Vol. 7, Issue 2, Part D (2025)

Tracing the intricate path of Zambia's educational policy from 1890 to 2025, this article offers a longitudinal examination of how a nation's learning landscape has been continuously reshaped. Beginning with the rudimentary, racially segregated provisions of the British Protectorate, the study transitions to the ambitious, expansive policies of the post-independence Republic. Through an in-depth review of historical documents and government policy papers, this research identifies key paradigm shifts, such as the move towards universal primary education and localized curricula, alongside persistent challenges including funding shortfalls, quality assurance, and equitable access. It underscores how global influences, economic pressures, and domestic political changes have profoundly impacted policy formulation and implementation, providing critical insights into the complex interplay between education, governance, and national development over a century and a quarter.