Abstract:
The transformation of Zambia education system since independence has gained attraction from both academia and government experts seeking to investigate factors leading to the change with a view to contribute to academic literature. The focus has been directed to the challenges and prospects of governance of Zambian education system which the study seeks to identify. Moreso, the article adopted Marxist theory by carl max which postulated that the bourgeoisie have monopolized systems of Zambian's government and education sector has not been left either thus jeopardizing the initial role of reforming education sector to benefit the Proletariat. The article used a case study design and qualitative method to collect data from the study. The education institutions for the case study were; Great north road academy, Fairview college of education, Chalimbana University, Macha Secondary School and Mansfield University while the 14 key informants were selected through snowballing. The finding of the study indicated that, the challenges affecting governance of education system in Zambia were; poor and frequent leadership changes, corruption, weak legal-policy frameworks, lack of accountability and transparency in the management and utilization of education resources while prospects were fostering adherence to the education policies, capacity building on the leadership , financing education sector , developing internal control management system and digitizing the education system to enhance efficiencies in services delivery within the education sector.
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