Higher Education Authority (HEA) has urged universities in Zambia to strengthen their permanent academic staff establishments and reduce excessive dependence on part-time lecturers to safeguard the quality of higher education.
In a statement, the Authority said universities must ensure that their staffing arrangements support the effective implementation of the Competency-Based Curriculum (CBC), which requires sustained student engagement, practical supervision and continuous assessment.
HEA noted that the growing casualization of academic employment raises concerns about teaching quality, research, job security and the long-term sustainability of higher education institutions.
“The growing dependence of universities on part-time academic staff, particularly where it comes at the expense of a strong and sustainable permanent academic staff establishment, raises serious concerns about the quality, credibility and future of higher education in Zambia. This concern becomes even more urgent as institutions embrace Competency-Based Curriculum, which demands far more than classroom teaching, course completion and the passing of examinations,” HEA said.
It warned that universities cannot effectively implement competency-based education if their staffing models are primarily designed to deliver lectures rather than develop and assess students’ practical competencies.
The Authority stated that a university cannot credibly claim to be implementing competency-based education if its staffing model is designed primarily to deliver lectures rather than develop, assess and verify competencies.
HEA explained that competency-based education requires students to demonstrate their ability to apply knowledge and skills to real-world challenges, adding that this cannot be achieved through classroom teaching and written examinations alone.
It said students need continuous feedback, individualized mentorship and practical supervision to demonstrate their competencies, warning that limited lecturer availability could undermine these processes.
The Authority further cautioned that excessive reliance on part-time lecturers could weaken research capacity, postgraduate supervision, curriculum development and academic governance, potentially affecting universities’ reputations and international competitiveness.
“The casualization of academic staff is not in the best interests of higher education, the economy, the labour movement or society because it undermines job security, weakens teaching and research quality, and threatens the long-term sustainability of higher education institutions in Zambia,” it noted.
Although part-time academics provide specialist knowledge and industry experience, HEA said they should complement rather than replace permanent academic staff, who provide continuity in teaching, research and institutional development. “Cost-saving must never become quality-sacrificing. Universities risk prioritizing short-term financial convenience over long-term academic excellence when they avoid investing in permanent academic appointments,” HEA said.
The Authority noted that the quality of higher education has direct implications for national economic development, including the Grow Zambia Agenda, as employers and professional bodies expect graduates to possess demonstrable skills and competencies.
It called on universities to maintain adequate permanent academic staff, clearly define lecturers’ responsibilities and ensure sufficient time for teaching, assessment and practical supervision.
HEA said it considers staff qualifications, workloads, availability, research capacity and assessment systems when evaluating institutions’ ability to deliver quality education.
“The message to universities is unequivocal: build the permanent academic capacity required to deliver quality education, and use part-time lecturers to strengthen, not replace, that capacity. Profitability should never come at the expense of academic integrity, graduate competence, and the long-term credibility of a university,” it emphasized.
“Universities must manage their finances responsibly. Part-time appointments can provide flexibility, bring specialist expertise into the classroom and connect students with professionals who have current industry experience. However, financial flexibility must not become an excuse for under-investment in academic capacity.”
