Factors that influence the use of the education re-entry policy for adolescent mothers in Monze, Zambia

The commitment by countries to meet international targets on gender equity in education and fulfil the right to education for adolescent mothers, has led to the introduction of education policies in many countries especially in Sub Saharan Africa. Coupled with the domestication of many United Nations treaties on education, one would expect more girls to be in school. With plenty of literature on girls’ education, this study focuses on an area that has not been covered much, which is factors that influence the use and non-use of the education re-entry policy in Zambia. Using mainly qualitative data collecting methods, this study researched parents, adolescent mothers and policy implementers. The study finds many inter-related factors that influence the use of the policy. Among the factors is the lack of information on the actual re-entry procedure among parents and adolescent mothers leading parents to use different re-entry methods. The preference for boys’ education, anchored on cultural norms which perpetuate the subordination of women, is another factor that negatively influenced the use of the re-entry policy. Poverty is another factor which was identified leaving parents unable to meet the cost of secondary education not only for adolescent mothers but for other children as well. Furthermore, inconsistencies among policy implementers in implementing the policy contributed to the exclusion of adolescent mothers from attaining education. Even though the limited sample prevents the generalisation of these results, the findings are useful to policy makers and policy implementers as they provide insight on factors that influence the use and non-use of the policy.