Introduction

Education remains one of the strongest drivers of social and economic development across Africa. In Zambia, efforts to remove financial barriers to schooling have reshaped access to learning nationwide. Introduced in 2022, the Free Education Policy provides tuition-free education from Grade 1 to Grade 12 in public schools. Combined with the school feeding programme, this policy aims to improve enrolment, attendance, and learning outcomes. Together, these interventions are influencing how education supports social transformation in Zambia.

Expanding Access Through Free Education

For many years, school fees and related costs prevented children from low-income households, rural areas, and vulnerable backgrounds from completing their education. The introduction of free education directly addresses this challenge by guaranteeing access regardless of a learner’s socio-economic status. As a result, enrolment levels have increased, particularly at secondary school level. The policy has also contributed to improved gender equity, allowing more girls to remain in school when families face financial pressure. By removing cost-related barriers, Zambia has strengthened inclusive access to education.

School Feeding and Learner Wellbeing

Alongside free education, the school feeding programme plays an important role in supporting learners. For many pupils, a meal at school provides reliable daily nutrition. Adequate nutrition improves concentration, classroom participation, and school attendance. School feeding also encourages families to keep children in school, knowing that learning is supported by basic welfare needs. This approach links education with health and child development, reinforcing the importance of addressing learning and wellbeing together.

Learning Outcomes and Education Quality

Concerns have been raised about whether free education affects the quality of learning, particularly with rising enrolment and limited infrastructure. However, recent Grade 12 examination results provide useful insight. Zambia recorded a 70 percent pass rate, one of the highest in the country’s history. This outcome suggests that expanded access does not necessarily compromise academic performance. Instead, it highlights the potential of inclusive education policies when learners are supported to stay in school.

Conclusion

Zambia’s free education policy, supported by the school feeding programme, represents a significant step toward inclusive and resilient education systems. By reducing inequality, strengthening human capital, and supporting learner wellbeing, these interventions contribute to long-term social development. While challenges related to infrastructure and resources remain, improved learning outcomes demonstrate the value of sustained investment in education. Zambia’s experience offers lessons for other African countries seeking to expand access while supporting quality and equity in learning.