Full Length Research Paper

Analysis of Trends and Challenges in The Implementation of School Reentry Policy Among Adolescents in Zambia

Phir George[1] and Kasongo Mumba

Mulungushi University School of Social Sciences, Kabwe, Zambia.

Corresponding Author:
Phiri, George

Key words:

Adolescents

Educational Attainment

Readmissions

Reentry policy

ARTICLE DETAILS ABSTRACT

To promote girl child education, the Government of the Republic of Zambia introduced the School Re-entry policy in 1997 so that girls who become pregnant could be readmitted into school after delivery. Despite the introduction of re-entry policy, many girls are not readmitted into the schools after delivery. The main purpose of this study was to investigate the challenges associated with the implementation of re-entry policy. The specific objectives of the study were to find out levels of awareness of school re-entry policy; the trends in the school re-entry, and whether re-entry policy can enhance the educational attainment of the adolescents. This study used the survey method involving questionnaires to collect data from the participants who included 122 adolescents, and 50 key informants from primary and secondary schools. Quantitative data was analyzed using frequency tables and graphs generated through SPSS. Results showed that 95.7% of the respondents are aware of re-entry policy. Re-entry policy has a positive effect on educational attainment of the adolescents as suggested by the opinions of the male (64%) and females (73%). The challenges experienced include low percentage readmissions for primary and secondary schools (48.4%). Analysis of trends on readmissions using Educational Statistical Bulletin revealed that primary school re-entries increased slightly from 40% in 2014 to 41.2 % in 2020, (Representing 1.2%). Whereas re-entries for secondary schools, during the same period, increased from 66.7% to 70.3% (Representing 3.3%). The implications of the findings are discussed, and recommendations made based on the information provided by the participants.

[1]Author can be contacted at: Mulungushi University School of Social Sciences, Kabwe, Zambia
Received: 17-October 2023; Sent for Review on: 02-November-2023; Draft sent to Author for corrections: 02-March-2024; Accepted on: 12-April- 2024

Online Available from 15-April- 2024

DOI: 10.13140/RG.2.2.32020.92800