Bridging Policy and Practice: Challenges and Opportunities in Implementing Music Education in Zambia

Music education policy in Zambia uploads the potential of music education to nurture creativity, preserve cultural heritage, and provide diverse career opportunities, yet its effective implementation often faces significant challenges. This study analyses the music education curriculum and its implementation in Zambia, with an emphasis on associated challenges, and potential future prospects. Adopting a qualitative approach underpinned by an anti-positivist, social constructionist philosophy, the study employed a multi-site case study research design that covered primary, secondary, and tertiary institutions across Zambia’s Southern, Lusaka, and Copperbelt provinces. Data was collected from 106 participants who included curriculum developer (1), music teachers (24), lecturers (8), Learners primary and secondary (40) and tertiary students (33), through interviews, focus groups, and observation. Prior to that, document analysis was done to gather information on policy pronouncements on music education. Findings reveal that policies are formulated with minimal grassroots consultation, teacher monitoring is intermittent, instructional methods lack diversity and fidelity. Additionally, religious beliefs and cultural attitudes negatively impact music education participation, while opportunities include career pathways, teaching music across the curricular and cultural preservation. This research highlights the urgent need for reform in policy implementation, teaching practices, and social attitudes to enhance student learning and engagement in music.