The growing number of Zambian teachers seeking employment opportunities abroad should not necessarily be viewed as a loss to the country’s education sector, as those working overseas can still contribute to improving education at home through knowledge-sharing, mentorship and professional exchanges.
While many teachers leave Zambia in search of better salaries, improved working conditions and professional development, their departure raises concerns about the availability of experienced educators in local schools.
A Commonwealth report on teacher attrition identified brain drain as one of the factors contributing to the loss of teachers in Zambia, particularly at secondary school level.
Low salaries and poor conditions of service were cited among the main reasons teachers leave the profession or seek opportunities elsewhere.
Other factors contributing to teacher attrition include retirement, resignation, death and dismissal.
The movement of Zambian teachers to neighbouring countries is not a new phenomenon. A regional study reported by The New Humanitarian noted that during the 1980s, a significant number of Zambian teachers moved to Botswana to help address shortages in that country’s education sector.
The study also highlighted the absence of a comprehensive migration policy at the time, illustrating the longstanding challenges associated with the movement of skilled professionals from Zambia.
However, the country’s education landscape has changed considerably in recent years, particularly following the introduction of free education in 2021.
According to an Ecofin Agency report published in May 2026, the Ministry of Education had recruited more than 41,000 teachers to respond to increased enrolment arising from the policy.
Despite these recruitment efforts, many schools continue to experience overcrowded classrooms and shortages of teachers in certain subjects, making the retention and development of qualified educators an important priority.
But rather than regarding teachers who have relocated abroad as permanently lost to the country, Zambia could explore ways of maintaining professional links with them.
Research on teacher migration across the Commonwealth, conducted by the University of Nottingham and summarised in a UK government research series, recommends approaches such as teacher exchange programmes and arrangements allowing educators to take unpaid leave to work abroad before returning home.
Such initiatives could enable Zambia to benefit from the international experience acquired by its teachers.
Technology also offers opportunities for teachers abroad to support schools back home. Educators could prepare recorded lessons, share teaching materials and conduct virtual sessions to help learners improve their understanding of subjects such as English, Mathematics and Geography.
Experienced teachers working overseas could also mentor newly qualified educators, offering guidance on lesson preparation, classroom management and professional development.
Another possibility would be to encourage teachers visiting Zambia during holidays to conduct short training workshops at local schools and teacher training institutions.
However, these initiatives would require proper coordination between the Ministry of Education, schools and Zambian professional associations abroad. The resources shared would also need to align with the country’s curriculum and examination requirements.
Internet connectivity, particularly in rural communities, remains another challenge that would need to be addressed.
Equally important is ensuring that such partnerships recognise the contribution of teachers who have remained in Zambia. They continue to shoulder the daily responsibility of educating learners, often under difficult conditions, and should be treated as equal partners in any knowledge-sharing programme.
Ultimately, Zambia must continue working towards improving teachers’ salaries, conditions of service and professional opportunities to reduce the incentive to seek employment elsewhere.
However, in an increasingly connected world, geographical distance should not prevent skilled Zambians from contributing to national development.
The challenge, therefore, is to transform teacher migration from a one-way movement into a mutually beneficial exchange of knowledge and experience.
A Zambian teacher working in Britain, Botswana or another country may no longer stand in front of a classroom in Kasama, Kitwe or Chasefu, but could still help learners and fellow educators through mentorship, training and access to international teaching experience.
For Zambia, the departure of a teacher need not mean the end of that teacher’s contribution to the country’s education system.
By Brighton Mwanza
