Building parliamentary commitment to foundational learning in Zambia

IPNEd met with the Chair, Hon. Kamboni MP, of the Parliamentary Committee on Education, and the Deputy Chair, Hon. Phiri MP to support and raise the profile of foundational learning in Zambia.

• Learning outcomes in Zambian are low. In 2023, the percentage of grade 7 students who reached the minimum proficiency level at the end of primary was 10% in reading and 16% in mathematics.

• The Government of Zambia is committed to improving access and foundational learning outcomes.

• During a recent visit to Zambia, IPNEd met with members of parliament, civil society and international organisations to support efforts to raise the profile of and accelerate action to drive improvements in foundational learning.

Working with civil society, parliamentarians and the Ministry of Education in Zambia reaffirmed the urgency of ensuring every child acquires foundational skills. 

The commitment to education was evident across all levels, from civil society partners to national leadership.

This is reflected at the highest level as, in 2024, President Hichilema became the world’s first champion for foundational learning.

President Hichilema underscores the vital role of foundational learning to enable children to progress academically, secure a well-paid job, foster entrepreneurship and contribute to their communities and the broader development of Zambia and Africa.

Yet, despite this commitment, too many children in Zambia are not learning. 

Nine out of ten children complete primary school unable to read and comprehend a simple text, while eight out of ten cannot do grade-level maths by the end of primary school. 

Our work in Zambia aims to address these statistics, and build upon the political commitment of the President, by bringing issues to members of parliament in Zambia to ensure every child learns.

Engaging the Parliamentary Committee on Education 

Parliamentarians are critical to ensuring that foundational learning is prioritised nationally.

They oversee education policies, influence budget allocations and advocate for education to government, including by sharing the concerns and issues of their constituents. Strengthening their role in the education agenda is essential.

During my visit, I met with Hon. Harry Kamboni MP, Chair of the Parliamentary Committee on Science, Technology, and Education, and Deputy Chair, Hon. Melesiana Phiri MP. 

They acknowledged that too many children are leaving school without the skills to join the workforce meaningfully. Hon. Kamboni emphasised that education must nurture inquisitive, innovative learners. 

To achieve this vision, children must be learning how to read, write, do basic maths and be equipped with socio-emotional skills by the end of primary school.

Ensuring these foundational skills is key to preparing children for further education and meaningful participation in society. 

Building on this engagement, we were pleased to recruit Hon. Kamboni and Hon. Phiri as members of our Network. Their leadership on education will be vital to IPNEd and continue to mobilise the collective influence of parliamentarians on education more widely. 

A crucial part of this work was engaging Mr. Darius Kunda, a senior clerk to the Committee, whose expertise in parliamentary procedures was invaluable. 

He continues to provide strategic guidance on navigating parliamentary procedures, facilitating engagement with Committee members and ensuring our advocacy efforts can align with legislative priorities. 

Clerks play a pivotal role in shaping parliamentary discussions and bridging the gap between technical knowledge and policymaking, making their involvement essential in sustaining momentum.

Mr. Kunda, senior clerk to the Parliamentary Committee on Education, continues to provide strategic guidance to IPNEd on working with parliament in Zambia.

Hosting a workshop for civil society partners

Ensuring that parliamentarians prioritise foundational learning requires not only political engagement but also a strong, united voice from civil society. Building alliances enhances impact, expands advocacy reach and strengthens policy recommendations.

It also helps the parliament make decisions on learning, as it creates a shared understanding and collective voice on policy recommendations. 

On Friday 21st February, we hosted a workshop for civil society partners to develop a shared understanding of foundational learning and define policy recommendations for parliamentarians to support them to take action on foundational learning.

The presence of Mr. Kunda, alongside Ms. Bing, the parliamentary liaison officer at the Ministry of Education, was particularly valuable, as they provided insights into how to effectively engage parliament and their views on key policy asks.

A key focus of the workshop was identifying barriers to foundational learning, particularly in relation to teachers. 

Using recent data from GEM’s Spotlight report on Zambia, the group refined policy recommendations aimed at improving teacher training, teaching and learning materials and supporting teachers once they are employed.

In the afternoon, Mr. George Hamusunga, Director of the Zambia National Education Coalition (ZANEC), provided critical political context, discussing effective advocacy strategies within Zambia’s policymaking landscape and the current opportunities.

Bringing together both our policy recommendations and advocacy strategy, our next steps will include authoring the policy report and launching it in parliament.

Looking ahead: Next steps to ensure every child learns

The next step is to translate these discussions into action to accelerate progress on foundational learning in Zambia.

We are now working on a policy report that consolidates the insights and recommendations from our engagement with parliamentarians and civil society. 

This report will be launched in parliament at the end of March, serving as the basis for continued advocacy on foundational learning with the Committee and other parliamentarians.

IPNEd hosted a civil society workshop bringing a strong, united voice on foundational learning to support members of parliament to prioritise and take action on foundational learning.