The Free Education Policy introduced in Zambia was designed to increase equitable access to primary education by removing tuition-related financial barriers. While the policy has significantly improved enrollment levels, it has also created challenges related to infrastructure development and availability of learning materials. This study examined the impact of the Free Education Policy on infrastructure and learning materials in selected primary schools in Kabwe District. A mixed-method research design was adopted, involving 60 respondents comprising teachers, head teachers, education officials, and community members. Data were collected through questionnaires and interviews and analyzed using descriptive statistics and thematic analysis. The findings indicate that although access to education has improved, schools are experiencing severe overcrowding, inadequate classrooms, insufficient desks and chairs, poor sanitation facilities, and shortages of textbooks and library resources. The study concludes that the policy has had both positive and negative effects, improved access while compromising quality. The study recommends increased government funding, infrastructure expansion, improved resource allocation, and strengthened monitoring systems to ensure quality education delivery.
Mambwe Godwin (2026) studied this question.