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Pridmore, Pat and Jere, Catherine 
ORCID: https://orcid.org/0000-0001-7934-3951
(2011)
Disrupting patterns of educational inequality and disadvantage in Malawi.
Compare: A Journal of Comparative and International Education, 41 (4).
pp. 513-531.
ISSN 0305-7925
Abstract
This paper is concerned with the gap in educational provision for vulnerable learners in Malawi who are at risk of falling behind and dropping out of school due to irregular attendance. It draws on a study in high HIV-prevalence areas that explores the patterns of inequality and disadvantage that disrupt learning and uses this knowledge to design a school-based intervention to complement conventional schooling with more open and flexible delivery of the curriculum and increased school and community support. The intervention was implemented over one school year and evaluated using a randomized controlled design. The findings show that the intervention reduced dropout overall by 42% in the intervention compared to the non-intervention group. These findings suggest that there is a role for more open and flexible models of schooling and support in reducing educational inequalities. However, transforming established practice would require an integrated strategy supported by national policies that recognize the need for schools to change.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | educational inequality,malawi,open and flexible learning,aids,children,africa,impact,sdg 3 - good health and well-being,sdg 4 - quality education ,/dk/atira/pure/sustainabledevelopmentgoals/good_health_and_well_being |
| Faculty \ School: | Faculty of Social Sciences > School of Global Development (formerly School of International Development) |
| Depositing User: | Pure Connector |
| Date Deposited: | 01 Dec 2015 07:29 |
| Last Modified: | 22 Oct 2022 00:21 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/55537 |
| DOI: | 10.1080/03057925.2011.581518 |
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