HUM103 ONL S2 2023 Zambian Studies & Social Issues Course Material

Northrise University
HUM103 – Zambian Studies and Social Issues
Course Material
Revised 2022
Acknowledgement:
Northrise University gratefully acknowledges the contribution of the following people in the
development of this course material:
Phiri, Anthony DipCM, BTh, MTh (c),

Simutowe Alice DipEH., DipCM, BTh, MTh, PhD (c)
Mukupa Musonda-Harrod DipCM,,Bth, MSW
Bruce Mukaba NATech, ACCA II, BTH, MSW, PhD (c)
Table of Contents
1. Course Syllabus......................................................................................................................................3
2. Course Module......................................................................................................................................13
2.1. Week 1: Historical background to Zambian Society........................................13
2.2. Week 2: Post-Independence Challenges Facing the UNIP Government........16
2.3. Week 3: Constitution and Contemporary Zambian Politics............................19
2.4. Week 4: Zambia’s Economic overview and the global economy.....................22
2.5. Week 5: National Development Plans and Vision 2030...................................25
2.6. Week 6: Discussion Question (Part 1)..............................................................27
2.7. Week 7: Zambia and international trade..........................................................27
2.8. Week 8: Discussion Question (Part 2)..............................................................29
2.9. Week 9: Social Perspectives on Social Issues...................................................30
2.10. Week 10: Poverty and Affluence.......................................................................32
2.11. Week 11: Problems of Health, Health Care and Mental Illness.....................35
2.12. Week 12: Alcohol and other Drugs...................................................................38
2.13. Week 13: Gender, sexuality and the changing family......................................40
2.14. Week 14: Course Review...................................................................................45
2.15. Week 15: Study Week........................................................................................45
2.16. Week 16: Final Exam........................................................................................45
3. References.............................................................................................................................................46
HUM103 Zambian Studies & Social Issues Page 2 of 48

1. Course Syllabus
1.1. Course Title: HUM103 – Zambian Studies and Social Issues

1.2. Required Text:
 NU Course Standards
 Hall, Richard, ZAMBIA. Pall Mall Press Ltd. (1967)
 Hall, Richard, The High Price of Principles: Kaunda and the White South,
Hodder & Stoughton Ltd. (1969)
 Kornblum, W. & Julian, J. (2004) Social Problems (SP). Upper Saddle River,
New Jersey: Prentice Hall.
 Lungu, C. (n.d.). A Critical Aanalysis of Constitution Making Process in
Zambia.
http://155.0.3.194:8080/jspui/bitstream/123456789/669/1/2nd
%20Draft%20_%20Reaserch%20Paper_%20Chilandu%20Lungu
%20%20_%2016072020%20%281%29.pdf
 Lungwangwa, V. (2015). Constitution making process: The Zambian
experience [Thesis, The University of Zambia].
http://dspace.unza.zm/handle/123456789/4270
 Ministry of National Development Planning. (2006). Vision 2030. Ministry
of National Development Planning. https://www.mndp.gov.zm/wp-
content/uploads/filebase/vision_2030/Vision-2030.pdf
 Ministry of National Development Planning. (2017). 7 national
Development Plan 2017-2021. Ministry of National Development Planning.
https://www.mndp.gov.zm/wp-content/uploads/2018/05/7NDP.pdf
 Sardanis, A. (2014). Zambia the first 50 years, pages 11-32
 United Nations. (2016). Trade policy framework: Zambia. 73.
https://unctad.org/system/files/official-document/ditctncd2015d4_en.p
df
 Wamunyima, M. (2006). Constitution making in Zambia: The need for a
new perspective [University of Ghana].
https://repository.up.ac.za/bitstream/handle/2263/1243/wamunyima_
m_1.pdf?sequence=1&isAllowed=y
Recommended Text:
 Arner, D. W. (2009). The global credit crisis of 2008: Causes and
consequences. The International Lawyer, 43(1), 91-136. Retrieved from
https://www.jstor.org/stable/40708111
 Burnell, P. (2001). The party system and party politics in Zambia:
Continuities past, present and future. African Affairs, 100(399), 239-263.
Retrieved from https://www.jstor.org/stable/3518767
 Carmondy, P. & Hampwaye, G. (2010). Inclusive or exclusive global?
Zambia’s economy and Asian investment. Africa Today, 56(3), 84-102.
Retrieved from https://www.jstor.org/stable/10.2979/aft.2010.56.3.84
 Chileshe, G., Chimanse, M., & Ngoma, N. (2004). Civil-military relations in
Zambia: A review of contemporary CMR history and challenges of
disarmament, demobilization and re-integration. South Africa: Institute for
Security Studies.
 Graham, C. (1992). Zambia’s democratic transition: The beginning of the

end of the one-party state in Africa? The Brookings Review, 10(2), 40-41.
Retrieved from https://www.jstor.org/stable/20080295
 Gray, R. & Birmingham, D. (Eds.). (1970). Chapters 1, 10, and 11. In Pre-
colonial African trade: Essays on trade in central and Eastern Africa before
1900. Oxford, England: Oxford University Press.
 Gros, J. (2003). “Chinese Economic Success and Lessons for Africa.”
 GRZ, UNIP: National policies for the 1974-1984. (1973). Zambia
Information Services – Govt Printers.
 Larmer, M. & Macola, G. (2007). The origins, context, and political
significance of the Mushala Rebellion against the Zambian one-party
state. The International Journal of African Historical Studies, 40(3), 471-
496. Retrieved from https://www.jstor.org/stable/40034039
 Kaunda, F. (2002). Selling the family silver: The Zambian copper mines
story. Interpak Books, Kwa-Zulu Natal.
 Martin, A. (1972). Minding their own business: Zambia’s struggle against
Western control. London: Hutchinson.
 Mhone, G. C. Z. (1982). The political economy of a dual labor market in
Africa: The copper industry and dependency in Zambia, 1929-1969. New
Jersey, USA: Associated University Presses.
 Shacinda, S. (2001). COMESA: Africa’s first free trade area. Review of
African Political Economy, 28(87), 121-122. Retrieved from
 Shaw, T. M. (1976). Zambia: Dependence and underdevelopment.
Canadian Journal of African Studies, 10(1), 3-22. Retrieved from
 Wele, P. M. (1995). Zambia’s most famous dissidents from Mushala to
Luchembe. Zimbabwe: Commercial Printers & Originators.
1.3. Instructor Details:

1.3.1.Names:
1.3.2.Availability:
1.3.3.Biography:
Course Overview:
This course is an introduction to firstly Zambia’s political economy (i.e. the intersection or
interaction of politics and economics in the nation’s development process), starting from
1800s to date. We survey, in very broad strokes, the different phases Zambia has undergone
in its pursuit of political, economic and social independence and identity. It introduces the
student to pre- and post-colonial government policy choices and shows how they have
shaped the Zambia we know today. The course readings will primarily help in discovering
and understanding the historical roots of this great nation—what was done and why, as well
as the moral and ethical issues associated with those choices. This course provides an
avenue for discussing the diverse strategies and other opportunities that have (or should
have) been tried in the process, or that could still be tried to move this country to greater
heights. Furthermore, the literature provides a good foundation for exploring themes such as
nationalism, political organization and emancipation, economic development, globalization,
dependence and inter-dependence. Sociologically, the reading will focus on both past and
current reading, in view of the fact that society is dynamic and always changing.
Secondly, this course is aimed at helping students grasp a synopsis of social problems,
particularly those faced by Zambia today. It provides an introductory view of the various
social components of society ranging from individual behaviors to social institutions, as well
as viewing the various social issues from a global perspective. The module also sets out to
sensitize learners (students) in respect to the latest strategies and policies that have been
formulated and implemented to accommodate and direct the interaction between social
issues and political, social and economic development of the nation of Zambia. At present
social problems pose a serious challenge to the capacities of developing countries like
Zambia. There is, in fact, wide consensus that the social problems we are facing today are
not restricted to the natural world, but stem from economic practices, political choices,
social inequalities and social value systems. As some have observed, problems such as
disease, poverty and political instability around the globe are likely to lead to digression on
major social problems in the recent future (Kornblum & Julian, 2004).
In studying Zambia’s political economy and social issues, the student will gain a better
understanding of national issues, vis-à-vis, the political, economic and sociological
challenges of our time, shaped by yester years’ choices, as well as those pertaining to the
international community. Finally, this course will play a prominent and dynamic role in
equipping professionals and practitioners to engage their different environments in a more
efficient and effective manner.
1.4. Prerequisite (s): None

1.5. Credits: 3
1.6. Course Objectives:
At the end of this course, students will be able to:
1.6.1. Produce an outline that overviews the history of the Zambian people, including
ethnic groups, languages spoken, traditions and culture;
1.6.2. Discuss Zambia’s political economy, starting with and understanding of the
economic history of Northern Rhodesia to present day Zambia;
1.6.3. Demonstrate knowledge of various social problems that affect individuals and
institutions in society;
1.6.4. Apply different sociological perspectives as a means of deepening understanding
of various social problems;
1.6.5. Identify solutions that can be implemented in order to alleviate social problems that
plague society.
1.7. Course Policies
1.7.1. Instructional approach for Online courses

Students are expected to engage in 3 hours of “class” per week, for each course. This
will consist of at least 2 hours of lectures that are recorded by the course instructor, as
well as an individual activity as guided by the instructor. Both the recorded lectures and
guidelines for the individual activities will be posted on Google Classroom. Students
should note that exam questions can be taken from both the recorded lectures and the
individual activities, according to the course and session objectives.

Note: Individual Self-Study is expected for each course beyond these recorded lectures
and individual activities. Refer to the Online Student Handbook for information about
self-study expectations for online courses.
1.7.2. Assignments
1.7.2.1. Individual Assignments
All assignments must be written in APA format as documented in the NU Course

Standards.
Assignments submitted after the first 24 hours deadline will have 5% deduction, 2nd 24
hours an additional 5%, third 24hours a further 5% deduction. Beyond Day 3, 0% is
awarded for the assignment, but the assignment must still be submitted in order to pass
the course.
Assignments will be posted on Google Classroom.
1.8.2.2. Discussion Assignments
Each student is required to submit an initial posting to the discussion question by the due
date indicated by the instructor in Google Classroom (refer to the course plan to see the
week of discussion question part 1). The initial posting should be within the number of
words specified on the course plan. Subsequently, each student is required to respond to at
least two peer submissions. All responses must be submitted by the peer response due date
indicated by the instructor in Google Classroom (refer to the course plan to see the week of
discussion question part 2).
1.8.2.3. Peer Review for Discussion Questions

Students are required to make two substantive posts (i.e. “Peer Responses”) in response to
initial posts made by peers. Both peer responses must be made by the due date indicated by
the instructor in Google Classroom. If the instructor does not specify a due date specific to
peer responses, it can be assumed that the peer responses must be posted by 23:59 on the
Sunday of the week dedicated to discussion question peer responses (refer to the course
plan). The peer responses and must be in relation to someone else’s post and should be
limited to the number of words indicated on the course plan. Participation will be measured
on the following outcomes: Quality of responses; timeliness of responses; the ability of
one’s comments to motivate others in a collaborative effort. See the Online Discussion
Question Key Success Factors in this document for more details.
Note: Students will only receive a Google Classroom notification for the due date of the
Initial Post. It is the students’ responsibility to know the due date for the Peer Responses
and to post the peer responses before the due date.
1.7.3. Course Requirements: At least a 50% overall score.
ONLINE DISCUSSION QUESTIONS KEY SUCCESS FACTORS
1. Policy on Discussion Questions
1.1. Course Week

The course week begins on a Monday and ends on a Sunday. The week is
defined as follows:
Day 1 – Monday
Day 2 – Tuesday
Day 3 – Wednesday
Day 4 – Thursday
Day 5 – Friday
Day 6 – Saturday
Day 7 – Sunday
Therefore, the electronic class week begins on Monday (Day 1) and ends on
Sunday (Day 7). For example, when an assignment is due on Day 3, it must be
posted no later than 11:59 p.m. Zambian time (GMT + 2hrs) on Wednesday of
that week. (All Virtual Learning System forum messages are automatically date
and time stamped using GMT + 2hrs).
1.2. Privacy and Confidentiality in the Online Classroom

One of the highlights of Northrise University academic experience is that
learners can draw on the wealth of examples from their organizations in class
discussions and in their written work. However, it is imperative that learners not
share information that is confidential, privileged, or proprietary in nature.
Learners must be mindful of any contracts they have agreed to with their
companies.
1.3. Copyright Violations

It is a violation of copyright laws to post entire articles or lengthy excerpts of
published work in class forums, even if citations and references are used. To
avoid copyright infringement, do not paste lengthy passages of published
material into any forum. Instead, summarize the passage in your own words and
provide a complete in-text citation and reference so that others can retrieve the
source from a public Web site or database.
1.4. Google Classroom Time Stamps and Due Dates

All Google classroom postings are counted in Zambian time (GMT + 2hrs).
Learners are highly encouraged to complete all online activities by the due dates
to keep up with the accelerated pace of the course. Please note that there is
lateness penalty for posting after the indicated due date. Further, learners are
encouraged to complete all course activities to maximize success in the program.
1.5. Late Assignments

Assignments are late if they are not posted by 11:59p.m. GMT + 2hrs the day
they are due. Late assignments attract the following penalties:
First 24 hours 5% deduction
Second 24 hours An additional 5% deduction
Third 24 hours A further 5% deduction
Beyond Day 3 0% is awarded for the assignment
Assignments more than 3 days late will not be graded but should
nevertheless be submitted before end of course. Technological issues are
not considered valid grounds for late assignment submission. Please note
that failure to submit an assignment within the study period will require
the affected student to re-apply and take the course at full cost.
Note that the late submission policy applies to all course postings.
1.6. Discussion Questions

Online courses include discussion questions. The discussion questions will be
posted by the Lecturer at the beginning of the course, for the student to prepare
and make an initial post during the week dedicated to Discussion Question Part 1
(refer to the course plan). Each student is required to submit an initial posting by
the due date indicated on Google Classroom. Subsequently, each student is
required to respond to at least two peer submissions for each discussion question.
All responses must be submitted by the indicated due date for peer responses,
during the week dedicated to Discussion Question Part 2 (refer to the course
plan).
Note that Discussion Questions carry a set of credit points.
Discussion Question posts/responses must meet the following requirements:

1. 250-300 words for the Initial Post, and 125-150 words for each
Peer Response
2. Integrate course readings, research, and/or professional experience
3. Integrate in-text citations and references, as appropriate
4. Provide specific examples and substantiating evidence
5. Avoid unsubstantiated opinions
6. Refer to the Discussion Question grading rubric posted on Google
Classroom for further specifications
1.7. Participation
Participation is very important as it contributes to the overall learning and
enjoyment of the class. For full participation credit, students are required to
post two substantive messages in response to peer responses in the week
dedicated to Discussion Question Part 2.
Participation consists of messages sent in response to discussion question as well

as peer submissions on a discussion topic. Both quantity and quality are
important considerations when posting substantive messages. For example, "I
agree” does not constitute participation because it does not add anything of
substance to the discussion. In order to earn full participation points, the
messages must be related to the course topics and include new ideas, personal
perspectives and examples, or relevant follow-up questions.
Students are required to post two substantive peer responses by the

indicated due date. A participation post must be a reply to someone else’s post
within the designated discussion threads. A typical substantive post should:

1. 125-150 words
2. Integrate theory, research, and/or professional experience
3. Include specific examples and/or substantiating evidence
4. Include in-text citations and references in APA format
5. Stay on topic and address the course/session objectives
6. Demonstrate proper spelling, grammar, and scholarly tone
7. Add value to the discussion
8. Challenge comments
9. Ask insightful questions
10. Answer facilitator and peer’s questions
11. Provide real life examples
Participation is also assessed with the following measures:

1. The quality of responses
2. The timeliness of responses
3. The ability of one’s comments to motivate others in a collaborative
effort.
The following items do not count toward participation:

a. Posts that merely state agreement or reiterate a previous post
b. Initial responses to Discussion Questions (DQs)
c. Posts to Learning Team forums
d. Formal assignments (individual or team)
e. Notes sent to the instructors email address
2. How to Succeed as an Online Student
2.1. Print out the syllabus for the course. Keep in mind that although the course
syllabus can be viewed online, it is always better to have it in print form.
One of the main reasons is because many people need to see things on paper
to really understand it. Another reason is that you may want to mark off the
assignments that you have completed or highlight the ones that will be due
soon.
2.2. Set a schedule for yourself. The most important key to succeeding in an
online course is to make sure that you actually complete the assignments on
time. In order to keep up with the work, you will need to be self-paced. The
best way is to set aside a certain time of the day or week that you will
complete your school assignments. Just think of it as attending class a certain
time each week.
2.3. Always post on the discussion board when you are required to. It counts as
class participation and is often a significant part of your grade. Keep in mind
that not only do you need to post, but you also need to do it in time. If you
are required to post information on the discussion board by 23:59 pm on

Friday, do not post it on Saturday. In a way, posting on the discussion board

is a lot like attending class.
2.4. Read the course material that you are assigned. This is one of the most
important keys to succeeding in an online course.
2.5. Remember there’s a person on the other side. Ask for feedback if you’re not
sure how your ideas and comments will be taken. If you disagree with what
someone has said, practice all your best communication skills as you express
that disagreement. “Flaming,” or becoming extremely angry and ranting at
someone else is unacceptable; it’s the equivalent of having a tantrum,
something most of us wouldn’t do in an onsite, face-to-face classroom.
2.6. Manage your time. You’ll find that your time management skills will be
critical in an online class. Why? Because it’s very easy to spend far too little
time on the class. Set designated blocks of time to work on the class daily.
This will help you stay up with the assignments and with the interaction
required in online classes.
2.7. Download or print out pages for reference and review when you’re offline.
2.8. Set priorities and pay close attention to class deadlines.
2.9. Ask right away for help if something isn’t going right, whether it’s a course
or technical issue. It is very important that you be proactive in
communicating with your instructor or the Helpdesk.
2.10. Be persistent.
1.8.

1.9. Course Plan
Week Session Dates Title Remarks Possible
Marks
1 Week of 8th Aug. Historical background to Zambian
2022 Society
2 15th Aug. 2022 Post-Independence challenges facing

UNIP Government
3 22nd Aug. 2022 Constitution and contemporary

Zambian politics
4 29th Aug. 2022 Zambia’s economic overview and the

global economy
Individual Assignment 1 Due 12.5%
5 5th Sept. 2022 National Development plans and Vision

2030
6 12th Sept. 2022 Discussion Question Part 1 – Individual 7.5%

Submission (250 – 300 words)
7 19th Sept. 2022 Zambia and international trade
8 26th Sept. 2022 Discussion Question Part 2 – At least 2 7.5%

Responses to peer submissions (125-150
words each)
9 3rd Oct. 2022 Sociological perspectives and social

issues
10 10th Oct. 2022 Poverty and affluence
11 17th Oct. 2022 Problems of health, health care and

mental illness
Individual Assignment 2 Due 12.5%
12 24th Oct. 2022 Alcohol and other drugs
Gender, sexuality, and the changing

13 31st Oct. 2022
family
14 7th Nov. 2022 Course Review
15 14th Nov. 2022 STUDY WEEK
16 21st Nov. 2022 FINAL EXAM 60%

1.10. Grading
Grading is based on total points received by the student throughout the course. The total
possible points are calculated indicated in the lesson plan below
Letter Numerical Grade

Grade Grade Points
A+ 90 – 100 4.33
A 80 – 89 4.00
B+ 75 – 79 3.33
B 70 – 74 3.00
C+ 65 – 69 2.67
C 60 – 64 2.00
D+ 55 – 59 1.67
D 50 – 54 1.00
F 0 – 49 0.00

2. Course Module
NOTE: The notes below are not meant to be exhaustive of the topic under discussion. Students are
expected to create comprehensive notes using the text(s) provided and other resources.
2.1. Week 1: Historical background to Zambian Society

2.1.1 Required Reading:
Hall. R. Zambia. p.2-86
Andrew Sardanis (2014). Zambia the first 50 years, pages 11-32
2.1.2 Learning Objectives:
After completing this session, the student will be able to:
2.1.2.1 Know Zambia’s historical background
2.1.2.2 Describe the spread of colonialism
2.1.2.3 List key individuals involved in the fight for independence in Zambia
2.1.2.4 Identify Zambia’s tribes, major customs and traditions, social structures and major
occupations in Zambian societies
SUMMARY
The historical background and archaeological findings attest to the fact that the process of
civilization dates back to about 3 million years ago when implements made from stone were
discovered in Kenya and also having been discovered beside the Zambezi River (Zambia
Tourism, n.d.).
Historically, there are three major ages in which life flourished, namely, the Early Stone
Age, Middle Stone Age, and the Late Stone Age before humans learned to use metal in the Iron
Age. Dr. Leakey discovered the remains of a man who lived about 1.8 million years ago during
the early stone age called Homo habilis in the Olduvai Gorge in Tanzania. He lived a primitive
life using pebbles as tools for breaking up bones and cutting meat from the animals. Although no
fissile remains of Homo habilis have been found in Zambia, it can be assumed that Homo habilis
lived in Zambia because of similar pebble tools that were discovered in areas near Lusaka (Hall,
1965, p. 5). In many parts of Zambia, Early Stone Age sites have been unearthed. The most
significant of these sites have been located at Kalambo Falls in the North and Victoria Falls in
the South of Zambia. In the former, there is evidence that primitive humans began using fire
systematically some 60 000 years ago (Zambia Tourism, n.d.) and began to make a variety of
stone tools. The hand-ax culture that was practiced by the people of this period as indicated by
many hand-axes that were discovered at the Kalambo Falls and near Victoria Falls suggests that
these people lived in communities (Hall, 1965, p. 5-6). At the latter, a complex has been fully
exposed showing the development of skills from the most distant past (this ‘dig’ is enclosed at
the Field Museum at the Victoria Falls). The accidental discovery of the skull of Homo
rhodesiensis famously known as Broken Hill Man during the blasting at the Broken Hill lead and

zinc mine, was an archeological discovery in Kabwe (Broken Hill Town) that could date more
than 70,000 years ago, indicates what humans of that period looked like (Zambia Tourism, n.d.;
Hall, 1965).
Historians suggest that it was during the Middle Stone Age with its refinement in the
manufacture of tools, differentiation between populations, and burial of the dead, that modern
man probably emerged in Zambia, at least 25,000 years ago (Zambia Tourism, n.d.). The people
of the Middle-Stone Age lived naked and talked in a language of grunts and clicks, and their
existence was a battle for survival. The discovery of tools skillfully made from quartz in a cave
at Mumbwa and Victoria Falls from what is known as Stillbay culture indicates how these people
that made them had advanced intelligence. These people had big brains and were almost the
same height as modern people (Hall, 1965).
The Late Stone Age commenced after about 15, 000 years (Zambia Tourism, n.d.).
People became aware of shelters such as caves and rocks for their habitation which were
decorated with paintings. Very few of these drawings have survived Zambia’s seasonally humid
climate, and those which have, do not display the sophistication found in the Rock Art found in
Zimbabwe or South Africa. But a surviving drawing of an eland at Katolola in the Eastern
Province suggests that this art was more than decorative, that it had a ritual or religious meaning:
it has been shown in South Africa that this animal was sacred to the Late Stone Age people there
(Zambia Tourism, n.d.). About 10,000 years ago, people began to migrate from the northern and
the eastern part of Africa into the southern part of Africa. These migrants brought new ways of
making weapons better than the ones made in the Early Stone Age (Hall, 1965). Generally, the
Late Stone Age could have started in Central Africa 6,000 years ago. The people who lived
during this period were the bush-man type. They lived in caves or alongside the rivers. The
excavations that were done by Lochinvar Ranch at Gwisho Hostsprings in Southern Province
reveal the kind of life that was lived by the people of this time. They lived in small camping sites
in family bands. They survived by hunting and collecting wild foods (Hall, 1965).
There is evidence that suggests that new types of people other than the Late Stone Age
people entered Zambia about 2,000 years ago. It is believed that these people migrated from East
Africa because of similar decorations and pottery works that were discovered at Situmpa in the
Barotseland and Lusu on the Zambezi. These discoveries suggested that the pottery-makers
could also smelt Iron. These migrants are assumed to have been the first farmers who probably
grew sorghum and millet, and probably kept animals like sheep and goats, and lived by hunting
(Hall, 1965, p. 8-9). The villages of the early farmers were discovered near Kalomo in Southern
Province. These early farmers like the modern Tongas also owned cattle. It is believed that these
people had trade links with the eastern part of the world. The discovery of mpande, cowrie
shells, and beads suggest that the people who lived in what is now called the Southern Province
of Zambia in AD 900 traded with the Arabs. Mpande shells were the currency used by the Arabs.
The discovery of Ingombe Ilede in 1960 on the north banks of Zambezi gave a clear picture of
trade with the Arabs (Hall, 1965).
Zambia is occupied by people that migrated from different parts of Africa. Except for the
Ngoni who settled in Eastern Province, the Kololo who merged with the Lozi and settled in the
Western Province, and the Tonga who settled in Southern Province, the rest of the tribes

migrated from the great Luba-Lunda kingdom empire in Congo. The migration from the Luba-
Lunda kingdom is believed to have started as early as 1500. The latest migration was between
1835 and 1840 by the Ngoni and Kololo who ran from the wars of Shaka the king of the Zulu
(Hall, 1965). According to Hall (1965), Zambia’s many traditional and cultural influences come
from over 70 tribes. There are some similarities in traditions and culture among different tribes
because of their origins and interactions. In Zambia, the family goes beyond father, mother, and
children. Zambians live as extended family.
Before Zambia was ruled by colonial masters, it had no specific name, and its borders
were not defined. It was when Zambia was explored by Dr. Livingston that it was opened to
other British explorers and mineral exploiters. One of the mineral exploiters was Cecil Rhodes
who had the ambition to own mineral rights in Zambia. Cecil Rhodes signed concessions with
chiefs to own mineral rights and the chiefs to have British protection against other tribes,
Portuguese, and Arabs. The signing of the Lochner concession in 1890 by Lewanika and
Lochner gave the British South Africa Company (BSA) the power to set up the colonial
administration for north-west Rhodesia. On the other hand, the power to set up colonial
administration was established through the signing of hunting concessions and wars that the BSA
company fought with the local people in Northeast Rhodesia. In 1911 the north-east and north-
west Rhodesia were merged to form Northern Rhodesia. The BSA company rule on behalf of the
British Queen the Northern Rhodesia until May 1924. During the company rule, it introduced a
hut-tax to raise funds to help in administration. The tax was required to be paid in cash form
only. This forced men to migrate to South Africa to work in the mines to raise money for paying
taxes and buying goods from whites (Simson, 1985). After the company handed over the power
to rule Northern Rhodesia to the British government in 1924, the British government appointed
its first governor, Sir. However, BSA company never gave up the mineral rights over Northern
Rhodesia.
The colonial administration was discriminatory toward the local people. This sparked the
struggle for independence. The Administrations that governed Northern Rhodesia, Southern
Rhodesia, and Nyasaland wanted to consolidate the power over these countries using the
Federation that existed between 1950 and 1963. This caused the local people in Northern
Rhodesia who opposed the federation to fight even more for independence. One of the parties
that pushed for independence was Africa National Congress (ANC) under the leadership of
Nkumbula. The struggle for independence was intensified by a new party called United National
Independence Party (UNIP) under the leadership of Kenneth Kaunda. By January 1964, UNIP
had won 55 seats in the parliament of a total of 75 which gave it the power to govern the country
and Kaunda became the first prime minister. After the British government was persuaded to
grant Northern Rhodesia independence, Kaunda set October 24th, 1964 as the independence day.
That was the day Zambia was born.
Zambia derives its name from the Zambezi River. The river runs across the western and
southern border and then forms Victoria Falls and flows into Lake Kariba and onto the Indian
Ocean via Mozambique. The capital is Lusaka. Bordering neighbors are the Democratic
Republic of the Congo, Tanzania, Malawi, Mozambique, Zimbabwe, Botswana, Namibia, and
Angola. It is a landlocked country with several large freshwater lakes, including Lake
Tanganyika, Lake Mweru, Lake Bangweulu, and the largest man-made lake in Africa, Lake

Kariba. The terrain consists of high plateaus, large savannas, and hilly areas; the highest altitude
is in the Muchinga Mountains, at 6,000 feet (1,828 meters). The Great Rift Valley cuts through
the southwest and Victoria Falls, the most visited site in Zambia, is in the South.
There are several game parks in the country; some consider Southern Luangwa to be the best
game park on the continent.
Zambia today is severally affected by its historical background, modernity, and technological
advancement in urban areas with modern infrastructure such as roads, railway lines, airlines, and
other forms of communications. Zambia is known as a Christian nation since 1991 during the
reign of the Chiluba government.
However, the influence of missionary works done in Zambia cements that fact. Though
Zambia is a Christian nation, many beliefs emerge from ancestral connections such as
spiritualism, witchcraft, divination, and syncretism.
2.2. Week 2: Post-Independence Challenges Facing the UNIP Government

Andrew Sardanis (2014) Zambia the first 50 years, pages 51-66 & 351-354
2.2.2 Learning objectives:
2.2.2.1. Outline the reasons behind the Mushala Rebellion and the Alice Lenshina Uprising
2.2.2.2. Summarize the Barotse Agreement
2.2.2.3. Identify the reasons behind the Mulungushi Economic Reforms of April 1968
SUMMARY
Immediately after the post-colonial administration, Kaunda and the UNIP government
were faced with many challenges. Among them were the Lenshina and Lumpa church uprising,
the integration of the Barotseland into Zambia as one sovereign state, the unwillingness of the
white settlers and foreigners to localize businesses, and the Mushala rebellion.
Lenshina and Lumpa church uprising

A few months before Zambia got its independence after Kaunda and UNIP had taken over
the leadership of the country after the January 1964 general elections, they were faced with an
uprising against the government by the Lumpa Church whose leader was Alice Lenshina also
known as Alice Mulenga Lubusha. According to Hinfelaar (1991), Alice Mulenga Lubusha was
born in a polygamous family by the son of chief Mukwikile in the Chinsali district in 1920. It is
believed that in 1953, she died and then resurrected after a day. When she was dead, she was told
to go back, and she was given a special message and a new commitment. It is believed that when

she came back from the dead, she had some mystical powers. Soon after coming back to life, she
started a new independent church called Lumpa Church. The church grew rapidly and attracted a
membership of more than 60,000. Lenshina preached against polygamy and wanted to eradicate
witchcraft. Between 1953 and 1960, she opposed the colonial administration’s political authority
and the payment of taxes which led her and her followers to establish their village.
It was during the period between 1962 and 1964 when the Lumpa Church encountered the
conflict with UNIP. Some of the reasons that triggered this conflict were that the members of the
Lumpa Church did not want to accept political authority and the payment of taxes to the
government, and they did not want to belong to any political party (Shaba, 2019). This led to the
radical members of the UNIP in the Northern Province particularly Chinsali which was the
headquarter of the party who were determined to end the colonial rule to force the members of
the Lumpa Church to join the party and buy party cards and register to vote which the Lumpa
Church members refused. This ended up in violence and burning of each other’s buildings and
loss of lives. Between July and October 1964, there was a serious uprising by the Lumpa Church
members against the government which led to the death of over 1,000 people and thousands
migrating to Congo. The major reason for this uprising was the statement that Kaunda, then the
prime mister of Northern Rhodesia made and the stance he took of destroying the Lumpa
members’ settlements and them going back to their original villages. In that statement of 13 July
1964, Kaunda said that every unauthorized village for Lenshina must be destroyed within a
week. The rumors that had spread everywhere about the attack of Lumpa members escalated to
violence where villages were burnt and some people lost their lives including the policemen. A
decision to destroy the Lumpa Church was made using military means. This culminated in the
soldier attaching the Lump church which ended up in over 1000 people dead and thousands of its
members fleeing to Congo.
The Barotseland agreement 1964

The other challenge that was still being faced by the Kaunda and the UNIP government
just before the independence was the integration of Barotseland into Zambia as one sovereign
state. The Lozi people had always wanted special treatment but the new government was
determined to reduce the Litunga to the Paramount Chief level just like other paramount chiefs
(Hall, 1965). The special treatment by the Lozi people was drawn from the Lewanika treaty of
1900 in which Litunga was referred to as the king. Lewanika was also assured by the British
government that no constitutional changes were going to be made that would affect Barotseland
without prior consultations with the Litungu. This situation made it challenging for the UNIP
government to absorb Barotseland as one country. However, by April 1964, an agreement
between the Rhodesian government and the Barotseland was reached. The agreement ended the
obligation of the British government concerning Barotseland and Barotseland was part of
Zambia (Hall, 1965). According to Sardanis (2014), the Barotseland agreement 1964 covered the
following salient issues:
i) Northern Rhodesia including Barotseland became the one independent sovereign
Republic of Zambia.
ii) The constitution of the Republic of Zambia was to include the protection of human rights
and fundamental freedom of individuals, the judiciary, and public service which were to
be implemented in Barotseland fully.

iii) The people of Barotseland were to be given full access to the high court of the Republic
of Zambia just as it was given to the rest of the Zambian citizens and the high court judge
was expected to go to Barotseland as justice demanded. The people of Barotseland were
to be given the right to appeal the decision reached by the court.
iv) The Litunga and his Council were to be recognized as such. The Litunga in consultation
with the council was to be the principal local authority for the government and the
Barotseland administration. The Litunga in consultation with the Council was given the
power to make law for Barotseland concerning some things among which included
Litungaship, land, local taxation, the Barotse Native Treaty, and so on.
v) The Litunga and his Council continued to have power over land matters as were at that
time being enjoyed under customary law and the Barotse Native Courts were to have
original jurisdiction regarding the right or interest in land in Barotseland.
vi) The Civil Servants working in Barotseland were to be on permanent or pensionable
terms.
vii) The government of the Republic of Zambia was given the responsibility of providing
financial support for the administration and the development of Barotseland and ensured
that this was done fairly and equitably as the rest of the country.
viii) The government was to ensure that the laws of the country were not inconsistent with the
agreement.
ix) Any question regarding the interpretation of the agreement was to be referred by the
Zambian government to the high court for determination.
The reasons behind the Mulungushi Economic Reforms of April 1968

Another challenge that was faced by the post-colonial administration was that the
economic activities were dominated by foreigners. Most of the businesses were owned by
Europeans and Asian communities. The government appealed to the European and Asian
business communities to Zambianise (localize) their businesses by taking up Zambian
citizenship, but it seemed like most of them were not interested to listen to the appeal (Sardanis,
2014). This led Kaunda to announce some economic reforms known as the Mulungushi
Economic Reforms of April 1968. The main reason for these reforms was to Zambianise
businesses. The reforms were targeted to increase the ownership of companies and businesses by
Zambians. The government was determined to end the colonial style of the dominance of the
business sector. These reforms were one way of kick-starting Zambians to participate in the
business sector. The government believed that these reforms would give an advantage to local
businesses to compete with well-financed foreign companies. The other reason for these reforms
was that the cost of products was rising especially in the construction industry so the government
wanted to control the profit margins by taking 51 percent ownership of some companies through
INDECO (Sardanis, 2014).
The Mushala rebellion

Between the mid-1970s and early 1980s, the post-colonial government experienced a
rebellion led by Mushala. According to Larmer and Macola (2007), the Mushala-led internal
armed rebellion was the only significant rebellion against the government after independence.
Most of the rebellion activities by Mushala were done in the North-Western Province of Zambia.
Mushala was one of the leaders of UNIP in North-Western Province. When UNIP considered
using military force as one of the ways to get power from the colonial government, they sent

Mushala to China to train guerilla fighting. However, when the party took over the government
after January 1964 elections they abandoned the plans. When Mushala returned, he expected to
be treated as a hero and he wanted to be given the position of the Director of Game and Fisheries
which was denied by Kaunda. Instead, he was given Deputy Secretary of the Education
Committee at the UNIP headquarters. Mushala was not happy with this position, and this led to
him leading an armed rebellion against the government of Zambia. Some of the reasons that
Mushala gave for his rebellion were: He was not happy with the one-party system which limited
opposition; he was not satisfied with the failure of the government to fulfill the expectation of
people to bring both economic and national development; he was annoyed with the perceived
failure by the government to develop North-Western Province and marginalization of the people
of that region. The other reason was political. He wanted to form the next government (Larmer &
Macola, 2007; Shaba, 2019).
2.3. Week 3: Constitution and Contemporary Zambian Politics

 Andrew Sardanis (2014) Zambia the first 50 years, pages 249-276
 Lungu, C. (n.d.). A critical analysis of constitution making process in Zambia, pages 10-46
 Lungwangwa, V. (2015). Constitution making process: The Zambian experience, pages 25-88
 Wamunyima, M. (2006). Constitution making in Zambia: The need for a new perspective
pages 21-33
2.3.2 Learning Objectives
2.3.2.1 Outline the constitutional development process since independence
2.3.2.2 Describe the road map of the Constitutional reforms
2.3.2.3 Distinguish between previous constitutions and the new constitution
2.3.2.4 Summarize political developments from 1991 to date in terms of elections and
political party activities
2.3.2.5 Explain Zambia’s electoral system and identify some merits and demerits of this
system
SUMMARY
A constitution is the "system or body of fundamental principles according to which a

nation, state, or body politic is constituted and governed.” For the desire to have a people-driven
constitution, Zambians has had gone through six phases of constitution reviews since
independence. Out of these constitution development phases, only four have ended in a change

of some clauses of the constitution of Zambia. The first change to the constitution of Zambia was
done in 1973, the second change in 1991, the third change in 1996, and the fourth change was
done twenty years later in 2016.
History of the Zambian Constitution - Colonial History

Following the signing of various concessions in present-day Zambia, the British South
Africa Company established the North-Western Rhodesia-Barotseland Order-in-Council of 1899
and the North-Eastern Rhodesia Order-in-Council of 1900. The territories were amalgamated in
1911 though Barotseland enjoyed a different constitutional position after being granted British
protectorate status on conceding to the BSA (Hall, 1965; Simson, 1985).
There was no constitution but the colonial government instituted Orders-in-Council

which were legal instruments designed to promote governance with the active cooperation of
white settlers and acceptance by Africans. One key aspect was universal suffrage:
- Limited African franchise – 1958
- Increased African franchise – 1962
- Full African franchise – Jan 1964
The 1964 Independence Constitution

Following the Independence talks of May 1964, a new constitution was required for
Zambia. Section 32 of the new constitution stated that the first President shall be Kenneth David
Kaunda and stipulated the qualification of the presidency. All legislative powers were vested in
Parliament. Parliament was made up of elected members and 5 Presidential appointees. The
current draft constitution proposes 240 elected members of Parliament. The judiciary consisted
of the Court of Appeal and the High Court Chief Justice who was appointed by the President.
The 1973 Second Republic Constitution

In 1972, UNIP lost a key parliamentary election to United Progressive Party (UPP). On
August 25th, 1973, a new constitution was effected which introduced a one-party state. The 1973
constitution only allowed one party – UNIP and ushered in the second republic.
The 1991 Third Republic Constitution

In 1991, a new Constitution was effected. This constitution allowed the entry of multi-
party politics in Oct 1991. The constitution provided that every President hold office for a
maximum of two five-year terms. The computation of the terms started with the date of the
constitution.
The 1996 Constitution

In 1996, the Constitution was amended. One key feature was the requirement for a
presidential candidate to have parents who originated from Zambia. This clause prevented Dr.
Kaunda from standing as president since his parents originated from Malawi.
When Mwanawasa came into power as president of Zambia, he initiated the NCC to
come up with a constitution that truly reflects the wishes of a broad section of society and stands
above partisan politics.

The 2016 Constitution

In 2016, President Edger Lungu assented to the Constitution. This constitution was
amended in the parliament by two-thirds of the members of parliament. Amongst some of the
major changes were the introduction of dual citizenship, abolishing of deputy ministers, the
introduction of the constitutional court, scrapping off tax on pension, and some major electro
process changes like the introduction of fifty percent plus one for a presidential candidate to be
declared a winner, the running mate, a grade twelve certificate as a minimum qualification, and
many more. The major difference between the 2016 constitution amendment and the prior
constitution amendments is that the 2016 constitution changed and introduced many clauses as
opposed to the prior amendments which changed a few clauses to accommodate one
requirement. For example, the 1991 constitution amendment reintroduced the multi-party
democratic system and the 1996 amendment introduced the requirement of both parents to be
Zambian to qualify as a presidential candidate.
Before the constitutional amendment of 2016, the constitution of Zambia had gone
through many constitution review commissions. These were the Chona Constitutional Review
commission, the Mvunga Constitutional Review Commission, the Mwanakatwe Constitutional
Review Commission, the Mungomba Constitution Review Commission, and the constitution
amendment bill no. 10 of 2019 (C. Lungu, n.d.; Lungwangwa, 2015; Wamunyima, 2006). One of
the controversial topics in these review commissions is the adoption mode of the amended
constitution.
Political developments from 1991 to date

Since 1991 when the Movement for Multi-party Democracy (MMD) took over political
power from the United National Independent Party (UNIP), Zambia has had nine presidential
elections and seven general elections. The two extra presidential elections were by-elections
caused by the death of President Levy Patrick Mwanawasa in 2008 and the elections held in
November 2008, and the death of President Michael Chilufya Sata in 2014 and the byelections
held in January 2015. The MMD rule Zambia for twenty years from 1991 to 2011. After that, the
Patriotic Front (PF) took over the governance of the country and ruled for ten years from 2011 to
2021. The PF lost the elections to United Party for National Development (UPND) in August
2021 which is the current party in power (Sardanis, 2014).
Zambia’s electoral system

Zambia has a multi-party democratic system which means that the political party wins the
presidential elections with fifty percent plus one takes over the governing of the country. One of
the components of this system is that the elections are managed by the body called the Electro
Commission of Zambia (ECZ). The country has general elections every five years where the
president, members of parliament, council members, and the mayor are elected. However, if any
of these positions fall vacant by way of resignation, death, or medically incapacitation, except for
the presidential position which the vice president takes over, the ECZ conducts bye-elections.
This system has merits and demerits. For example, the democratic electro process ensures that
the power is given to the majority of citizens. This inhibits incompetent and corrupt governments
from a perpetual stay in power. However, this system may usher in incompetent and corrupt
government into power especially if most of the citizens are uneducated and are unable to make a

critical analysis of issues affecting the country. The other demerit may be that it may be
expensive for the country to be having bye-elections.
2.4. Week 4: Zambia’s Economic overview and the global economy

Andrew Sardanis (2014) Zambia the first 50 years, pages 61-86
2.4.2. Learning Objectives:
2.4.2.1. Describe the traditional economy before commercial mineral exploration began and
the first decade of Zambia’s independence
2.4.2.2. Comprehend the impact of the global financial crisis on the African economy in
general and Zambia in particular
2.4.2.3. Explain Zambia’s economy in relations to Africa’s economy
2.4.2.4. Know Zambia’s share of global trade
2.4.2.5. Describe the COMESA Customs Union
SUMMARY
The traditional economy before commercial mineral exploration

According to Hall (1965), Zambia had virtually no modern economic history before
1924. Not until the era of commercial mineral exploration, the people of Zambia were mainly
sustained themselves by subsistent farming. The people would grow agricultural products for
their consumption and then use the excess agricultural produce to get the things they needed that
they did not have through batter system trade. In addition to agricultural activities, the people
engaged in hunting, fishing, cattle raring, gathering and collecting wild products, etc. Generally,
Africans infrequently traded among themselves. According to Simson (1985), before the era of
commercial mineral exploration, the important items of trade that helped the people to meet their
needs were local products like foodstuffs, metalwork, pottery, clothing, and cosmetics. There
was no money, but some goods, such as wire, copper crosses, beads, and clothes, were
sometimes used as currency (the medium of exchange).
The economy in the first decade of Zambia’s independence

After the country got its independence in 1964, Zambia was one of the wealthiest
countries in Africa. Zambia had a dualistic economy that was heavily dependent on the mining
sector and large-scale commercial agriculture mainly foreign-owned for employment, foreign
exchange earnings, and government revenue by 1964. The first ten years from 1964 to 1974 were
years of the booming copper industry and the rise in copper price at the metal exchange. In 1964,
Zambia’s Gross National Income (GNI) per capita was US$200 (current US$). Zambia’s per

capita GNI remained higher than those of Botswana, Egypt and Thailand, until the late 1970s or
early 1980s Zambia’s GDP was also larger than that of Botswana, Gabon, and Panama during
this period (Africa Inequalities, n.d.). The overall budget balance and balance of payments were
both in surplus at independence and remained so for the next two years. Foreign reserves were
also high, amounting to close to twelve months of import cover while public external debt was
virtually non-existent. The Government policy was focused on the mining sector, while
traditional sectors, such as agriculture, were neglected. The position could not be sustained due
to the national economic growth that averaged 2.4 percent annually which was below the
population growth. The government also embarked on an ambitious social infrastructure
development program, that is, building schools, hospitals, clinics, etc. To fund this ambitious
program, the government increased its borrowing which resulted in increasing the indebtedness
of the country. In 1968, the government declared some economic reforms that introduced the
nationalization of most private companies where the government now owned at least 51 percent
of many private companies (Sardanis, 2014).
Problems Zambia Encountered

Some of the challenges that the government experienced within the ten years after
independence were: limited participation by Zambians in supervisory and/or decision-making
positions in many companies; lack of investment in other key sectors of the economy; political
Independence was achieved but not economic independence; concerning her southern neighbor,
Northern Rhodesia was regarded as something of a marginal colony to ensure a cheap and
plentiful supply of labor to the mining industry (Africa Inequalities, n.d.; Lungu, n.d.; Sardanis,
2014).
The impact of the global financial crisis on the African economy and Zambia
Africa and Zambia being part of the global community were also impacted by the global
financial crisis of 2008. The financial and economic crisis had an impact on the drivers of
Africa’s growth performance. There was a fall in demand for and prices of African commodities,
capital flows declined, and lack of fulfillment of promised increased aid. The low level of
Africa’s financial integration helped have a relatively direct impact on the financial crisis of the
African economies. The other factor that helped in reducing the direct impact of the financial
crisis on Africa was because foreign borrowing by banks is regulated in the context of exchange
control and banks face little risk associated with off-balance sheet operations (African
Development Bank, 2009; Maswana, n.d.; Ndulo et al., n.d.).
The greatest impact of the financial crisis on Zambia was on the sharp fall in global
copper prices. By then, “copper exports, which accounted for almost 80 percent of total exports”,
“played a major role in sustaining Zambia’s growth, averaging close to 6 percent in the last five
years.” The fall of copper prices “resulted in a significant depreciation of the domestic currency
and more than doubled the external current account deficit.” The fall in copper prices also
“contributed to weakening the fiscal position” because of the government's heavy dependence on
increased tax revenues that were introduced in April including the windfall tax (Africain
Development Bank, 2009; Ndulo et al., n.d.; Revilla, 2008). The fall in copper prices also
resulted in increased unemployment due to losses of jobs in the mining sector. The impact was
experienced in the reduced foreign direct investments (FDI) which affected various sectors of the
economy.

Know Zambia’s share of global trade

The international trade for Zambia since the 1970’s economic crisis reveals that “the
economy has never recovered the growing share of world trade it enjoyed in the early years after
its independence.” Zambia’s international trade mostly consisted of traditional metal export. The
Traditional metal exports “consisting mainly of copper exports dominated the overall trade
profile over the 1995–2013 period, although non-traditional exports also saw much-improved
growth. Interestingly, relative to a common base period (or indexed starting point at 1997 = 100),
non-traditional exports grew more quickly than traditional exports, achieving a rate that overtook
that of traditional exports and closed the period at a higher index value level. The period of
2004–2005 saw Zambian experience copper-based export recovery that resulted in a noticeable
higher nominal export growth rate for the country (averaging 16.1 percent per year over 1995–
2013). On the other hand, during the same period, the average annual share of goods exports
remained low at 0.03 percent” (UNCTAD, 2016).
Describe the COMESA Customs Union

“A customs union is an agreement between two or more neighboring countries to remove
trade barriers” and lower or eliminate tariffs. Members of a customs union generally apply a
common external tariff on imports from non-member countries. This may mean that “goods
move between member countries without tariffs (duty-free)”. In addition, all member countries
may “charge non-member countries the same tariffs for imported goods. A customs union is not
the same as an economic union.” “An economic union applies to more than just goods. It extends
to the free movement of money and workers between member countries, which a customs union
does not do. The European Union is an economic union as well as a customs union” (ABD, n.d.;
Dimaranan & Mevel, 2008; UNCTAD, 2016).
“The Common Market for Eastern and Southern Africa (COMESA) is the largest
regional economic organization in Africa, with 19 member states and a population of about 390
million. COMESA has a free trade area, with 19 member states, and launched a customs union in
2009.” The COMESA customs union has set the Common External Tariff (CET) for the member
countries at the four tariff bands of 0, 0, 10, and 25, respectively, for raw materials, capital
goods, intermediate goods, and finished goods. In addition, the COMESA customs union also
includes free circulation of goods and complete elimination of barriers to intra-regional trade,
elimination of rules or origin, common products nomenclature, common valuation system, a
regional trade policy, and a customs union administrative structure. The other feature of the
COMESA customs union is that “in the COMESA Customs Union, Member States will be
allowed to protect Sensitive Products during the transition period, with the possibility of putting
them on a common list with higher rates, or excluding some from the Common External Trade
Policy for instance for religious or cultural reasons.” The customs union also conducts periodic
mandatory reviews. These reviews “aim at greater harmonization, reduction of distortions, and
consideration of any outstanding issues” (ABD, n.d.; Dimaranan & Mevel, 2008; UNCTAD,
2016).

2.4. Week 5: National Development Plans and Vision 2030

2.5.1. Required Reading:
 The Seven Development Plans of Zambia: https://www.mndp.gov.zm/wp-
content/uploads/2018/05/7NDP.pdf
 Vision 2030:
https://www.mndp.gov.zm/wp-content/uploads/filebase/vision_2030/Vision-
2030.pdf
2.5.2. Learning Objectives
2.5.2.1. Know the future economic plans the government has put in place to move Zambia to
a middle income country by 2030
2.5.2.2. Identify the long term economic policy objectives of the government
2.5.2.3. Explain the process the government has taken and will take to meet goals set out in
its National Development Plans
SUMMARY
National Development Plan

Soon after Zambia gained her independence, she embarked on a program of national
development planning. Since this initiative, Zambia has had seven national development plans.
The Transitional Development Plan (1965 – 1966) was preceded by the First National
Development Plan (1966 – 1971), Second National Development Plan (1971-1976), Third
National Development Plan (1980-1984), Fourth National Development Plan (1995 – 2001),
Fifth National Development Plan (2006 – 2010), Sixth National Development Plan (2013 –
2016), and Seventh National Development Plan (2017 – 2021) (Ministry of National
Development Planning, 2017). Each of these national development plans had specific plans that
the nation needed to achieve. For instance, the First National Development Plan which was
successfully implemented saw massive investment in manufacturing and infrastructure. The aims
of these plans were to 1) lessen the dependence on copper by developing, 2) expand
manufacturing industries, 3) increase the number of jobs, hence reducing unemployment, 4)
develop rural areas, 5) expand social services such as education and health, and 6) improve
transport, communication, and power.
The 2017-2021 macroeconomic framework for the 7NDP is guided by a paradigm shift
from a sectoral to an integrated (multi-sectoral) development approach. The new approach takes
into account the regional comparative advantage perspective aimed at achieving an inclusive,
diversified and sustainable economy. The macroeconomic framework in the 7NDP period is also
aimed at achieving economic transformation for improved livelihoods and the creation of decent,

gainful, and productive employment, especially for the youthful population (Ministry of National
Development Planning, 2017).
According to vision 2030, to achieve middle-income status, Zambia’s socio-economic

development long-term objectives are: to attain and sustain annual real economic growth rates of
between 6 and 10 percent; “to attain and maintain a moderate inflation rate of 5 percent”; to
decelerate the annual population growth rate from its 2005 rate of 2.9 percent to a rate of less
than 1.0 percent over the next 25 years; “to reduce national poverty head count to less than 20
percent of the population”; “to reduce income inequalities measured by a Gini coefficient of less
than 40”; “to provide secure access to safe potable water sources and improved sanitation
facilities to 100 percent of the population in both urban and rural areas” (Ministry of National
Development Planning, 2006).
According to the Ministry of National Development Planning (2006), to achieve middle-

income status by 2030, the government of Zambia needs to: “increase annual health expenditure
per capita to a period average of US$150, comparable to middle-income economies like
Botswana, Gabon, Panama, and South Africa”; increase “the share of industry in GDP from 29
percent in 2006 to 38 percent in 2030”; increase “the share of manufactures in GDP from 13
percent in 2006 to 18 percent in 2030”; increase “the share of manufactures exports to 80 percent
of merchandise exports, comparable to Malaysia”; maintain “the share of services in GDP at
about half, with both private and government services rising slightly as a share of GDP over the
period to 2030” (Ministry of National Development Planning, 2006).
The long-term economic policy objectives of the government outlined in the 7NDP are
to: “a) Achieve an average annual real GDP growth rate of above 5 percent; b) Sustain single-
digit inflation; c) Increase international reserves to at least 4 months of import cover; d) Raise
domestic revenue collections to over 18 percent of GDP; e) Contain domestic borrowing to less
than 2 percent of GDP; f) Reduce the budget deficit to less than 3 percent; g) Create productive
and gainful job opportunities while improving the country‘s competitiveness; h) Increase the
share of earnings from non-mining exports to about 50 percent; and i) Improve infrastructure
development in the transport and energy sectors, with emphasis on increased private sector
participation” (Ministry of National Development Planning, 2017, p. 41).
The main goal of the 7NDP is to create a diversified and resilient economy for sustained
growth and socio-economic transformation driven by agriculture, mining, and tourism. This goal
will be achieved by the following strategic objectives: “a) To diversify and make economic
growth inclusive; b) To reduce poverty and vulnerability; c) To reduce developmental
inequalities; d) To enhance human development; e) To create a conducive governance
environment for a diversified and inclusive economy.” Let’s have a brief look at these strategic
objectives according to the Ministry of National Development Planning (2006):
1. To diversify and make economic growth inclusive. “This strategic objective addresses the
negative consequences of Zambia’s traditional adherence to copper as a dominant source
of revenue and maize as the main staple food. This strategy is to be adopted in the
remaining 15 years (2017-2030), divided into stages of diversification of agricultural
products, development of agro-business and other manufacturing sectors, and expansion
of the service sector, in particular tourism.”

2. To reduce poverty inequality and vulnerability. This objective focuses on reducing

poverty, inequality, and vulnerability of poor people. The objective focuses on reducing
the number of the poor and vulnerable through national target programs on hunger
eradication and poverty reduction. Secondly, the objective reflects the outcome derived
from the trickle-down effects coming from social assistance, labor market programs,
gender equality work, housing support, universalization of secondary education, health
care and health-related benefits for the poor, and access to services. The 7NDP also
focuses on interventions that support those poor households that have the capacity for
self-sustenance through livelihood empowerment programs that will enable them to
graduate and enter the mainstream economic sectors. The aim of this objective is: a) to
Reduce all forms of inequality; b) to Promote a well-nourished population free of all
forms of malnutrition, capable of contributing to economic growth and diversification; c)
to Improve the general welfare of the poor and vulnerable households; d) Promote
livelihoods and empowerment.
3. To enhance human development. Zambia will require an improvement in human
development to attain middle-income status. This strategic area addresses the need to
develop people’s capacities, specifically their ability to be educated, be healthy, have a
reasonable standard of living, and feel safe. Furthermore, it addresses the need to attain
the desired human capital development by building inclusive and appropriate skills that
respond to the demands of the labor market.
To create a conducive governance environment for a diversified and inclusive economy.
To create conditions that accelerate the diversification and inclusive growth agenda by 2030,
Zambia will strengthen the governance mechanisms. “This strategic area addresses the necessary
frameworks and capacities in the public sector for initiating medium-term changes for Zambia to
realize its vision of total adherence to good governance by 2030.” This implies improving the
policy environment, transparency, and accountability, accelerating decentralization and
devolution to local authorities, and improving the rule of law, human rights, and
constitutionalism.
2.6. Week 6: Discussion Question (Part 1)
2.6. Week 7: Zambia and international trade

 United Nations. (2016). Trade policy framework: Zambia, pages 1 - 73
2.7.2. Learning Objectives:
2.7.2.1. Comprehend the issues surrounding international trade development
2.7.2.2. Review Zambian International Trade Policy

2.7.2.3. Review the problems associated with mixing aid and trade
SUMMARY
International trade is an engine for economic growth where it increases tax revenue,
increases competition in the local market, and improves production efficiency.
Intra African Trade

This is the trade that takes place within the African countries. Low intra-African trade has
many implications:
– Lost opportunities for using trade within the continent to enhance the prospects for
specialization between African countries and accelerated development and
integration.
– Intra-African trade can generate development and dynamic integration among African
sub-regions and is a powerful driver of African growth and economic maturity.
– Most of the wealth created by Intra African Trade will remain within the region.
– The production and export structures of most African economies are geared to
primary commodities such as minerals, timber, coffee, cocoa, and other raw materials
for which demand is externally oriented & is vulnerable to price fluctuations.
Africa comprises 15 landlocked countries that face very specific challenges which
constrain their overall socioeconomic development. Botswana, Burkina Faso, Burundi, Chad,
Central African Republic, Ethiopia, Lesotho, Malawi, Mali, the Niger, Rwanda, Swaziland,
Uganda, Zambia, and Zimbabwe all lack maritime access and, are isolated from the world
markets and suffer high transit costs (United Nations, 2016).
Landlocked developing countries are among the poorest of the developing countries.
Trade is a panacea for economic development. The ADB in their report on Trade in Africa stated
that the continent accounts for 2% of global trade. Africa has many problems to overcome in
enhancing its share of global trade and Zambia in particular is disadvantaged due to its
landlocked nature. Zambian Trade Policy needs to ensure that it brings about socio-economic
development for the nation (United Nations, 2016).
Trade is a panacea for economic development. The ADB in their report on Trade in
Africa stated that the continent accounts for 2% of global trade. Africa has many problems to
overcome in enhancing its share of global trade and Zambia in particular is disadvantaged due to
its landlocked nature. Zambian Trade Policy needs to ensure that it brings about socio-economic
development for the nation (United Nations, 2016).
Zambian international trade policy environment

Generally, Zambia’s competitiveness and economic growth are inhibited by constraints
and problems that arise in production, moving goods and services across the border (being
landlocked), and in export markets. Zambia’s small internal market is not able to generate
enough economic activity that can much need growth to be able to create jobs and incomes and
reduce poverty. To bring much-needed economic growth and competitiveness, Zambia needs to
develop trade policies that are focused on regional and global integration (United Nations, 2016).

It is very important to take note that trade policy instruments applicable at border
crossings/posts affect the costs of inputs and export costs which are very critical in increasing the
competitiveness of Zambia products across the borders. In this regard, let’s look at the Zambian
import and export tariffs.
“Zambia’s tariff rates for its imported goods are low and moderate. They are simple and
have a flat structure and are ad valorem. There are four bands of 0, 5, 15, and 25 percent for raw
materials, capital goods, intermediate goods, and finished goods respectively. The objective is to
have higher tariffs for more processed goods and lower tariffs for primary and intermediate
goods with low-value addition. More importantly, primary, intermediate, and capital goods
contribute to the cost of production. These ultimately tend to lower costs and make domestic
production competitive, making the Zambian products across the borders competitive.” At the
time these tariffs were developed, the focus was liberalization, not industrialization. However, in
the future, there is a need to develop strategic tariffs that would increase the competitiveness of
Zambia products across the borders (United Nations, 2016).
In the future, Zambia intends to migrate to the COMESA Customs Union Common
External Tariff Structure, which was a requirement to be met by the end of 2014. The four tariff
bands for COMESA are defined as 0, 0, 10, and 25 percent, representing raw materials, capital
goods, intermediate goods, and finished goods respectively. The migration to the COMESA
tariff structure would assist in lowering the tariff rates on intermediate and capital goods imports.
Therefore, this will lower the cost of imported input for production, which will improve
competitiveness (United Nations, 2016).
To discourage the export of some raw materials, Zambia levies export taxes on some
selected export goods. This is done to encourage companies to add value to selected products.
For example, Zambia taxes the export of copper concentrate, timber logs, raw hides, etc. To also
encourage international trade development, Zambia has a duty drawback system. The aim is to
provide incentives for exporters to increase their production and exports by making their
products competitive in export markets. This is done by reducing costs by refunding the duty
levied on imports of raw materials and intermediate goods used in export production. However,
the complication of the administrative system makes it difficult for traders to claim the duty
(United Nations, 2016).
Issues surrounding international trade development

One of the issues that inhibit international trade development is trade restrictions for both
imports and exports at the borders. The export and import restrictions arise from considerations
of self-sufficiency, the need to protect local industry, implementation of sanitary and
phytosanitary measures, different interpretations of the SADC and COMESA rules of origin,
lack of implementation of the SADC and COMESA preferential trading rules, and policy
inconsistency (United Nations, 2016).

2.8. Week 8: Discussion Question (Part 2)
2.9. Week 9: Social Perspectives on Social Issues

Kornblum and Julian 2004. Social Problems; Pages 3-23
By the end of this session students should be able to:
2.9.2.1 Illustrate the key components of the definition of a social problem by giving
examples
2.9.2.2 Apply the three major theoretical perspectives on social problems to specific
issues
2.9.2.3 Explain the “natural history” approach to social problems and the stages that most
social problems go through
2.9.2.4 Identify the major research methods used to study and analyze social problems,
including demographic studies, surveys, field work and social experiments
2.9.2.5 Comprehend the concept of social policy and how policy issues can be viewed
from a liberal or conservative point of view
SUMMARY
Since so many social issues have now assumed a global character and many believe that
there is a need to reconsider the way we view these social issues. Before the nineteenth-century
philosophers used only philosophical and theological perspectives in their studies, concentrating
on the imaginary "ideal" rather than on the analysis of what society was like (Kornblum &
Julian, 2004).
The discipline of sociology emerged as a product of particular social forces in Europe

during the nineteenth century. Scientific sociology developed because of three major social
trends in the seventeenth and eighteenth centuries:
 The growth of a factory-based industrial economy.
 The emergence of great cities in Europe.
 Political changes, including a rising concern with individual liberty and rights.
Sociology emerged as the focus was given to understanding how society operates.
Sociology begins with an interest in people: how we cope; how society influences our behavior;
how, together or as individuals, we preserve or change the social order. The idea took root that
sociology develops a deeper understanding of the world in which we live and provides a

foundation that can lead to a variety of interesting careers. The more recent debate on the
concept of sociology recognizes that everybody has opinions about the causes of social problems
and what should be done about them (Kornblum & Julian, 2004).
It is within this context that sociologists have recognized that each individual or society
has a different perspective about social problems. Sociologists have realized that contemporary
sociology is founded on three basic perspectives or sets of ideas that offer theories about why
societies hang together and how and why they change. These perspectives are not only
sociological approaches to social problems, but they can be extremely powerful tools for
understanding them. Each of these perspectives – functionalism, conflict theory, and interactions
give rise to several distinctive approaches to the study of social problems. These theories are
based on theoretical paradigms, and sets of assumptions that guide thinking and research
(Kornblum & Julian, 2004).
The functionalist perspective holds that social problems arise from the disruptions of the
social systems. For example, the functionalist perspective holds that social problems are the
result of social expectations failure that creates normlessness, cultural conflict, and breakdown.
The conflict perspective views society as marked by conflicts due to inequalities in class, race,
ethnicity, gender, age, sex, etc. producing conflicting values. Social problems, according to the
conflict perspective, are conditions that do not conform to the values of society. The conflict
perspective posits that social problems are caused by the competition of various groups with
different values and power. The interactionist perspective views the social problem is subjective.
The social problem is not defined by what deviant or non-deviant people do but by how society
reacts to what they do (Kornblum & Julian, 2004). Understanding perspectives on social
problems would guide our actions and life choices as individuals and is vital to enriching your
study.
Key components of the definition of a social problem.

Let's begin by defining the social problem. According to Kornblum and Julian (2004), a
social problem is:
When enough people in society agree that a condition exists that threatens the quality of
their lives and their most cherished values, they also agree that something should be done
to remedy that condition. In other words, society’s members have reached a consensus
that a condition that affects some members of the population is a problem for the entire
society, not just for those who are directly affected.
For a social problem to be defined as such, there must be a consensus among the people
in the society that the problem exists for action to be taken. This does not mean that all people
must agree that the problem exists. However, the agreement must represent most of the society.
The people also agree that the problem is the problem for the whole society, not just the people
affected by the problem. For example, the problem of HIV/AIDS is not just a problem for the
people affected by it, but it is a problem for the entire society. When someone gets infected by
HIV, so many people are affected. The other component is that the people agree that there must
be a remedy to the problem. They agree that something must be done.
The Natural History of social problems

Sociologists define the natural history of the social problem as a study of how problems
develop from underlying conditions into publicly defined problems that engender social policies
and sustained social movements. Natural history is the study of the development process of a
social problem (Kornblum & Julian, 2004). According to Kornblum and Julian (2004), social
problems are developed in four stages or steps as explained below:
 Stage 1 – problem definition. Groups in the society attempt to gain recognition by the
wider population including the press and government that some social condition is
offensive, harmful, or undesirable. These groups publicize their claims and attempt to
turn the matter into a political issue.
 Stage 2 – Legitimacy. When the groups pressing their claims are considered credible
and their assertions are accepted by official organizations, agencies, or institutions,
there may be investigations, reform proposals, and even the creation of new agencies
to respond to claims and demands.
 Stage 3 – Reemergence of demands. The original groups are not satisfied with the
steps taken by official agencies. They demand stronger measures, more funding for
enforcement, speedier handling of claims, and so on. They renew their appeals to a
wider public and the press.
 Stage 4 – Rejection and institution building. The complainant groups decide that
official responses to their demands are inadequate. They seek to develop their
organizations or counter-institutions to press their claims and enact reforms.
2.9. Week 10: Poverty and Affluence

Kornblum and Julian 2004. Social Problems, Pages. 177-209
At the end of this session students should be able to:
2.8.2.1 Describe the economic differences between the very rich and the very poor
2.8.2.2 Define social stratification
2.8.2.3 Interpret the meaning of social classes
2.8.2.4 Know what the poverty line is
2.8.2.5 Explain how the poverty line is used to determine who is poor
SUMMARY
General statistics of poverty

The World Bank indicated that 736 million people lived on less than $1.90 a day by
2015. The World Bank revealed that more than half of extremely poor people live in Sub-
Saharan Africa. Poverty in Sub-Saharan Africa continues to increase. Over 60 percent of people

in Zambia live below the international poverty line. It is estimated that over 42 percent of people
in Zambia are regarded as extremely poor. Also, over 83 percent of people in rural Zambia live
below the poverty line (Worley, 2017).
Poverty is one dominant feature shared by all developing countries. It is indeed true that
poverty exists in all countries and also in the wealthy, but it is the scale on which poverty exists
that is unique to these countries. Although equality of opportunity is a central value of all
nations, equality of outcome is not. The affluent live longer and better, and can afford the best
medical care in the world, the finest education, and the most elegant possessions; can obtain
social preference and shape government policies, and can defend their interests and preferences.
For the poor, the situation is reversed. The poor lives of serious deprivation compared not only to
the wealthy but to the middle as well. This relative deprivation profoundly affects the style and
quality of their lives. It is the growing gap that exists between the haves and the have-nots that
have created major concern in the world (Kornblum & Julian, 2004).
After more than a decade of debt and recession, and economic stabilization and structural
adjustment policies, in both developing and transitional economies, structural poverty reduction
has re-emerged as a central development priority. Not only has this revived focus on poverty
renewed conceptual and methodological debates about the meanings and measurements of
poverty, but it has also challenged policymakers to reassess the viability of current interventions
for poverty reduction (Kornblum & Julian, 2004).
Definition of Poverty
To measure or alleviate poverty, it is important to have an understanding of the different

definitions and dimensions of poverty, as well as the causes and consequences of poverty.
Poverty is the inability of people to attain a minimum standard of living (Morgan, n.d.). It is the
lack of basic human needs. Poverty is a state of not having enough money to buy things that are
considered necessary and desirable (Kornblum & Julian, 2004). Poverty may mean a condition
of near starvation, bare subsistence, or any standard of living measurably beneath the national
average (Kornblum & Julian, 2004). Poverty can be defined based on income or consumption.
Absolute poverty relates to a fixed (monetary) level of income/consumption considered
necessary for subsistence. An example of absolute poverty is the definition by the World Bank
which states that poverty is living below $1.90 a day (The World Bank, 2019). On the other
hand, relative poverty relates to the level of income/consumption considered required to fulfill
minimum needs to function as a member of society. Poverty can also be measured based on
quality-of-life indicators. These could be the quality of housing, access to and quality of basic
services, the extent of environmental pollution, extent of safety and security, strength of
community and family ties, and so on.
Definition of affluence
Affluence can be defined based on income or standard of living. Affluence can be

defined based on the position of the individuals in the personal or household income distribution
(Medeiros, 2006). Affluence is defined as 10 times the poverty level (Rank & Hirschl, 2001).
Affluence in terms of income can be defined as having enough income to afford all the basic
needs. Affluence in terms of standard of living is being able to live above the average of the

nation’s standard of living, that is, being able to afford quality life, for example, living in a good
home, eating three meals or more per day, affording quality health care and education, etc. Just
like poverty can be relative depending on the location, city, or country, affluence can also be
relative. For example, in Waco Texas, an income of above US$40,000 that an individual can get
per year can be considered affluence while in Ndola Zambia, the income that can be considered
affluence Could be only US$7,000.
Classification of people
Social stratification
Society tends to group people according to their ability to access things that are
considered valuable. Social stratification is a phenomenon in which individuals or groups are
assigned to different positions in the social order, positions – consequently enjoying different
amounts of access to goods and services in society (Kornblum & Julian, 2004).
Social Classes
Individuals and groups are classified according to their ability to access occupation, incomes,
skills, or even opportunities. A social class refers to a large group of individuals who have almost
the same degree of economic well-being. People enter and leave their class as their economic
fortunes change (Kornblum & Julian, 2004).
Poverty line and affluence line
The poverty line is equal to the food poverty line, that is, an amount of money that
includes only the minimum required food expenditure (Chibuye, 2011). The poverty line can
also be referred to as the minimum expenditure required to meet basic food needs. According to
Kornblum and Julian (2004), the US government determines the poverty lines based on the
market basket which is equivalent to the food basket here in Zambia. The (Jesuit Centre for
Theological Reflection calls it the Basic Needs and Nutrition Basket (BNNB) which is a bit
broader than the food basket because it includes other basic needs cost like housing, electricity,
water, and health, education, and transport. (Jesuit Centre for Theological Reflection, 2022).
When determining the poverty line, it is assumed that an average low-income family of four in
the US spends at least one-third of total income on food. Therefore, when the US government
multiplies the family food budget by four, it gets that estimated poverty income that can be
amended to accommodate the number of people in a household and the changes in the cost of
food. In Zambia, the average number per household that is used in calculating the food basket is
six. The annual poverty income becomes the poverty line. Anyone who earns below the poverty
income is considered poor.
The concept of determining who is poor or rich based on the poverty line or affluence
line does not consider people’s access to basic services such as health care, education, and
adequate quality housing with basic services. The poverty line or affluence line is based on
consumer price (the food basket) (Kornblum & Julian, 2004). Someone may be affording food
on the monthly basis but lacking in other needs. The other shortcoming of using a blanket
national poverty line to determine who is poor or rich is that it may tend to over or under-classify
people as poor or rich. For instance, in rural areas where income levels are low and the cost of
living is relatively low too, more people may end up being classified as poor while they can

afford the basic need. The other disadvantage of using a blanket national poverty line is that
those that live in big cities where the minimum income is higher may end up being classified as
the rich which they fail to meet all the basic needs due to the higher cost of living in big cities
2.11. Week 11: Problems of Health, Health Care and Mental Illness
Kornblum and Julian 2004. Social Problems, Pages 27- 65
Kornblum and Julian 2004. Social Problems, Pages. 67- 95
2.11.1 Learning Objectives
At the end of this chapter students should be able to:
2.11.1.1. Recognize that health care is a global social problem for both developed and
developing nations
2.11.1.2. Explain how medical sociologists analyze healthcare issues
2.11.1.3 Identify factors that affect health care in Zambia and the health care insurance
that is available
2.11.1.4. Explain why AIDS is a global health problem
2.11.1.5. Describe the prevalence of mental illness in Zambia and the problems related to
mental health that are most common in Zambia
SUMMARY
This session aims to assist the students to build on some knowledge of the impact of
global health issues on developing countries. It is, in fact, inconceivable that the health issues are
largely impacting developing countries where there are already exist inadequate health facilities
and weaker health systems. The problem is worsened by poverty which results in millions of
people dying each year from curable and preventable diseases.
Health care, a global problem
Health care has been a problem for both developed and developing countries. One may
wonder how health care can also be a problem for developed countries. This can be a genuine
question because it is assumed that developed countries have better and high-quality health care
systems and their citizens have access to this quality health care. As much as some citizens in
developed countries have access to quality health care, other citizens do not have the access to
quality health care. In developed countries, the health care problems have mainly been caused by
inequalities of access to better and high-quality health care. The developed nations have to work

around reducing the inequalities of access to high-quality health care. Some of the health care
problems that must be addressed by the developed countries to reduce the inequality of access to
high-quality health care include unequal access to health care, high cost of health care,
inadequate insurance coverage, special problems faced by women and the physically challenged,
and ethical issues emanating from technologies. Apart from inequality of access to health care,
minority populations lack access to other things that can make them healthy and ultimately
reduce their life expectancy. For example, most of the minority populations in the United States
of America eat unhealthy food and lack exercise which may lead to obesity and other ailments.
The medical sociologists who specialize in research on the healthcare system and its impact on
healthcare analyze the healthcare problem by learning how people's social classes influence their
access to medical care. They also work with other professionals like economists to establish the
cost of different healthcare delivery systems (Kornblum & Julian, 2004).
On the other hand, the problem of health care in third-world countries are to do with
physical health. The problems include the spread of infectious diseases, high rate of infant and
maternal death, low life expectancies, inadequate medical personnel and health facilities (clinics
and hospitals), scarcity of medical drugs and equipment, and inadequate sewerage and water
systems (Kornblum & Julian, 2004).
The privatization of health care in Africa has created a two-tier system that reinforces
economic and social inequalities. As health care has become an expensive privilege, the poor
have been unable to pay for essential services. The result has been reduced access and increased
rates of illness and mortality. Despite these devastating consequences, the World Bank and IMF
have continued to push for the privatization of public health services.
Going by the current trends in health, it is observed that improving the health of the
poorest groups in the less developed countries remains an immense challenge. It is for this reason
that it is now globally recognized that improving the health of the world’s poorest people, will
depend on developing strategies and alternative approaches beyond the health sector (Kornblum
& Julian, 2004). As noted the strategies should be boarder enough and take into account factors
such as social justice or fair treatment and lack of discrimination. It is also recognized that the
health sector should focus on policy change that will contribute toward social policy changes
which include measures to improve access to education and job training; enhance the position of
women and marginalized groups, promote healthier workplaces, and homes, reduce threats posed
by environmental hazards, provide a social safety net and other protections against
impoverishment.
Factors affecting health care and health care insurance in Zambia
Zambia being a developing country has experienced problems concerning healthcare.

Some of the factors that affect healthcare in Zambia include service disparities between rural and
urban areas. According to the Association of Chartered Certified Accountants (2013), rural areas
have only 70 clinical health workers per 100,000 population as compared with 159 per 100,000
population in urban areas. The healthcare system has poor and inadequate physical infrastructure.
The healthcare system has shortages of drugs and other medical supplies, staff shortages,
inadequate funding, inadequate equipment and modern technology, and low-quality health
service delivery (Association of Chartered Certified Accountants, 2013; Kaonga, 2019). The low

number of people who are in formal employment who contribute through deductions from their
monthly earnings to the health insurance created by the act of parliament leaves most people
without health insurance coverage.
AIDS, a global health problem
According to World Health Organisation (WHO), the global poor-rich “health gap” is
largely due to a small of illnesses that disproportionately affect those in developing countries,
including AIDS/HIV, malaria, tuberculosis; maternal and perinatal conditions; childhood
diseases such as measles, tetanus, acute respiratory infection, and diarrhea, malnutrition; and
tobacco-related diseases. These diseases are responsible for the highest number of avoidable or
excess death among the poor. The HIV/AIDS epidemic which weakens the immune system has
made the situation even worse because the weakened immune system fails to fight opportunistic
infections.
Although the HIV/AIDS prevalence in developed countries seems to be low as compared

to developing countries especially the sub-Sahara Africa, the epidemic remains a global problem.
It is a global problem in the sense that it is sexually transmitted by humans who cannot be
restricted to one location. People who are infected by HIV can move to different places including
developed countries and have multiple sexual partners. The other issue that arises from
HIV/AIDS epidemic is that it diverts the scarce medical resources away from basic health care
and preventive public health program. In addition to these challenges, HIV/AIDS causes
secondary problems. For example, children of those that are infected lack basic needs during the
illness of their parents and become orphans when their parents die leaving them vulnerable
The erosion of Africa’s health care infrastructure has left many countries unable to cope
with the impact of HIV/AIDS and other diseases. Efforts to address the health crisis have been
undermined by the lack of available resources and the breakdown in health care delivery
systems. The privatization of basic health care has further impeded the response to the health
crisis
Mental illness and its related problems
Severe mental illness almost always alters a person’s life dramatically. People with
severe mental illnesses experience disturbing symptoms that can make it difficult to hold a job,
go to school, relate to others, or cope with ordinary life demands. Some individuals require
hospitalization because they become unable to care for themselves or because they are at risk of
committing suicide.
Around the world, mental illness is a growing but largely unheralded social problem. It is
estimated that approximately 80 percent of the world’s 450 million mentally disabled people live
in developing countries. While basic physical health has improved worldwide, mental health has
remained stagnant or deteriorated (Kornblum and Julian 2004, p. 67).
It has been established that severe mental illness almost always alters a person’s life
dramatically. People with severe mental illnesses experience disturbing symptoms that can make

it difficult to hold a job, go to school, relate to others, or cope with ordinary life demands. Some
individuals require hospitalization because they become unable to care for themselves or because
they are at risk of committing suicide.
Mental illness creates enormous social and economic costs. Depression, for example,
affects some 500 million people in the world and results in more time lost to disability than such
chronic diseases as diabetes mellitus and arthritis. Estimating the economic cost of mental illness
is complex because there are direct costs (actual medical expenditures), indirect costs (the cost to
individuals and society due to reduced or lost productivity, for example), and support costs (time
lost to care of family members with mental illnesses).
According to Munakampe (2020), the prevalence of mental disorders in Zambia is

approximately 20 percent. Some of the common mental disorders include acute psychotic
episodes, schizophrenia, affective disorders, alcohol-related problems, and organic brain
syndromes (Munakampe, 2020). Some of the healthcare problems associated with mental illness
include poor management of mental patients, avoidance of accessing mental healthcare due to
sigma, limited knowledge and awareness about mental illness, inadequate mental health experts
(staff), shortage of essential drugs to cure mental illness, budget constraints and inadequate
allocations towards mental healthcare, poor referral system, and lack of an updated legal
framework (Munakampe, 2020; Ngungu & Beezhold, 2009).
2.10. Week 12: Alcohol and other Drugs

Kornblum and Julian 2004. Social Problems, Pages. 96-127
2.12.2.1 Distinguish the pharmacological definition from a sociological definition of the
term “drug”
2.12.2.2. Define drug abuse, addiction, dependence, and prevalence
2.12.2.3 Know the facts about alcohol abuse and drinking as a social problem in Zambia
2.12.2.4 Comprehend the use of drugs in Zambia, noting commonly abused drugs
SUMMARY
It is widely acknowledged that crime is inextricably related to alcohol and other drugs.
The impaired judgment and violence induced by alcohol contribute to alcohol-related crimes
such as rapes, fights, and assaults leading to injury, manslaughter, and homicide often linked
with alcohol because the perpetrator, the victim, or both, were drinking. Many perpetrators of

violent crime were also using illicit drugs. Some of these drugs, such as PCP and steroids, may
induce violence. These drugs can also be a catalyst for aggressive-prone individuals who exhibit
violent behavior as a result of taking them (Kornblum & Julian, 2004).
We cannot put a monetary value on the human lives and suffering associated with alcohol
and other drug problems. But we know the child welfare and court costs needed to deal with the
consequences of these problems are substantial. The cost to arrest, try, sentence, and incarcerate
those found guilty with issues related to alcohol and other drug-related offenses is a tremendous
drain on the nations’ resources especially for developing countries (Kornblum & Julian, 2004).
This session aims to expose the students to the effect and impact of alcohol and other drugs
on men and society in general.
Drugs
Definition of Drug
According to the pharmacological point of view, a drug is any substance, other than food
that chemically alters the structure or function of a living organism. This definition is so
inclusive and too broad to be of practical value. However, in a sociological context, a drug
denotes any habit-forming substance that directly affects the brain or nervous system. Therefore
in a sociological context, a drug is any chemical substance that affects physiological functions,
mood, perception, or consciousness; has the potential for misuse; and may be harmful to the user
or society (Kornblum & Julian, 2004).
Drug abuse
Drug abuse can be defined as the use of unacceptable drugs and/or the excessive or
inappropriate use of acceptable drugs in a way that can lead to physical, psychological, or social
harm. From the definition above, we can note that the use of the unacceptable drug is categorized
as drug abuse. Also, the excessive or inappropriate use of acceptable drugs is drug abuse. For
example, excessive drinking of alcohol is drug abuse (Kornblum & Julian, 2004). Like most
social problems, drug use has both objective and subjective aspects.
The objective dimensions can be the extent to which a drug causes physiological,
psychological, or social problems for an individual or social group (the family, the community,
or the entire society). The subjective dimension is how people perceive the consequences of drug
use and how their perceptions result in social action (norms, policies, programs, etc.) concerning
the use of drugs. A good example that can illustrate the objective and subjective aspects of drug
use is the use of aspirin. Aspirin is one of the drugs that is taken in excess mostly in the US
whenever people feel real or imagined physical discomfort. From the objective aspect, aspirin is
part of the drug use problems because it can have negative physiological effects like causing
ailments. On the other hand, the subjective aspect is that people believe that aspirin is a harmless
drug that is dangerous only when taken in massive doses. Another example of the objective and
subjective dimensions of drug use is the use of marijuana. The use of marijuana is perceived as
part of the social problems even if the use of it is not problematic in objective terms.
Subjectively, marijuana is perceived as a dangerous drug.

Addiction
Addiction as regards the use of drugs can be loosely defined as habitual or frequent use of
a drug, with or without dependence. However, addiction is complex because it involves the
physical, and psychological aspects of the drug user, the type and amount of the drug, and the
frequency of the use. This gives the challenge to have a single definition of addiction. Addiction
is used to describe physical dependence (Kornblum & Julian, 2004).
Dependence
Physical dependence occurs when the body has adjusted to the presence of a drug and
will suffer pain, discomfort, illness, and withdrawal symptoms if the use of the drug is
discontinued. On the other hand, psychological dependence also known as habituation occurs
when a user needs a drug for the feeling of well-being that it produces. A clear distinction must
be drawn between dependence and abuse. Let’s take an example of the diagnosis and treatment
of alcoholism. In determining alcohol dependence, we focus on cravings, withdrawal symptoms,
and other behavioral measures of feelings associated with alcohol consumption. On the contrary,
abuse of alcohol includes drinking it despite recurrent social and interpersonal, and legal
problems resulting from the use of alcohol. A person can be dependent on a drug but cannot be
regarded as abusing it. For example, a person can be diagnosed to use morphine because of an
ailment and become addicted but not abuse the drug (Kornblum & Julian, 2004).
Prevalence
Prevalence is the extent to which a behavior appears in the population to any degree at all
(Kornblum & Julian, 2004). Drug prevalence data help compare the popularity of specific drugs
in a population or segment of a population like adolescents.
The problem of alcohol abuse in Zambia
Generally, excessive use of alcohol contributes to many various social problems such as
murder, family violence, divorce, suicide, deteriorated health, fatal accidents, etc. Alcohol
consumption is one of the major social problems in Zambia. The World Health Organization
(WHO) reported that about 76 percent of men and 33 percent of women in Zambia consume too
much. The report indicates that about 43 percent of children consume alcohol too (Short, 2019).
Something needs to be done concerning the prevalence of excessive use of alcohol which seems
to continue to increase. Some of the challenges arising from the use of excessive alcohol include
increased sexually transmitted diseases like HIV, gender-based violence, child abuse,
deteriorated health (liver damage), fetal accidents arising from alcohol intoxication, and many
more (Hammerstein et al., 2017; Nzala et al., n.d.; Short, 2019).
The use of drugs and commonly abused drugs in Zambia
Drug abuse and excessive alcohol use are one of the major social problems that Zambia is
facing like many other countries. The problem is highly prevalent, especially among the youth.
Marijuana is also known as cannabis and alcohol is the most abused drug, especially by the
youth. Other drugs that are abused include Antidepressants, Inhalants like nail polish remover,
gasoline, glue, aerosol cans, Narcotics, Tobacco, etc (champ Zambia, n.d.; Lusaktimes, 2009)

2.11. Week 13: Gender, sexuality and the changing family

Kornblum and Julian 2004. Social Problems, Pages 244- 277.
Kornblum and Julian 2004. Social Problems, Pages 308-336
2.13.2.1. Identify traditional gender roles and distinguish gender roles from sex roles
2.13.2.2. Comprehend the impact of sexism on career choices and wage differences that
men and women experience
2.13.2.3. Explain the sources of sexism including socialization, education, language,
family, organized religion, government and the legal system
2.13.2.4. Describe the important issues that are being confronted by the women’s
movement and the gay rights movement
2.13.2.5. Explain the definition of a family, the different developmental stages of a family
and the role of family in society
SUMMARY
Over the past several decades, women have made many notable gains in all areas of the
sphere. They are increasingly entering occupations that were traditionally dominated by men.
Despite the gains of recent decades, sex discrimination and stereotyping continue to limit the
opportunities for women. As Kornblum and Julian (2004, p. 245), observe, even when women
are in the same professions or occupational as men, their salaries are lower; subtle and persistent
discrimination in employment and salaries.
Of course, there are several factors attributed to this discrimination and barriers. It is now
widely recognized that there is a need to create awareness of the issues around gender identity
and roles and develop strategies that will increase and enhance gender equity.
This theme aims to introduce learners (students) to challenges of gender and sexual
identity and roles; and responses to these challenges.
Traditional gender roles and sex roles
Traditionally, the roles of a woman were expected to be a wife, mother, and homemaker.
These roles emphasize that a woman should be nurturing and skilled in the emotional aspect of

personal relationships. This entails that a woman is expected to play a major role in nurturing
children and absorbing most of the family's emotions. On the contrary, man’s roles according to
tradition were a leader and a provider. A man was seen as a highly rational person who would
not be influenced by emotions in his actions. Gender roles are distinguished from sex roles in
that the sex roles are assigned based on sexual identity. For example, females and males are
expected to exhibit femaleness and maleness respectively as defined by culture. Because of this
girls are expected not to do certain jobs that boys can do and vice versa (Kornblum & Julian,
2004).
Sexism
Sexism is the range of attitudes, beliefs, policies, laws, and behaviors that discriminate
against the members of one sex. Sexism has impacted negatively, especially women regarding
career choices. Women were discriminated against in certain jobs which were seen to be jobs for
men. For example, few women penetrated the field of engineering. The few that penetrated the
field believed to be for men were discriminated against regarding wages. Women were paid less
than men were paid for the same job. Some of the primary sources of sexism are men’s persistent
dominance in the institutions of society; the socialization of children in the families and formal
institutions like schools where sex role stereotypes are reinforced. The women’s movement has
been striving to eliminate sexism from society. The gay rights movement has also been fighting
for gay rights. For example, the gay movement has been fighting for the extension of civil rights
to the gay community, for instance, legalizing same-sex marriage (Kornblum & Julian, 2004).
The family
Definition of a family
A kinship unit/family is a group of individuals who are related to one another by
blood, marriage, or adoption. (Kornblum and Julian, 2004 p. 310). Niara Sudarkasa quoting
Linton (1936), emphasized that families, by definition, include relationships based on both
conjugality (marriage) and consanguinity (i.e. “blood ties”).
In other words, families ideally include a husband and wife whose relationship is
based on marriage, and children, whose relationships with each of their parents, as well as with
each other, are based on “blood ties” (Kornblum & Julian, 2004 p. 310).
The term nuclear family is a group consisting of parents (usually a father and mother) and
their children. Nuclear families can be any size, as long as the family can support itself and there
are only parents and children.
Tetteh (1967, p. 201) refers to extended family as that large family grouping built around the
descent group known as a lineage, and also divisible into smaller conjugal families built around
monogamous and/or polygamous marriages.
The different developmental stages of a family
It’s been noted that all families go through changes continually to adapt to family
developmental stages in which the roles of all family members change. The families experience
challenges in maintaining stability and continuity regarding functioning adequately during the

transition from one stage to the other. The family stage is defined as the period “in which the
structure and interactions of role relationships are noticeably distinct from other periods.” The
stage is generally indirect from the events that indicate a change in the membership of the family
or how members of the family are spatially and interactionally organized. At each family stage,
some tasks are critical to accomplishing before transitioning to another stage. Let’s look at each
family development stage below:
1. Premarital (Unattached Adult) Stage

At this stage, a person is still in the family into which they were born but is about to
transition to another stage. The critical issue happening here is accepting parent-offspring
separation. For example, a person who has just left the parental home and begin to live on
their one must accomplish tasks including separating from family and connecting with
peers as well as initiating a career (Clingempeel & Henggeler, 2010; DeFrain et al., n.d.;
encyclopedia.com, 2019; Lang, 2020; Publisher, 2016).
2. Marriage Stage
The main issue in this stage is the commitment to the marriage. The wife and husband
adjust to each other in their new roles as married rather than single persons. The couple
must accomplish these tasks 1) establish a home, 2) become emotionally dependent on
each other and “emotionally independent of parents, work out ways of handling
differences”, and 3) learn homemaking skills (Clingempeel & Henggeler, 2010; DeFrain
et al., n.d.; encyclopedia.com, 2019; Lang, 2020; Publisher, 2016).
3. Triad (children bearing) stage

At this stage, there is a shift from marriage relationships to those of the parent/child
relationship attention. The couple accomplishes these tasks 1) learn about pregnancy,
childbirth, and children, 2) gain an understanding of the new husband-wife relationship,
3) develop a philosophy about child rearing, 5) accept responsibility of parenthood, and
6) understand the role of grandparents (Clingempeel & Henggeler, 2010; DeFrain et al.,
n.d.; encyclopedia.com, 2019; Lang, 2020; Publisher, 2016).
4. Preschool-aged children stage

At this stage, the couple takes the responsibility of “socializing, educating, and guiding
the children.” They also assess and adjust “parenting roles as children age and more
children join the family.” The couple also adapts to the needs of preschool children
Coping with energy depletion and lack of privacy as parents (Clingempeel & Henggeler,
2010; DeFrain et al., n.d.; encyclopedia.com, 2019; Lang, 2020; Publisher, 2016).
5. School-aged children stage

At this stage, parents provide “guidance to children while collaborating with outside
resources (e.g., school, extracurricular activities).” The family fits in the community of
school-age families in constructive ways. The parents encourage children to achieve
educational goals (Clingempeel & Henggeler, 2010; DeFrain et al., n.d.;
6. Family with adolescents stage

The critical issue happening here is increasing the flexibility of family boundaries to
allow independence. There is adjustment regarding parent-child relationships with
adolescents to provide more independence with safe limits. Teenagers balance freedom
with responsibility as they mature and emancipate themselves. Parents experience midlife
relationships and career issues (Clingempeel & Henggeler, 2010; DeFrain et al., n.d.;
7. Child launching stage

During this stage, children leave their families. The issue occurring is for family
members to accept exits from and entries into the family. One of the tasks is to accept the
leaving of children while also maintaining a supportive home for them to return to. The
parents navigate adult-to-adult relationships with children. The parents resolve midlife
issues and take responsibility for caring for aging family members (Clingempeel &
Henggeler, 2010; DeFrain et al., n.d.; encyclopedia.com, 2019; Lang, 2020; Publisher,
2016).
8. Middle-aged Adults (empty nest) stage

This can be a period of renewed period and closeness between the couple. On the other
hand, this can be a period of great disillusionment and loneliness. The couple adjusts to
being a couple without children living at home and they continue to care for aging family
members. The couple refocuses on marriage relationships and maintaining kin ties with
older and younger generations (Clingempeel & Henggeler, 2010; DeFrain et al., n.d.;
9. Aging family members stage

During this stage, the couple Learns new roles related to retirement, becoming
grandparents, losing a partner, and health-related changes. Coping with death and living
alone, selling the family home, adjusting to retirement become a critical issue in this
stage. Coping with bereavement and living alone become the order of the day during this
stage. When the last person in the couple dies it ends the Family Development Cycle
(Clingempeel & Henggeler, 2010; DeFrain et al., n.d.; encyclopedia.com, 2019; Lang,
2020; Publisher, 2016).
The role of the family in society
The role of a family in a society is essentially to socialize children, that is, teach children
skills, morals, and values that will help them become better people and will, in turn, allow them
to be productive in society. While children learn skills, values, and ethics from other places later
on in life, such as school, work, and friends, the family is the first place where they gain a sense
of morality and what is considered right and wrong. Children are exposed to the influence of
their parents, and siblings if they have them, as well as their grandparents and other extended
family members. Through frequent interactions with family members, children learn to emulate
their parents’ beliefs of what constitutes commendable, acceptable, and deplorable behavior in
the larger society. “The values that families instill in children are shaped in several ways, which
include the parents’ upbringing, their geographic location, and religion.” The other role of the
family in society is the biological “reproduction that produces families and makes them

contribute directly to the growth and future continuity of their surrounding societies” (Scarlet,
2021; Writer & 2020, 2020).
(Henfelaar, 1991)
2.14. Week 14: Course Review
2.15. Week 15: Study Week
2.16. Week 16: Final Exam

3.

4. References
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DeFrain, J. D., Burson, M. H., Hanna, J. S., & Swanson, D. M. (n.d.). Families Across the Lifespan: The
Normal, To-Be-Expected, Satisfactions and Challenges Couples and Families Experience. 4.
Dimaranan, B., & Mevel, S. (2008). The COMESA Customs Union: A Quantitative Assessment. 38.
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Hall, R. (1965). Zambia. Pall Mall Press.
Hammerstein, N., Paul, R., & Ncheka, J. (2017). Increasing problem of alcohol abuse among the Zambian
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Henfelaar, H. (1991). Women’s revolts: The Lumpa Church of Lenshina Mulenga in the 1950s. Journal
of Religion in Africa, 21(2), 99–129.
Jesuit Centre for Theological Reflection. (2022, May 16). Stability of key macroeconomic fundamentals
key to reducing the high cost of living. Jesuit Centre for Theological Reflection.
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Kaonga, T. (2019). Factors affecting delivery of quality health services in Zambia: The case of Mandevu
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Lang, D. (2020). Family Development Theory.
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Larmer, M., & Macola, G. (2007). The origins, context and political significance of the Mushala
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Lungu, C. (n.d.). A CRITICAL ANALYSIS OF CONSTITUTION MAKING PROCESS IN ZAMBIA.
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Northrise University

HUM103 – Zambian Studies and Social Issues

Phiri, Anthony DipCM, BTh, MTh (c),

HUM103 Zambian Studies & Social Issues Page 2 of 48

1.1. Course Title: HUM103 – Zambian Studies and Social Issues

 Graham, C. (1992). Zambia’s democratic transition: The beginning of the

1.3. Instructor Details:

1.4. Prerequisite (s): None

1.7. Course Policies

1.7.1. Instructional approach for Online courses

HUM103 Zambian Studies & Social Issues Page 5 of 48

All assignments must be written in APA format as documented in the NU Course

Assignments will be posted on Google Classroom.

1.8.2.2. Discussion Assignments

1.8.2.3. Peer Review for Discussion Questions

1.7.3. Course Requirements: At least a 50% overall score.

ONLINE DISCUSSION QUESTIONS KEY SUCCESS FACTORS

1. Policy on Discussion Questions

1.1. Course Week

1.2. Privacy and Confidentiality in the Online Classroom

1.3. Copyright Violations

1.4. Google Classroom Time Stamps and Due Dates

1.5. Late Assignments

1.6. Discussion Questions

Note that Discussion Questions carry a set of credit points.

Discussion Question posts/responses must meet the following requirements:

Participation consists of messages sent in response to discussion question as well

Students are required to post two substantive peer responses by the

HUM103 Zambian Studies & Social Issues Page 8 of 48

Participation is also assessed with the following measures:

The following items do not count toward participation:

2. How to Succeed as an Online Student

HUM103 Zambian Studies & Social Issues Page 9 of 48

Friday, do not post it on Saturday. In a way, posting on the discussion board

2.8. Set priorities and pay close attention to class deadlines.

HUM103 Zambian Studies & Social Issues Page 10 of 48

2 15th Aug. 2022 Post-Independence challenges facing

3 22nd Aug. 2022 Constitution and contemporary

4 29th Aug. 2022 Zambia’s economic overview and the

5 5th Sept. 2022 National Development plans and Vision

6 12th Sept. 2022 Discussion Question Part 1 – Individual 7.5%

7 19th Sept. 2022 Zambia and international trade

8 26th Sept. 2022 Discussion Question Part 2 – At least 2 7.5%

9 3rd Oct. 2022 Sociological perspectives and social

10 10th Oct. 2022 Poverty and affluence

11 17th Oct. 2022 Problems of health, health care and

12 24th Oct. 2022 Alcohol and other drugs

Gender, sexuality, and the changing

14 7th Nov. 2022 Course Review

15 14th Nov. 2022 STUDY WEEK

16 21st Nov. 2022 FINAL EXAM 60%

Letter Numerical Grade

HUM103 Zambian Studies & Social Issues Page 12 of 48

2.1. Week 1: Historical background to Zambian Society

HUM103 Zambian Studies & Social Issues Page 13 of 48

HUM103 Zambian Studies & Social Issues Page 14 of 48

HUM103 Zambian Studies & Social Issues Page 15 of 48

2.2. Week 2: Post-Independence Challenges Facing the UNIP Government

Lenshina and Lumpa church uprising