Browsing by Author "MWELWA, Safeli"

Filter results by typing the first few letters
Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Analysing Policy Implementation: A Case Study of the Free Education Policy in Selected Public Primary Schools in Lusaka District
    (2026) MWELWA, Safeli
    The Free Education Policy was introduced by the Government of Zambia to improve access to education and promote equity by removing user fees in public primary schools. This study examined the implementation of the Free Education Policy in selected public primary schools in Lusaka District, with the aim of understanding school responses to the policy, identifying successes, and exploring challenges encountered during implementation at school level. The study adopted a qualitative case study design. The target population comprised head teachers, teachers, and Parent Teacher Association (PTA) representatives from selected public primary schools. A purposive sampling technique was used to select participants who were directly involved in the implementation of the policy. Data were collected through semi-structured interviews and analysed thematically in line with the study objectives. The findings revealed that public primary schools responded positively to the Free Education Policy by admitting all eligible learners, removing user fees, engaging communities, adjusting teaching schedules, and adopting coping strategies such as splitting classes and rotating learners. Key successes recorded included increased enrolment, improved access for vulnerable learners, reduced school dropouts, positive community perception of government commitment to education, and the ability of schools to focus on teaching rather than fee collection. However, the study also established several challenges, including overcrowded classrooms, high teacher–pupil ratios, inadequate teaching and learning materials, strained sanitation facilities, insufficient funding through school grants, and limited administrative support and monitoring from education authorities. Based on the findings, the study recommends increased funding of primary school grants, recruitment of additional teachers, expansion of school infrastructure, consistent provision of teaching and learning materials, strengthened monitoring and support by the Ministry of Education, and enhanced community engagement. The study recommends that while the Free Education Policy has significantly improved access to education, its sustainability and effectiveness depend on adequate resourcing, strong administrative support, and effective coordination between policymakers and frontline implementers.