The Impact of Free Education Programs in Kazungula District of Southern Province
Year: 2025
Type: article
Abstract: This study assesses the impact of free education programs in Kazungula District, Southern Province, Zambia, focusing on the unintended consequences of policies such as the Free Basic Education (2002) and the abolition of secondary school fees (2021). Employing a mixed-methods approach, the research integrates quantitative data from government and institutional sources with qualitative insights from surveys, focus group discussions, and interviews with stakeholders including parents, teachers, and policymakers. The findings reveal a significant increase in enrollment, with a 45% rise in primary and 38% in secondary schools from 2002 to 2023, particularly benefiting low-income families and girls. The expansion has strained educational resources, leading to overcrowded classrooms, inadequate teaching materials, and a high student-teacher ratio of 55:1, which has contributed to a perceived decline in educational quality. Fiscal sustainability concerns emerge, with only 22% of respondents confident in current funding levels, highlighting tensions between educational investment and other public priorities. While equity improvements are noted, disparities persist for rural students and children with disabilities. Labor market alignment is weak, with 42% of graduates underemployed and 15% contributing to brain drain, indicating a mismatch between educational outputs and economic needs. The study concludes that while free education has expanded access, its effectiveness is compromised by systemic challenges in quality, equity, and sustainability. Recommendations include increased investment in infrastructure and teacher recruitment, targeted support for marginalized groups, curriculum reforms to enhance practical skills, and stronger monitoring systems to ensure the long-term success of Zambia’s educational reforms.
Authors: Mugololo Memory, Anolt Moonga
Language: English
Subfield: Safety Research
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7117301713
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