Perspectives on Implementing Catch-Up Programme for Foundational Reading, Writing and Numeracy Skills in Luapula Province, Zambia.

The acquisition of foundational reading, writing and numeracy skills is essential for learners’ progression through the education system. The Catch-Up Programme was introduced to address learning gaps among learners who have not acquired foundational competencies at the expected levels. This study explored the perspectives of four school administrators and two District Education Board Secretaries (DEBS) regarding the implementation, effectiveness, sustainability and policy alignment of the Catch-Up Programme in selected schools in two districts Lunga and Mansa districts in Luapula Province, Zambia. A qualitative approach was employed, using unstructured interviews with school administrators and DEBS. The data were subjected to thematic analysis, with attention to recurring patterns concerning programme effectiveness, leadership, assessment, resource provision, monitoring, staffing, funding, policy alignment and contextual barriers. The findings indicate that administrators and DEBS generally perceived the programme as an effective remedial intervention that has contributed to improvements in learners’ reading, writing and numeracy competencies and broader academic performance. Administrators associated effectiveness with teaching learners according to their learning levels, continuous assessment, trained teachers, local language and locally available learning materials and direct learner-teacher contact. DEBS perspectives further indicated that district-level leadership, mentorship, monitoring, reporting and coordination contributed to implementation fidelity. However, implementation was constrained by inadequate staffing, limited learning materials, insufficient dedicated funding, teacher transfers, limited classroom space, absenteeism associated with fishing and farming activities, long distances, transport difficulties and perceptions of Catch-Up as an additional workload. Although respondents considered the programme broadly aligned with national educational aspirations concerning quality education, literacy, numeracy, inclusion and education for all, they consistently called for stronger institutionalisation, dedicated policy support, sustainable funding and teacher incentives. The study concludes that the Catch-Up Programme has considerable potential to strengthen foundational learning, but its long-term effectiveness depends on moving from programme-based implementation towards stronger institutional and system-level integration to being a policy.

Catch-Up Programme, foundational learning, literacy, numeracy, school administrators, DEBS, Zambia

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