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ID 42609
本文ファイル
著者
キーワード
Zambia
Access to school
Learning attainment
Obstructive factor
Promotive factor
NDC
教育
抄録(英)
This paper aims to identify the obstructive and promotive factors that affect students’ access to school and learning attainment in Zambia. Much of the literature discussing Zambian education identifies only the obstructive factors. When identifying the obstructive factors becomes the primary focus in education policy, efforts are directed towards eliminating these factors without considering the context of the educational process. Consequently, this discourse has lost sight of the fact that eliminating obstructive factors does not guarantee good access to school and learning but merely provides a condition in which students are part of an educational process. This paper presents an explanatory study with in-depth interviews using a semi-structured questionnaire administered to 27 university students. The sample was purposefully selected to balance variation in the respondents in terms of geographical background. The data analysis was aided with the qualitative analysis program NVivo 10 along with the descriptive method. The paper presents empirical insights about multi-faceted factors that affect students’ access to school and learning in Zambia. In particular, this study finds that teachers, policy changes, and students’ motivation are the key factors in achieving students’ academic excellence. By presenting a simultaneous investigation of both sides of the factors related to access to school and learning, this paper contributes by suggesting the importance of a binocular perspective for educational development in Zambia and by providing implications for the new global agenda of post-2015 educational development that shifts the focus from access to quality.
内容記述
This study was as a part of a research project for the Development of the Inclusive Education System Model for Learning Improvement in Developing Countries for the Centre for the Study of International Cooperation at Hiroshima University, funded by the 2015-2018 Grant for Global Sustainability (GGS) of the United Nations University, and the Grant-in-Aid for JSPS Fellows Grant Number 16J03585.
掲載誌名
International Journal of Comparative Education and Development
19巻
1号
開始ページ
2
終了ページ
19
出版年月日
2017
出版者
Emerald Group Publishing Limited
ISSN
2396-7404
出版者DOI
言語
英語
NII資源タイプ
学術雑誌論文
広大資料タイプ
学術雑誌論文
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
author
権利情報
(c) 2017 Emerald Publishing Limited
関連情報URL
関連情報URL(IsVersionOf)
http://doi.org/10.1108/IJCED-10-2016-0020
部局名
国際協力研究科
備考
Post-print version/PDF may be used in an institutional repository after an embargo period of 24 months.