Factors Affecting Girl Child Education in Ntuusi Sub-County, Sembabule District

FACTORS AFFECTING GIRL CHILD EDUCATION IN NTUUSI SUB-COUNTY, SEMBABULE DISTRICT

BY BYAMUKAMA NATHAN 1153-06044-02232

A RESEARCH DISSERTATION SUBMITTED TO THE COLLEGE OF HUMANITIES AND SOCIAL SCIENCES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF A BACHELOR’S DEGREE IN DEVELOPMENT STUDIES OF KAMPALA INTERNATIONAL UNIVERSITY

SEPTEMBER, 2018 DECLARATION I, Byamukama Nathan declare that this is my original research has never been presented in any other institution of higher learning for any award.

Sign. . Date. ~4.i. .~i’ I.. .~P. (~ 1153-06044-02232 (STUDENT) APPROVAL This is solemnly approved to you that the research project entitled Factors Affecting Girl Child Education in Ntuusi Sub-County, Sembabule District, Uganda is original and has been under my supervision.

Sign

Date..t~ Dr. Richard Asaba (SUPERVISOR) DEDICATION

This dissertation is dedicated to my beloved father Mwesigye James and my brother Daniel Dahab for their words of wisdom encouragement and support in all my undertakings throughout my life. In the same way you inspire me and support me, in this milestone, Bachelors in the discipline of Development Studies is as a result of your confidence in me to achieve greater heights in life.

111 TABLE OF CONTENTS

DECLARATION APPROVAL DEDICATION ACKNOWLEDGEMENT iv TABLE OF CONTENTS ABSTRACT CHAPTER ONE 1 INTRODUCTION 1 1.0 Introduction of the study 1 1.1 Background of the Study 1 1.2 Statement of the problem 3 1.3 Purpose of the Study 4 1.4 Objectives of the Research were; 4 1.5 Research Questions 4 1.6 Scope of the Study 4 1.6.1 Content Scope 4 1.6.2 Geographical Scope 4 1.6.3 Time Scope 4 1.7 Significance of the study 4 1.8 Conceptual diagram 6 1.8 Definition of Significant terms used in the study 7 CHAPTER TWO 8 REVIEW OF THE RELATED LITERATURE 8 2.0 Introduction 8 2.1 Status of Girl Child Education 8 2.2 The socio-economic factors affect girl child education 9 2.3 The socio economic benefits of educating a girl child 16 2.4 Problems Faced By Girl Child Education 17 2.5 Possible Solutions for the Girl Child Education 22 CHAPTER THREE 28 RESEARCH METHODOLOGY 28 3.0 Introduction 28

V 3.1 Research design .28 3.2 Area of study 28 3.3 Target population 28 3.4 Sample size 28 3.5 Sampling technique 29 3.6 Data collection methods and Instruments 29 3.6.lASurvey 29 3.6.2 In-depth Interviews 29 3.6.3 Secondary data 29 3.7 Data analysis 29 3.8 Ethical considerations 30 3.9 Procedure for data collection 30 3.10 Limitations to the study 30 CHAPTER FOUR DATA ANALYSIS AND INTERPRETATION 31 4.0 Introduction 31 4.1 Social and Demographic Characteristics 31 4.1.1 Demographic Characteristics of the Respondents 33 4.2 Respondents Perception of the Socio-economic Factors Affecting Girl Child Education 34 4.3 Respondents Views on Cultural Factors affecting Girls education 37 4.4 School-based Factors Affecting Girls’ Participation in Education 39 CHAPTER FIVE 41 5.0 DISCUSSIONS AND RECOMMENDATIONS 41 5.1 Introduction 41 5.2 Summary of the major findings 41 5.3.1 Socio-Economic factors 42 5.2.2 Socio-Economic Factors Affecting Girls’ Participation in Education 42 5.3.2 Cultural Factors Affecting Girls’ Participation in Education 42 5.3.3 School Based Factors Affecting Girls’ Participation in Education 44 5.3 Conclusions 45 5.4 Recommendations 46 5.5 Suggestions for Further Research 46 REFERENCES 47 APPENDICES 49

vi ABSTRACT The Girl child education has become a real concern in all nations of the World particularly in the developing countries of the Sub-Saharan Africa, and Uganda in particular. Girl child education provides benefits to the family and the society at large and thus factors affecting it should be addressed for the sake of human and societal development The objective of this study was to establish the factors affecting girl child education in secondary schools in Ntuusi Sub County, Sembabule District Uganda. Specifically, the study investigated the effect socio-economic, cultural and school -based factors have on a girl-child education in secondary school education. A case study design was adopted to undertake the study and data was collected from primary and secondary sources. The Purposive sampling method was adopted for the data collection process. Simple random sampling technique was also employed in the selection of students, teachers and parents to ensure unbiased representation of the various units of analysis. A survey of 50 respondents including teachers, parents/guardians and girls. In-depth interviews were also conducted with head teachers and education officers. Descriptive statistics involving frequencies, percentages were used to analyze and present the results. The findings of the study found show that socio-economic, cultural beliefs and school based factors that such as early marriage and pregnancies affect girl’s secondary schools in Ntuusi Sub County. Majority of the respondents recommended that awareness be created to all stakeholders on the importance of girl child education in the district. The same study should be carried out nationwide to find out whether the findings of this study hold. The study recommends that, Girls should embrace intervention programmes that support them and wear a positive attitude towards their education Parents and the society should support such programmes to help the Girl child build confidence in herself to pursue higher education.

vii CHAPTER ONE INTRODUCTION

1.0 Introduction of the study This chapter covers the background to the study, the statement of the problem, the purpose of the study, research questions, and significance of the study and scope of the study. 1.1 Background of the Study The World Bank has stressed the high social rates of return to female education as an important development strategy for developing countries and this strategy is broadly commended across a range of agencies and, governments. It is widely behind that educated women marry later, want fewer children and are more likely to use effective methods of contraception. Large differences in fertility rates are found between those who have completed at least seven years of education and women who have not completed primary education (United Nations, 2015). The more educated the mother, the lower is maternal mortality and the healthier is the child produced (World Bank, 2015). It is calculated that child mortality falls by about eight percent for each additional year of parental schooling for at least the first eight to ten years of schooling. This is explained through the use of medical services and improved household health behavior, resulting from attitudinal changes and ability to afford better nutrition and health services. Some 67 countries have secondary schools attendance and enrolment rates for girls at less than 85 per cent. (Boyden & Gibbs, 2017). Globally, there are just 96 girls for every 100 boys in secondary schools, with disparities at the secondary level even more acute. Yet uneducated girls are more at risk than boys to become marginalized. They are more vulnerable to exploitation. They are more likely than educated girls to contract HIV/AIDS, which spreads twice as quickly among uneducated girls than among girls that have even some schooling. Nearly a third of all adults living with HIV/AIDS are under the age of 25, and almost two thirds of these people are women (Agaba, 2017).

In Africa alone close to 121 million children are not in school, most of them girls. If a family can afford school fees for only one child, it will likely be a boy who attends. If someone needs to fetch water or do housework instead of going to school, a girl will likely be chosen. If someone needs to stay home to care for younger siblings or sick household members, this will

1 most likely be a girl: girls will also most likely be withdrawn from school early in adolescence as the age of marriage approaches. (Alanen, 2012).

Yet study after study shows that educating girls is the single most effective policy to raise overall economic productivity, as well as lower infant and maternal mortality, educate the next generation, improve nutrition and promote health. (Wills, 2016). Girls with at least six years of school education are more likely to be able to protect themselves from HIV/AIDS and other diseases. Educated mothers immunize their children 50 per cent more often than mothers who are not educated, and their children have a 40 per cent higher survival rate. Moreover, mothers who have had some education are more than twice as likely to send their own children to school, as are mothers with no education (Boyden & Gibbs, 2017).

In Uganda Primary education is perceived to benefit the poor directly by bringing higher incomes, better health and empowerment, especially for girls. Even with the introduction of Universal Primary Education in 2017 (allowing four children per family, two of which will be to be girls, to have free primary education which later changed to include all school going children) the figures still show that more boys than girls enroll at primary level. For example there are between 20 percent and 35 percent more boys than girls in lower classes of primary one to primary four and over 60 percent more boys by the higher classes in a senior secondary school i.e. senior five to senior six. (Barebwoha, 2017). The trend seems to be that retaining girls and boys in school is not as highly prized by parents, schools and government as enrolling them. This means that there are a number of problems both within the UPE delivery system and the demand side that constrain achievement of gender equality in education. The fact that UPE has not attracted all children reinforces the fact that making schooling free does not necessarily get all children to school and that more effort is required to address the problems that continue to keep children from going to school and those that keep the gender gap in access in place (Green, 2015).

In Sembabure district, Men continue to have a clear advantage over women in access to and control over resources while cultural practices also bestow men with more power than women in

2 different aspects (Agaba, 2017). The current national constitution includes elements of economic and social rights that help to underpin efforts to mainstream gender equality in policies and programs but high levels of poverty and resilience of patriarchal social constructs play a big role in constraining impact of many well intentioned policies 1.2 Statement of the problem Conclusive evidence now exists that the education of girls and women has beneficial impact on raising economic productivity such as improving the health, nutrition and longevity of a family size; and raising an individual’s self-esteem and confidence. Furthermore, studies have shown that the impact of educating girls and women go beyond themselves and their family to enrich an entire nation (Boyden & Gibbs, 2017). Although many strategies and interventions, addressing constraints, both on the supply side and the demand side, have been used worldwide to increase girls’ enrolment and achievement in primary, secondary and lately, in tertiary education, disparity at all levels persists. This disparity increases significantly as one climbs the educational ladder. In Ugandan for example irrespective of government’s efforts to increase chances of attaining education by the introduction of UPE, less girls continue to benefit than boys. Statistics show that there are between 20 percent and 35 percent more boys than girls by the end of the secondary schools level and over 60 percent more boys by the end of the secondary school (Ministry of Education and Sports, 2015). The fact that UPE has not attracted all children shows that making schooling free does not necessarily get all children to school and that more effort is required to address the problems that continue to keep children from going to school. This further acknowledges the fact that not a single factor can be responsible for hindering the attainment of education for the girl child. (Behrman, 2016). There is therefore need for more action and experimental interventions to demonstrate simple but cost effective strategies for closing these gaps. But in order to design high impact and sustainable strategies, in-depth analytical research is required to delve deeper into factors that explain women’s persistent limited access to and performance in education compared to men, a basis for this research and a goal this study is set out to achieve. In this research therefore, the researcher will try to study the dynamics of the girl child education in Ntuusi Sub-county, Sembabule District with a view of identifying the most outstanding factors that constrain the girl child from attaining education and come up with strategies and recommendation that the girl child joins school, remains there until the whole process as much as boys.

3 1.3 Purpose of the Study This study was designed to find out the socio-economic factors affecting girl child education in secondary schools in Ntuusi Sub-county, Sembabule District 1.4 Objectives of the Research were; a). To identify the socio-economic factors affecting girl child education. b).To examine the political factors affecting girl child education. c) To examine the cultural factors affecting girl child education. 1.5 Research Questions (a) What are the socio-economic factors affecting girl child education? (b) What are the political factors affecting girl child education? (c) What are the cultural factors affecting girl child education? 1.6 Scope of the Study This included content scope, geographical scope and time scope. 1.6.1 Content Scope The study was confined on the factors affecting girl child education in secondary schools in Ntuusi Sub-county, Sembabule District, Cultural factors influence enrolment of girls child education in Ntuusi Sub-county, Sembabule District, to examine the political factors affecting girl child education and to suggest the possible solutions for the girl child education. 1.6.2 Geographical Scope The study was carried out in areas around Ntuusi Sub-county, Ntuusi Sub-county, Sembabule District District. 1.6.3 Time Scope This research looked at the period between 2015 and 2018. The study covered a period of 5 months from March to July 2018. 1.7 Significance of the study Findings from this research may be instrumental in helping the entire society to identify the socio-economic factors that impede the girl child from attaining education. In so doing, they will

4 be able to design mechanisms through which they can institute safety nets geared at ensuring that the girl child is accorded equal opportunities as their male counterparts in education.

This research could help the researcher to improve his practical skills and knowledge in research methodologies in the field of girl child education. This may provide strengths on part of the researcher to enhance his understanding on issues related to girl child education and other gender dynamics and will enable her to engage in more research in future.

The study is also expected to be an addition to the information data about girl child education and could thus be of great benefit to academicians and other agencies as a point of reference for further research on issues regarding girl child education. Thus the findings of this study could give an insight for future research in regard to the girl child issues. Thereby being important source of literature for future researchers on related issues. The research is likely to come up with appropriate recommendations and strategies to improve accessibility and retainance of a girl child in schools which is going to be of direct benefit to the girl child in particular and the whole community as a whole as it has already been noted that “No development strategy is better than one that involves women as central players. It has immediate benefits for nutrition, health, savings and reinvestment at the family, community and ultimately, country level. In other words, educating girls is a social development policy that works.

5 1.8 Conceptual diagram Figure 1 Conceptual diagram Independent Variables Dependent Variables

0C10 -ECONOMIC FACTORS > Child labor > House hold income > Education level of parents > Occupation of parents

Jr ______GIRL CHILD EDUCATION School factors > Transition and retention rates > Teaching aids, books ~ Enrolment of girls in classes. and stationary > Regular attendance > Teacher-student of school interaction > School facilities. ~ Reduced school dropout rate ~ Learning environment > Distance

Cultural factors > Attitude > Early marriages > Domestic chores ~ Teenage pregnancies

Source: Research conceptualization, 2018 The socio-economic factors (independent variable) which level of income, ability to send a child to school and access to UPE have led to Direct and opportunity costs, increased employment opportunities, improved live hoods and Employment for women has led to child education (dependent variable) this has been favoured by; good decision making, good government policy and Attitude of parents to education. The constraining variables includes purity, diseases, cultural practices and guide Discriminate. The economic value of girls, rural and urban

6 residence, and the level of parental education. The girl-children appear to be the most vulnerable and most undervalued members of the world society. Therefore the government should intervene on socio-economic factors affecting girl child. 1.8 Definition of Significant terms used in the study Culture- the shared knowledge, values, traditions, languages, beliefs, rules and woridview of a social group Female genital mutilation- is any surgical modification of the female genitalia, comprising all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs for cultural or nontherapeutic reasons Girl child The definition of girl is a female under aged 18, or a persons’ child or girlfriend, or a group of woman friends. A young 15-year-old female is an example of someone who would be considered a girl. Your female child is an example of someone you would consider your girl. Girl child education Education, and most recently, the girl child education is becoming a major part of discourses in academic and political spheres.

7 CHAPTER TWO REVIEW OF THE RELATED LITERATURE 2.0 Introduction The literature will be based on the objectives of this research and will try to avail more information on the enrolment and dropout rates up to the time it ventures into the most outstanding factors affecting the girl chi1d~s opportunities in attaining primary level education. 2.1 Status of Girl Child Education Most of the factors that mitigate against the girl-child access to education are socio-cultural. Many countries on the African continent rank among the poorest in the world. The on-going HIV/AIDS epidemics, over-crowding in cities, tribal warfare and despotic governments have contributed to the degeneration of the beautiful African land into a human rights catastrophe. At the centre of the devastating situation is the girl-child. The girl-children appear to be the most vulnerable and most undervalued members of the world society. In a region where many are struggling to get enough food and to stay alive, remain out of reach of the various violent rebel armies, and to care for those stricken with various diseases, a basic education, especially for girl children, is low on the list of priorities (Alanen, 2012). The right to education, which is a fundamental human right, is frequently denied to girls in some Africa countries. The then United Nations Secretary General, Kofi Annan, stated that in Africa, when families have to make a choice, due to limited resources, of educating either a girl or a boy child, it is always the boy that is chosen to attend school. In Africa, many girls are prevented from getting the education entitled to them because families often send their daughters out to work at a young age, so that they can get the additional income they may need to exist beyond subsistence level, and finance the education of sons (Green, 2015).

It has been reported in BBC News (2016), that African patiarchical societal viewpoint favours boys over girls because boys maintain the family lineage. Additional reasons why girls do not have adequate access to education in Africa include the fact that many have to stay home to nurse relatives with HIV/AIDS. That their mothers will be not educated is another reason that makes them feel that their daughters do not need education. Furthermore, some families do not

8 believe in education of girls. In Ethiopia child brides face early pregnancy, responsibilities to their children and in-laws, and reticence of their husbands, who are usually much older, to let them out of the house.

In Kenya, girl—child education is elusive. Mwangi, (2015) wrote that a combination of poverty, disease and backward cultural practices continued to deny the girl-child her right to education. Even with the introduction of free primary education, access to education is still remaining a wide dream to many Kenyan children. Despite the introduction of free primary education in the country which accounted for an increase in enrolment, a sizeable number of children, especially girls, still find themselves out of school owing to a number of reasons. These reasons are: demands for their labour in the homes such as assisting in looking after their young siblings; child marriage, doing house chores, death of mother, and looking after the sick member of the family (Osorio et al, 2016) Birungi (2017) cited the rampant fire out brakes in schools as examples of the gaps in implementation of the girl-child education. She noted that the previous years of floods in eastern Ugandan left many schools in disrepair and these will be seen as forms of exclusion. (Chang, 2016) 2.2 The socio-economic factors affect girl child education In determining access to education by children, household income is found to be an important factor. This is because there are many costs associated with schooling and educational process ranging from school fees, uniform PTA fees and the opportunity costs of sending a female- child to school. Household income is linked to a range of factors: when children start school, how often they attend, whether they have to temporarily withdraw and also when and if they drop out (Barrera- Osorio et al; Glewwe & Chang 2016).

The link between socio-economic and educational background of the parents and children educational process had been highlighted by a number of studies in looking at the interaction between the children in particular and the household income and socio-economic status. All the studies agreed that childrenTh ,,enrolment, retention and completion can seriously be affected by the low socio-economic status and low educational level of the parents which resulted to poverty. (Porteus et al, 201; Gakuru cited in Ackers et al, 2016; Ranasinghe & Hartog, 2012; Vavrus,

9 2012;Hunter & May, 2013; Dachi & Garrett, 2013; UNICEF, 2015; Birdsall et al, 2015; Bruneforth, 2016; Cardoso & Verner, 2017; Guo & Zhang 2017; Zhao & Glewwe,2016; Wang 2016). Poverty could be regarded as the most common primary and contributory reason for many children to be out of school (Glewwe, 2016) call poverty, a plausible explanation of school disruption~. According to Dachi and Garrett (2013) a Series of questions will be asked to parents and guardians about the financial circumstances surrounding children’s school enrolment in Tanzania their answers will be no more than financial problem militating against sending their children to school. Wang (2016) also mentioned poverty as a contributing factor of children’s dropout in rural areas of China.

Children from better off households are more likely to remain in school, whilst those who are poorer are more likely never to have attended, or to drop out once they have enrolled. This has been suggested by both statistical data and empirical research. For example, a research conducted in rural China by Glewe & Kreme (2016) saw poor and credit constrained children~ three times more likely than other children to drop out of secondary schools. The links between wealth and school retention has been described in more detail by Colclough (2016) where he stated that: amongst those out-of-school, the mean wealth index for school drop-outs will be generally higher than for those who had never enrolled children at school will be, on average, from better-off households than those who had dropped out, who will be, in turn, from richer backgrounds than school-age children who had never enrolled. Poor households tend to have lower demand for schooling than richer households: whatever the benefits of schooling, the costs, for them, are more difficult to meet than is the case for richer households. The pressure on children from poorer background in particular, to withdraw from school increases as they get older, particularly as the opportunity cost of their time increases (Colciough et al, 2016).

10 children or for removing them from the school are no more than the fees for registration and admission, examination, Parent Teachers Association (PTA) fees, the cost of books and uniforms, the provision of other daily monetary demands to their daughters, and the cost of transportation to and from the school on daily basis (Barebwoha, 2017).

Graham-Browne (2016) and Nejema (2013) argue that low socio-economic status which include poverty and the fiscal crises force families to cover shortfalls and have a devastating impact on household’s and the education system as far as children’s education is concerned. Glewwe & Chang et al (2016) link the severity of direct costs with the shift of educational costs to parents in the name of cost sharing. It has been mentioned earlier that in Nigeria, about 7.3 million children are out of school and 62% of the total population is female children mostly due to poverty of their households (UNICEF, 2015). In general, several studies suggest that the direct costs or financial constraints affected children and lead to their low participation in schools (Behrman, 2016).

Fizbe & Shady (2015) observed that the opportunity costs of schooling are associated with labor shortage, resources and services lost due to sending children to school. Child labor is Indispensable to the survival of many rural households in Sub-Sahara Africa: agricultural work, domestic work (cooking, collecting fuel, fetching water) marketing as well as child care services are required from children. The need for domestic labor with the rapid growth of urban areas. Poor rural parents responded by sending their children into the domestic labor market in exchange for regular cash income (Kukreti & Saxena, 2015) cited in (Kotwal, Neelima & Rani 5, 2017) Dorsey (2019) refers to a Zimbabwean experience where the economic value of girls takes priority over education. It is stated that amongst those out-of-school, the mean wealth index for school drop-outs will be generally higher than for those who had never enrolled. Children at school will be, on average, from better-off households than those who had dropped out, who will be, in turn, from richer backgrounds than school-age children who had never enrolled. Poor households tend to have lower demand for schooling than richer households: whatever the benefits of schooling, the costs, for them, are more difficult to meet than is the case for richer households. The pressure on children from poorer background in particular, to withdraw from school increases as they get older, particularly as the opportunity cost of their time increases

11 (Colciough et al, 2016). In African traditional societies including the study area, several studies indicated that the children schooling has been found to have links with socio-economic factors.

According to Barrera-Osorio et al, (2017) the most important of these factors include direct and opportunity costs of schooling, limited employment opportunities, socio-economic status, parental and family investment behavior, the economic value of girls, rural and urban residence, and the level of parental education. The major reasons parents offer for not educating their children or for removing them from the school are no more than the fees for registration, admission, examination, Parent Teachers Association (PTA) fees, the cost of books and uniforms, the provision of other daily monetary demands to their daughters, and the cost of transportation to and from the school on daily basis. These reasons have been discussed from several perspectives. Glewwe & Chang et al (2016) link the severity of direct costs with the shift of educational costs to parents in the name of cost sharing. It has been mentioned earlier that in Nigeria, about 7.3 million children are out of school and 62% of the total population is female children mostly due to poverty of their households (UNICEF, 2015). In general, several studies suggest that the direct costs or financial constraints affected children and lead to their low participation in schools.

The relationship between certain household characteristics, poverty and school enrolment has been observed. Empirical evidence from other countries is rich and the main results seem to be in agreement with a priori expectation of a close link between poverty and female studentTh

12 dropout. Although the list is by no means exhaustive, the works of Carter (2016), Cockbum (2016).

Parker & Pederzini (2015), Handa et al. (2015), Kurosaki & Khan (2016), Oxaal (2017), and World Bank (2015) are among recent researches from outside Nigeria documenting the links between childrens~ education attainment, enrolments, retention completion and household characteristics and poverty (Garba T & Sanda A, 2017). The research conducted by Ahmad Sanda and Tukur Garba (2017) based on data collected from 600 rural households of Sokoto State, Nigeria provided an empirical evidence on the extent to which poverty and household demographic characteristics may affect educational attainment and school attendance of children. The results confirmed significant gender disparity in educational attainment and school attendance, with female children at a serious disadvantage. Base on the fore going discussions of statistical data and empirical researches in the reviewed literatures, it could be evidently agreed that the socio-economic status and financial well-being of the family greatly affects the participation of children in schooling and minimize the high level of dropout in Nigeria.

Educational Background of the parents on the other hand is found to be another influential factor on their children’s education. According to Ersado (2015), educational level of household members is influential particularly on children and it determines their access to schooling. The notion is widely accepted as the most consistent determinant of child education. Also higher parental or household head level of education is associated with increased access to education. (Ainsworth et al, 2015; Al Samarrai & Peasgood, 2017; Ersado, 2015; Connelly & Zheng, 2013; Grant & Hallman, 2016; Hunter & May, 2013; Duryea, 2013; Rose & Al Samarrai, 2016; Seetharamu, 2015 cited in Chugh, 2015). Parental education and retention in school has been linked together by putting forward many reasons and opinions of scholars. It has been observed that non-educated parents cannot provide the support or often do not appreciate the benefits of schooling (Juneja, 2016; Pryor & Ampiah, 2013).

According to Al Samarrai and Peasgood, (2017: 395), the probability of girls enrolling in secondary schools can be increased by 9.7% and secondary by 17.6% by her married motherTh

13 primary education and it has no significant effect on the enrolment of boys. They claim that educated mothers give preference to girls schooling, implies that mothers have a relatively stronger preference for their daughters’ education and that their education affords them either increased household decision-making power or increased economic status (Green, 2015).

Glick and Sahns (2016) results will be in line with Al Samarai and Peas good (2017) when conducting a research in an urban poor environment in West Africa. The outcomes of his research favored the female children by relating the improvements in fathers~ education to the schooling of both sons and daughters. But mothers~ education has significant impact only on daughters~ schooling. In order to bolster sustained access to education for many children, Ersado (2015) suggests the provision of adult education programmers to counter the educational deficit facing many households (Barebwoha, 2017).

Education of girls has been a high priority with the Government of Ugandan. The National commitment to provide free and compulsory education to all children in the 6-14 years age group is now a Fundamental Right of every child in Ugandan after the passing of the Constitution (g6th Amendment) Act in December, 2012.

Jessica, (2013), observed the widespread neglect and mistreatment of women and girls because of bias and conflict. As a result many of them have lost nearly all aspects of their protective environment - particularly education and health care. She argued that youngsters, for example, are being raised in camps for displaced people and have lost years of schooling as a direct result. This, obviously will impact not only the lives of these children, but also the lives of their children~s children (United Nations Chi1dren~s Fund Goodwill Report).

Statistically many countries are already devoting a good share of their budgets to education, much of the investment, according to UNICEF, is misdirected. And with the miserly less than 2 per cent of the Ugandan n National Budget spent on education in years past, it is doubtful if Ugandan will attain the IJNICEF’s goal of Education for All by 2015.

14 In a recent analysis of household surveys from 21 African countries, carried out by the World Bank, it is stressed that priorities should be placed on rural girls who are always the victims of discrimination where formal (or western) education is concerned. This is very true of the Ugandan situation. A June 2013 workshop entitled ‘Investment Options in Education For All’ organized by Ul~JICEF and the World Bank with Norwegian support, and held in Burkina Faso, aims to help countries achieve the Millennium Development Goal of eliminating gender disparity in primary and secondary education, among others (Jomtien, 2016).

The Ugandan Government appears to be trying in its efforts to give education to all; the obvious fact is that special provision still needs to be made for the girl-child. And, it is not enough to put her in school, the completion of the education she is enrolled for must equally be ensured added to equal opportunity in the work place, business, leadership and governance (The State of the World’s Children 2015 Reports) Girls’ enrolment: One of the very important attributes to achieve UPE is to ensure gender parity. To measure this, girls’ enrolment as a proportion of the total enrolment has been calculated since 2015-2016; 47% of the students enrolled in primary classes in 2015-05 will be girls compared to only 43.6% in 2015-2016. For upper primary, 44% children enrolled in 2015-05 will be girls compared to 40.4% in the base year (2015- 2016) (Miller, 2016).

In many countries available indicators show that the girl child is discriminated against from the earliest stages of life, through her childhood and into adulthood. In some areas of the world, men outnumber women by 5 in every 100. The reasons for the discrepancy include, among other things, harmful attitudes and practices, such as female genital mutilation, son preference which results in female infanticide and prenatal sex selection -early marriage, including child marriage, violence against women, sexual exploitation, sexual abuse, discrimination against girls in food allocation and other practices related to health and well-being. As a result, fewer girls than boys survive into adulthood (Behrman, 2016).

Girls are often treated as inferior and are socialized to put themselves last, thus undermining their self-esteem. Discrimination and neglect in childhood can initiate a lifelong downward spiral of deprivation and exclusion from the social mainstream. Initiatives should be taken to prepare girls

15 to participate actively, effectively and equally with boys at all levels of social, economic, political and cultural leadership. Gender-biased educational processes, including curricula, educational materials and practices, teachers’ attitudes and classroom interaction, reinforce existing gender inequalities (Wills, 2016).

Girls and adolescents may receive a variety of conflicting and confusing messages on their gender roles from their parents, teachers, peers and the media. Women and men need to work together with children and youth to break down persistent gender stereotypes, taking into account the rights of the child and the responsibilities, rights and duties of parents (UN, 2015). Since 2017, government’s main education priority has been to ensure that all children enroll in secondary schools. The plan tries to address gender concerns and sets specific output targets for different components. For example, as part of the UPE programme, school buildings and facilities have been provided by government through a School Facilities Grant (SFG), which is fully supported by funding partners. The grant included funds for compulsory provision of separate latrines with doors, for girls and boys. The grant operates through a ranking system, which prioritizes poorest schools and rewards schools with 48% or more girls’ enrollment. The UPE has greatly increased enrollment of both boys and girls aged between 6-12 years even among the very poor (DHS Ed Data Survey 2016). 2.3 The socio economic benefits of educating a girl child. Fiona Leach indicates the rationale for educating women to higher levels than is currently the case in most developing countries. It is therefore couched in terms of the social and economic gains to the family and to society, rather than in terms of the gains to women themselves. Women are treated as a commodity to be used more efficiently rather than as citizens for whom social justice is a question of principle. Education is a basic human right to be provided for women as for men and as an opportunity for women to gain greater control over their lives, in running a business, owning property, in full-time employment or exercising their right to vote and the right to defend themselves against violence (Acker, 2017).

Education appears to be more relevant to stable labour force participation for women than for men in Central America. Women engaged in stable employment tend to have considerably more

16 education than women engaged in the unstable work that is undercounted by the census. For men, however, education has been a less important orientation for obtaining stable employment of course; those who are impacted most heavily by this disparity are poorly educated women, whose family situation oflen requires them to work. Theoretical research on education and labor force participation would benefit from a consideration of the experiences of different groups of women, especially lower-class and third world women (Lisa catanzarite Gender, Education, and employment in Central America) (Boyden & Gibbs, 2017).

It is generally argued that educating women has direct and indirect benefits. Directly, more educated women have higher ages at marriage and more employment opportunities (sathar etal 2017, Weller, 2015). Indirectly, educated fosters new value, attributed in effecting a transition from the traditional women to modern women, and women are believed to have more autonomy. Women’s education is therefore regarded as crucial for their autonomy (Educational Attainment, Status, Production and Women’s Autonomy). 2.4 Problems Faced By Girl Child Education Despite an increase in the proportion of girl’s enrolment, girl lag behind boys in education, possibly due to some of the problems they face at school. The scenario as explained in the background has since changed in many ways. There is no-longer government sponsorship at any level of education except for excellent cases for Diploma and degree admissions at Universities / Colleges and with UPE and USE at lower levels.

According to Ministry of Education and Sports handout (2017), girls are subjected to a problem of unfriendly school environment. This has brought about by lack of adequate sanitation and good hygiene in schools.

Facilities and equipment in schools are in poor state. Furthermore, the cost per student will be high, and the entire expenditure, including students living cost is unaffordable to most parents and guardians. The education system is dominated by examinations at all stages. Without any provision for assessment of other objectives of the curriculum, such as promotion of moral values. Practical skills and participation in social and cultural activities, the teaching in schools is

17 geared towards the achievement of good marks in examination subjects to the cost of other important educational objectives. Therefore the need to concentrate mainly only part of girls cannot be underscored.

Winsome Gordon (2016) asserts that teachers, head teachers and other people who manage the school always have negative attitudes towards girl’s education. He further says that they must first realize the disadvantaged position of girls in order to find solutions to the problems.

Ministry of Education and Sports (2017), Consultancy services for diagnostic study on causes of low Primary Education completion rates with concern noted that girls face a problem of corporal punishments administers by teachers regardless of the area, health and other related factors. Teachers harass girls at school by carrying them and making them big chucks of land for simple mistakes like, late coming and forces some of the children especially girls to keep away from school.

Lobban (2017) continued to observe that girls are greatly criticized for their academic failure and ignored for their academic success. Furthermore girls are condemned for talking at the pick of their voice. “It is un lady like” behaviours in such a way that girls lead a discriminating school life and consequently become a problem as their interests in the learning environment are not catered for as well as it is the case for boy; girl’s interests are totally ignored.

According to other researchers, girls face carried problems at school which always lead them to drop out of school and deny them chances of acquiring basic education. Changes in curricula have been introduced without ensuring proper training of teachers and poor provision of instructional materials for implementation of the new curricula. The cost of education has increased considerably over the years, while government resources had remained limited. As a result, the quality of education is at stake. Many students dropout prematurely at the primary level and a good number of children still remain totally uneducated (Farant, 2016).

18 The curricula, both in primary and secondary schools, at present, do not cater for the social and economic needs of the country. They do not adequately equip the individuals to become productive and self-reliant. Higher education particularly has become alienated from the socio economic realistic of life in Ugandan. Not only has the quality of graduates deteriorated over the years but also most of the courses taught have not been geared to manpower needs. These include among other, poor teaching methods, absenteeism and drop out of teachers in schools, burying and teasing by their fellow pupils, lack of scholastic materials and food at school unless these problems are solved, the education of girls will still laid behind.

Universal Primary Education (UPE) schools lack the capacity to initiate such programmes due to funding constrains and the overwhelming numbers. Teachers definitely cannot afford to reach out to every pupil even when they are willing to. Issues of space are also another constraint suffered by these schools. For private school actors, most do not address this gap because they perform with view to maximize profits and hence resent spending on establishing workshops and laboratories which are very crucial for the success of an effective vocational system.

With increasing orphan hood, there is a commensurate school dropout levels and as such the resources that will be incurred during the years the girl child spent at school get totally will beted. The project area being in proximity to the city, many find their way to the streets while the able bodied get involved in vices like smoking of toxic substances like Bhang, Rape, Theft and the like. Already pursuing an education system without vocational attributes has led to increased unemployment with most of the students completing University roaming around the city seeking white collar jobs for years. This is a disgrace to the poor parent who sacrificed for this person, frustration to the student and a loss to government.

The appalling poverty levels in the country such that very few parents can support their children up to University level; not even up to secondary school and this claims the growing numbers of school dropouts in the country especially after Primary seven level. This explains the need for skills development at secondary schools level to enhance practicality of education as a measure

19 to mitigate the lack of skills with which a child can begin facing life in case of failing an office job.

The wars and civil strife during the 70s and 80s in African countries took their toll and led to the neglect of educational institutions and erosion in the quality of education at all levels. Despite the massive expansion that took place in the number of schools and enrollments both at the primary and secondary school levels during the early eighties, the expansion will be without proper planning. Resources will be not made available for the provision of necessary facilities, instructional materials and trained teachers for the fast- growing population of students (Namumbya, 2013). Disparities between rural and urban areas and regional imbalances in the provision of educational facilities have increased over the years, while the percentage of untrained teachers will be unacceptably high.

The gender-based constraints to education tend to be more pronounced in rural areas due to the fact that the environment is normally more accommodative of gender inequality. Rural areas display stricter adherence to traditional cultural values, attitudes and practices. As such practices detrimental to girls’ education such as early marriage, genital mutilation in Eastern districts of Ugandan, sexual violence, excessive domestic chores, male superiority and domination of women are tolerated and encouraged by the community both inside and outside the school (ibid).

The girl child in Ugandan faces double disadvantages because of gender discrimination at the household and community level. These vulnerabilities are even stronger in rural areas, where poverty, traditions and lack of infrastructure and services prevail. Both boys and girls in these categories are affected. However, due to the unequal socio-economic gender construct in most African societies, the scale of disadvantages is tipped more against girls and women. Education policy makers and practitioners have been forced to accept that there are serious gender disparities in education that call for urgent action if Ugandan is to be counted among those who will have achieved the Education For All and MD goals by 2015 (Agaba, 2017).

20 Children themselves hardly make these decisions but rather it is their parents, guardians and relatives. The male parents have an upper hand in the decision making process of when their children can access education. This becomes higher in rural areas, which are predominantly patriarchal societies where fathers will always prefer sending boys to school than girls. In urban areas and some regions, a mother either jointly with the father or singly can influence the decision for a child to enroll in school.

Concern about the girl child’s safety, need for her labour and monetary costs also top the factors that drive decision to enroll her in school, for the boy it is monetary costs, school distance and the child’s physical readiness that drive the decision to enroll him or her in school. There is evidence of a shift in concerns that will be expressed at the start of UPE 2017 where the reasons will be the same for boys and girls but with variation only in emphasis. At that time, decision to enroll a child in school will be predominantly shaped by the perceived physical readiness of the child, monetary costs and the child’s interest to go to school. For the girl to enroll the considerations seem to take the trend; is it accessible and safe, can we do without her labour, can we afford it while for the boy it is: can we afford it, is it safe and accessible, and is he fit? It would appear that the girls comfort and safety and the need or not for labour take precedence over monetary affordability to determine whether she can enroll in school or not. But for the boy, if it can be afforded, he will enroll in school as long as the school is not far and he is physically fit (Agaba, 2017).

Existing social relations of gender that structure women as providers of reproductive labour also affect the girls who are socialized as apprentices of their mothers so that they can play similar roles in future. This factor is key in keeping the gap between girls’ and boys’ enrollment in secondary schools, monetary and safety considerations notwithstanding. UPE policy has led to increased access for both sexes but it does not challenge the social construction of gender in society that tends to disadvantage girls by allocating them endless reproductive work, among other gender inequalities that specifically keep girls from enrolling in school. More steps are required to make UPE not only open the school gates but to also to give education that will lead to transformation of society (Kasente, 2013).

21 Together with the fundamental socio-cultural bias in favour of males, the economic factor, especially in terms of grinding poverty and hunger, is probably the most influential in adversely affecting female participation in education, especially in rural areas. In such harsh economic circumstances, both direct and hidden costs to a family of sending daughters to school are perceived by parents to be prohibitive in terms of the provision of books, paper and uniforms/clothing (important for social reasons) as well as the loss of vital help at home and on the land. In most cases the contribution of females is unpaid and they may have little or no experience of the handling of money, which further reduces their status and power, but increases their vulnerability. Because of the patriarchal and patriarchal predominance, investment in a girl’s schooling is will beteful since it benefits the family into which a girl marries rather than her own. 2.5 Possible Solutions for the Girl Child Education There is a saying that, Educate a woman and you have successfully educated a nation; thus, girl- child education has become a contemporary issue to nations in the world because girls/women are usually discriminated against in all spheres of life including education. It is on this thrust that this paper examined the girl-child marginalization and with unequal access to education in comparism to her male counterpart. The study reveals that cultural practices serve as hindrance to girl-child education and that inaccessibility of the girl-child to education makes her vulnerable to diseases such as HIV/AIDS, early marriage, denial of rights and child labour. The study concluded on the note that if girl-child education is fostered, she will be self-reliant, adequately socialize and well empowill bed to contribute meaningfully to her community as well as having the coping skills to problems solving to an appreciable extent. The study, therefore, recommends that education should be made accessible to the girl-child at all levels and awareness programs should be floated and fostered to redeem the image of the girl-child to make the world a better place for her to live in (M0ES, 2017 - Report). Girl-child education is a matter of concern for nations in the world. Girl-children are discriminated against thereby making it difficult for them to exercise their rights; they are victims of various traditional/cultural practices, they suffer degradation, they are objects of poverty, their faces are only to be seen but their voices not to be heard, they are seen as being sub-servant to their male counterparts; they are the inferior set, their place is in the kitchen. 22 A lot of negative thoughts and actions are expressed on the girl-child. To set the girl-child free from all these negative hold, there is need for her sound education. Giving her education will give her sound mind to reason, to liberate her from poverty, and develop her as well as the nation in which she lives. With education, the girl child can become a self-sufficient adult who has more decision and control over her life.

Jatau in Esomonu (2015) believes that the burden of nation building rests much on women. She goes on “we need women to create a blissful home, have well-educated and well-behaved children.... it is after these that the task of nation building can be a success”. This will start from the education of the girl-child. The importance of educating the girl-child is further brought to the fore by Abacha (2017) while stating his view to support the fact that development has to be participatory and sustainable. He believed that: Progress is only feasible if we create a Nigeria made up of a united people with a united purpose... our nation needs men and women who are bold, and imaginative, dedicated and committed, people who put honour, service and patriotism above everything else.

These men and women are not only needed in politics, they are also needed in business, in our traditional institutions, youth organizations, in academics and other professions”. The indication from the above is that society should stop looking down on women and they should be seen as first class citizen and not rated as second-class citizens. Educating the girl-child (who transforms later into a woman) will empower her to be strong and resourceful in such a way that she is able to contribute maximally to the sustenance and development of the society in which she lives. According to Alkali (2016), if all limiting barriers against women are removed, “women can lead, lead to the battle, if necessary fight for her society and win for her people”. Educating a girl child therefore will bring about self-awareness, increased self-assertiveness in the society, raising the consciousness of women to encourage their participation in national development (Awe, 2012).

23 Mary Olufunke et al., (2016), argues that it is therefore important that particular and close attention is paid to the education of the girl-child. Finding the right solution to the issue of girl- child education will not only move the girl-child forward but pushes the nation to a greater height. Considering the virtues embedded in the issue of girl child education, the issue should be rated very high. The Instructional Manual on the Advancement of Nigerian Women and the Role of National and International Agencies (2016) states that to promote the advancement of Nigerian women, it is important that individuals, groups, community and government at all levels have a duty to take action in the following areas: Reducing the rate of poverty among women. o Making sure that girls and women have equal opportunities for training and education as boys and men. o Making sure that girls and women have adequate opportunities for proper health care. o Preventing all kinds of violence against women and girls o Protecting the best interest and rights of the girl-child.

When these actions are taken, the rights of the girl-child will be fully restored through her being educated.

Kofi Annan (2016) says: “No development strategy is better than one that involves women as central players. It has immediate benefits for nutrition, health, savings and re-investment at the family, community and ultimately, country level. In order words, educating girls is a social development policy that works. It is a long-term investment that yields on exceptionally high return. The above statement represents a call for girl-child education. It is however, discovered that girl-child education is not easy to come by as it is usually proclaimed as many impediments stand in the way of the girl-child. The rights of the girl-children are always denied them and this denial leads to lack of access to education. Inaccessibility to education thus results in child labour, which deprives the girl-child of her childhood potentials, dignity and joy. The resultant effect is poverty and the only key to ending poverty among women-folk, as a whole is education

24 of the girl- child because as the saying goes “catch them young” for the young girl-child will grow to full woman in later years. Rights of the girl-child

Every individual in the society is entitled to some rights as citizens of that particular society. The same is true of the girl-child. She is entitled to a lot of human rights but because she is regarded as being weak she is vulnerable to the violations of these rights. Like any other person in the society, she likewise requires the right to enjoy and exercise these rights. Some of the rights of the girl-child as stated by The People’s Movement for Human Rights Education (www.humanrights/girledu...) include the following: o Right to freedom from discrimination based on gender, age, race, colour, language, ethnicity or the status of the girl-child’s parents. o Right to a standard of living adequate for a child’s intellectual, physical, moral and spiritual development. o Right to a safe and healthy environment o Right to equal access to food and nutrition.

Right to freedom from cultural practices, customs and traditions harmful to the girl-child including female genital mutilation.

Governments in many parts of Africa are aware of the benefits of female education. Education of females has a profound effect on national development as lack of their education has been linked to low birth weight, poor health and high mortality rates in children, high fertility rates, poor family nutrition, low life expectancy, poor sanitation and high illiteracy rates. (UN, 2015).

During its forty-second session in 2017, the United Nations Commission on the Status of Women recommended further action to protect and empower the girl child. Among the agreed conclusions of the session will be measures to prevent and eradicate the sale of children, child prostitution and pornography, as well as actions to enable girls, including pregnant girls and teenage mothers, to continue their education (UN, June 2013).

25 The World Bank has stressed the need for female education as an important development strategy for developing countries and this strategy is broadly agreed across a range of agencies and, increasingly, governments. In particular the World Bank has stressed the high social rates of return to female education. It is widely claimed that educated women marry later, want fewer children and are more likely to use effective methods of contraception. Large differences in fertility rates are found between those who have completed at least seven years of education and women who have not completed primary education (UN, 2015). The more educated the mother, the lower is maternal mortality and the healthier is the child (World Bank, 2015). This is therefore a manifestation that education of the girl child is a vital step towards a nation’s sustainable development.

It is calculated that child mortality falls by about eight percent for each additional year of parental schooling for at least the first eight to ten years of schooling. This is explained through the use of medical services and improved household health behavior, resulting from attitudinal changes and ability to afford better nutrition and health services. Furthermore, it is stated that education increases economic productivity (World Bank 2015). Girls’ education helps to achieve the goal of empowerment and autonomy of women and improves their political, social, and economic status. This is a highly important end in itself and is essential for the achievement of sustainable development.

Education enhances lives. It ends generational cycles of poverty and disease and provides the means for sustainable development. A quality basic education will better equip girls and boys with knowledge and skills needed to adopt healthy lifestyles, to protect themselves from HIV/AIDS and other sexually transmitted diseases, and to take an active role in social, economic and political decision-making as they transit to adolescence and adulthood. As educated adults, they are more likely to have fewer children, to be informed about appropriate child-rearing practices, and to ensure their children start school on time and are ready to learn.

26 Promote an educational setting that eliminates all barriers that impede the schooling of married and/or pregnant girls and young mothers, including, as appropriate, affordable and physically accessible child-care facilities and parental education to encourage those who have responsibilities for the care of their children and siblings during their school years to return to, or continue with, and complete schooling.

Encourage educational institutions and the media to adopt and project balanced and non- stereotyped images of girls and boys, and work to eliminate child pornography and degrading and violent portrayals of the girl child;

Eliminate all forms of discrimination against the girl child and the root causes of son preference, which result in harmful and unethical practices such as prenatal sex selection and female infanticide. This is often compounded by the increasing use of technologies to determine foetal sex, resulting in abortion of female foetuses;

Develop policies and programmes, giving priority to formal and informal education programmes that support girls and enable them to acquire knowledge, develop self-esteem and take responsibility for their own lives; and place special focus on programmes to educate women and men, especially parents, on the importance of girls’ physical and mental health and well-being, including the elimination of discrimination against girls in food allocation, early marriage, violence against girls, female genital mutilation, child prostitution, sexual abuse, rape and incest.

27 CHAPTER THREE RESEARCH METHODOLOGY 3.0 Introduction This chapter coverd research design, area of study, target population, sampling, sample size, sampling technique research instruments, source of data and data analysis. 3.1 Research design A research design is a logical and systematic plan prepared for directing a research study. The study used a case study research design. A case study is an in-depth exploration of one particular case for the purpose of gaining in-depth understanding of issues being investigated, it involves examining a single entity in order to gain insight into larger cases. The study used both qualitative and quantitative approaches to analyses data. Qualitative approach was largely used to find out how people feel or think about a particular subject matter supported by quantitative which was used in calculating simple percentages and number of respondents. 3.2 Area of study The study was carried out in Ntuusi Sub-county, Sembabule District. 3.3 Target population The study involved 58 respondents of which were teachers, head teachers, parents and guardians from Ntuusi Sub-county, Sembabule District. These parties were selected because they are assumed to be well versed with data related to the socio-economic factors affecting girl child education in secondary schools in Ntuusi Sub-county, Sembabule District. The target population is the entire population from which a sample is selected. 3.4 Sample size The study used a total of 50 respondents. These respondents 15 were teachers, 05 head teachers and education officers 15 parents and guardians and 15 girls. The actual distribution of the sample respondents was based on the actual representation of the department in the actual population.

28 3.5 Sampling technique The researcher used simple random and purposive sampling techniques. Simple random sampling refers to a kind of sampling whereby each element in a population has an equal chance of being selected (Patton, 2012). This technique was applied girl child especially those in secondary schools. Purposive sampling is the kind of sampling technique where by a person or element in a population with unique characteristics is selected for unique information. 3.6 Data collection methods and Instruments In collecting the data, various data collection methods and tools were used which involved questionnaires and interviewing. 3.6.1 A Survey A survey was administered to children, children and teachers. Both open and close ended questions were used. These were mainly, parents/guardians, children and teachers. This tool was applied because it collected the appropriate data, which was comparable and amenable for analysis, minimized bias in formulating and asking questions, and made questions engaging and varied.

3.6.2 In-depth Interviews Interviewing method was applied to head teachers and education officers. The research was guided by structured questions which contained open ended questions as this gave respondents an opportunity to share as much information as possible. Interview approach was intended to ensure that the same general areas of information are collected from each interviewee. This provided more focus than the conversational approach, but still allowed a degree of freedom and adaptability in getting the information from the interviewee.

3.6.3 Secondary data Secondary data was got from sources like, Annual reports, Journal articles, internet, and magazines, Newspapers and books related to the subject of the study and these were consulted at length to extract the information that was required to support the findings from the study respondents.

3.7 Data analysis Data was analyzed both qualitatively and quantitatively. Qualitatively, personal communication and quotations of respondents was recorded. Quantitatively, computer packages like Microsoft 29 word and Microsoft Excel was used to generate tables, charts, graphs, while Microsoft Word was used for editing and further expiation of the work. 3.8 Ethical considerations An effort was made to inform the participants that confidentiality will be observed when reporting the findings as well, for example, the use of names in the final report will be avoided except with the consent of the respondents. All the raw data, code sheets, questionnaires and photographs will be handled with maximum confidentiality so that people who will be not involved in the study cannot access the information. 3.9 Procedure for data collection The study observed all those procedures followed in research. Using the letter of introduction obtained from the Department. The researcher was introduced to every respondent reached at, fully explaining the purpose of research. After getting their consent, he conduct the research. The researcher also built the confidence of the respondents by assuring them that their views will be confidential and will be used for academic purposes. 3.10 Limitations to the study Time: The time may not be enough to allow exhaustive study and obtain all the essential information for much more suitable conclusions. The problem will be minimized by putting much effort on this research so as to meet the deadline. Financial Constraints: The Researcher might be limited by financial resources such as the transport costs and stationery to carry out her research effectively. In an effort to mitigate this shortcoming, the researcher sourced for funds from a few sponsors. Slow or non- response: Since the researcher may not know the kind of respondents to deal with, some of them failed to respond or delay to do so. The researcher made convenient appointments with the respondents and encouraged them to respond and give true information in time.

30 CHAPTER FOUR DATA ANALYSIS AND INTERPRETATION 4.0 Introduction

This chapter focuses on information of the respondents. The respondents include the head teacher, the teachers, the girl children, parents or guardians. The chapter further presents the research findings, interprets them and draws conclusions for each research objective. In this chapter a presentation is made of the data collected from secondary schools, the analysis and interpretation procedures employed to drive at answers of the research questions guiding the study. The presentation done based on research objectives.

Below are the presentations of the data analysis procedures and findings arrived at from the questionnaire administered and interview from the respondents who included the head teacher, the teachers, the girl children, parents or guardians. The findings of the study were presented in tables and figures based on the study objectives as below. 4.1 Social and Demographic Characteristics

Table 1 Distribution of School Girls by their Age

Age Frequencies Percentage

10—llyears 1 7 12-13 years 2 13

14-15 years 5 33 Over 16 years 7 47

Total 15 100

Source: Field Findings, July-September 2018 From the information in table 10 above, majority of the girls interviewed (47 percent) were in the age brackets of over 16 years, while the rest are in the age brackets 12-13 years and 14-15 years, accounting for 13 and 33 percent respectively. The least proportion of these girls (7 percent) are in the age brackets 10-11 years

3 While the girls in the age-brackets 14-15 years and over 16 years may be adversely affected by early pregnancies and early marriage or child labor such as baby sitting and commercial induced sex work, those in the younger age brackets of 10-11 and 12-13 years may be affected by irresponsible parents and inadequate basic needs such as food.

Since majority of the girls are in the adolescents stages, there is need to address their related issues such as provision of adequate clothing and sanitary resources in addition to some funds or pocket money to meet their basic needs least they are lured and exploited by financial rewards.

Table 2 Occupations of the Parent

Parents’ Occupation Frequency Percent

Civil servant 3 18.2 Farmer 8 55.3

Business person 3 20.6

Casual laborer 1 5,9 Total 15 100

Source: Field Findings, July-September 2018 In trying to understand the family background of the respondent, the researcher wanted to know the occupation of the parents. Could it be the nature of the parent’s occupation that is a contributing factor to the girl dropping out of school, may be because of lack of enough income that can enable him pay the full school fees amount? Or is there a stereo type of some kind related to the parent’s occupation? The findings then presented these results; majority of the respondents indicated that their parents were farmers 55.3% while respondents who indicated that their parents were business people were 20.6%. Respondents whose parents are civil servants were 18.2% and only 5.9% were casual laborers.

32 4.1.1 Demographic Characteristics of the Respondents

The sample of the investigation consisted of four groups namely; head teachers, teachers, school management committee and school girls. This section presents head teachers, teachers, SMC and school girls~ information by age. The sample consist of 200 respondents that is 10 headteachers, 30 teachers, 20 SMCs and 140 school girls respectively. The other 40 failed to turn up for the discussion.

Table 3: Distribution of Head teachers, Teachers and District Education Officers by Age Age Frequencies Percentages 20-29 3 15 30-35 8 40 36-40 6 30 Over4l 3 15

Source: Field Findings, July-September 2018 From the information presented in table above, it is clear that most of the staff are in the age bracket 30-35 years which makes up 40 percent of respondents. Thirty percent are in the age bracket 36-40 years. This may mean that majority of the staff are senior men and women enough and hence have had reasonable teaching and administrative experience. Those in the age bracket 20-29 and over 40 years are equal and constitute 15 percent of those who participated in this study.

Since the majority are in age bracket of 3 0-40 the researcher believed that they are better placed to elaborate on the challenges facing the girl child’s participation in school and suggest appropriate remedial measures to help the endangered girl child.

33 Table 4: Distribution of Head teachers, Teachers and District Education Officers by Years of Service Years of service Frequencies Percentages 1-4 4 20 5-10 12 60 Over 11 4 20 Source: Field Findings, July-September 2018 From the information presented in Table above, it is clear that most of the head teachers, teachers as well as district education officers (60 percent) have served in their capacities for between 5-10 years. This indicates a reasonable level of experience while the rest 20 percent have served between 1-4 years as well as those above ii years

This means that most of the head teachers, teachers and district education have above average serving experience although it may also reflect some form of stagnation and rigidity to change an attribute which is not health for education. Such head teachers and teachers may tend to be hostile to change and innovation and may be station tired or fatigued which may also be a contributing factor that affect girl’s education.

4.2 Respondents Perception of the Socio-economic Factors Affecting Girl Child Education Concerning the socio-economic factors affecting girl child education, the information gathered is indicated is illustrates in the table below. They were asked to respond by indicating their level of agreement in regarding to socio-economic factors affecting girl child education, i.e. Strongly Agree (SA), Agree (A), Undecided (U), Disagree (D) and Strongly Disagree (SD).

34 Table 5: Socio-economic Factors Affecting Girls’ Participation in Education Statement SA A UN D SD TOTAL Frequencies and F % F % F % F % F % F % percentages

House hold income 24 48 15 30 02 4 06 12 03 6 50 100 Education level of parents 22 44 10 20 01 2 10 20 07 14 50 100

Occupation of parents 25 50 12 24 02 4 07 14 04 8 50 100 Girl child labor 32 64 10 20 01 2 04 8 03 6 50 100 Source: Field Findings, July-September 2018 Table 5 above, reveals that 48 percent of respondents strongly agreed that household income of parents affects girls secondary education or school while 30 percent agreed that household income has an effect on girls education in school. However, 4 percent of the participants were undecided while 12 percent disagreed and 6 percent strongly disagreed. A mere one percent however strongly disagreed that parental level of education affects girls’ education. Thus in terms of overall perception or view, majority of the respondents agree 78 percent agreed that parental household incomes affects girls education in education while increased parental income enhances girls participation in education through meeting basic needs, support resources such as uniform, food and sanitary towels in addition to buying stationery and paying school fees, inadequate parental incomes retards/reduces girls education through reduced basic and support needs and psychological stresses. On the side of students the may result in skipping of classes for at least days and the accumulative loss of school days in a year affects not only their understanding of the school syllabus but also their performance in crucial exams and also their morale. Another effect of low income in this community is the lack of uniforms for the children or the wearing of tattered uniforms. This affects the children’s self-esteem and other than lacking enthusiasm for school, they tend to drop out of school all together in the long run thus affecting girls education in the area of study.

35 While 44 percent and 20 percent strongly agreed and agreed respectively that parental education affects girls participation in education, a mere 2 percent were undecided, 5 percent respectively 20 percent disagreed while 14 percent strongly disagreed that parental education affects girls~ education. Thus in terms of overall perception or view, majority of the respondents agree (64 percent) that parental level of education affects girls~ participation in education. This works through resources, encouragement and parent’s role as role models. Parents with higher education tend to have or secure better occupations and hence enhanced incomes which leads to enhanced resources, self-esteem and more confidence hence increased girls~ participation. The study confirms other researchers’ studies such as Chepchieng and Kiboss (2004) that availability of resources and school administration has an effect towards girl child education. The study also is in agreement with world conference on education for all (Jomtiem, 1990) that unless obstacles that hamper girls~ education are removed, their growth and development will be a major issue. Thus increased parental education enhances gir1s~ participation in education and vice versa.

Further afield, majority of the respondents agreed (74 percent) that parents occupation affects girls~ participation in education. While 36.5 percent strongly support this assertion and empirical observation, 46 percent agreed or support this view. A low 13 percent of the respondents were undecided while eleven percent disagreed with this view. Enhanced or better parental occupation such as teachers, tutors, education officer or civil service promotes girls participation through resource availability and self-esteem while low occupation retards girls~ participation in education through resource scarcity and low self-esteem and self-image I confidence.

From the collected data, 64 percent and 20 percent strongly agreed and agreed respectively that parental education affects girls participation in education, a mere 2 percent were undecided, 8 percent disagreed while 6 percent strongly disagreed that child labor affects girls’ education.. In the case of the study pastoralism and peasant agriculture are the main economic activities. As a result, the well-being of animals and crops takes center stage in the family. Ntuusi Sub-county being farming in their socio-economic engagements, are prone to pulling their children from school during peak seasons such as planting, weeding and harvesting. The children are also used

36 in child labor as they are often sent to the markets to trade the food that has been harvested. During the interviews, the respondents identified home chores such as cattle herding, cultivating in the crop fields, selling of farm produce in the markets, working at peoples’ homes as house maids among other home based chores constitute to the biggest impediments to girls attending school.

An additional factor that was supported by most of the respondents and the key informants is the building of a permanent boarding facility in schools. This, according to them will ensure that the girls remain in school after the day’s normal school programme to have extra hours for their studies and concentration in their homework. This will therefore help save the girls from child labor, house chores and the likes. According to them this will go a long way in ensuring that they have maximum concentration in their studies and thus improving their performances in school

4.3 Respondents Views on Cultural Factors affecting Girls education. The second research objective was to examine the cultural factors affecting girl child education respondents were supposed to respond to each item by indicating if they strongly agreed, agreed, undecided, disagree or strongly disagreed. Table below shows their responses. Table 6: Cultural Factors Affecting Girls’ Participation in Education

Statement SA A UN D SD

Frequencies and percentages F % F % F % F % F % Community and Parental attitudes 15 30 22 44 2 4 8 16 3 6 toward Girls Early marriages 18 36 17 34 3 6 7 14 5 10

Domestic chores 15 30 26 52 2 4 4 8 3 6 Teenage pregnancies 12 24 29 58 1 2 4 8 4 8

Source: Field Findings, July-September 2018 From the table above, result on whether attitudes affect girl education indicate that, 15(30%) strongly agreed, 22(44%) agreed, 2(4%) were undecided, 8(16%) disagreed while 3(6%) strongly disagreed. on the other statement whether early marriages affect girl education, the responses

37 were as, 18(38%) strongly agreed, 17(34%) agreed, 3(6%) were undecided, 7(14%) disagreed and 5(10%) strongly disagreed. Responses on domestic chores as a factor that affects girls’ education shows that, 15(30%) strongly agreed, 26(52%) agreed, 2(4%) undecided, 4(8%) disagreed and 3(6%) strongly disagreed. Lastly responses on teenage pregnancies as an effect on girls’ education also shows that, 12(24%) strongly agreed, 29(58%) agreed, 1(2%) undecided, 4(8%) disagreed while 4(8%) strongly disagreed. The above four mentioned statements became clear that they really affect the education of school girls. As the above results were in agreement with the data gathered during face to face interactions with the key informants who gave an important contribution to this, that among the many factors affecting the education of the girl child is the fact that some of the community members have a negative attitude towards educating a girl child, since they strongly believe that the girl’s place is in marriage and be submissive to the husband and not to waste money in educating the girl. They argue that there is no point in educating a girl who will eventually get married and the benefit of her studying will be enjoyed by the husband’sfamily instead ofthem who laboredfor it.

One of the girl child when interviewed she narrated that, “I sleep very late because when I am home I cook for my parents and two brothers, am the only girl child. Am always tired, I do not even manage to study, I have to also bath my brothers because my mother comes back home so late “. Chepchieng (1995) confirms that girls overwork as compared with boys due to the attitude that girl’s education is not of any significance to the society.

38 4.4 School-based Factors Affecting Girls’ Participation in Education. Table 7: School-based Factors Affecting Girls’ Participation in Education Statement SA A UN D SD Frequencies and percentages F % F % F % F % F % Teaching aids, books and 19 38 20 40 3 6 5 10 3 6 stationary Teacher-student interaction 10 20 23 46 2 4 7 14 8 16 Adequacy of sitting furniture for 9 18 15 30 2 4 12 24 11 22 girls Physical Facilities in the School 12 24 29 58 1 2 4 8 4 8 The learning environment 15 30 26 52 2 4 4 8 3 6

Distance between home and school 18 36 17 34 3 6 7 14 5 10

Source: Field Findings, July-September 2018 From the table above, result on whether Teaching aids, books and stationary affect girl education indicate that, 19(38%) strongly agreed, 20(40%) agreed, 3(6%) were undecided, 5(10%) disagreed while 3(6%) strongly disagreed. on the other statement whether Teacher-student interaction affect girl education, the responses were as, 10(20%) strongly agreed, 23(46%) agreed, 2(4%) were undecided, 7(14%) disagreed and 8(16%) strongly disagreed. Responses adequacy of sitting furniture for girls as a factor that affects girls’ education shows that, 9(18%) strongly agreed, 15(30%) agreed, 2(4%) undecided, 12(24%) disagreed and 11(22%) strongly disagreed. Responses on physical facilities in a school as an effect on girls’ education also shows that, 12(24%) strongly agreed, 29(58%) agreed, 1(2%) undecided, 4(8%) disagreed while 4(8%) strongly disagreed. while on the statement about whether the learning environment affects girls participation in school were as follows, 15(30%) strongly agreed, 26(52%) agreed, 4(8%) were undecided, 4(8%) disagreed while 3(6%) strongly disagreed. lastly the researcher also wanted to find out how the distance affects girls education and responses indicate that, 18(38%) strongly agreed, 17(34%) agreed, 3(6%) were undecided, 7(14%) disagreed and 5(10%) strongly disagreed.

39 It is therefore clear that school-based factors such as teaching aids, books, stationery, and teacher-student interaction, good furniture, physical facilities, learning environment and distance between home and schools affects girls’ participation in education. While the increasing availability of these resources enhance or promote girls’ participation as well as increased teacher interaction with students as each individual teacher creates a learning climate either through formal or informal interactions with pupils. In education, inadequacy or lack of these resources adversely or negatively affects girls’ participation in education. The study confirms Kabira, Masinjila (1997) studies that there is a big issue in girl’s education globally. In a nutshell therefore, the education of the girl child is critical for any society’s current and future development endeavors. The girl child is the foundation of any family and by extension any nation and hence the urgent need to educate them. The family in which the girl child becomes tomorrow’s mother is the basic institution from which the other institutions such as the church and the government derive their basis. It should be noted however that unless the factors which influence girls~ participation in education are well understood, its promotion and development may be too remote.

40 CHAPTER FIVE 5.0 DISCUSSIONS AND RECOMMENDATIONS

5.1 Introduction

This chapter presents the summary, discussions, conclusions, and recommendations. The first section provides a summary of the purpose of the study, the research objectives, summary of the research methodology and a summary of the major findings. The second section discusses the findings of the research objectives on the basis of collected literature review. The next section illustrates the conclusions drawn from the discussions. The chapter concludes by giving recommendations guided by research objectives.

5.2 Summary of the major findings The data obtained from the respondents depicted that there are several sociocultural, socio economic and school based factors that continue to influence girls’ access to and participation in secondary education in Ntuusi Sub-county Sembabule District. The findings show that sociocultural factors pose a greater influence on girls’ access and participation in education. Despite the society change of attitude towards girls’ education, there are retrogressive cultural practices that impede girls’ education. Such practices include, early marriages, child labor, and teenage pregnancies among others

41 5.3.1 Socio-Economic factors 5.2.2 Socio-Economic Factors Affecting Girls’ Participation in Education

Parental level of education affects female participation in education. Most parents with little or no formal education do not send their children to school. In the study, most students had parents who were either businessmen or women, or were jobless or housewives, giving a combined percentage of 68. A very small number percentage of students had parents with formal employment. The research shows that in situation where funds are scarce, the preference for payment of school levies is automatically given to the boy child. This implies that both categories of parents were adequately represented by their students in school. Most parents have little or no formal education. This implies that low level or lack of education affect girls’ education. Most parents are not in a position to provide basic requirements, assist students in their homework and monitor their progress in education. The economic background of parents in Ntuusi Sub-county Sembabule contributes to the declining number of girls in school. Child labor is one of the greatest impediments to education of girls. Girls perform duties normally assigned by the society to their mothers. The girl does not even find time to perform her homework. Since girls do not get time to perform their homework, their performance dwindles with time. The situation discourages the girl who eventually drops out of school and ends up getting married at an early age. 5.3.2 Cultural Factors Affecting Girls’ Participation in Education On the basis of cultural factors several dimensions were explored and this can further be discussed as follows. On attitudes, the percentage of those who either strongly agree or agree was quite high (98 percent). This observation indicates that people’s attitude is a threat to school girls learning and development. The response that most of parents have negative attitudes to girls’ education is supported by Gachathi report (1976). Boy’s education is a real investment to them than girls~ education. Early marriage practices recorded a percentage of 55 percent as strongly agree, 36 percent as agreed and a total of 9 percent as disagreed. This result supported by other studies, Mtengeti et

42 al. (2008) found that many girls forced by their parents, custodians or other members of the family to be married at an earlier age of 16 years old. The respondents likewise reported in a high percentage (93 percent) that early pregnancies affected girls participation in secondary school education. Girls who become pregnant usually face a lot of ridicule from their fellow students to the extent that it would be difficult for them to return to school after giving birth and eventually end up getting married at a tender age.

Further analysis indicate that girls’ education is perceived as meaningless as they will be married and her education will benefit her husband’s family as agreed by the majority of respondents. Educating girls is also perceived as a waste of time and money, the community also believes that education makes girls be late married. However, some respondents who had contrary views when asked they believed that education raises the pride price. Moreover, some of the community members perceive that if a girl is educated she will find difficulties to get the husband.

The negative perception placed on girls’ education by the community affect girls’ education as it leads to the low value of education hence parents prefer not to send their daughters to school as it will not have any profit to them rather than the loss. This lead parent to prefer their daughters being married at an early age rather than send them to school. DFID, (2005)and Shahidul (2015) argued that due to the perception that education reduces girls’ marriage prospects since it raises dowry payments to unaffordable levels, thus resulting many girls to quit school sometimes by force from their parents. This result also concurs with the results of Scheuermann, (201 3)and Amadi, (2013) studies which found that parents perceive girls education as wasted investment because education rises the marriage dowry while lessening the girls’ knowledge of household chores they are supposed to do as wives. This lowers the reputation of educated girls in the society. Also, provision of education to girls’ is perceived as a waste of resources since they married at an early age and moved into the husband’s family. As a result, the family does not benefit from the returns on the financial investment in the education of the girl. All these bad perceptions interfere girls’ education since they negatively perceive girls education.

43 In this case, it becomes difficult for the parents to encourage and support their daughters to work hard on education rather than discourage them from abandoning education

5.3.3 School Based Factors Affecting Girls’ Participation in Education Girl child education continues to face challenges that seem to thwart efforts of stake holders in the education sector. A research conducted by UNICEF (2010) on girl child education in Sub-Saharan Africa revealed that there are many in-school factors that limit girls in accessing education. The research went further and explained that in sub-Saharan Africa, more than half of girls (54%) do not complete even a primary school education (Bruns et al., 2003). Distance from or to school is not a factor affecting girls~ education in the locality studied. The study found that majority (60%) of girls travelled for up to 30 minutes, a few others travelled for up to one hour while the rest were boarders. These distances are quite manageable, besides there being other schools nearer to those pupils who travelled for over 30 minutes to school in primary schools. The. distances given by students were corroborated by the teachers during a an interview, as well as by the head teachers. In particular, the teachers stated that majority of students came from the immediate environment, with the students coming from the farthest distance travelling for up to one hour. According to UNICEF (1998), the proximity and access to education is a predetermining factor to child participation in school. The study found that some physical facilities impact negatively towards the overall friendliness of the school environment to the female students. In two cases, schools were found to lie in open fields with no proper fence around the school. There were footpaths throughout these schools, an indication that the schools were used as passages to some places. This contributed to reduced security in the school which has an effect of the pupils feeling insecure while in the school. This situation was found in three schools studied. In another case, there was a foot path running right next to the building housing several classes. The path was so close that a passerby could call out the name of a pupil he/she may be interested in that was in one of the classes. Though both schools had wire fencing, the fence, foot path and classes were very close to each other. This created a sense of

44 insecurity to the students inside the classes, as explained by them during their discussion with the researcher. The study also, a case was found where a girls’ toilet was positioned just behind a male dominated staffroom. The toilet was positioned such that whenever a girl wanted to go to the toilet, she had to pass near the staffroom to and from the toilet. Considering the gir1s~ natural need for privacy in all matters relating to their bodies, they would not like their teachers and more so the male teachers, to even imagine what she was going to do in the toilet or how she would do it. In this particular case, it was found that the girls shunned this particular toilet, preferring instead to relieve themselves in the bush. This sentiment was expressed by the head teachers, and corroborated by pupils themselves. This in itself increases the girl’s feeling of insecurity as one can never know what would happen to her in the bush, especially given that the girl has to go deeper to ensure that no one sees her. The girl would resort to avoid going for such relief especially during class time. Such pupil is likely to be very uncomfortable in class and would not concentrate in her studies, thus failing to grasp what is being communicated to her during a learning session. In general, the physical position and school internal set-up had some contributions towards warding of prospective learners from schools.

Teacher quality has no effect on female participation in education since all schools studied had qualified teachers, based on the level of schools. However, teacher distribution was not all that uniform, a factor that would equally affect girls’ education as much as it would affect boys~ education. Maleche (2009) and Eshiwani (1983) note that inefficient teaching, lack of knowledge in the subject matter and lack of commitment of teachers makes girls lose interest in learning, these situations were not present in the studied schools.

5.3 Conclusions

The above operationalized socio-economic, cultural and school based factors should be availed increasingly for enhanced girls’ participation in education. Unless something is urgently done as far as these factors are concerned, girls’ participation in the district will be

45 retarded and will decline with time. The result will be adverse consequences for the female population and the entire society both now and in the future. Therefore, all the stakeholders must actively participate in the girl-child’s participation in education.

5.4 Recommendations Based on the findings of this study, the following recommendations are made:

o The government, Community Based Organizations, Non-governmental Organizations, parents, teachers and the girl learners should take an active role to promote girl child’s education.

o Specifically role female models should be sought and asked to speak and encourage the girls to pursue education consistently.

o The government should be gender sensitive and embrace affirmative action, civil society that is (NGOs, CBOs and churches) should also take an active role to promote girls’ participation in education.

o Counterproductive practices such as early marriage and pregnancies, preference for boys’ education and child labor should be eradicated.

o Books, physical facilities, stationery, teaching aids and school feeding programmes should be provided to increase girls” participation in education.

5.5 Suggestions for Further Research This study was carried out in Ntuusi Sub-county Sembabule district.. As such, the study may not reflect the situation in the far flung parts of the district. In order to make get more inclusive information, it would be necessary to conduct a similar study covering all the district.

46 REFERENCES Agaba, G. (2017). Prisoners of poverty: the plight of girl children education in Igara County, Bushenyi District (Ugandan). Thesis for the degree of Master of philosophy in Development Studies Department of Geography Faculty of Social Sciences and Technology Management Norwegian University of Science and Technology, NTNUTrondheim, Norway Amadi. E. C. (2013). “Socio-Cultural Factors on the Girls-Child Education in Secondary School in Ihiala Local Government Area of Anambra State, Nigeria.”

Alanen, L. (2012): Modern Childhood? Exploring the child question in sociology. Institute for Educational research, Publication series A, University of Jyvaskyla.

Baden, S. and Green, C., (2015): Gender and education in Asia and the Pacific, BRIDGE Report No 25, Brighton: IDS, http://www.bridge.ids.ac.uk!reports/res 3 .pdf.

Barebwoha, C., (2017). Girl’s education movement (GEM) clubs in promoting water, sanitation and hygiene in schools: National Symposium for Women Leaders on Water,

Behrman J (2016): Investing in Female Education for development: Women in Development Strategy for the 2016’s in Asia and the Near East, In Baden, S. and Green, C., (2015): Gender and education in Asia and the Pacific, BRIDGE Report No. 25, Brighton: IDS.

Blunt A. and Wills, J. (2016): Dissident Geographies, An introduction to radical ideas and practice, Pearson Education Limited, England, pp 90-121.

Boyden, J., and Gibbs, S. (2017): Children of war: Responses to psycho-social distress in Cambodia. Geneva: United Nations Research Institute for Social Development.

47 Brock. C, and Nadine. C. (1997). “Factors affecting female participation in education in seven developingcountries”Education Research Paper No. 09 (96 p.).

DFID. (2005). “Girls’education: towards a better future for all.”Published by the Department for International Development.

Emmanuel. J, Juliana. M, Albert. W, and Grace. M. (2008). “Report on Child Marriage Survey Conducted in Dar es Salaam, Coastal, Mwanza and Mara Regions.”Children’s Dignity Forum(CDF).

Gimbo R, Nadine M, and Sara 5. (2015). “Why Maasai Parents Enroll their Children in Primary School: The Case of Makuyuni in Northern Tanzania.”

Interdisciplinary Journal of Best Practices in Global DevelopmentVolume 1, Article 5.

Shahidul. S. M, and Zehadul K. A. H. M. (2015). “Factors Contributing to School Dropout among the Girls: A Review of Literature.”European Journal of Research and Reflection in Educational SciencesVol. 3 No. 2

Kabira, W.M & Masinjila, M. (1997). ABC of Gender analysis, Nairobi: FAWE Mtengeti. K, E

International Journal of Education Learning and DevelopmentVol. 1, No.1, pp. 71-74 Scheuermann. A. 2013. “Barriers to Equity in Education: An Exploratory Case Study on Nepal.” Student Paper Series.

Sanitation and Hygiene from Vision to Action; WILL BEH for All, Hotel Africana, Kampala, Ugandan, 2017.

48 APPENDICES

A QUESTIONNAIRE FOR TEACHERS, HEAD TEACHERS AND PARENTS I a student of Kampala International University Uganda. I am carrying out proposal on socio economic factors affecting girl child education in secondary schools in Ntuusi Sub-county, Sembabule District in the fulfillment of the requirement for the award of Bachelor’s Degree in education. I hereby request you to cooperate with me by responding to these questions in this interview schedule. Your views will be treated with maximum confidentiality. I thank you in advance Section A: Biographical Information of the Respondents. 1 (a) Name (optional) (b) Gender Male Female El (c) Age (d) Educational level attained (i) Ordinary level El (ii) Advanced level El (iii) Tertiary education El (iv) University El 2 (a) Marital Status (i) Single El (ii) Divorced El (iii) Married El (iv) Widowed El Section B: the status of girl child education 1(a) Do you have children? Yes El No El (b) If yes, how many?

(e) Do they all go to school? Yes

NoD

49 (d) If not, why?

2(a) Have you ever heard of girl-child education? Yes [] No El (b) If yes what is it all about? (i) Educating girls El (ii) Empowering girls El (iii) Women emancipation El (iv) Gender equality El Others (specify) (c) Are there benefits from educating girls? Yes No El (i) If yes, what are the benefits to the family, to the community and to the nation at large?

Section C: challenges facing the girl child education 1(a) Are there challenges to girl-child education? Yes NoEl

(b) If yes, what are those challenges? (i) Cultural beliefs El (ii) Poverty El (iii) Personal attitudes El (iv) Early pregnancies~ (v) Early marriages El (vi) Others (specify)

50 Part 2: The factors affecting girl child participation in secondary education

1. Is lack of girls’ personal effect affecting your influence on participation of girl-child education?

Yes( ) No( )

Section B: strategies put there to ensure that a girl child joins, keep and finishes school 1 (a). Is there any effort from the government and non governmental organizations to ensure that girls access education? Yes ~ No (b) If yes, what has been done? (i) Additional points to girls (ii) Education for all (iii) Community sensitization (iv) Supported girls’ education (v) Provided scholarships (vi) Advocated for human rights ~j Others (specify) (d) In your own opinion, what can be done to ensure that girls access education?

Thank you

51 AN INTERVIEW GUIDE FOR CHILDREN

I am a student of Kampala International University Uganda. I am carrying out proposal on socio economic factors affecting girl child education in secondary schools in Ntuusi Sub-county, Sembabule District in the fulfillment of the requirement for the award of degree in education I hereby request you to cooperate with me by responding to these questions in this interview schedule. Your views will be treated with maximum confidentiality. I thank you in advance

1. Have you ever heard of girl-child education? 2. What is it all about? 3. Do girls register benefits from being educated? 4. If yes, what are those benefits? 5. And if no, why? 6. Are there challenges to girl-child education? 7. If yes, what are those challenges? 8. Has there been any effort from the government and non governmental organizations to ensure that girls access education? 9. If yes what has been done? 10. What are those NGO’S? 11. And in your own opinion, what can be done to ensure that girls access education?

Thank you