This study investigates the safeguarding and support gaps affecting boys’ education in rural communities of Eastern Province, Zambia. While global and national education policies have increasingly focused on girls’ education, boys in rural Zambia face unique challenges that remain underexplored. Using a qualitative case study approach, the research draws on interviews, focus groups, and document analysis conducted across four districts – Chipata, Katete, Petauke, and Lundazi. The findings reveal systemic neglect in safeguarding policies, limited psychosocial support, and cultural expectations that pressure boys into early labour and migration. The study highlights the intersection of poverty, gender norms, and institutional gaps that contribute to high dropout rates and poor academic performance among boys. Recommendations include targeted policy reforms, community-based safeguarding initiatives, and inclusive support systems that address the needs of both genders equitably. This thesis contributes to the discourse on gender and education by advocating for a more balanced approach to educational equity in Zambia.
Table of Contents
- Abstract
- Acknowledgements
- Chapter 1: Introduction
- 1.1 Background
- 1.2 Problem Statement
- 1.3 Research Objectives
- 1.4 Research Questions
- 1.5 Significance of the Study
- 1.6 Scope and Delimitation
- 1.7 Organization of the Thesis
- Chapter 2: Literature Review
- 2.1 Conceptualizing Safeguarding in Education
- 2.2 Support Systems in Rural Education
- 2.3 Gender and Educational Equity
- 2.4 Cultural and Socioeconomic Influences
- 2.5 Gaps in Existing Research
- Chapter 3: Theoretical Framework
- 3.1 Bronfenbrenner’s Ecological Systems Theory
- 3.1.1 Overview
- 3.1.2 Application to Boys’ Education in Rural Zambia
- 3.2 Gender and Development Theory
- 3.2.1 Overview
- 3.2.2 Relevance to Boys’ Education
- 3.2.3 Critiques and Adaptations
- 3.3 Social Justice Theory
- 3.3.1 Overview
- 3.3.2 Application to Educational Equity
- 3.3.3 Operationalizing Social Justice
- 3.4 Integrating the Frameworks
- 3.1 Bronfenbrenner’s Ecological Systems Theory
- Chapter 4: Methodology
- 4.1 Research Design
- 4.1.1 Qualitative Case Study Approach
- 4.1.2 Justification for Qualitative Approach
- 4.2 Research Questions
- 4.3 Study Sites
- 4.4 Sampling Strategy
- 4.4.1 Purposive Sampling
- 4.4.2 Inclusion Criteria
- 4.5 Data Collection Methods
- 4.5.1 Semi-Structured Interviews
- 4.5.2 Focus Group Discussions
- 4.5.3 Document Analysis
- 4.5.4 Observations
- 4.6 Data Analysis
- 4.6.1 Thematic Analysis
- 4.6.2 Triangulation
- 4.7 Ethical Considerations
- 4.7.1 Informed Consent
- 4.7.2 Confidentiality
- 4.7.3 Risk Management
- 4.7.4 Cultural Sensitivity
- 4.8 Limitations
- 4.1 Research Design
- Chapter 5: Context and Background of Eastern Province
- 5.1 Geographic and Demographic Profile
- 5.1.1 Location and Physical Features
- 5.1.2 Population and Settlement Patterns
- 5.2 Socio-Economic Context
- 5.2.1 Livelihoods and Poverty
- 5.2.2 Infrastructure and Services
- 5.3 Education System in Eastern Province
- 5.3.1 Structure and Governance
- 5.3.2 Enrolment and Retention
- 5.3.3 Teacher Capacity and School Environment
- 5.4 Cultural and Gender Norms
- 5.4.1 Masculinity and Education
- 5.4.2 Gender Roles and Family Dynamics
- 5.4.3 Initiation and Rites of Passage
- 5.5 Safeguarding and Support Landscape
- 5.5.1 Policy Frameworks
- 5.5.2 Institutional Support
- 5.5.3 Barriers to Safeguarding
- 5.6 Recent Developments and Opportunities
- 5.6.1 Free Education Policy
- 5.6.2 Digital Learning Initiatives
- 5.6.3 Youth Empowerment Programs
- 5.7 Community Engagement and Traditional Leadership
- 5.8 Comparative Insights from Other Provinces
- 5.1 Geographic and Demographic Profile
- Chapter 6: Findings – Safeguarding Gaps
- 6.1 Physical Safety and Abuse
- 6.1.1 Corporal Punishment
- 6.1.2 Peer Violence and Bullying
- 6.2 Emotional and Psychological Harm
- 6.2.1 Lack of Psychosocial Support
- 6.2.2 Stigma and Silence
- 6.3 Neglect and Institutional Gaps
- 6.3.1 Inadequate Supervision
- 6.3.2 Poor Infrastructure
- 6.4 Sexual Exploitation and Vulnerability
- 6.4.1 Underreported Abuse
- 6.4.2 Exploitation Outside School
- 6.5 Family and Community Factors
- 6.5.1 Domestic Violence and Neglect
- 6.5.2 Harmful Cultural Practices
- 6.6 Policy and Governance Failures
- 6.6.1 Lack of Safeguarding Policies
- 6.6.2 Weak Accountability
- 6.7 Summary of Key Findings
- 6.8 Implications for Practice and Policy
- 6.9 Directions for Further Research
- 6.1 Physical Safety and Abuse
- Chapter 7: Findings – Support Gaps
- 7.1 Key Insight
- 7.2 Counselling and Emotional Support
- 7.2.1 Absence of Counselling Services
- 7.2.2 Cultural Silence
- 7.3 Academic Support and Remediation
- 7.3.1 Lack of Remedial Programs
- 7.3.2 Resource Constraints
- 7.4 Mentorship and Role Models
- 7.4.1 Absence of Male Mentors
- 7.5 Parental and Household Support
- 7.5.1 Low Parental Engagement
- 7.5.2 Household Responsibilities
- 7.6 Peer Support and School Culture
- 7.6.1 Lack of Peer Support Structures
- 7.7 NGO and Community Support
- 7.7.1 Gender Bias in NGO Programs
- 7.8 Summary of Field-Based Support Gaps
- 7.9 Cross-Cutting Patterns and Contextual Drivers
- 7.10 Voices from the Field: Selected Illustrative Testimonies
- 7.11 Implications for Equity and Wellbeing
- 7.12 Limitations of the Findings
- 7.13 Recommendations Arising from the Findings
- 7.14 Areas for Further Research
- 7.15 Concluding Observations
- Chapter 8: Discussion
- 8.1 Bronfenbrenner’s Ecological Systems Theory
- 8.1.1 Microsystem: School and Family
- 8.1.2 Mesosystem: Home–School Interaction
- 8.1.3 Exosystem: District and NGO Structures
- 8.1.4 Macrosystem: Cultural Norms and Policies
- 8.1.5 Chronosystem: Life Transitions and Historical Shifts
- 8.2 Gender and Development Theory (GAD)
- 8.2.1 Gender as a Relational Construct
- 8.2.2 Intersectionality
- 8.2.3 Equity versus Equality
- 8.3 Social Justice Theory
- 8.3.1 Redistribution
- 8.3.2 Recognition
- 8.3.3 Representation
- 8.4 Integrated Analysis
- 8.5 Comparative Insights: Boys’ Education in Other Provinces
- 8.5.1 Northern Province
- 8.5.2 Southern Province
- 8.5.3 Western Province
- 8.6 Policy Implications
- 8.6.1 Inclusive Safeguarding Frameworks
- 8.6.2 Gender-Inclusive Programming
- 8.6.3 Teacher Training and Support
- 8.6.4 Community Engagement
- 8.6.5 Monitoring, Evaluation and Research
- 8.7 Visualising the Integrated Framework
- 8.8 Summary Table of Recommendations
- 8.9 Practical Pathways for Implementation
- 8.10 Limitations and Directions for Future Research
- 8.1 Bronfenbrenner’s Ecological Systems Theory
- Chapter 9: Recommendations
- 9.1 Strengthening Safeguarding Mechanisms
- 9.1.1 Establish School-Based Safeguarding Focal Points
- 9.1.2 Develop and Enforce School-Level Safeguarding Policies
- 9.2.3 Create Safe, Confidential Reporting Channels
- 9.3 Expanding Emotional and Psychosocial Support
- 9.3.1 Deploy Mobile Counselling Units
- 9.3.2 Integrate Basic Counselling Skills into Teacher Training
- 9.3.3 Establish Peer Support Clubs for Boys
- 9.4 Enhancing Academic Support
- 9.4.1 Implement Structured Remedial Programs
- 9.4.2 Improve Access to Learning Materials and Digital Resources
- 9.4.3 Monitor Academic Progress with Early Warning Systems
- 9.5 Promoting Mentorship and Role Modelling
- 9.5.1 Recruit and Retain Male Teachers for Rural Schools
- 9.5.2 Launch Community Mentorship and Apprenticeship Programs
- 9.5.3 Integrate Mentorship into Transition Points
- 9.6 Strengthening Parental and Community Engagement
- 9.6.1 Revitalise PTAs with Father-Focused Campaigns
- 9.6.2 Provide Parent Training on Educational and Emotional Support
- 9.6.3 Collaborate with Traditional Leaders to Reform Harmful Practices
- 9.7 Reforming NGO and Government Programming
- 9.7.1 Mandate Gender-Inclusive Funding and Programming
- 9.7.2 Scale Up Proven Pilots and Promote Innovation
- 9.7.3 Foster Intersectoral Collaboration and Referral Networks
- 9.8 Monitoring and Evaluation
- 9.8.1 Develop Gender-Disaggregated Indicators and Improve EMIS
- 9.8.2 Conduct Annual Safeguarding Audits
- 9.8.3 Engage Students in Participatory Evaluation
- 9.9 Resource Considerations and Phasing
- 9.10 Risks and Mitigation Strategies
- 9.11 Summary Table of Recommendations
- 9.1 Strengthening Safeguarding Mechanisms
- Chapter 10: Conclusion and Way Forward
- 10.1 Summary of Key Findings
- 10.2 Theoretical Synthesis
- 10.3 Policy Implications
- 10.4 Programmatic Priorities
- 10.5 Implementation Roadmap
- 10.6 Monitoring, Evaluation and Learning
- 10.7 Research Agenda
- 10.8 Limitations of the Study
- 10.9 Ethical and Practical Considerations
- 10.10 Final Conclusion
- References
- Appendices
Objectives & Thematic Focus
This study aims to investigate the safeguarding and support gaps affecting boys’ education in rural communities of Eastern Province, Zambia. It seeks to fill a critical gap in literature by highlighting the unique challenges faced by boys, advocating for a more balanced approach to educational equity.
- Identifying specific safeguarding challenges impacting boys' education.
- Assessing the availability and effectiveness of current support systems.
- Exploring socio-cultural factors that contribute to educational neglect among boys.
- Proposing targeted policy and community-based interventions for improved educational outcomes.
- Analyzing the intersection of poverty, gender norms, and institutional deficiencies.
- Advocating for gender-responsive and equitable education in Zambia.
Excerpt from the Book
Corporal Punishment
Corporal punishment persists as a normalized disciplinary instrument across the schools studied despite its formal prohibition in statutory instruments and policy directives. Empirical evidence from student interviews indicates that punitive beatings are administered for a wide array of infractions, including tardiness, poor academic performance, breaches of school rules and perceived insubordination. The practice is enacted in public spaces such as classrooms, playgrounds and assembly areas where punishment is visible to peers and thereby functions as both sanction and spectacle.
Qualitative testimonies reveal the routine nature of corporal punishment. Students describe episodes in which sticks, canes or other implements are used, sometimes by multiple staff members, and sometimes in front of entire classes. A student in Petauke captured this pattern succinctly: “Sometimes we are beaten with sticks. If you come late or fail a test, you are punished in front of everyone.” Teachers interviewed offered explanations rooted in cultural acceptance, habit, and the absence of viable alternative disciplinary tools. Several teachers expressed moral discomfort but framed corporal punishment as an unavoidable practice in the face of large classes and limited training.
The psychosocial and pedagogical consequences are multiple. Corporal punishment undermines the learning environment by producing fear, anxiety and withdrawal among punished students. Focus groups indicated that boys often internalise physical discipline as an expected aspect of schooling, normalising pain and humiliation. Several respondents reported anticipatory anxiety around school attendance, which in turn precipitated truancy and absenteeism on days when punishment was expected or after a prior episode. The cumulative impact on academic performance is apparent in teacher reports linking repeated corporal sanctions with declining participation and poorer exam outcomes.
Institutional enabling factors are important. Records and interviews revealed ambiguity in school-level disciplinary codes; many schools lack explicit, locally adopted alternatives to corporal punishment. Where national policy forbids physical punishment, enforcement is weak and monitoring by district inspectorates is uneven. Teachers who attempt alternatives such as restorative discussions, verbal reprimands or supervised corrective tasks report inconsistent administrative support, particularly when disciplinary infractions are framed by communities as moral failures requiring strict correction.
The gendered dimension of corporal punishment warrants emphasis. Boys are more frequently targeted for physical chastisement, especially where masculinity norms valorise toughness and conformity. Punitive practices are sometimes justified by staff as necessary to produce ‘obedient’ boys who will assume productive roles in the household and community. This interaction between cultural expectations and disciplinary practice amplifies boys’ exposure to physical harm and reduces institutional incentives to adopt non-violent behavioural management.
Summary of Chapters
Chapter 1: Introduction: This chapter provides the background, problem statement, research objectives, and questions, establishing the rationale for focusing on boys' education in rural Zambia.
Chapter 2: Literature Review: This section reviews existing literature on safeguarding, support systems, gender, and educational equity, highlighting current understandings and gaps concerning boys in rural contexts.
Chapter 3: Theoretical Framework: This chapter outlines the theoretical lenses—Bronfenbrenner’s Ecological Systems Theory, Gender and Development Theory, and Social Justice Theory—used to analyze boys’ educational experiences.
Chapter 4: Methodology: This chapter details the qualitative case study approach, including research design, study sites, sampling strategy, data collection methods (interviews, focus groups, document analysis, observations), data analysis, ethical considerations, and limitations.
Chapter 5: Context and Background of Eastern Province: This chapter describes the geographic, demographic, socio-economic, and educational context of Eastern Province, highlighting cultural norms, existing safeguarding landscapes, and recent developments impacting boys' education.
Chapter 6: Findings – Safeguarding Gaps: This chapter presents empirical findings on physical safety and abuse, emotional and psychological harm, neglect, institutional gaps, sexual exploitation, family and community factors, and policy/governance failures contributing to safeguarding deficits.
Chapter 7: Findings – Support Gaps: This chapter elaborates on the absence of counselling and emotional support, lack of academic remediation, mentorship deficits, low parental engagement, and gender bias in NGO programs that create educational support gaps for boys.
Chapter 8: Discussion: This chapter discusses the findings through the integrated theoretical frameworks, comparing insights from other provinces and identifying policy implications for addressing boys' marginalization.
Chapter 9: Recommendations: This chapter provides evidence-driven recommendations across various levels (school, community, district, national) to strengthen safeguarding mechanisms, enhance support, and promote gender-inclusive programming for boys.
Chapter 10: Conclusion and Way Forward: This chapter summarizes key findings, synthesizes theoretical insights, outlines policy implications and programmatic priorities, and discusses limitations and future research directions for achieving equitable and effective education systems for boys.
Keywords
Boys' Education, Rural Zambia, Safeguarding Gaps, Support Systems, Gender Equity, Educational Neglect, Psychosocial Support, Corporal Punishment, Peer Violence, Cultural Norms, Parental Engagement, Mentorship, Eastern Province, Qualitative Research, Policy Reform.
Frequently Asked Questions
What is this work fundamentally about?
This work fundamentally investigates the safeguarding and support gaps affecting boys' education in rural communities of Eastern Province, Zambia, advocating for a more balanced and equitable approach to educational interventions.
What are the central thematic areas?
The central thematic areas include safeguarding challenges, the availability and effectiveness of support systems, socio-cultural influences, and policy/community-based interventions aimed at improving boys' educational outcomes.
What is the primary goal or research question?
The primary goal is to identify safeguarding challenges, examine existing support systems, explore socio-cultural factors contributing to educational neglect, and propose interventions to improve safeguarding and support for boys in rural Eastern Province.
Which scientific method is used?
The study primarily uses a qualitative case study approach, drawing on data from semi-structured interviews, focus group discussions, document analysis, and observations across four districts.
What is covered in the main part?
The main part of the thesis covers the context and background of Eastern Province, detailed findings on safeguarding and support gaps experienced by boys, and a comprehensive discussion of these findings through integrated theoretical frameworks.
Which keywords characterize the work?
Key terms characterizing the work include Boys' Education, Rural Zambia, Safeguarding Gaps, Support Systems, Gender Equity, Educational Neglect, Psychosocial Support, Corporal Punishment, Peer Violence, Cultural Norms, Parental Engagement, Mentorship, Eastern Province, Qualitative Research, Policy Reform.
Why is there a specific focus on boys in rural Zambia, given the global emphasis on girls' education?
The study focuses on boys in rural Zambia because their unique challenges, such as vulnerability to educational neglect, rising dropout rates, and socio-cultural pressures, remain underexplored despite global and national policies often prioritizing girls' education.
What theoretical frameworks guide this study?
This study is guided by three integrated theoretical frameworks: Bronfenbrenner’s Ecological Systems Theory, Gender and Development (GAD) Theory, and Social Justice Theory, which together provide a multi-layered analytical lens for understanding boys' marginalization.
What are the main barriers to boys' safeguarding and support identified in the study?
Main barriers include widespread corporal punishment and peer violence, a lack of psychosocial support services, cultural norms that promote silence and stoicism, inadequate supervision and infrastructure, gender bias in NGO programs, and low parental and community engagement.
How does the Free Education Policy (2022) impact boys' education in Eastern Province?
While the Free Education Policy (2022) increased enrolment, it also strained existing infrastructure and resources, leading to classroom overcrowding, teacher shortages, and unscaled support services, which ultimately expose and exacerbate the existing gaps in safeguarding and support for boys.
- Arbeit zitieren
- Maliro Ngoma (Autor:in), 2025, Safeguarding and Support Gaps in Boys’ Education. A Case Study of Rural Communities in Eastern Province, Zambia, München, GRIN Verlag, https://www.grin.com/document/1669891
