The Government of Zambia reintroduced the Free Education Policy in January 2022, covering early childhood to secondary education. The policy aimed to eliminate user fees and improve access, equity, and retention, particularly for vulnerable learners. While national enrolment rose sharply, the rapid implementation placed unprecedented pressure on school management systems. This study investigates the managerial challenges experienced by secondary school heads in Mungwi District, a predominantly rural area in Northern Province. Using a qualitative case study design, data were collected through semi-structured interviews with 6 head teachers and 2 district education officials, supplemented by school records and observation. Findings reveal four dominant challenges: 1) Severe overcrowding due to surging enrolment, 2) Acute shortages of teaching and learning materials, 3) Inadequate teaching staff and increased pupil-teacher ratios, and 4) Limited managerial and financial capacity to adapt to new demands. The study concludes that while the policy is progressive, its sustainability depends on complementary investments in infrastructure, human resources, and capacity building for school leaders. Key recommendations include phased infrastructure grants, targeted teacher deployment, and structured leadership training for school managers.
Shinga Joseph. (Thu,) studied this question.