English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The concept of universal access to quality education has for long been misunderstood for quantitative enrolment within the education discourse.The declaration of education for all (EFA) during the Jomtein Conference in 1990 led to many African countries embarking on massive enrolment of pupils in schools while quality educationwas largely disregarded (Barrett, 2011).Apparently, educational commentators argue that what matters most is not mere enrolment in schools, but quality of learning process taking place.Exacerbated by rapid population growth in the 90s, UN calls for universal access to education led toincreased demand for education enrollment in schools. Unfortunately,many subSaharan countrieswere pushed to breaking points in enrollingchildren into school (UN, 2014). For instance, Kelly (1996) argues, the declaration led to massive crisis in schoolsas observed from limited access to quality educationand financing.Admittedly, differences in histories between and among countries in terms of political will, economic growth, cultural, meant that most of these targets were set without considering all these dynamics and making implementation of the recommendations a difficult task for some countries (Unterhalter, 2014; Miles and Single, 2010).In Zambia,increased pupil absenteeism and dropout in primary schools remained a challenge. Pupil drop out was at 2.27 % for primary schools between grades 1 to 7 with seemingly poor quality education still on the rise (MOE, 2007). This was despite having numerous community based organisations coming on board to help ameliorate this problem. With the advent of post-2015 agenda in UN report (2015), the narrative has however shifted from EFA to a new campaign which is „No one is left behind‟. The report forcibly challenge member countries to address the problem of gender parity and quality education in the outlined Sustainable Development Goals (SDGs) 2030.Critical in this discussion, the article will belooking at quality education in terms of how learning and teaching is taking place in marginalized communitiesas currently observed(Verger et al. 2015).

international journal of humanities, social sciences and education

Does School-Feeding Initiative Matter? An assessment of Its Impact on Quality Education and Positive Behavior Change of Learners in Primary Schools of Chipata District of Zambia