Barriers to government efforts in expanding educational access for street children: Evidence from Mutare Urban, Zimbabwe
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Despite significant initiatives to enhance educational access for marginalised communities in Africa, the prevalence of street children not enrolled in school remains substantial. Despite several studies examining educational access disparities among marginalised groups, obstacles to governmental initiatives aimed at enhancing educational opportunities for street children in Africa remain insufficiently investigated. This study elucidates these constraints, concentrating on Mutare Urban, Zimbabwe. It examined the obstacles to governmental initiatives aimed at enhancing educational access for street children in Mutare Urban, Zimbabwe. The study employed a human rights-based approach as its theoretical framework to answer this subject. The research employed a qualitative methodology, utilising interviews, focus group discussions, and documentary analysis for data collection. These methodologies enabled the researchers to comprehend the subjective, lived experiences and perspectives of participants on obstacles to governmental initiatives aimed at enhancing educational access for street children in Mutare Urban. The study identified social disintegration, economic limits, insufficient teamwork, and corruption and nepotism as primary obstacles to governmental initiatives aimed at enhancing educational access for street children in Mutare Urban. The report advises enhanced funding, collaboration, monitoring, and evaluation of government programs, as well as a case-by-case approach to facilitate access to school for street children in response to the identified problems.