Grief, discrimnation and reconsideration: Examining the Effects of Re-entry Policy on Teenage mothers (TMs) in Zambia.

Abstract

This study examined the misery and gender discrimination experienced by teenage mothers (TMs) at secondary and primary schools in Zambia. Research indicates that girls who become pregnant in these schools are not re-entering school despite the re-entry policy (REP) having been in place since 1997(Mwansa, 2011, Mutombo & Mwenda, 2010) . The main aim of the study was to examine the reasons for the failure in implementing REP and its effect on the TM’s life trajectories at school in Zambia. The argument is that failure by school authorities to involve TMs in REP formulation has contributed to gender discrimination at secondary and primary school level in Zambia. The study is based on TMs pregnancy life experiences and their stories in Zambian secondary and primary schools.
This study reviewed literature related to the public policy implementation in the public service guided by Lindblom’s incremental theoretical mode. The study also used the feminist concept of “intersectionality” to examine gender discrimination at secondary and primary school levels in Zambia. At issue was that the failure by policy implementers to take into account TMs intersectional life stories and challenges associated with child care, financial and social support system make it hard for the latter to appreciate the re-entry policy and renders it a mere piece of regulation on paper. Through TMs stories, the study explores for the uncertain relationship between policies, decisions and implemented programs in Zambia.
             This study found out that the TMs that re-enter schools in Zambia after pregnancy are few compared to those that get pregnant. This is hampered by many challenges related to the triple (gender, productive and sexual) roles TMs assume after child delivery. The study has affirmed that the existence of the REP alone is not sufficient to eliminate gender inequality in primary and secondary schools in Zambia. As such, it is recommended that increased awareness on the REP be promoted as well as engagement of several stakeholders such as the church, traditional leaders and other government departments. Equally, school policy implementers should consider putting in place robust support systems to address the many challenges TMs experience in schools.