Insights of Primary Education Provision Guide on Inclusive Education Practices in Zambia

Inclusive education remains a central pillar in global and national education reforms aimed at promoting equity and access for all learners, including those with disabilities. In Zambia, the Primary Education Provision Guide serves as a key policy document intended to support the implementation of inclusive practices at the school level. This study critically examined insights of Primary Education Provision Guide on Inclusive Education Practices in Zambia. The study adopted a qualitative documentary analysis design, using the Guide as the primary data source. Data were analysed through document familiarisation, coding, thematic categorisation, and interpretation guided by inclusive education principles. Findings revealed that the Guide demonstrates commitment to equitable access, non-discrimination, learner participation, special learning environments, teacher responsibility, and collaboration. However, significant gaps were identified, including the absence of structured identification and assessment procedures, Individualised Education Plans, comprehensive teacher training guidelines, adequate provision of accessible learning materials, and clearly defined institutional support systems. Further limitations concerned disability-specific interventions, parental and community involvement, infrastructure accessibility, and monitoring and accountability mechanisms. The study concludes that although the Guide provides a foundation for inclusive education, its limited operational guidance constrains effective implementation. Strengthening the Guide through practical implementation frameworks is essential for promoting equitable access, meaningful participation, and improved learning outcomes for all learners.