Thrive Aid Advocacy Brief - Inclusive Higher Education for PWDs in Zambia Publication

October 2026 · 25 min read

Advancing Inclusive Higher Education for Persons with Disabilities in Zambia

Advocacy Brief | August 2026

Advancing Inclusive Higher Education for Persons with Disabilities in Zambia Closing the Gap Between Policy and Practice

Thrive Aid Lusaka, Zambia www.thriveaid.ngo | info@thriveaid.ngo | +260 975 841 737

Abbreviations

8NDP: Eighth National Development Plan 2022–2026
ADA: Americans with Disabilities Act
CRPD: Convention on the Rights of Persons with Disabilities
SDG: Sustainable Development Goal
UDL: Universal Design for Learning
UNDP: United Nations Development Programme
UNICEF: United Nations Children’s Fund
ZAPD: Zambia Agency for Persons with Disabilities

Suggested citation

Thrive Aid. (2026). Advancing inclusive higher education for persons with disabilities in Zambia: Closing the gap between policy and practice [Advocacy brief]. Thrive Aid. Keywords disability inclusion; inclusive education; higher education; reasonable accommodation; Persons with Disabilities Act 2012; CRPD; Zambia

Publisher

Thrive Aid, Lusaka, Zambia. www.thriveaid.ngo · info@thriveaid.ngo · +260 975 841 737 © 2026 Thrive Aid. This brief may be reproduced in whole or in part for non-commercial advocacy, research and educational purposes, provided the source is acknowledged.

Acknowledgements

This brief was made possible by the generosity of individuals and organisations who shared their time, knowledge and lived experience. We are especially grateful to the Deaf community under the Teresa Heart Foundation, whose insights first informed the conceptualisation of this brief and grounded it in the lived experience of the barriers persons with disabilities face in accessing higher education. We also acknowledge Ms Winnie Nakachinda for her contribution and continued advocacy on behalf of persons with disabilities in Zambia. We extend our sincere gratitude to Human Rights Commissioner Ms Christine Chama, who offered valuable insights and resources that greatly enriched this brief. Our thanks go to the Thrive Aid team, under the leadership of Chief Executive Officer Ms Melody Chisanga, and in particular to Mr Kenny Saka, who co-authored this brief. Finally, we thank the key informants and persons with disabilities who generously shared their experiences and perspectives during the research that underpins this brief.

Executive Summary

Zambia has built a robust legal and policy foundation for disability rights, anchored in the Persons with Disabilities Act No. 6 of 2012 and reinforced in May 2025 by the launch of the National Policy on Persons with Disabilities and the National Disability Mainstreaming Guidelines, developed with the United Nations Development Programme (UNDP, 2025). Yet for many Zambians with disabilities, this foundation has not translated into real access to higher education. Inaccessible campuses, a shortage of trained educators and adapted learning materials, persistent stigma, financial barriers, restricted course choices and discriminatory admissions practices continue to shut students with disabilities out of tertiary education, undermining both their right to education and Zambia’s broader development and employment goals. This brief examines these gaps against Zambia’s obligations under the Persons with Disabilities Act and the Convention on the Rights of Persons with Disabilities (CRPD), draws lessons from international good practice, and sets out concrete, actionable recommendations for government, higher education institutions and civil society to close the gap between policy and practice. Table 1. Key recommendations at a glance

Priority area

Recommended action

Infrastructure

Fund and enforce universal-design standards so that all higher education campuses, new and existing, are physically accessible.

Educators

Resource and mandate inclusive-education training for lecturers and support staff, including Braille, Easy Read and sign language skills.

Learning materials

Budget for accessible formats (Braille, audio, captioning, Easy Read and assistive technology) across all programmes.

Stigma

Adopt anti-discrimination policies and run sustained awareness and peereducation campaigns on campuses.

Finance

Establish scholarships and subsidies to cover the additional costs of disabilityinclusive study.

Admissions

End discriminatory admissions practices and create accessible complaints and redress mechanisms.

Data

Collect and publish disaggregated data on disability in higher education to guide planning and funding.

Awareness

Sustain national campaigns on the rights, capabilities and contributions of persons with disabilities.

1. Introduction

Since ratifying the Convention on the Rights of Persons with Disabilities (CRPD) in 2010, Zambia has taken significant legislative, administrative and policy steps to promote the rights of persons with disabilities and to implement the Convention. Key milestones include:

2012: Enactment of the Persons with Disabilities Act No. 6 of 2012, under which the Zambia Agency for Persons with Disabilities (ZAPD), first created in 1996, was continued.
2014: Adoption of the Social Protection Policy, which includes a disability stream.
2015: Adoption of the National Disability Policy and the National Implementation Plan on Disability.
2019: Enactment of the Mental Health Act No. 6 of 2019, repealing the Mental Disorders Act of 1949.
2022: Adoption of the Eighth National Development Plan (8NDP) 2022–2026, anchored on inclusion and participation (Ministry of Finance and National Planning, 2022).
2025: Launch, in May 2025, of the National Policy on Persons with Disabilities and the National Disability Mainstreaming Guidelines, developed with UNDP (UNDP, 2025). Collectively, these frameworks establish a solid legal and policy foundation and demonstrate Zambia’s strong commitment to the rights and inclusion of persons with disabilities. However, the extent to which these commitments translate into practical, inclusive learning environments remains uneven, exposing a critical gap between policy intent and the lived reality of many persons with disabilities in education. This brief therefore calls for the reinforcement of current policies and the adoption of specific regulations on inclusive education to support full implementation of the Persons with Disabilities Act, 2012. Specifically, it calls for the elimination of discriminatory practices and the establishment of an inclusive educational environment in which individuals with disabilities can access any academic programme for which they qualify, in facilities that are physically accessible to them.

2. Problem Statement

Despite Zambia’s policy commitments and international obligations, inclusive education for persons with disabilities remains poorly implemented in practice, especially at tertiary level. Evidence shows that inaccessible infrastructure, limited availability of assistive technologies and inclusive learning materials, and inadequate training among educators constrain meaningful participation in learning environments (Ndibalema & Kambona, 2025). These challenges are compounded by persistent social stigma, limited awareness of disability and weak implementation of existing policies, which together reinforce exclusion and marginalisation within educational systems (UNICEF Zambia, 2018). Financial constraints and under-resourced institutions further restrict access to necessary support services, disproportionately disadvantaging students with disabilities in pursuing higher education (Ndibalema & Kambona, 2025). Low levels of education and poor skills training are established barriers to employment for persons with disabilities. Addressing these barriers in higher education is therefore essential to creating an environment in which individuals with disabilities can pursue tertiary study and thrive without impediment.

3. Scope and Relevance of the Issue

The CRPD defines discrimination on the basis of disability as any distinction, exclusion or restriction on the basis of disability which has the purpose or effect of impairing or nullifying the recognition, enjoyment or exercise, on an equal basis with others, of all human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other field. This includes all forms of discrimination, including denial of “reasonable accommodation”, defined as the necessary and appropriate modification and adjustment, not imposing a disproportionate or undue burden, required in a particular case to ensure that persons with disabilities enjoy or exercise all human rights and fundamental freedoms on an equal basis with others (United Nations, 2006, Art. 2).

3.1 Existing Frameworks and Commitments

The Persons with Disabilities Act, 2012 is Zambia’s cornerstone legislation for promoting inclusivity and protecting the rights of persons with disabilities, including their right to education. Its key provisions on education (sections 22–26) require public institutions, including higher learning institutions, to accommodate the needs of persons with disabilities. In summary, the Act requires that:

education is inclusive at all levels and directed at the full development of human potential, dignity, talents and abilities (s. 22(1)–(2)(b));
persons with disabilities are not excluded from primary, secondary, higher or vocational education on the basis of disability, and can access it on an equal, free and quality basis with others;
reasonable accommodation and effective, individualised support measures are provided within the general education system (s. 22(2)(c)–(e));
Braille, augmentative and alternative communication, sign language, and orientation and mobility skills are facilitated, together with peer support and mentoring (s. 22(2)(f)–(g));
instruction for learners with visual, hearing or intellectual disabilities is delivered in the most appropriate language and format for the individual (s. 22(2)(h));
an allowance is paid to learners with disabilities to cover the extra costs of learning, and prevocational and vocational training is available for persons with intellectual disabilities (s. 22(2)(i)–(j));
physical facilities at public institutions are made accessible, with designated institutions equipped accordingly, special schools established where inclusive placement is not practicable, and public libraries fitted for accessibility (ss. 22(3), 23, 26); and  parents and guardians enrol children with disabilities in school, and admission is not refused on the basis of disability except through formal assessment by the Agency (ss. 24–25). These provisions are reinforced by Article 24 of the CRPD, which obliges States Parties to ensure an inclusive education system at all levels and lifelong learning; to prevent exclusion from general education; to provide reasonable accommodation and individualised support; to facilitate Braille, sign language and augmentative communication together with peer support; to train qualified teachers, including teachers with disabilities; and to extend these guarantees to tertiary education, vocational training, adult education and lifelong learning without discrimination (United Nations, 2006).

4. Discussion of Gaps

The Persons with Disabilities Act, 2012, guided by the CRPD, affirms the right to education for persons with disabilities in Zambia. Despite this clear legal mandate, implementation has been uneven, and provisions requiring further regulation have been slow to operationalise. Drawing on key informant interviews, focus group discussions, a desk review and observation of prevailing trends, this section outlines the main challenges facing persons with disabilities in accessing higher education, together with recommendations to address them.

4.1 Inaccessible Infrastructure

One of the most pressing challenges is the inaccessibility of physical infrastructure in educational institutions. Schools and universities often lack ramps, elevators and accessible restrooms, hindering mobility for students who use wheelchairs or have other physical disabilities. Sections 22 and 26 of the Act mandate accessible facilities at public educational institutions, yet 14 years after its enactment, implementation remains slow, leaving many students physically barred from full participation in academic life. Article 9 of the CRPD similarly requires States Parties to identify and eliminate barriers to buildings, transport, information and communication technologies and other public facilities and services.

4.2 Lack of Trained Educators and Support Staff

Many schools and universities lack teachers and staff trained to accommodate the diverse needs of students with disabilities. Inadequate teacher training in inclusive education widens the gap between policy and practice, with students often receiving insufficient classroom support. Section 22(2)(d) of the Act calls for individualised support measures for effective learning, and Article 4 of the CRPD requires States Parties to promote the training of professionals and staff working with persons with disabilities.

4.3 Limited Availability of Adapted Learning Materials

Another significant barrier is the shortage of learning materials adapted for students with disabilities. Students who are blind or visually impaired often struggle to access Braille or audio formats, while deaf students may lack sign language interpretation. Section 22(2)(f)–(g) of the Act mandates accessible learning resources, and Article 4 of the CRPD requires accessible information on assistive technologies and support services. The insufficient provision of Easy Read, plain language, captioning, sign language, Braille, audio description and other accessible formats across public and private higher education institutions impedes learning.

4.4 Stigma and Discrimination in Educational Institutions

Stigma and discriminatory attitudes from both peers and educators remain pervasive in Zambia’s education system, affecting the mental health, academic progress and participation of students with disabilities. Sections 22(1)(c) and 25 of the Act emphasise the importance of a respectful, inclusive environment, and Article 5 of the CRPD requires States Parties to prohibit all discrimination on the basis of disability and to guarantee equal and effective legal protection, including through reasonable accommodation.

4.5 Financial Barriers to Education

The financial burden faced by students with disabilities is a major obstacle to accessing education. The cost of assistive devices, specialised learning materials and transportation can make attending school unaffordable for many families. Section 22(2)(i) of the Act recognises the need for allowances to cover these extra costs, but the practical availability of such support remains limited.

4.6 Limited Course Options and Support Services

Students with disabilities are often directed toward programmes deemed “suitable” for them, restricting their ability to pursue fields aligned with their own interests and potential. This is largely due to a lack of accommodations and support services in certain academic programmes, despite the Act’s provision for equitable access to education (s. 22(2)(b)). The gap is compounded by the Constitution’s Bill of Rights, which does not explicitly recognise disability-based or intersectional discrimination, nor denial of reasonable accommodation, as prohibited grounds of discrimination. Zambia has also not yet developed guidance or mechanisms to give effect to the duty to provide reasonable accommodation, nor procedures for persons with disabilities to challenge its denial, and lacks an accessible, effective complaints mechanism for reporting discrimination.

4.7 Discrimination in Admissions

Discriminatory practices during admissions prevent many students with disabilities from enrolling in their preferred programmes. Although the Act prohibits exclusion from educational institutions on the basis of disability (s. 25), and despite the right to inclusive education and Target 4.5 of the Sustainable Development Goals (United Nations General Assembly, 2015), these practices persist in both primary and higher education.

4.8 Data Gaps

There is limited disaggregated data on persons with disabilities, including on the challenges they face in accessing education. Information on the situation of persons with disabilities in higher education, particularly completion rates, is far weaker than at primary and secondary level. There is no systematic data, disaggregated by sex and type of impairment, on the number and proportion of learners with disabilities receiving individualised support or on their enrolment and dropout rates, nor is there a multi-sector evaluation system. The result is inaccurate assessment of progress.

4.9 Awareness Raising

Article 8 of the CRPD requires States Parties to adopt immediate, effective measures to raise awareness of persons with disabilities throughout society, foster respect for their rights and dignity, combat stereotypes and harmful practices, and promote awareness of their capabilities and contributions. Persistent discriminatory attitudes, negative stereotypes and the lack of sustained awareness-raising campaigns in society, in the media and among decision-makers remain a significant concern, and must be addressed in both rural and urban areas.

5. International Good Practice

5.1 Successful Strategies

Universal Design for Learning (UDL): designing curricula that accommodate the needs of all students from the outset (TEAL Center Staff, 2010).
Dedicated disability support services within institutions, as seen in the United Kingdom and Australia.
Legislation and enforcement, such as the Americans with Disabilities Act (ADA) in the United States, which requires institutions to provide reasonable accommodation.
Sustained community awareness campaigns, as in Sweden and Finland, which have reduced stigma and promoted disability rights.

5.2 Lessons for Zambia

Adopt Universal Design for Learning for curricula and learning materials, reducing reliance on individualised accommodation.
Establish dedicated disability support services in higher learning institutions.
Strengthen enforcement of inclusive education policy to ensure compliance and accountability.
Promote national awareness campaigns to reduce stigma and advance inclusion.

6. Summary of Recommendations

Zambia’s Persons with Disabilities Act, 2012 provides a comprehensive legal framework for inclusive education; the priority now is implementation. Key actions include the following: 1.

Invest in accessible infrastructure, ensuring that buildings, classrooms and facilities are fully accessible.

2. Train educators and support staff to support students with disabilities effectively.

3. Adapt learning materials and resources, including Braille, audio and sign language interpretation.

4. Promote an inclusive culture through sustained awareness raising, including among the judiciary, the justice sector, policymakers, teachers, and health and social workers. 5. Offer financial assistance and scholarships to ease the additional costs of disabilityinclusive education.

6. Develop the outstanding regulations and guidelines needed to fully implement the Persons with Disabilities Act, 2012.

7. Establish effective sanctions for non-compliance with accessibility guidelines and regulations.

7. Conclusion

While Zambia’s Persons with Disabilities Act, 2012 provides a comprehensive legal framework for promoting inclusive education, significant gaps remain in its implementation. Inaccessible infrastructure, inadequate teacher training, a shortage of adapted learning materials, persistent stigma and financial constraints remain the primary barriers preventing students with disabilities from fully benefiting from the education system. Closing these gaps requires a coordinated effort by government institutions, educational facilities and civil society organisations. Financial support, investment in accessible infrastructure, and a sustained focus on inclusivity in both policy and practice will be essential to ensuring that all individuals, regardless of disability, have equal opportunity to pursue education and develop to their fullest potential.

References

Ministry of Finance and National Planning. (2022). Eighth National Development Plan (8NDP) 2022– 2026: Socio-economic transformation for improved livelihoods. Ndibalema, P., & Kambona, W. (2025). Impediments to assistive technology accessibility for students with disabilities in higher education institutions: A systematic review. ECNU Review of Education. https://doi.org/10.1177/20965311251355657 TEAL Center Staff. (2010). Universal design for learning [Fact sheet]. U.S. Department of Education. UNICEF Zambia. (2018). Disability and education study in Zambia. https://www.unicef.org/zambia/reports/disability-and-education-study-zambia-2018 United Nations. (2006). Convention on the Rights of Persons with Disabilities. United Nations Treaty Series, 2515, 3. United Nations Development Programme. (2025). Breaking barriers: Zambia unveils landmark policy and guidelines for disability inclusion in national development [Press release]. https://www.undp.org/zambia/press-releases/breaking-barriers-zambia-unveilslandmark-policy-and-guidelines-disability-inclusion-national-development United Nations General Assembly. (2015). Transforming our world: The 2030 Agenda for Sustainable Development (A/RES/70/1).

Legislation

Mental Health Act No. 6 of 2019 (Zambia). Persons with Disabilities Act No. 6 of 2012 (Zambia).