Authors: Banda Francis
Abstract: The introduction of the free education policy in Zambia aimed at increasing access to secondary education has raised questions about its effects on the quality of education. This study focuses on the effects of the free education policy on the quality of education in four selected secondary schools in Monze district, located in the Southern Province of Zambia. The primary objectives of the study are to assess the effects of the policy on the overall quality of teaching and learning, explore the challenges schools face in delivering quality education, and propose recommendations for improving the policy’s effectiveness. Using a mixed methods approach, the study collected data from 152 respondents, including headteachers, teachers, students, and parents. Data was gathered through semi-structured interviews and focus group discussions, allowing for in-depth insights into the experiences of the stakeholders. The findings reveal that while the free education policy has improved access to education, it has led to overcrowded classrooms, a shortage of learning resources, and strained teacher-student ratios, all of which negatively affect the quality of teaching and learning. However, the policy also presents opportunities, such as increased student enrolment and government efforts to provide free textbooks. The study concludes with recommendations for enhancing the policy’s implementation, including better resource allocation, professional development for teachers, and improved infrastructure to ensure that the free education policy translates into high-quality educational outcomes.
DOI: https://doi.org/10.5281/zenodo.19938982
