A comparison of the educational progression of orphans and non-orphans in Lusaka
| dc.contributor.author | Samasumo, Namasiku | |
| dc.date.accessioned | 2016-05-30T09:37:18Z | |
| dc.date.available | 2016-05-30T09:37:18Z | |
| dc.date.issued | 2016 | |
| dc.description | A thesis submitted in fulfillment of the requirements for the Degree of Master of Arts in Sociology | en_US |
| dc.description.abstract | There are over 1 million orphans in the country, half of whom live in conditions of extreme poverty. These poverty conditions compromise children’s futures because they cannot afford basic education despite the “Free Primary Education” policy. This study was carried out in Lusaka. 180 orphans and non-orphans were compared to find out whether orphans were more disadvantaged than non-orphans. The study investigated the family structures of orphans, quality of education they received, how far orphans go in their education, government policy and its role in aiding education, the impact of free basic education policy, and the socio-economic aspects affecting educational performance and achievements. 3 types of schools were identified; private, community and government schools. 3 private, 3 government and 3 community schools were selected using systematic random sampling to come up with 9 schools in total. 180 pupils were selected from the 9 schools and a questionnaire administered to them. Of these pupils, 60 were from private, another 60 from community and the last 60 from government schools. Data was analyzed through descriptive statistics using Statistical Package for Social Sciences (SPSS); Version 16.0 for Windows. The study found that orphans are absorbed into the extended family, that they receive a lower quality of education, that their chances of a secondary education are diminished because of the high costs of education and that they receive little to no help from the government for their wellbeing. The study recommended that further study be done on orphan education in secondary school to investigate the completion rate of orphans, that deliberate government policy to enforce the Free Education Policy be formulated, that government institute structures in all schools and communities that cater to the emotional wellbeing of orphans and that support programmes be provided to guardians to care for their families. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/1710 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | Educational progress | en_US |
| dc.subject | Orphans | en_US |
| dc.subject | Non-orphans | en_US |
| dc.subject | Lusaka | en_US |
| dc.subject.lcsh | Orphans | |
| dc.subject.lcsh | Orphans, Zambia | |
| dc.subject.lcsh | Orphans, Services for, Zambia | |
| dc.subject.lcsh | Orphans, Education, Zambia | |
| dc.subject.lcsh | Children of AIDS patients, Education, Zambia | |
| dc.subject.lcsh | Education, Social aspects, Zambia | |
| dc.title | A comparison of the educational progression of orphans and non-orphans in Lusaka | en_US |
| dc.type | Thesis | en_US |