• Government deepens partnership with UNICEF to expand digital learning
• Low literacy and school access highlight urgency of reform
• Technology seen as key to improving teaching and student outcomes

Zambia is stepping up efforts to bring digital tools into its education system, as it looks to improve learning outcomes and expand access for young people.

The government is seeking to strengthen its partnership with the United Nations Children’s Fund (UNICEF) to place technology at the center of education. That direction was confirmed during talks held on March 25 in Lusaka.

The meeting brought together officials from the SMART Zambia Institute, the government body in charge of e-government, led by national coordinator Percy Chinyama, and a UNICEF delegation headed by Saja Abdullah, alongside education and digital specialists.

The partnership combines the institutional capacity of SMART Zambia with UNICEF’s operational experience. The agency is already active in the country through its Learning Passport program, an online platform that offers educational content accessible even without internet connectivity. UNICEF also supports teachers in integrating digital tools into classrooms.

The push comes as Zambia faces significant challenges in its education system.

According to the 2021 Early Grade Reading Assessment (EGRA), conducted by USAID with support from the Examinations Council of Zambia, only 4.6% of second-grade students reach expected reading levels.

Access to education remains uneven despite recent reforms. While free primary education was introduced in 2018 and extended to secondary school in 2021, about 20% of children in Zambia are still out of school, according to UNICEF.

The transition to secondary education is also limited. World Bank data from 2024 shows enrollment at around 57%, pointing to persistent geographic and social inequalities.

Gross School Enrollment (Secondary Education) in Zambia

%, 1970 – 2024

Source:  Helgi Library

Learning outcomes remain weak as well. Most students perform below expected levels in reading and math, with fewer than one in ten reaching proficiency by the end of primary school.

In this context, digital tools are increasingly seen as a practical way forward. Online platforms, teacher training, and broader access to learning materials could help improve education quality and expand opportunities from an early age.

Félicien Houindo Lokossou