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Obstructive and promotive factors for access to school and learning in primary school in Zambia

Sugata Sumida (Graduate School for International Development and Cooperation, Hiroshima University, Hiroshima, Japan)

International Journal of Comparative Education and Development

ISSN: 2396-7404

Article publication date: 13 February 2017

301

Abstract

Purpose

The purpose of this paper is 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.

Design/methodology/approach

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 programme NVivo 10 along with the descriptive method.

Findings

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.

Originality/value

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.

Keywords

Acknowledgements

This study was 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.

Citation

Sumida, S. (2017), "Obstructive and promotive factors for access to school and learning in primary school in Zambia", International Journal of Comparative Education and Development, Vol. 19 No. 1, pp. 2-19. https://doi.org/10.1108/IJCED-10-2016-0020

Publisher

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Emerald Publishing Limited

Copyright © 2017, Emerald Publishing Limited

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