Restricted UNDP/MLW/80 /028 Terminal Report MALAWI

Commercial and Secretarial Training

Project Findings and Recommendations

Serial N o . : F M R / E D / S T E / 8 7 / 2 7 0 ( U N D P )

United Nations Educational, United Nations Scientific and Development Cultural Organization Programme

Paris, 1987

M A L A W I

COMMERCIAL AND SECRETARIAL TRAINING

Project Findings and Recommendations

Report prepared for the Government of the Republic of Malawi by the United Nations Educational, Scientific and Cultural Organization (Unesco) acting as Executing Agency for the United Nations Development Programme (UNDP)

United Nations Educational, Scientific and Cultural Organization

United Nations Development Programme

UNDP/MLW/80/028 Terminal Report FMR//ED/STE/87/270(UNDP) 2 October 1987

© Unesco 1987 Printed in France

(i)

TABLE OF CONTENTS

Page

I. INTRODUCTION

II. OBJECTIVES OF THE PROJECT

III. ACTIVITIES AND OUTPUTS

IV. ACHIEVEMENT OF IMMEDIATE OBJECTIVES

V. UTILIZATION OF PROJECT RESULTS

VI. FINDINGS

VII. CONCLUSIONS AND RECOMMENDATIONS

1

2

2

6

7

8

8

APPENDICES

APPENDIX I

APPENDIX II

APPENDIX III

APPENDIX IV

APPENDIX V

- Unesco Expert

- Unesco Fellowships

Programme of Studies

- Major Items of Equipment provided by UNDP

Staffing Charts and Assignment of Courses

12

13

14

16

17

MLW/80/028 - Commercial and Secretarial Training

TEEMINAL REPORT

I. INTRODUCTION

1. While academic education in Malawi is well established in schools and colleges, and engineering and building training are taking root in the technical colleges, business training has, thus far, developed in a more haphazard fashion.

2. The inclusion of business subjects in the secondary curriculum can produce satisfactory results in the case of Accounts and Commerce. Other subjects like Shorthand and Typewriting make too heavy a claim on a student's time if good progress is to be made, and are therefore not suitable in a secondary programme. Private schools providing such courses have been variable in quality, and expensive. State supported training courses at the Malawi Polytechnic and the Staff Training Centre are concentrated in the south.

3. The basic proposal in the 1980 Heger report to hold separate business courses in technical colleges was therefore well founded in that it would fill an important gap in vocational training and improve office efficiency in both the private and public sectors. Notably, small businesses and rural industries have been hampered in their development by inadequate budgeting, costing, credit control and the keeping of adequate records. Without these skills, entrepreneurs who are otherwise well-qualified and capable, can fall into bankruptcy through inadequate financial planning and control.

4. The Draft Project Document was signed by the Government on 9 April 1981 and by UNDP on 15 April 1981. The contribution by the former was 38,604 Malawi Kwacha, and by the latter, US $311,500.

5. In 1983 the UNDP's input was reduced to US $264,271, the Project Revision Document being signed by the Government on 22 December 1983 and by UNDP on 30 December 1983.

6. In 1984, the UNDP input was increased to US $273,534, the Project Revision Form being signed by the Executing Agency on 29 May 1985 and by UNDP on 20 June 1985.

7. UNDP inputs were completed as follows:

The six secretarial teachers were trained by December 1983, and the three accounts teachers by August 1984. The classrooms were completed by April 1985 and the equipment delivered by May 1985, apart from some textbooks. The specialist started duties in February 1985 and the curricula were approved in October 1985.

1. Not published

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8. As for Government inputs, the specialist was provided with office accommodation and secretarial services from the time of his arrival.

II. OBJECTIVES OF THE PROJECT

Immediate objectives

9. The immediate objectives of the project were:

To assist the Ministry of Education in the development of a commercial and secretarial course to be mounted at the three technical schools (Soche, Lilongwe and Mzuzu) as from 1984 including:

(i) the design of detailed syllabuses for the course;

(ii) the training of commercial and secretarial teachers;

(iii) the introduction of a national examination.

Development objective

10. Within the overall development objectives of the Government, this project aims at basing education development, in particular post-primary education, in secretarial and commercial skills.

III. ACTIVITIES AND OUTPUTS

Curriculum development

11. Draft curricula for secretarial and accounts courses were prepared for the Tripartite Meeting held on 12 June 1985 apart from the arithmetic and English curricula which awaited perusal and approval by the appropriate Ministry inspectors. These drafts were necessarily provisional since the duration of courses was not yet decided.

12. At this meeting, however, it was decided that the secretarial Gourse should be of two years' duration, and that the accounts course should be of one year's duration. In addition, a separate one year basic business course was proposed and accepted for general clerical office personnel, with the emphasis on copy typewriting, but with no shorthand. Book-keeping, commerce and office practice would be included at an elementary level, along with business English and business arithmetic. On this basis, copies were distributed to Malawi Polytechnic, the Government Staff Training College, Mpemba, the Accountant General and the Auditor General for approval. This was done with some helpful amendments.

13. The curricula were then completed and presented to a meeting held on 10 October 1985 at which they were approved. They were forwarded in turn to the Permanent Secretary, the Ministry of Education and the President of the Republic for final approval on 4 April 1986.

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14. This presidential approval was required because of the recommendation that a fee be charged for these courses. This fee amounted to K120 per year, approximately a quarter of the full cost, which is broadly in line with the fees charged in Government secondary schools and in the various colleges. A special additional meeting was held at the Ministry on 17 February 1986 to discuss, decide and recommend this fee.

Establishment of courses at the three Technical Colleges

15. Efforts to secure the establishment of full-time courses in April did not come to fruition for the following reasons:

(a) After the curricula were approved on 10 October 1985, the question arose as to whether fees should be charged, and if so, how much should they be? A costing exercise on boarding and training costs was carried out by the secretarial staff of Lilongwe Technical Colige. Comparisons were made with the secondary schools and the Polytechnic and a fee of K120 per year for boarders and K60 for day students was proposed and accepted at a meeting held at the Ministry on 17 February 1986. As with the other institutions, it followed the principle that the fee should be roughly a quarter of the total cost.

(b) Shortly afterwards there was a change of Minister, and the new Minister had to be briefed on the situation. This caused some more delay before the scheme was presented to the President of the Republic and approved on 4 April 1986.

(c) After this it emerged that another issue remained unresolved. Who was to be responsible for selection? After some discussion it was decided on 30 April 1986 that this procedure should be conducted by the Department of Personnel Management and Training on the grounds that some of the candidates would be employees in the Civil Service. Also selection costs would be met by the Department of Personnel Management and Training. On 23 June 1986, however, the Department decided that it would select the two-year secretarial course only on the grounds that the one-year courses did not match the salary structure, so selection for these reverted to the Ministry of Education.

(d) The advertisement for the two one-year courses finally appeared on 9 July 1986 to be followed on 23 July by the advertisement for the secretarial course. This was done with a September start in mind.

Selection for the two one-year courses duly took place on 25-29 August 1986 but because of delays in correspondence, particularly with the remoter areas, the courses did not start until early October. Selection for the secretarial course did not take place until 17-27 November 1986 so the course did not start until January 1987.

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One reason for the seemingly inordinate time taken over this procedure is that the Ministry and Government go to great lengths to ensure meticulously that all three regions, North, Central and South, are treated equally. This procedure is carried out by the Public Service Commission. Another reason was that applicants already in Government service were uncertain as to whether they would continue to be paid their salaries while on course. In the event, it was not until mid-October that the Department of Personnel Management and Training ruled that serving staff would not be paid while on course. This naturally caused many successful applicants to change their minds, and the choice of replacements took further time. In fact, at one centre, Mzuzu, only five out of twenty students attended the secretarial course. (See tables paras. 20 and 21.)

16. In the meantime, the teaching staff at the three colleges showed commendable initiative in teaching part-time classes in typewriting and book­keeping which elicited a brisk response.

The introduction of a National Certificate for Accounts Clerks

17. At the Tripartite Meeting held on 12 June 1985 it was agreed that there should be a separate one-year course for accounts personnel, as well as a one-year basic business course for general office clerks with an emphasis on typewriting. The former is held at Soche near Blantyre, and the latter at Mzuzu in the northern province. This was proposed at the Accountant General's request, and the accounts course was to include government accounting as a separate subject from commercial accounting. The reason for this request was that the short ten-week induction course for accounts recruits to the various Ministries was unable to cope with the numbers, a backlog of untrained personnel had accumulated, and the accounts course would help clear it.

18. To the same purpose, it was agreed that one room and part of a lecturer's time would be devoted to a separate induction course at Lilongwe Technical College in the capital, in proximity to most of the Ministries. The accounts teacher at Lilongwe was to spend part of his time until then in preparing for this work by sitting in with the induction courses which were taking place and participating in the teaching on a trial basis. This induction course would be examined like the others by the Accountant General's staff. This did not materialize, however, so an additional secretarial class was recruited,' and it is proposed to start an accounts class there as well.

19. There is no provision as yet, however, for a national accounts examination, and it is intended that the candidates prepare for the Royal Society of Arts examination until the resources are available to prepare and mark a national examination. This also applies, of course, to the other subjects, commerce, office practice, business English and business arithmetic. The typewriting for students of accounts is intended only to achieve a keyboard mastery in touch-typewriting in anticipation of the advent of the word processor and computer in large numbers.

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120 students in commercial and secretarial courses

20. The provisional arrangement for the training of these students in the first year was as follows:

Secretarial

Accounts

Basic Business

Induction

Mzuzu

20

-

20

-

40

L ilongwe

20

-

-

20

40

Soche

20

20

-

-

40

Totals

60

20

20

20

120

21. The induction course, as indicated above, did not take place and the current attendance at each college is as follows:

Mzuzu

Secretarial 5

Accounts -

Basic Business 16

21

Lilongwe

36

-

-

36

Soche

21

15

-

36

Totals

62

15

16

93

22. This total figure should increase by at least 60 next year when new first-year secretarial classes start at Soche and Mzuzu and an accounts class starts at Lilongwe.

Staff training

23. Six secretarial teachers, two male and four female, were trained at the Kenya Polytechnic, Nairobi from September 1982 to December 1983 and thereafter posted to the three technical colleges.

24. Three accounts teachers, two male and one female, were trained at the Highbury College of Technology, Portsmouth (UK) followed by a short trainers' programme at Abingdon, Oxfordshire (UK). In all, the courses lasted from January 1984 to August 1984. One other fellow was trained at the Bolton Technical Teachers' College (UK) from September 1986 to August 1987. Two other accounts teachers were trained at Bolton under the auspices of the British Council. (See Appendix II for details.)

25. The training of the specialist's counterpart to take over as an inspector upon his departure did not work out as planned. The person selected for a fellowship, Mr. 0. B. T. Mbilizi, left for England in January 1982 carrying out a series of attachments arranged by the Abingdon College of Further Education until September 1982. He then completed a year's course for a Diploma in Further Education at Garnett College, London followed by an M.A. degree course at Manchester University which was completed in July 1984. He then applied to the Malawi Ministry of Education for a 20-week extension of his fellowship to do a shorthand and typewriting course at Pitman Central College, London.

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26. Meanwhile, it became known that he had encountered problems of debt, and complaints were received from his creditors in England. He was instructed to return but did not do so, and could not be traced by the Malawi High Commission in London. In January 1980, however, he made an application for a scholarship to do a higher degree course at the University of London. This was refused, Mr. Mbilizi was dismissed, and a successor sought. Mr. M. A. Sengano, a teacher at Stella Maris School, was chosen in January 1987 but will not commence duties until August 1987 due to examination commitments.

IV. ACHIEVEMENT OF IMMEDIATE OBJECTIVES

The design of detailed syllabuses for the courses

27. As outlined in paragraph 13, the detailed syllabuses were approved by a Ministry of Education meeting on 10 October 1985 and by the President of the Republic on 4 April 1986. Copies were distributed to the three colleges to help the teaching staffs with their preparations, and to the responsible Ministry officials.

Training of commercial and secretarial teachers

28. As stated in paragraphs 23 and 24, six secretarial teachers were trained at Nairobi and four accounts teachers in the United Kingdom. The specialist's prospective counterpart was trained in the United Kingdom but did not report for duty on the completion of his course. These objectives could not, however, be said to be fully achieved until the courses were under way, the syllabuses being followed, and the teachers in harness and fully practicing their profession. When the courses did start the staff morale and sense of purpose improved perceptibly.

Introduction of national examinations in business subjects

29. The main obstacle to this objective is the shortage of trained personnel to put it into execution. Those that were available were usually too heavily committed to their respective tasks to undertake the additional work involved. Nevertheless some progress connected with the secondary schools curriculum has been made.

30. The Malawi Certificate of Education and Testing Board, the Nation's official examining body, offers examinations in accounts and commerce at the Secondary Certificate level. These may well prove suitable for the prospective accounts students if they have already achieved this standard in other subjects after four years at a secondary school. If, however, they have only achieved a Junior Certificate of Education (J.C.E.), i.e. after two years of secondary schooling, then they would find this hurdle difficult. In this case they could sit an examination such as the Royal Society of Arts or London Chamber of Commerce until such time as a suitable national examination is created especially for technical colleges and evening schools.

31. The most urgent need for a national examination is in shorthand. Most candidates with a Malawi Certificat of Education, including a credit in English, can cope well with the demands of a shorthand course. Difficulties arise, however,

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in the actual speed examination, say, at 100 words per minute, when a word is heard during the dictation that is peculiar to the northern hemisphere like «acorn», «snowdrop», «escalator», «birch tree», etc. With just a few moments' hesitation a whole sentence can be lost together with its general meaning, and months of work will count for naught.

32. The case of typewriting is less urgent, but a national examination could include a question in Chichewa, which, along with English, ranks as an official language. Indeed, there is no reason why a complete paper in Chichewa should not materialize in time, given the expertise in its preparation.

V. UTILIZATION OF PROJECT RESULTS

33. The concrete results produced thus far have been the construction of the classrooms, the training of the teachers, the procurement of classroom furniture, equipment and textbooks, and the completion of the course curricula, the advertise­ment of courses, the selection of students, and the commencement of the teaching programme. What remains to be done is to plan an examinations programme from the Royal Society of Arts or the London Chamber of Commerce syllabuses pending the creation of national examinations.

34. In the broader sense, the utilization of the project results must also be looked at in the context of the medium term, i.e. five to ten years ahead. During this period an expansion can be anticipated in the role of the private sector especially if the most direct route to the sea through Mozambique is opened again. A modest growth in industrialization can be anticipated with import avoidance in mind, and already there are modest beginnings in coal mining and the mining of gem stones. Despite the anti-smoking campaign in the west, the tobacco trade is thriving, and likely to continue to do so in the «Third World». So the emergence of a cadre of lower and middle ranking accounts and office employees is seen as a pre-requisite for future development of this nature. Also, as already noted, the position of small rural industries is greatly strengthened by a knowledge of the accounting skills, so much so that short courses of a few weeks in record keeping are prepared for them by the Malawi Entrepreneurship Development Institute as a matter of urgency to provide a minimum knowledge for survival.

35. It is an axiom, of course, that entrepreneurs are «born, not made», in that a knowledge of accounts is no certain guarantee of success in business. Other qualities are required also. Given these other qualities, however, a clear mind on accounts is essential for success, as well as providing warning signs against the pitfalls of the market.

36. A visit to the local market at the heart of any town or village is quite enlightening. The ingenuity with which the goods are presented on such limited resources, with hardly a weighing machine in sight, the hard and fast bargaining, the keen competition and the ambience, are sure signs that with more capital and . training equal results would be obtained in a more sophisticated trading activity.

37. For this reason, it is important that basic book keeping and accounting skills should be offered not only to present and prospective government employees, but to anyone else who is prepared to pay the course fee and to take his chance in the open market for employment or self-employment.

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VI. FINDINGS

38. A cause of some surprise has been the time taken to reach decisions on such issues as the nature of the courses, the fees to be charged, and the selection of students. This does, of course, reflect the care taken in making these decisions, the desire to avoid mistakes, and the need for a consensus of opinion. On the other hand, it does not take into account the fact that capital amounting to more than a million kwacha in buildings, equipment and trained staff remained idle or under-used during the deliberations. One wonders whether it would not be better to press on, even at the expense of a few mistakes, and produce the project results with the minimum of delay.

39. After all, the purpose of a well-trained and efficient office and accounting staff is to relieve the highly educated executive of the more mundane and routine tasks, and to allow him to concentrate on the really difficult and important issues that only he can resolve. So the sooner an efficient office staff is attained, the more effective will be their chief in the performance of his own duties; and the more cost effective will be the performance of the department.

40. Doubts have been expressed about the current need for secretaries in view of the output from the Staff Training College at Mpemba, near Blantyre, -and from the Malawi Polytechnic. There is also an apparent reluctance on the part of employers to dictate routine letters to be taken down in shorthand, so that the need for the teaching of this subject is called into question.

41. Therefore, while the supply of secretaries may suffice at the moment, there is still a shortage of good secretaries who can be relied upon to correct minor errors made in dictation. Again, we have to think of the medium term demand as well as that of the short-term, and to ensure that when the pace of the economy increases there are adequate resources of skilled clerical and secretarial labour to service it.

42. In the more advanced countries efforts have been made since the emergence of the tape-recorder and dictaphone to eliminate the need for shorthand by means of audio-typewriting. To date this has met with a mixed reception, especially by the less «machine-minded» employer who prefers to communicate through a fellow human. Nevertheless, audio-typewriting has become established as an office skill, and it is now time to consider its establishment in Malawian training institutions. It would be equally effective, of course, in Chichewa, or for that matter in any other language, since the words are spoken, heard, and typed, not written. It should be borne in mind, however, that this method calls for a high standard of spelling and punctuation on the part of the secretary, as indeed, is the case with shorthand.

VII. CONCLUSIONS AND RECOMMENDATIONS

Accounts course (one-year)

43. There is a shortage in most parts of the world of accounts personnel at all levels. This shortage is even more distinct and verifiable in Malawi. A natural consequence of this is a shortage of accounts teachers also, in that it is

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usually more profitable to practice the profession than to teach the subject. Fortunately, the teachers trained for the courses are bonded for five years of service.

44. It is recommended that this bond be strictly enforced so that the accounts training should proceed as planned.

45. The Accountant General's office has ind icated that some Government accounts employees will be sent on the proposed one-year course in addition to those sent to the induction course at Lilongwe. The reason for this is that some Government departments are engaged in market activities and thus follow a commercial system of accounting, so their personnel need to be trained accordingly. There are also indications of a brisk demand from the private sector.

46. It is recommended that the classes be composed of a healthy mixture of both Government sponsored students and privately or self-sponsored students, all selected according to proven ability.

47. Since the familiar QWERTY typewriter keyboard is placed at the centre of all computer and word-processor keyboards, accounts personnel also need to learn touch-typewriting if they are to get the best from these machines in the future, even if they do not achieve the high speeds of the fully trained typist. It is recommended, therefore, that accounts students be given sufficient typewriting instruction to enable them to master the keyboard by touch.

48. Some students who have successfully completed the accounts course may wish later to continue their study of this subject, and qualify as accountants or accounting technicians. This can be done while working for a firm or government department, and studying on a part-time basis with the Malawi College of Accountancy.

49. It is recommended that able students be encouraged to continue their study of accounts in this way in view of the shortage of accountants at all levels.

Basic business course (one-year)

50. The main purpose of this course is to produce a competent all-round office employee. His main task would be copy-typing, but it is anticipated that he would also carry out tasks like filing, mailing, book keeping, reception, communication, duplication and a host of other duties. For this reason, elementary book keeping and office practice are included in the syllabus to provide a broad basis of skills.

51. It is recommended that for the best of these students, avenues of advancement should be opened for further qualification in any of these fields.

Secretarial course (two-years)

52. In view of the alleged shortage of vacancies for secretaries and shorthand typists it would be of some advantage if their qualifications and abilities were more broadly based. To this end, the addition of book keeping to their office skills speeds would make them more marketable in the current employment situation.

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53. It was recommended, therefore, that book keeping be included in the secretarial curriculum, and this was done for the course commencement, but additional textbooks had to be ordered for this purpose.

54. If a word processor is obtained for each of the three Colleges the secretarial course especially should take full advantage of this opportunity to enable students to become fully familiar with its operation. This machine is also advantageous to the employer in that it saves secretarial time and effort particularly in the alteration and correction of text, and so increases secretarial output.

55. It is recommended that, if word processors are procured, instructions for use be included in the office practice syllabus, especially in the second year when typewriting skills have already been acquired.'

Inspectorate

56. The defection of the person trained to take over the position of Inspector for Business and Office Studies left the programme in a very awkward position. This is because he had been trained in both the accounting and the secretarial skills, in these days a very rare combination. Rather than expend very'valuable time and money to train a replacement it would be more realistic to appoint an Inspector for Accounts, and an Assistant Inspector for Secretarial Studies.

57. In the event, a replacement was identified who was qualified in all subjects except shorthand. Unfortunately, he could not be released from his teaching duties until July 1987 due to his examination commitments at his school.

58. There is also a need for effective supervision and inspection of the many private commercial and secretarial schools that have flourished in the absence of effective competition by the State. These too can benefit by the setting of sound professional standards by a professional inspectorate both in classroom teaching and in the conduct of examinations.

59. Another contribution that can be expected from an inspector is the preparation of examination papers of a suitable standard for technical college students on behalf of the Malawi Certificate of Education and Testing Board, the national examining body. Such examinations would be based on the curricula already presented and approved, and of an equivalent level to the various Royal Society of Arts and London Chamber of Commerce series, but adapted to the Malawian and Southern African situation. The subjects would include book keeping and accounts, commerce, office practice, shorthand, typewriting, business arithmetic and business English.

60. This is a considerable task and could not be carried out by the Inspector alone. All those concerned would be advised to take part in a specific course for each subject in the setting and marking of papers before putting their skills into practice.

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Teaching staff

61. With nine teachers available for six classes, there was sufficient staff for the first year programme. Since the secretarial course is of two years' duration, one other teacher will be needed at each college if other first year classes are to be recruited in 1987. These were known to be available. One now teaches at Chichiri Secondary School and one is being trained in 1986-1987. The third is now doing a Bachelor of Commerce course at the Malawi Polytechnic, and should be available in September 1987. An alternative method of achieving this end is to have other staff members to teach English and arithmetic in order to release the business studies teachers for the specialist subjects. In 1980 two other lady teachers underwent a two year course in teacher training for business studies in the United Kingdom. They left the teaching service due apparently to marriage and their respective husbands' postings. They could yet be of service to the teaching programme if they happen to be conveniently situated near one of the colleges. Their names are: Mrs. A. C. Mambo, née Chikapa and Mrs. C. J. Chimombo, née Chapola.

62. It would be prudent to continue training at least one other teacher per year in anticipation of losses through promotion, marriage, childbirth, etc. Also, the above forecasts only meet the full time teaching programme, and the demand for part time classes is likely to continue.

Communication by telephone

63. Finally, the Ministry of Education's telephone exchange appears to be chronically overloaded. It takes a considerable amount of time and patience to get through to the operator let alone one's ultimate objective. On occasion, having more than two or three calls to make the specialist found it necessary to go to his own house and to make the calls from there.

64. It is recommended that, either the capacity of the exchange be increased, or that visiting specialists be afforded the facility of a direct outside line. This recommendation is made not for the visitor's convenience but for the sake of the Ministry's effectiveness.

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APPENDIX I

Unesco Expert

Name Country of origin

Field of Specialization

Duration of Contract From To

W. G. Jenkins United Business and Office Kingdom Training

17.2.1985 31.8.1987

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APPENDIX III

Programme of Studies

A. Courses leading to Secretarial Certificate

The course lasts for two academic years (six terms). Students can major in shorthand and typewriting.

Subjects

First Year

Shorthand

Typewriting

Office Practice

Business English

Business Arithmetic

Book Keeping

Library

Malawi Young Pioneers

Distribution of hours per week by subjects

7

8

4

3

2

3

1

2

30

Second Year

Shorthand

Typewriting

Office Practice

Business English

Business Arithmetic

Book Keeping

Library

Malawi Young Pioneers

7

8

4

3

2

3

1

2

30

- 15 -

APPENDIX III (Cont'd)

B. Courses leading to Accounts Certificate

The course lasts for one academic year (three terms). Students can major in accounts.

Distribution of hours per week b% subjects

Subjects

Accounts 7

Government Accounts

Commerce 5

Office Practice 4

Business English 4

Business Arithmetic 4

Typewriting 3

Library 1

Malawi Young Pioneers 2

30

C. Courses leading to Basic Business Certificate

The course lasts for one academic year (three terms). Students can major in typewriting and office practice.

Subjects

Typewriting

Office Practice

Book Keeping

Commerce

Business English

Business Arithmetic

Library

Malawi Young Pioneers

7

4

4

5

4

4

1

1

30

- 16 -

APPENDIX IV

Major Items of Equipment provided by UNDP

Typewriters Electric" Typewriters Manual Duplicator, Ink Photocopier Tape/recordar-Projector 35 mm film strip Overhead Projector Filing cabinets Typing desks " chairs

Dining chairs Dining Type Tables Book-cases Single beds

Textbooks:

Shorthand Elementary

Shorthand Advanced

Typewriting

Office Practice

Textbooks not ordered until after The June Tripartite Meeting; 1985

Accounts

Commerce

Business English

Business Arithmetic

3 66 3 3 3-3 3 6 66 76 174 108 12 30

Scheduled delivery date

3/85 3/85 3/85 3/85 3/85 3/85 3/85 3/85 3/85 3/85 3/85 3/85 3/85 3/85

6/85

6/85

6/85

6/85

(4/86

(4/86

(4/86)

(4/86)

Actual delivery date

3/85 3/85 5/85 5/85 5/85 5/85 5/85 3/85 5/85 5/85 3/85 3/85 3/85 3/85

not delivered

6/85

6/85

6/85

11/85)

11/85)

Comments

Probably due to confusion over title. Set of 80 found at a secondary school and transferred.

Excessive quantity of teachers' books.

Order placed too late by Project Implementation Unit.

- 17 -

APPENDIX V

Staffing Charts and Assignment of Courses

MZUZU TECHNICAL COLLEGE (Secretarial and Basic Business Courses)

Mr. O.A.D. Rambiki Typewriting Shorthand

Mr. E.M. Mazibuko Typewriting Office Practice

Mr. M.C. Panje Book Keeping Commerce Business Arithmetic

LILONGWE TECHNICAL COLLEGE (Secretarial and Government Accounts Courses)

Mrs. C.S. Chirwa Shorthand and (formerly Kampanje) Typewriting

Mrs. F. Kaluwire Typewriting Office Practice

Mr. S.R.K. Chisambiro Book Keeping Office Practice Business Arithmetic

SOCHE TECHNICAL COLLEGE (Secretarial and Basic Business Courses)

Mrs. J. Phekani Shorthand Typewriting (formerly Mwenifumbo)

Mrs. R. Kumbukani Typewriting Office Practice (formerly Kaliati)

Mr. S.H.E. Chilinjala Accounts Business Commerce Arithmetic

One additional teacher will be allocated to each College for the year 1987-1988; Mrs. A. Chilinjala (née Mwakanema), now at Chichiri Secondary School, Mr. W. M'temang'ombe, now at Malawi Polytechnic, and Mr. S. J. Mnthali, now training in the U.K.