| dc.description.abstract | Since year 2003 when the interventions to secure girl child retention rate in primary schools in Zowerani sub-location were instituted, no impact assessment has been carried out to determine their effectiveness. In the absence of an impact assessment, the education sector stakeholders and other players in education have lacked a well defined direction on how to guide girl child education advocacy. It's against this background, that this study was necessitated.
The study was a survey covering pertinent issues that concern the retention of the girl child in primary school. These ranged from current retention rates to the challenges faced in the course of implementing the undertaken interventions. An array of tools and methods were used to collect data. These included questionnaires, interview schedules, Observation and Focused Group Discussions from the various clusters, that is; pupils, teachers, Community leaders, Non Governmental Organizations, and parents. The data collected was both quantitative and qualitative was then be analyzed by use of descriptive statistics.
This study has revealed that there has been an increase in the enrolment of girls between 2003 and 2009 and a steady decrease in the percentage of girls dropping out of school in each of these years. It has further revealed that the major cause of girls dropping out of school before 2003 was the high school levies and that after 2003; early pregnancy is the main cause. The improvement in enrolment and the decrease in the number of drop out is attributed to the interventions put in place to retain girls in school.
These interventions include; Free primary school education, the school feeding programme, increased girl-child education advocacy among others. Information and knowledge generated from this study will embody a more authoritative and influential voice, and form a basis to engage policy makers, teachers, parents and local leaders in dialogue on the fate of the girl child education .
It will also facilitate the removal of barriers to girl child education access while at the same time generate a comprehensive understanding among education stakeholders to own and support the actualization of realistic girl child education interventions. Besides it will open windows of opportunities for the societal transformation for sustainable human development by seeking feminist scholarships for the women and the girl child in particular in Zowerani sub -location and the Nation at large. | en_US |
