Learning Infrastructure and Delivery of Education: A Case of Zambia’s Private Teachers’ Training Colleges

This article is based on a study that investigated the impact of infrastructure on the delivery of quality education in teachers training colleges in Zambia, particularly Lusaka district. The study had been guided by three objectives: (i) to investigate the state of infrastructure in selected private teacher training colleges in Lusaka, (ii) to identify the sources of funding for infrastructure development in selected private colleges in Lusaka, and (iii) to assess the extent to which the infrastructure of private teaching colleges influences quality academic environment. Largely, the study sought to ascertain whether the state of infrastructure and the learning environment in private teacher training colleges is supporting the provision of quality education. The study design which was used was Convergent Parallel Design (CPD) which led to collection and analysis of both quantitative and qualitative data. On the basis of the collected data, reviewed literature, and their analysis, this article has established that the state of private teachers training Colleges in Lusaka is not good, which entails that quality service delivery has been compromised. It thus recommended that Government should introduce a policy where private Colleges pay less tax on imported materials that are meant to improve on the learning infrastructure and standards in the country.