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ID 42609
file
creator
subject
Zambia
Access to school
Learning attainment
Obstructive factor
Promotive factor
NDC
Education
abstract
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.
description
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.
journal title
International Journal of Comparative Education and Development
volume
Volume 19
issue
Issue 1
start page
2
end page
19
date of issued
2017
publisher
Emerald Group Publishing Limited
issn
2396-7404
publisher doi
language
eng
nii type
Journal Article
HU type
Journal Articles
DCMI type
text
format
application/pdf
text version
author
rights
(c) 2017 Emerald Publishing Limited
relation url
relation is version of URL
http://doi.org/10.1108/IJCED-10-2016-0020
department
Graduate School for International Development and Cooperation
note
Post-print version/PDF may be used in an institutional repository after an embargo period of 24 months.