Dr. Martin Mushumba

Happy KK Day to you all!

I greet you all including graduates from the following colleges and universities:
🥢Kwamusiyo Wabokuku University,
🥢Albert Einstein University,
🥢Amano Mufundo College of Education,
🥢Meenda Abotu College of Applied Arts and Sciences,
🥢Mutengo Utali College of Education 🎓

Do we grow Arrowroot in Zambia?

I love eating arrowroot every time I am in Kenya.

Arrowroot is a nutrient-dense, gluten-free starchy tuber (rhizome) of the Maranta arundinacea plant, commonly used as a healthy, easily digestible carbohydrate staple or as a thickening agent. It is rich in folate, potassium, and iron, providing benefits like enhanced digestion, improved circulation, and reduced inflammation.

Key Facts About Arrowroot:
Culinary Uses: The powder, often found on Alphaveggies, is used to thicken sauces, gravies, and soups, offering a clear, neutral-flavored, and gluten-free alternative to cornstarch. The root is commonly boiled, roasted, or fried.

Nutritional Benefits:
Arrowroot is high in potassium, iron, and B vitamins (specifically folate/B9), which aids in reducing cholesterol, lowering inflammation, and supporting healthy birth development.

Digestion:
It is recognized for being easily digestible and is often used to treat gastrointestinal issues, serving as a gentle food source.

Other Uses:
Beyond cooking, arrowroot powder is utilized in cosmetics for its oil-absorbing and softening properties, often in dry shampoos and deodorants.

Regional Usage:
Often known in Kenya as nduma, it is a widely cultivated, nutritious tuber in the Caribbean, South America, and parts of Asia.

Side Effects:
While generally safe, excessive consumption could potentially lead to constipation. Eeh just be careful!

Hey, it is yummy. I love it!

Institute of Parliamentary Studies Is a Timely Investment in Zambia’s Development

By Dr. Martin Mushumba

Zambia’s development agenda cannot be advanced by weak institutions or unprepared leadership. That is why the launch of the Institute of Parliamentary Studies and Training must be welcomed as one of the most timely and progressive governance reforms in recent years. By investing in the competence of parliamentarians, the country is in fact investing in better laws, sharper oversight and a more development-driven democracy.

This development deserves national attention because Parliament is not an ordinary institution. It is one of the central pillars of the State, mandated to make laws, represent citizens and exercise oversight over the Executive. The quality of Parliament therefore has a direct effect on the quality of national governance. When Parliament functions effectively, the nation benefits from sound legislation, stronger accountability, better public policy and more meaningful democratic participation. When Parliament functions below expectation, the impact is equally national.

It is for this reason that the establishment of a specialised institute dedicated to parliamentary studies and training is both necessary and commendable. In modern governance, leadership cannot be left entirely to instinct, routine or experience accumulated over time. While practical exposure remains important, the demands of public office have become increasingly technical. Parliamentary work now requires a clear grasp of procedure, policy analysis, public finance, legislative scrutiny, constitutional responsibility and ethical decision-making. These are not casual skills. They require deliberate learning and continuous refinement.

For too long, many democracies have operated on the assumption that elected representatives will simply learn everything on the job. Yet that model is increasingly inadequate. The cost of poor legislative preparation is too high for a country that is serious about development. When lawmakers lack sufficient understanding of Standing Orders, committee systems, national budgeting processes or policy interpretation, the quality of debate suffers, oversight weakens and national progress slows down.

The Institute of Parliamentary Studies and Training responds directly to this challenge. Its importance lies in the fact that it introduces a structured and competency-based approach to parliamentary development. This is a particularly progressive feature. The institute is not being created merely to hand out certificates or to satisfy ceremonial expectations. It is being established to build real capacity. It places emphasis on what parliamentarians should know, what they should be able to do and how effectively they should perform their roles.

That focus on competency-based learning is exactly what Zambia needs. In public service, and especially in law-making, competence matters. The country does not only need parliamentarians who occupy seats in the House. It needs parliamentarians who can interrogate policy, contribute meaningfully to debate, understand the national interest, protect public resources and represent citizens with insight and responsibility. A strong Parliament is not built on noise, visibility or title alone. It is built on knowledge, discipline and institutional effectiveness.

One of the clearest benefits of the institute is that it will reduce the learning curve for newly elected Members of Parliament. In many cases, first-time MPs spend a substantial part of their early years trying to understand parliamentary procedure, internal systems and the technical expectations of their office. By the time they gain confidence and mastery, valuable time has already been lost. A dedicated institute can shorten this adjustment period and make parliamentarians productive much earlier in their tenure.

The institute will also improve the quality of debate in Parliament. Zambia today faces complex national challenges that require serious and informed legislative engagement. Issues such as youth unemployment, education reform, debt management, health financing, food security, industrialisation, climate resilience and digital transformation demand more than political rhetoric. They require lawmakers who can examine evidence, interpret policy choices and debate with clarity and depth. A Parliament that is better trained is more likely to produce more thoughtful, data-driven and solution-oriented deliberations.

Equally important is the role the institute can play in strengthening parliamentary oversight. Oversight is one of the most important functions of Parliament because it helps ensure that public institutions remain accountable and that national resources are used prudently. However, effective oversight is not automatic. It depends on the ability of legislators to read budgets, analyse audit reports, question government performance and identify implementation gaps. A specialised training institution can sharpen this capacity and, in doing so, strengthen public accountability across the wider governance system.

The gains, however, extend beyond Parliament itself. The broader country stands to benefit immensely. A more competent Parliament means better laws, better scrutiny of public expenditure and better policy outcomes. It means citizens are more likely to be represented by lawmakers who understand both the promise and the responsibility of public office. It also means that the relationship between the citizen and the State is strengthened because Parliament becomes more responsive, more credible and more effective.

Another important advantage of the institute is its potential to become a national reference point for parliamentary best practice and global trends. Benchmarking with other countries remains useful, but no country can build lasting institutional strength by relying excessively on external exposure alone. Zambia must develop its own centres of excellence. By doing so, it can study international practice, adapt it intelligently to the local context and reduce overdependence on costly benchmarking trips. The institute can therefore help localise global parliamentary lessons while building sustainable in-country expertise.

The institute also offers a powerful means of preserving institutional memory. Political leadership changes, party strengths fluctuate and parliamentary membership shifts from one election cycle to another. Yet Parliament as an institution must remain strong, consistent and effective. A dedicated training institute can help preserve standards, transmit knowledge and sustain a culture of professional excellence across generations of lawmakers. In this way, Zambia strengthens not only individuals, but the institution itself.

There is a wider national lesson here. Zambia must increasingly recognise that specialised leadership requires continuous professional development. Just as we expect teachers, doctors, engineers and accountants to remain current in their fields, we must also expect those entrusted with law-making and oversight to continuously sharpen their competencies. Governance is too important to be left to improvisation. National development depends on capable institutions, and capable institutions depend on capable people.

The launch of the Institute of Parliamentary Studies and Training is therefore not a minor administrative event. It is a statement of institutional seriousness. It signals that Zambia is willing to invest in the quality of its democracy. It shows an understanding that effective parliamentary representation does not happen by accident, but through preparation, learning and professional support.

The Rt Hon. Speaker of the National Assembly, Dr. Nelly B.K. Mutti, deserves commendation for this progressive initiative. Her leadership in championing the institute reflects foresight and a deep appreciation of the fact that when Parliament understands its role and performs it effectively, the entire nation benefits.

Zambia must therefore celebrate this development with pride and optimism. The Institute of Parliamentary Studies and Training is not merely a new institution. It is a timely investment in quality leadership, stronger democracy and a more development-oriented future for our country.

The author is a Public Policy and Higher Education Quality Assurance Expert

The launch of the Institute of Parliamentry Studies and Training is very progressive and comes at the right time when Zambia is hungry for development.

The Institute, operating as an institute providing training in a specialised field brings a concentrated focus on effective parliamentary representation. This is important especially that the institute is specifically established to provide competency based learning and not mere certification.

Broadly speaking, the institute will allow parliamentarians unlimited access to continuing professional development and improve their performance. Whilst benchmarking is very important, the institute will provide a reference point for parliamentary trends around the world and as such reduce on the benchmarking trips for parliamentarians.

Thanks to our Rt Hon. Speaker of National Assembly, Dr. Nelly BK. MUTTI, the development will improve the quality of debate from our parliamentarians and drive data-driven policy decisions.

It is without a doubt that when parliament understands its role, the broader community benefits. Great initiative Madam Speaker, well done indeed.

WE don't want a Parliament that spends its first three years learning the job, hence we launched the Institute of Parliamentary Studies and Training, to help incoming MPs understand Standing Orders and become more effective lawmakers - Mutti

When Creation is Missing: Innovation is Impossible

Zambia’s higher education system remains heavily anchored in the lower levels of the cognitive domain.

While remembering (19.51%) and understanding (22.99%) dominate, only 9.16% of our curricula reaches the level of creation, which is the very engine of innovation.

This means, in practical terms, that over 90% of our graduates are being prepared to consume knowledge, not to produce it.

A nation cannot industrialise, diversify its economy, or create sustainable jobs on a curriculum that stops at comprehension and rarely ascends to innovation.

The future belongs to systems that design thinkers, not just degree holders. Therefore, the ongoing shift towards a Competency-Based Curriculum (CBC) is not just timely, it is urgent and foundational. Thanks to the New Dawn Government’s education reform agenda, the curriculum transition offers us an opportunity to realign learning outcomes with national development priorities and reposition higher education as a driver of transformation, not mere certification.

We must move decisively from knowledge reproduction to knowledge creation. A curriculum that avoids creation ultimately avoids progress.

Dr. Martin Mushumba
Public Policy & Higher Education Quality Assurance Expert

Congratulations Hon. Hon Batuke Imenda 🎉🎊

Warmest congratulations to Hon. Batuke Imenda on your well-deserved reappointment as Secretary General of the United Party for National Development.

Your renewed mandate is not merely a continuation of service, it is a powerful affirmation of trust, confidence, and recognition of a leadership style that has quietly but profoundly shaped the party’s rise into a truly national force. From your pivotal role in the 2021 electoral victory to your decisive endorsement within the National Management Committee, your stewardship has consistently reflected discipline, strategy, and an unwavering commitment to unity.

You embody a rare and admirable form of leadership, one that is not loud, yet deeply influential; not domineering, yet unmistakably present. Your ability to harmonize grassroots aspirations with national governance priorities has strengthened the very fabric of the party. In your humility lies strength; in your calmness, clarity; and in your silence, a commanding vision that continues to guide the party forward.

You have redefined political engagement by championing civility, moving away from militant traditions toward a more refined, disciplined, and inclusive political culture. You lead by empowering structures, delegating with wisdom, and stepping forward only where strategic direction is required. This balance is the hallmark of a true statesman.

Your leadership resonates with both Pan-African ideals and contemporary political thought, reflecting a deep understanding of the evolving demands of governance and party organization in our time. Like the unseen order that governs the universe, subtle yet undeniable, your presence is felt most profoundly in the coherence, stability, and national reach the party now enjoys.

President Hakainde Hichilema’s renewed confidence in you is both fitting and reassuring. It speaks to a recognition of your steady hand, your strategic mind, and your indispensable role in consolidating the party’s identity and direction.

Hon. Imenda, you may not seek the spotlight, but your work shines unmistakably. You may not raise your voice, but your influence resonates across the nation. You may not impose ideas, but your clarity shapes consensus.

Long live your leadership. Long live your vision. Long live your continued service to the party and the nation.

Your dear friend and son,
Dr. Martin Mushumba

LMMU Students Seek Their Dad, Bally's Intervention Over Safety Concerns

Students at Levy Mwanawasa Medical University (LMMU) have called for direct engagement with His Excellency President Hakainde Hichilema following recent protests over what they describe as increasingly unsafe boarding conditions around the institution.

The students made this position clear during a consultative meeting held with university management and officials from the Ministry of Education, convened in the aftermath of demonstrations triggered by a reported rise in attacks and sexual violence targeting students residing in off-campus accommodation.

At the centre of the students’ grievances is the growing insecurity in privately managed boarding houses surrounding the university. Students reported a series of incidents, including attacks and cases of r**e, which have heightened fear and anxiety within the student community.

They argued that the current safety arrangements are inadequate and called for urgent, coordinated intervention to safeguard their welfare.

Students emphasised that their protest chant, “Bally must know,” was a deliberate appeal for presidential attention. They expressed strong confidence in President Hichilema’s leadership, describing him as a “listening father” who has consistently demonstrated responsiveness to challenges affecting the education sector.

According to the student representatives, engaging the Head of State directly is seen not as a political gesture, but as a necessary escalation of their concerns in light of the seriousness of the situation.

In justifying their position, students cited the recent intervention at the University of Zambia (UNZA), where sanitation challenges prompted swift presidential action. The students argued that the involvement of the Zambia National Service (ZNS) will help to significantly improve sanitary conditions at UNZA, thanks to President Hichilema.

The LMMU students expressed optimism that a similar high-level intervention could help address their security concerns, particularly in improving infrastructure, strengthening surveillance, and enhancing collaboration with law enforcement agencies.

During the meeting, Ministry officials and university management acknowledged the gravity of the concerns raised and assured students that government remains committed to ensuring a safe and conducive learning environment. Authorities indicated that immediate and long-term measures are being explored, including:
— Strengthening security coordination with local law enforcement.
— Reviewing standards and regulation of boarding facilities.
— Enhancing institutional responsibility for student welfare beyond campus.

The government has assured learners of heightened efforts aimed at ensuring that student safety is prioritised, while also addressing systemic gaps in accommodation planning and quality assurance.

Dr. Martin Mushumba
Public Policy and Education Quality Assurance Expert

When You Are Betrayed by Your Qualification And Institution

Your New Dawn Government has continued to avail thousands of job opportunities for teachers. This is not only for the purposes of employing trained teachers or reducing the teacher-pupil ratio in our schools, but mainly for enhancing the quality of education in our country.

However, some of our "trained teachers" have not been recruited by government because the higher education institution (HEI) they studied from is NOT recognised/registered by the Higher Education Authority (HEA). Such a qualification is not recognised during recruitments.

You can't study from Mountain Phiri College of Education, a college which has never ever seen the presence of HEA and you still expect to be recruited. The first criterion for recruitment is going for all those teachers who trained in HEA recognised/registered HEIs.

The point is for you to get trained from proper colleges and universities and stand that fair chance of being recruited by your government. Kulibe ati bangenesa che ba bululu bao, just ensure that you do the correct thing!

Because we love you, we ask you to safeguard your future, enrol only in HEA recognised/registered higher education institutions.

Let's discuss quality assurance, tonight on ZNBC Radio 2!.
Time: 21:05 hrs.

Upholding Education Quality: New Dawn's Unprecedented Teacher Recruitment

The sustained investment in teacher recruitment and development remains essential. Teachers are the backbone of any education system, and their capacity directly determines learning outcomes. The New Dawn Government has not only prioritised increasing teacher numbers but is also advancing efforts to enhance teacher training, motivation, and continuous professional development.

To this effect, Education Minister Hon. Douglas Syakalima, MP, has announced that the recruitment process for the 2,000 teachers will commence tomorrow, 21st April 2026, while another 3,500 teachers will be employed after August, 2026.

Further, Hon. Syakalima has announced that the government plans to recruit between 30,000 and 40,000 teachers in 2027.

Dr. Martin Mushumba
Public Policy and Education Quality Assurance Expert

Quality Assurance: The Backbone of Zambia’s Education Transformation

Zambia’s education sector stands at a defining moment. Over the past few years, the country has made deliberate and commendable efforts to expand access to education, particularly under the leadership of President Hakainde Hichilema and the New Dawn Administration. This expansion reflects a national recognition that education is central to economic transformation, social mobility, and democratic development.

However, as access expands, a more fundamental and urgent question arises: what is the quality of the education being delivered?

This question is not merely academic, it is strategic. Because the value of education lies not in participation alone, but in outcomes. A system that produces graduates without competence undermines its own purpose and weakens national development.

It is in this context that quality assurance must be understood. Quality assurance is not a regulatory formality, but it sits as the backbone of Zambia’s education transformation agenda.

Quality assurance ensures that institutions meet minimum standards, that programmes are relevant and rigorous, and that qualifications reflect real knowledge and skills. It protects students from substandard provision and safeguards the credibility of the entire system.

The Higher Education Authority (HEA), established under the Higher Education Act No. 4 of 2013, occupies a central role in this ecosystem. Its mandate is to regulate, register, and accredit higher education institutions and programmes, which is fundamental to maintaining standards across the sector.

Recent reforms within the HEA, including the introduction of digital accreditation systems, signal a shift towards a more modern, transparent, and efficient regulatory framework. By digitising processes, the Authority is enhancing accountability, reducing inefficiencies, and improving stakeholder confidence. Yet, regulation alone cannot guarantee quality.

Institutions themselves must internalise quality assurance as a culture. This means investing in qualified academic staff, developing original and relevant curricula, and ensuring that infrastructure supports meaningful teaching and learning. It also requires leadership that is committed not merely to growth, but to excellence.

One of the persistent challenges in Zambia’s higher education landscape is the tendency to equate expansion with success. The establishment of more institutions and the enrolment of more students are often celebrated as indicators of progress. While these are important, they are incomplete measures.

True progress lies in the competence of graduates.
• Are our graduates able to solve our current problems?
• Are they equipped with skills that respond to industry needs?
• Are they capable of innovation and critical thinking?

If the answer to these questions is uncertain, then the system must be strengthened. Quality assurance must therefore evolve from a compliance-driven exercise to a continuous improvement process. This involves regular audits, programme reviews, stakeholder engagement, and data-driven decision-making.

Moreover, quality assurance must be aligned with national development priorities. Zambia’s aspirations: industrialisation, economic diversification, and job creation, all require a workforce that is skilled, adaptable, and innovative. The education system must be deliberately structured to produce such a workforce.

This is why quality in education is not optional. It is a national imperative. As Zambia continues on its path of reform, there must be a clear and unwavering commitment to standards. Compromise on quality may yield short-term gains, but it carries long-term costs. Consequences of such include economic inefficiency, reduced competitiveness, and diminished global credibility.

In conclusion, the strength of Zambia’s education system will determine the strength of its future. True strength must not be defined by how many students our higher education institutions enrol, but by how well we prepare them. Quality assurance is not just part of the system to a stronger education system. It is the system.

Dr. Martin Mushumba
Public Policy and Education Quality Assurance Expert

Free Education Policy: Consolidating Access with Quality

The New Dawn Government’s introduction of free education stands as one of the most transformative policy decisions in Zambia’s recent history. It has significantly expanded access, bringing thousands of learners into the education system who would otherwise have remained excluded.

This bold policy, championed by President Hakainde Hichilema and his administration, reflects a clear and progressive commitment to equity and inclusion. It affirms a fundamental principle: that education is not a privilege for a select few, but a right for every Zambian child.

However, as the policy matures, the national conversation must evolve. The focus must now extend beyond access to a more complex, yet critical, imperative—quality. Access without quality is a fragile achievement, one that risks undermining the very purpose of education.

An expansion in enrolment inevitably places pressure on the education system. Classrooms become overcrowded, teacher workloads increase, and infrastructure is stretched beyond capacity. If not carefully managed, these pressures can compromise the quality of learning outcomes.

Yet, it is important to state unequivocally that this is not a critique of the free education policy. Rather, it is an affirmation of the New Dawn Government’s deliberate and commendable efforts to ensure that expanded access is matched with sustained quality.

Government has rightly recognised that the success of free education must not be measured solely by the number of learners enrolled, but by how effectively those learners are taught and what they ultimately become. The large-scale recruitment of teachers, the distribution of learning materials, the nationwide desk allocation initiatives, and the ambitious expansion of school infrastructure are all critical interventions aimed at safeguarding quality.

These efforts are not merely administrative responses, they are strategic investments in learning outcomes. They ensure that learners acquire foundational competencies in literacy and numeracy, alongside critical thinking and problem-solving skills. These are the true indicators of a quality education system: one that prepares learners for further education, productive employment, and meaningful participation in society.

To consolidate the gains of free education, several key interventions, already being actively pursued by government, must continue to be implemented with urgency and strategic intent.

First, sustained investment in teacher recruitment and development remains essential. Teachers are the backbone of any education system, and their capacity directly determines learning outcomes. The New Dawn Government has not only prioritised increasing teacher numbers but is also advancing efforts to enhance teacher training, motivation, and continuous professional development.

Second, the unprecedented expansion and improvement of education infrastructure is playing a critical role in decongesting classrooms and improving the overall learning environment. The Ministry of Education Zambia, working in collaboration with partners such as the World Bank and supported by the expanded Constituency Development Fund (CDF), is delivering tangible improvements in school infrastructure.

This is a strategic intervention. Overcrowded classrooms undermine effective teaching and learning. By improving classroom space, sanitation facilities, and access to teaching and learning materials, government is addressing the structural foundations of quality education.

Third, and perhaps most critically, the strengthening of quality assurance mechanisms is non-negotiable. An education system that is accessible but ineffective does not transform lives, it merely postpones failure.

The true value of education lies in its relevance. To safeguard this, quality assurance must be fully mainstreamed within education policy and practice. Continuous monitoring, evaluation, and standards enforcement are essential, particularly in a rapidly expanding system.

Government’s renewed focus on school inspections, learning assessments, and institutional performance reviews reflects a clear shift toward outcomes-based education. This is a necessary and progressive move. It uniquely places emphasis not on attendance, but on achievement; not on access alone, but on what learners know and are able to do.

In this regard, it is important to recognise that access and quality are not competing priorities. They are mutually reinforcing. Expanding access without quality creates a system that is inclusive in form but ineffective in function. The New Dawn Government has demonstrated a clear understanding of this balance and continues to act decisively to maintain it.

The free education policy has laid a strong and irreversible foundation. It has opened doors, expanded opportunity, and restored hope to thousands of Zambian families. However, the long-term success of this policy will depend on the system’s ability to deliver quality education at scale.

Ultimately, the true measure of Zambia’s free education reforms will not be enrolment figures alone, but the quality, competence, and relevance of the graduates it produces.
In this regard, the government’s structured, deliberate, and forward-looking support to the education sector deserves both recognition and commendation.

Dr. Martin Mushumba
Public Policy and Education Quality Assurance Expert