Pridmore, Pat and Jere, Catherine
Disrupting patterns of educational inequality and disadvantage in Malawi.
Compare: A Journal of Comparative Education, 41 (4).
||Special Issue: Education and social justice in challenging times - This paper draws on a study known as SOFIE (Strengthening Open and Flexible Learning to Increase Educational Access), funded by the DFID-ESRC Joint Scheme, which explores patterns of inequality and disadvantage that disrupt primary schooling in high HIV-prevalence areas of Malawi. It reports on how this knowledge was used to design a school-based intervention to complement conventional schooling with more open and flexible delivery of the curriculum and increased school and community support, and implemented over one school year. The significance of this study is that it was evaluated using a randomised controlled design and that the findings show that the intervention reduced drop-out overall by 42% in intervention compared to non-intervention group. These findings suggest that there is a role for more open and flexible models of schooling and support in reducing educational inequalities. -
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