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Introduction <p>Globally, adolescent pregnancy and marriage contribute to high school dropout rates. Girls who drop out of school early tend to have poorer health indicators than those who continue their education. In 1997, the government of Zambia, through the Ministry of Education, introduced the Re-entry Policy to facilitate adolescent girls who had dropped out of school to continue their education. However, since this policy enactment, there has not been any formal study to explore the facilitators and challenges of its implementation. This study explored factors influencing the re-engagement of school dropout girls into the education system following the enactment of the Re-entry Policy in Zambia.</p> Methods <p>This was a qualitative study conducted in three priority districts in Zambia between September and October 2022. We conducted 26 key informant interviews with officials from the&#xa0;district government department, implementing partners, community members, and parent-teacher association representatives, 14 in-depth interviews, and 5 focus-group discussions with girls who re-engaged into the education system and those who had not returned to school. Data were collected on the reasons why girls had dropped out, facilitators of&#xa0;their re-engagement, and challenges experienced during and/or after the re-engagement process. Data analysis was conducted using a reflexive thematic analysis approach, following a structured coding process.</p> Results <p>Factors influencing girls to drop out of school included socioeconomic constraints, gender roles and inequality, long distances to schools, and inadequate and unsafe boarding facilities. Conversely, factors facilitating girls’ return to school included the recognition of the value of education as a means for achieving personal development, a supportive policy environment, educational sponsorships, the engagement of community and traditional leadership in ending child marriages. However, the challenges for re-engaging girls back to school included limited comprehensive sponsorship and funding opportunities, limited implementing partners funding opportunities for girls to stay in school, and inadequate community awareness of the Re-entry Policy. Suggested strategies to address the challenges that girls face in re-engaging&#xa0;them back to school included an expansion of existing limited school infrastructure and increased implementation of Comprehensive Sexuality Education (CSE) in schools.</p> Conclusion <p>Socioeconomic, cultural, and structural factors rank among the major challenges that limit girls’ re-entry and retention in the school system. Therefore, increasing resources and opportunities for scholarships, expanding school infrastructure, and engaging stakeholders to improve access to and delivery of quality education are essential measures to enable girls to attain their educational potential.</p> Policy Implications <p>The findings highlight the need for strengthening existing policies to address socioeconomic constraints, gender inequality, and unsafe boarding to reduce dropout rates<b>.</b> Additionally, increasing educational sponsorship, community awareness of the Re-entry Policy, community leadership, and parents’ involvement in preventing child pregnancies and marriages is essential. Finally, the government should expand the school infrastructure, strengthen the implementation of CSE to facilitate overcoming the current challenges, and support girls’ return to school for social development.</p>

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Factors Influencing the Re-engagement of School Dropout Adolescent Girls into the Education System Following the Enactment of the Re-entry Policy in Zambia: A Qualitative Study

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  • 发表日期：

    2025年6月3日

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  • Malizgani Paul Chavula,
  • Batuli Habib,
  • Hikabasa Halwiindi,
  • Noah Kenny Sichula,
  • Joseph Mumba Zulu,
  • Margarate Nzala Munakampe,
  • Cosmas Zyambo,
  • Oliver Mweemba,
  • Mable Mweemba,
  • Matildah Kakungu Simpungwe,
  • Henry Phiri,
  • Patrick Kaonga,
  • Patrick Musonda,
  • Joseph K. B. Matovu,
  • Alice Ngoma-Hazemba

摘要

Introduction

Globally, adolescent pregnancy and marriage contribute to high school dropout rates. Girls who drop out of school early tend to have poorer health indicators than those who continue their education. In 1997, the government of Zambia, through the Ministry of Education, introduced the Re-entry Policy to facilitate adolescent girls who had dropped out of school to continue their education. However, since this policy enactment, there has not been any formal study to explore the facilitators and challenges of its implementation. This study explored factors influencing the re-engagement of school dropout girls into the education system following the enactment of the Re-entry Policy in Zambia.

Methods

This was a qualitative study conducted in three priority districts in Zambia between September and October 2022. We conducted 26 key informant interviews with officials from the district government department, implementing partners, community members, and parent-teacher association representatives, 14 in-depth interviews, and 5 focus-group discussions with girls who re-engaged into the education system and those who had not returned to school. Data were collected on the reasons why girls had dropped out, facilitators of their re-engagement, and challenges experienced during and/or after the re-engagement process. Data analysis was conducted using a reflexive thematic analysis approach, following a structured coding process.

Results

Factors influencing girls to drop out of school included socioeconomic constraints, gender roles and inequality, long distances to schools, and inadequate and unsafe boarding facilities. Conversely, factors facilitating girls’ return to school included the recognition of the value of education as a means for achieving personal development, a supportive policy environment, educational sponsorships, the engagement of community and traditional leadership in ending child marriages. However, the challenges for re-engaging girls back to school included limited comprehensive sponsorship and funding opportunities, limited implementing partners funding opportunities for girls to stay in school, and inadequate community awareness of the Re-entry Policy. Suggested strategies to address the challenges that girls face in re-engaging them back to school included an expansion of existing limited school infrastructure and increased implementation of Comprehensive Sexuality Education (CSE) in schools.

Conclusion

Socioeconomic, cultural, and structural factors rank among the major challenges that limit girls’ re-entry and retention in the school system. Therefore, increasing resources and opportunities for scholarships, expanding school infrastructure, and engaging stakeholders to improve access to and delivery of quality education are essential measures to enable girls to attain their educational potential.

Policy Implications

The findings highlight the need for strengthening existing policies to address socioeconomic constraints, gender inequality, and unsafe boarding to reduce dropout rates. Additionally, increasing educational sponsorship, community awareness of the Re-entry Policy, community leadership, and parents’ involvement in preventing child pregnancies and marriages is essential. Finally, the government should expand the school infrastructure, strengthen the implementation of CSE to facilitate overcoming the current challenges, and support girls’ return to school for social development.