THE PHELP-STOKE COMMISSION

Education is an integral part of human beings success and development of any country. According to
Farrant, (1974) education is the total process of human learning by which knowledge is imparted,
faculties trained and skill developed. Therefore education has to be organised in a suitable structure to
improve the living standard of people. This can be noted from UNESCO in Kelly (1990: 2) to define
education, Education is taken to comprise, organised and sustained communication designed to bring
about learning. This promulgates a picture that for education to develop it must be organised, so as to
improve human life at individual and national level. The Educational Policy of 1925 came out as the
result of the Phelps-Stokes Commission. The commission urged that education should be adapted to
the needs of the people for example to African conditions; that there should be organization and
supervision in African education, the Government and missions had to apply sound principles of
administration on educational work: co-operation should be promoted amongst missions, government
and commercial concerns concerned with African education (lewis, 1952:10-11 ).
In the opinion of both the Phelps-Stokes Commission and the Advisory Committee, education should
aim at advancing agriculture; developing industries; improving health; training people in the
management of their own affairs; Inculcating true ideals of citizenship. Specifically, the Phelps-Stokes
Commission advocated that a Director of Native Education be appointed and that an education advisory
board representative of all Interested parties be established (Kelly, 1987:11 ).
In 1924 a high-powered team of educators from USA and other parts of Africa such as South Africa
visited Northern Rhodesia and made a comprehensive assessment and evaluation of educational needs of
the local people (Mwanakatwe, 1974). They discussed with Government officials and met members of
the General Missionary Conference before making recommendations for effective development of
African education. It is important to mention that this high-powered team of educators was referred to as
the Phelps-Stokes Commission.
RECCOMENDATIONS AND RELEVANCE OF THE PHELP-STOKE COMMISSION
The aim of the Commission was to provide education to the Africans that was adapted to their local
conditions/environment. In its report, it urged the Government to subsidise the educational work of
missions (Kelly, 1999), as in spite of educational developments made by missionaries, they did not
receive any financial support from Government. This meant increased Government expenditure on
education in the form of grants-in aid (funds given to missionaries by government) to the missions. It
was predicted that such an investment in education would eventually lead to better health, increased
productivity and a more contented people. However, it was foreseen that funds available for grants-inaid were likely to be limited, therefore, the Commission recommended that priority should be given to
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the establishment of teacher training institutions at selected mission stations (Carmody, 2004). The
commission urged that next in importance was aid for maintenance of European missionaries to
supervise the educational work of their mission stations and out-schools (Carmody, 2004). It was also
recommended that the Government should allocate sufficient funds for the training and employment of
visiting teachers whose task would be to improve village schools (Carmody, 2004).
The reports of the Phelps-stokes commission made a profound impression on the advisory committee
on native education and this can be noted when the native education committee presented its police for
education in 1925. According to Snelson (1974: 141), When the advisory committee presented it first
police of memorandum in March 1925, the influence of the Phelps-stokes commission could be clearly
seen. This is the clear indication that the advisory committee worked on and implemented what the
Phelps-stokes commission had recommended. In 1925 the Governor, Sir Herbert Stanley, created a
sub-department of Native Affairs and G.C. latham was appointed the first Director of Native
Education. The control of the Barotse National School shifted to the Colonial Government. At this
time 50 000 Africans out of the estimated 200 000 school age population were in some kind of
schooling. Out of 50 000 in school all but 600 were in mission schools (Silanda, 1988:42).
New girls' schools were opened at Kayambi, Chilubula and Mabumbu in 1926. Chipembi and Mwenzo
were opened in 1927 and 1920 respectively. Most of the girls in these schools were boarders and some
grants were designated to them. Some of the Girls' Schools were beginning to train teachers. At
Mbereshi, a Maternity Training and Child Welfare Clinic was established in 1929 in close association
with Mabel Shaw's girls' school, and gave training in nursing and midwifery to the girls in their final
year at school (Snelson, 1970:162).
A development of the 1930's was the opening of the Central Trades Schools In Lusaka in 1934.
Frederick Hodgson was the first principal until 1941. The school was founded for the specific purpose of
training African craftsmen and over the years it achieved a high standard of craftsmanship due to the
able leadership of the principal. The course lasted for three years and apprentices who showed
exceptional ability were selected for a further period of training which enabled them to qualify as
instructors or foremen. Students who qualified as instructors were able to obtain employment as teachers
of prnclical subjects -carpentry, building and leatherwork. They could be teachers in upper primary
schools, junior secondary and junior trade school and in teacher training institutions. Minimum entry for
this course was Standard IV and was later raised to Standard VI (Mwanakatwe, 1968:32).
The Phelps-Stokes Commission emphasized that the school's first approach should be to the individual
and the elements of individual life in the school. Three topics were to be associated with individual
development. These included the use of the environment, preparation for home life, and the use of
leisure time. Adaptation in education was to be first to the individual and then to the African
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community as a whole. For adaptation to the individual, the Phelps-Stokes Commission suggested an
analysis of the language of instruction and conventional subjects of a western formal school. Also
considered as vital features of the educational system to be introduced to Central Africa were character
development and the Christian way of life. Education for the community was supposed to reflect
genuine interest in rural life. They suggested the erecting of classrooms that would be added to
'.'hometype" classes. This philosophy of community approach was based on the pattern of such
educational agencies as the general board, the Jeanes Slater funds and the United States Department of
Agriculture. They believed this could be done in Africa since these groups' approach was directed to the
United States rural south. This implied that African education too was to emphasize rural education
since the continent was mainly rural. The government and the different functionaries of the education
system were therefore determined to build a sound and efficient education system for Zambians as
advocated by the Phelps-Stokes Commission (Mwanakatwe, 1968:20).
The advisory committee was invested with power to formulate policies to govern the education system
in northern Rhodesia. According to Kelly (1990: 52) an advisory board was appointed and held its first
meeting in July 1925, to draw up plans for the organisation of mission education and the training of
teachers; the essential preliminary to any education advance. The native advisory committee mandate
to government to control education in which partnership was encouraged just as the Phelps stokes
commission recommended. It is important to note that the government alone cannot provide quality
education; in that it needs supports from agencies such as nongovernmental organisation. Hence,
missionaries were encouraged to work hand in hand with the government. The colonial government also
encouraged voluntary agencies to invest in education (Enosi: 2002). The committee also stressed the
importance of cooperation within the missionary sketch and put emphasis on formulating one
curriculum to be followed by all education providers.
The native advisory committee like the Phelps-stokes commission recommended, the government to
subsidise the work of missionaries by giving them grant-in-aid to assist them in the operation as they
endeavour to offer quality education services. According to Mwanakatwe (1974: 20) The government
spent 15.300 from the colonial reserve for native education and of the total expenditure in the territory
of 695,000. Indeed we can see that the government was really committed to improve the education
system as compare to the British South Africa company rule which only established one school and no
aid was offered. In addition the government increase expenditure on education was due to the Second
World War in which copper was on high demand and it generated more funds of which some were
channelled to improve and organise the education sector and this lead to the establishment of schools
like Munali in 1939 and Chipembi in 1946 respectively.

The committee also emphasised on training teachers just as the Phelps stokes commission had
recommended. According to Kelly (1990: 50) without properly trained teachers the education system
would remain wasteful and inefficiency. This is the clear picture that these facts lead to the well
organised education system. This move lead to the improvement and opening of teacher training institute
such as Kafue, Sefula and Chalimbana in 1938, in which teachers were trained in teaching theory,
management and basic first aid. The concept behind this was to enable teachers to manage and perform
their tasks as teachers in school and outside school boarders.
The native advisory committee also worked on the curriculum to suit the needs of Africans in that it was
also put in vernacular. It is a well known fact that education improves the living conditions of the people
politically, socially and economically. This view can be noted in Snelson (1974), who state that
Education should be adapted to the mentality, aptitudes, occupation and traditions of various people,
conserving as far as possible all sound and health element in the fabric of the social life. This means
that the curriculum was designed to improve the quality of life of the people not only that but also
diversified to include technical and agriculture education so that people can supplement themselves just
as the Phelps- stokes commission had recommended, education to be adapted to the conditions and
needs of society and it must be a preparation for life. Furthermore, the curriculum included girls and
women and in general adult education and this was so to improve the status of women and girls.
CONCLUSION
The thirst for a well organised education system did not stop within the time frame of the colonial
rule, it continued even in the federal period and added more on what the Phelps- stokes commission
had recommended. Kelly (1990:55) the African education ordinance promulgated in 1952 had
provided for the establishment of local education authorities in all provinces and districts. This was
to ensure that there is close monitoring of education so as to improve quality and management in the
education sector. The government also elected the legislative council which encompasses Africans to
strengthen the education system of Africans and also appointed education commission or committee,
in that to reviewed education system from time to time. In addition the government increased funding
schools and this can be seen through the establishment of schools, increase in enrolment and opening
of teacher training institutes such as Malcolm Moffat and so on.
Finally, to sum up, we can notice that the Phelps stokes commission which was headed by Jones
played a vital role in the organisation and improvement of the education in northern Rhodesia through
its recommendations. The government engaging in education was of crucial importance in which
partnership and decentralisation was encouraged. Through partnership and decentralisation the
government was able to organise and improve the education system.
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REFERENCES

Carmody, Brendan. (1974). The Evolution of Education in Zambia. Lusaka: Lusaka Book World
Publisher.

Enosi, Ssemanda. (2002). History of Education in East Africa. Kampala: foundation publisher.

Farrant, J. S. (1974). Principles and Practice of Education. London: Longmans.

Kelly, M. J. (1990). The Origin and Development of Education in Zambia. Lusaka: Image
Publisher Limited.

Mwanakatwe, J. M. (1974). The Growth of Education in Zambia Since Independence. Lusaka:

Oxford University Press.

Snelson, Peter. (1974). Education Development in Northern Rhodesia 1883-1945. Lusaka: National
Education Company of Zambia Limited.