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.
- Quote paper
- Maliro Ngoma (Author), 2025, Safeguarding and Support Gaps in Boys’ Education. A Case Study of Rural Communities in Eastern Province, Zambia, Munich, GRIN Verlag, https://www.grin.com/document/1669891
