Critics Misjudged Free Education Policy – Hakainde Hichilema

President Hakainde Hichilema has challenged critics of the Free Education Policy following improved pass rates in the latest national examination results, asserting that the performance of pupils has validated the government’s decision to expand access to education.

Speaking during an engagement with teachers in Lusaka District, the President said the results demonstrated that sceptics who doubted the effectiveness of Free Education had been proven wrong. He described the improved outcomes as evidence that the policy was yielding measurable academic progress, particularly among learners who previously faced barriers to accessing schooling.

Mr Hichilema stated that the Free Education initiative was designed to remove financial obstacles that had historically limited opportunities for children from low-income households. He said the policy was not only about expanding enrolment but also about improving overall educational quality and learner outcomes.

He cited the number of pupils who sat for examinations as an indication that more children were remaining in school, adding that increased participation suggested a growing culture of retention within the education system. The President said the results reflected the resilience of learners and the dedication of teachers working within a rapidly expanding education framework.

Meanwhile, the Ministry of Education has maintained that the policy has widened access while placing pressure on infrastructure, staffing levels, and classroom space. Education authorities have acknowledged challenges associated with overcrowding, resource shortages, and the rapid growth in enrolment since the policy was introduced.

On the other hand, some education stakeholders have continued to question whether expansion has been matched by adequate investment in learning materials, teacher recruitment, and school facilities. They have argued that while access has improved, long-term sustainability depends on continued funding and strategic planning.

The government has responded by outlining ongoing investments in classroom construction, teacher deployment, and curriculum support, stating that efforts are underway to strengthen the system as participation continues to rise. Officials have indicated that additional recruitment and infrastructure development remain part of broader education sector reforms.

In parallel, the issue of education quality has also featured in national debate following reports of teachers and civil-society groups calling for consistent policy implementation and improved monitoring of learning standards. Some educators have highlighted the need for further training, curriculum adjustments, and strengthened oversight to ensure that academic gains are sustained.

However, the administration has insisted that the Free Education Policy represents a long-term national investment rather than a short-term political project. Government representatives have framed the improved results as a foundation for broader social and economic benefits, arguing that a more educated population contributes to national productivity and social mobility.

The President reiterated that the policy was intended to serve future generations, stating that expanding education access would create opportunities beyond the classroom by strengthening the country’s human capital base. He called on education stakeholders to support ongoing reforms and maintain a shared commitment to improving learning outcomes.

Education analysts have noted that examination performance can serve as one of several indicators of system effectiveness but cautioned that continued tracking of literacy, numeracy, and completion rates will be critical to assessing long-term impact. They have also pointed to the importance of balancing enrolment growth with sustained quality improvements.

The discussion surrounding Free Education has become part of a broader national conversation on public policy delivery, government accountability, and the measurable impact of social programmes. As debate continues, the government has positioned improved examination results as a central argument in defending the policy’s trajectory.