Enabling excellence: girls succeeding in Zambian community schools.
| dc.contributor.author | Vera, Wedekind; Mkandawire, Margaret; Lisulu, Lucy | |
| dc.date.accessioned | 2025-06-27T12:31:06Z | |
| dc.date.available | 2025-06-27T12:31:06Z | |
| dc.date.issued | 2015 | |
| dc.description | Case study | |
| dc.description.abstract | There could be a widespread improvement in community school girls’ performance in grade 7 national exams if education policy makers, program implementers, and community schoolswidely implemented certain supportive measures. These measures include: 1) free remedial lessons, public recognition of good learner performance and mentoring of learners with equal inclusion of girls in such activities and active engagement to remove obstacles to their participation; 2) head teacher’s support to and mentoring of teachers at Zambian community schools; and 3) assistance in cultivating close relationships between school staff, parents, and community, as well as community schools and the MESVTEE. Given the fact that boys also performed well at Zambian community schools where girls performed well, such reforms would benefit all Zambian community school learners. More research on the factors that hinder girls’ good performance in schools where boys do better than the national average could complement the recommendations of this study. | |
| dc.identifier.other | AID 611-C-12-00002 | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/9223 | |
| dc.language.iso | en | |
| dc.publisher | Time to learn | |
| dc.title | Enabling excellence: girls succeeding in Zambian community schools. | |
| dc.type | Article |