Government Releases 2025 Grade 7 and Grade 9 Examination Results: What the Numbers Really Mean for Zambia’s Education System

On December 22, 2025, the Zambian Government officially released the 2025 Grade 7 and Grade 9 examination results, marking a critical moment for thousands of learners, parents, and schools across the country. The announcement, made by Minister of Education Douglas Syakalima at the Ministry of Education headquarters in Lusaka, was described as both a “Christmas and New Year gift” to the nation and a reflection of ongoing reforms within the education sector.

For many families, the release of these results is more than just an academic update. It represents hope, anxiety, relief, and preparation for the next stage of a child’s educational journey. This year’s results also offer deeper insight into participation levels, progression rates, gender performance trends, and the effectiveness of policy changes introduced by the government.

Timely Release and Parental Preparedness

Minister Syakalima emphasized that the examinations were processed and released on time to allow parents and guardians to prepare adequately for the 2026 school year. With Form One and Grade Ten classes scheduled to open on January 12, 2026, the timely release gives families enough time to plan for school fees, uniforms, accommodation, and other necessities.

The Minister made it clear that learning will begin immediately when schools reopen, urging parents to ensure their children report on the official opening date. This emphasis highlights the government’s push to reduce delays and lost learning time, which has been a persistent challenge in the education system.

Grade 7 Results: Increased Participation and Reduced Absenteeism

In 2025, a total of 587,471 candidates registered for the Primary School Leaving Examination, representing an increase compared to the previous year. Of these candidates, 91.72 percent sat for the examination, indicating strong participation nationwide.

One of the most notable improvements was the reduction in absenteeism. The national absenteeism rate dropped to 5.9 percent, a positive development that suggests better learner retention, increased parental engagement, and improved school attendance. Education analysts view this as a sign that government interventions, community awareness, and school-level follow-ups are beginning to yield results.

Girls accounted for a higher proportion of candidates than boys, continuing a trend seen in recent years. While this reflects growing access to education for girls, it also raises questions about the challenges affecting boy-child participation, which policymakers may need to address more deliberately.

Grade 9 Results: Higher Progression to Secondary School

The Junior Secondary School examination results revealed a significant improvement in progression rates. In 2025, 206,357 candidates obtained certificates, pushing the progression rate to Grade Ten to 72.25 percent. This marks a substantial increase from the 55.89 percent recorded the previous year.

According to the Minister, this improvement is largely due to the abolition of automatic progression. Under the revised policy, learners now advance based on demonstrated competence rather than automatic promotion. This shift aims to strengthen academic standards and ensure that learners progressing to secondary school are adequately prepared.

While the higher progression rate is encouraging, it also places greater responsibility on secondary schools to absorb the increased number of learners and maintain quality instruction.

Gender Performance and the Boy-Child Debate

The 2025 results revealed that more boys than girls failed the examinations, a trend that continues to draw national attention. Minister Syakalima acknowledged this concern and called for deeper analysis to understand the underlying causes.

Factors such as social pressure, lack of role models, economic activities, and limited parental supervision have often been cited as contributing to the underperformance of boys. The Minister emphasized the importance of stronger parental involvement, particularly in guiding and supporting the boy child both academically and socially.

This discussion reflects a broader national debate about balancing educational support for both boys and girls without reversing the gains made in girls’ education.

Examination Integrity and Public Confidence

One of the most reassuring announcements was the confirmation that no examination leakages were recorded in 2025. In a country where examination malpractice has previously undermined public trust, this declaration strengthens confidence in the integrity of the examination system.

The absence of leakages suggests improvements in examination security, administration, and accountability by the Examinations Council of Zambia (ECZ) and related institutions.

To further promote transparency and accessibility, the government confirmed that results can be accessed free of charge through the 8383 SMS shortcode and the ECZ online portal. This ensures that parents and learners across the country, including those in remote areas, can check results without financial barriers.

What These Results Mean for Zambia

Beyond the numbers, the 2025 Grade 7 and Grade 9 results tell a broader story about Zambia’s education system. Increased participation, reduced absenteeism, improved progression rates, and enhanced examination integrity suggest that reforms are beginning to take effect. However, challenges remain, particularly in addressing gender disparities, maintaining quality amid higher enrollment, and ensuring that competence-based progression translates into real learning outcomes.

As schools prepare to reopen in January 2026, the focus will shift from results to implementation — ensuring that learners are placed appropriately, supported adequately, and taught effectively.

For parents, the message is clear: early preparation, consistent involvement, and close collaboration with schools remain essential. For policymakers, the results provide both encouragement and a reminder that sustained effort is needed to turn policy reforms into lasting educational transformation.

Final Reflection

The release of the 2025 Grade 7 and Grade 9 examination results is more than a routine announcement. It is a snapshot of where Zambia’s education system stands today and a signal of where it may be heading tomorrow. Whether these gains will be sustained depends on continued investment, accountability, and shared responsibility between government, schools, parents, and communities.

As the country moves into a new academic year, the true test will not lie in the statistics alone, but in how effectively Zambia converts these results into stronger foundations for its future generation.

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