Domestication of SDG 4 into quality inclusive education in Zambia; Policy issues and implementation challenges

Abstract

This study assessed the compliance level of rural Primary schools to the Free Basic Education (FBE) Policy guidelines in Monze District of the Southern Province of Zambia. The study used a descriptive survey design with 130 respondents and used simple random and purposive sampling techniques to select respondents. Questionnaires and interviews were used in collecting data. Qualitative content analysis revealed that rural primary schools failed to comply with FBE guidelines due to inadequate and delayed funding from the government. Non-compliance to FBE policy guidelines led to schools demanding fees from pupils. This led to pupil absenteeism and dropping out of school. The study concluded that free education remained a pipedream for some families due to a combination of poor funding from government and poverty among rural people. The study recommends that government funding to rural primary schools should be increased to make the attainment of universal primary education a reality.