Education Statistics Bulletin 2024 i|Page

DISCLAIMER

The Information contained in this Education Statistics Bulletin represents official statistics for the Ministry of
Education and should neither be reproduced nor altered in any way without proper acknowledgement. The
data used in the production of this report was captured through the annual school census (ASC) exercise
undertaken by the Ministry from 2020 to 2024. Data collected through the ASC was subjected to a verification
process and where necessary adjusted using the Zambia Statistics Agency (ZamStats) population
projections.
Information items designated as “unknown” in some of the tables in the bulletin represents the “Not Stated”
category in the ASC Tool.
For questions, comments, or additional information, contact the undersigned:

The Director - Planning and Information

Ministry of Education
89 Mogadishu Road
P.O Box 50093
LUSAKA

E-mail: mogeinform@edu.gov.zm
Website: www.edu.gov.zm.
Telephone: +260 977 - 807423

© Copyright MEdu 2024

Education Statistics Bulletin 2024 ii | P a g e

 MINISTRY OF EDUCATION

EDUCATION STATISTICS
BULLETIN 2024
DIRECTORATE OF PLANNING AND INFORMATION

DECEMBER, 2024

COPYRIGHTS RESERVED
Extracts may be published if source is duly acknowledged

Education Statistics Bulletin 2024 iii | P a g e

Foreword
The Ministry of Education (MEdu) conducts annual school census every
year with the aim of providing education statistics that guide and support
policy formulation, planning, evidence-based decision making and priority
setting. The data collected is on School or Center Information, Learners
Information, School Infrastructure, Teaching and Learning materials, Care
and Support for teaching and learning, HIV/AIDS and Sexuality Education.
The annual school census is the main source of education data in the
Ministry of Education.

The 2024 census was conducted through the administration of a

questionnaire; a data collection tool that was designed and used to collect
education data on numerous education indicators from all Government,
Private and Community Schools across the country. The targeted schools
filled in a soft copy of the questionnaire and submitted data to the Ministry
of Education Headquarters through their respective District and Provincial Education Offices.

The 2024 Education Statistics Bulletin Report highlights some key indicators for the education sector. The
results presented in this report are by no means exhaustive on any topic covered but only attempt to highlight
salient aspects of the education indicators at National and Provincial level. Additional tabulations and
analyses not included in this report can be provided to users on request. Also, obtainable on demand are
ESB data sets for those who wish to do any research for detailed analysis.

I wish to encourage staff in the Ministry of Education, all education stakeholders and collaborating partners
to make best use of the data in this publication.

Noriana Muneku (Ms.)

PERMANENT SECRETARY – ADMINISTRATION
MINISTRY OF EDUCATION

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Acknowledgement
The successful production of the 2024 Education Statistics Bulletin report would
not have been possible without the dedicated commitment of the individuals
representing the Ministry of Education (MEdu) and the Zambia Statistics Agency
(ZamStats).

Gratitude goes to the Management of the Ministry of Education for their

invaluable guidance and committed support in ensuring that resources were
provided to make the 2024 Education Statistics Bulletin become a reality.

I would like to thank all Provincial and District Education Offices and schools,
who contributed immensely towards the production of this important and useful
document during data collection, data entry and data verification.

Special thanks go to the Director – ICT and his staff for the technical support rendered during data collection,
analysis and final production of this bulletin.

The Ministry is also greatly indebted to ZamStats for its technical assistance, without which this milestone
would not have been achieved.

Linda Siwale (Mrs.)

Director – Planning and Information
MINISTRY OF EDUCATION

Education Statistics Bulletin 2024 v|Page

Contents
DISCLAIMER .................................................................................................................................................................. ii
Foreword .......................................................................................................................................................................... iv
Acknowledgement ............................................................................................................................................................ v
Acronyms/Abbreviations ................................................................................................................................................ vii
Concepts and Definitions ............................................................................................................................................... viii
Methodology .................................................................................................................................................................... xi
Education in Zambia ....................................................................................................................................................... xii
Executive Summary ....................................................................................................................................................... xiv
National Summaries ........................................................................................................................................................ xv
National Summary of Key Education Indicators ............................................................................................................ xv
CHAPTER 1: Distribution of Schools .............................................................................................................................. 0
CHAPTER 2: Access and Participation ............................................................................................................................ 3
CHAPTER 3: Efficiency................................................................................................................................................... 9
CHAPTER 4: Equity....................................................................................................................................................... 12
CHAPTER 5: Teachers ................................................................................................................................................... 22
CHAPTER 6: Quality Learning ...................................................................................................................................... 24
CHAPTER 7: Infrastructure........................................................................................................................................... 29
CHAPTER 8: Information and Communications Technology (ICT) in Education ........................................................ 31
CHAPTER 9: HIV/AIDS ................................................................................................................................................ 33
CHAPTER 10: Sources of Power ................................................................................................................................... 35
CHAPTER 11: Sources of Water.................................................................................................................................... 37
CHAPTER 12: Hygiene and Wash ................................................................................................................................. 39
CHAPTER 13: Early Childhood Education.................................................................................................................... 42

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Acronyms/Abbreviations
ASC Annual School Census
APU Academic Production Unit
CBO Community Based Organizations
CP Cooperating Partner
CS Community School
CSEN Children with Special Education Needs
ECCDE Early Childhood Care, Development and Education
ECZ Examinations Council of Zambia
EoF Educating Our Future
ESB Educational Statistics Bulletin
EMIS Education Management Information System
GA Grant Aided School
GER Gross Enrollment Rate
GIR Gross Intake Rate
GPI Gender Parity Index
GRZ Government of the Republic of Zambia
HIV Human Immunodeficiency Virus
IRI Interactive Radio Instruction
MEdu Ministry of Education
MoESP Ministry of Education Strategic Plan
MDG Millennium Development Goals
NER Net Enrollment Rate
NIR Net Intake Rate
OVC Orphans and Vulnerable Children
P&S Primary and Secondary
SRGBV School Related Gender Based Violence
ZamStats Zambia Statistics Agency

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Concepts and Definitions
Early Early Childhood Education (ECE), also known as nursery education, is a
Childhood branch of education theory that relates to the teaching of children (formally
Education and informally) from birth up to the age of eight. Traditionally, this is up to the
equivalent of grade 3. ECE is described as an important period in child
development. In Zambia, ECE runs from 3 to 5 years.

Primary A primary school is a school for children from about six to eleven years old,
school in which they receive primary education. It typically comes after ECE or pre-
school and before secondary school. It runs from grade 1 to 7 in the Zambian
education system.

Secondary A Secondary school is an educational institution where the third stage of the
school three schooling periods, known as secondary education and usually
compulsory up to a specified age takes place. It follows primary education,
and is sometimes followed by university education. Secondary schools in
Zambia offer education from grade 8 to 12.

Net Intake The NIR for Grade 1 is the percentage of seven-year-olds who enter school
Rate (NIR) for the first time, expressed as a percentage of the total number of seven-
year-olds in the population. A high NIR indicates a high degree of access to
primary education for the official primary school entrance age children. NIR
of 100% is a necessary condition for the policy goal of universal primary
education.

Gross The GER indicates the total enrolment of learners in a specific level,
Enrolment regardless of age in a given year, expressed as a percentage of the official
Rate (GER) school-age population for that level. GER is widely used to show the general
level of participation in a given level of education. It indicates the capacity of
the education system to enrol learners of a particular age group.

Net The NER (primary) is the proportion (in percentage) of primary-aged (ages 7-
Enrolment 13) learners who are enrolled in primary school (grades 1-7) as a ratio to the
Rate (NER) total population of the 7-13 in the total population

Transition The transition rate (also called promotion rate) represents the proportion of
rate students who have successfully completed a grade and proceeded to the next
grade the following year.

Dropout rate The dropout rate indicates the proportion of pupils who leave the system
without completing a given grade in a given school year.

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 Gender GPI is the ratio of female to male pupils. A GPI lower than one (1) means
Parity Index that there are more males than females attending school, while a GPI greater
than one means there are more females than males. The ideal GPI is one
signifying equal school attendance by both males and females but given
Zambia's demographic profile of slightly higher number of females than males
in the population, a GPI of slightly higher than 1 is desirable i.e. there are
slightly more females than males attending school.

Out-of-school These are children who are of school going age but are not engaged in
children learning whether in formal or informal school systems.

The The completion rate is the number of learners who have successfully
completion completed a given grade (in a given year), expressed as a percentage of the
rate total number of learners of official school age for that grade.

Examination This is the number of people, shown as a percentage, who were successful
pass rates in a particular test or examination.
The examination pass rate should not be confused with the transition rate
from grade 9 to 10 as the pass rates are not based on the available places at
grade 10. Thus, in principle, the pass rates can be higher than the transition
rates (i.e. the absorptive capacity of grade 10 to accommodate all those
learners who pass their grade 9 examinations).

Transition This is the percentage of students/pupils advancing from one level of

Rate schooling to the next level.

Pupil-Book PBR is the total number of regular students in a grade divided by the total
Ratio (PBR) number of books.

Pupil- This is the number of classes per grade level and province across the country.
Classroom
ratio (PCR)

Contact hours The average number of hours learners spend at school per day by grade,
running agency and by class type. The contact hours stated are based on the
official school calendar and does not include time lost due to closure, learner
or teacher absenteeism, exam period closures or time dedicated to sporting
activities.

Colleges of These are institutions under the Ministry of Education that provide teacher
Education training.

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 Public A public university is a university primarily funded by the government. Public
universities universities generally are larger than private schools and have larger class
sizes.

Orphans An orphan is a child whose parents are dead or either father or mother is
dead.

Children with These are learners who are differently abled.

Special
Educational
Needs (CSEN)

Teacher These are the teacher’s academic and professional qualifications. With
qualifications regarding academic qualification, the majority of the teachers have Form
5/Grade 12 as this is the minimum compulsory qualification for tertiary
education. The lower educational qualifications are being phased out from the
teaching profession.

In terms of tertiary teacher training professional qualifications, primary

teachers' certificate and diploma in teaching (basic and secondary school
teachers) are the main qualifications for the majority of Zambian teachers.
The primary teacher certificate has been phased out hence an increase in
diploma holders at primary level. Entry qualification to teach at primary level
is now a diploma. For secondary schools, the minimum qualification required
to teach most subjects is a bachelor's degree, implying that a lot of secondary
school teachers will be required to upgrade their credentials.

Hygiene and These are statistics relating to the proportion of schools in the respective
wash provinces where hygiene education is taught. Hygiene education empowers
learners with basic hygiene skills to ensure they stay healthy.

Facilities for These are statistics relating to the number and percentage of schools which
disposal of provide facilities for disposal of used sanitary towels.
used sanitary
towels

School SRGBV can be defined as acts or threats of sexual, physical or psychological

Related violence occurring in and around schools, perpetrated as a result of gender
Gender Based norms and stereotypes, and enforced by unequal power dynamics.
Violence
(SRGBV)

Education Statistics Bulletin 2024 x|Page

Methodology

The Ministry of Education (MEdu) manages an Integrated Education Management Information System
(EMIS) that supports programs and projects in the education sector. The EMIS facilitates implementation of
the Monitoring and Evaluation (M&E) programs and projects that are responsive to delivery of the education
outcomes by different players in the sector. The data collection is currently done through a Harmonized Data
Collection Tool at school level, consolidated at District, Provincial and National levels.

EMIS objective
The primary objective of the EMIS is to produce education statistics, which inform policy formulation, planning
and operations as well as priority setting.

Method of data collection and stages

Over the years, the Ministry has been implementing a paper-based technique of data collection. However, in
an effort to migrate from paper-based data collection to digital, the Ministry in collaboration with the Zambia
Statistics Agency, developed an automated tool on which the indicators were uploaded (CS Pro. 7.7) and the
process involved the following:
• Data collection and Entry - usually preceded by the data collection instrument (CS Pro.7.7) review
takes place prior to deployment and administration of the tool at school level. The school completes
the entry of data onto the CS Pro. 7.7 through a teacher nominated by the head teacher.
• Data verification - the process of checking for completeness of and missing data as well as outliers
etc.
• Data validation - the process of checking whether the collected data is of a certain type in a certain
format.
• Data processing - involves creation of data tables, queries and derived variables.
• Data analysis - encompasses the scrutiny of the data, dissecting it in various forms in order to extract
and package information useful for planning and making, ascertain trends, compare provinces,
districts, urban and rural schools, boys and girls etc.
• Reporting/dissemination - involves production of EMIS reports in different formats and sharing it
with the wider education partners/stakeholders/audiences who have interest in education.
• Publication - is a means of documentation of the education data/information, mainly conveyed
through different means or media platforms; e.g. ministry website, radio, tv, reports, fact sheets, etc.
• Feedback - a mechanism to allow stakeholders, education consumers and the general members of
the public to express their views regarding the quality of education statistics as a product. This process
also offers an opportunity for the submission of certain education indicator(s) our stakeholders may
feel necessary for possible inclusion in the data collection instrument (questionnaire) for the
subsequent EMIS cycle.

Stages;
• Review of the Tool - process of revision of the data collection instrument to include or exclude any
indicators deemed necessary or not.
• Distribution- involves deployment of the selected data capturing tool to schools through Provinces
and Districts. All schools, irrespective of whether public, private or community receives the tool
electronically to their electronic gadget be it a desk computer, tablet or phone. The school completes
filling in the tool by entering all the data that pertains to school indicators in the tool. The schools
consolidate and finally send to the National Office where cleaning and validation takes place.
• Reporting/dissemination - involves reporting and disseminating education statistics through hard
copy reports and MEdu website.
• Response Rate - involves calculation/computation of the number of schools, which successfully
complete the questionnaire and submit to Headquarters through the districts/provinces out of the total
number of registered schools considered operational.

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Education in Zambia

Education is a fundamental pillar for national development and personal empowerment. The Zambian
education system, with its rich history and evolving policies, plays a critical role in shaping the future of its
citizens.
Zambia's education system has undergone significant transformations since the country gained
independence from British colonial rule in 1964. Initially, education was predominantly accessible to a small
elite. Post-independence, the Zambian government prioritized expanding educational access, resulting in the
establishment of numerous primary and secondary schools nationwide. The University of Zambia,
established in 1965, marked a significant milestone in higher education.
The Zambian education system is structured into several levels:
1. Early Childhood Education (ECE): ECE is gaining recognition for its importance in cognitive and social
development. However, access remains limited, particularly in rural areas.
2. Primary Education: Lasting seven years, primary education is compulsory and free in public schools. This
level focuses on foundational skills in literacy, numeracy, and basic sciences.
3. Secondary Education: Divided into junior (grades 8-9) and senior (grades 10-12) levels, secondary
education prepares students for tertiary education or vocational training.
4. Tertiary Education: Higher education institutions include universities, technical colleges, and teacher
training colleges. The University of Zambia and Copperbelt University are the prominent institutions.
Despite considerable progress, the Zambian education system faces several challenges:
Quality of Education
The quality of education, particularly in public schools, remains a significant concern. Factors such as
inadequate teacher training, overcrowded classrooms, and insufficient teaching materials impede effective
learning. Many schools lack basic infrastructure, including proper sanitation facilities and libraries.

Access and Equity

While primary education is free, hidden costs (uniforms, books, etc.) and long distances to schools can be
prohibitive, particularly for children in rural areas. Gender disparities also persist, with girls facing higher
dropout rates due to early marriages, pregnancy, and cultural norms.

Teacher Shortages
The country faces a shortage of qualified teachers, especially in rural and remote areas. With the introduction
of the free education policy, there has been an increase in enrolments.
Curriculum Relevance
The current curriculum is often criticized for being outdated and not aligned with the needs of the job market.
There is a growing demand for a curriculum that includes more practical skills, entrepreneurship, and
Information and Communication Technology (ICT) competencies.
Funding Constraints
Education funding in Zambia is insufficient to meet the growing demands of the sector. Limited budget
allocations result in poor infrastructure, inadequate learning materials, and insufficient support services for
learners and teachers.

Reforms and Prospects

To address these challenges, several reforms and initiatives have been proposed and implemented:

Curriculum Development
Efforts are underway to revise the curriculum to make it more relevant to the modern economy. Emphasis is
being placed on science, technology, engineering, and mathematics (STEM) subjects, as well as vocational
training to equip learners with practical skills.

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Teacher Training and Support
Improving teacher training programmes and providing ongoing professional development are critical.
Incentives for teachers working in remote areas, along with better pay and working conditions, are essential
to retain qualified educators.

Infrastructural Improvements
The education sector has received a lot of support from the World Bank through the Zambia Education
Enhancement Project (ZEEP) which is building Secondary Schools in rural areas and there is the Zambia
Enhancing Early Learning Project (ZEEL) that is building Early Childhood Education is crucial. Building more
schools, ensuring access to clean water and sanitation can significantly enhance the learning environment.

Increasing Access and Equity

To improve access, particularly for marginalized groups, policies such as the School Feeding Programs
(SHN), Keeping Girls in School (KGS) is supporting girls who are under the social cash transfer households
by providing bursaries for girls, Community involvement and awareness campaigns are vital in changing
cultural attitudes towards education, especially for girls.

Enhanced Funding
The Ministry of Education has received support from various international partners who have committed
themselves to support the Government’s efforts to address the financial constraints. Public-private
partnerships can also play a significant role in resource mobilization.

Conclusion
The Zambian education system has made notable strides since independence, but it continues to face
significant challenges that hinder its ability to provide quality education for all. Addressing issues such as
Teacher shortages, Curriculum relevance, and Infrastructural shortages requires comprehensive and
sustained efforts from the government, communities, and international partners. With strategic reforms and
investments, the Zambian education system can transform into a robust foundation for national development
and personal empowerment.

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Executive Summary
The executive summary highlights some critical indicators from the national summary table.

According to the 2024 Annual School Census, the Ministry of Education recorded the following primary
indicators:

• There was an increase in the number of schools from 12,997 in 2023 to 13,487 in 2024. Additionally,
there was a recorded increase in permanent classroom spaces from 104,893 to 110,083 at both
primary and secondary schools.
• At the national level, the total number of teachers increased from 154,304 in 2023 to 158,504 in 2024,
indicating a percentage change of 2.72%.
• The total number of learners increased from 5,936,505 in 2023 to 6,528,980 in 2024, reflecting a
percentage change of 9.98%.
• Gross Intake Rate was 129.0% in Grade 1, while the Net Intake Rate for primary schools was 57.1%
in 2024.
• The Gender Parity Index stood at 1.05 for primary schools and 1.09 for secondary schools, indicating
that the number of male and female learners enrolled was fairly balanced.
• Gross Enrollment Rate was 117.0% for primary schools and 60.3% for secondary schools.
• Examination Pass Rates were 71.19% for primary schools and 55.99% for junior secondary schools.
• The Net Enrollment Rate was 97.2% for primary schools and 49.9% for secondary schools.
• The Pupil-Book Ratio stood at 31 learners per book for primary schools and 86 learners per book for
secondary schools.
• On infrastructure, primary schools had 48,461 permanent, 6,941 incomplete, and 5,229 temporary
classrooms, while secondary schools had 26,605 permanent, 2,489 incomplete, and 2,914 temporary
classrooms.

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National Summaries
The national summary provides an overview of the structure of Zambia’s education system. Out of the total
number of 13,487 schools in 2024, 11,464 were primary schools while 2,023 were secondary schools. A total
of 6,528,980 learners were enrolled in 2024, representing a gross enrollment rate of 117.0% at the primary
level and 60.3% at the secondary level.

National Summary of Key Education Indicators

Primary & Secondary Schools
Number of schools Total 13,487
Primary 11,464
Secondary 2,023
Enrolment Indicators
Number of students Total 6,527,980
ECE 651,791
Primary 4,489,003
Secondary 1,387,186
Gross Intake Rate (Grade 1 entrants) (Grade 1 entrants) 129.0
Net Intake Rate (%) Primary 57.1
Gross Enrolment Rate (%) Primary 117.0
Secondary 60.3
Net Enrolment Rate (%) Primary 97.2
Secondary 49.9
Efficiency Indicators
Transition Rate (%) Primary 84.0
Secondary 68.6
Repetition Rate (%) Primary 11.8
Secondary 3.0
Dropout Rate (%) Primary 1.7
Secondary 1.0
Equity Indicators
Gender Parity Index Primary 1.05
Secondary 1.09
Out-of-school children Male 325,691
Female 142,458
Total 468,149
Orphans Primary 382,267
Secondary 199,321
Total 581,588
CSEN ECE 11,615
Primary 100,196
Secondary 10,969
Total 122,780
Pregnancies Primary 7,107
Secondary 5,692
Total 12,799
Readmissions Primary 6,454
Secondary 10,885
Total 17,339
Teachers
Number of teachers Total 159,444
Primary 116,859
Secondary 42,585
Teacher Attrition Primary 9,733

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 Secondary 4,444
Pupil Teacher Ratio Primary 44
Secondary 33
Quality Indicators
Completion Rate (%) At Grade 7 94.9
At Grade 9 70.7
At Grade 12 40.9
Survival to Grade 5 (%) National 98.65
Exam Pass Rate (%) Primary 71.19
Junior Secondary 55.99
Pupil Book Ratio Primary 5.1
Secondary 1.9
Pupil Classroom Ratio Primary 65
Secondary 55
Contact Hours Primary 4.6
Secondary 6.2
Infrastructure
Classrooms – Primary Total 82,192
Permanent 70,865
Incomplete 5,204
Temporary 6,123
Classrooms – Secondary Total 24,126
Permanent 19,894
Incomplete 2,218
Temporary 2,014

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CHAPTER 1: Distribution of Schools
The Zambian Education System comprises Early Childhood Education (ECE) which runs for three (3) years,
Primary Education, seven (7) years, Secondary Education five (5) years and three (3) to four (4) years of
tertiary Education. Education is compulsory and free from ECE to grade 12.

This chapter shows the distribution of schools in the country disaggregated by types and levels.

1.1 Type of Schools

Government (GRZ) Schools: These are funded and managed by the government. They cater for the
majority of students in Zambia.

Private Schools: These are Privately owned and managed schools and institutions.

Grant Aided School/Faith-Based Schools: They are run by faith-based organizations such as Christians
or Muslims.

Community Schools: Managed by local communities, especially in rural areas where government provision
is limited. They often face resource challenges but play a vital role in extending education to remote regions.

Table 1.1 shows the number of primary schools by running agency from the year 2020 to 2024. From the
year 2020 up to 2023, there was a steady increase in the number of Public (GRZ) and Grant aided schools.
However, a reduction of 4 percent was recorded between 2023 and 2024. This reduction in the number of
public and grant aided primary schools may be attributed to the upgrade of some primary schools to
secondary schools. The change is shown by the significant increase of secondary schools from 1,543 to
1,735 from 2023 to 2024 showing a percentage change of 11.

The number of schools run by Private and Faith-based organizations have steadily been increasing from
2020 to 2023 and sharply between 2023 and 2024 due to an increase in the organizations’ response rate in
this year’s Annual School Census as shown in Table 1.1.

Table 1.1 Number of Primary Schools by Agency from 2020 to 2024

Percentage
Year Average Change
Agency Annual
Growth 2023 - 2024
2020 2021 2022 2023 2024
(%)
GRZ/GA 6,346 6,979 7,143 7,429 7119 3.0 (4)
Private/Faith-Based 740 987 1,007 1,089 1316 16.1 17
Community 2,355 2,580 2,631 2,712 3029 6.6 10
National 9,441 10,546 10,781 11,230 11,464 5.0 2

Table 1.2 shows the number of secondary schools from 2020 to 2024 by running agency. From the table,
there was a significant increase of secondary schools by 12.7 at national level.

Table 1.2: Number of Secondary Schools by Agency from 2020 to 2024

Percentage
Year Average
Change
Agency Annual
2023 – 2024
2020 2021 2022 2023 2024 Growth
(%)
GRZ/GA 1,149 1,237 1,301 1,543 1735 11.0 11.1
Private/Church/Com 141 156 197 224 288 19.8 22.2
National 1,290 1,393 1,498 1,767 2,023 12.0 12.7
Education Statistics Bulletin 2024 0|Page
Table 1.3 shows the distribution of schools (primary and secondary schools) by running agency from 2020
to 2024. The overall data highlights consistent growth, with the Private/Faith-Based/Community schools
having a higher average annual growth rate at 9.5 percent as compared to GRZ/GA which recorded growth
rate of 4.3 percent. However, the reduction of 1.3 percent in the number of GRZ/grant-aided schools was
due to the misclassification of grant supported community schools as grant-aided schools in 2023 led to an
increase in the number of GRZ/grant-aided schools. A rectification of this in 2024 led to a reduction in the
number of GRZ/grant-aided schools.

Table 1.3: Aggregated number of Primary and Secondary Schools by agency from 2020 to 2024

Average Percentage
Year
Agency Annual Change
2020 2021 2022 2023 2024 Growth (%) 2023 - 2024 (%)
GRZ/GA 7,495 8,216 8,444 8,972 8,854 4.3 (1.3)
Private/Faith-Based/Community 3,236 3,723 3,835 4,025 4,633 9.5 13.1
National 10,731 11,939 12,554 12,997 13,487 5.9 3.6

Table 1.4 shows the distribution of schools by running agency. The results show that there were more primary
schools in all the provinces than secondary schools and most of the schools are run by GRZ at both levels
(i.e. Primary and Secondary).

Table 1.4: Number of Schools by education level, agency and Province – 2024

Province Level GRZ Grant Aided Community Private Total

Central Primary 871 23 248 136 1,278
Secondary 181 15 - 34 230
Copperbelt Primary 516 5 394 325 1,240
Secondary 248 16 3 37 304
Eastern Primary 994 41 352 72 1,459
Secondary 147 29 - 13 189
Lusaka Primary 264 13 492 254 1,023
Secondary 130 20 - 117 267
Muchinga Primary 466 4 194 53 717
Secondary 95 2 - 8 105
Luapula Primary 598 7 41 98 744
Secondary 150 10 9 5 174
North-western Primary 751 4 151 54 960
Secondary 155 2 1 17 175
Western Primary 823 7 440 57 1,327
Secondary 142 9 - 7 158
Southern Primary 973 32 423 222 1,650
Secondary 184 35 - 29 248
Northern Primary 701 26 294 45 1,066
Secondary 141 24 - 8 173
National 8,530 324 3,042 1,591 13,487

Table 1.5 shows the distribution of schools by rural/urban and by province. Eastern Province had the highest
number of schools at 1,473 followed by Southern Province which recorded a total of 1,456 rural schools while
Luapula had the lowest number of rural schools at 101. Furthermore, it was also noted that Luapula Province
had the highest number of urban schools at 817 followed by Copperbelt Province which recorded a total of
778 urban schools. while Muchinga Province had the lowest number of urban schools at 102.

Education Statistics Bulletin 2024 1|Page

Table 1.5: Number of Schools by Rural/Urban and Province, 2024

Location
Province
Rural Urban National
Central 993 515 1,508
Copperbelt 766 778 1,544
Eastern 1,473 175 1,648
Luapula 101 817 918
Lusaka 1,066 224 1,290
Muchinga 756 102 822
Northern 1,022 217 1,239
North Western 820 315 1,135
Southern 1,456 442 1,898
Western 1,278 207 1,485
National 9,731 3,791 13,487

Education Statistics Bulletin 2024 2|Page

CHAPTER 2: Access and Participation

Zambia has made significant strides in improving access to education over the past few years. The
Education-For-All (EFA) Policy, launched in 2018 and expanded in 2021 through to 2024, provides free
schooling for children across the country. Ever since the EFA was launched, there has been a significant
increase in the number of learners (enrolments).

This chapter analyses learners’ data with regard to Access and Participation. Access and Participation refers
to the ability and capacity of the system to provide opportunities for the learners to access education. The
policy of the Ministry of Education is to provide free quality education that is equitable and accessible to all.
This means providing every Zambian child regardless of status with an opportunity to enter and complete
school.

Table 2.1 shows trend statistics of enrolments in all grades disaggregated by sex from 2020 to 2024. In
2024, an overall increase in enrolments was recorded from 5,936,505 in 2023 to 6,527,980. The increase
may largely be attributed to the introduction of Education for all in all public schools which account for a larger
number of learners.

Nevertheless, there were some noticeable reduction in some grades between 2023 and 2024, particularly in
grade 8 where a reduction of 7.66 percent was recorded for both male and female learners. Further, there
was also a reduction in enrolment at secondary (8-12) from 1,404, 355 learners in 2023 to 1,387,186 learners
in 2024 due the abolishment of the automatic progression to grade 8.

Table 2.1: Enrolment by Grade, Sex, Year and Grade Group - 2020 to 2024

Grade Sex 2020 2021 2022 2023 2024 AVG Annual Percent
Male 2,130,643 2,451,612 2,705,036 2,900,203 3,161,778 Growth
9.68Rate Change
9.022023-
All Grades Female 2,174,583 2574002 2833645 3036302 3,366,202 2020-2024
10.96 2024
10.87
Total 4,305,226 5,025,614 5,538,681 5,936,505 6,527,980 (%)
10.33 (%)
9.96
Male 123,689 159,739 180,819 212,395 309,378 30.03 45.66
ECE Female 134,927 176,695 198,919 233,534 342,413 30.76 46.62
Total 258,616 336,434 379,738 445,929 651,791 30.41 46.16
Male 265,064 292,805 316,445 343,078 370,149 7.93 7.89
Grade 1 Female 278,611 304,224 328,024 352,107 390,902 8.06 11.02
Total 543,675 597,029 644,469 695,185 761,051 8.00 9.47
Male 256,632 275,080 297,869 314,971 353,160 7.52 12.12
Grade 2 Female 267,108 286,544 310,464 325,785 370,066 7.71 13.59
Total 523,740 561,624 608,333 640,756 723,226 7.62 12.87
Male 253,211 258,668 283,672 293,791 339,215 6.79 15.46
Grade 3 Female 258,604 272,294 296,916 306,043 353,060 7.31 15.36
Total 511,815 530,962 580,588 599,834 692,275 7.05 15.41
Male 249,137 256,924 281,809 292,805 314,002 5.21 7.24
Grade 4 Female 255,080 264,086 293,489 302,894 334,187 6.20 10.33
Total 504,217 521,010 575,298 595,699 648,189 5.71 8.81
Male 232,173 236,971 265,065 272,139 290,154 4.99 6.62
Grade 5 Female 239,928 246,013 268,945 280,849 305,552 5.47 8.80
Total 472,101 482,984 534,010 552,988 595,706 5.24 7.72
Male 214,518 225,442 251,958 262,525 277,003 5.83 5.51
Grade 6 Female 221,006 235,137 257,806 2699,37 289,028 6.16 7.07
Total 435,524 460,579 509,764 532,462 566,031 5.99 6.30
Male 212,233 201,434 220,821 230,724 245,409 3.13 6.36
Grade 7 Female 212,465 208,363 227,947 238,573 257,116 4.20 7.77
Total 424,698 409,797 448,768 469,297 502,525 3.67 7.08
Male 127,583 162,410 183,897 204,286 188,212 9.50 (7.87)
Grade 8 Female 132,645 178,520 200,203 222,417 205,807 11.03 (7.47)
Total 260,228 340,930 384,100 426,703 394,019 10.28 (7.66)
Education Statistics Bulletin 2024 3|Page
 Grade Sex 2020 2021 2022 2023 2024 AVG Annual Percent
Male 125,717 140,605 153,796 164,512 168,824 Growth
6.86Rate Change
2.622023-
Grade 9 Female 128,624 151,230 166,636 178,480 185,222 2020-2024
8.80 2024
3.78
Total 254,341 291,835 320,432 342,992 354,046 (%)
7.84 (%)
3.22
Male 62,750 89,217 100,285 114,014 112,463 15.84 (1.36)
Grade 10 Female 61,300 93,845 10,6173 120,118 122,810 20.07 2.24
Total 124,050 183,062 206,458 234,132 235,273 17.93 0.49
Male 62,231 82,983 92,325 106,017 109,134 15.07 2.94
Grade 11 Female 60,479 86,436 97,612 111,263 120,123 19.72 7.96
Total 122,710 169,419 189,937 217,280 229,257 17.37 5.51
Male 69,394 69,334 76,275 88,946 84,675 4.40 (4.80)
Grade 12 Female 58,733 70,615 80,511 94,302 89,916 10.62 (4.65)
Total 128,127 139,949 156,786 183,248 174,591 7.25 (4.72)

Grade Sex 2020 2021 2022 2023 2024 AVG Annual Growth Rate Percent Change 2023-2024
Male 123,689 159,739 180,819 212,395 309,378 2020-202430.03
(%) (%) 45.66
ECE Female 134,927 176,695 198,919 233,534 342,413 30.76 46.62
Total 258,616 336,434 379,738 445,929 651,791 30.41 46.16
Male 168,2968 174,7324 191,7639 2,0100,33 2,189,092 6.01 8.91
Grade 1-7 Female 1,732,802 1,816,661 1,983,591 2,076,188 2,299,911 6.55 10.78
Total 3,415,770 3,563,985 3,901,230 4,086,221 4,489,003 6.28 9.86
Male 253,300 303,015 337,693 368,798 357,036 8.19 (3.19)
Grade 8-9 Female 261,269 329,750 366,839 400,897 391,029 9.93 (2.46)
Total 514,569 6327,65 704,532 769,695 748,065 9.08 (2.81)
Grade Male 194,375 241,534 268,885 308,977 306,272 11.51 (0.88)
Female 180,512 250,896 284,296 325,683 332,849 16.88 2.20
10-12
Total 374,887 492,430 553,181 634,660 639,121 14.10 0.70

The following table shows enrolments by grade, sex and province for the year 2024. From the analysis in
Table 2.2, out of the total enrolments (6,527,980), Copperbelt recorded the highest share enrolments with
957,565 (14.7% of total enrolments) learners while Muchinga recorded the lowest number of enrolments with
only 164,738 (2.5% of total enrolments).

Table 2.2: Enrolment of ECE to Grade 12 by Grade, Sex and Province, 2024

Grade Group Sex Province

Central Copperbelt Eastern Luapula Lusaka Muchinga Northern Northern Southern Western National
Male 383,267 454,274 375,789 247,389 357,989 162,563 240,613
Western 272,415 421,568 245,911 3,161,778
All Grades Female 408,417 503,291 410,288 249,807 395,501 164,738 254,293 278,776 441,469 259,622 3,366,202
Total 791,684 957,565 786,077 497,196 753,490 327,301 494,906 551,191 863,037 505,533 6,527,980
Male 38,117 38,326 52,081 21,224 32,109 15,482 17,809 17,807 52,725 23,698 309,378
ECE Female 42,329 43,418 60,702 23,855 34,373 16,764 19,412 19,804 55,762 25,994 342,413
Total 80,446 81,744 112,783 45,079 66,482 32,246 37,221 37,611 108,487 49,692 651,791
Male 44,779 41,995 51,931 33,715 30,899 21,292 29,058 37,923 47,452 31,105 370,149
Grade 1 Female 47,810 45,104 57,208 34,295 31,863 22,081 30,182 40,531 48,984 32,844 390,902
Total 92,589 87,099 109,139 68,010 62,762 43,373 59,240 78,454 96,436 63,949 761,051
Male 44,383 44,062 45,039 32,363 30,274 19,899 27,459 35,102 45,622 28,957 353,160
Grade 2 Female 46,294 46,496 50,813 32,303 32,344 19,744 28,615 36,256 47,502 29,699 370,066
Total 90,677 90,558 95,852 64,666 62,618 39,643 56,074 71,358 93,124 58,656 723,226
Male 43,206 42,918 41,749 29,270 30,782 19,301 26,031 32,367 46,268 27,323 339,215
Grade 3 Female 46,343 46,312 45,710 28,920 32,768 18,665 26,807 33,250 46,070 28,215 353,060
Total 89,549 89,230 87,459 58,190 63,550 37,966 52,838 65,617 92,338 55,538 692,275
Male 40,837 42,051 37,628 25,001 31,844 16,951 24,180 29,316 40,998 25,196 314,002
Grade 4 Female 43,214 45,967 41,817 26,332 34,933 17,443 25,363 29,988 42,732 26,398 334,187
Total 84,051 88,018 79,445 51,333 66,777 34,394 49,543 59,304 83,730 51,594 648,189
Male 37,791 40,067 32,878 22,827 31,324 15,476 21,915 26,088 38,573 23,215 290,154
Grade 5 Female 38,403 43,564 36,380 22,977 34,389 15,860 22,590 26,559 40,902 23,928 305,552
Total 76,194 83,631 69,258 45,804 65,713 31,336 44,505 52,647 79,475 47,143 595,706
Grade 6 Male 34,481 39,572 31,020 20,755 30,651 15,017 20,393 24,173 38,953 21,988 277,003
Female 36,846 43,625 33,590 20,469 33,536 14,837 21,178 23,531 39,607 21,809 289,028

Education Statistics Bulletin 2024 4|Page

Grade Group Sex Province
Central Copperbelt Eastern Luapula Lusaka Muchinga Northern Northern Southern Western National
Total 71,327 83,197 64,610 41,224 64,187 29,854 41,571
Western 47,704 78,560 43,797 566,031
Male 29,032 36,350 25,545 17,611 29,574 11,342 20,929 19,367 36,531 19,128 245,409
Grade 7 Female 30,473 39,274 27,915 16,779 32,757 11,240 22,023 18,619 37,417 20,619 257,116
Total 59,505 75,624 53,460 34,390 62,331 22,582 42,952 37,986 73,948 39,747 502,525
Male 21,121 35,558 18,586 13,157 27,005 8,955 14,066 15,603 21,308 12,853 188,212
Grade 8 Female 22,669 41,486 18,992 13,056 31,808 9,239 15,408 15,566 23,305 14,278 205,807
Total 43,790 77,044 37,578 26,213 58,813 18,194 29,474 31,169 44,613 27,131 394,019
Male 18,647 31,539 13,113 11,219 27,407 6,346 14,620 12,109 20,622 13,202 168,824
Grade 9 Female 19,924 35,982 13,311 11,232 31,983 6,611 15,927 12,954 23,255 14,043 185,222
Total 38,571 67,521 26,424 22,451 59,390 12,957 30,547 25,063 43,877 27,245 354,046
Male 11,893 23,643 9,855 7,298 20,713 4,723 7,843 8,096 11,793 6,606 112,463
Grade 10 Female 13,111 27,604 9,202 7,185 22,854 4,788 8,913 8,459 13,243 7,451 122,810
Total 25,004 51,247 19,057 14,483 43,567 9,511 16,756 16,555 25,036 14,057 235,273
Male 10,997 21,999 9,617 7,161 20,028 4,793 8,569 7,992 11,707 6,271 109,134
Grade 11 Female 12,338 25,566 8,915 7,129 23,684 4,686 9,627 7,746 13,150 7,282 120,123
Total 23,335 47,565 18,532 14,290 43,712 9,479 18,196 15,738 24,857 13,553 229,257
Male 7,983 16,194 6,747 5,788 15,379 2,986 7,741 6,472 9,016 6,369 84,675
Grade 12 Female 8,663 18,893 5,733 5,275 18,209 2,780 8,248 5,513 9,540 7,062 89,916
Total 16,646 35,087 12,480 11,063 33,588 5,766 15,989 11,985 18,556 13,431 174,591
Grade Male 274,509 287,015 265,790 181,542 215,348 119,278 169,965 204,336 294,397 176,912 2,189,092
Female 289,383 310,342 293,433 182,075 232,590 119,870 176,758 208,734 303,214 183,512 2,299,911
1-7
Total 563,892 597,357 559,223 363,617 447,938 239,148 346,723 413,070 597,611 360,424 4,489,003
Grade Male 314,277 354,112 297,489 205,918 269,760 134,579 198,651 232,048 336,327 202,967 2,546,128
Female 331,976 387,810 325,736 206,363 296,381 135,720 208,093 237,254 349,774 211,833 2,690,940
1-9
Total 646,253 741,922 623,225 412,281 566,141 270,299 406,744 469,302 686,101 414,800 5,237,068
Grade Male 39,768 67,097 31,699 24,376 54,412 15,301 28,686 27,712 41,930 26,055 357,036
Female 42,593 77,468 32,303 24,288 63,791 15,850 31,335 28,520 46,560 28,321 391,029
8-9
Total 82,361 144,565 64,002 48,664 118,203 31,151 60,021 56,232 88,490 54,376 748,065
Grade Male 70,641 128,933 57,918 44,623 110,532 27,803 52,839 50,272 74,446 45,301 663,308
Female 76,705 149,531 56,153 43,877 128,538 28,104 58,123 50,238 82,493 50,116 723,878
8-12
Total 147,346 278,464 114,071 88,500 239,070 55,907 110,962 100,510 156,939 95,417 1,387,186

Grade One (1) Entrants

In the Zambian Education System, the official entry age into grade 1 is seven (7) years. Nevertheless, plans
to revise the entry age from seven (7) years to six (6) years are underway alongside the change in the national
Curriculum.

Table 2.3 shows the number of grade one (1) entrants in 2024 without repeaters. A comparison of grade one
entrants across the provinces shows that Eastern province recorded the highest learners entering grade one
without repeaters while Muchinga recorded the lowest for both male and female.

Table 2.3: Number of Grade 1 Entrants by Province and Age (Excluding Repeaters)
Province/ Under 7 Years 7 Years 7 Years and Older Total
Age/Sex Total Male Female Total Male Female Total Male Female Both Male Female
Central 9,594 4,416 5,178 40,968 19,509 21,459 42,027 20,854 21,173 92,589 44,779 47,810
Copperbelt 9,026 4,141 4,885 38,540 18,296 20,244 39,533 19,558 19,975 87,099 41,995 45,104
Eastern 11,317 5,121 6,196 48,302 22,625 25,677 49,520 24,185 25,335 109,139 51,931 57,208
Luapula 7,039 3,325 3,714 30,081 14,688 15,393 30,890 15,702 15,188 68,010 33,715 34,295
Lusaka 6,498 3,047 3,451 27,762 13,461 14,301 28,502 14,391 14,111 62,762 30,899 31,863
Muchinga 4,491 2,100 2,391 19,187 9,276 9,911 19,695 9,916 9,779 43,373 21,292 22,081
North -Western 6,135 2,866 3,269 26,207 12,660 13,547 26,898 13,532 13,366 59,240 29,058 30,182
Northern 8,130 3,740 4,390 34,714 16,522 18,192 35,610 17,661 17,949 78,454 37,923 40,531
Southern 9,984 4,679 5,305 42,659 20,673 21,986 43,793 22,100 21,693 96,436 47,452 48,984
Western 6,624 3,067 3,557 28,293 13,551 14,742 29,032 14,487 14,545 63,949 31,105 32,844
National 78,838 36,502 42,336 336,713 161,261 175,452 345,500 172,386 173,114 761,051 370,149 390,902

Education Statistics Bulletin 2024 5|Page

Table 2.4 indicates the number of Grade 1 entrants with pre-school experience. From the analysis and a
comparison across the provinces, Southern province had the largest share of Grade 1 entrants with ECE
experience while North Western had the lowest.

Table 2.4: Grade 1 Entrants with Pre-School Experience by Sex and Province, 2024
Province/Sex Female Male Total % Female % of Enrolment
Central 25,525 27,272 52,797 51.7 57.0
Copperbelt 21,981 23,236 45,217 51.4 51.9
Eastern 27,617 30,708 58,325 52.6 53.4
Luapula 12,878 13,341 26,219 50.9 38.6
Lusaka 17,709 18,642 36,351 51.3 57.9
Muchinga 9,610 10,006 19,616 51.0 45.2
North-Western 8,743 9,724 18,467 52.7 31.2
Northern 13,831 13,139 26,970 48.7 34.4
Southern 33,320 34,454 67,774 50.8 70.3
Western 15,835 16,703 32,538 51.3 50.9
National 187,049 197,225 384,274 51.3 50.5

Tables 2.5 to 2.13 show Gross and Net Intake Rates, Gross and Net Enrolment.

Table 2.5: Gross Intake Rate (%) by Sex, 2020 - 2024

Year
Sex 2020 2021 2022 2023 2024
Male 94.30 103.1 107.02 110.2 125.2
Female 99.90 108.7 112.70 115.5 132.8
National 97.10 105.9 109.85 112.8 129.0

Table 2.6: Gross Intake Rate (%) for Grade 1 by Sex and Province, 2024

Province Female Male Total

Central 109.7 117.6 113.7
Copperbelt 143.2 152.7 147.9
Eastern 151.5 168.7 160.0
Luapula 154.2 155.3 154.7
Lusaka 59.2 61.9 60.5
Muchinga 113.8 114.9 114.4
North Western 168.9 176.1 172.5
Northern 143.6 151.2 147.4
Southern 128.1 136.3 132.2
Western 174.9 187.6 181.2
National 125.2 132.8 129.0

Table 2.7: Net Enrolment (%) by Sex, 2020 – 2024

Sex Year
2020 2021 2022 2023 2024
Male 44.2 50.9 52.8 57.0 54.6
Female 47.4 54.9 56.0 53.4 59.6
National 45.9 52.9 55.2 55.2 57.1

Education Statistics Bulletin 2024 6|Page

Table 2.8: Net Intake Rate (%) for Grade 1 by Sex and Province, 2024
Province Male Female Total
Central 47.8 52.8 50.3
Copperbelt 62.4 68.5 65.5
Eastern 66.0 75.7 70.8
Luapula 67.2 69.7 68.4
Lusaka 25.8 27.8 26.8
Muchinga 49.6 51.6 50.6
North Western 73.6 79.0 76.3
Northern 62.6 67.9 65.2
Southern 55.8 61.2 58.5
Western 76.2 84.2 80.2
National 54.6 59.6 57.1

Table 2.9: Gross Enrolment Rate (%) by Grade Group and Sex, 2020 – 2024
Grade/Sex 2020 2021 2022 2023 2024
Grades 1-7
Male 94.7 97.7 108.9 105.0 113.9
Female 98.6 102.3 104.5 111.4 120.1
Total 96.6 100.0 106.7 109.2 117.0
Grades 8-12
Male 45.0 53.1 61.49 61.3 57.9
Female 44.2 56.9 56.98 66.0 62.8
Total 44.6 55.0 59.23 63.7 60.3

Table 2.10: Gross Enrolment Rate (%) by Grade and Province, 2024
Province/ Grade Grade Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade Grade Grade
Central 114.0 115.3 110.7 102.6 98.3 83.9 63.0 56.4 37.1 11
35.0 12
25.1
Grade Group 113.7
1 2 10
Copperbelt 147.9 157.5 158.6 159.7 155.2 157.9 146.7 153.2 139.5 111.3 109.2 85.2
Eastern 160.0 144.5 135.3 126.1 112.8 107.9 91.6 66.6 48.9 37.1 38.2 27.1
Luapula 154.7 150.4 138.0 124.3 113.5 104.5 89.2 70.2 63.6 43.8 46.6 38.9
Lusaka 60.5 62.6 65.9 71.7 72.8 73.6 74.1 71.7 73.2 54.9 56.5 44.4
Muchinga 114.4 109.1 108.7 101.3 93.9 91.0 70.0 59.2 43.9 33.2 34.2 21.6
North Western 172.5 166.3 159.4 152.4 140.0 133.9 141.8 99.9 107.7 62.5 72.7 68.9
Northern 147.4 137.9 130.2 120.7 109.7 101.7 82.9 69.8 57.9 40.1 40.2 32.3
Southern 132.2 130.3 131.9 122.1 118.6 120.2 116.2 72.1 73.4 44.0 46.2 36.6
Western 181.2 168.0 160.4 150.3 139.0 130.8 120.1 83.8 87.3 47.1 47.3 48.9
National 129.0 125.9 123.6 118.5 111.5 108.5 98.8 79.6 73.9 51.1 52.0 41.3

Table 2.11: Net Enrolment Rate (NER) by Grade Group and Sex, 2020 – 2024
Grade/Sex Year
2020 2021 2022 2023 2024
Grade 1-7
Male 79.9 82.5 82.6 89.6 94.0
Female 83.8 87.0 87.0 94.1 100.3
Total 81.8 84.7 84.8 91.8 97.2
Grade 8 - 12
Male 37.5 44.9 45.1 46.2 47.3
Female 37.5 48.4 48.6 51.2 52.5
Total 37.6 46.6 46.8 48.7 49.9

Education Statistics Bulletin 2024 7|Page

Table 2.12: Net Enrolment Rate (%) by Grade Group, Sex and Province, 2024
Grade 1-7 Grade 8-12
Province/Sex
Male Female Total Male Female Total
Central 85.4 91.2 88.3 34.4 37.7 36.1
Copperbelt 121.5 131.8 126.7 92.2 108.9 100.6
Eastern 100.1 113.3 106.6 36.4 36.9 36.7
Luapula 106.0 106.6 106.3 44.4 44.3 44.4
Lusaka 52.7 57.9 55.3 46.4 53.8 50.1
Muchinga 83.3 83.0 83.1 32.6 31.9 32.2
North-Western 122.9 129.8 126.3 65.4 72.5 69.0
Northern 99.7 102.3 101.0 40.3 40.4 40.4
Southern 98.9 106.4 102.6 42.5 49.6 46.0
Western 121.4 129.1 125.2 49.1 56.4 52.7
National 94.0 100.3 97.2 47.3 52.5 49.9

Table 2.13: Net Enrolment Rate by Grade and Province, 2024

Province/ Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 12
Central
Grade 50.3 42.4 39.0 35.7 30.5 28.8 23.2 18.1 16.8 11.8 11.5
Copperbelt 65.5 58.6 53.7 51.5 46.1 46.3 40.6 44.1 41.4 35.3 35.9
Eastern 70.8 53.8 45.8 40.6 33.5 31.7 25.3 19.1 14.5 11.8 12.5
Luapula 68.4 55.9 46.7 40.0 33.7 30.6 24.6 20.2 18.9 13.9 15.3
Lusaka 26.8 23.3 22.3 23.1 21.6 21.6 20.5 20.6 21.8 17.4 18.6
Muchinga 50.6 40.6 36.8 32.6 27.9 26.7 19.3 17.0 13.0 10.5 11.2
North Western 76.3 61.9 54.0 49.1 41.6 39.3 39.2 28.7 32.0 19.8 23.9
Northern 65.2 51.3 44.1 38.9 32.6 29.8 22.9 20.0 17.2 12.7 13.2
Southern 58.5 48.5 44.6 39.3 35.3 35.3 32.1 20.7 21.8 13.9 15.2
Western 80.2 62.5 54.3 48.4 41.3 38.3 33.2 24.1 25.9 14.9 15.6
National 57.1 46.8 41.8 38.2 33.1 31.8 27.3 22.9 21.9 16.2 17.1

Education Statistics Bulletin 2024 8|Page

CHAPTER 3: Efficiency

Efficiency in education is a crucial indicator that involves diverse strategies, approaches, and technologies
aimed at improving the learning process to achieve maximum outcomes with minimal resources. In today's
rapidly evolving world, where knowledge is abundant and the demands on educational systems are
continually increasing, the importance of efficiency in education cannot be overstated.

This chapter evaluates efficiency in education using three key indicators: Transition Rates, Repetition
Rates, and Dropout Rates. Efficiency in education is critical in addressing the following areas:

1. Resource Allocation

Efficient education begins with the effective allocation of resources, including funding, personnel, time, and
infrastructure. By strategically distributing resources based on identified needs and priorities, educational
institutions can optimize their capacity to deliver quality education. Thoughtful resource allocation ensures
that every learner benefits from equitable access to educational opportunities, fostering a more productive
learning environment.

2. Technology Integration

The integration of Artificial Intelligence (AI) and other advanced technologies into education has become
key for enhancing efficiency. Digital tools and platforms can:

• Streamline administrative tasks,

• Facilitate communication among stakeholders,
• Personalize learning experiences, and
• Provide access to a wealth of educational resources.

From learning management systems to online assessment tools, technology is revolutionizing the
educational landscape, making learning more efficient, accessible, and engaging.

3. Personalized Learning

Recognizing that each learner has unique needs and preferences, personalized learning approaches aim
to tailor instruction to individual students. By leveraging data analytics, adaptive learning algorithms, and
differentiated instruction techniques, educators can:

• Address diverse learning styles and abilities,

• Maximize learning outcomes, and
• Minimize wasted time and effort.

This approach ensures that each pupil progresses at their own pace while achieving core learning objectives,
fostering a more inclusive and effective educational environment.

Therefore, Efficiency in education is pivotal to meeting the growing demands of modern educational systems.
By focusing on strategic resource allocation, harnessing the potential of technology, and adopting
personalized learning methods, institutions can create a framework that not only meets the needs of today's
learners but also prepares them for the challenges of tomorrow.

Education Statistics Bulletin 2024 9|Page

The statistics in Table 3.1 reveals notable trends in transition rates by grade groups and sex from 2020 to
2024.

Table 3.1: Transition Rate by Grade Group and Sex, 2020 – 2024
Grade Group Sex Year
2020 2021 2022 2023 2024
Male 62.5 72.5 79.2 75.0 81.6
Grades 7-8 Female 63.0 76.7 81.1 76.4 86.3
Total 63.0 74.6 80.2 75.7 84.0
Male 46.8 53.2 49.6 45.7 68.4
Grade 9-10 Female 47.2 56.0 50.3 45.5 68.8
Total 46.8 54.6 50.0 45.6 68.6

In table 3.2, Lusaka Province recorded the highest transition rates for grades 7-8 (119.2 percent) while North
western Province had the lowest (56.4 percent). The transition rates from grade 9 to 10 ranged from a low of
52.9 percent in North Western Province to a high of 85.4 percent in Eastern Province (Table 3.2).

Table 3.2: Transition Rate by Grade Group and Sex, 2024

Grade Sex Central Copperbelt Eastern Luapula Lusaka Muchinga North Western Northern Southern Western
Table
Grade 3.2: Transition
Male Rates by99.9
78.2
Grade Group,
86.8 Sex78.7
and Province,
117.2 2024
80.8 51.5 84.0 65.8 73.1
Group Female 79.4 106.6 80.9 80.2 121.0 85.5 61.7 92.3 70.0 74.9
7-8 Total 78.8 103.4 83.7 79.4 119.2 83.1 56.4 87.9 67.9 74.0
Grade Male 61.4 71.4 91.5 60.5 84.7 72.6 50.9 69.1 59.1 59.2
Female 60.5 74.3 79.7 61.0 82.3 73.1 54.8 73.0 62.1 58.2
9-10 Total 60.9 72.9 85.4 60.7 83.4 72.9 52.9 71.1 60.6 58.6

In Table 3.3 shows Repetition rates for both Primary (1-7) and Secondary levels (8-12). At primary there was
an increase in the repetition rate from 3.9% in 2023 to 11.8% in 2024. This change may be attributed to the
abolishment of automatic progression. At secondary level, a slight improvement, declining from 3.2% in 2023
to 3.0% in 2024, indicating gradual progress in retaining learners and enhancing their progression through
secondary grades. Efforts to reduce repetition rates, especially in primary grades, remain critical for
optimizing resource utilization and achieving better educational outcomes. Targeted strategies should focus
on sustaining and expanding current interventions to address the underlying causes of grade repetition.

Table 3.3: Repetition Rate by Grade Group and Sex, 2020 - 2024
Grade Group Sex Year
2020 2021 2022 2023 2024
Male 4.9 4.1 4.1 4.0 12.6
Grade 1-7 Female 4.5 4.0 4.1 3.8 11.1
Total 4.8 4.1 4.1 3.9 11.8
Male 0.9 4.0 4.8 3.2 3.2
Grade 8-12 Female 1.0 4.0 4.5 3.1 2.8
Total 1.0 4.0 4.6 3.2 3.0

By province, the repetition rates for primary grades ranged from a low of 5.1 percent in Lusaka to a high of
16.2 percent in Muchinga. For secondary grades, the repetition rates ranged from a low of 1.3 percent in
Lusaka to 5.2 percent in Eastern (Table 3.4).

Education Statistics Bulletin 2024 10 | P a g e

 Table 3.4 Repetition Rates (%) by Grade Group, Sex and Province, 2024
Grade Sex Central Copperbelt Eastern Luapula Lusaka Muchinga North Northern Southern Western
Group
Grade Male 11.0 8.1 16.0 13.2 5.9 16.4 Western
12.0 14.8 15.5 15.1
Female 9.2 6.5 14.5 12.5 4.4 16.0 11.0 14.3 12.9 13.1
1-7 Total 10.1 7.3 15.2 12.8 5.1 16.2 11.5 14.5 14.2 14.1
Grade Male 3.3 2.5 5.2 4.0 1.4 3.6 2.1 4.1 4.1 4.8
Female 2.4 2.3 5.2 3.9 1.2 4.7 1.7 3.9 3.4 3.3
8-12 Total 2.8 2.4 5.2 3.9 1.3 4.2 1.9 4.0 3.7 4.0

Dropout rates represent the proportion of learners who leave the education system for any reason and are
a critical indicator of progress toward achieving Universal Access to Education. Table 3.5 presents dropout
rates by grade group and sex for the period 2020 to 2024.
Grades 1 to 7:

• The dropout rates remained consistently low, below 2% throughout the period.
• Male learners: Rates were stable at 1.6% from 2020 to 2023, slightly increasing to 1.7% in 2024.
• Female learners: Rates decreased from 2.0% in 2020 to 1.7% in 2021, remaining steady until a
slight rise to 1.8% in 2024.
• Overall: The total dropout rate stayed at 1.7% from 2021 to 2024, indicating strong retention in
primary grades.

Grade 8 to 12

• Dropout rates were higher compared to primary grades but showed a significant improvement over
time.
• Male learners: Rates peaked at 2.1% in 2022 before dropping to 0.7% in 2024.
• Female learners: Rates followed a similar trend, peaking at 2.6% in 2022 and declining to 1.3% in
2024.
• Overall: The total dropout rate dropped from 2.3% in 2022 to 1.0% in 2024, reflecting better retention
in recent years.

The steady improvement in dropout rates, particularly in Grades 8 to 12, underscores efforts to enhance
learner retention across the education system. However, maintaining these gains and addressing gender
disparities in specific years will be essential for achieving universal access to education.

Table 3.5: Dropout Rate by Grade Group and Sex, 2020 - 2024
Grade Group Sex Year
2020 2021 2022 2023 2024
Male 1.6 1.6 1.6 1.6 1.7
Grade 1-7 Female 2.0 1.7 1.7 1.7 1.8
Total 1.8 1.6 1.7 1.7 1.7
Grade 8-12 Male 0.7 1.8 2.1 1.6 0.7
Female 1.8 2.3 2.6 1.8 1.3
Total 1.2 2.1 2.3 1.7 1.0

By province, the dropout rates for primary grades ranged from a low of 0.9 percent in Copperbelt to a high of
3.0 percent in Northern. For secondary grades, the dropout rates ranged from a low of 0.7 percent in
Copperbelt to 1.5 percent in Northern (Table 3.6).

Table 3.6 Dropout Rates (%) by Grade Group, Sex and Province, 2024
Grade Sex Central Copperbelt Eastern Luapula Lusaka Muchinga North Northern Southern Western
Group
Grade Male 1.5 0.9 2.2 2.7 1.0 2.3 Western
1.6 3.0 1.1 1.6
Female 1.6 0.9 2.3 2.9 1.1 2.4 1.9 3.1 1.2 1.6
1-7 Total 1.6 0.9 2.3 2.8 1.0 2.3 1.7 3.0 1.1 1.6
Grade Male 0.8 0.5 0.9 1.1 0.4 1.0 0.6 1.1 1.0 0.8
Female 1.3 0.8 1.8 1.6 1.3 1.5 0.9 1.8 1.5 1.0
8-12 Total 1.0 0.7 1.4 1.3 0.9 1.3 0.8 1.5 1.3 0.9

Education Statistics Bulletin 2024 11 | P a g e

CHAPTER 4: Equity

In Education, Equity measures achievement, fairness and opportunity to access learning and teaching.
Therefore, this chapter focusses on indicators such as Gender Parity Index in schools by grade and province,
grade group and province as well as by grade group and agency. In the education sector, orphans, girls and
learners with special education needs have been identified as the disadvantaged categories of children who
should be targeted in the development of interventions to facilitate their full participation in the education
system. It is also important to note the promotion of equity programmes and interventions are meant to drive
the nation towards achieving the Education for All policy.

The high numbers in pregnancy cases may be attributed to the early marriages, peer pressure and lack of
exposure to comprehensive sexuality education mostly in rural areas.

However, these high records of pregnancies may be mitigated through the following:
- Educating the adolescents about sexuality because most teenagers may lack sexual health
education and be unaware of preventing unwanted and sexually transmitted diseases (STDs).
- Increased use of contraceptives which provides access to contraceptives to prevent unplanned
pregnancies.
- Reduce forced sex which will eventually address sexual violence and ensure consent.
- Prevent early marriage through educating the teenagers about the risks of early marriage.
- Monitor the influence of media by promoting media literacy and critical thinking.
- Counsel male adolescents through addressing the role of boys in preventing teen pregnancy.
- Provide career counselling by improving access to education and employment opportunities.
- Abstinence education. Teenagers need to be taught the benefits of respecting the choice of
abstinence.

NOTE: The number of Pregnancies is recorded from a particular year under consideration while Re-admissions include
data from previous years. In other terms, learners who are re-admitted in a particular year may have come back to school
after more than one year adding to those from the previous year. For this reason, in some provinces, there may be higher
numbers of re-admissions than that of pregnancies.

Table 4.1 shows the number of pregnancies and re-admissions by province and grade groups. An analysis
Eastern province recorded the highest number of pregnancies and re-admissions at grade 1-7 while
Muchinga province at recorded the lowest. At junior secondary level, Southern province recorded the highest
number of pregnancies and Muchinga the least. At senior secondary level, Copperbelt recorded the highest
number of pregnancies compared to lowest figures in Muchinga.

Table 4.1: Number of Pregnancies and Re-Admissions by Grade Group and Province, 2024
Province/ Grade 1-7 Grade 8-9 Grade 10-12
Pregnancies Re-admits Pregnancies Re-admits Pregnancies Re-admits
Grade Group
Central 750 667 489 527 37 572
Copperbelt 419 439 469 497 278 646
Eastern 1589 1027 546 732 54 515
Luapula 747 594 487 415 33 366
Lusaka 355 350 477 495 111 598
Muchinga 178 255 98 159 22 198
North Western 707 766 342 669 36 668
Northern 566 337 379 411 125 408
Southern 1,180 886 1085 1,020 227 979
Western 616 728 339 504 58 506
National 7,107 6,049 4,711 5,429 981 5,456

Education Statistics Bulletin 2024 12 | P a g e

 Table 4.2: Number of Pregnancies and Re-Admissions by Grade Group, Rural/Urban and Province,
2024
Province/ Pregnant Re-admitted Pregnant Re-admitted Pregnant Re-admitted
Grade Group Grade 1-7 Grade 1-7 Grade 8-9 Grade 8-9 Grade 10-12 Grade 10-12
Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban
Central 1014 34 604 102 596 144 406 123 121 44 487 123
Copperbelt 215 134 302 97 155 108 254 202 29 43 231 388
Eastern 1928 114 969 93 565 163 604 96 60 24 413 104
Luapula 369 13 533 68 285 24 355 50 44 10 281 80
Lusaka 168 134 213 182 256 201 144 353 35 56 144 493
Muchinga 81 7 205 18 174 34 130 21 50 6 159 34
North-Western 282 34 332 33 283 128 342 52 58 26 292 118
Northern 867 289 651 90 495 126 611 87 82 16 564 84
Southern 611 74 772 131 486 51 898 153 129 32 660 304
Western 618 121 606 48 300 137 473 75 66 50 335 162
National 6153 954 5187 862 3595 1116 4217 1212 674 307 3566 1890

Gender Parity Index

Gender Parity Index is the ratio of female to male pupils. A GPI lower than one (1) means that there are
more males than females attending school, while a GPI greater than one means there are more females than
males. The ideal GPI is one signifying equal school attendance by both males and females but given Zambia's
demographic profile of slightly higher number of females than males in the population, a GPI of slightly higher
than 1 is desirable i.e. there are slightly more females than males attending school. Gender Parity Index in
education serves as a valuable tool for identifying and addressing gender disparities in access and
participation in education. By monitoring progress over time and informing policy and programmatic
interventions, it contributes to the advancement of gender equality and the fulfilment of every individual's right
to education, regardless of sex.

Tables 4.3 – 4.7 show Gender Parity Index by single Grades, groups and provinces.

From table 4.3, the Gender Parity Index (GPI) was consistently above one (1) from the year 2020 to 2024.
This consistence in GPI implies that the number of male learners attending school to that of female learners
was equal (aggregated). However, the story at secondary level was a bit different. In 2020 and 2024 GPI was
below one (1) implying that there were more male learners attending school than female learners.
Nevertheless, a balance was attained and maintained from 2021 throughout to 2024.

Table 4.3: Gender parity index for Grades 1-7 and Grades 8-12 from 2020 to 2024
Year
Grade
2020 2021 2022 2023 2024
Grade 1-7 1.03 1.01 1.03 1.03 1.05
Grade 8-12 0.94 1.07 1.07 1.07 1.09

Education Statistics Bulletin 2024 13 | P a g e

Fig. 4.3: Gender parity index for Grades 1-7 and 8-12 from 2020 to 2024

Table 4.4 show GPIs across provinces. The table clearly shows that a GPI greater than 1 was attained in all
the provinces for almost all the grades except for a few grades such as 2 to 3 and 6 to 12 in Muchinga
province. A similar pattern is seen in Luapula province specifically for grades 3, 6, 7 ,8, 10 grade 12.

Table 4.4: Gender parity index in all schools by grade and agency – 2024
Province/Grade ECE Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Community 1.06 1.01 0.95 1.03 1.01 1.01 1.05 1.01 1.03 1.23 1.3 1.3 1.42
Grant Aided 1.04 1.44 1.03 1.09 1.08 1.18 1.23 1.23 1.39 1.45 1.39 1.36 1.34
GRZ 1.01 1.02 1.02 1.03 1.04 1.03 1.02 1.03 1.08 1.06 1.03 1.02 1.09
Private 1.01 1.06 1.01 1.04 1.05 1.07 1.08 1.06 1.04 1.1 1.1 1.13 1.07

Table 4.5: Gender Parity Index by Province

Province Grade 1-7 Grade 8-12
Central 1.05 1.09
Copperbelt 1.08 1.16
Eastern 1.10 0.97
Luapula 1.00 0.98
Lusaka 1.08 1.16
Muchinga 1.04 1.01
North Western 1.04 1.10
Northern 1.02 1.00
Southern 1.03 1.11
Western 1.04 1.11
National 1.05 1.09

Table 4.6: Gender parity index in all schools by grade group and agency – 2024
Province/Grade Grade 1-7 Grade 8-12
Community 1.11 0.92
Grant Aided 1.01 1.04
GRZ 1.10 1.02
Private 1.00 0.93

Education Statistics Bulletin 2024 14 | P a g e

Table 4.7: Gender Parity Index in All Schools by Grade and Province – 2024
Province/Grade ECE Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Central 1.11 1.07 1.04 1.07 1.06 1.02 1.07 1.05 1.07 1.07 1.10 1.12 1.09
Copperbelt 1.13 1.07 1.06 1.08 1.09 1.09 1.10 1.08 1.17 1.14 1.17 1.16 1.17
Eastern 1.17 1.10 1.13 1.10 1.11 1.11 1.08 1.09 1.02 1.02 0.93 0.93 0.85
Luapula 1.12 1.02 1.00 0.99 1.05 1.01 0.99 0.95 0.99 1.00 0.99 1.00 0.91
Lusaka 1.07 1.03 1.07 1.07 1.10 1.10 1.09 1.11 1.18 1.17 1.10 1.18 1.18
Muchinga 1.08 1.04 0.99 0.97 1.03 1.03 0.99 0.99 1.03 1.04 1.01 0.98 0.93
North Western 1.09 1.04 1.04 1.03 1.05 1.03 1.04 1.05 1.10 1.09 1.14 1.12 1.07
Northern 1.11 1.07 1.03 1.03 1.02 1.02 0.97 0.96 1.00 1.07 1.05 0.97 0.85
Southern 1.06 1.03 1.04 1.00 1.04 1.06 1.02 1.02 1.09 1.13 1.12 1.12 1.06
Western 1.10 1.06 1.03 1.03 1.05 1.03 0.99 1.08 1.11 1.06 1.13 1.16 1.11
National 1.11 1.06 1.05 1.04 1.06 1.05 1.04 1.05 1.09 1.10 1.09 1.10 1.06

Out of School Children

Tables 4.8 and 4.9 show the distribution of the out of school children aged 7 to 18 years by province for the
year 2024. In some ages of most provinces such as 8 to 15 years the numbers of children in schools were
more than those in the projected national population.

Table 4.8: Out-of-School Children by Age, Sex and Province, 2024

Age
Grade Sex
7 Years 8 Years 9 Years 10 Years 11 Years 12 Years 13 Years 14 Years 15 Years 16 Years 17 Years 18 Years
Male 2,997 (5,401) (9,794) (11,327) (10,666) (11,514) (9,290) (8,161) (4,617) 9,340 13,845 18,188
Central Female 1,161 (7,272) (11,689) (13,599) (12,796) (13,677) (12,464) (10,471) (6,579) 8,595 13,663 18,758
Total 4,158 -12,673 (21,483) (24,926) (23,462) (25,191) (21,754) (18,632) (11,196) 17,935 27,508 36,946
Male 14,808 5,629 446 (2,178) (3,017) (5,550) (5,250) (6,517) (4,207) 7,993 13,704 20,766
Copperbelt Female 12,600 3,275 (1,949) (5,338) (6,641) (9,393) (11,088) (12,298) (10,208) 3,568 10,598 19,807
Total 27,408 8,904 (1,503) (7,516) (9,658) (14,943) (16,338) (18,815) (14,415) 11,561 24,302 40,573
Male 4,143 (3,130) (5,984) (6,101) (4,588) (5,098) (2,801) (1,470) 2,075 17,621 20,982 24,276
Eastern Female 148 (7,770) (10,247) (10,734) (8,939) (9,177) (7,258) (4,293) 440 17,715 21,746 25,324
Total 4,291 -10,900 (16,231) (16,835) (13,527) (14,275) (10,059) (5,763) 2,515 35,336 42,728 49,600
Male 2,301 (3,395) (5,479) (5,213) (4,101) (4,560) (3,395) (3,098) (1,320) 9,520 12,009 14,542
Luapula Female 1,889 (3,516) (5,277) (5,600) (4,486) (4,715) (3,940) (3,036) (1,049) 10,242 12,917 15,683
Total 4,190 (6,911) (10,756) (10,813) (8,587) (9,275) (7,335) (6,134) (2,369) 19,762 24,926 30,225
Male 29,953 22,879 17,950 14,277 12,289 9,692 8,817 6,618 6,732 24,406 27,557 32,325
Lusaka Female 28,506 21,239 16,405 12,166 9,826 7,285 4,738 2,497 2,354 19,942 24,020 30,739
Total 58,459 44,118 34,355 26,443 22,115 16,977 13,555 9,115 9,086 44,348 51,577 63,064
Male 5,386 1,851 168 (29) (429) (578) 639 1,294 2,985 10,780 12,013 13,382
Muchinga Female 5,051 1,854 553 -3 430 (326) 590 1,642 3,488 11,460 12,908 14,292
Total 10,437 3,705 721 -32 1 (904) 1,229 2,936 6,473 22,240 24,921 27,674
Male 599 -4,283 -6,544 (7,105) (6,567) (7,540) (7,238) (7,319) (5,8260 3,028 5,768 8,771
North-Western Female (427) (5,344) (7,403) (8,316) (7,838) (8,548) (9,004) (8,639) (7,150) 1,982 5,170 8,855
Total 172 (9,627) (13,947) (15,421) (14,405) (16,088) (16,242) (15,958) (12,976) 5,010 10,938 17,626
Male 4,041 (2,011) (4,465) (4,698) (3,580) (3,869) (2,213) (1,581) 828 12,546 15,182 17,837
Northern Female 2,607 (3,201) (5,195) (5,586) (4,227) (3,878) (2,590) (1,347) 1,109 13,271 16,329 19,298
Total 6,648 (5,212) (9,660) -10,284 (7,807) (7,747) (4,803) (2,928) 1,937 25,817 31,511 37,135
Male 9,106 367 (4,601) -6,070 (5,851) (8,046) (6,837) (5,662) (1,838) 15,326 20,247 24,898
Southern Female 6,580 (2,099) (6,330) (8,4120 (8,636) (10,662) (10,847) (9,025) (5,150) 13,011 18,602 24,111
Total 15,686 (1,732) (10,931) (14,482) (14,487) (18,708) (17,684) (14,687) (6,988) 28,337 38,849 49,009
Male 532 (4,331) (6,426) (6,764) (6,117) (6,754) (5,444) (4,642) (2,292) 5,169 8,136 10,904
Western Female (920) (5,567) (7,419) (8,077) (7,429) (7,957) (7,600) (6,353) (3,830) 4,145 7,409 10,699
Total (388) (9,898) (13,845) (14,841) (13,546) (14,711) (13,044) (10,995) (6,122) 9,314 15,545 21,603
Male 73,866 8,175 (24,729) (35,208) (32,627) (43,817) (33,012) (30,538) (7,480) 115,729 149,443 185,889
National Female 57,195 (8,401) (38,551) -53,499 -50,736 -61,048 -59,463 -51,323 -26,575 103,931 143,362 187,566
Total 131,061 -226 -63,280 -88,707 -83,363 -104,865 -92,475 -81,861 -34,055 219,660 292,805 373,455

Education Statistics Bulletin 2024 15 | P a g e

 Table 4.9: Out-of-School Children by by Province and Sex, 2024
Male Female Total
Central (26,400) (46,370) (72,770)
Copperbelt 36,627 (7,067) 29,560
Eastern 39,925 6,955 46,880
Luapula 7,811 9,112 16,923
Lusaka 213,495 179,717 393,212
Muchinga 47,462 51,939 99,401
Northern 28,017 26,590 54,607
North Western (34,256) (46,662) (80,918)
Southern 31,039 1,143 32,182
Western (18,029) (32,899) (50,928)
NATIONAL 325,691 142,458 468,149

Orphans

Table 4.14 shows the distribution of orphans in both Primary and Secondary schools.

Orphans face unique challenges when it comes to accessing education, but schools and communities can
play a crucial role in supporting these vulnerable children. Challenges Faced by Orphans in Schools include
but not limited to the following:

• Financial Barriers: Orphans often lack the financial resources needed for school requisites.
• Lack of Support Systems: Without parental guidance, orphans may struggle to navigate the
education system.
• Discrimination and Stigma: Some Orphans can face social stigma and discrimination, which can
affect their school experience.
• Emotional and Psychological Issues: The trauma of losing parents can impact an orphan’s ability
to focus and perform well in school.

Despite some of the challenges faced by orphans in schools, there are efforts to support them in Education
which includes the following:

• Scholarships and Financial Aid: Providing scholarships and financial aid can help cover the costs
of education for orphans. Despite the Government of the Republic of Zambia introducing Education
for All (Free Education), some learners are unable to access this free education due to their homes
being located in far flung places. These long distances force them to access private education which
comes at a cost.
• Mentorship Programs: Mentorship programs can offer guidance and support, helping orphans to
stay on track academically.
• Community Support: Community initiatives, such as fundraising events and partnerships with
orphanages, can provide additional resources and support.
• Inclusive Policies: Schools can adopt inclusive policies to ensure that orphans are treated with
respect and given equal opportunities.

Impact of Education on Orphans: Putting the above efforts into consideration, Education can have a
transformative impact on the lives of orphans. It provides them with the skills and knowledge needed to build
a better future, increases their chances of employment, and helps them to become self-sufficient adults.
Moreover, education can offer a sense of normalcy and stability, which is crucial for their emotional and
psychological well-being.

Table 4.14 show trend statistics on the number of orphaned children from 2020 to 2024. From the table, the
numbers have not been consistent.

Education Statistics Bulletin 2024 16 | P a g e

Table 4.10: Number of orphans in all schools by school level from 2020 to 2024
Year
School Level Sex
2020 2021 2022 2023 2024
Male - - - - 12,491
ECE Female - - - - 12,741
Total - - - - 25,232
Male 173 739 191 394 221,007 210,263 187,670
Primary schools Female 192 328 202 595 234,011 222,387 194,597
Total 366 067 393 989 455,018 432,650 382,267
Male 68 420 74 064 84,313 87,493 97,003
Secondary
Female 51 151 84 628 93,816 97,299 102,318
schools
Total 119 571 158 692 178,129 184,792 199,321
Male 242 159 265 458 305,320 297,756 297,164
All Schools Female 243 479 287 223 327,827 319,686 309,656
Total 485 638 552 681 633,147 617,442 606,820

Table 4.11: Percentage of Orphans in Grade Groups by Province and Sex

Province
Easter Luapul Lusak Muching North Souther
Centra Copperbelt
n a a a Northern Western n Western
l
Male 4.0 3.9 3.1 6.1 3.0 5.5 6.4 3.7 2.5 7.1
ECE Female 3.6 3.6 2.7 5.3 2.7 5.1 6.0 3.6 2.4 6.8
Total 3.8 3.7 2.9 5.7 2.8 5.3 6.2 3.7 2.4 7.0
Male 6.6 7.4 4.9 9.7 7.3 8.3 10.7 5.1 4.2 10.4
Grade 1 Female 6.2 7.3 4.6 9.7 7.5 8.2 10.2 4.8 4.2 10.0
Total 6.4 7.3 4.7 9.7 7.4 8.3 10.4 5.0 4.2 10.2
Male 6.4 7.4 5.8 10.2 7.4 8.1 10.6 5.0 10.8
Grade 2 Female 6.4 7.8 5.4 9.9 7.2 8.6 10.7 5.4 4.6 10.5
Total 6.4 7.6 5.6 10.1 7.3 8.3 10.7 5.3 4.8 10.6
Male 6.6 8.5 6.7 10.9 8.0 8.9 10.9 5.8 5.5 12.3
Grade 3 Female 6.3 7.9 6.4 11.3 7.8 9.2 10.8 5.2 5.5 12.0
Total 6.4 8.2 6.6 11.1 7.9 9.1 10.9 5.5 5.5 12.1
Male 7.2 8.8 7.1 12.4 8.4 9.5 12.0 6.2 6.7 12.6
Grade 4 Female 6.8 8.9 6.9 11.8 8.2 9.6 11.4 6.6 6.5 12.4
Total 7.0 8.8 7.0 12.1 8.3 9.6 11.7 6.4 6.6 12.5
Male 7.6 9.4 8.1 12.7 8.6 10.6 12.5 7.2 7.2 13.8
Grade 5 Female 7.5 9.8 8.3 13.1 8.7 10.9 12.4 7.2 7.2 14.4
Total 7.6 9.6 8.2 12.9 8.6 10.8 12.4 7.2 7.2 14.1
Male 8.8 9.4 8.9 13.2 9.4 11.2 12.8 8.0 7.7 13.8
Grade 6 Female 8.0 9.4 8.7 14.2 9.6 11.9 12.5 8.3 7.8 14.9
Total 8.4 9.4 8.8 13.7 9.5 11.6 12.6 8.2 7.7 14.3
Male 9.0 10.3 9.5 14.3 10.8 14.5 11.1 10.0 8.1 15.7
Grade 7 Female 8.5 10.3 8.9 15.1 9.8 14.3 10.2 11.2 8.3 15.3
Total 8.8 10.3 9.2 14.7 10.3 14.4 10.7 10.6 8.2 15.5

Education Statistics Bulletin 2024 17 | P a g e

 Male 11.8 11.7 12.0 20.0 10.3 15.3 18.2 12.8 12.4 20.9
Grade 8 Female 11.9 11.7 12.0 19.9 10.8 17.3 17.5 13.0 12.2 22.3
Total 11.9 11.7 12.0 20.0 10.6 16.3 17.8 12.9 12.3 21.7
Male 12.1 12.5 13.8 17.6 11.7 15.3 15.0 16.8 12.4 21.6
Grade 9 Female 11.6 12.0 13.4 17.0 10.8 16.5 13.9 15.6 11.8 22.8
Total 11.9 12.2 13.6 17.3 11.2 15.9 14.4 16.2 12.1 22.2
Male 12.6 11.8 14.9 19.9 9.5 17.0 21.9 16.0 14.0 30.2
Grade 10 Female 12.1 11.1 13.9 17.4 10.2 16.6 17.7 16.9 14.2 26.1
Total 13.0 11.5 13.9 18.5 10.1 16.3 20.2 15.7 13.8 28.8
Male 15.6 11.7 13.2 19.4 9.7 15.8 19.9 16.7 15.2 28.9
Grade 11 Female 12.8 11.9 14.4 17.6 9.8 17.0 16.4 18.5 14.3 26.7
Total 14.1 11.8 13.8 18.5 9.7 16.4 18.0 17.6 14.7 27.7
Male 17.8 14.5 16.4 20.0 11.1 19.5 20.8 19.8 19.0 28.2
Grade 12 Female 15.6 13.6 19.7 20.0 11.1 20.0 16.3 23.7 17.5 25.6
Total 16.6 14.0 17.9 20.0 11.1 19.7 18.5 21.6 18.3 26.9

Education Statistics Bulletin 2024 18 | P a g e

Bursary

Table 4.11 show the distribution of learners receiving bursary support by sex and province 2024. There were
342,430, pupils in grades 1 to 7 and 274,488 in grades 8 to 12 receiving bursary support. Copperbelt Province
(161,446) had the largest number of pupils receiving bursary support while Lusaka Province had smallest
number of pupils (29,431).

Table 4.12: Distribution of Pupils receiving Bursaries by Grade Groups, Sex and Province – 2024
Province Grades (1-7) Grades (8-12) Grand Total
Central Total 49,989 23,470 73,459
Male 24,491 10,416 34,907
Female 25,498 13,054 38,552
Copperbelt Total 95,187 66,259 161,446
Male 46,575 32,323 78,898
Female 48,612 33,936 82,548
Eastern Total 12,293 24,438 36,731
Male 5,853 10,890 16,743
Female 6,440 13,548 19,988
Luapula Total 37,355 28,977 66,332
Male 18,338 12,353 30,691
Female 19,017 16,624 35,641
Lusaka Total 15,222 14,209 29,431
Male 7,456 7,171 14,627
Female 7,766 7,038 14,804
Muchinga Total 13,974 19,901 33,875
Male 7,045 8,133 15,178
Female 6,929 11,768 18,697
North Western Total 19,240 18,148 37,388
Male 9,528 7,520 17,048
Female 9,712 10,628 20,340
Northern Total 15,241 27,111 42,352
Male 7,522 9,759 17,281
Female 7,719 17,352 25,071
Southern Total 42,583 26,932 69,515
Male 21,614 11,365 32,979
Female 20,969 15,567 36,536
Western Total 41,346 25,043 66,389
Male 20,197 9,178 29,375
Female 21,149 15,865 37,014
National 342,430 274,488 616,918

Children with Special Education Needs (CSEN)

Table 4.13 below shows a trend analysis of children with special education needs by education level and
sex. Higher numbers of CSEN are recorded in primary schools than secondary schools. The total number of
Children with special education needs was 122,780 in 2024.

Education Statistics Bulletin 2024 19 | P a g e

Table 4.13 Number of CSEN Pupils in All Schools by Education Level and Sex
Education Level Sex 2020 2021 2022 2023 2024
Male - - - - 5,866
ECE Female - - - - 5,749
Total - - - - 11,615
Male 49,109 54,930 53,905 54,527 51,417
Primary School Female 47,006 53,780 53,067 52,714 48,779
Total 96,115 108,710 106,972 107,241 100,196
Male 8, 985 13,468 15,694 14,853 5,508
Secondary School Female 8,613 13,347 15,542 16,670 5,461
Total 17,598 26,815 31,236 31,523 10,969
National 113, 713 135, 525 138,208 138,764 122,780

Education Level Sex 2020 2021 2022 2023 2024

Male 49,109 54,930 53,905 54,527 70,857
Primary School Female 47,006 53,780 53,067 52,714 50,000
Total 96,115 108,710 106,972 107,241 120,857
Male 8, 985 13,468 15,694 14,853 5,436
Secondary School Female 8,613 13,347 15,542 16,670 5,444
Total 17,598 26,815 31,236 31,523 10,880
National 113, 713 135, 525 138,208 138,764 131,737

Table 4.14: Number of CSEN learners at ECE and Primary school level by sex, grade and province
2024
ECE Primary
Province/Sex/Grade
Baby0-2 Nursery 3-4 Reception Grade1 Grade2 Grade3 Grade4 Grade5 Grade6 Grade7 Total
/Group
Central 85 228 473 1,171 1,000 1,044 997 1,002 957 694 7,651
Male 51 67 236 609 506 510 514 531 508 329 3,861
Female 34 161 237 562 494 534 483 471 449 365 3,790
Copperbelt 160 338 615 1,495 1,408 1,349 1,214 1,214 1,336 914 10,043
Male 99 177 326 767 735 679 621 643 700 483 5,230
Female 61 161 289 728 673 670 593 571 636 431 4,813
Eastern 132 328 1,610 2,325 1,989 1,917 1,814 1,854 1,717 974 14,660
Male 70 165 821 1,182 969 960 891 950 824 515 7,347
Female 62 163 789 1,143 1,020 957 923 904 893 459 7,313
Luapula 65 194 919 2,036 1,751 1,738 1,567 1,499 1,288 1,049 12,106
Male 32 98 476 1,027 944 931 823 765 663 549 6,308
Female 33 96 443 1,009 807 807 744 734 625 500 5,798
Lusaka 73 150 375 759 686 751 597 616 546 496 5,049
Male 40 71 213 397 345 390 303 322 303 256 2,640
Female 33 79 162 362 341 361 294 294 243 240 2,409
Muchinga 75 126 611 1,269 995 912 866 797 881 586 7,118
Male 36 53 303 648 499 484 450 419 454 311 3,657
Female 39 73 308 621 496 428 416 378 427 275 3,461
North Western 47 335 783 2,342 2,026 2,123 1,930 1,951 1,805 1,347 14,689
Male 25 166 369 1,148 1,040 1,063 971 991 884 674 7,331
Female 22 169 414 1,194 986 1,060 959 960 921 673 7,358
Northern 50 82 554 2,081 1,729 1,461 1,458 1,272 1,254 805 10,746
Male 15 46 277 1,089 891 721 765 619 648 434 5,505
Female 35 36 277 992 838 740 693 653 606 371 5,241
Southern 123 294 1,103 1,872 1,793 1,824 1,711 1,806 1,733 1,276 13,535
Male 67 134 572 1,020 921 933 902 922 848 700 7,019
Female 56 160 531 852 872 891 809 884 885 576 6,516
Western 125 301 1,261 2,401 2,243 2,178 2,128 1,985 1,976 1,616 16,214
Male 54 143 664 1,242 1,182 1,152 1,106 1,022 1,005 815 8,385
Female 71 158 597 1,159 1,061 1,026 1,022 963 971 801 7,829
National 935 2,376 8,304 17,751 15,620 15,297 14,282 13,996 13,493 9,757 111,811

Education Statistics Bulletin 2024 20 | P a g e

Table 4.15 shows the number of Learners with special education needs at secondary schools.

Table 4.15: Number of CSEN Learners at Secondary Level by Grade, Sex and Province, 2024
Province/Sex/ Grade Group Secondary
Grade8 Grade9 Grade10 Grade11 Grade12 Total
Central 322 303 10 19 11 665
Male 154 138 6 6 2 306
Female 168 165 4 13 9 359
Copperbelt 844 800 247 286 214 2,391
Male 411 355 116 131 107 1,120
Female 433 445 131 155 107 1,271
Eastern 461 339 60 37 49 946
Male 229 186 36 27 37 515
Female 232 153 24 10 12 431
Luapula 611 510 31 18 5 1,175
Male 257 327 21 9 3 617
Female 354 183 10 9 2 558
Lusaka 327 168 58 30 16 599
Male 165 88 33 17 12 315
Female 162 80 25 13 4 284
Muchinga 163 180 26 24 13 406
Male 73 83 15 13 3 187
Female 90 97 11 11 10 219
North Western 510 525 21 24 24 1,104
Male 269 260 13 18 16 576
Female 241 265 8 6 8 528
Northern 474 325 21 31 43 894
Male 222 152 13 14 22 423
Female 252 173 8 17 21 471
Southern 567 685 88 65 62 1,467
Male 269 376 56 31 29 761
Female 298 309 32 34 33 706
Western 620 661 16 7 18 1,322
Male 341 326 15 0 6 688
Female 279 335 1 7 12 634
National 4,899 4,496 578 541 455 10,969

Table 4.16: Number of CSEN Learners at ECE, Primary and Secondary School Level by Province, 2024
Province/Sex/ Grade Group ECE LEVEL PRIMARY LEVEL SECONDARY LEVEL TOTAL
Central 786 6,865 665 7,843
Copperbelt 1,113 8,930 2,391 11,819
Eastern 2,070 12,590 946 13,996
Luapula 1,178 10,928 1,175 12,362
Lusaka 598 4,451 599 5,273
Muchinga 812 6,306 406 5,832
North Western 1,165 13,524 1,104 11,296
Northern 686 10,060 894 14,800
Southern 1,520 12,015 1,467 13,899
Western 1,687 14,527 1,322 16,275
NATIONAL 11,615 100,196 10,969 113,395

Education Statistics Bulletin 2024 21 | P a g e

CHAPTER 5: Teachers
Teachers are the backbone of education, shaping the minds and futures of countless learners. They are
essential catalysts for educational excellence, societal progress, and individual empowerment. Their
dedication, expertise, and passion shape the future generation and contribute to a brighter tomorrow. In this
regard, this chapter shows the distribution of Teachers by various categories across the nation.

The table below shows trend statistics on the distribution of teachers in all schools by sex from 2020 to 2024

Table 5.1: Teachers in all Schools by Sex, 2020 to 2024

Year
Sex
2020 2021 2022 2023 2024
Male 55,060 55,528 67,837 69,724 69,146
Female 63,491 64,059 81,967 84,580 90,298
Total 118,551 119,587 149,804 154,304 159,444

Table 5.2: Number of Teachers in All Schools by Education Level and Sex, 2020 - 2024
Year
Education Level Sex Percentage Changes
2020 2021 2022 2023 2024
2023-2024
Male 36,442 36,642 47,455 48,135 47,736 (1)
Primary School Female 46,718 47,038 63,077 64,746 69,123 7
Total 83,160 83,680 110,532 112,881 116,859 4
Male 18,618 18,886 20,382 21,589 21,410 (1)
Secondary School Female 16,773 17,021 18,890 19,834 21,175 7
Total 35,391 35,907 39,272 41,423 42,585 3
National 118,551 119,587 149,804 154,304 159,444 3

Table 5.3: Number of Teachers in All Schools by Education Level, Sex and Province, 2024
Province/Education Primary School Secondary School
Level/Sex Male Female Total Male Female Total
Central 6,067 8,599 14,666 2,822 2,868 5,690
Copperbelt 4,798 14,936 19,734 2,906 4,700 7,605
Eastern 5,502 5,920 11,422 2,419 1,842 4,260
Luapula 4,203 4,395 8,598 1,794 1,329 3,123
Lusaka 3,548 8,248 11,797 2,253 2,605 4,858
Muchinga 3,114 3,305 6,419 1,700 1,234 2,934
North Western 3,695 4,915 8,610 1,921 1,724 3,645
Northern 4,433 4,261 8,694 1,969 1,602 3,571
Southern 7,380 8,629 16,010 2,144 1,941 4,085
Western 4,995 5,915 10,910 1,483 1,330 2,813
National 47,736 69,123 116,859 21,410 21,175 42,585

Table 5.4: Number of Teachers in All Schools by Agency and Province, 2024
Running Agency
Province
GRZ Grant Aided Community Private Total
Central 15,288 963 1,044 1,255 18,550
Copperbelt 20,509 985 1,522 3,817 26,834
Eastern 14,789 1,016 803 284 16,893
Luapula 10,263 580 357 414 11,614
Lusaka 11,225 694 2,237 2,539 16,695
Muchinga 7,668 191 458 344 8,661
North Western 10,915 586 426 510 12,437
Northern 10,845 1,121 470 364 12,799
Southern 16,720 1,698 1,451 1,443 21,312
Western 11,663 790 859 336 13,648
National 129,887 8,622 9,629 11,305 159,444

Education Statistics Bulletin 2024 22 | P a g e

Table 5.5: Pupil Teacher Ratio, 2024
Province Primary Secondary
NATIONAL 44 33
Central 44 26
Copperbelt 34 37
Eastern 59 27
Luapula 48 28
Lusaka 44 49
Muchinga 42 19
North Western 45 30
Northern 52 28
Southern 44 38
Western 38 34

Teacher Attrition

Teacher attrition, the rate at which teachers leave the profession, is a significant challenge in Zambia's
education system. This issue affects the quality of education and the overall functioning of schools,
particularly in rural and remote areas.
Causes of Teacher Attrition:
1. Low Remuneration: Teachers often cite low salaries as a primary reason for leaving the profession.
The financial strain makes it difficult for them to sustain their livelihoods.
2. Working Conditions: Poor working conditions, including inadequate facilities and lack of teaching
materials, contribute to teacher dissatisfaction.
3. Professional Development: Limited opportunities for career advancement and professional growth
can lead to a lack of motivation and engagement.
4. Personal Reasons: Family commitments, health issues, and the desire for better opportunities
elsewhere also play a role in teacher attrition.

Tables 5.5 and 5.6 show the number of teachers who left the teaching fraternity. It is important to note the
number for teacher attrition is accumulative as shown by the increase from the year 2020 to 2024. Further
note that not all reasons for attrition are recorded in the Education Statistics Bulletin are available in the
Education Management System database (EMIS).

Table 5.6: Teacher Attrition by Sex, 2020 to 2024

Year
Education Level Sex
2020 2021 2022 2023 2024
Male 3,319 4,367 4,369 5,533 4,884
Primary school Female 3,118 3,621 4,378 4,198 4,849
Total 6,437 7,988 8,747 9,731 9,733
Male 849 1,002 1,900 2,015 2,354
Secondary school Female 629 590 1,448 1,572 2,090
Total 1,478 1,592 3,348 3,587 4,444
National 7,915 9,580 12,095 13,318 14,177

Table 5.7: Teacher Attrition in all schools by Reason, Education Level and Sex – 2024
ECE PRIMARY SECONDARY All Schools Totals
Reason/Education-level/Sex Male Female Male Female Male Female Male Female
Assigned to non-teaching duties 22 6 408 467 278 210 708 683
Contract expiring 5 8 643 511 294 242 942 761
Death 8 13 603 521 314 256 925 790
Dismissal 2 6 311 258 109 82 422 346
Illness/Medical Ground 13 9 244 272 118 146 375 427
Others (Specify) 12 12 913 1,001 369 367 1,294 1,380
Resignation 19 14 1,099 1,265 481 443 1,599 1,722
Retirement 9 4 663 554 391 344 1,063 902
National 90 72 4,884 4,849 2,354 2,090 7,328 7,011
Education Statistics Bulletin 2024 23 | P a g e
CHAPTER 6: Quality Learning

Quality education remains a cornerstone of national development, aiming to empower learners with the skills
and knowledge necessary to thrive in an ever-changing world. This chapter examines metrics such as
completion rates, survival rates, examination pass rates, pupil-teacher ratios, pupil-classroom ratios, pupil-
book ratios, and contact hours. By addressing these aspects, this section seeks to provide a comprehensive
overview of the strides made and challenges faced in achieving quality learning in Zambia.

Completion Rates

Education systems must deliver a solid foundation in core subjects such as mathematics, science, and
language. Completion rates, as outlined in Tables 6.1 and 6.2, reveal trends in learners successfully
completing primary, junior secondary, and senior secondary levels. These metrics highlight the importance
of addressing gaps in foundational knowledge for sustained academic progress.
Table 6.1: Completion Rate (%) for Grades 7, 9 and 12 by Sex, 2020 – 2024
Grade Level Sex 2020 2021 2022 2023 2024
Male 93.9 82.7 82.3 84.5 93.1
Grade 7 Female 93.3 86.0 82.6 84.8 96.7
Total 86.4 84.3 82.4 84.7 94.9
Grade 9 Male 61.3 64.3 94.7 89.5 67.8
Female 62.9 69.7 93.3 89.1 73.5
Total 61.9 67.0 94.0 89.3 70.7
Grades 12 Male 36.4 35.2 41.4 43.7 40.0
Female 31.4 35.7 37.6 40.4 41.8
Total 32.0 35.4 39.0 41.9 40.1
Table 6.2: Completion Rate (%) for Grades 7, 9 and 12 by Sex, 2024
Grade and Sex
Province Grade 7 Grade 9 Grade 12
Male Female Total Male Female Total Male Female Total
Central 6.2:
Table Completion
75.5 Rate84.7
(%) for 80.1
Grades 7, 935.1
and 38.2Sex and36.6
12 by 41.5
Province, 2024 47.9 41.0
Copperbelt 128.7 145.8 137.3 43.6 51.6 47.6 58.8 50.6 60.0
Eastern 76.7 88.1 82.4 28.0 25.2 26.6 29.0 28.4 26.7
Luapula 77.3 77.0 77.2 29.8 23.9 26.8 43.9 37.7 39.2
Lusaka 92.7 108.3 100.5 41.3 47.8 44.6 41.2 38.0 40.2
Muchinga 63.2 64.1 63.6 21.7 19.8 20.7 32.8 25.8 30.2
North Western 122.9 136.0 129.4 42.2 43.8 43.0 76.8 60.2 80.0
Northern 73.1 70.2 71.6 26.6 23.1 24.8 33.6 28.5 28.8
Southern 107.6 118.6 113.0 30.7 36.1 33.4 37.1 41.2 35.9
Western 106.7 118.1 112.3 29.2 36.5 32.8 42.3 45.7 37.0
National 91.9 101.4 96.6 34.0 36.7 35.4 43.7 40.4 41.9

Survival Rates
The survival rate at Grade 5 measures the percentage of a cohort of students who enter the first grade of
primary school and reach Grade 5, regardless of repetition. This metric indicates the internal efficiency of the
education system in retaining students.

Table 6.3: Survival Rate (%) to Grade 5 by Sex, 2020 – 2024

Sex 2020 2021 2022 2023 2024
Male 90.9 86.8 88.2 92.1 93.4
Female 96.9 87.5 94.8 97.6 96.1
National 93.0 87.1 92.0 94.9 95.3

Education Statistics Bulletin 2024 24 | P a g e

 Table 6.4: Survival Rate (%) to Grade 5 by Province, 2020-2024

2020 2021 2022 2023 2024

Province Survival Rate
Grade 1 Entrants Grade 2 Grade 3 Grade 4 Grade 5
Central 63,000 70,395 76,541 76,031 76,194 92.16
Copperbelt 57,287 69,112 76,688 85,830 83,631 97.08
Eastern 70,944 83,503 70,486 65,716 69,258 98.62
Luapula 54,381 59,745 50,555 50,404 45,804 93.65
Lusaka 48,675 35,837 38,893 41,441 65,713 96.59
Muchinga 35,713 33,457 29,613 32,634 31,336 97.04
North Western 43,949 56,993 62,649 66,002 44,505 96.73
Northern 56,041 59,377 53,504 53,151 52,647 91.32
Southern 61,894 74,068 71,805 75,343 79,475 96.71
Western 50,889 54,542 49,854 49,147 47,143 92.1
National 542,773 597,029 580,588 595,699 595,706 95.3

Effective Teaching Methods and Rigorous Curriculum

Quality teaching is integral to fostering critical thinking and problem-solving skills. The pupil-teacher ratio,
detailed in subsequent sections, underscores the necessity of adequate teacher allocation to maintain
effective teaching practices. A rigorous curriculum, aligned with learners' needs, prepares students for future
academic and professional pursuits.

Examination Pass Rates

Tables 6.5 and 6.6 present examination pass rates for Grades 7 and 9, showcasing regional performance
disparities. These statistics emphasize the need for targeted interventions to bridge performance gaps and
ensure equitable learning outcomes across all provinces. While improvements are noted in some regions,
ongoing efforts are required to maintain and surpass these gains.

Table 6.5: Examination Pass Rates at Grade Seven (7), 2024

NUMBER ENTERED NUMBER SAT NUMBER ABSENT ABSENTEEISM 2024
REGION
BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL TOTAL
MUCHINGA 11,034 11,267 22,301 10,120 10,405 20,525 914 862 1,776 8.28% 7.65% 7.96% 7.96%
NORTHERN 18,755 17,891 36,646 16,708 16,133 32,841 2,047 1,758 3,805 10.91% 9.83% 10.38% 10.38%
LUAPULA 16,381 16,459 32,840 14,853 14,908 29,761 1,528 1,551 3,079 9.33% 9.42% 9.38% 9.38%
SOUTHERN 37,700 39,956 77,656 34,708 37,184 71,892 2,992 2,772 5,764 7.94% 6.94% 7.42% 7.42%
EASTERN 24,627 28,175 52,802 22,587 25,506 48,093 2,040 2,669 4,709 8.28% 9.47% 8.92% 8.92%
COPPERBELT 36,060 41,053 77,113 33,056 37,688 70,744 3,004 3,365 6,369 8.33% 8.20% 8.26% 8.26%
NORTH WESTERN 22,208 24,244 46,452 18,691 20,502 39,193 3,517 3,742 7,259 15.84% 15.43% 15.63% 15.63%
CENTRAL 29,979 33,574 63,553 26,696 30,142 56,838 3,283 3,432 6,715 10.95% 10.22% 10.57% 10.57%
WESTERN 20,459 22,029 42,488 17,772 19,389 37,161 2,687 2,640 5,327 13.13% 11.98% 12.54% 12.54%
LUSAKA 41,785 49,277 91,062 38,828 45,753 84,581 2,957 3,524 6,481 7.08% 7.15% 7.12% 7.12%
NATIONAL 258,988 283,925 542,913 234,019 257,610 491,629 24,969 26,315 51,284 9.64% 9.27% 9.45% 9.45%

Source: Examination Council of Zambia, 2024

Education Statistics Bulletin 2024 25 | P a g e

 Table 6.6: Examination Pass Rates at Grade 9, 2024
REGION NUMBER SAT NUMBER SELECTED SELECTED IN (%)
SEX BOYS GIRLS TOTAL BOYS GIRLS TOTAL BOYS GIRLS TOTAL 2024
MUCHINGA 5,124 5,339 10,463 3145 2961 6,106 61.38 55.46 58.36 58.36
NORTHERN 9,194 9,018 18,212 5,703 5,035 10,738 62.03 55.83 58.96 58.96
LUAPULA 9,346 8,966 18,312 5,238 4,224 9,462 56.05 47.11 51.67. 51.67
SOUTHERN 18,179 20,775 38,954 9,326 10,641 19,967 51.3 51.22 51.26, 51.26
EASTERN 11,452 11,290 22,742 7,652 6,716 14,368 66.82 59.49 63.18 63.18
COPPERBELT 24,859 29,043 53,902 14,778 17,760 32,538 59.45 61.15 60.37 60.37
N/ WESTERN 11,569 12,694 24,263 5,961 6,239 12,200 51.53 49.15 50.28 50.28
CENTRAL 15,026 16,908 31,934 8,475 9,262 17,737 56.4 54.78 55.54 55.54
WESTERN 9,688 11,654 21,342 4,600 5,637 10,237 47.48 48.37 47.97 47.97
LUSAKA 28,537 34,078 62,615 16,521 19,644 36,165 57.89 57.64 57.76 57.76
NATIONAL 142,974 150,756 302,739 81,399 88,119 169,518 56.93 55.16 55.99 55.99
Source: Examination Council of Zambia, 2024

Books

Developing a lifelong learning mindset among students is a critical objective of quality education. Table 6.7
and Table 6.8 highlight the availability of books across primary and secondary schools, emphasizing the role
of adequate learning resources in fostering continuous engagement with knowledge. Efforts to align resource
distribution with curriculum demands are underway.
Table 6.7: Number of Books in Primary Schools by Subject and Province, 2024
Province Social Studies CTS English Maths Zambian languages Science Integrated
Central 62,976 45,533 64,503 77,438 68,393 19,243 Science
78,834
Copperbelt 104,334 67,632 137,396 154,506 213,770 52,298 130,717
Eastern 87,789 62,796 96,864 107,734 642,398 28,558 97,151
Luapula 57,171 43,731 68,852 142,064 182,464 20,709 62,678
Lusaka 94,399 81,299 117,235 10,147,237 82,848 41,734 116,004
Muchinga 48,184 41,139 59,588 63,064 55,828 16,191 52,372
Northern 69,431 55,207 73,994 86,501 67,760 21,576 75,243
North Western 57,982 48,437 82,522 80,335 80,973 19,006 64,300
Southern 103,781 68,825 120,947 154,957 152,009 42,522 118,515
Western 63,268 41,163 96,544 98,944 271,149 38,680 87,125
National 749,315 555,762 918,445 11,112,780 1,817,592 300,517 882,939

Table 6.8: Number of Books in Secondary Schools by Subject and Province, 2024
Province Physical Education English Maths Science Biology Chemistry Physics
Central 3,456 19,751 18,487 16,023 6,525 4,566 3,666
Copperbelt 5,702 46,775 88,967 79,826 19,860 18,418 12,335
Eastern 1,605 6,970 6,947 5,460 1,123 1,099 1,692
Luapula 514 4,004 2,899 3,189 261 179 1,345
Lusaka 3,845 32,539 27,048 21,205 11,309 8,071 5,991
Muchinga 365 2,172 2,168 1,774 338 373 171
Northern 397 4,112 3,307 2,792 759 405 2,127
North Western 487 6,268 6,569 4,879 2,015 1,573 4,158
Southern 1,966 34,550 81,013 20,934 7,620 6,307 4,982
Western 961 11,785 9,015 7,038 1,471 1,109 1,424
National 19,298 168,926 246,420 163,120 51,281 42,100 37,891

Table 6.9 shows the Pupil– Book Ratio in all schools by education level, subject and province.

Education Statistics Bulletin 2024 26 | P a g e

 Table 6.9: Pupil – Book Ratio in All Schools by Education Level, Subject and Province,
2024
PRIMARY SECONDARY
Social CTS English Maths Zambian Integrate Physic Englis Maths Scienc Biolog Chemi Physic
Central Studie
10 14 10 8 languag
9 d8 al
43 h7 8 e9 y
23 stry
32 s
40
s es Science Educat
Copperbelt 7 10 5 4 3 5 49 6 3 3 14 15 23
ion
Eastern 8 11 7 6 1 7 71 16 16 21 102 104 67
Luapula 7 9 6 3 2 7 172 22 31 28 339 494 66
Lusaka 5 6 4 0 6 4 62 7 9 11 21 30 40
Muchinga 6 7 5 4 5 5 153 26 26 32 165 150 327
N.Western 6 7 5 4 6 5 280 27 34 40 146 274 52
Northern 8 9 5 6 6 7 206 16 15 21 50 64 24
Southern 7 10 6 5 5 6 80 5 2 7 21 25 32
Western 6 10 4 4 2 5 99 8 11 14 65 86 67
National 7 9 6 0 3 6 72 8 6 9 27 33 37

Classrooms

Healthy, safe, and resource-rich environments remain pivotal for learner success. Tables 6.10 and 6.11
presents the number of existing classrooms in primary and secondary schools by province, respectively.

Table 6.10: Number of Existing Classrooms in Primary Schools by Province, 2024

Classrooms Special Education Classrooms
Province Permanent Temporary Incomplete Permanent Temporary Incomplete
Central 6,101 599 752 91 65 30
Copperbelt 9,310 661 297 38 12 7
Eastern 9,361 697 835 43 99 72
Luapula 6,746 324 276 16 38 5
Lusaka 10,186 73 118 97 48 9
Muchinga 3,898 430 375 8 15 8
Northern 7,288 293 242 550 11 20
Northern Western 2,973 486 545 70 64 11
Southern 10,009 936 1,360 194 175 42
Western 4,993 1,626 404 10 63 11
National 70,865 6,123 5,204 1,117 591 216

Table 6.11: Number of Existing Classrooms in Secondary Schools by Province, 2024

Classrooms Special Education Classrooms
Province Permanent Temporary Incomplete Permanent Temporary Incomplete Total
Central 2,735 291 370 44 8 5 3,453
Copperbelt 3,814 168 167 67 8 6 4,230
Eastern 1,811 446 314 152 45 3 2,771
Luapula 1,531 143 128 22 3 5 1,832
Lusaka 2,268 103 135 34 3 7 2,550
Muchinga 853 157 173 7 3 5 1,198
North Western 1,377 134 165 4 5 17 1,702
Northern 1,443 193 254 13 5 3 1,911
Southern 2,862 274 424 239 40 5 3,844
Western 1,200 106 86 8 1 0 1,401
National 19,894 2,014 2,218 590 122 57 24,895

Table 6.12 illustrates pupil-classroom ratios across education levels and provinces, with ongoing construction
projects aimed at alleviating overcrowding. Modernizing facilities and ensuring equitable distribution of
infrastructure are priorities for achieving a conducive learning environment.
Education Statistics Bulletin 2024 27 | P a g e
Table 6.12 Pupil - Classroom Ratio in All Schools by Education Level and Province, 2024
PROVINCE PRIMARY SECONDARY
Central 94 42
Copperbelt 68 65
Eastern 65 42
Luapula 57 46
Lusaka 49 87
Muchinga 62 46
N.Western 47 63
Northern 125 51
Southern 62 41
Western 61 65
National 65 55

Contact Hours

Regular assessment mechanisms allow for timely feedback to learners, enabling them to identify and address
weaknesses. Table 6.13 provides insights into average scheduled contact hours, which are integral to
maintaining consistent learner engagement and achieving desired educational outcomes.
Table 6.13: Average Number of Scheduled Contact Hours by Grade and Running Agency, 2024
Running Agency Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade
type 1 2 3 4 5 6 7 8 9 10 11 12
Community 3.5 3.5 3.5 3.6 4.5 4.6 4.7 5.5 5.6 5.3 5.4 5.5
Grant-aided 4 3.8 3.9 3.9 5.4 5.3 5.4 6.5 6.6 6.7 6.8 6.8
GRZ 4 4.3 4.3 4.4 5 5 5.1 5.8 6.5 6.6 6.2 6.5
Private 5 5.5 5.5 5.5 5.9 5.8 6 6.6 6.9 6.8 6.9 6.8

Table 6.14 shows the average number of scheduled contact hours by grade and class type.

Table 6.14: Average Number of Scheduled Contact Hours by Grade and Class Type, 2024
Grades Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade Grade Grade
10 11 12
Literacy 1.7 1.7 1.6 1.6 2.1 2.4 2.5 2.3 2 2 2.4 2.6
Regular 4.2 4.2 4.2 4.3 5 5.1 5.1 6 6.6 6.7 6.4 6.6
IRI 2.6 2.7 2.6 2.7 3.5 3.4 3.5
Open 5.2

Community and Parental Involvement

Engaging communities and parents in the educational process enhances the learning experience. This report
underscores the importance of collaborative efforts in improving metrics such as completion and survival
rates. Continued outreach programs aim to strengthen these partnerships.

Education Statistics Bulletin 2024 28 | P a g e

CHAPTER 7: Infrastructure

In the context of education, infrastructure refers to the physical resources and structures that support the
teaching and learning process. These include classrooms, libraries, staff houses, and other essential
facilities. A well-developed infrastructure is crucial for creating a conducive learning environment, which is
directly linked to improved student outcomes.

The quality and adequacy of educational infrastructure are influenced by several factors, including the size
and design of facilities, access to technology, and equity in distribution. When schools are equipped with
sufficient and well-maintained infrastructure, they can better support both students and teachers, enhancing
overall educational performance.

This chapter provides an overview of the current state of school infrastructure, focusing on key facilities in
both primary and secondary schools. It highlights the availability and distribution of classrooms, staff housing,
libraries, and special education classrooms in 2024, offering a snapshot of how these facilities are distributed
across schools in provinces.

Tables 7.1 to 7.3 presents detailed data on the availability of key infrastructure components across schools,
specifically focusing on the distribution of classrooms, special education classrooms, and libraries for ECE,
primary and secondary level. These tables provide insights into the current state of educational facilities and
the extent to which schools are equipped to meet the needs of both students and teachers.

Table 7.1: Distribution of Classrooms, Special Education Classrooms and Libraries in ECE Schools
by Type and Province, 2024
Classrooms Libraries Special Education Classrooms
Province
Permanent Temporar Incomplet Permanen Temporar Incomplet Permanen Temporar Incomplet
Central 39 y
10 e5 2t y1 e0 1t y0 e0
Copperbelt 55 12 1 0 0 0 0 0 0
Eastern 85 34 19 1 1 0 0 0 0
Luapula 53 13 6 0 0 0 0 0 0
Lusaka 193 41 14 6 0 0 0 0 0
Muchinga 31 3 2 0 0 0 0 0 0
Northern 34 15 20 0 0 0 0 0 0
Northern Western 107 11 15 0 0 0 0 0 0
Southern 248 32 31 2 0 0 0 0 0
Western 149 62 15 3 1 0 1 0 0
National 994 233 128 14 3 0 2 0 0
Table 7.2 Indicates Lusaka and Southern provinces have the highest numbers of permanent structured
classrooms, with Lusaka having the most total classrooms 10,377 while provinces like Luapula, Muchinga
and North Western have reduced classrooms in total at primary level.

Table 7.2: Distribution of Classrooms, Special Education Classrooms and Libraries in Primary
Schools by Type and Province, 2024
Classrooms Libraries Special Education Classrooms
Province Permanent Temporary Incomplete Permanent Temporary Incomplete Permanent Temporary Incomplete
Central 6101 599 752 53 28 13 91 65 30
Copperbelt 9310 661 297 70 9 1 38 12 7
Eastern 9361 697 835 606 60 16 43 99 72
Luapula 6746 324 276 40 15 1 16 38 5
Lusaka 10186 73 118 75 9 5 97 48 9
Muchinga 3898 430 375 13 27 2 8 15 8
Northern 7288 293 242 555 12 2 550 11 20
Northern 2973 486 545 52 66 23 70 64 11
Western
Southern 10009 936 1360 649 366 58 194 175 42
Western 4993 1626 404 79 175 195 10 63 11
National 70865 6123 5204 2192 769 316 1117 591 216

Education Statistics Bulletin 2024 29 | P a g e

Table 7.3 Indicates Lusaka and Copperbelt provinces have the highest numbers of permanent structured
classrooms, with Copperbelt having the most total classrooms 4,149 while provinces like Luapula, Muchinga,
North Western and Western have reduced Infrastructure in total at primary level.

Table 7.3: Classrooms, Special Education Classrooms, Laboratories and Libraries in Secondary
Schools by Type and Province – 2024
Classrooms Special Education Classrooms Libraries
Province
Permanent Temporary Incomplete Permanent Temporary Incomplete Permanent Temporary Incomplete
Central 2735 291 370 44 8 5 87 29 33
Copperbelt 3814 168 167 67 8 6 100 24 15
Eastern 1811 446 314 152 45 3 23 64 44
Luapula 1531 143 128 22 3 5 79 18 13
Lusaka 2268 103 135 34 3 7 194 19 18
Muchinga 853 157 173 7 3 5 10 6 5
North 1377 134 165 4 5 17 29 25 24
Western
Northern 1443 193 254 13 5 3 48 10 10
Southern 2862 274 424 239 40 5 129 72 26
Western 1200 106 86 8 1 0 53 10 7
National 19,894 2,014 2,218 590 122 57 751 277 195

Table 7.4 presents detailed data that indicates the distribution of Staff housing for all provinces in the country.
The table Indicates the number of staff houses across provinces, Primary education has a greater number of
staff houses with Southern province having the highest at 5,581 and Copperbelt province the least number
of staff houses.

Table 7.4 Staff Houses in all Schools by Type and Province – 2024
ECE Primary Secondary
Province Permanent Temporary Incomplete Permanent Temporary Incomplete Permanent Temporary Incomplete
Central 26 0 0 3923 728 1007 1206 185 143
Copperbelt 0 5 0 1420 333 77 610 49 43
Eastern 18 6 10 4037 385 699 1810 87 72
Luapula 21 5 1 1338 316 140 750 75 108
Lusaka 1 0 0 1856 106 90 1339 62 30
Muchinga 12 0 1 2172 682 257 291 99 120
Northern 9 4 4 2999 924 139 408 136 85
Northern Western 27 13 1 2675 1017 369 692 79 70
Southern 64 10 11 5581 815 809 1628 109 232
Western 31 69 6 1871 416 267 665 49 59
National 209 112 34 27871 5722 3855 9398 929 962

Education Statistics Bulletin 2024 30 | P a g e

CHAPTER 8: Information and Communications Technology (ICT) in Education

Information and Communications Technology (ICT) plays a crucial role in enhancing education by positively
influencing student learning, particularly when teachers are digitally literate and adept at integrating ICT tools
into the curriculum. Schools can leverage a wide range of ICT tools to communicate, create, disseminate,
store, and manage information effectively. ICT opens up opportunities for learners to access a vast array of
online educational resources, such as digital textbooks, e-books, and specialized educational software, which
can be accessed at any time and from any location. Unlike traditional teaching methods that may limit the
pace of learning, ICT integration allows students to learn at their own pace and on their own schedule, thus
offering them the flexibility to balance their studies with other activities or work commitments. This chapter
focuses on the distribution of key indicators related to ICT in education, with a particular emphasis on the
availability of computers across schools.

Table 8.1 provides data on the number of computers in schools by province and year. From 2020 to 2024,
there was a steady increase in the number of computers in schools, reflecting efforts to expand ICT
infrastructure in education. In 2022 a decrease in the number computers was attributed to wear and tear, and
losses due to theft. Despite this reduction, the following year, 2023, saw a rebound, with an increase in the
number of computers, indicating continued efforts to improve ICT availability in schools. In 2024, there was
a noticeable increase in the total number of computers, which could be attributed to several factors, such as
the Ministry of Education having a deliberate plan to purchase and distribute computers to various schools,
collaborations from various stakeholders that donate computers to various schools in the country.

Table 8.1: Number of Computers by Province and Year, 2020 - 2024

PROVINCE 2020 2021 2022 2023 2024
CENTRAL 4,513 4,651 4,891 5,386 6,778
COPPERBELT 8,602 7,568 7,720 5,577 12,303
EASTERN 4,055 5,280 3,077 4,426 7,893
LUAPULA 2,549 3,682 3,817 3,922 5,695
LUSAKA 7,501 25,445 4,392 4,582 13,356
MUCHINGA 1,691 1,913 1,883 2,110 3,145
NORTH WESTERN 2,525 17,350 16,528 17,014 5,887
NORTHERN 2,233 6,017 5,936 8,286 6,390
SOUTHERN 6,826 7,501 7,924 7,210 13,211
WESTERN 2,305 1,642 4,025 5,007 6,192
TOTAL 42,800 81,049 60,193 63,520 80,850

Table 8.2 shows the number of computers by level of education, i.e. Primary and Secondary. For primary
schools, 35,591 computers have been recorded, while secondary has a higher number of computers at
45,259. The total number of computers in all 10 provinces stands at 80,850.

Table 8.2: Distribution of Computers by Education Level and Province, 2024

Province Primary Secondary Total
Central 2,762 4,016 6,778
Copperbelt 5,290 7,013 12,303
Eastern 4,526 3,367 7,893
Luapula 2,863 2,832 5,695
Lusaka 4,777 8,579 13,356
Muchinga 1,556 1,589 3,145
North Western 3,002 2,885 5,887
Northern 3,048 3,342 6,390
Southern 4,486 8,725 13,211
Western 3,280 2,912 6,192
National 35,591 45,259 80,850

Education Statistics Bulletin 2024 31 | P a g e

Table 8.3 indicates the availability of computer laboratories in schools across the country. From the statistics,
it can be seen that there was a total of 1,508 Permanent computer laboratories, 1,042 temporal and 827
incompletes at Primary level. At Secondary level, a total number of 721 permanents, 539 temporal and 227
incomplete computer laboratories at secondary level.

Table 8.3: Distribution of Computer Laboratories in Primary Schools by Education Level and
Province, 2024
Primary Secondary
Province Computer Laboratories Computer Laboratories
Permanent Temporary Incomplete Permanent Temporary Incomplete
Central 57 40 70 107 34 15
Copperbelt 150 64 10 138 40 10
Eastern 67 106 79 35 69 42
Luapula 73 74 64 51 81 89
Lusaka 324 149 117 126 98 8
Muchinga 36 21 11 23 41 7
North Western 53 83 49 29 20 6
Northern 85 47 20 33 40 4
Southern 329 157 206 129 57 22
Western 334 301 203 50 58 22
National 1,508 1,042 827 721 539 227

Table 8.4 shows the number of schools with internet facilities. Out of a total of 13,487 schools, 83 ECE, 3,591
primary schools, 1,277 secondary schools had internet facilities spread across all the ten (10) provinces while
8,536 do not have internet facilities in schools.

Table 8.4: Distribution of Schools with Internet Facilities by Education Level and Province, 2024
Province ECE Primary Secondary Non Total
Central 5 334 149 1020 1,508
Copperbelt 7 335 166 1036 1,544
Eastern 13 615 116 904 1,648
Luapula 3 246 65 423 918
Lusaka 8 305 182 976 1,290
Muchinga 2 223 61 536 822
North Western 2 283 99 751 1,135
Northern 6 282 118 833 1,239
Southern 22 602 222 1052 1,898
Western 15 366 99 1005 1,485
National 83 3,591 1,277 8536 13,487

Education Statistics Bulletin 2024 32 | P a g e

CHAPTER 9: HIV/AIDS

Number of Learners Living with HIV/AIDS by Sex and Province, 2024

Table 9.1 highlights the distribution of learners living with HIV/AIDS across provinces in 2024, categorized by
sex. National overview is that the total number of learners living with HIV/AIDS in 2024 was 32,194,
comprising 20,841 males (approximately 65%) and 11,353 females (approximately 35%). At Provincial level,
the breakdown shows that Central Province recorded the highest number at 5,795, followed by Eastern
Province with 4,452, and Lusaka Province with 4,384 while Luapula Province had the lowest number at 1,636,
followed by Northern Province with 1,995 and North Western Province with 2,041.

Sex Disparities

Male learners accounted for a larger share across all provinces, with Central Province recording the highest
number of males at 3,569, followed by Muchinga Province at 2,788 while Females were fewer than males in
all provinces. Central Province had the highest number of female learners at 2,226, while Muchinga Province
reported the lowest at 257.

The significant difference between male and female learners living with HIV/AIDS may indicate variations in
prevalence, diagnosis rates, or reporting. Provinces such as Muchinga and Central demonstrate notably high
numbers of male learners, demanding further investigation into regional health and social factors contributing
to these patterns. Targeted interventions are crucial in provinces with higher totals, especially Central,
Eastern, and Lusaka, to address the specific needs of learners living with HIV/AIDS.

This data underscores the importance of continued support and tailored interventions for learners living with
HIV/AIDS. Enhanced access to healthcare, education, and social services will be critical to ensure their well-
being and educational success.

Table 9.1: Number of Learners Living with HIV/AIDS by Sex and Province, 2024
Province Male Female Totals
Central 3,569 2,226 5,795
Copperbelt 1,220 1,046 2,266
Eastern 2,803 1,649 4,452
Luapula 943 693 1,636
Lusaka 3,087 1,297 4,384
Muchinga 2,788 257 3,045
North Western 1,293 748 2,041
Northern 1,337 658 1,995
Southern 2,492 1,833 4,325
Western 1,309 946 2,255
National 20,841 11,353 32,194

Number of Teachers Living with HIV/AIDS by Sex and Province, 2024

Table 9.2 provides the distribution of teachers living with HIV/AIDS across provinces in 2024, categorized
by sex.
1. National Overview: A total of 6,001 teachers were reported to be living with HIV/AIDS in 2024,
distributed as: 2,854 males (approximately 47.6%) and 3,147 females (approximately 52.4%)
2. Provincial Breakdown: Southern Province recorded the highest number of teachers living with
HIV/AIDS at 3,197, with nearly equal representation of males (1,614) and females (1,583). Northern
Province had the lowest total at 134, with 59 males and 75 females, followed closely by Muchinga Province
with 148.

Education Statistics Bulletin 2024 33 | P a g e

3. Sex Disparities: Male Teachers: The highest number of male teachers living with HIV/AIDS was in
Southern Province (1,614), while Muchinga Province recorded the lowest (53). Female Teachers: The
highest number of female teachers was also in Southern Province (1,583), with Luapula Province reporting
the lowest (67).
Insights: Regional Variation: Southern Province's significantly higher numbers warrant further investigation into
the factors contributing to this prevalence. Conversely, provinces like Northern and Muchinga have substantially
lower totals, which may reflect differences in reporting, healthcare access, or demographic trends.

Gender Dynamics: Unlike learners (Table 9.1), female teachers living with HIV/AIDS slightly outnumber
males, indicating a different gender-related trend within this population.

Support Needs: Tailored health interventions, psychosocial support, and workplace wellness programs are
crucial, especially in provinces with higher numbers like Southern, Central, and Eastern. The data
emphasizes the need for targeted provincial strategies to support teachers living with HIV/AIDS. Addressing
their health and well-being is critical for maintaining a resilient and effective education workforce.

Table 9.2: Number of Teachers Living with HIV/AIDS by Sex and Province, 2024
Province Male Female Totals
Central 306 386 692
Copperbelt 130 253 383
Eastern 159 240 399
Luapula 86 67 153
Lusaka 98 191 289
Muchinga 53 95 148
North Western 253 75 328
Northern 59 75 134
Southern 1,614 1,583 3,197
Western 96 182 278
National 2,854 3,147 6,001

Education Statistics Bulletin 2024 34 | P a g e

CHAPTER 10: Sources of Power

Reliable power sources are essential for the effective functioning of schools, supporting both administrative
operations and modern educational technologies. This chapter explores the various power sources utilized
across schools, providing an overview of their distribution and highlighting disparities in access.

Overview of Power Sources

Schools in Zambia rely on diverse power sources, including the main power grid, solar energy, generators,
thermal energy, and gas. However, many schools remain without any power supply, posing significant
challenges to delivering quality education. As illustrated in Table 10.1, a total of 5,533 schools are without
power in 2024, emphasizing the urgent need for targeted interventions to expand power access.

Distribution Across Provinces

Table 10.1 provides a breakdown of all schools by power source and province. The distribution of power
sources varies significantly by province. Copperbelt Province leads in the number of schools connected to
the main power grid (994), while Western Province has the highest number of schools without power (835).
Solar power has seen increased adoption, with Eastern Province leading at 435 schools utilizing this
renewable source.

The data underscores the need for a strategic approach to addressing the disparities in power access and
fostering equitable resource distribution across regions.

10.1 Distribution of All schools by Power Source and Province, 2024

Province Main Power Grid Generator Solar Thermal Gas No power
Central 598 123 231 9 3 544
Copperbelt 994 109 90 0 4 348
Eastern 368 123 435 8 1 713
Luapula 453 70 135 0 1 260
Lusaka 466 117 103 7 15 583
Muchinga 223 80 128 3 0 388
North Western 432 74 209 3 1 416
Northern 310 70 174 20 2 663
Southern 713 78 322 0 1 784
Western 339 61 246 3 1 835
National 4896 903 2073 53 29 5533

Power Source by Running Agency

Table 10.2 examines power sources based on the running agency of schools. Government-run (GRZ)
schools dominate in terms of main grid connections, with 2,845 schools accessing this source. Private
schools show significant adoption of alternative power sources, such as thermal and gas energy, though a
small number remain without power. Community schools continue to face significant challenges, with 832
schools lacking any power source.

The table highlights the variations in power source utilization by different school management types. It
underscores the pressing need for tailored interventions to ensure that community and grant-aided schools
are adequately equipped with power sources.

Education Statistics Bulletin 2024 35 | P a g e

10.2 Distribution of Schools By Power Source and Running Agency in all schools, 2024
Running Agency MainPowerGrid Generator Solar Thermal Gas Nopower
Community 400 60 131 9 7 832
Grant-aided (From GRZ) 334 78 119 5 2 173
GRZ 2,845 430 1,562 20 10 4,420
Private 1,317 335 261 19 39 79
National 4,896 903 2,073 53 58 5,504

Trends and Implications

The adoption of solar power has been a positive development, providing an alternative for off-grid schools.
However, the high number of schools without power underscores the need for continued investment in energy
infrastructure. Expanding access to reliable power sources is critical for ensuring equitable educational
opportunities across provinces. This chapter highlights the disparities in power access across Zambia’s
schools and underscores the importance of addressing these gaps. Reliable power is a prerequisite for
leveraging technology in education, enhancing administrative efficiency, and creating an environment
conducive to learning. Continued efforts to diversify and expand power sources are essential for supporting
Zambia’s educational goals.

Education Statistics Bulletin 2024 36 | P a g e

CHAPTER 11: Sources of Water

Water plays a vital role in creating a healthy and conducive learning environment within schools. Its
importance goes beyond hydration, supporting sanitation, hygiene, and various school operations that
contribute to the well-being and academic performance of pupils.

Therefore, this chapter provides a comprehensive analysis of the various water sources available in schools
across all provinces in 2024. These sources include borehole-piped, borehole-handpump, piped water, well-
protected, well-unprotected. This broader approach offers a more inclusive view of water accessibility and its
impact on education at every level.

Note that in all the tables narrated in this chapter the last "None" column represents the total number of
instances where schools in a given province do not have access to any of the five listed water sources
(borehole-piped, borehole-pump, piped water, well-protected, or well-unprotected). The numbers on column
none reflect the cumulative count of schools lacking these water sources in across the country and not the
total number of schools or a direct one-to-one mapping.

Table 11.1 below shows the distribution of water sources by Province and school level in all schools in the
year 2024. From the table, it is clear that borehole-handpump water was the most common water source,
with the highest count at 6,374, followed by borehole piped water with 4,157 available sources and piped
water with 1,976 available sources. Well-unprotected water sources had the lowest count, at 1,256, reflecting
ongoing efforts to phase out less reliable and unsafe water sources in all Zambian schools.

Table 11.1: Distribution of Water Source in all Schools by Province, 2024

Province Borehole-Piped Borehole-Pump Piped Water Well-Protected Well- None
Unprotected
Central 262 807 262 213 121 1003
Copperbelt 345 412 345 189 91 966
Eastern 174 1155 174 188 139 1296
Luapula 98 528 98 118 133 660
Lusaka 343 200 343 122 19 961
Muchinga 61 329 61 105 128 600
North Western 120 488 120 159 239 825
Northern 100 608 100 148 107 942
Southern 314 1014 314 127 93 133
Western 159 833 159 165 186 1062
National 4,157 6,374 1,976 1,243 1,256 9,647

Table 11.2 shows the number of primary schools distributed by water sources in 2024. From the table, it is
clear that borehole-handpump water was the most common water source, with the highest count at 102,
followed by borehole piped water with 79 available sources and piped water with 55 available sources. Well-
unprotected water sources had the lowest count, at 13.

Table 11.2: Distribution of Water Source in ECE centres by Province, 2024

Province Borehole-Piped Borehole-hand Piped Water Well-Protected Well- None
pump Unprotected
Central 5 5 2 3 1 7
Copperbelt 6 2 7 5 1 13
Eastern 11 21 11 6 5 34
Luapula 3 7 2 2 0 10
Lusaka 26 6 8 4 1 29
Muchinga 2 1 1 2 1 4
North Western 3 6 2 2 2 10
Northern 6 12 7 3 0 13
Southern 9 23 11 3 0 40
Western 8 19 4 6 2 29
National 79 102 55 36 13 189
Education Statistics Bulletin 2024 37 | P a g e
Table 11.3 shows the number of primary schools distributed by water sources in 2024.From the table, it is
clear that borehole-handpump water was the most common water source in Primary Schools, with the highest
count at 4,985, followed by borehole piped water with 2,627 available sources. Piped water was available at
the count of 1,232 and well-unprotected water sources had the lowest count, at 1,041, reflecting ongoing
efforts to phase out less reliable and potentially unsafe water sources in schools.

Table 11.3: Distribution of Water Source in Primary Schools by Province, 2024

Province Borehole-Piped Borehole-hand Piped Water Well-Protected Well- None
pump Unprotected
Central 275 577 162 142 98 755
Copperbelt 335 317 206 148 69 698
Eastern 315 957 104 137 114 1084
Luapula 138 418 61 97 110 519
Lusaka 541 136 239 92 15 686
Muchinga 87 262 37 89 108 489
North Western 169 365 68 123 195 726
Northern 150 481 59 119 101 631
Southern 388 792 192 93 72 1028
Western 229 680 104 127 159 867
National 2,627 4,985 1,232 1,167 1,041 7,480

Table 11.4 shows the number of Secondary schools distributed by sources of water by Province in the year
2024. From the table, it is clear that borehole-piped water was the most common water source in Secondary
Schools, with the highest count at 1,287, followed by borehole-hand pumped water with 1,287 available
sources. Piped water 689 available sources, and well-unprotected water sources had the lowest count, at
202, reflecting ongoing efforts to phase out less reliable and potentially unsafe water sources in Zambian
secondary schools.

Table 11.4: Distribution of Water Source in Secondary Schools by Province, 2024

Province Borehole-Piped Borehole-hand Piped Water Well-Protected Well- Unprotected None
pump
Central 185 225 98 68 22 241
Copperbelt 228 93 132 36 21 255
Eastern 133 177 59 45 20 179
Luapula 67 103 35 19 23 131
Lusaka 255 58 96 26 3 247
Muchinga 61 66 23 14 19 106
Northern 121 117 50 34 42 207
North Western 87 115 34 26 6 182
Southern 224 199 111 31 21 265
Western 90 134 51 32 25 166
National 1,451 1,287 689 331 202 1,978

Water plays a vital role in creating a healthy and conducive learning environment within schools. Its
importance goes beyond hydration, supporting sanitation, hygiene, and various school operations that
contribute to the well-being and academic performance of pupils.

Therefore, this chapter provides a comprehensive analysis of the various water sources available in schools
across all provinces in 2024. These sources include borehole-piped, borehole-handpump, piped water, well-
protected, well-unprotected. This broader approach offers a more inclusive view of water accessibility and its
impact on education at every level.

Education Statistics Bulletin 2024 38 | P a g e

CHAPTER 12: Hygiene and Wash

Water, Sanitation and Hygiene (WASH) are crucial components in schools for several reasons such
as:

1. Health and Well-being: Proper hygiene practices and access to clean water and sanitation facilities
prevent the spread of diseases such as diarrhoea, cholera, and respiratory infections. Healthy children are
more likely to attend school regularly and perform better academically.

2. Improved Attendance: When schools have adequate WASH facilities, students, especially girls, are more
likely to attend school consistently. Girls often miss school during menstruation if there are no proper
sanitation facilities, impacting their education.

3. Enhanced Learning Environment: Clean and well-maintained WASH facilities create a conducive
learning environment. Students can focus better when they are not worried about the availability of clean
water or the state of the toilets.

4. Promotion of Good Hygiene Practices: Schools are an ideal place to teach children about proper
hygiene practices, such as handwashing with soap, which they can carry into adulthood. This knowledge
helps prevent the spread of diseases within communities.

5. Dignity and Comfort: Access to clean and private sanitation facilities is a matter of dignity. Children feel
more comfortable and secure in schools with proper WASH facilities, which positively affects their overall
school experience.

6. Long-term Benefits: Investing in WASH in schools has long-term benefits for society. Educated children
with good hygiene habits are more likely to grow into healthy adults who contribute positively to their
communities.

7. Gender Equality: WASH facilities in schools help promote gender equality by ensuring that girls have the
necessary resources to manage their menstrual hygiene with dignity and privacy, reducing gender disparities
in education.

Examples of WASH Programs in Schools: Many organizations, including UNICEF, are actively involved in
promoting WASH in schools. These programs often include the construction of toilets, provision of clean
water, and hygiene education initiatives.

The table (12.1) below shows the distribution of toilets for staff houses in schools by type across all provinces.
From the table, Eastern Province has the highest number of toilets at 5,095 while Lusaka Province has the
least number of toilets at 1,137. There are more Temporary Pit latrine than Permanent Pit latrines and more
Permanent Pit latrines than Permanent Flush toilets national wide.

Education Statistics Bulletin 2024 39 | P a g e

TOILETS

Table 12.1 shows the number of toilets for staff houses in all the provinces.

Table 12.1: Number of Toilets for Staff Houses by Toilet Type and Province 2024
Province Pitlatrine Temp Pitlatrine Permanent Pitlatrine Permanent Not Flush toilets permanent Flush toilets permanent Not
Central staff1,500
Houses working1,671
staff Houses working staff
181 Houses working staff
115 Houses working staff
98 Houses
Copperbelt 356 657 43 162 138
Eastern 1,643 2,573 295 413 171
Luapula 845 827 116 160 251
Lusaka 126 458 56 257 240
Muchinga 1,058 555 84 39 89
Northern 1,647 1,129 123 80 168
North Western 1,458 799 130 153 215
Southern 1,267 3,551 381 324 257
Western 3,584 937 187 129 250
National 13,484 13,157 1,596 1,832 1,877

Table 12.2 shows the number and type of toilets for learners in schools by province from the schools.

Table 12.2: Number of Toilets for Learners by Type and Province, 2024
Provinces Pitlatrine pitlatrine pitlatrine flush flush pitlatrine pitlatrine pitlatrine flush flush
Central Temp
1,091 Permanent
2,158 Permanent
327 toilets
1,429 toilets
234 Temp
1,006 Permanet
2,086 Permanent
212 toilets
1,525 toilets
164
Copperbelt Boys working Not permanent permanent Boys working Not permanent permanent
377 1,106 95 4,900 381 393 1,030 90 4,960 323
Boys working working Not Girls working working Not
Eastern 1,316 3,361 334
Boys 1,186
Boys 305
working 1,116 3,371 243
Girls 1,117
Girls 207
working
Luapula 616 1,702 267 491 121
Boys 603 1,668 130 423 72
Girls
Lusaka 178 918 51 5,045 374 290 1,014 89 5,012 303
Muchinga 784 975 130 362 115 683 921 70 285 113
Northern 1,108 2,154 205 764 124 957 2,073 127 790 73
North 1,197 1,265 208 593 174 1,140 1,133 145 539 159
Western
Southern 833 3,951 344 2,502 311 792 4,087 281 2,349 252
Western 2,478 1,696 223 582 244 2,298 1,596 198 646 191
National 9,978 19,286 2,184 17,854 2,383 9,278 18,979 1,585 17,646 1,857

Table 12.3: Number of Toilets for Teachers by Type of Toilet, Sex and Province, 2024
Province pitlatrin pitlatrine pitlatrine flush flush pitlatrin pitlatrine pitlatrine flush flush
s e Temp Permanen Permanen toilets toilets e Temp Permane Permanen toilets toilets
Central 489 698 98 443 51 214 656 78 448 41
Male t working t Not permanen permanen Female t t Not permanen permanen
Copperbe 169 382
Male 31
working 1,133
t working t 87
Not 119 451
working 72
working 1,312
t working t 87
Not
lt Male Male working Female Female Female working
Eastern 444 1,000 144 321 52 191 1,003 170 312 34
Male Female
Luapula 230 527 49 238 26 234 515 76 139 17
Lusaka 84 327 42 1,407 119 61 329 57 1,540 101
Muchinga 257 316 37 100 25 140 344 55 90 23
Northern 371 605 73 220 51 232 566 114 277 37
North 445 394 81 178 39 239 422 92 173 47
Western
Southern 315 1,065 98 483 56 160 990 122 551 38
Western 858 525 96 185 26 455 619 91 191 65
Total 3,662 5,839 749 4,708 532 2,045 5,895 927 5,033 490

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 Tables 12.4: Number of Schools with functional School Maintenance/WASH Committees by Education Level and Province, 2020 - 2024
Province Primary Secondary Totals Total No. of 2024 (%) 2023 (%) 2022 (%) 2021 (%) 2020 (%)
Central 740 319 1059 Schools
1,508 65.9 81.87 82.23 90.72 94.7
Copperbelt 665 305 970 1,544 63.2 91.03 67.37 90.81 96.2
Eastern 1,256 239 1495 1,648 91.2 76.61 87.31 95.36 94.6
Luapula 576 156 732 918 57.1 98.49 80.03 96.41 89.5
Lusaka 687 306 993 1,290 121.6 59.02 86.42 85.61 96.9
Muchinga 514 132 646 822 70.9 81.03 77.13 95.38 94.9
North Western 631 205 836 1,239 74.2 96.83 93.68 92.95 93.7
Northern 771 275 1046 1,135 70.9 85.79 70.12 92.59 94.4
Southern 1187 373 1560 1,898 82.8 97.56 89.19 92.72 96
Western 897 213 1110 1,485 90.0 93.68 65.14 79.39 86.5
National 7,924 2523 10,447 13,487 77.3 86.99 79.76 90.64 93.7

Tables 12.5: Distribution of Schools with Work plans for maintaining Water, Sanitation and Hygiene
(WASH) Facilities by Education Level, and Province, 2020 - 2024
Province Primary Secondary Totals Total No. of 2024 (%) 2023 (%) 2022 (%) 2021 (%) 2020 (%)
Central 820 325 1145 Schools
1,508 71.3 63.5 88.7 90.7 94.7
Copperbelt 665 327 992 1,544 64.6 67.9 76.41 90.8 96.2
Eastern 1294 240 1534 1,648 93.6 65.1 89.1 95.4 94.6
Luapula 285 157 442 918 34.5 105.9 73.2 96.4 89.5
Lusaka 764 305 1069 1,290 130.9 45.8 81.5 85.6 96.9
Muchinga 510 124 634 822 69.5 58.3 86.12 95.4 94.9
North 656 205 861 1,239 76.4 75.1 75.31 92.9 93.7
Western
Northern 770 254 1024 1,135 69.4 85.1 75 92.6 94.4
Southern 1184 366 1550 1,898 82.2 79 84.3 92.7 96
Western 937 210 1147 1,485 93.0 67.2 84.7 79.4 86.5
National 7885 2513 10398 13,487 77.0 70.9 81.4 90.6 93.7

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CHAPTER 13: Early Childhood Education

Early Childhood Education is of great importance to the Ministry of education as it encompasses a holistic
approach to child development, including health, nutrition and hygiene, as well as cognitive, social, emotional
and physical development of a child. In recent years there has been a shift in the perception of ECE from
being viewed as only accessible by the affluent to that of Education for All.

Since 2004, the Ministry of Education has endeavoured to promote equity, access, efficiency and
effectiveness in the administration of Early Childhood Education. These efforts have resulted in positive gains
such as increase in pupil enrolments and increase on the proportion of children entering Grade one with ECE
experience. In this regard Statistics is an important aspect in planning for such ventures.

Tables 13.1 and 13.2 show the enrolment of ECE learners by gender and Province. Table 13.1 shows an
increase in the enrolment of ECE learners for 2024 with Eastern and Southern being the highest and
Muchinga province with the lowest.

Table 13.1: ECE Enrolment by Sex and Province, 2024

Province Male Female Total
Central 38,117 42,329 80,446
Copperbelt 38,326 43,418 81,744
Eastern 52,081 60,702 112,783
Luapula 21,224 23,855 45,079
Lusaka 32,109 34,373 66,482
Muchinga 15,482 16,764 32,246
North Western 17,809 19,412 37,221
Northern 17,807 19,804 37,611
Southern 52,725 55,762 108,487
Western 23,698 25,994 49,692
National 309,378 342,413 651,791

Table 13.2: ECE Enrolment by Province, 2020 – 2024

Province 2020 2021 2022 2023 2024
Central 28,445 38,686 48,335 58,656 80,446
Copperbelt 34,420 47,623 50,172 54,639 81,744
Eastern 41,086 53,232 56,522 62,967 112,783
Luapula 17,400 27,092 32,301 39,681 45,079
Lusaka 24,655 15,023 16,565 17,540 66,482
Muchinga 12,691 18,013 21,918 24,601 32,246
North/Western 12,425 26,127 31,273 34,916 37,221
Northern 14,476 16,840 23,178 27,218 37,611
Southern 46,727 60,116 60,116 84,186 108,487
Western 26,291 33,682 39,358 41,525 49,692
National 258,616 336,434 379,738 445,929 651,791

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