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

https://hiroshima.repo.nii.ac.jp/records/2007089
https://hiroshima.repo.nii.ac.jp/records/2007089
44830c82-46ad-465f-b867-7b176927b2d3
名前 / ファイル ライセンス アクション
IntJCompEducDev_19_1.pdf 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
タイトル Obstructive and Promotive Factors for Access to School and Learning in Primary School in Zambia
言語 en
作成者 Sumida, Sugata

× Sumida, Sugata

en Sumida, Sugata

Search repository
アクセス権
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
権利情報 (c) 2017 Emerald Publishing Limited
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
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 en
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
出版者 Emerald Group Publishing Limited
言語
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 AO
出版タイプResource http://purl.org/coar/version/c_b1a7d7d4d402bcce
関連情報
識別子タイプ DOI
関連識別子 10.1108/IJCED-10-2016-0020
関連情報
識別子タイプ URI
関連識別子 http://www.emeraldinsight.com/doi/pdfplus/10.1108/IJCED-10-2016-0020
関連情報
関連タイプ isVersionOf
識別子タイプ DOI
関連識別子 http://doi.org/10.1108/IJCED-10-2016-0020
収録物識別子
収録物識別子タイプ ISSN
収録物識別子 2396-7404
開始ページ
開始ページ 2
書誌情報 en : International Journal of Comparative Education and Development

巻 19, 号 1, p. 2-19, 発行日 2017
見出し
大見出し Research paper
言語 ja
見出し
大見出し Research paper
言語 en
旧ID 42609
備考 Post-print version/PDF may be used in an institutional repository after an embargo period of 24 months.
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