FROM POLICY TO PRACTICE: IMPROVING THE FOUNDATIONAL LEARNING IN ZAMBIA
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Resumo
Zambia’s 2023 curriculum framework places foundational literacy and numeracy at the centre of early learning, but its implementation depends on teacher preparation, classroom materials, and continuing support. This article synthesises evidence from policy documents, programme reports, and the previously published survey of 134 educators reported by Gondwe et al. (2026). In that survey, 78% of respondents reported adequate literacy training and 72% reported numeracy preparation, while 56% reported adequate mentoring in either area. Reported availability of approved literacy and numeracy textbooks was 44% and 47%, respectively, and 38% reported local-language supplementary readers. These descriptive perceptions indicate gaps in the support environment; they do not measure teacher competence, school-level textbook provision, or learner achievement. A thematic reading of reported open-ended responses points to practical training, feedback, class size, materials, and language transition as areas of concern. The article argues for more practice-based preparation, sustained coaching, and dependable provision of appropriate learning resources, while identifying the need for direct classroom and learner assessments.
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