Implementation of Girl Mothers’ Re-Entry Policy in Selected Primary Schools in Mungwi District, Northern Province, Zambia

Abstract

n 1997 Zambia enacted the re-entry policy that allows girls to return to school after giving birth. The re-entry policy was enacted based on the concepts of equal education for all and equal opportunities for all, thus expanding the prospects of job opportunities for girls. Despite having the policy to allow girls to have access to education, Zambia has been consistently recording a high rate of pregnancy in primary schools with low re-entries. This study explored the school administrators’ and teachers’ implementation of girl mothers’ re-entry policy in selected primary schools in Mungwi district, Northern province of Zambia and thus intended to determine:The awareness of school administrators and guidance andcounsellingteachersabout the re-entry policy in primary schools. A qualitative study within the interpretivism paradigm drawing on a phenomenological design was used. Social integration theory was used to guide the study. Fivehead-teachers and fiveguidance and counseling teachers in 5 different schools were purposively sampled to participate in the study. One-on-one interviews and unstructured questionnaires were used to generate data. Data was analyzed thematically.The findings of the study revealedthat primary schools lack professionally trained counselors, and there is non-uniform implementation of the re-entry policy among Guidance and Counseling teachers and administrators in schools.Teachers showed low awareness levels, while the school administrators exhibited high levels of awareness of re-entry policy. The study concludesthat the re-entry policy is not bearing the expected fruits because of low-levels of awareness by the guidance and counseling teachers and non-uniform implementation of thepolicy. The study recommendsthatadvocacy efforts for policy sensitization and awareness in primary schools should be maximized by the Ministry of education,primary schools should have professionally trained guidance and counseling officers. The Ministry of Education should foster school-community partnerships through Parent/teachers association (PTA) and teacher group meetings to keep the teachers informed about changes to the re-entry policy and other guidelines to enable the effective implementation of the re-entry policy.