Cover page of the comprehensive review of Community schools in Zambia showing the title, table of contents, and first page of text

Ensuring Inclusive and Quality Education for All

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Resource author(s): Rebecca Frischkorn and Zachariah J. Falconer-Stout, Rebecca Frischkorn and Zachariah J. Falconer-Stout

Key topics: Education, Gender and Inclusive Development, Monitoring, Evaluation, and Research, Youth

Regions:

Related countries: Zambia


While a number of studies have examined community schools in Zambia, there has not been a comprehensive overview since 2006. Many of these studies focus on a narrow topic within the field of community schools, or have small sample sizes that impede the ability to generalize broadly. Consequently, there is a need to synthesize findings across studies and data sources in order to present an accurate “big picture” and summarize the most important factors that will have bearing on current and future community school initiatives.

This study provides in-depth review of community schools, as they exist today, through the lens of two key questions:

  1. What common factors characterize community schools as compared to the other three types of schools in Zambia?
  2. To what extent do these unique community school factors support or hinder learning?

For a 2-page briefing of the study, see Community Schools in Zambia: Stakeholder Briefing. Please visit the TTL project page for links to additional TTL Resources.

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