Obstructive and Promotive Factors for Access to School and Learning in Primary School in Zambia
International Journal of Comparative Education and Development 19 巻 1 号
2-19 頁
2017 発行
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この文献の参照には次のURLをご利用ください : https://ir.lib.hiroshima-u.ac.jp/00042609
| ファイル情報(添付) | |
| タイトル ( eng ) |
Obstructive and Promotive Factors for Access to School and Learning in Primary School in Zambia
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| 作成者 | |
| 収録物名 |
International Journal of Comparative Education and Development
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| 巻 | 19 |
| 号 | 1 |
| 開始ページ | 2 |
| 終了ページ | 19 |
| 抄録 |
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.
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| 著者キーワード |
Zambia
Access to school
Learning attainment
Obstructive factor
Promotive factor
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| 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.
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| NDC分類 |
教育 [ 370 ]
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| 言語 |
英語
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| 資源タイプ | 学術雑誌論文 |
| 出版者 |
Emerald Group Publishing Limited
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| 発行日 | 2017 |
| 権利情報 |
(c) 2017 Emerald Publishing Limited
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| 出版タイプ | Author’s Original（十分な品質であるとして、著者から正式な査読に提出される版） |
| アクセス権 | オープンアクセス |
| 収録物識別子 |
[ISSN] 2396-7404
[DOI] 10.1108/IJCED-10-2016-0020
[URI] http://www.emeraldinsight.com/doi/pdfplus/10.1108/IJCED-10-2016-0020
[DOI] http://doi.org/10.1108/IJCED-10-2016-0020
～の異版である
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| 備考 | Post-print version/PDF may be used in an institutional repository after an embargo period of 24 months. |
