Larry Tepa Secures Funding to Advance Indigenous Language Literacy in Zambia

A conversation about language, culture, and educational equality has grown into a project that could transform the lives of adult learners across Zambia.

Larry Tepa, founder and president of the Ethical Society of Zambia, has successfully secured a $1,000 grant from The Pollination Project Foundation to support the Indigenous Language Literacy for Adult Education project, an initiative that seeks to make literacy more accessible by teaching adults in the languages they know best. The project will be led by Project Director Busubo Mwewa, an educator and advocate for indigenous language learning who has spent years reflecting on the challenges faced by adult learners in Zambia.

While literacy is often viewed as a basic educational issue, the reality is much more complex. Across Zambia, many adults never had the opportunity to complete their education due to poverty, limited access to schools, or other social and economic barriers. For many of these learners, the challenge is compounded by language. They speak indigenous languages at home and in their communities, yet educational opportunities are frequently delivered in English or other official languages. This disconnect can make learning more difficult and can discourage adults from pursuing literacy education altogether.

The idea behind the project emerged from a shared recognition that literacy programs should meet people where they are. Rather than expecting learners to adapt to educational systems that overlook their linguistic backgrounds, the initiative seeks to build literacy skills through indigenous languages such as Bemba, Nyanja, Tonga, Lozi, Lunda, Kaonde, and others. The goal is not only to improve reading and writing skills but also to strengthen confidence, cultural identity, and a sense of belonging.

For Tepa, the project aligned closely with the Ethical Society of Zambia's broader commitment to education, human development, and community empowerment. Since founding the organization in 2022, he has sought to support practical initiatives that address challenges affecting ordinary people. When he learned about Mwewa's vision for indigenous language literacy, he saw an opportunity to help turn a powerful idea into a reality.

The inspiration behind the project can be traced to discussions about literacy and indigenous language education taking place in international educational networks. During one such engagement, Mwewa was introduced to examples of successful literacy programs that had been developed for Indigenous communities in Australia. What stood out was not simply the success of the programs themselves, but the philosophy behind them. These initiatives respected local cultures, worked closely with communities, and recognized that language is not merely a tool for communication but a foundation of identity.

Those ideas resonated strongly with both Mwewa and Tepa. They began exploring how similar principles could be adapted to Zambia, where linguistic diversity is one of the country's greatest cultural strengths but is often underutilized within adult education programs. Through numerous conversations, they discussed how indigenous languages could be used not only to improve literacy outcomes but also to preserve cultural heritage and create more inclusive educational opportunities.

The resulting project combines several innovative approaches. Mobile technology will be used to provide flexible learning materials that learners can access through phones and tablets. Community-based learning will ensure that local stakeholders participate in shaping the program and that educational content reflects local realities. Native language instruction will form the foundation of the learning process, allowing learners to acquire literacy skills in languages that are already familiar to them.

The potential impact of the initiative extends far beyond reading and writing. Literacy opens doors to employment opportunities, access to healthcare information, participation in civic processes, and greater social inclusion. For adults who have spent years navigating life without strong literacy skills, the ability to read and write can fundamentally change how they engage with the world around them.

At the same time, the project addresses a broader cultural concern. Indigenous languages across Africa face increasing pressure from globalization, urbanization, and the dominance of international languages in formal institutions. While learning global languages remains important, there is growing recognition that indigenous languages must also be preserved and strengthened if cultural heritage is to survive for future generations.

The Pollination Project Foundation's decision to fund the initiative reflects confidence in both the vision and the people behind it. While $1,000 may seem modest compared to large international development grants, seed funding often plays a crucial role in helping grassroots projects move from concept to implementation. It provides the resources needed to begin testing ideas, reaching learners, and demonstrating impact.

For the Ethical Society of Zambia, the grant represents another example of how local leadership can attract international support for community-driven solutions. For Busubo Mwewa, it provides an opportunity to lead a project that addresses a challenge he has long been passionate about. And for the adult learners who stand to benefit, it offers something even more important: the chance to gain literacy skills in a way that respects their language, culture, and identity.

Ultimately, the project is built on a simple but powerful belief. Education is most effective when people can learn through the languages that already give meaning to their lives. By securing funding for this initiative, Larry Tepa has helped create an opportunity to put that belief into practice and, in doing so, bring the promise of literacy closer to communities that have too often been left behind.