This piece of writing will endeavor to explain the aim of education and its importance and with reference to Zambia and Africa at large, look at some important aspects that will help understand the inequalities that undermine the delivery and acquisition of education. This essay will show how these factors have become a hindrance to obtaining equality in education and in summary suggest how equity in education can be achieved. UNESCO in Kelly (1996:02) defines education as, “an organised and sustained communication process designed to bring about learning.” Kelly M.J (1999), explains that aim of education is to provide education and learning environment which facilitates the cultivation of each pupil’s potential. That entails, to encourage the full and well-rounded development of the physical, intellectual, social, affective and moral and spiritual qualities of all pupils so that each pupil develop into a full person with desires beneficial to both him/her and the society at large. In this regard the possible course of study and expectations of education should affect historical, social, economic and political aspects. Education should the promote knowledge, know-how, wisdom and character formation such as individual responsibility, self-esteem, sociability, self-management and integrity. The full potential outlined above has been incapacitated bringing the inequality in education between boys and girls in so many stemming from either the tradition or environment they live in, economic factors, the government’s lack of articulated policies like poor funding and inability and other factors. Traditional education has greatly contributed to the inequality of education between girls and boys because this kind of education teaches children in norms parallel to formal education. In Zambia, during initiation ceremonies like Nyau, Chisungu and Mukanda, boys and girls, especially in rural areas, are kept away from school, thereby undermining the efforts towards attaining the universal basic education. Boys are taught to be ‘real’ men while girls are taught how to be good wives. It is also evident that African tribes that are traditionally pastoralists, their boys spend most of their childhood herding cattle, while those who live near river banks or lakes and oceans, engage in fishing to support their families rather that going to school. Young boys that marry early and father children are highly glorified and are treated with respect in their communities. Similarly, girls are forced or get into early marriages because that is what community cherishes. Pregnancies as well as user fees imposed by some schools, though there is the policy of free education, have resulted into inequalities in education between children in rural and urban areas and greatly impede on achieving the 2015 Millennium Development Goals (MDGs). Mwanakatwe says,’of all the problems pressing on the government in Zambian today and other emergent nations, the scourge of illiteracy is the worst’( 1974.152). Infrastructure development has also contributed to the inequality of the provision of education across all sub-sectors. The Ministry of Education (2010), state that the provision of appropriate and sufficient infrastructure facilities and services, including rehabilitation and maintenance, is important to safe guard the quality of education services delivery to all citizens. However, much of the infrastructure now, sho