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Zambia’s higher education (HE) sector has undergone a profound transformation over the past decade, marked
by rapid expansion, increased enrolment, and the emergence of numerous private institutions. This growth, while
promising for national development, has raised critical concerns about the consistency and quality of academic
provision. In response, the Government of Zambia enacted the Higher Education Act No. 4 of 2013, establishing
the Higher Education Authority (HEA) as an autonomous regulatory body tasked with overseeing institutional
registration, programme accreditation, and quality assurance (QA) across the sector. This paper critically
explores the evolution of Zambia’s QA architecture, with a particular focus on HEA’s statutory mandate,
operational mechanisms, and its role in shaping institutional behavior and academic standards.
Employing a mixed-methods approach combining policy analysis, document review, and semi-structured
interviews with key stakeholders the study evaluates the effectiveness of HEA’s interventions and the extent to
which they have fostered a culture of continuous improvement. It also examines the integration of internal QA
systems within higher education institutions (HEIs), the alignment of national standards with regional and
international benchmarks, and the challenges that persist in implementation. Key findings highlight the need for
sustained capacity-building, improved data systems, and strategic partnerships with education agency providers
to enhance QA outcomes. As Zambia’s HE sector continues to diversify, the study argues that a resilient,
transparent, and globally aligned QA framework will be essential to ensuring academic integrity, institutional
credibility, and long-term sustainability in an increasingly competitive and interconnected educational landscape.
Zambia’s higher education (HE) landscape has undergone a profound transformation over the past decade, driven
by increased demand for tertiary education, demographic shifts, and national development priorities. The sector
has witnessed the rapid emergence of private higher education institutions (HEIs), a surge in student enrollment,
and a diversification of academic programmes aimed at meeting evolving labor market needs. While this
expansion signals progress toward broader access and inclusivity, it has simultaneously raised pressing concerns
about the consistency of academic standards, quality of education, institutional capacity to deliver quality
education, and the adequacy of regulatory oversight mechanisms and frame work.
Recognizing these challenges, the Parliament of Zambia enacted the Higher Education Act No. 4 of 2013, which
established the Higher Education Authority (HEA) as an autonomous regulatory body. This legislative move
marked a pivotal shift from ministerial oversight to a formalized quality assurance (QA) system anchored in
statutory standards, institutional audits, and programme accreditation procedures. The HEA was vested with the
authority to register HEIs, evaluate academic programmes, and enforce compliance with national QA
benchmarks, thereby promoting accountability and continuous improvement across the sector.
This study critically explores the evolution and implementation of Zambia’s QA framework, with a particular
focus on HEA’s regulatory mandate and operational mechanisms. It explores how the framework has influenced
institutional behavior, shaped programme design, and contributed to the development of internal QA systems
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within HEIs. By analyzing policy documents, accreditation data, and stakeholder perspectives, the study
provides insights into the strengths and limitations of the current QA regime and offers recommendations for
enhancing its effectiveness in a rapidly changing educational environment.
To comprehensively assess Zambia’s evolving quality assurance (QA) framework in higher education, a mixed
methods research design was employed. This approach allowed for triangulation of data from multiple sources,
ensuring both breadth and depth in understanding the structural and experiential dimensions of QA
implementation. The integration of qualitative and documentary analysis enabled the study to capture not only
the formal regulatory architecture but also the lived experiences of stakeholders engaged in accreditation and
institutional quality management.
This design was particularly suited to the study’s objectives, which included evaluating the effectiveness of the
Higher Education Authority’s (HEA) regulatory mechanisms, identifying implementation challenges, and
exploring opportunities for system-wide improvement. By combining empirical insights with policy analysis,
the study offers a nuanced perspective on Zambia’s QA landscape.
The study drew on both primary and secondary data sources to ensure a robust evidence base.
1. : Semi-structured interviews were conducted with 22 key informants selected through
purposive sampling. These included senior officials from the HEA, quality assurance officers at various
higher education institutions (HEIs), and experienced peer reviewers involved in accreditation processes.
The interviews explored perceptions of the accreditation system, institutional readiness, procedural
clarity, and challenges encountered during implementation. Respondents also shared insights on internal
QA practices and the alignment between institutional processes and HEA standards.
2. : A systematic review of relevant legal and policy documents was undertaken. This
included the Higher Education Act No. 4 of 2013, which provides the statutory mandate for HEA; the
Zambia Standards and Guidelines for Quality Assurance in Higher Education (ZSG-QA), which
operationalize accreditation criteria; HEA accreditation reports; and documentation from regional QA
workshops facilitated by UNESCO and other partners. These sources provided critical context for
understanding the regulatory framework and its evolution over time.
Thematic analysis was applied to qualitative data, guided by a conceptual framework built around four core
dimensions of quality assurance:
1. : Examining the coherence and comprehensiveness of the legal
provisions underpinning HEA’s operations.
2. : Assessing the ability of HEIs to implement internal QA systems
and respond to external accreditation requirements.
3. : Evaluating the clarity, fairness, and reliability of
accreditation processes and decision-making.
4. : Exploring Zambia’s engagement with regional QA bodies and
international accreditation standards.
This framework facilitated the identification of strengths, gaps, and opportunities within Zambia’s QA system,
providing a structured lens through which to interpret findings.
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The Higher Education Act No. 4 of 2013 serves as the cornerstone of Zambia’s QA system. It formally
established the HEA as an autonomous regulatory body, tasked with overseeing the registration and accreditation
of HEIs and their academic programmes. Key provisions of the Act include:
1. The registration and regulation of higher education institutions
2. The accreditation of learning programmes based on defined quality standards
3. The issuance of statutory forms and procedures for accreditation applications
These legal instruments provide HEA with the authority to enforce compliance, monitor institutional
performance, and ensure that academic offerings meet national development priorities. Mr. Mwape Director
Distance education and Former Registrar for Cavendish University indicated that operationalization of HEA
should be non-selective in enforcing the legal frame work and indicated that the perception is that government
institutions are not subjected to the same scrutiny when looking at standards. Subsidiary regulations and the
ZSG-QA further operationalize these mandates, offering detailed criteria and procedural guidelines for
evaluating institutional and programme quality. This legal infrastructure have been instrumental in promoting
consistency, transparency, and accountability across the sector.
HEA’s accreditation process is designed to be rigorous, multidimensional, and evidence-based. Institutions
seeking accreditation must demonstrate compliance across several key domains:
1. : Programmes must articulate clear objectives, learning
outcomes, and alignment with national qualifications frameworks. Prof Kalasa of Rockview University
intimated that this is both institutional registration and programme accreditation whether programme
meets academia and quality benchmaking is a very important element in curriculum design.
2. : Institutions must implement robust assessment
systems that ensure fairness, reliability, and continuous improvement.
3. : Academic staff must possess relevant qualifications
and participate in ongoing professional development.
4. : Adequate physical and digital infrastructure must
be in place to support teaching, learning, and research.
5. : Institutions must provide comprehensive support services,
including academic advising, counseling, and career guidance.
Applicants submit structured documentation addressing these domains, which is then reviewed by trained peer
reviewers using ZSG-QA benchmarks. The process emphasizes both compliance and developmental feedback,
encouraging institutions to engage in continuous quality enhancement. HEA has indeed improved and enhanced
quality of education in HE indicated by quality assurance officer Mr. Mubanga Rockview University.
One of the strengths of Zambia’s QA framework is its integrated approach to institutional audits and
programmelevel accreditation. The ZSG-QA explicitly outlines how HEA uses standards to assess both
governance structures and academic offerings. This dual focus ensures that institutional systems such as
leadership, strategic planning, and resource management—are evaluated alongside the quality of individual
programmes.
By harmonizing these processes, HEA promotes systemic coherence and avoids fragmented assessments.
Institutions are encouraged to align their internal QA mechanisms with external expectations, fostering a culture
of accountability and continuous improvement. This integration also facilitates more efficient use of resources
and enhances the credibility of accreditation outcomes.
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A pivotal contribution to Zambia’s QA development was the 2019 study by Simukanga & Jacob, which analyzed
the policy context and design considerations for a national accreditation framework. The study underscored
several critical needs:
1. : To ensure consistency and comparability across
institutions and programmes.
2. : To uphold the integrity and credibility of accreditation
decisions.
3. : To build trust among stakeholders and facilitate institutional
compliance.
Drawing on comparative lessons from established QA agencies in Africa and beyond, the study positioned HEA
as the central coordinating hub for quality assurance. It also highlighted the importance of stakeholder
engagement, capacity-building, and data-driven decision-making in sustaining a robust QA system.
In response to the findings of the planning study and ongoing sectoral needs, HEA has implemented several
capacity-building initiatives aimed at strengthening institutional QA capabilities:
1. : Targeted training sessions for HEI staff to deepen understanding
of accreditation standards and processes.
2. : Forums for sharing best practices in institutional self-assessment and external
audit preparation.
3. : Centralized resources hosted in HEA’s “Standards and
Guidelines” repository to support consistent practice across institutions.
These initiatives have contributed to a shared understanding of QA expectations, improved institutional
readiness, and enhanced compliance with accreditation requirements. They also serve as platforms for peer
learning and professional development, fostering a community of practice among QA professionals.
By September 2023, the HEA had accredited a total of 1,145 learning programmes across both public and private
HEIs. This milestone was formally announced through Gazette Notice No. 734 of 2 June 2023, signaling the
scale and maturity of Zambia’s QA system. The volume and diversity of accredited programmes reflect the
system’s growing throughput and institutional engagement.
These data offer a valuable baseline for longitudinal analysis and strategic planning. Key dimensions for analysis
include:
1. : Understanding which fields of study are most represented and identifying gaps in
provision.
2. : Comparing accreditation outcomes between public and private institutions to assess
equity and quality.
3. : Mapping programme distribution to identify regional disparities and inform
resource allocation.
Such analyses can inform national policy decisions, guide institutional development strategies, and support
targeted interventions to address systemic challenges. They also provide evidence for benchmarking and
international reporting, enhancing Zambia’s visibility in global QA dialogues.
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Since 2018, Zambia has actively participated in regional quality assurance (QA) initiatives facilitated by
UNESCO and other continental bodies. These engagements have played a pivotal role in strengthening the
institutional capacity of the Higher Education Authority (HEA), fostering regional benchmarking, and
embedding Zambia’s QA system within broader continental dialogues. UNESCO’s support has included
technical workshops, peer learning exchanges, and harmonization efforts aimed at aligning QA practices across
Southern Africa.
These activities have enabled Zambia to:
1. : Through targeted training and exposure to international best
practices, HEA has enhanced its operational efficiency and strategic planning capabilities.
2. : Zambia has benefited from
comparative analyses with neighboring countries, enabling it to refine its QA standards and procedures.
3. : Participation in regional forums has positioned Zambia as
an active contributor to the African QA discourse, promoting mutual recognition and mobility of
qualifications.
The continuation of these efforts through 2025 underscores Zambia’s commitment to regional integration and
quality enhancement. By aligning its QA framework with regional norms, Zambia is not only improving
domestic standards but also enhancing the credibility and portability of its qualifications across borders.
In addition to regional efforts, Zambia has made strides in aligning its QA system with international standards.
A notable example is Unicaf University’s Zambia campus, which holds accreditation from the British
Accreditation Council (BAC), a UK-based QA agency. BAC accreditation is recognized globally as a mark of
quality, indicating that an institution meets rigorous standards in governance, academic delivery, and student
support.
Unicaf’s BAC accreditation serves multiple strategic purposes:
1. : It demonstrates that Zambian institutions can meet
globally accepted benchmarks, enhancing trust among international partners and students.
2. : International endorsements contribute to the country’s
reputation as a provider of quality higher education.
3. : Graduates from BAC-accredited institutions are more
likely to have their qualifications recognized abroad, facilitating further study and employment
opportunities.
While Unicaf asserts exclusivity in holding BAC accreditation within Zambia, BAC confirms Unicaf’s status
without making exclusivity claims. Regardless, such international recognitions are valuable assets in Zambia’s
broader strategy to position itself as a competitive player in the global higher education market.
A cornerstone of Zambia’s QA framework is the expectation that higher education institutions (HEIs) maintain
robust internal quality assurance (IQA) systems. These systems are essential for ensuring that institutions
continuously monitor, evaluate, and improve their academic offerings and support services. Under the Zambia
Standards and Guidelines for Quality Assurance in Higher Education (ZSG-QA), HEIs are required to implement
comprehensive IQA mechanisms that complement external accreditation processes.
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Key components of effective IQA systems include:
1. : Programmes must undergo periodic evaluation to ensure
relevance, alignment with industry needs, and integration of emerging knowledge.
2. : Institutions must establish procedures for
reviewing assessment practices, ensuring fairness, consistency, and constructive feedback.
3. : Continuous professional development and systematic
evaluation of academic staff are critical for maintaining teaching quality.
4. : Institutions are expected to collect and
analyze data on student performance, satisfaction, and progression to inform strategic improvements.
In June 2025, HEA partnered with the Commonwealth of Learning to convene a national IQA workshop
involving 37 HEIs. The workshop focused on aligning internal QA practices with HEA’s external expectations,
thereby strengthening the internal-external QA loop. Participants shared experiences, identified common
challenges, and explored strategies for embedding QA into institutional culture. This initiative marked a
significant step toward fostering a culture of continuous improvement and accountability within Zambian HEIs.
Despite commendable progress in establishing a national QA framework, several challenges continue to hinder
its full realization:
1. : Many HEIs, particularly newer or smaller institutions, lack dedicated QA units
or adequately trained personnel. This results in uneven implementation of QA practices and limited ability
to respond effectively to external accreditation requirements.
2. : Financial and infrastructural limitations pose significant barriers to effective QA
operations. Institutions in rural areas or with limited funding struggle to maintain the facilities, staffing,
and systems necessary for quality delivery.
3. : The pool of qualified peer reviewers remains relatively small, affecting the
timeliness, consistency, and credibility of accreditation decisions. Limited availability of reviewers also
places strain on HEA’s capacity to conduct thorough evaluations.
These challenges underscore the need for targeted interventions to build institutional resilience and enhance the
overall effectiveness of Zambia’s QA system.
To address these challenges and capitalize on emerging opportunities, the following strategic actions are
recommended:
1. : HEA should streamline its handbooks, standards, and procedural
documents to reduce ambiguity and promote uniformity across institutions. A centralized repository of
QA resources can support consistent interpretation and application of standards.
2. : Investing in training and certification programmes for peer reviewers can
help grow the reviewer base, improve evaluation quality, and reduce bottlenecks in the accreditation
process. Partnerships with regional QA bodies may also facilitate reviewer exchange and capacity
building.
3. : Developing centralized databases to track accreditation outcomes, institutional
performance metrics, and student feedback can support evidence-based decision-making. Such systems
can also facilitate monitoring, reporting, and strategic planning at both institutional and national levels.
4. : Continued engagement with UNESCO and other regional platforms can
enable Zambia to benchmark its QA practices against those of peer countries. This can inform policy
refinement, promote mutual recognition of qualifications, and enhance regional mobility.
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5. : Clarifying the relationship between HEA’s QA processes and the Zambia
Qualifications Framework administered by the Zambia Qualifications Authority (ZAQA) is essential for
coherence and mobility. Establishing clear crosswalks and collaborative mechanisms can ensure that
accreditation outcomes are aligned with qualification standards and support lifelong learning pathways.
By pursuing these strategic opportunities, Zambia can strengthen its QA infrastructure, enhance institutional
performance, and position itself as a leader in quality higher education within the region and beyond.
Zambia’s quality assurance (QA) regime has undergone a significant evolution, transitioning from fragmented
oversight to a structured, standards-driven system that is actively shaping institutional behavior and programme
design. The establishment of the Higher Education Authority (HEA) under the Higher Education Act No. 4 of
2013 marked a pivotal moment in this transformation, introducing a formal regulatory framework that
emphasizes transparency, accountability, and continuous improvement. The operationalization of the Zambia
Standards and Guidelines for Quality Assurance in Higher Education (ZSG-QA) has further reinforced this shift,
providing institutions with clear benchmarks for programme accreditation, institutional audits, and internal
quality assurance (IQA) systems.
The growing volume of accredited programmes over 1,145 by September 2023 demonstrates the system’s
expanding reach and maturing capacity. These developments reflect increasing institutional engagement with
QA processes and a broader cultural shift toward evidence-based academic governance. However, sustaining
and deepening these gains will require deliberate and strategic action across multiple fronts.
First, continued investment in IQA capacity-building is essential. Institutions must be equipped with the tools,
personnel, and resources to implement robust internal QA mechanisms that align with national standards and
support meaningful self-assessment. This includes training QA officers, developing institutional data systems,
and fostering a culture of reflective practice.
Second, stronger alignment between external QA processes and institutional data cycles is needed to ensure
coherence and responsiveness. Accreditation and audit procedures should be informed by real-time institutional
performance data, enabling HEA to provide targeted feedback and support. This integration will also enhance
the utility of QA outcomes for institutional planning and policy development.
Third, strategic regional and international benchmarking must be prioritized to future-proof Zambia’s QA
standards. Engagement with regional bodies such as the Southern African Quality Assurance Network (SAQAN)
and global agencies like UNESCO and the British Accreditation Council (BAC) offers valuable opportunities
for mutual recognition, peer learning, and standard harmonization. These partnerships can help Zambia remain
agile and competitive in a rapidly globalizing higher education landscape.
As Zambia’s HE sectors continues to diversify with new providers, modalities, and disciplines emerging a
resilient and responsive QA system will be critical to maintaining academic integrity, promoting pedagogical
innovation, and enhancing the global credibility of Zambian qualifications. The path forward lies in
consolidating existing gains, addressing persistent challenges, and embracing collaborative, forward-looking
strategies that position Zambia as a regional leader in higher education quality assurance.
1. Parliament of Zambia. (2013). Higher Education Act No. 4 of 2013. Lusaka: Government Printer.
2. Higher Education Authority (HEA). (2020). Zambia Standards and Guidelines for Quality Assurance in
Higher Education (ZSG-QA). Lusaka: HEA Publications.
3. Simukanga, S., & Jacob, W. J. (2019). Planning for Quality Assurance in Zambia’s Higher Education.
International Journal of Educational Development, 65, 1–12.
4. Higher Education Authority (HEA). (2023). Gazette Notice No. 734 of 2 June 2023. Lusaka: Government
Gazette.
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5. UNESCO. (2018–2025). Southern Africa QA Harmonization Workshops. Paris: UNESCO Regional
Office for Southern Africa.
6. British Accreditation Council (BAC). (2025). Directory of Accredited Institutions. London: BAC
Publications.
7. Daka, H., Mijere, S. A., Bwembya, I., Mulenga-Hagane, L. M., Banda, B., & Chazanga, F. C.
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Public Higher Learning Institutions in Zambia. International Journal of Research and Scientific
Innovation, 12(6), 84–97. Available from University of Zambia Repository
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Implications for Teaching and Learning. PhD Dissertation, Stellenbosch University. Access via
SUNScholar Repository
10. Higher Education Authority (HEA). (2023). The State of Higher Education in Zambia: Annual Report
2022. Lusaka: UNZA Press. Download from HEA
11. Zambia Qualifications Authority (ZAQA). (2022). Zambia Qualifications Framework (ZQF):
Implementation Guide. Lusaka: ZAQA.
12. Commonwealth of Learning (COL) & HEA. (2025). Internal Quality Assurance Workshop Report:
Strengthening IQA in Zambian HEIs. Lusaka: COL/HEA Joint Publication.
13. African Union Commission. (2019). Continental Education Strategy for Africa (CESA 16–25): Quality
Assurance Pillar. Addis Ababa: AU Publications.
14. World Bank. (2020). Higher Education Quality Assurance in Sub-Saharan Africa: Trends and Policy
Recommendations. Washington, DC: World Bank Education Global Practice.
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