Girl-Child Education Campaigns and Enrolment/Retention in Zambian Basic Schools : Impact Analysis <Special Issue : Study results of the Africa-Asia university dialogue for educational development network second phase>

This study investigated the impact of the Girl-Child Education Campaigns between 1998 and 2006 on enrolment and retention in selected basic schools in Zambia. The campaigns were part of the strategies that government used to redress the existing gender disparities in basic schools where girls were numerically under represented. A multi-pronged research design that encompasses primary and secondary research methodologies was used. Data were collected through questionnaires, interview schedules and focus group discussions with different respondents. Data from questionnaires were summarised using frequencies, percentages and graphic presentations.

The study showed that there was a noticeable positive impact of the girl child education campaigns on enrolment and retention rates in selected basic schools. However, it should also be noted that campaigns may not have been the only factor that impacted positively on the enrolment and retention of the girlchildren in school. For instance, the deliberate policy by government to build more schools could be one of the factors, which contributed to the high enrolments and retention of the girl-child in basic schools.

Apart from the Government, other stakeholders like Non-governmental organisations played an important role in the campaigns using a variety of methods. Therefore, the success of the campaigns can be attributed to the combined efforts of many organisations, which complimented those of government. Considering the positive achievements of these campaigns, the government and other stakeholders are urged to come up with measures which will sustain what has been achieved. It should also be noted that campaigns of this nature can yield more positive results if the cultural beliefs that hinder the girl-children from advancing in their education are addressed.