Zambian parliament to investigate the state of foundational learning
The Parliamentary Committee on Education in Zambia unanimously adopted an inquiry into the state of foundational literacy and numeracy in primary schools in September 2025.
The Zambian Parliament’s Committee on Education will hold an inquiry into foundational learning.
Adopted unanimously by the Zambian National Assembly’s multi-party committee on education, the inquiry will provide a comprehensive examination of the state of foundational skills, review the implementation of government efforts to improve early learning outcomes, and explore what further measures can be taken.
“Launching an official parliamentary investigation into the state of literacy and numeracy levels in primary schools across our nation makes it clear that we are serious about ensuring all children can learn,” said Hon. Harry Kamboni MP, Chair of the Parliamentary Committee on Education.
“Every child has the right to learn. This ensures they stay in school, progress and can access higher education, increasing their earning potential and their ability to contribute meaningfully in society.”
The background to the inquiry makes the case for literacy and numeracy skills as the bedrock for all learning. Recognising Zambia’s national policies on literacy, in particular the 8th National Development Plan (2022-2026), the inquiry terms of reference affirm the importance of literacy and numeracy skills in early childhood and the fundamental contribution this makes to growing Zambia’s human capital.
Ms. Melesiana Phiri MP, Deputy Chair of the Committee, also welcomed the inquiry, saying, “Reading, writing, and basic numeracy hold the key to the prosperity of our nation. If we fail to get this right, we limit the potential of our children and our country.
“Through this inquiry, parliament is taking a decisive step to understand the barriers to learning and ensure that every child has the opportunity to succeed.”
The key objectives of the inquiry include:
Understanding the current levels of foundational literacy and numeracy in primary schools
Investigating how well teachers are trained and supported to teach foundational literacy and numeracy effectively.
Examining the availability and quality of teaching and learning materials used in early-grade reading and mathematics.
Exploring the urban-rural disparities in literacy and numeracy outcomes, as well as the equitable provision of resources and the deployment of qualified teachers.
The inquiry will commence at the end of 2025, and call forward key witnesses to provide testimonies on the state of foundational literacy and numeracy across Zambia.
Included among these witnesses will be the Zambian National Education Coalition (ZANEC), where George Hamusunga, the Executive Director, shared his support for the inquiry, “The unanimous adoption of the parliamentary inquiry by members testifies to the political importance placed on learning.”
“We welcome these efforts and reaffirm our commitment to engaging parliament and all stakeholders in strengthening the education system that prioritises access and quality.”
This inquiry marks a critical step in aligning Zambia’s education system with its long-term development goals. It ensures that progress in access to schooling is matched by progress in learning.
“I am delighted that the parliamentary committee for providing oversight of educational policy and provision in Zambia will investigate children’s literacy and numeracy learning,” said Joseph Nhan-O’Reilly, the Executive Director of the International Parliamentary Network for Education.
“This is one of the first such parliamentary inquiries on the state of primary reading and math skills in Africa, and we hope it will be an example for parliaments across the continent.
“Parliaments can deliver better laws, more and better spent financing, and improved scrutiny of education delivery, all of which can play a central part in ensuring every child is in school and learning,” concluded Mr. Nhan-O’Reilly.
