International Journal on Science and Technology

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Impact of Free Education Policy 2022 on Secondary Schools in Chongwe District, Zambia

Author(s) Mr. Kasoka Mungandi
Country Zambia
Abstract This study examined the implementation and impact of Zambia’s 2022 Free Education Policy on secondary education in Chongwe District. The policy removed tuition and fee barriers from Early Childhood Education through Grade 12, aiming to increase access, equity, and educational outcomes. Using a descriptive qualitative design, data were collected via semi-structured interviews and focus group discussions with 28 purposively selected participants: head teachers, subject teachers, parents (PTA members), and pupils from four public secondary schools in rural and peri-urban Chongwe. Thematic analysis revealed that the policy achieved significant gains in enrolment, particularly among learners from low-income backgrounds who had previously dropped out or were excluded from formal schooling. However, several challenges emerged: overcrowded classrooms, teacher workload overload, shortages of learning materials, and limited infrastructure capacity. School administrators frequently lacked adequate financial management skills and faced delays in government disbursements. Parental involvement in oversight was minimal, reducing accountability mechanisms. The findings highlight a critical tension between access and quality. While the policy has succeeded in increasing enrolment and promoting educational equity, sustainable quality delivery remains under strain. Key recommendations include urgent investment in infrastructure (additional classrooms, sanitation, ICT), recruitment and retention of qualified teachers, capacity building in financial management and budgeting for school leadership, enhancing parental and community engagement, and establishing systematic monitoring and evaluation frameworks.
Keywords Free Education Policy, Secondary Education, Impact, Implementation, Zambia.
Field Sociology > Education
Published In Volume 16, Issue 3, July-September 2025
Published On 2025-09-29
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