Obstructive and Promotive Factors for Access to School and Learning in Primary School in Zambia

Sumida, Sugata

doi:10.1108/IJCED-10-2016-0020

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インデックスツリー

アイテム

Obstructive and Promotive Factors for Access to School and Learning in Primary School in Zambia

https://hiroshima.repo.nii.ac.jp/records/2007089

名前 / ファイル	ライセンス	アクション
IntJCompEducDev_19_1.pdf (421.6 KB)

Item type

デフォルトアイテムタイプ_（フル）(1)

公開日

2023-03-18

タイトル

Obstructive and Promotive Factors for Access to School and Learning in Primary School in Zambia

言語

作成者

Sumida, Sugata

アクセス権

open access

アクセス権URI

http://purl.org/coar/access_right/c_abf2

権利情報

主題

主題Scheme

Other

主題

Zambia

主題

主題Scheme

Other

主題

Access to school

主題

主題Scheme

Other

主題

Learning attainment

主題

主題Scheme

Other

主題

Obstructive factor

主題

主題Scheme

Other

主題

Promotive factor

主題

主題Scheme

NDC

主題

370

内容記述

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.

言語

内容記述

内容記述タイプ

Other

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.

出版者

Emerald Group Publishing Limited

言語

eng

資源タイプ

資源タイプ識別子

http://purl.org/coar/resource_type/c_6501

資源タイプ

journal article

出版タイプ

出版タイプResource

http://purl.org/coar/version/c_b1a7d7d4d402bcce