Authors : Noah Kalaba

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/4fj5hsmv

Scribd : https://tinyurl.com/2pbctjjy

DOI : https://doi.org/10.38124/ijisrt/26jun1190

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Abstract : The study evaluated the implementation and effectiveness of the Catch-Up Policy in selected primary schools in Chongwe District, Lusaka Province, Zambia. Introduced by the Ministry of Education to address foundational literacy and numeracy gaps—especially following COVID-19 learning disruptions—the policy aims to accelerate learning recovery. Despite its potential, national evidence highlights inconsistent implementation due to overcrowded classrooms, inadequate learning materials, and limited teacher preparation. A mixed-methods approach was used, combining questionnaires administered to pupils, teachers, and school administrators with interviews and classroom observations to assess policy adoption, learning improvements, and implementation challenges. Secondary documents from the Ministry of Education were also reviewed to contextualize findings.

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