Authors: Sakuwaha Sandra
Abstract: Purpose: This study examined the impact of Zambia’s free education policy on educational quality in selected government secondary schools in Lunte District, Northern Province. Methodology: A mixed-methods descriptive design was used with 50 respondents (teachers, pupils, head teachers, parents, officials) from five schools. Data were collected via questionnaires, interviews, observations, and focus groups. Results: Enrolment increased from 1-2% annually pre-policy to 7.2% post-implementation. Overcrowding affected 89.2% of classrooms, with pupil-teacher ratios exceeding the government standard of 35-40:1. Infrastructure was inadequate (87% of the head teachers). Learning materials were insufficient (pupil-textbook ratio 1:4 to 1:5). Quality of education was rated as average (64%), low (10%), and high (26%). Major challenges included absenteeism (95%), large classes (87.5%), illiterate grade progression (77.5%), and delayed government funding (70%). Conclusion: Free education successfully expanded access but compromised quality due to insufficient infrastructure, human resources, learning materials, and delayed funding. Recommendations: Increase education budget, employ more teachers, ensure timely fund disbursement, construct adequate infrastructure, and clearly communicate policy expectations.
DOI: https://doi.org/10.5281/zenodo.19883965
