TABLE OF CONTENTS
DECLARATION
APPROVAL
DEDICATION
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS V
LIST OF TABLES viii
ABSTRACT IX
ABBREVIATIONS x
CHAPTER ONE 1
INTRODUCTION 1
1.0. Background ofthestudy 1
1.1. Statementofthe problem 2
1.2. Purpose of the study 2
1.3. Specific objectives 2
1.4. Research Questions 3
1.5. Scope of the Study 3
1.6. Significance of the Study 3
1.7. Definition of Terms 4
CHAPTER TWO 5
LITERATURE REVIEW 5
2.0. Introduction 5
CHAPTER THREE 13
RESEARCH METHODOLOGY 13
3.0. Introduction 13
3.1. Research Design 13
V
3.2. Research Area .13
3.3. Target Population 13
3.4. Sample Size And Sampling Techniques 13
3.5. Sources Of Data Gathered 14
3.6. Instrumentation 14
3.7. Reliability Of Instruments 14
3.8. Procedure Of Data Collection 14
3.9. Data Processing And Analysis 15
CHAPTER FOUR 16
DATA PRESENTATION, ANALYSIS, INTERPRETATION OF FINDING AND DISCUSSION.
16
4.0. Introduction 16
4.1. Background Information 16
4.1.1. Teachers Level of Training 16
4.1.2. Plans for Upgrading 17
4.1.3. Teaching Experience 17
4.1.4. Gender of Teachers 18
4.2. Government Policies And Girl Child Dropout 19
4.2.1. The Policy Of Cost Sharing And Its Effect On Girl Child Education 19
4.2.2. Government Legal Framework On Security And Safety Of Girls 20
4.2.3. How Responsible Is the Curriculum to Girl Children 21
4.3. Institution Based Influences On Girl’s Retention in Public Primary Schools 22
4.3.1. Teachers Attitudes towards Their Girl’s Education 23
4.3.2. Attitude Towards Over Age in Class 23
4.3.3. Observation On How Conducive The Learning Facilities Were 23
4.4. Cultural Based Influences of Girl Dropout 23
4.4.1. Cultural Practices that Cause Children to Dropout 23
4.4.2. Effect of Cultural Practices in Children Especially Children 25
4.5. Family Background and School Dropout 25
vi
CHAPTER FIVE .28
SUMMARY OF FINDING, CONCLUSION AND RECOMMENDATION 28
5.0. Introduction 28
5.1. Summary of Findings 28
5.2. Conclusion 29
5.3. Recommendations 30
5.4. Future Research Areas 31
ABSTRACT The qualitative study investigated the causes of girl child dropout in five selected schools in Selected Schools of Busia District Eastern Uganda. The study was guided by the following objectives; to establish the institutional factors leading to school dropout, to find out if there are some cultural factors in society which cause girls to dropout of schools, to establish if the government policies have influenced girls to dropout of schools and to find out if family background has influenced girls to drop out of school. The study utilized a questionnaire to obtain data from the respondents, about factors for girl child school dropout. Observations were also made to consolidate the findings. Findings showed that government had formulated gender blind policies which could not effectively empower girl’s education. The girls were dropping out of school because there was no legislation against the social customs that negatively affected them such as early marriages, the burden of domestic cores and gender preferences. It was also discovered that the curriculum was overloaded and not gender responsive. The school learning environment was also a problem because the teachers had a negative attitude towards over age girls. Sanitation conditions were appalling in some schools and thereby appealing girl children from schools. Most dominant was cultural values beliefs and practices. It was recommended that sensitization and legislation against negative culture be initiated starting with the family where the roots of socialization begins until it perpetuates the whole society. It was also recommended the curriculum be enriched and legal and judicial institutions be upgraded.
