Causes of High Drop out R.A.Te of Girls in Upper Primary in Nagongera Sub County Tororo District Uganda by Ochieng Noah Dpe

CAUSES OF HIGH DROP OUT R.A.TE OF GIRLS IN UPPER PRIMARY IN NAGONGERA SUB COUNTY TORORO DISTRICT UGANDA

BY OCHIENG NOAH DPE/ 16837 /71/DU

A RESEARCH REPORT SUBMITTED TO THE INSTITUTE OF OPEN AND DISTANCE LEARNING IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE WARD OF DIPLOMA PRIMARY EDUCATION OF KAMPALA INTERNATIONAL UNIVERSITY

AUGUST 2009 DECLARATION

I, OCHIENG NOAH, do hereby declare that the study titled causes of high dropout rate of girls in upper primary in Nangongera sub-county Tororo District is entirely my own work, except where acknowledge this title has not been submitted before to any other university or institution of higher learning for the award of diploma

Sign ...... Date: ...... OCHIENG NOAH RESEARCHER

II APPROVAL

This has been submitted for examination with my approval as the candidates University Supervisors.

Signature: ...... Date: ...... KIRY A ROBERT KENT SUPERVISOR

111 DEDICATION

I dedicate this piece of work to my beloved parents. John Obbo Gabdeal, NyapeRdi Rita, Ochwo Alex, Auma Justine, brothers, sisters, relatives and my wife, Corne Ochieng and our ch.ilct-Fen.

IV ACKNOWLEDGEMENT

I am grateful to the entire Kampala International University administration for the academic, moral and parental support that enabled me to conduct and produce this research work.

I thank so much Mr. Kirya Robert Kent, my lecturer and supervisor for the time he spent to provide me with support and guidance to make the study a success.

I appreciate the support and co-operation of Mr. Owor Virgily, the Headmaster of Walaweji Primary school and Mr. Owere Lawrence, the Deputy Head teacher of Mahanga Primary school.

I also wish to thank the head teachers of the sampled schools and their respondents for all their co-qJena_tion in prPvirling information for the study.

Lastly, I appreciate the support and contributions of my wife, Esther Okumu, relatives and friends for their assistance throughout my study.

V TABLE OF CONTENTS Title page ...... i Declaration ...... i Approval ...... iii Dedication...... iv Acknowledgement...... v Table of contents ...... vi List of Tables ...... viii Abstract ...... ix

CHAPTER ONE ...... 1 INTRODUCTION ...... l 1.1. Background Information ...... 1 1.2. The Statement of the Problem ...... 2 1.3. Purpose of the Study ...... 2 1 .4 01:iectives cf Str!.d""./., ...... 2 1.5 Research Questions ...... 3 1.6. Scope of the Study ...... 3 1. 7. Significance of the Study ...... 5

CHAPTER TWO ...... 6 LITERATURE REVIEW ...... 6 2 .1. Review of Related Literature ...... 6 2.2. Education of Girls in General ...... 6 2.3. Social Economic Factors ...... 7 2.4. Education of Girls and the Cultural Factors ...... 8 2.5. Education of Girls and Attitudes ...... 10 2.6. Indiscipline /Psychological Factors ...... 12

vi CHAPTER THREE ...... 14 RESEARCH METHODOLOGY ...... 14 3.1. Research Design ...... 14 3.2. Target Population ...... 14 3.3. Sample and Sampling Procedure...... 14 3.4. Research Instruments ...... 15 3.5. Research Procedure ...... 15 3.6. Data Analysis ...... 16 3.7 Limitation of the Study ...... 17

CHAPTER FOUR...... 18 PRESENTATION, INTERPRETATION, DATA ANALYSIS ...... 18 4.1. Presentation ...... 18 4.2. Interpretation ...... 18 4.3. Data analysis ...... 19

CHAPTER FIVE ...... 20 DISCUSSION, CONCLUSION, RECOMMENDATION ...... 20 5.1. Discussion ...... 20 5.2. Conclusion ...... 22 5.3. Recommendations...... 23

REFERENCES ...... 24 APPENDICES ...... 24 APPENDIX A: Questionnaires for Headteachers ...... 25 APPENDIX B: Questionnaires for Class Teachers ...... 26 APPENDIX C: Questionnaires for the Pupils ...... 27 APPENDIX D: Parents Interview Guide ...... 28

vii LIST OF TABLES

Table 1. Enrolment in Upper Classes in Sample Schools ...... 14

Table 2 Causes of Dropout of girls in sample schools in Nangogera sub-county ...... 16

Table 3 Causes of Dropout of girls in sample schools ...... 18

Table 4 Roles of a senior woman Teacher in Primary schools ...... : ... 19

VIII ABSTRACT

During the research on "Causes of high dropout of girls in Upper Primary", much was discovered, which indicated to the research to the research that since the Universal Primary Education programme, parents send boys and girls to school. The problem of school fees which used to limit them was no longer there.

However, it has been found out that as girls grow towards adolescence stage, the parents begin to discourage and even retain them at home to do domestic work. They begin preparing them for feminine work. Also with the high birth rate which has continued unchecked, girls are often retained as baby sitters in the homes on the grounds that can do it better than their counterparts, boys.

It was also found out that the ,;ou, ,:oeling s,1v1,.c i he girls received at school were inadequate. This was evidenced by the fact that some teachers who would be their counselors abuse them sexually. It was also discovered that as these girls mature, they begin forming informal groups whose attitude towards education was negative and this had led to dropping out of school.

Some parents think that girls are sources of income or wealth, and that if they stayed at school longer, they would grow old hence fetch no bride price for the home. This indigenous view has been one the causes of early marriages. Through sensitization, parents should know that given an opportunity, girls can measure up to equal levels with their counterparts academically.

IX CHAPTER ONE INTRODUCTION

1. 1. Background Information It will be found that there is a high drop out rate of girls m upper primary in Nagongora sub county Tororo District.

They will note that the high drop out rate of girls will be due to parents' poor attitudes towards girls' education. For many years, girls in Nagongora Sub County are left home for feminine work due to belief that they will be going for marriage.

Retention of girls for domestic work like paying visit to relatives which later results in unwanted pregnancies and early marriages in the sub county, and parents stop providing clothings, books, pens, medical care

Some of the few girls who go to school will not be allowed to go beyond primary level, since their parents think that they are family wealthy, therefore they should not get spoiled as they get used to others in the field of education. Hence they say "girls will be reserved for bride price and more girls at home, more income (Wealth) to the family''.

Further more, problems like poverty, cultural beliefs, environment and peer grouping with contribute or most likely to promote the high drop out rate of girls in Nangongora sub-county Tororo District.

It is most likely to be found out that very few girls in most schools who start in primary one to reach primary seven. This will be evidenced by seeing great number of girls joining one and as they enter into upper primary, they will be seen dropping out off schools rapidly at a very high rate up to primary seven.

These problems will affect and most likely to continue affecting the community, schools government and more specifically the girls themselves and the notion at large and yet they very useful members in the society if they acquire education.

1.2. Statement of the Problem What are the causes of '·'High drop out" of girls m upper primary m· Nangongora sub county Tororo district.

It is likely to be found out by a researcher the cause of high drop out of girls in upper primary in Nangongora sub county Tororo District.

It is most likely to be found out by a r::3earche;· very few girls, who start in primary one and reach primary seven possibilities to a number of factors.

This problem will be most likely evidenced by lowering number of girls as they move higher in upper primary in Nangongora Sub-county Tororo District.

1.3. Purpose of the Study The purpose of this study will establish the causes of high drop out rate of girls in upper primary in Nangongora sub county Tororo district.

1.4. Objectives of the Study The study will be guided by the following objectives:- a) To establish the causes of high drop out rate of girls in upper primary.

2 b) To find out why girls get married at the early age. c) To find out why girls are always retained home for domestic work.

1.5 Research Questions 1. What are the causes of high dropout rate of girls in upper primary? 2. Why are girls get married at the early age? 3 Give reasons why girls are always retained home for domestic work?

1.6. Scope of the Study The investigator carried out his study in five selected schools in Nangogera sub county, Tororo district (Figure 1.1.). The five schools were: Walaweji Primary School, Matindi Primary School, Mahanga Primary School, Namwaya Priamry School and Maundo Primary School out of the fourteen schools round in the sub -county and were selected randomly.

-'' 1. 7. Significance of the Study The findings will help the parents to be knowledgeable about girl child education.

The finding will also help the government to plan better for the girl child education.

It will also help headteachers and teachers in dealing with girls' related issues.

The finding will also be publishing in the news papers and later the papers to be made available to parents, teachers and young talk for the pupils.

In a general parents meeting, lhese findings migill be brought out and then the text to be given to schools in the sub county.

Individual parent might be invited in the school.

The findings might be emphasized during Sunday services m relevant areas. Visitation days will help in the findings as the parents come to visit their daughters.

Day to day sensitization of parents about the necessity of their daughters education by use of L.C.s meeting.

It might also help by having it in local radio programmes and parents should not allow their girls (daughters) to participate in sale of alcohol.

5 CHAPTER TWO LITERATURE REVIEW

2.1. Review of related literature Some studies will be undertaken to examine the factors that hinder the education of girls in Uganda. However, no specific attention will be drawn on factors affecting the education of girls in Nangongora sub county Tororo district and because of this the researcher had a constraint in relevant literature review.

In order to over come this, the researcher will discuss different pieces of materials which have correction with his research topic.

Information will be gathered from text books young talk, straight talk, News papers, Magazines (Sounds) educational psychology, Documentary

:-:~~·£dcnce from sc};.·.. ,1s like class registers.

The studies which will be directly or indirectly connected to this statement will be reviewed and grouped under sub- heading as indicated below. (i) Education of girls in general (ii) Socio- economic factors (iii) Cultural factors (iv) Attitudes (v) Indiscipline / physiological factors.

2.2. Education of Girls in General In order to prove that there are factors which will affect the formal education of girls, there will be need to have an overview of the position of girl's education.

6 Women emancipation will progress rapidly; married women shall be regarded by law as equal partner rather than chalets of husbands. Girls shall be treated equally with boys under education Acts which have laid the foundation of our present system. This emancipation might be as a result of prolonged struggle on the part of women who know that they ' were capable of professional work and were determined to do it, often in face of great opposition.

However equilibrium might not be attained particularly m the field of education as manifested below.

In 1967 Hargrove's states that the rate of wastage of female from school is also substantially higher than that for males ru1d in most African and Asian states girls constitute one quarter of gross primary enrollment.

This view 1s shared by f.'i.:,cwoyo in 1 ~)')8 whcr. she says that it is historical factor that in the past, few girls go to school with the result that there were very few women occupying key positions in the public and private sectors. She also notes that although over the years there has been an increase in the number of girls dropping out.

Some evidence will clearly show that there will be imbalance in education. It will also portray that there sill be disparate between boys enrollment and girls in primary school. This will eventually contributes to unfair ration for women employment sector.

2.3. Social Economic Factors Castle 1966 agrees that the most adverse influence on the progress of girls education derive from the poverty and ignorance of their homes, while maleche ( 1960) comment that Ignorance and out of right poverty in many homes combine to hamper the education of girls. He gives an

7 compound. For many parents only boys shall be sent to school because they can take care of their parents after formal education.

Rogers ( 1951) in her study on the role Mayed by culture in determining gender roles states that, division of labour between men and women is exclusively of gender roles than sex roles.

Enormous emphasis on the exclusive role of the biological matter m nurturing infants and children.

The women' place is identified with the domestic sphere as wives and mothers. The home is presented to them as their primary occupation even if they tackle a second salaried job outside the home consequently in their education pursuit their goals are considered to be basic education, marriage and a modest job.

Coombs (1953) put it categorically clear when he says that the under lying causes of sex disparities in education are the traditional culture, customs and taboos of each particular society. In all societies living close to the survival level, male infants were valued more highly than formal infants.

Such traditional and cultural roles trend to interfere with formal education of girls as supported by Hayes ( 1989), that the danger of learning sex -roles in homes is that the girls will learn only household roles at the expense of education.

The above literatures, show that or substantial proportional of the intellectual talents of women has been and is being lost to society as a result of cultural circumstance same are given comparatively more

9 opportunities to use their mental capacities mean while both males and females have equal intellectual abilities as has been demonstrated.

The intellectual needs of girls and boys and when factors like culture tend to create imbalance a need for change should immediately be called for.

Cultural practices and prejudices which make women fall inferior and contribute to the lack of educational opportunities offered to women in general.

Nearly every where in the world women given less education than men and over vast areas of the globe, the majority of illiterates are women.

According to miler (1972) in traditional main stream culture, girls are ,,frcn ~iven spe21!1c:: ;::--..1idance on what is taken to be the tradiLional role for female in society. They are expected to help in the house and to orientate themselves towards famine occupation like nursing and teaching in their play. He goes on to say that it on early age they acquire the culture bound view that the female sex is alright in its place but is generally inferior to the male.

In consequences they tend to lower goals for themselves and fail to reach their potential.

2.5. Education of Girls and Attitudes The term attitude is so broad. However, for the purpose of this study, the researcher refers to the attitudes of parents' teacher sand the girls themselves as a factor influencing the education of girls.

10 Attitudes are normally taken as a cause of constraints and if changed positively then one of the most difficult handles will have been overcome.

In African countries women are always pushed in the background as a result of prejudices and male monopolies. This include the unproven, unfortunate and very wide spread belief what women are inferior to men intellectually and in all aspects. That the women rightful role is only in the home that formal school education would make the African women proud and disobedient to their husbands.

Attitudes of both parents and pupils are said to have on effect on the education of girls.

Therefore the value of society attached to education will determine the standard of education they w1E c:.ttcnn.

Coombs (1953) elaborates on the problems that high achieving female pupils at school to face. To him, if a women out -performs men, she risks unpopularity and sometimes changed of being less feminine which girls do not want. He adds that it is natural and indeed logical in this context for ex- attitudes to carry over into education.

Menidrac ( 1985) challenges such attitudes when she remarks that minds have no sex and that if the minds of women were cultivated like those of men and if as much time and energy were used to instruct the minds of the former, they would equal those of the latter.

The attitudes of teachers towards girls also affect their education. There is a general feeling that the women are inferior academically and lack seriousness.

I I This is common in most girls' schools in rural areas rather than struggle to find out the real cause of the drop out of girls. Besides some teachers force or have girls into love affairs.

See the monitor of 2nd June 1999, a story by Mr. Wabwire, a teacher fo1.u1d playing stx with a pupils. Such stories are only among numerous where girls are subjected to total embarrassments and tortures from responsible educationalists.

This kind of behaviour is rampant in many schools both m rural and urban.

2.6. Indiscipline /Psychological Factors Adolescence is one of the main causes of indiscipline because this is a JJ1,;;·i0d of grcw'tli c.l1aiacterized by being romantic, filled with conflict turn moil, restless and self - searching.

Adolescence at that period feel that they at the top of the world, they want to test their maturity by including in all sorts of social activities and any restriction always meet with hostility and brings conflict.

Today we live in the age of moral decay and the practice has greatly contributed to the decline of girl's education more particularly at upper primary level where most of the girls are at the age of adolescence.

The victims always fall out of the system. Another devastating and evilest out come of this encounter is abortion which at time claims lives.

It is worth noting that girls sometimes become victims of immorality out of their own interest either for adventure or for economic reasons.

12 Apart from eh above, the reason v,;hy girls get pregnant due to adventure seems to stem out from the fact that, what girls do in their informal groups include among other things rumour mongering visiting friends and talking about friends. Such activities are not in line with their educational objectives.

Therefore when an adolescent school girl spend more time in the teenage groups she begins to adopt opinion and beliefs obtained form her friends and some times these attitudes are in conflict with good academic objectives such activities of informal groups which are in compatible with aims of the education system may lead to dropping out of school.

From the above point of view it will be right to say that drop outs might be cause by opinion and attitudes.

13 CHAPTER THREE RESEARCH METHODOLOGY

3.1. Research Design The study will be descriptive survey and in it the researcher shall describe the causes of high drop out rate of girls in upper primary and how the school adwinistration, parents, community and government can. help in reducing the drop out rate of girls in Nagongora sub county Tororo district.

3.2. Target Population The respondents will be teachers, parents' community members L.C. I members from within the sub -county.

The number of respondents shall be ten in total. The method to be used

3.3. Sample and Sampling Procedure The enrolment in Upper Primary classes, 1.e. P.5, P.6 and P.7 m the sample schools is shown in Table 4.3.below. Table 3.1. Enrolment in Upper Primary Classes in Sample Schools

Schools Classes PS P6 P7 SUB-TOTALS

Boys Girls Boys Girls Boys Girls Boys Girls

Walaweji P/S 25 55 34 48 18 10 77 ll3 (13.15%) (28.94%) (17.85%,} (25.26%) {9.47%) (5.26%) (40.5%) (59.5%) Matindi P/S 31 46 28 40 33 21 92 107 (15.57%) (23.11%) (14.07%) (21.10%) (16.58%) (10.55%) (46.2%) {53.8%) Mahanga P/S 21 24 26 19 24 15 71 58 (16.27%) (18,60%,) (20.15%) (14.72%) (18.60°0) (11.60%) (550%) (45.0''/o) Namwaya P/S 48 43 36 32 30 21 114 % (22.85%) {20.47%) (17.14%) (15.23%) [14.'28%) (IO 0'%,) (54 3%) (45,7%) Maundo P/S 29 18 27 19 21 10 77 47 (23.38%) (14 51%) {21.77%) (15.32%) (16,93'?·0) (8.06°/o) (62 !°'o) (37.

14 The following facts are clear from Table 4.3. In Walaweji Primary School, girl child enrollment declined from 55 (28.94%) in P.5 to 10(5.26%) in P.7, in Matindi Primary School, enrolment of girl child also declined from 46 (23.11%) in P5 to 21(10.55%) in P7, in Mahanga Primary School, girl child enrolment declined from 24(18.60%) in P5 to 15(11.60%) in P.7 while in Namwaya Primary school girl child enrolment reduced from 43(20.47%) in P5 to 21 (10.0%) in P7. In Maudo primary school the trend is similar to the rest of the sample schools whereby the girl child enrollment declined from 18(14.51%) in P5 to 10(8.06%) in P7. These figures are quite alarming to say the least.

Table 4.3. Also reveals that girl child enrollments are more in lower classes compared to upper primary, especially P7. The number of girls grow smaller and smaller as they move to upper primary. The findings therefore confirms that there is high dropout rate of girls in upper primary in Nagongera sub c"c:r.,,·. !:'.y ~he time the girls reach primary seven their number has reduced greatly compared to the number of boys.

3.4. Research Instruments Interview and questionnaire shall be used to investigate the causes of the high drop out rate of girls in upper primary and how parents, teachers, communities and government could help in reducing the drop out rate.

3.5. Research Procedure Having got permission from the supervisor at the Kampala International University, the researcher visited the sampled schools with the interview guides and questionnaires. With permission granted by each of the five headteachers, the researcher distributed the questionnaires and administered the interview guides to the selected respondents in each of the five schools randomly. Some questionnaires were collected on the

15 very day but others were collected after a week after thorough answering of the questions.

3.6. Data Analysis 3.61. Problems Leading to the High Dropout of Girls in Upper Primary The researcher wanted to find out the causes of high drop out of girls in Upper Primary. The findings are shown in Table 4.1. below. Table 3.2. : Causes of Dropout of girls in sample schools in Nagongera sub-county Factors Frequency Percentage (No. of Respondents) (%) Early marriages 6 16.67% Girls are retained for domestic work 3 8.33% Early pregnancies 8 22.22% - ·-· - 1 "~-11,:~ ,;ir~ sexu2..!ly :J.b-..;0er. by teachers 7 19.44% Parents fail to meet the girls 8 22.22% requirements Influence of informal groups 4 11.44% Total 36 100%

The number of respondents totaled to 36 and is greater than the original frequency expected (sample) number of 10 because the subjects gave many responses. The above findings as shown in Table 4.1. Indicate the various problems that lead to the high dropout rate of girls. The two leading causes are early pregnancy and parents failing to meet the girls' requirements with 22.22% each. The second major cause is sexual abuse by their teachers with 189.44%.

16 3. 7 Limitation of the Study In the course of the study, the researcher encountered the following problems: a) Stationary : the researcher found difficulties to have adequate stationary for both provisional and final work b) Availability of respondents: it was either difficult for the researcher to get some senior women teachers at their work station with ready required information. c) Time scheduling: the researcher w were to allocate appropriate time for himself to collect the data organize it and print it within the scheduled time otherwise a researcher might not get the right information.

17 CHAPTER FOUR PRESENTATION, INTERPRETATION, DATA ANALYSIS

4.1 Presentation Table 4.1. : Causes of Dropout of girls in sample schools in Nagongera sub-county. The researcher wanted to find out the causes of high drop out of girls in Upper Primary. The findings are shown in Table 4.1. below. Factors Frequency Percentage (No. of Respondents) (%) Early marriages 6 16.67% Girls are retained for domestic work 3 8.33% Early pregnancies 8 22.22% Girls are sexually abused by teachers 7 19.44% Parents fail to meet the girls 8 22.22% I requirements Influence of informal groups 4 11.44% Total 36 100%

18 Table 4.2. Roles of a Senior Woman Teacher in Primary schools Frequency Percentage Roles (No. of Respondents) (%) General guidance and counseling girls 14 35% Sensitizes girls about their daily 7 17.5% health/ sexuality issues Teachers girls morals in the t:ociecy 5 12.5% Acts as a go- between girls and parents 6 15% Advises girls on the types of feminine 5 12.5% duties expected of them Advises the school administration on 3 7.5% any related issues Total 40 100%

The total number of responses is greater than the original sample number of 10 because the re:,poudents gave more than one response. Table 4.2. Clearly shows the various roles the senior woman teacher plays towards the girl child in the school. Out of the many roles, general guidance and counseling of girls constitutes the highest percentage of 35% followed by sensitization of girls about their daily health/sexuality issues with 17.5% and acting as a go - between the girls and their parents scoring 15%.

19 CHAPTER FIVE DISCUSSION, CONCLUSION, RECOMMENDATION

5.1. Discussion Table 4.1. Contains different attributes towards the causes of drop out rate of girls in schools. The attributes have different percentages as computed with reference to the number of respondents.

It is very clear that early pregnancies and parents failing to meet the girls' requirements have the highest percentages of 22.11 %. This sis· something which cannot be doubted because even when we refer to press reports, for example, the Monitor of 2 June 1999 in which a story narrated. Mr. Wabwire clearly explained and revealed that teachers with special reference to a one Mr. Kaddu, a teacher of Buhabeba Primary School P!l:::aged in se::-c'..,al intercourse with a P6 girl. Such instances may yield early pregnancies to the girls hence forcing them to drop out of schools.

The issue of parents failing to meet the girls requirements in snow a societal syndrome and it did not begin recently. Castle (1966) and Maleche (1960) explain that the most adverse influence on the progress of girls' education emanates from the fact that parents take cover _under the umbrella of poverty. Yet in the actual sense most parents in the African continent merely see and take the girl child as a mere property which can be easily manipulated in any way. In fact, that is why most girls are withdrawn from schools to go and do many things at home, for example, baby sitting, cleaning the house, fetching water, firewood and many other domestic chores. This is something which we need to move away from because the global modern world requires not only men but women to act in all corners of life.

20 The 16.67% for early marriage cannot be doubted. Such instances are typically revealed by many scholars that most parents in Africa spend a lot of time training girls on domestic skills and boys on skills which require them to search for where to work and meet challenges of life.

Combs (1953) asserted that there 1s no other reason for the sex disparities in education other than the traditional cultural practices, customs and taboos. Such events, as noted above contribute a lot to early marriages of girls since they receive mostly the domestic training by mainly their mothers. This in the long run opens way to early marriages; but giving less attention to schooling.

Table 4.2. Reflects the efforts done by the sernor women teachers in ensuring that the girl child is withheld in safe hands and that she progresses with her education. This is a clear testimony that the girl child should not be left to drop out of school.

From many roles done by the senior woman teachers, it is evident from Table 4.2 that 35% try their level best to guide and counsel the girls on quite a number of issues. This is a very good gesture and it is one of the means which hinder the so called pupil-caused misbehaviour which may in the end lead to drop out of school. However, Nacino-Brown (1982) warns that teachers should be very careful when handling student - caused misbehaviour. Nacino -Brown ( 1982) says that in view of the fact that most students fall under the sector of adolescent who suffer from problems of different sorts. Thus, this does not leave the girl child out! Like the boys, girls have physical and emotional changes and these at times make them behave in an erratic fashion, moody one minute and exuberant the next. So, unless the teacher is aware of the inner confusion of these girls feelings, she may misinterpreted their actions and take offence when none was meant! It can therefore render no value

21 :i guide the girls without skills and knowledge of the adolescents. This nay instead mean and promote the rate of dropping out of school.

:he 15% of the senior women teacher who attempt acting as go- between ;irls and parents is quite a small percentage. One can conclude that in :he African societies little has been made by the mothers of girls on ;ducation of the girl child. In this sense, we take and regard the senior women teachers as "mothers" of these girls so the small percentage (of 15) is a clear testimony that they (the senior women teachers) in a way or the other might be contributing to the rate of dropout of girls form schools. This is something which Mukwaya (1988) noted and put to the public that the historical facts reveal that very few girls went to school for a simple reason that probably few of them saw no value of key positions in public life which in a way could come because of formal education. This then suggests that the senior women teachers should look into the various cultures ol these girls so that as they intermediate between the girls and parents, they have a base and focal point to start from.

5.2. Conclusion In this investigation, findings in Chapter four state clearly the var10us problems that lead to the high dropout rate of girls in Upper primary and also the roles of the senior woman teacher. The researcher therefore concluded that the parents, guardians and teachers need to be sensitized on how to handle the girl child. The government should therefore organize workshops and seminars for the above groups to be sensitizes in Nagongera Sub County.

22 5.3. Recommendation Having established the causes of the high drop out rate of girls in Upper Primary and how the school administration can help to reduce it in Nagongera sub-county as indicated in Tables 4.1. and 4.2 respectively, the investigator made the following recommendations in order to enable the majority of girls continue with their studies.

The government should come in with programmes and workshops for sensitizing the communities on its policies like children's rights, Universal Primary Education Automatic Promotion and good morals by church leaders.

The education planners at both national and district levels should programme and allocate adequate funds for schools to cater for the girls.

Government should be seriuu~ with its laws such that the persons who defile are dealt with severely.

The Primary Teachers colleges (PTCs) should equip the teachers with relevant skills of enticing girls to study and stay in schools.

The importance of girl child education should be given wide publicity.

Mature girls should be given special attention by their parents at home and teachers at school by providing them with the necessary requirements. Guidance and counseling services should be enhanced in schools.

Senior women teachers should receive authentic skills and knowledge about guidance and counseling so that they can execute their jobs well as expected.

23 REFERENCES

Boserup, E. (1970) Woman's Role in Economic Development, New York: St. Martin's Publisher

Castle, E.B. (1965) Principles of Education for Teachers in Africa, London: Oxford Publisher Ltd.

Combs, P.H. ( 1953) Theory and Methods of social measurement, London: John Hopkins Publishers.

Hargreaves, D. (1967) Social Relation m Secondary Schools, London: Routledge and Kegan Publishers.

Hayes, J.R. (1989) The Complete Problem Solver, Hillside Publishers, New

.;c.:, ....:.r:;:y, EnLc>.\~.:.!!

Miller, D.M. Interpreting Test-Scores New York: John Wiley and Sons.

Miller R.& Aston, A. (1984) Equal Opportunity, Penguin Books Publishers.

Nacino -Brown R. (1982) An Introduction to Methods of Teaching, London: Macmillan Publishers.

Owor, M. Frances (2005) Girl Child Education, TOCIDA Newsletter, Tororo

Rogers, C. (1951) Client Centred Therapy, Houghton - Mifflin Publishers.

24 APPENDICES APPENDIX A: QUESTIONNAIRES FOR HEADTEACHERS

1. (a) What are the name and grade of your school? Name ...... Grade ...... (b) Is your school mixed? Circle the answer Yes No c) Is the school Government aided? Yes No 2. (a) What is your school's general enrolment in upper primary (P.5, P6 and P7) Boys Girls Total (b) How many teachers are in your staff? Males .Fen1ales Total 3. What challenges do you face in implementing UPE programme in your school?

4. What would be the possible solutions to those challenges?

25 APPENDIX B: QUESTIONNAIRES FOR CLASS TEACHERS l. (a) What class do you teach? ...... (b) Apart from other classes you teach, which one are you a class teacher? ...... c) Which subjects do you teach? ......

2. (a) How many pupils do you have in your class? Boys Girls· Total (b) Do you have some dropouts in your class? B~ Ghls ToW

3. What are the causes of their dropout?

4. What are the possible solutions to prevent this dropout?

26 APPENDIX C: QUESTIONNAIRES FOR THE PUPILS

1. (a) What is your name? (Optional) ...... (b) \Vhich class are you in? ...... c) How old are you? ......

2. (a) Do you like studies? Circle your answer. Yes No

(b) If YES, what work do you wish to do after your studies?

...... c) Give reasons for your answer ···································································································

...... , ...... ···································································································

3. {a) Do your parents provide you with scholastic requirements? Yes No (b) If not, what reasons does she or he give you when you ask him or her? ··································································································· ...... ···································································································

27 APPENDIX D: PARENTS INTERVIEW GUIDE

1. (a) What is your name? ...... (b) Zone ...... c) Do you have school going girls in your zone? Yes No 2. Do you think all girls in Upper primary do reach and complete P.7 Yes No 3. If not, what are the causes of high dropout rate of girls in Upper Primary in Nagongera sub county?

4. How can this problem of high dropout of girls in Upper Primary in Nagongera sub county be solved?

28 ; ,_ ~II··,::. '. i. j•.''.\,i..i: •'~'I;'. ... ~- ,

11USJA

1 11lllli!illi'!lil1i'j ,,,1 .,,,, ""' .. ,, ~, ,._,. ., .... '

' ', '<---..:..... l_J_L ';

lll'l..'I.'-.'. I (Jtnrn Dislncl Local Gl_)\c1rH1l!..:l\l :J:tl.1 1 _;t·d·: 111 ;'.. Toru!u Oi::.trict Local Uvh.:11 d11-.:nt. h<.t1n11w; l 1inc. l!'