Abstract:
This study aimed to assess the impact of educational policies on reducing illiteracy levels in Zambia, guided by Human Capital Theory and Diffusion of Innovations Theory. Employing a descriptive survey design integrating both qualitative and quantitative approaches, the study examined existing policies, their impact, and factors influencing their effectiveness. The sample comprised 68 participants selected through purposive and simple random sampling techniques. Findings revealed a range of educational policies, including the 2014 Zambian Revised Literacy Policy, the National Literacy Framework, Adult Learning and Education programs, and the Primary Reading Programme. While some policies showed promise in improving literacy outcomes, challenges such as implementation gaps and resource constraints hindered their effectiveness. Notably, the 2014 Zambian Revised Literacy Policy aimed at improving comprehension and learning across subjects, while the National Literacy Framework, though positive in concept, faced challenges in practical application. Similarly, the Adult Learning and Education programs empowered adults to enhance job prospects, but difficulties in reaching all in need persisted. The Primary Reading Programme, implemented in 1998, did not yield significant improvements in literacy levels among Zambian learners. From these findings, conclusions were drawn regarding the need for enhanced policy implementation, targeted interventions to address implementation challenges, and sustained investment in literacy programs. Recommendations include strengthening teacher training, improving language policy implementation, fostering community engagement, addressing socio-economic barriers, and ensuring sustainable funding for literacy initiatives.
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