Why Zambia is rethinking what and how learners learn

Across Africa, education systems are undergoing significant transformation, and Zambia is no exception. The introduction of the Competence Based Curriculum(CBC), alongside evolving language policies in the Lower Primary phase, reflects a broader effort to prepare learners not only for examinations, but for life beyond the classroom. This shift signals a rethinking of both what learners should learn and how they should learn it.

The CBC represents a deliberate shift away from knowledge and memorisation-based learning approaches, towards the development of competences such as critical thinking, communication, creativity, collaboration, and problem solving. These competences are seen as essential for participation in a modern, globalised economy and for achieving national development goals (Ministry of Education Zambia, 2023).

The 2023 Zambia Education Curriculum Framework is aligned with Zambia’s Vision 2030 and the Eighth National Development Plan (8NDP). The Framework reforms the education system through a Competence Based Curriculumdesigned to develop learners’ knowledge, skills, values, attitudes, critical-thinking, problem-solving, innovation, entrepreneurship, and other competences required for sustainable socio-economic development and national aspirations.

These objectives suggest that the CBC is intended not only as an education reform but also as a mechanism for advancing Zambia’s national development goals.

From content coverage to competency development

At the heart of this reform is a fundamental shift in classroom practice towards a learner-centred approach. Rather than serving primarily as transmitters of knowledge, teachers are expected to facilitate learning by guiding learners to apply their knowledge, skills, values, and attitudes in authentic, real-life contexts. This approach places learners at the centre of the learning process, encouraging active engagement, critical thinking, inquiry, collaboration, creativity, and problem-solving. Through exploration and discovery, learners become active participants in constructing their own understanding, developing the required competences and demonstrating the expected standards inherent in the CBC, to thrive in school, work, and everyday life.

However, research shows that implementing such changes is not without challenges. Teachers often require ongoing professional development and practical support to confidently adopt new methods. This highlights the critical role of both quality teaching and quality learning materials to support the successful implementation of the CBC. Well-trained and well-prepared teachers and well-designed textbooks, therefore, become key tools in bridging the gap between policy and practice, helping teachers move from traditional methods to more interactive, competence-focused teaching.

The language question: English or Mother Tongue?

Alongside curriculum reform, Zambia continues to navigate a complex and often debated issue: the language of learning and teaching (LoLT) in the Lower Primary phase.

Zambia is a linguistically diverse country with 46 languages spoken across communities. Historically, English has remained the official language and the primary language of instruction, while local languages have been incorporated at different stages of policy development.

Globally, research has shown that learning in one’s mother tongue in the early years can support comprehension and foundational literacy. However, the practical implementation of mother tongue-based education has proven challenging in many African contexts. Issues such as limited teaching materials, insufficient teacher preparation, and the sheer number of local languages make it difficult to implement consistently and effectively.

In some cases, learners are taught in a “local language” that is not actually their home language, which can negatively impact learning outcomes. Research in Zambia has also shown that many learners struggle to read even in the designated local language of instruction, raising concerns about the effectiveness of mother tongue-based approaches.

Why English plays a growing role

In this context, the increasing emphasis on English as a language of learning and teaching, especially from the early grades, can be seen as both a practical and strategic choice.

English serves as a unifying language in a multilingual society, enabling communication across different linguistic groups. It is also the language of higher education, government, and international engagement. Ensuring that learners develop proficiency in English early on can help reduce barriers to further education and economic participation.

At the same time, the shift towards English is not without its challenges. Studies from similar contexts show that when learners have limited exposure to English outside the classroom, this can create barriers to understanding and participation. Teachers, too, may require additional support to effectively teach in English, particularly in rural or multilingual classrooms.

Finding a balanced approach

There is, therefore, no one-size-fits-all solution. Zambia’s education system is working to balance the benefits of mother tongue instruction with the practical and socio-economic advantages of learning in English. The success of this approach will depend on several factors, including the following:

• The availability of high-quality teaching and learning materials
• Ongoing teacher training and support
• Clear guidance on how to use language effectively in the classroom
• A focus on ensuring that learners understand concepts and develop skills, rather than insisting on the use of a particular language at all times.

Ultimately, both the CBC and evolving language policies share a common goal: to improve learning outcomes and ensure that every child is equipped with the skills they need to succeed in their communities, in Zambian society, and in the world at large.

Looking ahead

Zambia’s education reforms reflect a broader shift in how we understand learning in the 21st century. Education is no longer just about passing exams – it is about preparing learners to think critically, adapt to change, and contribute fully and meaningfully to society.

For teachers, this journey may feel challenging at times. But with appropriate support, good quality resources, and a growth mindset, it also presents an exciting opportunity: to transform classrooms into spaces where learners actively engage, apply their knowledge, and grow in confidence.