Systematic literature review: Examining a paradox—Will the increase in financial aid through free education overwhelmingly affect academic results? An exploratory investigation in selected public schools in the Copperbelt Province of Zambia

Abstract

This systematic literature review combines research on free education in public schools in Copperbelt Province. It focuses on two main goals: improving financial support and academic outcomes. The review looks at trends in policy implementation, funding models, stakeholder views, and measurable learning results. To understand why increased funding may not overwhelmingly translate into improved academic results, this study is anchored in four complementary theoretical perspectives: human capital theory, systems theory, resource dependence theory, and institutional theory. Together, these frameworks provided an integrated lens for interpreting the dynamics between financial inputs and learner outcomes. Drawing from over 40 peer-reviewed sources, government reports, and regional assessments, the review highlights key facilitators, barriers, and strategies based on evidence to better balance cost accessibility and student performance in Copperbelt. The results show that while increased financial investments improve infrastructure, teaching resources, and enrollment numbers, the connection to academic performance is not always clear. Factors like teacher skill, overcrowded classrooms, student engagement, and management of resources significantly affect the success of financial support. Additionally, problems such as inefficient fund distribution, delays in providing resources, and weak monitoring systems lessen the potential benefits of free education programs. The review also points out differences among schools. Some use financial support effectively to boost teaching and learning outcomes, while others experience minimal progress due to systemic and administrative issues. Based on these findings, this study suggests a plan for targeted financial management that focuses on teacher training, timely delivery of educational resources, and routine performance assessments. Improving accountability for fund management and fostering community involvement in school governance are also important. Furthermore, adding strategies like remedial programs, digital learning tools, and student-centered teaching methods could significantly improve the effectiveness of financial support on academic results. Providing free education creates significant opportunities to enhance equity and access. However, realizing its full potential requires a thorough strategy that combines financial investment with effective teaching approaches, governance reforms, and tailored interventions. Future research should focus on long-term studies to explore the links between financial support systems and measurable improvements in student academic outcomes.