A capability-informed policy analysis of higher education access for rural youth in Botswana

The thesis: A capability-informed policy analysis of higher education access for rural youth in Botswana, focused on rural youth’s experiences with arrangements with access in higher education to identify capabilities and constrain factors of access for the rural youth in Botswana. The mixed-method study found that factors within the home, school and community constrained participants’ agency to create pathways and aspirations for higher education. Furthermore, unevenly distributed resources increased participants’ vulnerability to unequal access which can have corrosive effect on students’ aspirations and achievement. Findings also suggest the few students who achieve access face challenges in satisfying basic material resources which decrease their opportunities of success in higher education. However, family support and school support emerged as significant factors enabling access. Despite systemic inequalities in education, students exercised agency to leverage limited opportunities, expanding their options for achieving educational goals.

Grantor dc:publisher

University of Pretoria

Year dc:date.issued

2023

Advisor dc:contributor.advisor

• Calitz, Talita

• Rural youth
• Capability approach
• Higher education
• Constraints
• Access
• Agency
• UCTD

Statement dc:rights

• © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.

Language dc:language.iso

en

DOI

10.25403/UPresearchdata.25259929

Dc Identifier Other

A2024

OAI identifier oai:identifier

oai:repository.up.ac.za:2263/94857