An Assessment on the Challenges faced by Education College Administrators in the Implementation of Government Policies in Zambia

Martin Chabu (Ph.D),, Kashumba Kabombo (Ph.D),, Ronard Mateyo Mbola (MA Ed), and Samulu Mudolo (MA Ed)
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Martin Chabu (Ph.D),: David Livingstone College of Education, Zambia
Kashumba Kabombo (Ph.D),: David Livingstone College of Education, Zambia
Ronard Mateyo Mbola (MA Ed),: David Livingstone College of Education, Zambia
Samulu Mudolo (MA Ed): David Livingstone College of Education, Zambia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 4733-4747

Abstract: This paper examines the challenges faced by Education College administrators in the implementation of government educational policies in Zambia. This paper detects universal barriers, such as inadequate funding, improper infrastructure, misalignment between policy directions and institutional dimensions, and communication errors between formulators of policies and implementers. This has been evaluated by critically investigating both historical and contemporary policy frameworks prepared by the Ministry of Education. The study used a qualitative method using both primary and secondary that includes policy framework analysis of Zambia’s educational background, books, articles journals, and Annual reports from the Ministry of Education and TEVETA. Data also came from oral interviews from key informants and the University of Zambia Repository were thesis and Dissertation were reviewed in order to construct literature. The results demonstrated that problems of technical skills, administrative management, lack of stakeholder partnership, and resource limits all hinder the successful implementation of policies. Therefore, the study revealed that increasing funding methods, improving stakeholder engagement, policy review flexibility, integration of Information and Technology integration, and capacity training programs are some of the long-term solutions suggested in this paper. The paper has also indicated that by embarking upon these issues with suggested solutions, Zambian colleges of education may be able to close seal the barriers between the policymakers and college administrators, thereby improving the capacity and results of education. Consequently, circulation of information pertinent to administrators, policymakers, and educational stakeholders in Zambia and similar settings, this paper contributes to the broader perspectives on the operation of educational policies in emerging contexts.

Date: 2025
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