon as possible• Faculty offices/accommodation:

• Increase accommodation capacity by 2 by Jan 2009; 1 more by Jul 2011

• Computers: Purchase 4 computers by Jan 2009; 3 by Jul 2010• Vehicles:

• Repair existing minibus as soon as possible• Purchase minibus with capacity 30 by Jul 2010

• Other: Expand access to practical sites, including Mpika Hospital

• Increase EN intake from current 30 to 50 from Jul 2010 onwards• Increase EM intake from current 30 to 50 from Jul 2010 onwards• Produce ≥48 EN graduates from Jun 2012 • Produce ≥48 EM graduates from Jun 2011 onwards




Projected Graduates

0

20

40

60

80

100



Total one-off costs 506 107 400 73 33 234 13 153 - Hire add'l teaching staff (recruiting only) 6 4 2 4 - - 2 - - Refurbish/expand existing classrooms 2 2 - 2 - - - - - Update skills lab and equipment 40 40 - 30 10 - - - - Build new student accom. 351 - 351 - - 199 - 153 - Refurbish/expand existing library 0 0 - 0 - - - - - Buy new/add'l books 10 10 - 10 - - - - - Build/update kitchen/dining facility 19 19 - - 19 - - - - Build new staff office 31 20 11 20 - - 11 - - Buy new computers 7 4 3 - 4 3 - - - Purchase /repair transportation vehicles 39 7 32 7 - 32 - -



Total recurring costs 744 79 665 25 26 170 258 264 - Recurring salary add'l tutor 69 49 20 9 10 10 20 20 - Recurring salary add'l clinical teacher 30 30 - 6 6 6 6 6 - Recurring cost add'l nursing/midw student 645 645 10 11 155 232 237

40

23 July 2008

• Faculty: • RN tutor hires: 1 (Jul 2009); 1 (Jul 2011)• RN clinical teacher hires: 3 (Jul 2008); 1 (Jul 2010)• DEM tutor hires: 1 (Jul 2008); 1 (Jan 2009)• DEM clinical teacher hires: 1 (Jan 2009)

• Classrooms/Skills lab: • Build classroom for capacity 40 by Jan 2009; 70 more

capacity classroom by Jul 2011• Remove partition between classrooms to create a

classroom for capacity 70 by July 2010• Purchase equipment for existing skills lab as soon as

possible• Build skills lab for capacity 25 by Jul 2009

• Student accommodation:• Purchase furniture to upgrade existing accommodation

as soon as possible• Build capacity for 50 by Jan 2009; 50 more by Jul 2010;

34 more by Jul 2012• Library:

• Purchase books for existing library as soon as possible• Increase library capacity by 36 seats by Jul 2009

• Kitchen/Dining hall: • Purchase furniture to maximize capacity of existing

dining hall as soon as possible• Build dining hall for capacity 60 by Jul 2010

• Faculty offices/accommodation:• Increase capacity for each by 8 by Jan 2009; 2 more by

Jul 2011• Computers: Purchase 4 computers by Jul 2009; 4 by Jul 2012• Vehicles: Purchase minibus with capacity 30 by Jul 2010

Key actions

Chipata Schools of Nursing and Midwifery have an RN and a DEM program. The school was recently expanded and refurbished utilizing funding from Irish Aid, and the potential for scale up have been carefully evaluated by the experienced school management. If the school’s current plan is carried out without additional investment, the school will be over capacity by 41% starting in 2008, 87% by 2009 and 164% 2010 onwards.Priorities: (1) Faculty (2) Classrooms (3) Student accommodation

Context

• Increase RN intake from current 37 to 50 from Jul 2008 and 50 to70 from Jul 2010 onwards

• Maintain DEM at current intake of 40; consider expansion of program after evaluation of pilot phase

• Produce ≥47 RN graduates from Jun 2011 and ≥66 RN graduates from Jun 2013 onwards

• Produce ≥38 DEM graduates from Dec 2009 onwards


Chipata Schools of Nursing & Midwifery




Projected Graduates

0

20

40

60

80

100

120



Total one-off costs 1,951 1,145 806 722 423 413 153 240 - Hire add'l teaching staff (recruiting only) 16 13 4 10 2 2 2 - - Build new classroom 89 31 58 31 - - 58 - - Refurbish/expand existing classrooms 2 - 2 - - 2 - - - Build new skills lab 27 27 - - 27 - - - - Update skills lab and equipment 10 10 - 10 - - - - - Update chem/biomed lab and equipment 1 1 - - 1 - - - - Build new student accom. 883 316 567 316 - 331 - 236 - Refurbish existing student accom. 1 1 - 1 - - - - - Refurbish/expand existing library 37 37 - - 37 - - - - Buy new/add'l books 11 11 - 11 - - - - - Build/update kitchen/dining facility 46 0 46 0 - 46 - - - Build new teacher accom. 786 694 92 343 351 - 92 - - Buy new computers 8 4 4 - 4 - - 4 - Purchase /repair transportation vehicles 32 - 32 - - 32 - -



Total recurring costs 2,324 453 1,871 158 354 509 607 696 - Recurring salary add'l tutor 158 137 20 19 29 29 40 41 - Recurring salary add'l clinical teacher 139 121 19 23 24 30 31 32 - Housing allowance semi-urban (Cat. B) 206 195 11 21 42 43 50 51 - Recurring cost add'l nursing/midw student 1,821 1,821 96 260 406 486 573

41

23 July 2008

• Faculty: • RN clinical teacher hires: 2 (Jul 2009); 1 more by Jan

2010; 2 more by Jan 2012• Classrooms/Skills lab:

• Purchase equipment for existing skills lab as soon as possible

• Build classroom for capacity 50 by Jan 2011• Student accommodation:

• Build capacity for 24 by Jan 2010; 10 more by Jan 2011; 26 more by Jan 2012; 16 more by Jan 2013

• Library: • Purchase books for existing library as soon as possible• Increase library capacity by 15 seats by Jan 2012

• Kitchen/Dining hall: • Build kitchen to serve 100 as soon as possible• Increase dining hall capacity 34 by Jan 2011

• Faculty offices/accommodation:• Faculty accommodation is offered by the respective

forces and is therefore not a problem and does not need to be provided by the schools

• Computers: Purchase 4 computers by Jul 2009; 4 by Jul 2012• Vehicles: Purchase minibus with capacity 30 as soon as possible• Other: Build recreational facilities for students

Key actions

The Defense School of Nursing, under the Ministry of Defense, will accept its first intake for January 2009, most likely for Enrolled Nursing (while they have considered a lab technician school, EN was used for analysis since it is more likely). The school is undergoing major rehabilitation, as the infrastructure was formerly property of ANC and recently handed over to the defense unit. Without further investment, the school will continue to operate 97% above capacity. Priorities: (1) Student accommodation (2) Classrooms (3) Transport to practical sites

Context

• Gradually increase EN annual intake from 24 in Jan 2009 to 50 from Jan 2012 onwards

• Produce ≥22 EN graduates from Dec 2011 and ≥48 EN graduates from Dec 2014 onwards


Defence Force School of Health Sciences




Projected Graduates

05

101520253035404550

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017



Total one-off costs 769 159 611 156 160 133 179 142 - Hire add'l teaching staff (recruiting only) 8 3 5 - 5 - 3 - - Build new classroom 41 - 41 - - 41 - - - Update skills lab and equipment 30 30 - 30 - - - - - Build new student accom. 509 - 509 - 155 66 176 111 - Build new library 23 - 23 - - - - 23 - Buy new/add'l books 5 3 3 3 - - - 3 - Build/update kitchen/dining facility 105 79 26 79 - 26 - - - Buy new computers 8 4 4 4 - - - 4 - Purchase /repair transportation vehicles 30 30 - 30 - - - - - Purchase recreational hall furniture 10 10 - 10 - - - -



Total recurring costs 882 61 821 - 99 191 244 348 - Recurring salary add'l clinical teacher 95 61 34 - 15 18 31 32 - Recurring cost add'l nursing/midw student 787 787 - 84 173 214 317

42

23 July 2008The Dental Training School is the only institution for dental training in Zambia. There is currently no degree program for dentistry; however, the DTS offers 3-year diploma programs for both dental therapists and technologists, with an eventual objective of introducing a 7-year degree-level dental surgeon program (not included below). The school owns open land, but infrastructure scale-up funding has not been readily available. If the school’s current plans are carried out without additional investment, the school will be over capacity by 19% starting in 2009 and 77% from 2010 onwards.Priorities: (1) Student accommodation (2) Classrooms (3) Library

Context

Dental Training School

• Faculty: • Tutor hires: 1 (Jan 2011)• Clinical teachers: 2 (Jul 2008); 3 (Jan 2010); 3 (Jan2012)

• Classrooms/Skills lab: • Build and equip a skills lab for 25 as soon as possible• Build classroom of capacity 60 as soon as possible; build

another of capacity 50 by Jan 2010; build another of capacity 25 by Jul 2011

• Student accommodation:• Purchase furniture (study table and chairs) to upgrade

existing accommodation for 26• Build capacity for 60 by Jan 2010; 30 more by Jan 2011;

40 more by Jan 2012• Library:

• Purchase books and upgraded materials and build library of capacity 43 as soon as possible

• Kitchen/Dining hall: • Purchase furniture for existing dining hall (for 20) and

equipment for kitchen as soon as possible• Expand dining hall by capacity 50 by Jan 2011

• Faculty offices/accommodation:• Build offices of capacity 4 by Jan 2009; 4 more by Jan

2010; 3 more by Jan 2012• Increase accommodation capacity by 10 by Jan 2008; 3

more by Jan 2010; 2 more by Jan 2011; 2 more by Jan 2012

• Computers: Purchase 3 computers by Jul 2008; 2 more by Jan2010; 2 more by Jan 2011; 2 more by Jan 2012

• Vehicles: Purchase minibus with capacity 30 by as soon as possible

Key actions

• Increase dental therapist intake from current 20 to 50 from Jul 2010 onwards

• Increase current dental technologist from intake of 8 every 3 years to intake of 8 every year

• Produce ≥48 dental therapist graduates from Jun 2013 onwards• Produce ≥7 dental technologist graduates from Jun 2013 onwards





Projected Graduates

0

10

20

30

40

50

60

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017



Total one-off costs 1,329 282 1,048 282 475 242 331 - - Hire add'l teaching staff (recruiting only) 14 3 12 3 5 2 5 - - Build new classroom 107 46 60 46 40 - 21 - - Build new skills lab 27 27 - 27 - - - - - Update skills lab and equipment 30 30 - 30 - - - - - Build new student accom. 858 - 858 - 388 199 271 - - Refurbish existing student accom. 5 5 - 5 - - - - - Build new library 61 61 - 61 - - - - - Buy new/add'l books 6 6 - 6 - - - - - Build/update kitchen/dining facility 68 29 39 29 - 39 - - - Build new staff office 114 40 74 40 41 - 32 - - Buy new computers 9 3 6 3 2 2 2 - - Purchase /repair transportation vehicles 30 30 - 30 - - - -



Total recurring costs 1,459 399 1,060 63 81 288 440 587 - Recurring salary add'l tutor 30 - 30 - - 10 10 10 - Recurring salary add'l clinical teacher 162 97 65 11 21 30 49 51 - Housing allowance urban (Category A) 377 303 75 51 61 75 94 96 - Recurring cost add'l nursing/midw student 889 889 - - 173 287 430

43

23 July 2008

• Initiate talks between Ministry of Science and Technology, Evelyn Hone College and Ministry of Health as soon as possible to agreeon future location of Health Science department (and supervision)

• Only execute this plan if there is no change in location• Teaching staff:

• Lecture hires: 12 as soon as possible; 4 (Jan 2011); 3 (Jan 2012); 5 (Apr 2013); 1 (Apr 2014)

• Clinical teacher hires: 5 (Jan 2011); 7 (Jan 2012); 6 (Jan 2013)Classrooms/labs:

• Build 2 basic lecture theatres of capacity 100 by end of 2009, 4more by end of 2010 and 2 more by end of 2011

• Build 2 basic lecture theatres of capacity 80 by end of 2010• Refurbish and restock existing laboratories by end of 2009

• Student accommodation: • Build capacity for 200 by end of 2009; 300 more by end of

2010; 300 more by end of 2011, 300 more by end of 2012, 300 more by end of 2013

• Library: • Build library with seating space for 400 students by end of 2010• Purchase missing books by end of 2010

• Kitchen/Dining and other support infrastructure: • Build kitchen for ~1,000 students by end of 2010 and maintain

the option to enlarge kitchen to cater for 500 add’l students • Build dining facility for 750 students by end of 2010

• Faculty offices: Build offices of capacity 20 by end of 2010; 20 more by end of 2011; 10 more by end of 2012

• Computers: Purchase 40 computers by end of 2010; 15 more by end of 2011; 10 more by end of 2012; 15 more by end of 2013


Evelyn Hone College of Health Sciences is one of Zambia’s few multi-cadre training institutions. Health Sciences is one department within Evelyn Hone College. Evelyn Hone College and the Health Science department fall under the Ministry of Science and Technology. Two options are being considered for the future of Health Science department: A) to remain within current Evelyn Hone campus or B) to re-open the Health Science department at an independent location. Additionally, responsibility could be shifted to Ministry of Health to simply funding and supervisionPriorities: (1) Classrooms (2) Teaching staff (3) Student accommodation

Context

• Expand intakes to 80 for Radiography and to 100 for all other pre-service cadres from 2011 onwards

• Reduce current attrition of ~10-15% to <10% from 2011 onwards• Produce ≥470 graduates annually from 2014 onwards


Evelyn Hone College of Health Sciences




Projected Graduates

0

100

200

300

400

500



Total one-off costs 13,934 26 13,908 26 1,731 4,944 2,483 4,750- Hire add'l teaching staff (recruiting only) 86 26 60 26 - - 17 43 - Build new basic Lecture Theatre 1,013 - 1,013 - 206 591 216 - - Build new chem/biomed lab 27 - 27 - 27 - - - - Update chem/biomed lab and equipment 205 - 205 - 205 - - - - Build new student accom. 9,477 - 9,477 - 1,293 1,986 2,033 4,165 - Build new library 597 - 597 - - 597 - - - Buy new/add'l books 157 - 157 - - 157 - - - Build/update kitchen/dining facility 1,834 - 1,834 - - 1,402 - 432 - Build new staff office 537 - 537 - - 211 216 111



Total recurring costs 5,730 1,423 4,307 296 324 349 1,650 3,112- Recurring salary add'l tutor 760 587 173 112 115 117 160 256 - Recurring salary add'l clinical teacher 144 - 144 - - - 31 114 - Housing allowance urban (Category A) 1,061 836 225 159 163 167 221 351 - Recurring cost add'l multi-program student 3,764 3,764 24 46 64 1,238 2,391

Option A: Health Science remains at current location

44

23 July 2008

• Initiate talks between Ministry of Science and Technology, Evelyn Hone College and Ministry of Health as soon as possible to agreeon future location of Health Science department (and supervision)

• Only execute this plan if new location has been identified• Teaching staff:

• Lecture hires: 12 as soon as possible; 4 (Jan 2012); 3 (Jan 2013); 5 (Apr 2014); 1 (Apr 2015)

• Clinical teacher hires: 5 (Jan 2012); 7 (Jan 2013); 6 (Apr 2014)Classrooms/labs:

• Build 6 basic lecture theatres of capacity 100 by end of 2011 and 2 more by end of 2012

• Build 2 basic lecture theatres of capacity 80 by end of 2011• Build and equip 2 biomed labs of capacity 25 and 2 pharmacy

labs of capacity 25 by end of 2011• Student accommodation:

• Build capacity for 1,000 by end of 2011; 300 more by end of 2012; 250 more by end of 2013

Library: • Build library with seating space for 400 students by end of 2011• Purchase missing books by end of 2011

• Kitchen/Dining and other support infrastructure: • Build kitchen for ~1,500 students by end of 2011• Build dining facility for 750 students by end of 2011

• Faculty offices: Build offices of capacity 50 by end of 2011 and 10 more by end of 2012

• Computers: Purchase 55 computers by end of 2011; 10 more by end of 2012; 15 more by end of 2013


Evelyn Hone College of Health Sciences is one of Zambia’s few multi-cadre training institutions. Health Sciences is one department within Evelyn Hone College. Evelyn Hone College and the Health Science department fall under the Ministry of Science and Technology. Two options are being considered for the future of Health Science department: A) to remain within current Evelyn Hone campus or B) to re-open the Health Science department at an independent location. Additionally, responsibility could be shifted to Ministry of Health to simply funding and supervisionPriorities: (1) Classrooms (2) Teaching staff (3) Student accommodation

Context

• Expand intakes to 80 for Radiography and to 100 for all other pre-service cadres from 2012 onwards

• Reduce current attrition of ~10-15% to <10% from 2012 onwards• Produce ≥470 graduates annually from 2015 onwards


Evelyn Hone College of Health Sciences




Projected Graduates

0

100

200

300

400

500



Total one-off costs 15,422 26 15,396 26 - - 11,158 4,237- Hire add'l teaching staff (recruiting only) 87 26 60 26 - - - 60 - Build new basic Lecture Theatre 1,042 - 1,042 - - - 821 221 - Build new chem/biomed lab 115 - 115 - - - 115 - - Update chem/biomed lab and equipment 215 - 215 - - - 215 - - Build new student accom. 10,596 - 10,596 - - - 6,778 3,817 - Build new library 612 - 612 - - - 612 - - Buy new/add'l books 161 - 161 - - - 161 - - Build/update kitchen/dining facility 1,857 - 1,857 - - - 1,857 - - Build new staff office 651 - 651 - - - 540 111 - Buy new computers 87 - 87 - - - 59 27



Total recurring costs 5,609 1,423 4,186 296 324 349 1,529 3,112- Recurring salary add'l tutor 720 587 133 112 115 117 120 256 - Recurring salary add'l clinical teacher 114 - 114 - - - - 114 - Housing allowance urban (Category A) 1,012 836 175 159 163 167 171 351 - Recurring cost add'l multi-program student 3,764 3,764 24 46 64 1,238 2,391

Option B: Health Science transfers to new location

45

23 July 2008

Kabwe Schools of Nursing and Midwifery introduced an EN program in 2007 to complement its current EM program. Also recently supported by funding from the African Development Bank, extensive infrastructural expansion and procurement of teaching/study supplies has taken place. If the school’s current plan is carried out without additional investment, the school be operating at maximum capacity.Priorities: (1) Student accommodation (2) Classroom (3) Dining furniture

Context

Kabwe Schools of Nursing & Midwifery

• Faculty: • EN clinical teachers: 2 (Jul 2010); 1 (Jul 2011)

• Classrooms/Skills lab: • Build classroom of capacity 50 by Jul 2011

• Student accommodation: • Repair infrastructure of existing accommodation • Build capacity for 8 by Jan 2009; 32 more by Jul 2010;

28 more by Jun 2012• Library:

• Purchase books for existing library as soon as possible• Build library of capacity 20 by Jul 2010

• Kitchen/Dining hall: • Purchase furniture for existing dining hall as soon as

possible• Purchase equipment for existing kitchen as soon as

possible• Faculty offices/accommodation:

• Build offices for capacity 4 by Jan 2009; 2 more by Jul 2010; 1 more by Jul 2011

• Increase accommodation capacity by 8 by Jul 2008; 2 more Jul 2010; 1 more by Jul 2011

• Computers: Purchase 2 in Jul 2011

Key actions

• Increase EN intake from current 30 to 50 from Jul 2010 onwards• Increase EM intake from current 30 to 50 from Jul 2010 onwards• Reduce current 10% EN drop-out rate to <5%• Produce ≥48 EN graduates by July 2012• Produce ≥48 EM graduates by July 2011


Projected Graduates

0

20

40

60

80

100






Total one-off costs 624 101 522 90 15 270 55 194 - Hire add'l teaching staff (recruiting only) 5 - 5 - 3 - 2 - - Build new classroom 42 - 42 - - - 42 - - Build new student accom. 457 51 406 51 - 212 - 194 - Refurbish existing student accom. 3 3 - 3 - - - - - Build new library 30 - 30 - - 30 - - - Buy new/add'l books 5 - 5 - - 5 - - - Build/update kitchen/dining facility 16 12 4 - 12 4 - - - Build new staff office 65 36 29 36 - 19 10 - - Buy new computers 2 - 2 - - - 2 -



Total recurring costs 1,402 240 1,162 144 153 303 396 405 - Recurring salary add'l clinical teacher 55 24 31 - 6 12 18 19 - Housing allowance urban (Category A) 260 216 44 41 42 54 61 62 - Recurring cost add'l nursing/midw student 1,086 1,086 103 105 237 317 324

46

23 July 2008

Kalene School of Nursing was re-opened in Jan 2008 for a 2-year Enrolled Nursing program, after having been shut down for many years. The MoH has completed renovations on an administrative block, male & female hostels, 1 classroom, a kitchen, and a dinning room. If the school’s current plan is carried out without additional investment, the school will be over capacity by 107% from 2009 onwards.Priorities: (1) Faculty, (2) Student accommodation (3) Skills lab space and equipment

Context

Kalene School of Nursing

Key actions


• Faculty: • EN tutor hires: 2 (Jan 2009); 1 (Jul 2011)• EN clinical teacher hires: 1 (Jan 2009); 1 (Jan 2011)

• Classrooms/Skills lab: • Build skills lab with capacity 25 by January 2009

• Student accommodation:• Build capacity for 30 by Jan 2009; 20 more by Jan

2010; 20 more by Jan 2011• Library:

• Build library of capacity 25 by Jan 2010; procure books• Faculty offices/accommodation:

• Increase office capacity by 5 by Jan 2009; 1 more by Jan 2011

• Complete construction of 2 MoH-funded houses• Increase accommodation capacity by 2 by Jan 2009; 1

more by Jul 2011• Computers: Purchase 3 computers by Jan 2009; 2 by Jul 2011• Vehicles:

• Repair existing vehicle as soon as possible• Purchase minibus with capacity 30 by Jan 2009

• Increase EN intake from current 30 to 50 from Jan 2010 onwards• Produce ≥47 EN graduates from Dec 2012 onwards

Projected Graduates

0

10

20

30

40

50






Total one-off costs 771 413 358 361 227 183 - - - Hire add'l teaching staff (recruiting only) 10 6 4 6 - 4 - - - Build new skills lab 27 27 - 27 - - - - - Update skills lab and equipment 20 20 - - 20 - - - - Build new student accom. 451 189 262 189 129 132 - - - Build new library 36 - 36 - 36 - - - - Buy new/add'l books 5 5 - 5 - - - - - Build new staff office 55 45 9 45 9 - - - - Build new teacher accom. 131 86 45 86 - 45 - - - Buy new computers 5 3 2 3 - 2 - - - Purchase /repair transportation vehicles 31 31 - - 31 - - -



Total recurring costs 976 128 848 24 130 221 296 303 - Recurring salary add'l tutor 128 98 30 19 19 29 30 31 - Recurring salary add'l clinical teacher 49 30 19 6 6 12 12 13 - Recurring cost add'l nursing/midw student 799 799 - 105 180 254 260

47

23 July 2008

Kasama School of Nursing, located in town next to Kasama hospital, currently has a 3-year RN program and will have their first intake of DEM students in January 2009. They recently renovated 2 old accommodation blocks to house the new midwifery students. The school does not have a kitchen or dining hall. If the school’s current plan is carried out without additional investment, the school will be over capacity by 108% starting in 2008, 152% by 2009 onwards.Priorities: (1) Classrooms (2) Faculty (3) Student accommodation

Context

Kasama School of Nursing

• Faculty: • RN tutor hires: 1 (Jan 2011)• RN clinical teacher hires: 5 (Jul 2008); 2 (Jan 2010)• DEM tutor hires: 2 (Jan 2009)• DEM clinical teacher hires: 1 (Jan 2009)

• Classrooms/Skills lab: • Purchase teaching materials as soon as possible• Renovate existing classrooms• Build classroom of 70 capacity Jan 2009; 1 more 70

capacity classroom by Jan 2010• Build skills lab of capacity 25 capacity by Jan 2009


as soon as possible• Build capacity for 50 by Jan 2010; 20 more by Jan 2012

• Library: • Purchase books, furniture for existing library as soon as

possible• Increase library capacity by 40 seats by Jan 2010

• Kitchen/Dining hall: • Build kitchen as soon as possible• Build 75 capacity dining hall as soon as possible• Build dining hall of capacity 70 by Jan 2010

• Faculty offices/accommodation:• Build offices for capacity 12 by Jan 2009; 2 more by Jul

2011; 1 more by Jan 2012• Increase accommodation by capacity 15 by Jan 2009; 2

more by Jan 2011; 1 more by Jan 2012• Computers: Purchase 4 computers by Jan 2009; 5 by Jan 2010• Vehicles: Purchase minibus with capacity 26 by Jan 2010• Other: Purchase furniture for student lounge

Key actions

• Increase RN intake from current 50 to 70 from Jan 2010 onwards• Introduce DEM program in Jan 2009 with annual intake of 40• Produce ≥67 RN graduates from Jan 2013• Produce ≥38 DEM graduates from Dec 2010 onwards• Accept 15 day students per RN intake from Jan 2009 onwards


s




Projected Graduates

0

20

40

60

80

100

120



Total one-off costs 1,067 356 711 260 155 481 22 149 - Hire add'l teaching staff (recruiting only) 19 13 5 13 3 - 2 - - Build new classroom 110 54 55 54 55 - - - - Refurbish/expand existing classrooms 2 2 - - 2 - - - - Build new skills lab 27 27 - - 27 - - - - Update skills lab and equipment 10 10 - - 10 - - - - Build new student accom. 470 - 470 - - 331 - 139 - Build new library 60 - 60 - - 60 - - - Buy new/add'l books 11 11 - 11 - - - - - Build/update kitchen/dining facility 154 100 54 44 56 54 - - - Build new staff office 138 109 29 109 - - 19 10 - Buy new computers 9 4 5 4 - 5 - - - Purchase /repair transportation vehicles 28 - 28 - - 28 - - - Purchase teaching materials 2 1 2 1 - 1 - 0 - Purchase recreational hall furniture 3 - 3 - - 3 - -



Total recurring costs 1,981 341 1,640 92 201 469 567 652 - Recurring salary add'l tutor 118 98 20 19 19 20 30 31 - Recurring salary add'l clinical teacher 224 205 19 34 41 48 49 51 - Housing allowance semi-urban (Cat. B) 185 39 146 39 - 46 50 51 - Recurring cost add'l nursing/midw student 1,455 1,455 - 140 356 438 520

48

23 July 2008

Kitwe School of Nursing and Midwifery is the oldest nursing school in the country; however, the current RM program was only introduced in 2005. Now running both an RN and RM program, this urban school has already revised infrastructure scale-up plans in light of national training targets. If the school’s current plan is carried out without additional investment, the school will be over capacity by 63% starting in 2008 and 70% in 2009 onwards.Priorities: (1) Classroom (2) Skills lab equipment (3) Faculty

Context

Kitwe School of Nursing & Midwifery

• Faculty: • RN tutor hires: 1 (Jan 2009); 1 (Jan 2011); 1 (Jan

2012)• RN clinical teachers hires: 5 (Jul 2008); 2 (Jan 2010); 1

(Jan 2011); 1 (Jan 2012)• RM tutor hires: 1 (Jan 2010)• RM clinical teacher hires: 1 (Jan 2010)

• Classrooms/Skills lab:• Purchase equipment for existing skills lab as soon as

possible • Build classroom of capacity 60 in Jan 2009• Build lecture theatre of capacity 100 by Jan 2010; 1

more of capacity 100 by Jan 2011• Convert current 30 capacity classroom into skills lab by

Jan 2010• Student accommodation:


• Library:• Purchase books for existing library as soon as possible• Build library of capacity 50 by Jan 2010

• Kitchen/Dining hall: • Build dining hall with capacity 180 by Jan 2009

• Faculty offices/accommodation:• Build offices for capacity 10 by Jan 2009; 4 more by Jan

2010; 2 more by Jan 2011; 2 more by Jan 2012• Increase accommodation capacity by 18 by Jan 2009; 8

more by Jan 2011• Computers: Purchase 3 computers by Jul 2010; 2 by Jul 2011; 2

by Jan 2012• Vehicles: Repair and maintain existing minibuses as soon as

possible

Key actions

• Increase RN intake from current 55 to 100 from Jan 2010 onwards• Increase RM intake from current 30 to 60 from Jan 2010 onwards• Produce ≥95 RN graduates from Dec 2012• Produce ≥57 graduates from Dec 2010





Projected Graduates

020406080

100120140160



Total one-off costs 1,956 503 1,453 473 755 401 328 - - Hire add'l teaching staff (recruiting only) 26 10 17 10 9 4 4 - - Build new classroom 207 46 160 46 79 81 - - - Update skills lab and equipment 61 31 31 - 61 - - - - Build new student accom. 1,232 152 1,081 152 491 291 298 - - Build new library 73 - 73 - 73 - - - - Buy new/add'l books 16 16 - 16 - - - - - Build/update kitchen/dining facility 141 141 - 141 - - - - - Build new staff office 184 101 84 101 41 21 22 - - Buy new computers 7 - 7 - - 3 4 - - Purchase /repair transportation vehicles 7 7 - 7 - - - -



Total recurring costs 2,612 761 1,851 131 314 535 726 906 - Recurring salary add'l tutor 169 88 80 9 19 39 50 51 - Recurring salary add'l clinical teacher 246 187 59 29 38 54 62 63 - Housing allowance urban (Category A) 618 486 133 93 95 140 144 147 - Recurring cost add'l nursing/midw student 1,579 1,579 - 161 302 471 645

49

23 July 2008

Key actions

Lewanika Nursing School, located in Mongu, currently has only a 2-year EN program. They recently received funding for construction of a new block which includes a 60-person lecture hall, not including furniture. The school has trouble recruiting and retaining faculty. If the school’s current plan is carried out without additional investment, the school will be over capacity by 24% starting in 2008, 38% by 2009.Priorities: (1) Faculty accommodation (2) Faculty retention (3) Student accommodation

Context


Lewanika School of Nursing

• Faculty: • EN tutors hires: 1 (Jul 2008); 1 (Jul 2010);• EN clinical teachers: 1 (Jul 2008)

Classrooms\Skills lab: • Complete lecture theatre of capacity 60 already under

construction by Jul 2008 (funded by HIPC)• Purchase furniture to equip new lecture theatre for

capacity 80 by Jan 2009• Purchase equipment for existing skills lab• Build 25 capacity skills lab by Jul 2010


as soon as possible• Build capacity for 24 by Jan 2009; 26 more by Jul 2010;


• Increase library capacity by 30 seats by Jul 2009• Purchase more books

• Kitchen/Dining hall: Purchase furniture to equip existing dining hallfor capacity 80 by Jan 2009


2010; 1 more by Jul 2011• Increase accommodation by capacity 9 by Jan 2009; 1

more by Jul 2010• Computers:

• Purchase 5 computers by Jul 2009 to replace current outdated equipment

• Purchase 5 computers by Jul 2011• Vehicles: Purchase minibus with capacity 30 as soon as possible• Other: Purchase furniture to equip lounges; teaching materials

• Increase EN intake from 50 to 63 by Jul 2008 and to 80 by Jul 2010.• Produce ≥60 EN graduates from 2010 onwards and ≥76 from 2012

onwards




Projected Graduates

01020304050607080



Total one-off costs 1,142 732 410 444 288 269 16 125 - Hire add'l teaching staff (recruiting only) 6 4 2 4 - 2 - - - Refurbish/expand existing classrooms 6 6 - 6 - - - - - Build new skills lab 28 - 28 - - 28 - - - Update skills lab and equipment 31 31 - - 31 - - - - Build new student accom. 452 155 297 - 155 172 - 125 - Refurbish existing student accom. 12 12 - - 12 - - - - Build new library 44 44 - - 44 - - - - Buy new/add'l books 8 8 - 8 - - - - - Build/update kitchen/dining facility 8 8 - - 8 - - - - Build new staff office 72 40 32 40 - 21 11 - - Build new teacher accom. 431 386 45 386 - 45 - - - Buy new computers 10 5 5 - 5 - 5 - - Purchase /repair transportation vehicles 31 31 - - 31 - - - - Purchase teaching materials 2 2 - - 2 - - -




50

23 July 2008

The Livingstone School of Nursing is currently running an RN program with a July intake. They are planning to introduce a direct-entry midwifery program beginning in January 2009, pending anticipated approval. Extensive renovation has taken place through African Development Bank funding. If the school’s current plan is carried out without additional investment, the school will be over capacity by 94% starting in 2008 and 116% from 2009 onwards.Priorities: (1) Faculty accommodation (2) Student accommodation (3) Classrooms

Context

Livingstone School of Nursing

• Faculty: • RN tutor hires: 1 (Jul 2012)• RN clinical teacher hires: 5 (Jul 2008); 1 (Jul 2010)• DEM tutor hires: 1 (Jan 2009); 2 (Jan 2010)• DEM clinical teacher hires: 1 (Jan 2009)

• Classrooms/Skills lab: • Reclaim 2 existing 40 capacity classrooms for DEM

instruction; purchase furniture immediately• Build lecture theatre of capacity 90 by Jul 2010• Build skills lab of 25 capacity skills lab by Jul 2010


as soon as possible• Build capacity for 100 as soon as possible; 36 more by

Jul 2010; 30 more by Jul 2012• Library:

• Purchase books for existing library as soon as possible• Build 56 capacity library by Jul 2009

• Kitchen/Dining hall: • Purchase furniture to maximize capacity of existing

dining hall as soon as possible• Build dining hall of capacity 100 by Jul 2009


2010; 2 more by Jul 2011• Increase accommodation by capacity for 20 by Jan

2009; 2 more by Jan 2010; 4 more Jul 2011; 1 more in Jul 2012

• Computers: Purchase 5 computers by Jan 2009; 5 by Jan 2010• Vehicles: Purchase minibus with capacity 30 by Jul 2010

Key actions

• Increase RN intake from current 65 to 90 from Jul 2010 onwards• Introduce annual DEM intake of 30 in Jan 2009 • Produce ≥95 RN graduates from Jun 2013• Produce ≥28 DEM graduates from Dec 2010 onwards• Accept 20 day scholars per RN intake from July 2009 onwards





Projected Graduates

0

20

40

60

80

100

120



Total one-off costs 1,686 1,031 655 217 933 304 22 211 - Hire add'l teaching staff (recruiting only) 19 11 8 11 6 - - 2 - Build new basic Lecture Theatre 93 - 93 - 93 - - - - Refurbish/expand existing classrooms 2 2 - 2 - - - - - Build new skills lab 28 - 28 - - 28 - - - Build new student accom. 1,093 646 447 - 646 238 - 208 - Refurbish existing student accom. 5 5 - - 5 - - - - Build new library 82 82 - - 82 - - - - Buy new/add'l books 12 12 - 12 - - - - - Build/update kitchen/dining facility 86 86 - 6 80 - - - - Build new staff office 223 181 42 181 21 - 22 - - Buy new computers 10 5 5 5 - 5 - - - Purchase /repair transportation vehicles 32 - 32 - - 32 - -




51

23 July 2008

• Faculty: • RN clinical teacher hires: 10 (Jan 2009); 2 (Jul 2010); 4

(Jul 2012)• Classrooms/Skills lab:

• Build classroom of capacity 60 by Jan 2009• Build another classroom of capacity 60 by Jul 2009• Build another classroom of capacity 60 by Jul 2011• Convert and equip classroom (capacity 40) to skills lab

of capacity 25 by Jul 2009• Convert and equip other classroom (also capacity 40) to

skills lab of capacity 25 by Jul 2011• Student accommodation:

• Purchase furniture to upgrade existing accommodation as soon as possible

• Build capacity for 14 by Jul 2011; 40 more by Jul 2012• Library:

• Consider construction of library to serve all 4 schools of the Lusaka Schools of Nursing

• Purchase books/materials for nursing and midwifery• Kitchen/Dining hall:

• Consider construction of kitchen and dining hall to serve all 4 schools, or outsource this to a private company as the School of Medicine has done

• Faculty offices/accommodation:• Increase capacity of each by 32 as soon as possible; 2

more by Jul 2010; 4 more by Jul 2012• Computers: Purchase 8 computers by Jul 2008; 3 more by Jul

2009; 3 more by Jul 2012• Vehicles: Purchase minibus with capacity 30 by Jul 2009 for RM

program; purchase Land Cruiser for RN program

Key actions

The Lusaka Schools of Nursing and Midwifery are housed within the Lusaka Schools of Nursing, Midwifery and Theatre, located on the UTH campus. The school’s buildings are extremely run-down and some have been condemned. The school has limited resources and infrastructure.Priorities: (1) Classrooms (2) Faculty (3) Student accommodation

Context

• Increase RN intake from current 70 once a year to 60 twice per year by Jan 2010

• Increase RM intake from current 40 once a year to 30 twice per year by Jan 2010

• Produce ≥114 RN graduates annually from 2013 onwards• Produce ≥ 57 RM graduates annually from 2011 onwards


Lusaka Schools of Nursing: Nursing and Midwifery Schools




Projected Graduates

020406080

100120140160180

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017



Total one-off costs 1,050 547 503 496 51 24 145 334 - Hire add'l teaching staff (recruiting only) 27 15 12 15 - 3 - 9 - Build new classroom 144 94 50 46 48 - 50 - - Refurbish/expand existing classrooms 4 2 2 - 2 - 2 - - Build new student accom. 373 - 373 - - - 95 278 - Refurbish existing student accom. 40 40 - 40 - - - - - Buy new/add'l books 18 18 - 18 - - - - - Build new staff office 387 322 65 322 - 21 - 44 - Buy new computers 14 11 3 8 3 - - 3 - Purchase /repair transportation vehicles 45 45 - 45 - - - - - Purchase teaching materials 2 2 - 2 - - - -


Current needs

Scale-up 08 09 10 11 12

Total recurring costs 1,821 466 1,355 222 59 317 486 737 - Recurring salary add'l tutor 10 - 10 - - - - 10 - Recurring salary add'l clinical teacher 364 301 62 57 59 72 74 101 - Housing allowance urban (Category A) 198 165 33 165 - 11 - 23 - Recurring cost add'l nursing/midw student 1,249 1,249 - - 234 412 603

52

23 July 2008

• Faculty: • Clinical teacher hires: 3 (Jul 2012)

• Classrooms/Skills lab: • Build classroom for capacity 30 by Jan 2009• Build another classroom for capacity 30 by Jul 2010• Build and equip skills lab of capacity 30 by Jul 2009


as soon as possible• Build capacity for 14 by Jan 2009; 22 more by Jul 2010

• Library: • Consider construction of library to serve all 3 schools of

the Lusaka Schools of Nursing• Purchase books/materials specific to Theatre nursing

• Kitchen/Dining hall: • Consider construction of kitchen and dining hall to serve

all 3 schools of the Lusaka Schools of Nursing, or outsource this to a private company as the School of Medicine has done

• Faculty offices/accommodation:• Increase office capacity by 6 by Jan 2009; 3 more by Jul

2010• Increase accommodation capacity by 6 by Jan 2009; 3

more by Jul 2010• Computers: Purchase 1 computers by Jul 2010• Vehicles: Purchase minibus with capacity 30 by Jul 2009

Key actions

The Lusaka Theatre School of Nursing is housed within the Lusaka Schools of Nursing, Midwifery and Theatre, located on the UTH campus. The school’s buildings are run-down and many have been condemned. The school has extremely limited resources and infrastructure.Priorities: (1) Classrooms (2) Student accommodation (3) Skills lab and equipment

Context

• Increase intake from current 35 once a year to 30 twice per year by Jul 2010 (it is a 1 year program)

• Produce ≥28 graduates from Jul 2012 onwards


Lusaka Schools of Nursing: Theatre School




Projected Graduates

0

10

20

30

40

50

60

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017



Total one-off costs 476 276 200 208 263 - 5 - - Hire add'l teaching staff (recruiting only) 5 - 5 - - - 5 - - Build new classroom 47 23 24 23 24 - - - - Build new skills lab 32 32 - 32 - - - - - Update chem/biomed lab and equipment 31 31 - - 31 - - - - Build new student accom. 231 88 142 88 142 - - - - Refurbish existing student accom. 4 4 - 4 - - - - - Buy new/add'l books 6 6 - 6 - - - - - Build new staff office 82 54 28 54 28 - - - - Buy new computers 1 - 1 - 1 - - - - Purchase /repair transportation vehicles 37 37 - - 37 - - -



Total recurring costs 544 195 349 31 39 142 164 168 - Recurring salary add'l clinical teacher 37 - 37 - - - 18 19 - Housing allowance urban (Category A) 219 195 25 31 39 49 50 51 - Recurring cost add'l nursing/midw student 287 287 - - 93 96 98

53

23 July 2008

The Macha School of Nursing, sponsored by the Brethren in Christ Church and located in a rural area about 60km outside of Choma, currently has an EN program with an annual July intake. Accommodation blocks and some infrastructure were renovated in 2005; however, no new infrastructure is currently in the pipeline. If the school’s current plan is carried out without additional investment, the school will be over capacity by 71% starting in 2008 and 107% in 2009 onwards.Priorities: (1) Faculty recruitment/retention (2) Classroom equipment (3) Student accommodation

Context

Macha School of Nursing

• Faculty: • EN tutor hires: 1 (Jul 2008)• EN clinical teachers hires: 2 (Jul 2008); 1 (Jul 2009)

Classrooms/Skills lab: • Purchase additional furniture for existing classrooms as

soon as possible• Purchase equipment to outfit existing skills lab as soon

as possible• Student accommodation:


• Build capacity for 16 by Jul 2009• Library:

• Purchase books for existing library as soon as possible• Expand library for capacity 10 by Jul 2010

• Kitchen/Dining hall: • Purchase furniture for existing dining hall as soon as

possible• Faculty offices/accommodation:

• Build offices for capacity 3 by Jan 2009• Increase accommodation capacity by 6 by Jan 2009; 1

more by Jul 2009• Computers: Purchase 2 by Jul 2008; 1 more by Jul 2010• Vehicles: Purchase minibus with capacity 30 as soon as possible

Key actions

• Increase EN intake from current 30 to 50 from Jul 2010 onwards• Produce ≥48 EN graduates by Jul 2012 onwards


Projected Graduates

0

10

20

30

40

50






Total one-off costs 517 501 16 342 159 16 - - - Hire add'l teaching staff (recruiting only) 7 7 - 5 2 - - - - Refurbish/expand existing classrooms 2 2 - 2 - - - - - Update skills lab and equipment 10 10 - - 10 - - - - Build new student accom. 103 103 - - 103 - - - - Refurbish existing student accom. 6 6 - 6 - - - - - Build new library 15 - 15 - - 15 - - - Buy new/add'l books 5 5 - 5 - - - - - Build/update kitchen/dining facility 4 4 - 4 - - - - - Build new staff office 30 30 - 30 - - - - - Build new teacher accom. 301 301 - 257 44 - - - - Buy new computers 3 2 1 2 - 1 - - - Purchase /repair transportation vehicles 30 30 - 30 - - - -



Total recurring costs 560 85 475 55 77 127 149 152 - Recurring salary add'l tutor 49 49 - 9 10 10 10 10 - Recurring salary add'l clinical teacher 36 36 - 11 6 6 6 6 - Recurring cost add'l nursing/midw student 475 475 34 61 111 133 136

54

23 July 2008

Mansa School of Nursing currently has a 3-year pre-service RN program and is considering adding a 2-year in-service RN program to begin in July 2009. Target intakes for the anticipated conversion program are not included below, as introduction is contingent on future GNC approval. If the school’s current plan is carried out without additional investment, the school will be over capacity by 10% starting in 2008 and 14% in 2009 and 18% from 2010 onwards.Priorities: (1) Student accommodation (2) Teaching materials (3) Faculty recruitment/retention

Context

Mansa School of Nursing

• Faculty: • RN tutor hires: 1 (Jul 2011); 1 (Jul 2012)• RN clinical teachers: 5 (Jul 2008); 1 (Jul 2009); 2 (Jul

2010); 1 (Jul 2011)• Classrooms/Skills lab:

• Refurbish existing lecture theatre as soon as possible• Remove partition between classrooms to create a 100

capacity classroom by Jul 2010• Build lecture theatre of capacity 80 by Jul 2011• Purchase equipment for existing skills lab as soon as

possible• Convert current 50 capacity classroom into skills lab by

Jul 2011• Student accommodation:

• Purchase furniture to upgrade existing accommodation • Build capacity for 50 by Jul 2010; 60 more by Jul 2012

• Library:• Purchase books for existing library as soon as possible• Purchase furniture to equip newly constructed library

extension as soon as possible• Kitchen/Dining hall:

• Purchase furniture for existing dining hall • Build second dining hall with capacity 60 by Jul 2010


2010; 2 more by Jan 2011; 2 more by Jan 2012• Increase accommodation capacity by 5 by Jan 2009; 1

more Jul 2009; 2 more Jul 2010; 2 more Jul 2011; 1 more Jul 2012

• Computers: Purchase 3 computers by Jul 2010; 3 by Jul 2011• Vehicles: Purchase minibus with capacity 36 by Jul 2010

Key actions

• Increase RN intake from current 36 to 60 from Jul 2009 and to 80from Jul 2010 onwards

• Produce ≥57 RN graduates from Jun 2012; ≥76 from Jun 2013 onwards

• Pilot day schooling with 5 students per intake from Jul 2009





Projected Graduates

01020304050607080



Total one-off costs 1,199 197 1,002 158 62 390 147 441 - Hire add'l teaching staff (recruiting only) 18 9 9 9 - 3 4 2 - Build new basic Lecture Theatre 86 - 86 - - - 86 - - Refurbish/expand existing classrooms 4 2 2 - 2 2 - - - Update skills lab and equipment 62 30 32 30 - - 32 - - Build new student accom. 747 - 747 - - 331 - 416 - Refurbish existing student accom. 24 24 - 24 - - - - - Refurbish/expand existing library 5 5 - 5 - - - - - Buy new/add'l books 8 4 4 4 - 4 - - - Build/update kitchen/dining facility 55 6 49 6 - 49 - - - Build new staff office 145 80 64 80 21 - 22 22 - Buy new computers 6 - 6 - 3 - 3 - - Purchase /repair transportation vehicles 36 36 - - 36 - - - - Purchase teaching materials 0 - 0 - - 0 0 -


Current needs

Scale-up 08 09 10 11 12

Total recurring costs 1,638 259 1,379 47 121 343 513 614 - Recurring salary add'l tutor 31 - 31 - - - 10 20 - Recurring salary add'l clinical teacher 230 181 49 34 35 48 55 57 - Housing allowance semi-urban (Cat. B) 109 78 31 13 16 22 28 31 - Recurring cost add'l nursing/midw student 1,268 1,268 - 70 273 420 505

55

23 July 2008Monze School of Nursing and Midwifery currently has an EN and EM program; however, there are plans to transition to an RN and RM program by 2010. Scale-up targets refer to the anticipated introduction of the registered curricula. If the school’s current plan is carried out without additional investment, theschool will be over capacity by 66% starting in 2008 and 96% in 2009 and 169% from 2010 onwards.Priorities: (1) Student accommodation (2) Transport to practical sites (3) Faculty recruitment/retention

Context

Monze School of Nursing & Midwifery

• Faculty: • RN tutor hires: 1 (Jul 2012)• RN clinical teachers hires: 3 (Jul 2011); 2 (Jul 2012)• RM clinical teacher hires: 2 (Jul 2010)

Classrooms/Skills lab: • Purchase furniture for existing classrooms; equipment

to outfit existing skills lab; renovate and repair infrastructure of existing skills lab as soon as possible

• Remove partition between classrooms to create a classroom of capacity 50 by Jul 2010

• Build lecture theatre of capacity 80 by Jul 2012• Student accommodation:

• Purchase furniture to upgrade existing accommodation Finish renovation of recently constructed accommodation blocks by Jan 2009

• Build capacity for 20 by Jan 2009; 8 more by Jul 2009; 22 more by Jul 2010; 62 more by Jul 2012

• Library:• Purchase books for existing library as soon as possible• Build library of capacity 34 by Jul 2009

• Kitchen/Dining hall: • Purchase equipment for existing kitchen; furniture for

existing dining hall as soon as possible• Expand current dining hall by capacity 30 by Jul 2012

• Faculty offices/accommodation:• Build offices for capacity 6 by Jan 2009; 2 by Jul 2012• Increase accommodation capacity by 13 by Jan 2009; 2

more by Jul 2012• Vehicles: Purchase minibus with capacity 36 as soon as possible

Key actions

• Increase EM intake from current 30 to 50 (transition to RN) from Jul 2010 onwards

• Increase EM intake from current 20 to 30 (transition to RM) from Jul 2010 onwards

• Reduce midwifery (EM to RM) drop-out rate from 25% to <5%• Produce ≥48 RN graduates by Jul 2013• Produce ≥28 RM graduates by Jul 2011





Projected Graduates

01020304050607080



Total one-off costs 1,122 411 710 274 137 151 5 555 - Hire add'l teaching staff (recruiting only) 13 - 13 - - 3 5 6 - Build new basic Lecture Theatre 89 - 89 - - - - 89 - Refurbish/expand existing classrooms 5 3 2 3 - 2 - - - Update skills lab and equipment 36 36 - - 36 - - - - Build new student accom. 754 178 576 126 52 146 - 430 - Refurbish existing student accom. 10 10 - 10 - - - - - Build new library 50 50 - - 50 - - - - Buy new/add'l books 8 8 - 8 - - - - - Build/update kitchen/dining facility 39 30 8 30 - - - 8 - Build new staff office 82 60 22 60 - - - 22 - Purchase /repair transportation vehicles 37 37 - 37 - - - -


Current needs

Scale-up 08 09 10 11 12

Total recurring costs 1,000 175 825 71 85 182 235 427 - Housing allowance semi-urban (Cat. B) 181 175 6 33 34 35 36 42 - Recurring cost add'l nursing/midw student 819 819 38 51 147 199 385

56

23 July 2008

Mufulira School of Nursing & Midwifery introduced an RN program in 1970 and an RM program in 1980. Innovative approaches have been taken to expanding available infrastructure such as student accommodation, and scale-up is not planned for the immediate future due to the current balance of infrastructural capacity and actual intakes. If the school’s current plans are carried out without additional investment, the school will be over capacity by 13% starting in 2008 and 21% in 2010 onwards.Priorities: (1) Student hostel furniture (2) Faculty offices (3) Faculty

Context

Mufulira School of Nursing & Midwifery

• Faculty: • RN tutor hires: 1 (Jul 2008)• RN clinical teacher hires: 4 (Jul 2008)

• Classrooms/Skills lab: • Build classroom for capacity 60 by Jan 2009• Purchase equipment for existing skills lab as soon as



• Build capacity for 14 by Jan 2009• Library:

• Purchase books for existing library as soon as possible• Kitchen/Dining hall:

• Purchase stove for existing kitchen as soon as possible• Faculty offices/accommodation:

• Build offices for capacity 8 by Jan 2009• Increase accommodation capacity by 18 by Jan 2009

Key actions

• Maintain RN intake at current average 65 from Jan 2008 onwards• Maintain RM intake at current average 40 from Jan 2008 onwards• Produce ≥57 RN graduates from Dec 2010• Produce ≥38 EM graduates from Dec 2008 onwards





Projected Graduates

0

20

40

60

80

100



Total one-off costs 271 271 - 260 11 - - - - Hire add'l teaching staff (recruiting only) 8 8 - 8 - - - - - Build new classroom 46 46 - 46 - - - - - Build new skills lab 11 11 - - 11 - - - - Build new student accom. 88 88 - 88 - - - - - Refurbish existing student accom. 20 20 - 20 - - - - - Buy new/add'l books 11 11 - 11 - - - - - Build/update kitchen/dining facility 6 6 - 6 - - - - - Build new staff office 80 80 - 80 - - - -


Current needs

Scale-up 08 09 10 11 12

Total recurring costs 497 412 84 79 87 108 110 113 - Recurring salary add'l tutor 49 49 - 9 10 10 10 10 - Recurring salary add'l clinical teacher 121 121 - 23 24 24 25 25 - Housing allowance semi-urban (Cat. B) 243 243 - 46 47 49 50 51 - Recurring cost add'l nursing/midw student 84 84 - 7 25 26 26

57

23 July 2008

Mukinge Mission Nursing School, located in rural Kasempa, currently offers an EN program. Although they have offered 2 intakes per year in the past, since 2006 they have switched to a single July intake (although total annual enrolment has not changed). If the school’s current plan is carried out without additional investment, the school will be over capacity by 73% starting in 2008 and 84% in 2009 onwards.Priorities: (1) Faculty recruitment/retention (2) Classrooms (3) Kitchen facilities

Context

Mukinge School of Nursing

• Faculty: • EN tutor hires: 1 (Jul 2011)• EN clinical teachers hires: 4 (Jul 2008); 1 (Jul 2010)

Classrooms/Skills lab: • Purchase teaching materials for existing classrooms as

soon as possible• Purchase equipment to outfit existing skills lab as soon

as possible• Build classroom of capacity 60 by Jul 2010

• Student accommodation: • Purchase furniture to upgrade existing accommodation

as soon as possible• Renovate infrastructure for existing hostel blocks as

soon as possible• Build capacity for 24 by Jul 2010; 18 more by Jul 2011

• Library:• Purchase books for existing library as soon as possible• Expand library for capacity 10 by Jul 2011

• Kitchen/Dining hall: • Expand dining hall for capacity 34 by Jul 2010• Build kitchen to serve capacity 120 by Jan 2009



more Jul 2010; 1 more by Jul 2011• Vehicles: Purchase minibus with capacity 30 as soon as possible

Key actions

• Increase EN intake from current 35 to 60 from Jul 2010 onwards• Produce ≥57 EN graduates by Jul 2012 onwards


Projected Graduates

0

10

20

30

40

50

60






Total one-off costs 984 493 492 482 10 288 204 - - Hire add'l teaching staff (recruiting only) 15 6 9 6 - 9 - - - Build new classroom 49 - 49 - - 49 - - - Update skills lab and equipment 10 10 - - 10 - - - - Build new student accom. 281 - 281 - - 159 122 - - Refurbish existing student accom. 18 18 - 18 - - - - - Refurbish/expand existing library 16 - 16 - - - 16 - - Buy new/add'l books 6 6 - 6 - - - - - Build/update kitchen/dining facility 120 94 26 94 - 26 - - - Build new staff office 47 27 19 27 - - 19 - - Build new teacher accom. 391 300 91 300 - 45 46 - - Purchase /repair transportation vehicles 30 30 - 30 - - - - - Purchase teaching materials 1 1 - 1 - - - -



Total recurring costs 874 121 754 64 66 196 271 277 - Recurring salary add'l tutor 120 - 120 - - 39 40 41 - Recurring salary add'l clinical teacher 121 121 - 23 24 24 25 25 - Recurring cost add'l nursing/midw student 634 634 41 42 133 206 211

58

23 July 2008

Key actions

Mwami Seventh Day Adventist School of Nursing has a single 2-year EN program. The school is considering either adding or switching to an RN program, though plans are not yet specified. If the school’s current plan is carried out without additional investment, the school will be over capacity by 50% starting in 2008 and 56% from 2009 onwards.Priorities: (1) Student accommodation (2) Faculty accommodation (3) Classrooms

Context

• Increase EN intake from 45 to 60 from Jul 10 onwards• Produce ≥57 EN graduates from Jun 2011 onwards• Consider pilot to test day scholars


Mwami School of Nursing

• Faculty: • EN tutor hires: 1 (Jul 2008); 1 (Jul 2010)• EN clinical teachers: 2 (Jul 2008)

• Classrooms/Skills lab: • Remove partition between classrooms 1 and 2 to create

single classroom with capacity 60 by Jul 2009; repair floors as soon as possible

• Purchase furniture for capacity of 30 as soon as possible



as soon as possible• Build for capacity 30 by Jan 2009; 30 more by Jul 2010

• Library: Purchase books for existing library as soon as possible• Kitchen/Dining hall: Purchase additional chairs for capacity of 20

as soon as possible• Faculty offices and accommodation:

• Build offices for capacity 4 by Jan 2009• Increase accommodation capacity by 8 by Jan 2009

• Computers:• Purchase 4 computers by Jan 2009• Purchase 2 computers by Jul 2010

• Vehicles: • Repair existing minibus• Purchase minibus with capacity 30 by Jul 2010

• Other: Expand access to practical sites With scale-up investment



Projected Graduates

0

10

20

30

40

50

60



Total one-off costs 880 645 235 407 238 235 - - - Hire add'l teaching staff (recruiting only) 7 5 2 5 - 2 - - - Refurbish/expand existing classrooms 5 5 - - 5 - - - - Update skills lab and equipment 31 31 - - 31 - - - - Build new student accom. 393 194 199 - 194 199 - - - Refurbish existing student accom. 6 6 - - 6 - - - - Buy new/add'l books 6 6 - 6 - - - - - Build/update kitchen/dining facility 2 2 - - 2 - - - - Build new staff office 40 40 - 40 - - - - - Build new teacher accom. 343 343 - 343 - - - - - Buy new computers 6 4 2 4 - 2 - - - Purchase /repair transportation vehicles 41 9 32 9 - 32 - -


Current needs

Scale-up 08 09 10 11 12


59

23 July 2008

Nchanga School of Nursing and Midwifery, located in Chingola, reopened in January 2008 after having been closed since 1996. Currently the school only has a 2-year direct-entry midwifery program, but would introduce a 3-year RN program if funds became available. If the school’s current plan (DEM only) is carried out without additional investment, the school will be over capacity by 135% from 2009 onwards.Priorities: (1) Faculty recruitment/retention (2) Student accommodation (3) Library

Context

Nchanga School of Nursing & Midwifery

• Faculty: • DEM tutor hires: 1 (Jul 2008); 1 (Jan 2009)• DEM clinical teacher hires: 1 (Jul 2008); 2 (Jan 2009);

1 (Jan 2010)• RN tutor hires: 2 (Jan 2010); 1 (Jan 2011); 2 (Jan 2012)• RN clinical teacher hires: 1 (Jan 2010); 1 (Jan 2011);

1 (Jan 2012)• Classrooms/Skills lab:

• Build classroom of 50 capacity Jan 2009; 1 more 50 capacity classroom by Jan 2010

• Build skills lab of capacity 25 capacity by Jan 2012• Student accommodation:

• Purchase furniture (study tables and chairs) for existing accommodation as soon as possible


• Library: • Build DEM library with capacity 25 by Jan 2009• Build RN library with capacity 35 by Jan 2010• Purchase books for new libraries

• Kitchen/Dining hall: • Purchase some equipment for kitchen and make repairs


2010; 2 more by Jan 2011; 3 more by Jan 2012• Increase accommodation by capacity 7 by Jan 2009; 4

more by Jan 2010; 2 more by Jan 2011; 3 by Jan 2012• Computers: Purchase 4 computers by Jan 2009; 3 by Jan 2010;

2 by Jan 2011; 2 by Jan 2012• Vehicles: Purchase minibus with capacity 36 by Jan 2009

Key actions

• Increase DEM intake from current 35 to 50 from Jan 2009 onwards• Introduce RN program in Jan 2010 with annual intake of 44• Produce ≥47 DEM graduates from Dec 2010 onwards• Produce ≥42 RN graduates from Dec 2012 onwards





Projected Graduates

0

20

40

60

80

100

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017



Total one-off costs 1,652 435 1,217 435 526 294 397 - - Hire add'l teaching staff (recruiting only) 26 9 18 9 8 4 6 - - Build new classroom 78 39 40 39 40 - - - - Build new skills lab 29 - 29 - - - 29 - - Update skills lab and equipment 32 - 32 - - - 32 - - Build new student accom. 1,203 253 951 253 388 265 298 - - Refurbish existing student accom. 10 10 - 10 - - - - - Build new library 87 36 51 36 51 - - - - Buy new/add'l books 10 5 5 5 - 5 - - - Build/update kitchen/dining facility 8 8 - 8 - - - - - Build new staff office 121 36 85 36 37 19 29 - - Buy new computers 11 4 7 4 3 2 2 - - Purchase /repair transportation vehicles 37 37 - 37 - - - -




60

23 July 2008

Ndola School of Nursing & Midwifery currently has 2 programs: a 3-year RN program and 1-year RM program. Currently, the school plans decrease annual intakes starting in 2009 in order to operate at current capacity. With sufficient investment, the school would aim to take two intakes per year rather than one.Priorities: (1) Faculty (2) Dining hall and kitchen (3) Student accommodation

Context

Ndola Schools of Nursing & Midwifery

• Faculty: • RN tutor hires: 1 (Jan 2009); 1 (Jul 2010); 1 (Jul 2011);

2 (Jul 2012)• RN clinical teachers hires: 3 (Jul 2008); 2 (Jul 2010)• RM clinical teachers hires: 2 (Jul 2011)

Classrooms/Skills lab: • Remove wall between 2 classrooms of capacity 25 and

reinforce structure to create one large classroom of capacity 50 by Jan 2009

• Build classroom of capacity 50 by Jan 2010• Build another classroom of capacity 50 by Jan 2011• Convert current classroom of capacity 25 to skills lab• Purchase equipment for existing lab as soon as possible

Student accommodation: • Renovate infrastructure and purchase updated furniture

for existing hostel blocks as soon as possible• Build capacity for 50 by Jul 2010; 50 more by Jul 2011;


• Purchase books for existing library as soon as possible• Build additional library of capacity 50 by Jul 2010

• Kitchen/Dining hall: • Build dining hall with capacity 190 by Jul 2009• Build kitchen to serve capacity 380 by Jul 2009


2010; 3 more by Jul 2012• Increase accommodation capacity by 18 by Jul 2009; 4

more by Jul 2010; 4 more by Jul 2011• Vehicles: Purchase minibus with capacity 30 by Jul 2011

Key actions

• Increase RN intake from current 65 to 100 from Jan 2010 onwards (two intakes of 50 each in Jan and Jul)

• Increase RM intake from current 47 to 80 from Jan 2010 onwards (two intakes of 40 each in Jan and Jul)

• Produce ≥95 RN graduates annually by Jul 2013 onwards• Produce ≥95 RM graduates annually by Jul 2011 onwards





Projected Graduates

020406080

100120140160180



Total one-off costs 760 601 159 132 551 48 29 - - Hire add'l teaching staff (recruiting only) 17 7 11 7 5 5 - - - Build new classroom 40 - 40 - 40 - - - - Refurbish/expand existing classrooms 2 2 - 2 - - - - - Update skills lab and equipment 20 20 - - 20 - - - - Refurbish existing student accom. 25 25 - 25 - - - - - Buy new/add'l books 20 10 10 10 - 10 - - - Build/update kitchen/dining facility 449 449 - - 449 - - - - Build new staff office 157 91 66 91 37 - 29 - - Purchase /repair transportation vehicles 32 - 32 - - 32 - -




61

23 July 2008

Ndola College of Biomedical Sciences offers a regular 3-year Biomedical Diploma program as well as a 3-year Biomedical diploma night-school program. The school was constructed with funding from the Irish government who continued funding the institution until 2005, when it was transferred to the Government of Zambia. The school has excellent infrastructure and is well-equipped, and currently operates almost exactly at full capacity.Priorities: (1) Faculty (2) Classrooms (3) Student accommodation

Context

Ndola College of Biomedical Sciences

• Faculty: • Biomed (day) clinical teacher hires: 6 (Jul 2008); 1 (Jan

2010); 1 (Jan 2011)• Biomed (night) tutor hires: 2 (Jul 2008); 1 (Jan 2010)• Biomed (night) clinical teacher hires: 1 (Jul 2008);

1 (Jan 2010)• Student accommodation:

• Build capacity for 36 by Jan 2010; 50 more by Jul 2010; 34 more by Jul 2012


• Kitchen/Dining hall: • Purchase furniture for 20 to maximize capacity of

existing dining hall as soon as possible• Build another dining hall of capacity 50 by Jan 2010

• Faculty offices/accommodation:• Increase office capacity by 8 by Jan 2009; 3 more by

Jan 2010• Increase accommodation capacity by 20 by Jan 2009; 2

more by Jan 2010; 1 more by Jan 2011• Computers: Purchase 4 computers by Jul 2009; 4 by Jul 2012

Key actions

• Increase Biomed day program intake from current 30 to 44 from Jan 2009 onwards

• Maintain Biomed night program intake of 30 annually• Produce ≥70 biomed graduates annually from 2012 onwards


Projected Graduates

0

20

40

60

80

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017






Total one-off costs 1,013 101 913 97 344 333 - 240 - Hire add'l teaching staff (recruiting only) 21 15 7 15 5 2 - - - Build new student accom. 800 - 800 - 233 331 - 236 - Build new library 36 - 36 - 36 - - - - Buy new/add'l books 8 8 - 8 - - - - - Build/update kitchen/dining facility 40 2 38 2 38 - - - - Build new staff office 100 72 28 72 28 - - - - Buy new computers 8 4 4 - 4 - - 4



Total recurring costs 1,792 892 900 162 257 409 476 488 - Recurring salary add'l tutor 133 118 15 19 24 29 30 31 - Recurring salary add'l clinical teacher 272 235 37 40 47 60 62 63 - Housing allowance urban (Category A) 584 540 44 103 105 119 127 130 - Recurring cost add'l nursing/midw student 804 804 - 81 201 258 264

62

23 July 2008

Roan School of Nursing located in Luanchya was reopened in March 2008 to offer one of two 2-year Direct Midwifery pilot programs in the country. New and complete renovations of the administrative block, hostels, classroom, kitchen and dining room were funded by the MOH. If the school’s current plan is carried out without additional investment, the school will be over capacity by 38% from 2009 onwards.Priorities: (1) Faculty recruitment/retention (2) Student accommodation (3) Classrooms

Context

Roan Antelope School of Midwifery

• Faculty: • DEM tutor hires: 2 (Jan 2009); 1 (Jan 2011)• DEM clinical teacher hires: 1 (Jan 2009); 2 (Jan 2011)

• Classrooms/Skills lab: • Build classroom for capacity 60 by Jan 2010• Purchase equipment for existing skills lab as soon as


• Purchase furniture to upgrade existing accommodation as soon as possible for capacity 30

• Build capacity for 14 by Jan 2009; 30 more by Jan 2010; 14 more by Jan 2011

• Library: • Purchase books for existing library as soon as possible• Build library of capacity 30 by Jan 2010

• Kitchen/Dining hall: • Purchase cooking equipment for new kitchen

• Faculty offices/accommodation:• Increase office capacity by 4 by Jan 2009; 3 more by

Jan 2010• Increase accommodation capacity by 3 by Jul 2008; 2

more by Jan 2009; 2 more by Jan 2010; 1 more by Jan 2011

• Computers: • Purchase 2 computers by Jul 2008; 2 more by Jul 2009;

3 more by Jul 2010• Vehicles:

• Purchase minibus with capacity 30 as soon as possible

Key actions

• Increase annual DEM intake from current 30 to 60 from Jul 2009 onwards

• Produce ≥57 DEM graduates from Jun 2010 onwards


Projected Graduates

0

10

20

30

40

50

60

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017






Total one-off costs 648 234 414 232 315 101 - - - Hire add'l teaching staff (recruiting only) 11 6 5 6 - 5 - - - Build new classroom 48 - 48 - 48 - - - - Update skills lab and equipment 30 30 - 30 - - - - - Build new student accom. 375 88 287 88 194 93 - - - Refurbish existing student accom. 15 15 - 15 - - - - - Build new library 44 - 44 - 44 - - - - Buy new/add'l books 6 6 - 6 - - - - - Build/update kitchen/dining facility 18 18 - 18 - - - - - Build new staff office 64 36 28 36 28 - - - - Buy new computers 7 4 3 2 2 3 - - - Purchase /repair transportation vehicles 30 30 - 30 - - - -


Current needs

Scale-up 08 09 10 11 12


63

23 July 2008

• Faculty: • Tutor hires: 1 (Jan 2009); 2 (Jul 2012)• Clinical teacher hires: 1 (Jul 2009)

• Classrooms/Skills lab: • Build classroom for capacity 30 by Jan 2009• Build another classroom for capacity 30 by Jul 2011• Build and equip skills lab of capacity 30 as soon as


• Build capacity for 16 by Jan 2009; 14 more by Jul 2011; 30 more by Jul 2012

• Library: • Build library of capacity 15 as soon as possible• Purchase books/materials specific to Anesthesia

• Kitchen/Dining hall: • Consider construction kitchen and dining hall to serve

entire student body, or outsource this to a private company as the School of Medicine has done

• Faculty offices/accommodation:• Increase office capacity by 2 by Jan 2009; 2 more by Jul


more by Jul 2010• Computers: Purchase 1 computer as soon as possible, 2 more

by Jul 2012

Key actions

The School of Anaesthesia is extremely staff- and resource-constrained. The school’s buildings are run-down and most have been condemned. The school has extremely limited resources and infrastructure, and no dedicated staff.Priorities: (1) Faculty (2) Student accommodation (3) Skills lab and equipment

Context

• Increase intake from current 15 every two years to 30 every year by Jul 2010 (for a 2-year program)

• Produce ≥28 graduates from Jul 2013 onwards


School of Anaesthesia




Projected Graduates

0

5

10

15

20

25

30

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017



Total one-off costs 588 236 352 206 34 117 232 - - Hire add'l teaching staff (recruiting only) 8 4 5 4 - - 5 - - Build new classroom 48 23 24 23 - 24 - - - Build new skills lab 32 32 - 32 - - - - - Update skills lab and equipment 31 31 - - 31 - - - - Build new student accom. 397 101 296 101 - 93 203 - - Build new library 21 21 - 21 - - - - - Buy new/add'l books 6 3 3 3 3 - - - - Build new staff office 42 20 22 20 - - 22 - - Buy new computers 3 1 2 1 - - 2 -



Total recurring costs 417 133 284 25 26 27 113 226 - Recurring salary add'l tutor 89 49 41 9 10 10 30 31 - Recurring salary add'l clinical teacher 30 30 - 6 6 6 6 6 - Housing allowance urban (Category A) 76 54 22 10 11 11 22 23 - Recurring cost add'l nursing/midw student 221 221 - - - 55 166

64

23 July 2008

• Teaching staff: • Professor/Lecture hires: 13 as soon as possible; 13 (Apr

2009); 19 (Apr 2010); 24 (Apr 2011); 17 (Apr 2012)• Classrooms/labs:

• Refurbish existing lecture theatre (multi-purpose auditorium) by end of 2009

• Build basic lecture theatre of capacity 150 by Apr 2010 and another basic lecture theatre of capacity 150 by Apr 2011

• Refurbish existing medical labs by end of 2009• Build new skills lab of capacity 25 that can function as skills

center by Apr 2010• Student accommodation:

• Build capacity for 400 by end of 2009; 300 more by Apr 2010; 300 more by Apr 2011

• Library: • Build library with seating space for 400 students by Apr 2010,

keep option for expansion by 100 seats in line with further increase in student body if necessary

• Purchase missing books by end of 2010• Faculty offices: Build offices of capacity 13 as soon as possible;

13 more by Apr 2009; 19 more by Apr 2010; 24 more by Apr 2011, 17 more by Apr 2012

• Computers: • Purchase 30 computers by end of 2009; 20 more by Apr

2011; 10 more by Apr 2012• Other:

• Build new sports complex by end of 2010• Build 2 new guest houses for visiting lecturers by end of 2010


School of Medicine (SoM) is one of Zambia’s few multi-cadre training institutions. SoM is the only medical training institution in Zambia with university status and the only place to train medical doctors. SoM only provides 362 beds and requires most of its students to find independent accommodation. The medical labs have not been re-equipped for many years and are in a dilapidated state.Priorities: (1) Classrooms (2) Labs (3) Student accommodation

Context

• Expand intakes stepwise for all cadres from 2009 onwards• Maintain current attrition of ~10%• Produce ≥585 graduates annually from 2016 onwards


School of Medicine - UNZA






Total one-off costs 9,271 3,169 6,102 146 5,700 2,853 301 271 - Hire add'l teaching staff (recruiting only) 200 58 142 29 29 44 57 41 - Build new basic Lecture Theatre 313 - 313 - 155 158 - - - Refurbish/expand existing classrooms 31 31 - - 31 - - - - Build new skills lab 28 - 28 - - 28 - - - Update skills lab and equipment 31 - 31 - - 31 - - - Update chem/biomed lab and equipment 256 256 - - 256 - - - - Build new student accom. 6,511 2,586 3,925 - 4,525 1,986 - - - Build new library 583 - 583 - 583 - - - - Buy new/add'l books 218 - 218 - - 157 - 60 - Build new staff office 821 238 583 118 121 180 233 169 - Buy new computers 62 31 32 - 31 21 11 - - Build new sports complex 157 - 157 - - 157 - - - Build new guest house 90 - 90 - - 90 - -



Total recurring costs 11,625 3,592 8,033 533 738 1,857 3,575 4,923- Recurring salary add'l tutor 2,381 1,150 1,231 121 248 440 690 881 - Housing allowance urban (Category A) 3,121 2,442 679 411 490 604 751 865 - Recurring cost add'l multi-program student 6,123 6,123 - - 813 2,134 3,176

Projected Graduates

0100200300400500600700

65

23 July 2008

Solwezi School of Nursing currently houses an EN program. Having moved into their current location in 2005, the school does not lack for infrastructure; however, there is a distinct lack of teaching materials and equipment available for faculty and student use. Although broadly considering transferring to an RN program, the school has no immediate plans to scale up their intakes. If the school’s current plan is carried out without additional investment, the school will be over capacity by 56% starting from 2008 onwards.Priorities: (1) Faculty (2) Classroom furniture (3) Transport to practical sites

Context

Solwezi School of Nursing

• Faculty: • EN clinical teachers: 4 (Jul 2008)

• Classrooms/Skills lab: • Purchase furniture to equip existing classrooms as soon

as possible• Purchase equipment for existing skills lab as soon as

possible• Library:


• Purchase furniture for existing dining hall as soon as possible

• Faculty offices/accommodation:• Build offices for capacity 4 by Jan 2009• Increase accommodation capacity by 8 by Jan 2009

• Computers: Purchase 3 in as soon as possible• Vehicles: Purchase minibus of capacity 26

Key actions

• Maintain current EN intake of 45• Produce ≥43 EN graduates by Jul 2010 onwards

• School-determined targets

Projected Graduates

05

1015202530354045






Total one-off costs 451 451 - 430 20 - - - - Hire add'l teaching staff (recruiting only) 6 6 - 6 - - - - - Refurbish/expand existing classrooms 6 6 - 6 - - - - - Update skills lab and equipment 20 20 - - 20 - - - - Buy new/add'l books 5 5 - 5 - - - - - Build/update kitchen/dining facility 5 5 - 5 - - - - - Build new staff office 36 36 - 36 - - - - - Build new teacher accom. 343 343 - 343 - - - - - Buy new computers 3 3 - 3 - - - - - Purchase /repair transportation vehicles 26 26 - 26 - - - -


Current needs

Scale-up 08 09 10 11 12

Total recurring costs 121 121 - 23 24 24 25 25 - Recurring salary add'l clinical teacher 121 121 - 23 24 24 25 25

66

23 July 2008

Key actions

The St. Francis School of Nursing is located in Katete and sponsored by the Anglican Church. The school has plans to expand to offer an EM program starting in 2010. There is an abundance of land upon which to expand infrastructure, and the semi-rural location lends itself well to the prospect of day schooling. If the school’s current plan is carried out without additional investment, the school will be over capacity by 57% starting in 2008 and 63% from 2009 onwards.Priorities: (1) Student accommodation (2) Library/study materials (3) Transport to practical sites

Context


St. Francis School of Nursing

• Faculty: • EN tutors hires: 1 (Jul 2009)• EN clinical teacher hires: 5 (Jul 2008); 1 (Jul 2010)• EM clinical teacher hires: 3 (Jan 2010); 1 (Jul 2010)

• Classrooms/Skills lab: • Purchase equipment for existing skills lab as soon as

possible• Build partition between existing skills lab and 75

capacity classroom by Jan 2009• Build skills lab of 25 by Jan 2009


as soon as possible• Build capacity for 40 by Jul 2009; 60 more by Jul 2010

• Library: • Purchase books for existing library as soon as possible• Build additional library with capacity 30 by Jul 2009

• Kitchen/Dining hall: • Purchase additional stove and utensils for kitchen and

dining halls as soon as possible• Increase dining capacity by 24 by Jul 2010

• Faculty offices and accommodation:• Build offices for capacity 8 by Jan 2009; 5 by Jan 2010• Increase accommodation capacity by 6 by Jan 2009; 1

more by Jul 2009; 3 more by Jan 2010; 1 more in Jul 2010

• Computers: Purchase 4 computers by Jan 2009; 4 by Jul 2010• Vehicles: Purchase minibus with capacity 30 as soon as possible• Other: Advertise more aggressively for EM program

• Increase EN intake from current 65 to 75 from Jul 2009 onwards• Increase EM intake from current 18 to 30 and add January intake

from Jan 2010 onwards• Produce ≥71 EN graduates from Jun 2011 • Produce ≥56 EM graduates annually from Dec 2010 onwards• Enroll 10 day scholars per year starting Jan 2009




Projected Graduates

020406080

100120140



Total one-off costs 1,497 860 637 359 688 449 - - - Hire add'l teaching staff (recruiting only) 17 10 8 7 7 3 - - - Refurbish/expand existing classrooms 2 2 - - 2 - - - - Build new skills lab 27 27 - - 27 - - - - Update skills lab and equipment 31 31 - - 31 - - - - Build new student accom. 656 259 397 - 259 397 - - - Refurbish existing student accom. 18 18 - - 18 - - - - Build new library 44 44 - - 44 - - - - Buy new/add'l books 11 11 - 11 - - - - - Build/update kitchen/dining facility 43 43 - - 43 - - - - Build new staff office 132 80 51 80 51 - - - - Build new teacher accom. 478 301 177 257 176 45 - - - Buy new computers 8 4 4 4 - 4 - - - Purchase /repair transportation vehicles 31 31 - - 31 - - -


Current needs

Scale-up 08 09 10 11 12

Total recurring costs 1,454 227 1,227 104 151 390 399 409 - Recurring salary add'l tutor 40 40 - - 10 10 10 10 - Recurring salary add'l clinical teacher 252 187 65 29 38 60 62 63 - Recurring cost add'l nursing/midw student 1,162 1,162 75 104 320 328 336

67

23 July 2008

Key actions

St. Paul’s School of Nursing is located 3 km north of Nchelenge, Luapula Province. They currently have only an EN program; however, in January 2009 they plan to introduce a midwifery, though they have not yet decided on DEM vs. EM (DEM is selected below at MOH recommendation). They have significant construction that will be finished July 2008. If the school’s current plan is carried out without additional investment, the school will be over capacity by 201% starting in 2008 and 338% from 2009 onwards.Priorities: (1) Faculty (2) Student accommodation (3) Transport to practical sites

Context


St. Paul’s School of Nursing

• Faculty: • EN tutor hires: 1 (Jul 2008); 1 (Jul 2009)• EN clinical teachers: 3 (Jul 2008)• DEM tutor hires: 2 (Jan 2009); 1 (Jan 2010)• DEM clinical teacher hires: 1 (Jan 2009)

• Classrooms: • Purchase furniture for capacity 170 to equip existing

and newly constructed classrooms as soon as possible• Purchase equipment for newly constructed skills lab by

Jul 2009• Student accommodation: Build capacity for 50 by Jan 2009; 50

more by Jul 2010• Library:

• Purchase additional books for library as soon as possible

• Purchase additional furniture for additional capacity 40 by Jan 2009

• Kitchen/Dining hall: • Currently under renovation to be completed by Jul 2008• Purchase industrial stove and volcano pot by Jan 2009

• Faculty offices and accommodation:• Build offices for capacity 2 Jan 2009; 2 more Jan 2010• Increase capacity by 5 by Jan 2009; 1 more by Jul

2009; 1 more by Jan 2010 • Computers: Purchase 3 computers by Jan 2009; 3 more

computers by Jan 2012• Vehicles: Purchase minibus with capacity 26 by Jul 2010

• Purchase Land Cruiser with capacity 12 (MOH funded)• Other: Purchase equipment for newly constructed recreational hall

for capacity 100 by Jul 2009

• Increase EN intake from past 35 to 55 from Jul 2008 onwards• Introduce DEM intake of 40 from Jan 2009 onwards• Produce ≥52 EN graduates from Jun 2010 • Produce ≥38 DEM graduates from Dec 2010 onwards




Projected Graduates

0

20

40

60

80

100



Total one-off costs 1,135 706 429 273 500 359 - 3 - Hire add'l teaching staff (recruiting only) 17 15 2 12 5 - - - - Refurbish/expand existing classrooms 14 14 - 14 - - - - - Update skills lab and equipment 31 31 - - 31 - - - - Build new student accom. 654 323 331 - 323 331 - - - Buy new/add'l books 10 10 - 10 - - - - - Build/update kitchen/dining facility 23 23 - - 23 - - - - Build new staff office 41 20 21 20 21 - - - - Build new teacher accom. 302 258 44 214 88 - - - - Buy new computers 6 3 3 3 - - - 3 - Purchase /repair transportation vehicles 28 - 28 - - 28 - - - Purchase recreational hall furniture 10 10 - - 10 - - -


Current needs

Scale-up 08 09 10 11 12

Total recurring costs 2,061 327 1,735 120 414 497 509 521 - Recurring salary add'l tutor 221 206 15 28 43 49 50 51 - Recurring salary add'l clinical teacher 121 121 - 23 24 24 25 25 - Recurring cost add'l nursing/midw student 1,720 1,720 69 348 424 434 445 - Recurring cost add'l multi-program student - - - - - - -

68

23 July 2008

• Faculty: • RN tutor hires: 1 (Jul 2009); 1 (Jul 2010)• RN clinical teacher hires: 1 (Jul 2009); 1 (Jul 2013)

• Classrooms/Skills lab: • Purchase equipment for existing skills lab as soon as


• Student accommodation:• Build capacity for 30 by Jan 2009; 30 more by Jul 2009;

30 more by Jul 2010; 14 more by Jul 2012• Library:


• Build kitchen to serve 104 as soon as possible• Build dining hall for capacity 52 as soon as possible

• Faculty offices/accommodation:• Increase office capacity by 1 by Jul 2010; 1 more by Jul

2013• Increase accommodation capacity by 4 by Jul 2008; 2

more by Jul 2009; 2 more by Jul 2010• Computers:

• Purchase 2 computers by Jul 2008; 2 more by Jan 2010; 1 more by July 2012

• Vehicles: Purchase minibus with capacity 30 as soon as possible

Key actions

Agape School if Nursing is a new private school located in Kabwe that will open in July 2008, offering a 3-year Registered Nursing program. Currently, the school does not have any accommodation, kitchen, or dining capacity, but actions below include the construction of infrastructure assuming 100% boarding and sufficient land for building.Priorities: (1) Faculty (2) Classrooms (3) Student accommodation

Context

• Increase annual RN intake from 30 in 2008 to 35 by Jul 2012• Produce ≥28 RN graduates from Jun 2011 and ≥33 RN graduates

from Jun 2015 onwards


Agape School of Nursing (Private)




Projected Graduates

0

5

10

15

20

25

30

35

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017



Total one-off costs 907 573 334 375 200 234 - 98 - Hire add'l teaching staff (recruiting only) 6 4 2 - 4 2 - - - Build new skills lab 22 - 22 - - 22 - - - Update skills lab and equipment 30 30 - 30 - - - - - Build new student accom. 679 383 296 189 194 199 - 97 - Buy new/add'l books 4 4 - 4 - - - - - Build/update kitchen/dining facility 120 120 - 120 - - - - - Build new staff office 11 - 11 - - 11 - - - Buy new computers 5 2 3 2 2 - - 1 - Purchase /repair transportation vehicles 30 30 - 30 - - - -



Total recurring costs 1,433 194 1,240 21 200 389 398 426 - Recurring salary add'l tutor 70 40 30 - 10 20 20 20 - Recurring salary add'l clinical teacher 24 24 - - 6 6 6 6 - Housing allowance urban (Category A) 179 130 50 21 26 43 44 45 - Recurring cost add'l nursing/midw student 1,160 1,160 - 158 320 328 354

69

23 July 2008

• Faculty: • RN tutor hires: 2 (Jan 2010); 1 (Jul 2010); 2 (Jan 2011);

2 (Jan 2012)• RN clinical teacher hires: 1 (Jan 2010)

• Classrooms/Skills lab: • Build 4 classrooms each of capacity 45 by the following

dates: Jul 2009, July 2010, Jan 2011 and Jan 2012 (some may be created by renovating old chicken coops)

• Convert 2 current classrooms to skills labs each of capacity 25 by Jul 2009 and Jul 2010, respectively

Student accommodation:• Purchase furniture to upgrade existing accommodation

as soon as possible• Build capacity for 74 by Jul 2009; 46 more by Jan 2010;

44 more by Jul 2010; 44 more by Jan 2011; 58 more by Jan 2012

• Library: • Purchase books for existing library as soon as possible• Increase library capacity by 56 seats by Jul 2010

• Kitchen/Dining hall:• Build kitchen to serve 266 students by Jul 2010• Build dining hall for capacity 133 by Jul 2010

• Faculty offices/accommodation:• Purchase furniture for faculty offices• Build office capacity for 3 by Jul 2010; 2 more by Jan

2011; 2 more by Jan 2012• Increase accommodation capacity by 5 by Jan 2009; 3

more by Jul 2010; 3 more by Jan 2011; 2 more by Jan 2012

• Computers: Purchase 4 computers by Jul 2009; 4 more by Jul 2010; 3 more by Jul 2011; 2 more by Jan 2012

• Vehicles: Purchase minibus with capacity 26 as soon as possible

Key actions

The Dovecot College of Nursing will be opening with its first RN intake in July 2008. Located in Bauleni, on the outskirts of Lusaka, the private school owns its own land and currently accepts 25% of its students as day scholars, but it hopes to eventually transition to being a completely boarding school. The school seems extremely well-prepared for their first intake in terms of management and infrastructure, except for a lack of student accommodation blocks, as the school plans to board 100% of their students. Most of the construction of infrastructure outlined below is aimed to start during 2009.Priorities: (1) Student accommodation (2) Kitchen and Dining Hall (3) Transport

Context

• Increase each biannual RN intake from current 30 to 45 from Jan 2009 onwards

• Produce ≥86 RN graduates annually from Jun 2012 onwards


Dovecot College of Nursing (Private)




Projected Graduates

0102030405060708090

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017



Total one-off costs 2,480 564 1,917 43 824 1,148 460 5 - Hire add'l teaching staff (recruiting only) 18 - 18 - 6 2 5 5 - Build new classroom 146 36 110 - 36 73 37 - - Update skills lab and equipment 4 2 2 - 2 2 - - - Update chem/biomed lab and equipment 31 - 31 - - 31 - - - Build new student accom. 1,751 478 1,273 - 776 583 393 - - Refurbish existing student accom. 5 5 - 5 - - - - - Build new library 84 - 84 - - 84 - - - Buy new/add'l books 9 9 - 9 - - - - - Build/update kitchen/dining facility 322 - 322 - - 322 - - - Build new staff office 67 - 67 - - 47 19 - - Refurbish existing staff office 3 3 - 3 - - - - - Buy new computers 14 4 10 - 4 4 5 - - Purchase /repair transportation vehicles 26 26 - 26 - - - -


Current needs

Scale-up 08 09 10 11 12

Total recurring costs 3,000 161 2,839 - 223 681 945 1,151- Recurring salary add'l tutor 161 40 121 - 10 29 50 72 - Recurring salary add'l clinical teacher 21 12 9 - 3 6 6 6 - Housing allowance urban (Category A) 231 109 122 - 26 59 72 74 - Recurring cost add'l nursing/midw student 2,587 2,587 - 184 586 817 999

70

23 July 2008

• Faculty: • RN tutor hires: 2 (Jul 2008); 2 (Jan 2009); 1 (Jul 2010)• RN clinical teacher hires: 4 (Jul 2008); 2 (Jul 2009); 1

(Jan 2010)• Classrooms/Skills lab:


• Build 4 classrooms of capacity 50 each on new campus by Jul 2010

• Build 2 skills lab of capacity 25 each on new campus by Jul 2010

• Student accommodation:• Build capacity for 335 by Jul 2010

• Library: • Purchase books for existing library as soon as possible• Build a library of capacity 84 by Jul 2010

• Kitchen/Dining Facilities:• Build a kitchen to serve 335 by Jul 2010• Build a dining hall to serve 168 by Jul 2010

• Faculty offices/accommodation:• Build office capacity for 25 by Jul 2010• Increase accommodation capacity by 6 more by Jul

2008; 4 more by Jan 2009; 2 more by Jul 2010• Computers: Purchase 3 computers by Jul 2009; 3 by Jul 2010

Key actions

The ESU School of Nursing is located in Avondale, Lusaka, and is the second-oldest private nurse training institution in Zambia. Currently offering a single RN program, ESU is anticipating adding a DEM program in July 2008, pending approval from the GNC. Run primarily as a day school by experienced management, ESU is looking to expand its boarding services (to 100%), which currently cater to approximately 70% of the student body. The school plans to purchase land in the next 3 years, so key actions and costs noted below start in 2010 for the new campus assuming there is no existing infrastructure there.Priorities: (1) Books (2) Microscopes (3) Models

Context

• Maintain recently scaled-up biannual intake of 50 from 2008 onwards

• Produce ≥47 RN graduates from Dec 2010 onwards• Introduce single annual DEM intake of 40 from Jul 2008 onwards• Maintain enrolment of 25% day scholars per intake


ESU School of Nursing (Private)




Projected Graduates

0

20

40

60

80

100

120

140

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017



Total one-off costs 3,333 64 3,269 58 8 3,267 - - - Hire add'l teaching staff (recruiting only) 21 18 4 15 5 2 - - - Build new classroom 162 - 162 - - 162 - - - Build new skills lab 56 - 56 - - 56 - - - Update skills lab and equipment 61 30 31 30 - 31 - - - Build new student accom. 2,217 - 2,217 - - 2,217 - - - Build new library 125 - 125 - - 125 - - - Buy new/add'l books 13 13 - 13 - - - - - Build/update kitchen/dining facility 405 - 405 - - 405 - - - Build new staff office 264 - 264 - - 264 - - - Buy new computers 6 3 3 - 3 3 - -



Total recurring costs 4,064 377 3,687 369 615 1,002 1,026 1,051 - Recurring salary add'l tutor 226 196 30 37 38 49 50 51 - Recurring salary add'l clinical teacher 191 181 9 23 38 42 43 44 - Housing allowance urban (Category A) 414 - 414 - - 135 138 141 - Recurring cost add'l nursing/midw student 3,233 3,233 309 539 777 795 814

71

23 July 2008

• Faculty: • RN tutor hires: 5 (Jul 2008); 2 (Jan 2009)• RN clinical teacher hires: 1 (Jul 2008)

• Classrooms/Skills lab: • Equip both skills labs as soon as possible• Purchase desks for classrooms for capacity 50 as soon

as possible• Purchase additional teaching materials

• Student accommodation:• Currently, the school rents some houses for students to

stay; there are no plans to purchase land or build accommodation blocks

• Library: • Purchase books for existing library as soon as possible• No opportunity to build library since school does not

own land• Kitchen/Dining hall:

• Currently, the school is self-catering, and will remain so until plans are made to purchase land and build student accommodation

• Faculty offices/accommodation:• No opportunity to build offices since school does not

own land• Increase capacity for accommodation by 8 by Jul 2008;

2 more by Jan 2009• Vehicles: Purchase minibus with capacity 26 by Jul 2009

Key actions

Lusaka Health Institute (LHI), located in Lusaka, started to train Registered Nurses in Jan 06. The first intake will graduate in Dec 08 and is expected to be the first batch of Registered Nurses (RN) to graduate from a private training institution. The school is currently renting land and facilities, and does not have concrete plans to purchase land or scale-up beyond its current 25 biannual intake.Priorities: (1) Faculty (2) Student accommodation (3) Classrooms

Context

• Continue RN biannual intake of 25• Produce ≥47 RN graduates annually from Jun 2011 onwards


Lusaka Health Institute (Private)




Projected Graduates

0

10

20

30

40

50

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017



Total one-off costs 79 79 - 79 - - - - - Hire add'l teaching staff (recruiting only) 17 17 - 17 - - - - - Refurbish/expand existing classrooms 4 4 - 4 - - - - - Update skills lab and equipment 30 30 - 30 - - - - - Buy new/add'l books 5 5 - 5 - - - - - Purchase /repair transportation vehicles 26 26 - 26 - - - - - Purchase teaching materials 1 1 - 1 - - - -


Current needs

Scale-up 08 09 10 11 12

Total recurring costs 1,703 632 1,071 198 304 391 400 410 - Recurring salary add'l tutor 342 342 - 65 67 68 70 72 - Recurring salary add'l clinical teacher 30 30 - 6 6 6 6 6 - Housing allowance urban (Category A) 259 259 - 41 53 54 55 57 - Recurring cost add'l nursing/midw student 1,071 1,071 86 179 262 269 275

72

23 July 2008

• Increase individual biannual RN intake from current 40 to 50 from Jan 2010 onwards

• Introduce January RM intake of 30 starting Jan 2009; increase to 40 in Jan 2010

• Introduce January RN conversion intake of 25 starting Jan 2009; increase to 40 in Jan 2010

• Produce ≥47 RN graduates from Dec 2012 onwards• Produce ≥28 RM graduates from Dec2008 onwards• Produce ≥24 in-service RN graduates from Dec 2010 onwards• Enroll 50 day students per year in all programs starting in Jan 2009

• Faculty: • RN tutor hires: 3 (Jul 2008); 1 (Jul 2010)• RN clinical teacher hires: 4 (Jul 2008); 2 (Jul 2009)• RM tutor hires: 1 (Jul 2009)• RM clinical teacher hires: 1 (Jul 2009)• RN conversion tutor hires: 1 (Jul 2009)• RN conversion clinical teacher hires: 1 (Jul 2009)

• Classrooms/Skills lab: • Purchase equipment for skills lab as soon as possible• Build 4 classrooms of capacity 50 by Jul 2010• Build 2 skills labs of capacity 25 each by Jul 2010

• Student accommodation:• Purchase furniture for existing accommodation as soon

as possible• Build for capacity 340 by Jul 2010

• Kitchen/Dining Hall: • Build kitchen to feed 290; dining hall for 175 by Jul 2010

• Library: • Purchase books for existing library as soon as possible• Build library of capacity 87 by Jul 2010

• Faculty offices/accommodation:• Build office capacity for 25 by Jul 2010• Increase accommodation capacity by 20 by Jan 2009; 4

more by Jul 2009; 1 more by Jul 2010• Computers: Purchase 11 computers by Jul 2008; 6 by Jul 2009• Vehicles: Purchase minibus with capacity 42 as soon as possible

Key actions

Opened in 1995 with an RN program, the Lusaka Nursing Institute is the oldest private nursing institution in Zambia. Although currently run out of rented facilities as a day school, the school management has very ambitious plans to purchase land and expand the school to include an RM and RN conversion program for in-service enrolled nurses, with single January intakes. Key actions and costs aim to finish all construction by the target year 2010, assuming that the new land expected to be purchased in 2009 has no existing infrastructure.Priorities: (1) Construction of school on purchased land (2) Faculty recruitment/retention (3) Teaching materials/equipment

Context


Lusaka Nursing Institute (Private)




Projected Graduates

020406080

100120140

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017



Total one-off costs 3,328 112 3,216 95 17 3,216 - - - Hire add'l teaching staff (recruiting only) 25 23 2 12 11 2 - - - Build new classroom 162 - 162 - - 162 - - - Build new skills lab 28 - 28 - - 28 - - - Update skills lab and equipment 20 20 - 20 - - - - - Update chem/biomed lab and equipment 31 - 31 - - 31 - - - Build new student accom. 2,251 - 2,251 - - 2,251 - - - Refurbish existing student accom. 10 10 - 10 - - - - - Build new library 130 - 130 - - 130 - - - Buy new/add'l books 16 16 - 16 - - - - - Build/update kitchen/dining facility 374 - 374 - - 374 - - - Build new staff office 237 - 237 - - 237 - - - Buy new computers 17 17 - 11 6 - - - - Purchase /repair transportation vehicles 26 26 - 26 - - - -


Current needs

Scale-up 08 09 10 11 12

Total recurring costs 2,907 924 1,983 51 541 828 735 753 - Recurring salary add'l tutor 256 226 30 28 48 59 60 61 - Recurring salary add'l clinical teacher 218 218 - 23 47 48 49 51 - Housing allowance urban (Category A) 251 480 (230) - 116 135 - - - Recurring cost add'l nursing/midw student 2,183 2,183 - 330 586 626 641

73

23 July 2008

• Faculty: • RN tutor hires: 2 (Jul 2009); 3 (Jul 2010); 1 (Jan 2012)• RN clinical teacher hires: 3 (Jul 2008); 2 (Jul 2009);

1 Jul 2011• Classrooms/Skills lab:

• Purchase furniture for existing classrooms to seat 80 as soon as possible


• Build classroom for capacity 50 by Jul 2010• Build and equip skills lab for capacity 25 by Jul 2009

• Student accommodation:• Build capacity for 60 by Jan 2009; 60 more by Jul 2009;

40 more by Jan 2010; 50 more by Jul 2010; 56 more by Jan 2011


• Kitchen/Dining hall: • Build dining hall for capacity 147 by Jul 2009• Build kitchen to serve 295 by Jul 2009

• Faculty offices/accommodation:• Build office capacity for 4 by Jul 2009; 5 by Jul 2010• Increase accommodation capacity by 10 by Jul 2009; 2

more by Jan 2010; 2 more by Jul 2010; 2 more by Jan 2012

• Computers: Purchase 3 computers by Jul 2010; 3 by Jul 2011• Vehicles: Purchase minibus with capacity 26 as soon as possible

Key actions

The Makeni College School of Nursing opened in January 2008 with a single RN program with a biannual intake. Although the private school has plans to eventually include a midwifery program as well, this is not anticipated to take place in the next 5 years and not included in the analysis below. The school owns a plot of land that has plenty of room for construction of buildings. Located on the outskirts of urban Lusaka, a lack of access to rural experience among their practical sites poses immediate challenges.Priorities: (1) Skills lab (2) Student accommodation (3) Transport to practical sites

Context

• Increase each biannual RN intake from current 30 to 50 from Jul 2009 onwards

• Produce ≥94 RN graduates annually from Jun 2012 onwards


Makeni College School of Nursing (Private)




Projected Graduates

0

20

40

60

80

100

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017



Total one-off costs 3,127 1,717 1,410 440 1,746 844 98 - - Hire add'l teaching staff (recruiting only) 23 12 11 4 8 8 2 - - Build new classroom 41 - 41 - - 41 - - - Refurbish/expand existing classrooms 6 6 - 6 - - - - - Build new skills lab 27 27 - - 27 - - - - Update skills lab and equipment 51 51 - 20 31 - - - - Build new student accom. 1,727 767 960 379 646 702 - - - Build new library 76 - 76 - 76 - - - - Buy new/add'l books 10 10 - 10 - - - - - Build/update kitchen/dining facility 348 348 - - 348 - - - - Build new staff office 83 37 46 - 83 - - - - Build new teacher accom. 709 439 270 - 527 90 92 - - Buy new computers 6 - 6 - - 3 3 - - Purchase /repair transportation vehicles 26 26 - 26 - - - -


Current needs

Scale-up 08 09 10 11 12

Total recurring costs 3,200 218 2,982 17 347 829 992 1,015- Recurring salary add'l tutor 189 79 110 - 19 49 60 61 - Recurring salary add'l clinical teacher 158 139 19 17 29 36 37 38 - Recurring cost add'l nursing/midw student 2,853 2,853 - 298 744 895 916

74

23 July 2008

Ndola School of Nursing Polytechnic opened in Jan 2007, offering a 3-year RN program as well as a 2-year accelerated RN program for in-service students. The first intake will graduate in Dec 2009, and is expected to be the first batch of RNs to graduate from a private training institution in Ndola. The school has very limited teaching materials and students study materials, and currently does not have any on-campus accommodation. Priorities: (1) Student accommodation (2) Faculty (3) Classrooms and materials

Context

Ndola School of Nursing Polytechnic (Private)

• Faculty: • RN tutor hires: 2 (Jan 2009); 1 (Jan 2011)• RN clinical teacher hires: 2 (Jan 2009); 1 (Jan 2010); 1

(Jan 2012)• Classrooms/Skills lab:

• Purchase 50 tables and chairs for existing classroom • Build classroom for capacity 50 by Jan 2010• Convert 30 person classroom for skills lab in Jan 2010• Purchase equipment for skills lab and general teaching

materials as soon as possible• Student accommodation:

• Build capacity for 60 as soon as possible; 30 more by Jan 2009; 20 more by Jan 2010; 20 more by Jan 2012

• Library: • Purchase books for existing library as soon as possible• Purchase furniture for library as soon as possible

• Kitchen/Dining hall: • Build kitchen to serve 150 students as soon as possible• Build dining hall for capacity 75 as soon as possible

• Faculty offices/accommodation:• Increase office capacity for each by 6 by Jan 2009;

2 more by Jan 2012• Increase accommodation capacity by 5 as soon as

possible; 3 more by Jan 2009; 2 more by Jan 2011; 1 more by Jan 2012

• Computers: • Purchase 3 computers as soon as possible; 1 more by

Jan 2009; 2 more by Jan 2010; 2 more by Jan 2012• Vehicles: Purchase minibus with capacity 30 as soon as possible

Key actions

• Increase RN intake from current 30 to 50 by Jan 2010 onwards• Produce ≥28 RN graduates from Dec 2009 and ≥48 RN graduates

from Dec 20112 onwards





Projected Graduates

05

101520253035404550

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017



Total one-off costs 1,211 877 334 847 203 2 159 - - Hire add'l teaching staff (recruiting only) 13 7 5 7 2 2 2 - - Build new classroom 40 - 40 - 40 - - - - Refurbish/expand existing classrooms 5 4 1 4 1 - - - - Update skills lab and equipment 31 31 - - 31 - - - - Build new student accom. 833 568 265 568 129 - 136 - - Refurbish/expand existing library 3 3 - 3 - - - - - Buy new/add'l books 5 5 - 5 - - - - - Build/update kitchen/dining facility 173 173 - 173 - - - - - Build new staff office 74 54 19 54 - - 19 - - Buy new computers 8 4 4 4 2 - 2 - - Purchase /repair transportation vehicles 30 30 - 30 - - - - - Purchase teaching materials 2 2 - 2 - - - -



Total recurring costs 1,343 359 983 66 176 281 369 450 - Recurring salary add'l tutor 128 98 30 19 19 29 30 31 - Recurring salary add'l clinical teacher 94 72 22 11 15 18 25 25 - Housing allowance urban (Category A) 250 189 61 36 37 54 61 62 - Recurring cost add'l nursing/midw student 871 871 - 105 180 254 332

75

23 July 2008

The Western School of Nursing is a private institution with a 2-yr EN program established in July 2008. Currently located on a rented plot, the school hopes to purchase the land where it is located. They are renting and renovating several old and run-down houses that serve as classrooms, hostels, and offices. The school is run in conjunction with the Western School of Nursing – Livingstone.Priorities: (1) Faculty (2) Student accommodation (3) Classrooms and equipment

Context

Western School of Nursing – Mongu (Private)

• Faculty: • EN tutor hires: 2 (Jul 2008)• EN clinical teacher hires: 1 (Jul 2008); 1 (Jul 2010)

• Classrooms/Skills lab: • Build classroom for capacity 50 by Jul 2010• Convert classroom to skills lab of capacity 25 in Jul 2010• Purchase equipment for skills lab as soon as possible


as soon as possible• Build capacity for 20 by Jan 2009; 18 more by Jul 2010

• Library: • Purchase books for existing library as soon as possible• Increase library capacity by 5 seats by Jul 2011

• Kitchen/Dining hall: • Build kitchen to cook for 100 people as soon as possible

(currently, the school is self-catering)• Build dining hall for capacity 50 as soon as possible

• Faculty offices/accommodation:• Increase office capacity by 1 by Jul 2010• Increase accommodation capacity by 5 as soon as

possible; 1 more by Jul 2010• Computers:

• Purchase 3 computers as soon as possible; 2 more by Jul 2011

• Vehicles: Purchase minibus with capacity 30 by Jul 2010• Other: Purchase teaching materials for annual intake of 50

Key actions

• Increase RN intake from current 37 to 50 from Jul 2008 and 50 to70 from Jul 2010 onwards

• Produce ≥47 RN graduates from Jun 2011 and ≥66 RN graduates from Jun 2013 onwards


Projected Graduates

0

10

20

30

40

50

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017






Total one-off costs 761 509 252 479 273 2 8 - - Hire add'l teaching staff (recruiting only) 7 6 2 6 2 - - - - Build new classroom 40 - 40 - 40 - - - - Update skills lab and equipment 31 31 - - 31 - - - - Build new student accom. 243 126 116 126 116 - - - - Refurbish existing student accom. 8 8 - 8 - - - - - Build new library 8 - 8 - - - 8 - - Buy new/add'l books 5 5 - 5 - - - - - Build/update kitchen/dining facility 115 115 - 115 - - - - - Build new staff office 9 - 9 - 9 - - - - Build new teacher accom. 258 214 44 214 44 - - - - Buy new computers 5 3 2 3 - 2 - - - Purchase /repair transportation vehicles 31 - 31 - 31 - - - - Purchase teaching materials 1 1 - 1 - - - -


Current needs

Scale-up 08 09 10 11 12

Total recurring costs 372 140 231 24 28 68 124 127 - Recurring salary add'l tutor 98 98 - 19 19 20 20 20 - Recurring salary add'l clinical teacher 52 42 9 6 9 12 12 13 - Recurring cost add'l nursing/midw student 222 222 - - 36 92 94

76

23 July 2008

The Western School of Nursing is a private institution with a 3-yr RN program established in July 2007. Currently located on a rented plot, the school has plans to purchase land and relocate by July 2009. With sufficient investment, scale-up plans would include the additions of an RM program by July 2010, thought currently they have limited infrastructure and only one staff member. The school is run in conjunction with the Western School of Nursing – Mongu.Priorities: (1) Faculty (2) Student accommodation (3) Skills lab equipment

Context

Western School of Nursing – Livingstone (Private)

• Faculty: • RN tutor hires: 3 (Jul 2008); 2 (Jul 2009); 1 (Jan 2010)• RN clinical teacher hires: 4 (Jul 2008); 1 (Jan 2009); 1

(Jan 2010); 1 (Jan 2011); 1 (Jan 2012); 1 (Jan 2013)• RM tutor hires: 2 (Jul 2010)• RM clinical teacher hires: 1 (Jul 2010); 1 (Jan 2011)

• Classrooms/Skills lab: • Renovate, repair, and furnish existing classroom• Build classroom of capacity 40 by Jan 2010; build

another of capacity 40 by Jan 2011• Purchase equipment for existing skills lab as soon as


• Student accommodation:• Build capacity for 70 as soon as possible; 30 more by

Jan 2009;30 more by Jul 2009; 40 more by Jan 2010; 40 more by Jul 2010; 30 more by Jul 2012

• Library: Build library of capacity 50 by Jan 2010• Kitchen/Dining hall:

• Build dining hall for capacity 135 as soon as possible• Faculty offices/accommodation:

• Build offices of capacity 6 by Jan 2009; 4 more by Jan 2010; 5 more by Jul 2010

• Increase accommodation capacity by 10 as soon as possible; 2 more by Jul 2009; 2 more by Jan 2010; 3 more by Jul 2010; 3 more by Jul 2011

• Computers: Purchase 5 computers as soon as possible; 3 more byJul 2009; 4 more by Jul 2010; 2 more by Jul 2012

• Vehicles: Purchase minibus with capacity 30 by Jan 2009

Key actions

• Increase RN intake from current 30 twice a year to 40 twice a year from Jan 2010 onwards

• Initiate annual RM intake of 35 in Jul 2010; consider expansion of program after evaluation of pilot phase

• Produce ≥76 RN graduates annually from Dec 2012 onwards• Produce ≥33 RM graduates annually from Jul 2011 onwards





Projected Graduates

0

20

40

60

80

100

120

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017



Total one-off costs 2,182 1,178 1,003 951 688 334 207 2 - Hire add'l teaching staff (recruiting only) 34 18 16 18 10 3 2 2 - Build new classroom 64 - 64 - 32 32 - - - Refurbish/expand existing classrooms 6 6 - 6 - - - - - Build new skills lab 28 - 28 - - 28 - - - Update skills lab and equipment 31 31 - - 31 - - - - Build new student accom. 1,552 825 727 631 452 265 203 - - Build new library 73 - 73 - 73 - - - - Buy new/add'l books 12 6 6 6 - 6 - - - Build/update kitchen/dining facility 205 205 - 205 - - - - - Build new staff office 138 54 83 54 83 - - - - Buy new computers 14 8 6 5 7 - 2 - - Purchase /repair transportation vehicles 30 30 - 30 - - - -



Total recurring costs 3,340 847 2,493 127 433 824 928 1,028- Recurring salary add'l tutor 349 304 45 47 62 78 80 82 - Recurring salary add'l clinical teacher 249 175 74 29 35 54 62 69 - Housing allowance urban (Category A) 476 368 108 51 76 113 116 119 - Recurring cost add'l nursing/midw student 2,266 2,266 - 260 579 670 758

77

Annex 3. Faculty requirements (government TIs only) Faculty Needs ISUMMARY- Health Training Insitution Faculty: Current and Scale-up Needs, 2008-2012

Nursing Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan JulEnrolled Nursing 33 5 2 2 2 3 14 14 22 1 3 1 4 1 1 2 35Registered Nursing 56 1 2 1 1 3 3 3 4 5 23 28 32 13 1 6 8 2 4 2 6 74Enrolled Midwifery 13 6 3 1 4Registered Midwif 11 1 2 3 10 1 2 3Direct-Entry Midwif 3 2 9 3 1 15 4 1 7 1 2 11Theatre Nursing 4 2 3 3

Subtotal (nursing) 120 0 8 13 3 5 7 4 6 4 5 55 64 0 55 21 4 12 13 5 7 4 9 130

Other TisChikankata Biomed 4 2 2 2Ndola Biomed 11 2 1 3 7 2 1 10S of Anesthesia 1 2 3 1 1Dental School 8 1 1 2 3 3 8Chainama 47 3 1 4 20 3 1 4 1 29Evelyn Hone 19 12 4 3 19 5 7 12School of Medicine 51 13 13 19 24 17 86

Subtotal (other) 140 0 27 14 0 20 0 29 0 23 3 116 2 0 29 0 1 7 0 9 1 14 1 62

TOTAL 260 0 35 27 3 25 7 33 6 27 8 171 66 0 84 21 5 19 13 14 8 18 10 192

Current tutors

CurrentCTs

Tutors Clinical TeachersTotal

NeedsTotal

Needs2008 2009 2010 2011 2011 20122012 2008 2009 2010

78

Faculty Needs IINursing Faculty Summary: Current and Scale-up Needs, 2008-2012

School Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan JulChikankata 6 1 1 3 2 3 1 6Chilonga 5 1 1 2 2 1 1Chipata 5 1 1 1 1 4 3 3 1 1 5Defense 7 2 1 2 5Kabwe 10 4 2 1 3Kalene 1 2 1 3 1 1 1 2Kasama 5 2 1 3 2 5 1 2 8Kitwe 6 1 1 1 1 4 5 5 3 1 1 10Lewanika 3 1 1 2 4 1 1Livingstone 7 1 2 1 4 6 5 1 1 7Lusaka Nursing 16 1 1 6 10 2 4 16Lusaka Theatre 4 2 3 3Macha 2 1 1 1 2 1 3Mansa 6 1 1 2 1 5 1 2 1 9Monze 6 2 1 3 2 3 2 5Mufulira 6 1 1 6 4 4Mukinge 3 1 1 4 1 5Mwami 2 1 1 2 2 2 2Nchanga 1 1 1 2 1 2 7 1 1 2 2 1 1 7Ndola 7 1 1 1 2 5 7 3 2 2 7Roan Antelope 1 2 1 3 2 1 2 3Solwezi 3 1 4 4St. Francis 6 1 1 2 5 3 2 10St. Paul's 2 1 2 1 1 5 1 3 1 4

TOTAL 120 0 8 13 3 5 7 4 6 4 5 55 64 0 55 21 4 12 13 5 7 4 9 130

Tutors Clinical TeachersTotal

NeedsTotal

Needs2011 2012Current

tutorsCurrent

CTs2012 2008 2009 20102008 2009 2010 2011

79

Faculty Needs IIIOther Health Training Institution Faculty Summary: Current and Scale-up Needs, 2008-2012

School Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan JulChikankata Biomed 4 2 2 2Ndola Biomed 11 2 1 3 0 7 2 1 10S of Anesthesia 0 1 2 3 0 1 1Dental School 8 1 1 0 2 3 3 8Chainama 47 3 1 4 20 3 1 4 1 29Evelyn Hone 19 12 4 3 19 0 5 7 12School of Medicine 51 13 13 19 24 17 86 0

TOTAL 140 0 27 14 0 20 0 29 0 23 3 116 2 0 29 0 1 7 0 9 1 14 1 62

Tutors (or Professors for School of Medicine) Clinical TeacherTotal

NeedsTotal


tutorsCurrent

CTs2012 2008 2009 20102008 2009 2010 2011

80

Faculty Needs IVEnrolled Nursing Faculty: Current and Scale-up Needs, 2008-2012

School Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan JulChikankataChilonga 2 1 1 2 1 1 1ChipataDefense 7 0 2 1 2 5Kabwe 4 2 2 1 3Kalene 1 2 1 3 1 1 1 2KasamaKitweLewanika 3 1 1 2 4 1 1LivingstoneLusaka Nursing Lusaka TheatreMacha 2 1 1 1 2 1 3MansaMonzeMufuliraMukinge 3 1 1 0 4 1 5Mwami 2 1 1 2 2 2 2NchangaNdolaRoan AntelopeSolwezi 3 1 4 4St. Francis 4 1 1 1 5 1 6St. Paul's 2 1 1 2 1 3 3

TOTAL 33 0 5 2 2 0 2 0 3 0 0 14 14 0 22 1 3 1 4 1 1 2 0 35

Current tutors

EN Clincal TeacherEN TutorTotal

NeedsTotal

Needs2011 20122012 2008 2009 2010Current

CTs2008 2009 2010 2011

81

Faculty Needs VRegistered Nursing Faculty: Current and Scale-up Needs, 2008-2012

School Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan JulChikankata 4 1 1 1 2 3 1 6ChilongaChipata 4 1 1 2 2 3 1 4Defense KabweKaleneKasama 5 1 1 2 5 2 7Kitwe 5 1 1 1 3 3 5 2 1 1 9LewanikaLivingstone 7 1 1 6 5 1 6Lusaka Nursing 11 1 1 2 10 2 4 16Lusaka TheatreMachaMansa 6 1 1 2 1 5 1 2 1 9Monze 4 1 1 2 3 2 5Mufulira 5 1 1 4 4 4MukingeMwamiNchanga 0 2 1 2 5 0 1 1 1 3Ndola 5 1 1 1 2 5 5 3 2 5Roan AntelopeSolweziSt. FrancisSt. Paul's

TOTAL 56 0 1 2 1 1 3 3 3 4 5 23 28 0 32 13 1 6 8 2 4 2 6 74

RN Clincal TeacherRN TutorTotal

NeedsTotal


tutorsCurrent

CTs2011 20122012 2008 2009 20102008 2009

82

Faculty Needs VIEnrolled Midwifery Faculty: Current and Scale-up Needs, 2008-2012

School Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan JulChikankata 2 2Chilonga 3 1ChipataDefense Kabwe 6 2KaleneKasamaKitweLewanikaLivingstoneLusaka Nursing Lusaka TheatreMachaMansaMonzeMufuliraMukingeMwamiNchangaNdolaRoan AntelopeSolweziSt. Francis 2 1 3 1 4St. Paul's

TOTAL 13 0 0 0 0 0 0 0 0 0 0 0 6 0 0 0 0 3 1 0 0 0 0 4

Current tutors

CurrentCTs

EM Clincal TeacherEM TutorTotal

NeedsTotal

Needs2012 2008 2009 20102008 2009 2010 2011 2011 2012

83

Faculty Needs VIIRegistered Midwifery Faculty: Current and Scale-up Needs, 2008-2012

School Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan JulChikankataChilongaChipataDefense KabweKaleneKasamaKitwe 1 1 1 2 1 1LewanikaLivingstoneLusaka Nursing 5 4Lusaka TheatreMachaMansaMonze 2 2 2 0Mufulira 1 2MukingeMwamiNchangaNdola 2 2 2 2Roan AntelopeSolweziSt. FrancisSt. Paul's

TOTAL 11 0 0 0 0 1 2 0 0 0 0 3 10 0 0 0 0 1 0 0 2 0 0 3

RM Clincal TeacherRM TutorTotal

NeedsTotal


tutorsCurrent

CTs2012 2008 2009 20102008 2009 2010 2011

84

Faculty Needs VIIIDirect Entry Midwifery Faculty: Current and Scale-up Needs, 2008-2012

School Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan JulChikankataChilongaChipata 1 1 1 2 1 1 1Defense KabweKaleneKasama 0 2 2 0 1 1KitweLewanikaLivingstone 0 1 2 3 0 1 1Lusaka Nursing Lusaka TheatreMachaMansaMonzeMufuliraMukingeMwamiNchanga 1 1 1 2 1 1 2 1 4NdolaRoan Antelope 1 2 1 3 2 1 2 3SolweziSt. FrancisSt. Paul's 0 2 1 3 0 1 1

TOTAL 3 0 2 9 0 3 0 1 0 0 0 15 4 0 1 7 0 1 0 2 0 0 0 11

DEM Clincal TeacherDEM TutorTotal

NeedsTotal


tutorsCurrent

CTs2011 20122012 2008 2009 20102008 2009

85

Faculty Needs IXTheatre Faculty: Current and Scale-up Needs, 2008-2012

School Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan Jul Jan JulChikankataChilongaChipataDefense KabweKaleneKasamaKitweLewanikaLivingstoneLusaka Nursing Lusaka Theatre 4 2 3 3MachaMansaMonzeMufuliraMukingeMwamiNchangaNdolaRoan AntelopeSolweziSt. FrancisSt. Paul's

TOTAL 4 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 3 3

Current tutors

CurrentCTs

Theatre Clincal TeacherTheatre TutorTotal

NeedsTotal

Needs2012 2008 2009 20102008 2009 2010 2011 2011 2012

86

Annex 4. Total one-off costs estimated for 90% scale-up of Zambia’s government health TIs One-off costs (USD '000) - Gap only Total

08-12Current needs Scale-up 08 09 10 11 12

Total one-off costs 58,807 16,424 42,384 9,367 17,021 10,015 14,996 7,407 Teaching staff - - - - Hire add'l teaching staff (recruiting only) 710 305 404 265 99 99 111 135 - Build new classroom 1,292 404 888 356 571 195 170 - - Build new basic Lecture Theatre 1,932 - 1,932 - 556 158 908 310 - Build new Lecture Theatre - - - - - - - - - Refurbish/expand existing classrooms 197 86 111 42 146 6 2 - Laboratories - - - - Build new skills lab 350 211 139 118 120 84 29 - - Update skills lab and equipment 681 524 157 160 425 31 64 - - Build new chem/biomed lab 115 - 115 - - - 115 - - Update chem/biomed lab and equipment 523 308 215 - 308 - 215 - Student accommodation - - - - Build new student accom. 34,788 5,997 28,791 1,679 9,580 7,824 9,361 6,344 - Refurbish existing student accom. 247 247 - 205 41 - - - Library - - - - Build new library 2,395 373 2,022 154 1,501 105 612 23 - Refurbish/expand existing library 59 43 16 6 37 - 16 - - Buy new/add'l books 726 214 512 214 105 182 161 63 Kitchen & dining - - - - Build/update kitchen/dining facility 4,194 1,165 3,029 472 1,611 245 1,857 8 - Build new staff office 4,633 2,306 2,327 2,172 556 285 1,145 475 - Refurbish existing staff office - - - - - - - - Faculty accommodation - - - - Build new teacher accom. 4,239 3,568 671 3,086 746 270 138 - - Refurbish existing teacher accom. - - - - - - - - Computers - - - - Buy new computers 339 112 227 57 78 65 92 47 Vehicles - - - - Purchase /repair transportation vehicles 817 534 283 367 235 215 - - - Purchase teaching materials 7 5 2 4 2 1 0 0 - Purchase recreational hall furniture 23 20 3 10 10 3 - - - Build new sports complex 450 - 450 - 293 157 - - - Build new guest house 90 - 90 - - 90 - -

87

Annex 5. Annual scale-up cost forecasts or single-cadre government institutions, by province Current needs and scale-up:Expected one-off costs for health training institutions in Zambia, 2008-2012** School of Medicine, Evelyn Hone, Chainama not included **

School Activity 2008 Costs 2009 Costs 2010 Costs 2011 Costs 2012 Costs(ZMK) (ZMK) (ZMK) (ZMK) (ZMK)

Chikankata Biomed Build new student accommodation for 40 700,400,000(SOUTHERN) Purchase furniture for accommodation for 40 204,000,000

Build and furnish new library of capacity 25 122,400,000Build and furnish faculty offices of capacity 4 136,000,000Purchase 2 new computers 6,800,000Purchase minibus of capacity 30 102,000,000Build and furnish faculty offices of capacity 2 71,400,000Build and furnish faculty accommodation of capacity 2 299,200,000Purchase 2 new computers 6,800,000[No items for 2010]Purchase 1 new computer 3,400,000[No items for 2012]TOTAL 1,271,600,000 377,400,000 0 3,400,000 0

Chikankata Nursing Purchase furniture for existing classroom 17,000,000(SOUTHERN) Build student accommodation for 40 700,400,000

Purchase furniture for accommodation for 40 204,000,000Fix leaky ceiling in library 6,800,000Build and furniture 10 new staff offices 343,400,000Build and furnish 13 new teacher accommodation 1,893,800,000Purchase 5 new computers 17,000,000Purchase 26-seater bus 88,400,000Build new classroom 200,600,000Purchase furniture for classroom 13,600,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Build and furnish new library of capacity 34 170,000,000Build and furnish new dining hall of capacity 33 85,000,000Build and furnish faculty offices of capacity 2 71,400,000Purchase 3 new computers 10,200,000Build and furnish faculty accommodation of capacity 2 306,000,000[No items for 2011][No items for 2012]TOTAL 3,270,800,000 1,455,200,000 306,000,000 0 0

Livingstone Nursing Purchase furniture for exisitng classrooms 6,800,000(SOUTHERN) Purchase furniture for existing dining hall 20,400,000

Build and furnish faculty offices of capacity 18 615,400,000Purchase 5 new computers 17,000,000Build lecture theatre of capacity 90 401,200,000Purchase furniture for lecture theatre 30,600,000Build student accommodation of capacity 120 2,101,200,000Purchase furniture for accommodation of capacity 120 612,000,000Purchase furniture for existing student accommodation 17,000,000Build and furnish new lirbary of capacity 56 278,800,000Build and furnish new kitchen facility 272,000,000Build and furnish faculty offices of capacity 2 71,400,000Build new skills lad 95,200,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Purchase 5 new computers 17,000,000Purchase 30-seater minibus 108,800,000Build and furnish faculty offices of capacity 2 74,800,000[No items for 2012]TOTAL 659,600,000 3,784,200,000 1,125,400,000 74,800,000 0

88

Macha Nursing Purchase furniture for existing classrooms 6,800,000(SOUTHERN) Purchase furniture for existing student accommod 20,400,000

Purchase furniture for existing dining hall 13,600,000Build and furnish faculty offices of capacity 3 102,000,000Build teacher accomodation for capacity 6 873,800,000Purchase 2 new computers 6,800,000Purchase 230-seater minibus 102,000,000Build student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Build faculty accommodation for capacity 1 149,600,000[No items for 2009]Build and furnish library of capacity 10 51,000,000Purchase 1 new computer 3,400,000[No items for 2011][No items for 2012]TOTAL 2,179,400,000 0 54,400,000 0 0

Monze Nursing Remove partition and furnish existing classroom 10,200,000(SOUTHERN) Build student accommodation for 40 700,400,000

Purchase furniture for accommodation for 40 204,000,000Finish building accommodation (currently in progress) 34,000,000Update kitchen equipment 91,800,000Purchase furniture for dining hall 10,200,000Build and furnish faculty offices of capacity 6 204,000,000Purchase 36-seater bus 125,800,000Build and furnish new library of capacity 34 170,000,000Expand existing classroom 6,800,000Build student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000[No items for 2011]Build lecture theatre 401,200,000Furnish new lecture theatre 27,200,000Build student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Purchase dining hall furniture 27,200,000Build and furnish faculty offices of capacity 2 74,800,000TOTAL 1,380,400,000 170,000,000 911,200,000 0 1,434,800,000

89

Chilonga Nursing Purchase furniture for existing classroom 6,800,000(NORTHERN) Build and furnish new staff offices of capacity 2 68,000,000

Repair existing vehicle 23,800,000Purchase equipment for kitchen 51,000,000Purchase furniture for dining hall 13,600,000Purchase 4 computers 13,600,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Purchase 3 new computers 10,200,000Purchase 30-seater minibus 108,800,000Build and furnish faculty offices of capacity 1 37,400,000TOTAL 98,600,000 78,200,000 1,023,400,000 37,400,000 0

Kasama Nursing Build lecture theatre 401,200,000(NORTHERN) Purchase furniture for lecture theatre 27,200,000

Purchase furniture for existing student accommodation 81,600,000Purchase new kitchen equipment 149,600,000Build and furnish faculty offices of capacity 12 411,400,000Purchase 4 new computers 13,600,000Build lecture theatre 401,200,000Purchase furniture for lecture theatre 27,200,000Build new skills lab of capacity 25 91,800,000Build and furnish new dining hall of capacity 75 190,400,000Build and furnish new library of capacity 40 204,000,000Build and furnish new dining hall of capacity 70 183,600,000Purchase 5 new computers 17,000,000Purchase 26-seater bus 95,200,000Purchase recreational hall furniture 10,200,000Build and furnish faculty offices of capacity 2 74,800,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Build and furnish faculty offices of capacity 1 37,400,000TOTAL 1,084,600,000 710,600,000 510,000,000 74,800,000 941,800,000

90

Lusaka Nursing/MidwBuild lecture theatre 401,200,000(LUSAKA) Purchase furniture for lecture theatre 27,200,000

Purchase furniture for existing student accommod 136,000,000Build and furnish new faculty offices of capacity 30 1,026,800,000Purchase 8 new computers 27,200,000Purchase 30-seater mini-bus 102,000,000Purchase 10-seater LandCruiser 51,000,000Build lecture theatre 401,200,000Purchase furniture for lecture theatre 27,200,000Refurbish & convert existing classroom into skills lab 6,800,000Purchase 3 new computers 10,200,000[No items for 2010]Build lecture theatre 401,200,000Purchase furniture for lecture theatre 27,200,000Convert existing classroom to skills lab 6,800,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Build faculty offices of capacity 4 146,200,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Build and furnish faculty offices of capacity 2 74,800,000Purchase 3 new computers 10,200,000TOTAL 1,771,400,000 445,400,000 0 1,485,800,000 989,400,000

Lusaka Theatre Build classroom 200,600,000(LUSAKA) Purchase furniture for classroom 13,600,000

Build and equip skills lab of capacity 30 108,800,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Purchase furniture for existing accommodation 13,600,000Build and furnish faculty offices of capacity 6 204,000,000Build classroom 200,600,000Purchase furniture for classroom 13,600,000Build and furnish faculty offices of capacity 3 105,400,000Purchase 1 new computers 3,400,000Purchase new 360-seater minibus 125,800,000[No items for 2010][No items for 2011][No items for 2012]TOTAL 1,445,000,000 448,800,000 0 0 0

S. of Anaesthesia Build classroom 200,600,000(LUSAKA) Purchase furniture for classroom 13,600,000

Build skills lab of capacity 30 108,800,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Build and furnish library of capacity 15 71,400,000Build and furnish faculty offices of capacity 2 68,000,000Purchase 1 new computer 3,400,000[No items for 2009]Build classroom 200,600,000Purchase furniture for classroom 13,600,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Build and furnish faculty offices of capacity 2 74,800,000Puchase 2 new computers 6,800,000[No items for 2012]TOTAL 1,370,200,000 0 214,200,000 986,000,000 0

Dental Training Build lecture theatre 401,200,000(LUSAKA) Purchase furniture for lecture theatre 27,200,000

Build new skills lab of capacity 25 91,800,000Purchase furniture for existing student accommodation 17,000,000Build and furnish library of capacity 43 207,400,000Purchase new kitchen equipment 88,400,000Purchase dining hall furniture 13,600,000Build and furnish faculty offices of capacity 4 136,000,000Purchase 3 new computers 10,200,000Purchase 30-seater minibus 102,000,000Build classroom 200,600,000Purchase furniture for classroom 13,600,000Build student accommodation for capacity 80 1,400,800,000Furnish accommodation for capacity 80 408,000,000Build and furnish faculty offices of capacity 4 139,400,000Purchase 2 new computers 6,800,000Build and furnish new dining hall of capacity 50 132,600,000Purchase 2 new computers 6,800,000Build classroom 200,600,000Purchase furniture for classroom 13,600,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Build and furnish faculty offices of capacity 3 108,800,000Purchase 2 new computers 6,800,000[No items for 2012]TOTAL 1,094,800,000 2,169,200,000 139,400,000 1,234,200,000 0

91

Kitwe Nursing Build lecture theatre 401,200,000(COPPERBELT) Purchase furniture for new lecture theatre 27,200,000

Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Build and equip new kitchen of capacity to feed 180 479,400,000Build and furnish faculty offices of capacity 10 343,400,000Repair existing minibus 23,800,000Build lecture theatre 401,200,000Purchase furniture for new lecture theatre 27,200,000Build new student accommodation of capacity 80 1,400,800,000Purchase furniture for accommodation for 80 408,000,000Build and furnish library of capacity 50 248,200,000Build and furnish faculty offices of capacity 4 139,400,000Build lecture theatre 401,200,000Purchase furniture for new lecture theatre 27,200,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Build and furnish faculty offices of capacity 2 71,400,000Purchase 3 new computers 10,200,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Build and furnish faculty offices of capacity 2 74,800,000Purchase 4 new computers 13,600,000[No items for 2012]TOTAL 2,179,400,000 2,624,800,000 1,414,400,000 992,800,000 0

Nchanga Nursing Build classroom 200,600,000(COPPERBELT) Purchase furniture for classroom 13,600,000

Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Purchase study tables/chairs for existing accommodation 34,000,000Build and furnish new library of capacity 25 122,400,000Purchase new kitchen equipment 27,200,000Build and furnish new faculty offices of capacity 4 136,000,000Purchase 4 new computers 13,600,000Purchase 36-seater minibus 125,800,000Build classroom 200,600,000Purchase furniture for classroom 13,600,000Build new student accommodation of capacity 80 1,400,800,000Purchase furniture for accommodation for 80 408,000,000Build and furnish library of capacity 35 173,400,000Build and furnish new staff offices of capacity4 139,400,000Purchase 3 new computers 10,200,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Build and furnish new faculty offices of capacity 2 71,400,000Purchase 2 new computers 6,800,000Build new skills lab 98,600,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Build and furnish new faculty offices of capacity 3 108,800,000Purchase 2 new computers 6,800,000[No items for 2012]TOTAL 1,577,600,000 2,346,000,000 982,600,000 1,118,600,000 0

Ndola Nursing Remove partition between classrooms 6,800,000(COPPERBELT) Renovate and furnish existing accommodation 85,000,000

Build and furnish staff offices of capacity 10 343,400,000Build classroom 200,600,000Purchase furniture for classroom 13,600,000Build and equip new kitchen to feed 380 1,040,400,000Build and furnish new dining hall to seat 190 486,200,000Build and furnish new faculty offices of capacity 4 139,400,000Purchase 30-seater bus 108,800,000Build and furnish faculty offices of capacity 2 108,800,000[No items for 2012]TOTAL 435,200,000 1,880,200,000 108,800,000 108,800,000 0

Ndola Biomed Purchase furniture for existing dining hall 6,800,000(COPPERBELT) Build and furnish new staff offices of capacity 8 272,000,000

Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Build and furnish library of capacity 25 122,400,000Build and furnish new dining hall of capacity 50 129,200,000Build and furnish faculty offices of capacity 3 105,400,000Purchase 4 new computers 13,600,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000[No items for 2011]Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Purchase 4 new computers 13,600,000TOTAL 278,800,000 1,275,000,000 904,400,000 0 918,000,000

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Roan Antelope Build new student accommodation for 40 700,400,000(COPPERBELT) Purchase furniture for accommodation for 40 204,000,000

Purchase furniture for existing accommodation 51,000,000Purchase new kitchen equipment 61,200,000Build and furnish faculty offices of capacity 4 136,000,000Purchase 2 new computers 6,800,000Purchase 30-seater mini-bus 102,000,000Build lecture theatre 401,200,000Purchase furniture for new lecture theatre 27,200,000Build and furnish library of capacity 30 149,600,000Build nad furnish faculty offices of capacity 3 105,400,000Purchase 2 new computers 6,800,000Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Purchase new computers 10,200,000[No items for 2011][No items for 2012]TOTAL 1,261,400,000 690,200,000 914,600,000 0 0

Mufulira Nursing Build lecture theatre 401,200,000(COPPERBELT) Purchase furniture for new lecture theatre 27,200,000

Build new student accommodation for 40 700,400,000Purchase furniture for accommodation for 40 204,000,000Purchase furniture for existing student accommodation 68,000,000Purchase kitchen equipment 204,000,000Build and furnish faculty offices of capacity 8 272,000,000[No items for 2009][No items for 2010][No items for 2011][No items for 2012]TOTAL 1,876,800,000 0 0 0 0

93

Chipata Nursing Build classroom 200,600,000(EASTERN) Purchase furniture for new classroom 13,600,000

Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Purchase furniture for exisiting student accommodation 3,400,000Purchase furniture for exisiting dining hall 1,700,000Build new skills lab 91,800,000Refurbish and expand existing library 125,800,000Purchase 4 new computers 13,600,000Remove partition between classrooms 6,800,000Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Build and furnish new dining hall of capacity 60 156,400,000Purchase 30-seater bus 108,800,000Build lecture theatre 401,200,000Furnish lecture theatre 27,200,000Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Purchase 4 new computers 13,600,000Total 1,123,700,000 231,200,000 1,176,400,000 428,400,000 918,000,000

Mwami Nursing Build and furnish new faculty offices of capacity 4 136,000,000(EASTERN) Build and furnish faculty accommodation of capacity 3 435,200,000

Purchase 4 new computers 13,600,000Repair existing minibus 30,600,000Remove partition and furnish existing classroom 17,000,000Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Purchase furniture for existing student accommodation 20,400,000Purchase furniture for existing dining hall 6,800,000Build and furnish faculty accommodation of capacity 5 765,000,000Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Purchase 2 new computers 6,800,000Purchase 30-seater bus 108,800,000[No items for 2011][No items for 2012]Total 615,400,000 1,713,600,000 1,020,000,000 0 0

St. Francis Nursing Build and furnish faculty offices of capacity 8 272,000,000(EASTERN) Build and furnish faculty accommodation of capacity 3 436,900,000

Purchase 4 new computers 13,600,000Build partition to divide existing classroom 6,800,000Build new skills lab 91,800,000Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Purchase furniture for existing student hostels 61,200,000Build and furnish new library of capacity 30 149,600,000Purchase new kitchen equipment 95,200,000Build/expand dining hall for capacity 20 51,000,000Build and furnish faculty offices of capacity 5 173,400,000Build and furnish faculty accommodation of capacity 7 1,035,300,000Purchase new 30-seater minibus 105,400,000Build new student accommodation of capacity 80 1,400,800,000Purchase furniture for accommodation for 80 408,000,000Build and furnish faculty accommodati of capacity 1 153,000,000Purchase 4 new computers 13,600,000[No items for 2011][No items for 2012]Total 722,500,000 2,674,100,000 1,975,400,000 0 0

94

Mansa Nursing Purchase furniture for existing accommodation 81,600,000(LUAPULA) Purchase furniture for existing library 17,000,000

Purchase furniture for existing dining hall 20,400,000Build and furnish faculty offices of capacity 8 272,000,000Purchase furniture for existing classrooms 6,800,000Build and furnish faculty offices of capacity 2 71,400,000Purchase 3 new computers 10,200,000Purchase 35-seater minibus 122,400,000Purchase furniture for existing classroom 6,800,000Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Build and equip new kitchen to serve 60 people 166,600,000Build new lecture theatre 401,200,000Furnish new lecture theatre 27,200,000Build and furnish faculty offices of capacity 2 74,800,000Purchase 3 new computers 10,200,000Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Build and furnish faculty offices of capacity 2 74,800,000Total 391,000,000 210,800,000 1,077,800,000 513,400,000 979,200,000

St. Paul's Nursing Purchase furniture for existing classrooms 47,600,000(LUAPULA) Build and furnish faculty offices of capacity 2 68,000,000

Build and furnish faculty accommodation of capacity 2 291,040,000Purchase 3 new computers 10,200,000Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Purchase new kitchen equipment 78,200,000Build and furnish faculty offices of capacity 2 71,400,000Build new faculty accommodation of capacity 5 748,000,000Purchase recc hall furniture 34,000,000Build new student accommodation of capacity 80 1,400,800,000Purchase furniture for accommodation for 80 408,000,000Purchase 26-seater minibus 95,200,000[No items for 2011]Purchase 3 new computers 10,200,000Total 416,840,000 1,836,000,000 1,904,000,000 0 10,200,000

95

Kabwe Nursing Purchase furniture for existing student accommodation 10,200,000(CENTRAL) Build and furnish faculty offices of capacity 4 136,000,000

Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Purchase new kitchen equipment 40,800,000Build and furnish library of capacity 20 102,000,000Purchase dining hall furniture 13,600,000Build and furnish faculty offices of capacity 2 71,400,000Build classroom 200,600,000Purchase furniture for classroom 13,600,000Build and furnish faculty offices of capacity 1 37,400,000Purchase 2 new computers 6,800,000Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Total 146,200,000 945,200,000 187,000,000 258,400,000 904,400,000

Lewanika Purchase furniture for existing classrooms 20,400,000(WESTERN) Build and furnish faculty offices of capacity 4 136,000,000

Build and furnish faculty accommodation of capacity 4 584,800,000Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Purchase furniture for exisiting student accommodation 40,800,000Build and furnish faculty accommodation of capacity 5 765,000,000Build and furnish library of capacity 30 149,600,000Purchase new furniture for existing dining hall 27,200,000Purchase 5 new computers 17,000,000Purchase minibus of capacity 30 105,400,000Build new skills lab 95,200,000Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Build and furnish faculty offices of capacity 2 71,400,000Build and furnish faculty accommodation of capacity 1 153,000,000Build and furnish faculty offices of capacity 1 37,400,000Purchase 5 new computers 17,000,000[No items for 2012]Total 741,200,000 2,009,400,000 1,224,000,000 54,400,000 0

Mukinge Nursing Purchase furniture for existing student accommodation 61,200,000(NORTHWESTERN) Build and equip new kitchen to feed 120 people 319,600,000

Build and furnish faculty offices of capacity 3 102,000,000Build and furnish faculty accommodation of capacity 4 582,760,000Purchase minibus of capacity 30 102,000,000Build and furnish faculty accommodation of capacity 3 459,000,000Build lecture theatre 401,200,000Furnish lecture theatre 27,200,000Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Build and furnish new dining hall of capacity 34 88,400,000Build faculty accommodation of capacity 1 153,000,000Expand existing library 54,400,000Build and furnish faculty offices of capacity 2 74,800,000Build and furnish faculty accommodation of capacity 1 156,400,000[No items for 2012]Total 1,167,560,000 459,000,000 1,574,200,000 285,600,000 0

Solwezi Purchase furniture for existing classroom 20,400,000(NORTHWESTERN) Purchase furniture for existing dining hall 17,000,000

Build and furnish faculty offices of capacity 4 136,000,000Build and furnish faculty accommodation of capacity 3 435,200,000Purchase 3 new computers 10,200,000Purchase 26-seater minibus 88,400,000Build and furnish faculy accommodation of capacity 5 765,000,000[No items for 2010][No items for 2011][No items for 2012]Total 707,200,000 765,000,000 0 0 0

Kalene Build new skills lab 91,800,000(NORTHWESTERN) Build student accommodation for 40 700,400,000

Purchase furniture for new student accoommodation 204,000,000Build and furnish faculty offices of capacity 6 204,000,000Build and furnish faculty accommodation of capacity 2 292,400,000Purchase 3 new computers 10,200,000Build student accommodation for 40 700,400,000Purchase furniture for new student accoommodation 204,000,000Build and furnish new library of capcity 25 122,400,000Purchase 30-seater minibus 105,400,000Build and furnish faculty accommodation of capacity 1 153,000,000Purchase 2 new computers 6,800,000[No items for 2011][No items for 2012]Total 1,502,800,000 1,132,200,000 0 0 0

GRAND TOTAL 30,770,000,000 30,431,700,000 18,747,600,000 7,656,800,000 7,095,800,000

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Annex 6. Action plan – Immediate needs

Objective Activities Participants/Partners Timeframe Responsible

1. Verify GRZ’s capacity to hire and absorb health training institution graduates

[] Joint meeting with Ministry of Health and Ministry of Finance to determine budgets and implementation of employee scale-up over long term [] Update targets, plans accordingly

- Min. of Health - Min. of Finance

July 2008

2. Confirm and finalize quality standards

[] Gather and compare documents on current standards [] Joint meeting/workshop (2 day) with regulatory bodies to agree on updated standards

- GNC - MCZ - TEVETA - Tutors

July 2008

3. Appoint Scale-up Implementation Officer within MoH

[] Appoint officer to identify priority activities, produce a long-term plan with detailed timeline, and oversee implementation of the operational plan

- MoH

July 2008 onwards

4. Disseminate MOH plans for scaling up individual training institutions

[] Tentative meeting date: 20 Aug 2008 [] Prepare presentation on top ten actions MOH is taking in 2008 to scale up training schools [] Prepare for meeting (presentations, materials, media, etc)

- Principal tutors - GNC - MCZ

July 2008

5. Mobilize resources [] Identify and summarize available funding for TI scale-up in 2008, both government and partner/donor [] Highlight funding gap for TI scale-up efforts in 2008 [] Identify available funding and funding gap for TI scale-up efforts 2009-2012 [] Include portion in GF round 8 [] Access available 2008 MoH funding [] Identify potential funding sources and being applications as soon as possible [] Match donors goals/priorities with resource needs [] As resources become available, implement scale-up action items at individual schools, in line with prioritized needs

- MoH - MoF - ADB - CF to support

July 2008 onwards

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6. Strengthen coordination between Ministries

[] Facilitate initial joint meeting [] Determine challenges of inter-ministerial communication [] Create sub-committee to plan way forward and ensure participation in HR TWG meetings to ensure coordination/collaboration on school standards, challenges, and implementation for scale-up

- MoH - MoE - Ministry of Science & Technology

Aug 2008

7. Develop guidelines for school management on how to access MoH funding and resources

[] Determine current process of accessing funding [] Determine current process of accessing resources/plans [] Identify challenges/bottlenecks; implement changes where necessary [] Produce document for schools with detailed step-by-step processes on how to identify and access available resources

- MoH - MoF - Min. of Works & Supplies

July-Aug 2008

8. Revise and develop curricula to update, streamline, and eliminate redundancies

[] Complete lab curricula revisions [] Complete development direct-entry PBN curriculum [] Review nursing curricula [] Review other curricula to add HIV, TB and Malaria updates [] Develop pediatric nursing curricula [] Finalize curricula for clinical instructors (UNZA)

- Lab curricula review committee - UNZA (PBN) - GNC

July 2008 onwards (lab) Aug 2008 (PBN) Aug 2008 onwards (nursing)

9. Improve accessibility to and affordability of books, teaching aids and computer equipment for TIs

[] Generate list of required texts for each cadre’s curricula [] Identify lowest prices for books, negotiate price reductions for bulk purchases [] Create detailed database of specific book prices and sources [] Develop detailed primer for schools on procuring books [] Replicate process for teaching aids [] Identify lowest prices for computers, negotiate price reductions for bulk purchases

- GNC - MCZ - CF to support

July-Aug 2008

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10. Expand pool of teaching staff

[] Complete direct-entry PBN program curricula [] Expand 2009 PBN in-service intake from 35 to 50 students [] Devise plan to encourage retired tutors to sign new contracts

- MoH - GNC

July 2008 onwards

Training Operational Plan Report 2008 6 - Zambia-UK Alliance · 2016-11-23 · medical doctors,...

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