Rethinking Gender Equity in Education: Stakeholders’ Perspectives on CAMFED’s Individualized Material Support in Kapiri-Mposhi District, Zambia

This study evaluated stakeholders’ perceptions of the impact of CAMFED’s individualized material support on educational outcomes and gender equity in Kapiri-Mposhi District, Zambia. Guided by Liberal Feminist Theory, Intersectionality Theory, and Social Learning Theory, the study employed an explanatory sequential mixed-methods design to examine both the intended benefits and unintended consequences of gender-exclusive resource allocation. Quantitative data were collected from a stratified sample of 69 educators and learners and analyzed using descriptive statistics, independent samples t-tests, and Chi-square tests in SPSS. Qualitative data from semi-structured interviews and focus group discussions involving district education officials, school administrators, teachers, mentors, and parents were analyzed thematically.
The findings revealed broad stakeholder consensus that individualized material support significantly improved girls’ school attendance, retention, and academic focus. However, inferential analysis identified an emerging equity paradox. Independent samples t-tests and Chi-square analyses indicated significant disparities in access to learning materials and perceptions of systemic unfairness, particularly among non-beneficiary boys and classroom teachers. Qualitative evidence further showed that rigid gender-based targeting overlooked intersectional vulnerabilities, including rural household poverty, exposing vulnerable boys to increased risks of poor academic performance and school dropout. The study also found substantial institutional dependence on NGO funding, raising concerns about the sustainability of programme gains beyond donor support. Although attitudes toward girls’ education had improved, perceptions of exclusion among vulnerable boys threatened long-term stakeholder support.
The study concludes that individualized material support enhances educational participation and retention among vulnerable girls but that sustainable gender equity requires more inclusive, intersectional approaches that address the needs of all vulnerable learners. It recommends adopting an Intersectional Vulnerability Assessment Tool (IVAT) to guide need-based beneficiary selection and strengthening the institutional capacity of the District Education Board Secretary (DEBS) office to institutionalize sustainability mechanisms beyond external donor funding.

Gender equity, Targeted support, Intersectionality, Inclusive education, Equity paradox

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