CAUSES AND EFFECTS OF POVERTY ON EDUCATIONAL ATTAINMENT IN ZAMBIA: A CASE OF LUELA PRIMARY SCHOOL IN KALULUSHI DISTRICT

Abstract

Poverty has however remained a stumbling block for most people to attain this basic right. This study sought to investigate the causes and effects of poverty on academic achievement in the Sabina community of Chambishi in Kalulushi district. As well, the researcher wanted to determine which school initiatives teachers believed to be helpful at mitigating these barriers. The study sought to expose the challenges poverty stricken pupils face in their quest for education, subsequently leading them to drop out of school. The methodology which guided this study was a case study. Data was gathered using questionnaires, face to face interviews and document analysis. A sample of thirty (30) pupils, 10 teachers, 10 parents and 10 teenagers who have dropped out of school was surveyed using in-depth interview and questionnaires. The study revealed that death of breadwinners and lack of education are the prime causes of poverty in the Sabina community. The results of this study indicated that poverty negatively impacts on the academic achievement of pupils. Findings also indicated that poverty related barriers were significant. School initiatives that were found most helpful were those that addressed chronic hunger, diverse learning needs, parental involvement, and sense of belonging. Teachers found that it was important for pupils to have access to adult mentors, to have opportunities to engage in the arts and physical activity, and to participate in learning experiences that are meaningful. Teachers also stressed the importance of inclusive school community. Findings indicated that most teachers felt that their teacher training had not prepared them adequately to teach in areas of high poverty, but that their professional development had increased their awareness and understanding of poverty related issues. The study therefore recommends that school authorities stagger payment of school fees in order to accommodate the less privileged students. The study further recommends that the donor community channel resources to education and feed pupils who came from impoverished backgrounds.