The introduction of Free Education Grants (FEGs) in Zambia in 2022 marked a major policy shift aimed at reducing barriers to access and improving the quality of education in public schools. However, the effectiveness of the policy largely depends on how grants are managed at the school level. This study explored the experiences of head teachers in managing Free Education Grants in public secondary schools in Senga Hill District. This study consisted of 70 participants drawn from the public secondary schools of Senga Hill District, comprising 10 head teachers, 5 deputy head teachers, and 55 classroom teachers. Findings revealed that while Free Education Grants have significantly improved access and eased the financial burden on parents, their management poses critical challenges. Key issues identified include delays in disbursement, inadequate financial management skills among administrators, weak monitoring and accountability structures, and insufficient training in grant utilization. Head teachers reported increased administrative workload, which at times conflicted with their instructional leadership roles. Despite these constraints, strategies such as community involvement, transparent record keeping, and improvisation in resource allocation were employed to mitigate challenges. The perceived impact of grants was largely positive in terms of improving school operations and access, though limitations in infrastructure development and quality enhancement were evident. The study recommends capacity-building programs for head teachers in financial management, timely and predictable release of grants, and strengthening participatory governance structures to enhance transparency and accountability. It further suggests that policymakers provide digital financial management tools and conduct regular audits to ensure effective utilization of funds. These measures would not only improve the sustainability of Free Education Grants but also reinforce their intended impact on educational equity and quality.
Mantabe Choongo (Thu,) studied this question.