Safeguarding and Support Gaps in Boys' Education. A Case Study of Rural Communities in Eastern Province, Zambia - Ngoma, Maliro
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Doctoral Thesis / Dissertation from the year 2025 in the subject Education - Educational Tests & Measurements, grade: PhD, , course: Education Management and Administration, language: English, abstract: This study investigates the safeguarding and support gaps affecting boys' education in rural communities of Eastern Province, Zambia. While global and national education policies have increasingly focused on girls' education, boys in rural Zambia face unique challenges that remain underexplored. Using a qualitative case study approach, the research draws on interviews, focus groups, and…mehr

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Doctoral Thesis / Dissertation from the year 2025 in the subject Education - Educational Tests & Measurements, grade: PhD, , course: Education Management and Administration, language: English, abstract: This study investigates the safeguarding and support gaps affecting boys' education in rural communities of Eastern Province, Zambia. While global and national education policies have increasingly focused on girls' education, boys in rural Zambia face unique challenges that remain underexplored. Using a qualitative case study approach, the research draws on interviews, focus groups, and document analysis conducted across four districts - Chipata, Katete, Petauke, and Lundazi. The findings reveal systemic neglect in safeguarding policies, limited psychosocial support, and cultural expectations that pressure boys into early labour and migration. The study highlights the intersection of poverty, gender norms, and institutional gaps that contribute to high dropout rates and poor academic performance among boys. Recommendations include targeted policy reforms, community-based safeguarding initiatives, and inclusive support systems that address the needs of both genders equitably. This thesis contributes to the discourse on gender and education by advocating for a more balanced approach to educational equity in Zambia.
Autorenporträt
Maliro Ngoma is a visionary academic and development practitioner whose career seamlessly bridges the disciplines of education, computer science, and development studies. His intellectual journey is marked by a profound commitment to interdisciplinary learning, innovation, and transformative social impact. He began his academic path with a Bachelor of Education from the Zambian Open University, establishing a strong foundation in pedagogy, curriculum design, and educational leadership. Motivated by a passion for technological advancement, he pursued a Master of Science in Computer Science at the prestigious Lomonosov Moscow State University in Russia, where he mastered advanced computing, systems analysis, and digital problem-solving. Recognizing the critical role of inclusive development and policy-driven change, Maliro expanded his expertise with a Master of Arts in Development Studies from the University of Lusaka. His work in this field explores the nexus of technology, education, and socio-economic development, with a focus on empowering communities through knowledge systems and innovation. Currently, Maliro is a PhD candidate in Education Management and Administration at the Zambian Open University, where his research centers on Strategic leadership in educational institutions, Policy formulation and implementation, Institutional governance and accountability and Digital transformation in public service delivery. With a rare blend of technical acumen, policy insight, and educational expertise, Maliro Ngoma is uniquely positioned to drive meaningful change across Zambia's development landscape and beyond. His academic versatility, global perspective, and unwavering commitment to lifelong learning make him a thought leader in educational reform, digital empowerment, and sustainable development.