Assessing the effectiveness of alternative learning system in Zambia: A systematic approach to educational change and sustainability

The effectiveness of the Alternative Learning System (ALS) in Zambia is crucial in addressing educational disparities and promoting inclusive learning opportunities. This study systematically examined the effect of ALS on learners who are unable to access formal education due to socio-economic, geographical, or personal barriers. By analyzing program implementation, curriculum relevance, learner outcomes, and sustainability measures, the study evaluated how ALS contributes to educational equity and lifelong learning. The study adopted a mixed-methods research design, integrating both qualitative and quantitative approaches. The study was conducted in four higher learning institutions within Lusaka district, Zambia. The sample consisted 110 respondents and the data collection process involved distributing the questionnaires and conducting individual interviews to the selected participants. The quantitative data collected were analyzed using appropriate statistical methods, such as descriptive statistics using SPSS and Microsoft excel whereas the qualitative data were analyzed thematically. The findings revealed that the implementation of alternative learning systems in Zambia has demonstrated significant potential in addressing educational access and equity, particularly for marginalized groups such as rural and out-of-school youth. Additionally, while alternative learning systems contribute to educational inclusivity, sustainability remains a challenge. Key factors hindering long-term success include insufficient funding, inconsistent policy support, and a lack of adequate training for facilitators. The study therefore recommended for a comprehensive policy frameworks, targeted investment, and capacity-building initiatives to ensure continued effectiveness and scalability.