MWICHE, Chongo2026-05-142026https://research.unilus.ac.zm/handle/123456789/644Bachelor of Arts in Development Studies - Research ReportAccess to quality education remains a serious issue in Zambia's urban low-income neighborhoods, particularly in community schools that serve vulnerable people. This study investigated the poor-quality access to education amongst community schools in Matero Township, Lusaka. Generally, the research aimed to understand the levels of quality access to education amongst community schools. Specifically, it assessed three objectives; the impacts of inadequate teaching and learning materials, the outcomes of the shortage of qualified teachers, and the effects of insufficient school infrastructure on quality access to education. As a result of the nature the research the exploratory research design was used, and data was collected using a questionnaire and focus group discussion (FGD) was distributed to a sample size of 40 respondents, including teachers, members of staff, parents or guardians, and learners, using a purposive sampling approach. The findings suggests that a lack of appropriate teaching and learning materials, such as textbooks, desks, and instructional aides, has a detrimental impact on lesson delivery, learner participation, and academic success. Furthermore, a lack of qualified and trained teachers leads to ineffective teaching methodologies, minimal learner assistance, and poor learning outcomes. In addition, inadequate school facilities such as the overcrowded class room condition and unclean sanitation facility as well as unsafe learning environment among other characteristics seriously limit effective teaching and learning respectively. In conclusion, the study investigated poor quality access to education amongst community schools. According to the study's findings, Matero Township community schools face numerous obstacles that prevent learners from receiving a high-quality education. The results clearly demonstrate that the main factors adversely influencing the teaching-learning process are inadequate teaching and learning resources, a teacher shortage, and subpar school infrastructure. Absence of learning materials significantly hinders academic performance, and constant sharing of textbooks because of shortages limits learners' concentration and participation. The report also calls for higher government and stakeholders' support to provision of teaching/learning materials, teachers training/recruiting and school infrastructural development for promoting quality access to education in community schools. Key words: education, quality access, community schools, learners, infrastructure, learning and teaching materials.enThesis