THE PHELP-STOKE COMMISSIONEducation is an integral part of human beings success and development of any country. According to Farrant, (1974) education is the total process of human learning by which knowledge is imparted, faculties trained and skill developed. Therefore education has to be organised in a suitable structure to improve the living standard of people. This can be noted from UNESCO in Kelly (1990: 2) to define education, “Education is taken to comprise, organised and sustained communication designed to bring about learning”. This promulgates a picture that for education to develop it must be organised, so as to improve human life at individual and national level. The Educational Policy of 1925 came out as the result of the Phelps-Stokes Commission. The commission urged that education should be adapted to the needs of the people for example to African conditions; that there should be organization and supervision in African education, the Government and missions had to apply sound principles of administration on educational work: co-operation should be promoted amongst missions, government and commercial concerns concerned with African education (lewis, 1952:10-11 ). In the opinion of both the Phelps-Stokes Commission and the Advisory Committee, education should aim at advancing agriculture; developing industries; improving health; training people in the management of their own affairs; Inculcating true ideals of citizenship. Specifically, the Phelps-Stokes Commission advocated that a Director of Native Education be appointed and that an education advisory board representative of all Interested parties be established (Kelly, 1987:11 ). In 1924 a high-powered team of educators from USA and other parts of Africa such as South Africa visited Northern Rhodesia and made a comprehensive assessment and evaluation of educational needs of the local people (Mwanakatwe, 1974). They discussed with Government officials and met members of the General Missionary Conference before making recommendations for effective development of African education. It is important to mention that this high-powered team of educators was referred to as the Phelps-Stokes Commission. RECCOMENDATIONS AND RELEVANCE OF THE PHELP-STOKE COMMISSION The aim of the Commission was to provide education to the Africans that was adapted to their local conditions/environment. In its report, it urged the Government to subsidise the educational work of missions (Kelly, 1999), as in spite of educational developments made by missionaries, they did not receive any financial support from Government. This meant increased Government expenditure on education in the form of grants-in aid (funds given to missionaries by government) to the missions. It was predicted that such an investment in education would eventually lead to better health, increased productivity and a more contented people. However, it was foreseen that funds available for grants-inaid were likely to be limited, therefore, the Commission recommended that priority should be given to 1 1988:42). Sir Herbert Stanley.the establishment of teacher training institutions at selected mission stations (Carmody. Minimum entry for this course was Standard IV and was later raised to Standard VI (Mwanakatwe. 2004). It was also recommended that the Government should allocate sufficient funds for the training and employment of visiting teachers whose task would be to improve village schools (Carmody. created a sub-department of Native Affairs and G. and gave training in nursing and midwifery to the girls in their final year at school (Snelson. Out of 50 000 in school all but 600 were in mission schools (Silanda. A development of the 1930's was the opening of the Central Trades Schools In Lusaka in 1934. The course lasted for three years and apprentices who showed exceptional ability were selected for a further period of training which enabled them to qualify as instructors or foremen. a Maternity Training and Child Welfare Clinic was established in 1929 in close association with Mabel Shaw's girls' school. Three topics were to be associated with individual development. These included the use of the environment. In 1925 the Governor. 1968:32). preparation for home life. At Mbereshi. Adaptation in education was to be first to the individual and then to the African 2 . They could be teachers in upper primary schools. According to Snelson (1974: 141). This is the clear indication that the advisory committee worked on and implemented what the Phelps-stokes commission had recommended. 2004). Most of the girls in these schools were boarders and some grants were designated to them. building and leatherwork. The control of the Barotse National School shifted to the Colonial Government. New girls' schools were opened at Kayambi. “When the advisory committee presented it first police of memorandum in March 1925. and the use of leisure time. Chilubula and Mabumbu in 1926.C. The commission urged that next in importance was aid for maintenance of European missionaries to supervise the educational work of their mission stations and out-schools (Carmody. latham was appointed the first Director of Native Education. junior secondary and junior trade school and in teacher training institutions. Chipembi and Mwenzo were opened in 1927 and 1920 respectively. Frederick Hodgson was the first principal until 1941. The Phelps-Stokes Commission emphasized that the school's first approach should be to the individual and the elements of individual life in the school. The reports of the Phelps-stokes commission made a profound impression on the advisory committee on native education and this can be noted when the native education committee presented its police for education in 1925. 2004). Some of the Girls' Schools were beginning to train teachers. the influence of the Phelps-stokes commission could be clearly seen”. Students who qualified as instructors were able to obtain employment as teachers of prnclical subjects -carpentry. At this time 50 000 Africans out of the estimated 200 000 school age population were in some kind of schooling. 1970:162). The school was founded for the specific purpose of training African craftsmen and over the years it achieved a high standard of craftsmanship due to the able leadership of the principal. According to Kelly (1990: 52) “an advisory board was appointed and held its first meeting in July 1925. the essential preliminary to any education advance”. According to Mwanakatwe (1974: 20) “The government spent £15. Also considered as vital features of the educational system to be introduced to Central Africa were character development and the Christian way of life. in that it needs supports from agencies such as nongovernmental organisation.300 from the colonial reserve for native education and of the total expenditure in the territory of £695. It is important to note that the government alone cannot provide quality education. In addition the government increase expenditure on education was due to the Second World War in which copper was on high demand and it generated more funds of which some were channelled to improve and organise the education sector and this lead to the establishment of schools like Munali in 1939 and Chipembi in 1946 respectively. Education for the community was supposed to reflect genuine interest in rural life. 3 . the government to subsidise the work of missionaries by giving them grant-in-aid to assist them in the operation as they endeavour to offer quality education services.community as a whole. This implied that African education too was to emphasize rural education since the continent was mainly rural. The committee also stressed the importance of cooperation within the missionary sketch and put emphasis on formulating one curriculum to be followed by all education providers.000”. For adaptation to the individual. to draw up plans for the organisation of mission education and the training of teachers. The advisory committee was invested with power to formulate policies to govern the education system in northern Rhodesia. This philosophy of community approach was based on the pattern of such educational agencies as the general board. the Phelps-Stokes Commission suggested an analysis of the language of instruction and conventional subjects of a western formal school. Indeed we can see that the government was really committed to improve the education system as compare to the British South Africa company rule which only established one school and no aid was offered. The colonial government also encouraged voluntary agencies to invest in education (Enosi: 2002). missionaries were encouraged to work hand in hand with the government.'hometype" classes. 1968:20). They believed this could be done in Africa since these groups' approach was directed to the United States rural south. The native advisory committee mandate to government to control education in which partnership was encouraged just as the Phelps stokes commission recommended. The native advisory committee like the Phelps-stokes commission recommended. They suggested the erecting of classrooms that would be added to '. the Jeanes Slater funds and the United States Department of Agriculture. Hence. The government and the different functionaries of the education system were therefore determined to build a sound and efficient education system for Zambians as advocated by the Phelps-Stokes Commission (Mwanakatwe. The government also elected the legislative council which encompasses Africans to strengthen the education system of Africans and also appointed education commission or committee. This view can be noted in Snelson (1974). The government engaging in education was of crucial importance in which partnership and decentralisation was encouraged. it continued even in the federal period and added more on what the Phelps. in which teachers were trained in teaching theory. to sum up. Furthermore.The committee also emphasised on training teachers just as the Phelps stokes commission had recommended. According to Kelly (1990: 50) “without properly trained teachers the education system would remain wasteful and inefficiency”. Finally. Sefula and Chalimbana in 1938. The concept behind this was to enable teachers to manage and perform their tasks as teachers in school and outside school boarders. This is the clear picture that these facts lead to the well organised education system.stokes commission had recommended. the curriculum included girls and women and in general adult education and this was so to improve the status of women and girls. In addition the government increased funding schools and this can be seen through the establishment of schools. education to be adapted to the conditions and needs of society and it must be a preparation for life.stokes commission had recommended. This was to ensure that there is close monitoring of education so as to improve quality and management in the education sector. Kelly (1990:55) “the African education ordinance promulgated in 1952 had provided for the establishment of local education authorities in all provinces and districts”. in that to reviewed education system from time to time. we can notice that the Phelps stokes commission which was headed by Jones played a vital role in the organisation and improvement of the education in northern Rhodesia through its recommendations. Through partnership and decentralisation the government was able to organise and improve the education system. management and basic first aid. socially and economically. It is a well known fact that education improves the living conditions of the people politically. who state that “Education should be adapted to the mentality. 4 . increase in enrolment and opening of teacher training institutes such as Malcolm Moffat and so on. aptitudes. The native advisory committee also worked on the curriculum to suit the needs of Africans in that it was also put in vernacular. This means that the curriculum was designed to improve the quality of life of the people not only that but also diversified to include technical and agriculture education so that people can supplement themselves just as the Phelps. conserving as far as possible all sound and health element in the fabric of the social life”. occupation and traditions of various people. This move lead to the improvement and opening of teacher training institute such as Kafue. CONCLUSION The thirst for a well organised education system did not stop within the time frame of the colonial rule. (1974). Brendan. Lusaka: Lusaka Book World Publisher. Peter. (1990). (1974). Mwanakatwe. Lusaka: National Education Company of Zambia Limited. History of Education in East Africa. Kelly. 5 . Snelson. The Growth of Education in Zambia Since Independence. (2002). Principles and Practice of Education. Lusaka: Oxford University Press. M. J. J. London: Longmans. Ssemanda. The Origin and Development of Education in Zambia.REFERENCES Carmody. Farrant. S. The Evolution of Education in Zambia. Kampala: foundation publisher. Education Development in Northern Rhodesia 1883-1945. M. Enosi. (1974). Lusaka: Image Publisher Limited. (1974). J.