Disability and Education Study in Zambia (2018)
Qualitative study on barriers to and facilitators of life-long learning
Highlights
The objective of Component 2 of the National Disability Survey was to carry out a qualitative, indepth study of the barriers to and facilitators of lifelong learning and skills development for children and young persons with disabilities in Zambia. The study was carried out by the University of Zambia (UNZA), in collaboration with SINTEF Digital, Norway.
GENERAL KNOWLEDGE ON DISABILITY
People in the various communities studied had a good understanding of what it means to have disabilities and most informants suggested causes that are widely accepted. However, there was also a significant lack of knowledge which may give rise to stigma, fear and social isolation on the part of the community. Such lack of knowledge also affected people’s perspective of what persons with disabilities’ participation in society should entail.
KNOWLEDGE OF POLICIES
There are many laws and policies that include persons with disabilities in Zambia, but their implementation is limited. The Disability Act of 2012 ensures full and equal human rights and freedoms to persons with disabilities. However, there was the perception of a gap between this Act and its implementation at local level.
__
This qualitative study has uncovered several barriers affecting inclusive and quality life-long learning and skills development for persons with disabilities in Zambia. Though the Living Conditions Survey (Eide and Loeb, 2006) and the survey component of the Zambian National Disability Survey both point to gaps in educational access for children with disabilities, data are lacking on the how and the why – both of which are necessary to make recommendations and ultimately produce tangible change. The barriers identified in the qualitative component of the survey point to some of the answers to such questions.
