A US$10 million grant supports interventions that promote continuous learning for students during the stay-at-home orders following the virus outbreak, and a safe learning environment across the country when schools re-open.
Allocation: US$10 million
Grant agent: UNICEF
The funding supports:
- strengthening the ministry's existing distance learning system by supporting the development of radio learning programs
- distributing solar radios to vulnerable students - including girls and children from low-income households - to ensure they have access to distance learning content
- training teachers on providing support and promoting engagement with students through distance learning
- training teachers on using simple technologies to monitor students’ performance, helping those at risk of dropping out of school
- giving incentives – including free learning materials – to vulnerable students once schools reopen to encourage them to return to school
- providing clean water (boreholes) to remote schools to help prevent the spread of COVID-19
- accelerated learning modules to quickly bring children up to their grade level
- remedial learning for students who struggle.
These activities are based on the Ministry of Education COVID-19 response plan.
In late March 2020, the UNICEF office in Zambia received a GPE grant of US$70,000 to support the Ministry of Education with planning its COVID-19 response.
Education in Zambia
The government of Zambia is committed to allocating more resources to the education sector in order to expand access to primary, secondary, and tertiary education. Education is seen as a major factor in fighting poverty and hunger.
The goal of the education sector is to increase equitable access to quality education and skills training to enhance human capacity for sustainable national development.
The National Implementation Framework III’s (NIF II) primary goal is to enhance human capacity by improving quality education and skills training,. with particular attention to raising learning achievement levels and mitigating inequities and inefficiencies.
Despite increases in student enrollment and completion rates at the basic school level, quality remains low. This reflects challenges in teacher quality and supply, teaching and learning materials, and school governance.
The ministry of general education (MoGE) has set nine objectives in the NIF III period:
- Increase access, efficiency, and equity to quality early childhood education (ECE) and primary education:
- Secure better ECE services through new guidelines and standards to ensure that all children aged 3-6 years have equitable access to ECE.
- Introduce free and compulsory education for all learners Grades 1-7.
- Develop comprehensive and integrated curriculum for primary grades.
- Increase access, efficiency, and equity to quality secondary school education:
- Reintroduce free and compulsory education for all learners for Grades 8-12.
- Strengthen gender equity and parity within the secondary school education system.
- Reorient curriculum to emphasize life skills, labor market, and self-employment needs.
- Increase the number of qualified and competent teachers in schools:
- Provide quality and development-oriented teacher education programs ensuring that graduates are properly equipped with subject-knowledge and pedagogical skills.
- Expand teacher education capacity through the public sector and provide incentives for private sector participation.
- Reduce teacher absenteeism to increase student-teacher contact time.
- Increase access to science, technology, and innovation:
- Prioritize teaching science and technological subjects at all education levels.
- Promote research, innovation, and collaboration between industry and research institutions.
- Increase access, participation, and equity in the provision of quality university education:
- Increase equitable access to university education and improve the relevance of programs offered at institutions.
- Increase university involvement in research and development.
- Increase efficiency and equitable access to technical education, vocational, and entrepreneurship trainings (TEVET):
- Improve and expand facilities for teaching science and technical subjects including creating technical schools, colleges, and universities.
- Promote collaboration between industry and TEVET institutions.
- Increase adult literacy levels:
- Expand educational facilities and vocational training
- Raise awareness of adult literacy programs to increase access to youth and adult literacy education services.
- Expand and improve infrastructure through the construction of new facilities and rehabilitation of existing ones:
- Promote community participation at primary, secondary, and tertiary level institutions in the development of infrastructure.
- Provide safe learning environment for all learners through reintroducing boarding facilities.
- Review the curriculum at all levels to make it relevant and responsive to national aspirations and education needs.
In order to implement NIF III, the government has set a number of strategic priorities. These include nurturing strong partnerships with educational service providers, systemic restructuring and management capacity enhancement, and providing formal and alternative modes of education delivery.
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The latest GPE grant of US$35.2 million provides sector budget support to the ministry of general education (MoGE) along with the United Kingdom’s Department of International Development (DFID) to fund implementation of sector strategies, and the full implementation of the NIF III, through the annual work plans and budgets.
The objective of the GPE support is to have increased achievement in learning for boys and girls by increasing equitable access to quality education and skills training to enhance human capacity for sustainable national development.
In addition to this grant, the GPE support provides technical assistance to the ministry to strengthen sector management, financial oversight and monitoring & evaluation activities.
The three main components supported by GPE funding are:
- Supporting performance based grants linked to milestones. These milestones are:
- improved girls’ access to quality education and equity between boys, girls, and disabled or vulnerable populations
- improved teaching and learning of basic literacy and numeracy skills
- enhanced government ability to allocate and manage its domestic resources to achieve results.
- Providing technical assistance for training, strengthening sector management, capacity building, and the MoGE’s financial management capabilities.
- Supporting program supervision, monitoring, and evaluation to improve the collection, analysis, and utilization of data for planning and budgeting.
MoGE leads this program in partnership with DFID, the grant agent, and Irish Aid and UNICEF, the coordinating agencies.
All amounts are in US dollars.
|Grant type||Years||Allocations||Disbursements||Grant agent|
|Sector plan development||2020-2024||700,000||0||World Bank|
|Program development||2020-2021||345,000||0||World Bank|
GPE has also provided the Zambia National Education Coalition (ZANEC) with a grant from the Civil Society Education Fund, to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.
Education sector progress
The graphs below show overall progress in the education sector in Zambia, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
Primary Completion Rate (%)
Lower secondary completion rate
Out-of-school rate for children of primary school age
Out-of-school rate for adolescents of lower secondary school age
Pre-primary gross enrollment rate
Gender parity index for out-of-school rate – Primary and lower secondary
Public Expenditure on Education as Share of GDP (%)
Students/trained teacher ratio
Teachers Trained (%)
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.