The Impacts of Non-Governmental Organization (Ngo) Involvement on Literacy Levels in Primary Schools of Lumezi District, Zambia

This study examined the impacts of Non Governmental Organization (NGO) involvement on literacy levels in primary schools in Lumezi District, Eastern Province, Zambia. It addressed a persistent empirical gap about whether and how NGO literacy interventions translated into measurable improvements in early grade reading and writing. The study situated the problem within national and district evidence showing continued low learning outcomes despite increased NGO presence and framed the inquiry around program types, effectiveness, collaboration with local education authorities, changes in literacy before and after NGO engagement, and implementation challenges. A convergent mixed methods design was employed. Quantitative data were collected through an adapted Early Grade Reading Assessment (EGRA) style literacy test administered to Grade 2 and Grade 4 pupils and structured questionnaires for teachers and school administrators; qualitative data were gathered via semi structured interviews with NGO staff and DEBS officials, focus group discussions with parents and teachers, and document review. Quantitative analyses used descriptive statistics, paired samples t tests and ANOVA to compare pre and post intervention outcomes; qualitative data were analysed thematically and triangulated with quantitative findings to explain mechanisms and contextual constraints. The study produced evidence that NGO interventions produced short term gains in reading fluency and decoding where structured phonics, regular coaching and provision of leveled readers were implemented, while sustainability depended on the strength of collaboration with district education authorities, teacher retention, and local ownership. The findings underscored that coordination with DEBS and integration with national literacy frameworks enhanced continuity, whereas limited follow up, funding volatility and language mismatch constrained long term impact. The research concluded with recommendations to strengthen joint planning, embed capacity building within district systems, and prioritise mother tongue materials during early grades to improve and sustain literacy gains.