This report provides timely, evidence-based diagnostics to support education leaders in achieving out-of-school, completion, and foundational learning targets. It analyzes the alignment of government vision with actionable objectives to improve basic skills, particularly in mathematics, through curriculum, textbooks, teacher support, and assessments. The report aims to inform research, policy dialogue, and advocacy efforts.

Since 2000, primary school enrolment in Zambia has increased from 6.5 million to 9 million. However, only 60% of children complete primary education on time, and 13% remain out of school. Learning levels are low, with only 10% of grade 7 students meeting minimum proficiency levels in reading and 16% in mathematics. Early grades show even lower proficiency rates.

The report highlights challenges such as overcrowded classrooms, shortages of teachers and materials, and misalignment between curriculum and assessments. Fieldwork revealed that many pupils lack textbooks and other learning resources, and teachers need more support and professional development to effectively implement the curriculum.

Key recommendations include articulating a clearer vision for foundational literacy and numeracy, incorporating problem-solving skills early, enhancing the accessibility of educational materials, ensuring materials are available in the language of instruction, increasing teacher numbers and support, prioritizing assessment for student progress, and improving infrastructure to accommodate increased enrolment.