Authors : Gondwe Colious; Mulenga Rosemary Muma; Chikwada Trinity

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/4jwczbth

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DOI : https://doi.org/10.38124/ijisrt/26mar218

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Zambia faces a profound foundational learning crisis characterised by stark disparities between urban and rural educational outcomes. Despite progressive policy frameworks including the 2023 Zambia Education Curriculum Framework (ZECF) and the Free Education Policy introduced in 2022, learning poverty remains entrenched, with rural learners disproportionately affected. This article draws on recent parliamentary inquiry evidence, national assessment data, and peer-reviewed research to examine the systemic failures perpetuating the urban-rural divide in foundational literacy and numeracy (FLN). Analysis reveals that rural schools suffer from acute teacher shortages, inadequate infrastructure including housing, sanitation, and connectivity chronic teaching and learning material deficits, and insufficient hardship allowances that collectively undermine instructional quality. The article argues that addressing these disparities requires coordinated, equity-focused interventions: revised teacher deployment and retention policies with meaningful rural incentives; guaranteed timely procurement and distribution of quality learning materials; strategic infrastructure investment; strengthened school leadership and monitoring systems; and expanded access to quality Early Childhood Education (ECE). Without such targeted measures, Zambia's constitutional commitment to equitable education and its Vision 2030 aspirations will remain unfulfilled, condemning generations of rural children to diminished life opportunities.

Keywords : Rural-Urban Divide, Foundational Literacy, Foundational Numeracy, Educational Equity, Teacher Deployment, Zambia, Learning Poverty.

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