This paper reports on a critical study conducted in Chigumukire, Blantyre, addressing the high dropout rates among primary school girl students—a significant barrier to women's empowerment. The research, through qualitative methods, explores various socio-economic factors contributing to this trend. Key factors identified include the cost of schooling and poverty, domestic chores, parental characteristics, cultural norms, early marriages, and gender disparities in the school environment. Interestingly, the study finds that the student-teacher relationship, being positive, does not contribute to dropout rates. This comprehensive analysis aims to shed light on this pressing issue and suggest actionable solutions to reduce the dropout rates of girl students, thereby supporting their continuous education and empowerment.
Abbreviations and Acronyms.......................................................................................... 2
Abstract........................................................................................................................ 3
Chapter one.................................................................................................................. 3
Introduction.................................................................................................................. 3
1.0 Preamble............................................................................................................. 3
1.1. Historical and Background Information................................................................ 4
1.2. Problem statement............................................................................................. 5
1.2.1. School Enrolment status for Malawi............................................................... 5
1.2.2. Social economic profile of Malawi................................................................. 5
1.3. Objectives of the study........................................................................................ 6
1.3.1. Main objective.............................................................................................. 6
1.3.2. Specific objectives........................................................................................ 6
1.4. Research questions............................................................................................. 6
1.5. Significance of the study...................................................................................... 6
Chapter 2...................................................................................................................... 7
Research Literature....................................................................................................... 7
2.0 Review of related literature.................................................................................. 7
2.1 THEORETICAL FRAMEWORK.................................................................................. 7
2.2 EMPIRICAL REVIEW.............................................................................................. 8
2.2.1 Economic Factors........................................................................................... 8
2.2.2 Household Factors......................................................................................... 9
2.2.3 Cultural Factors............................................................................................. 9
2.3 Conceptual framework....................................................................................... 10
Chapter 3.................................................................................................................... 11
Research Methodology................................................................................................ 11
3.0. Research designs............................................................................................... 11
3.1. Research approach............................................................................................ 12
3.2. area of study..................................................................................................... 12
3.3. Sample and population...................................................................................... 12
3.4. Data collection method..................................................................................... 13
3.4.1. Interviews.................................................................................................. 13
3.4.2. Case study.................................................................................................. 13
3.5. Data Validity and Reliability............................................................................... 14
3.5.1 Validity........................................................................................................ 14
3.5.2 Reliability.................................................................................................... 14
3.6. Qualitative data analysis.................................................................................... 14
3.7. Ethical Consideration......................................................................................... 14
Chapter four................................................................................................................ 14
Analysis and Interpretation of Data.............................................................................. 14
4.1. discussion of results.......................................................................................... 15
4.1.1. Global literature also points to lack of role models in schools as an important factor for keeping girls in schools.......................................................................... 16
4.1.2. Long distance to school is another major factor affecting girls’ participation in education in Malawi............................................................................................. 17
4.1.3. Poverty also remains one of the most common reasons for learners dropping out of school........................................................................................................ 17
4.1.4. Early and forced marriage has always been and continues to be a prevalent cause for girls dropping out of school.................................................................... 17
4.1.5. Pregnancy is one of the major reasons that contribute to girls dropping out of school in Malawi.................................................................................................. 17
4.1.6. parents’ negative attitude towards the education of girls is one of the drawbacks of girl child education.......................................................................... 18
4.1.7 Government interventions to girl child education.......................................... 18
Chapter five................................................................................................................ 20
Conclusion and suggestions.......................................................................................... 20
5.0 Conclusion......................................................................................................... 20
5.1. Recommendations............................................................................................ 20
References.................................................................................................................. 21
Abbreviations and Acronyms
KGIS -Keeping girls in school
EMIS -Education management Information system
EFA -Education for all
ESIP – Education sector implementation plan
NGES – National Girls Education strategies
SSB – Secondary school bursary
CBD -commercial business district
ISEM -Improving secondary education in Malawi
Abstract
Most students in primary schools’ dropout before completion of their school course, particularly girl students, which is counterproductive with regard to women empowerment. This paper therefore, reports on a study that was conducted at Chigumukire in Blantyre. Thus, the study sought to establish probable socio-economic factors that influence dropout of girl students’ school with a view of finding solutions to the problem. The school was earmarked for the study because of their proximity and easy to the access of the data. Population of the study covered both girl and male students including head teacher and the teachers of the school. In addition, identified parents of girl students who dropped out of school were also part of the study. Thus, the study was conducted through qualitative research method so as to have an in-depth understanding of people views. Data was collected with reference to objectives of the study and then thematically analyzed. The study revealed several socio-economic factors that contribute to dropout of girl students such as: cost of school and poverty, domestic chores and parents’ characteristics, cultural factors, early marriages and gender difference including school environment. However, the relationship among students and teachers showed that it had no effect on dropout as it was cordial and amicable.
Keywords: Dropout, socio-economic factors, household issues, cultural influence, training environment, religious beliefs and policy makers.
Chapter one
Introduction
1.0 Preamble
Education remains an exorable human right in the universe. In Malawi there is free primary education since 1994 and the first 8 years of schooling in the country is compulsory though not mandatory. The recommended entry age for primary school is 6 years where the first four years of teaching are done in local language. From standard 5 onwards, the medium of communication shifts to English to balance Malawi education program (Starfish Malawi).
Drop out trends
Despite the education being free, most youths do not reach standard 8 and girls mostly drop out of school. Ironically girls enrolment in standard one surpasses the number of boys though majority do not go beyond standard 5.
1.1. Historical and Background Information
Provision of Primary skills to girls has been improving in the last decade. This is evidenced through international initiatives, which motivated the Government of Malawi to engage in the training of the girl-child, woman and vulnerable groups. In support of the initiative, several provisions have been made by the government to provide conducive learning environment for the students. Developmental initiatives include provision of adequate infrastructure, tools and machinery for practicals and social amenities (Shears, 2019). Globally, the plight of women in primary schools is a general concern (ILO, 2020; Maclean & Fien, 2017). In fact, the report asserts that regardless of this background, women continue to bear most child-rearing and domestic duties. This has been observed to be a general trend for developing countries, as well as, in Europe and North America.
Based on UNESCO report (2012), home and childcare duties strongly restrict the time-management opportunities, mobility and flexibility necessary for women’s full participation in the education and training sector. Furthermore, low girl enrolment coupled with dropping out is also a big challenge for governments in Asia (Bhatta, 2016; Maclean & Fien, 2017; World Bank, 2013). South Asia in particular, which comprises countries like India, Bangladesh and Nepal, have contended that there are very few opportunities available in rural areas. Parental influence and attitude of students towards primary education World Bank, 2017). In the case of sub-Saharan region, studies have indicated that primary subsector experience low girl participation and enrolment (Ngugi & Muthima, 2017; Tamrat, 2019; Amedorme & Fiagbe, 2013). Furthermore, South Africa is also experiencing higher dropout rates mostly among black South Africans (Cho, Kalomba, Mobarak, & Oronzo, 2013). However, their study focused on dropout of general youths without considering gender differences. Nevertheless, separate studies conducted by Naunje (2004) and Gondwe (2016) at primary school level established that girl-child dropout is a real issue that needed thorough investigation. Identifying the root cause of girl-student dropout in primary schools would be the only solution to finding ways of mitigating the situation in Malawi.
1.2. Problem statement
This study was conducted to establish factors that contribute to girl students’ dropout primary schools in Malawi. Particularly, the study’s focus was to identify probable factors that lead to withdrawal of girl students from Chigumukire Primary School. Literature points out that Malawi has one of the highest school dropout rate in Southern Africa with 15 % of girls (three in every twenty) and 12 % of boys (three in every twenty-five), dropping out between Standard 1, 5 and 8 of primary school (Gondwe, 2016).
1.2.1. School Enrolment status for Malawi
According to UNESCO, Malawi has a total of 4.5 million pupils enrolled in primary and secondary education. Of these pupils, about 3.7 million (83%) are enrolled in primary education. In Malawi, 11% of children of official primary school ages are out of school, with poorer children most likely to fall into this category. MDP (2018) indicates that 83 percent of Malawi’s population live in rural areas.
Figure 1: Values chart for school enrolment in Malawi
[This figure is not included in this text sample.]
Source: UNESCO
1.2.2. Social economic profile of Malawi
Malawi relies on crop farming as a major source of finance. The main employer of the country is the government which is at a juncture of collapse with the high levels of poverty, rapid population growth, dependence of rain fed agriculture, declining farm sizes, climate changes, watershed and forest degradation. The problem is also being exacerbated due to over reliance on agriculture which employs almost 80% of population (world bank, 2023). The agriculture sector is failing to develop the nation due to external imbalances that impede economic growth thereby declining the GDP share over the years. The public finance management also face challenges making the government miss fiscal target resulting in deficit and unprecedented economic tantrums. Indirectly the public is subjected to economic conundrums.
NSO (2018) indicates that 85% of those living in poverty live in rural areas and that more are women. According to World Bank (2018) report, it was asserted that poverty and inequality remain stubbornly high in Malawi. This may have been an indication of low level human capital development in rural areas. In this regard, this research would play a pivotal role in addressing some of the challenges that women face.
1.3. Objectives of the study
1.3.1. Main objective
The study is mainly intended to investigate the major factors that cause girls’ dropout from primary Schools.
1.3.2. Specific objectives
§ To investigate the contributing factors causing primary school dropout among girls.
§ To assess the effectiveness of available intervention strategies to keep girls in school.
§ To identify possible solutions to the challenges causing dropout in primary school among girls.
1.4. Research questions
To achieve the above stated objectives, the following research questions were raised:
1. What are the factors that cause girls’ dropout from schools before completing Grade Eight?
2. How can stakeholders reduce and if possible avoid girls’ dropout in general
1.5. Significance of the study
The outcome of the study are purported to enable school, as well as, policy makers in understanding contributing factors to girl students drop out from the school. Such information would significantly help identify means of addressing the challenge. By mitigating dropout of girl students, it will contribute to women empowerment, self-employment, self-reliance and reduction in vulnerability to risky sexual behaviour (Ministry of Education Science and Technology, 2013).
In addition, findings of this study would trigger further research to address other challenges that girl students face in other primary schools. This study was therefore significant because it is beneficial to both girl and male students, vulnerable persons, and policy makers. Finally, the research was also intended to make necessary recommendations to mitigate girl students’ dropout from the primary school.
This study could be valuable for the following reason;
a) It may give a chance for teachers and other stakeholders to know more about the contemporary challenges of girls’ education and thereby act accordingly.
b) It will inform educational administrative bodies at different levels about the causes of dropout so that they can intervene to solve the problems, if any.
c) It can be used as a reference for further research on girls’ education for the future.
Chapter 2
Research Literature
2.0 Review of related literature
Student dropout from schools and colleges is an issue of concern to parents, politicians, religious leaders and the community at large. As such, many studies have been conducted to explore causes of dropout and its impact on the society. These studies revealed that dropout does not occur through a single factor but that it is a composition of several factors (Amedorme & Fiagbe, 2013; Shahidul & Karim, 2015). A similar study, suggested a range of interrelated factors that interact to influence how and why children drop out from school (Ansary, 2017). The factors contributing to students drop out in primary schools also ranges from academic factors to economic reasons (USAID, 2010).
2.1 THEORETICAL FRAMEWORK
This study was guided by two theories: Vincent Tinto’s Theory of Student Departure (1975) and Alexanders Astin’s Theory of Involvement (1985). Tinto’s theory explains what contributes to student withdrawal process (Atif, Richards, & Bilgin, 2013). The theory claims that student decision to drop out arises from a combination of student characteristics and the extent of their academic, environmental and social integration in an institution. These characteristics include family background, skills, abilities, student’s intentions, external commitments, and institutional experiences (Connolly, 2016). Alexander Astin’s Theory of Involvement emphasizes the significance of student involvement in the learning process in order to achieve student retention. According to the theory, factors that determine student retention include student demographics, background and previous experience, institutional characteristics, students’ peer group characteristics, faculty characteristics, curriculum, financial aid, place of residence and student involvement (Atif et al., 2013). This research study based its findings on the four broad factors that influence human behavior and learning as postulated by Tinto (1975) and Astin (1985).
The four influencing factors were investigated based on perceived factors such as economic, household, cultural, and environmental influences as outlined in the conceptual framework. In this study, conceptual structure was used to examine probable factors that lead to female students’ dropout. The framework depicts probable factors that influence female students’ dropout such as economic, household, cultural, and environmental issues. In the context of this study, economic factors included among others cost of training and poverty. Household factors encompassed domestic chores and parents’ characteristics such as educational level, occupation, attitude and monthly income. Cultural factors focused on early marriages and pregnancies, and gender difference was looked at from the angle of Astin’s Theory of Involvement. Finally, training environment included under representation of female trainers, feminine hygiene facilities, teachers’ attitudes and distance to school
This, revealed that there are several factors that contribute to female students’ dropout from schools and colleges. For ease of carrying out the study, these factors were categorized into four groups: (1) economic factors, (2) household factors, (3) training environment and (4) cultural factors.
2.2 EMPIRICAL REVIEW
2.2.1 Economic Factors
According to Ansary (2017), household income is an important factor in determining access to education as schooling demands a range of costs including fees and other hidden costs such as uniforms, travel and up-keep. A related study done by Shahidul and Karim (2015) indicated that parents may not be able to support their children at school till completion of the programme due to socio-economic status such as poverty. Again, it is indicated that financial constraints also greatly contribute to low female student participation (Williams, Becky, & Theophilus, 2016). In addition, similar studies have revealed a relationship between family’s financial strength and the likelihood of the daughter’s dropout (Monga, Monga, & Monga, 2016). Furthermore, it has been established that family poverty is associated with a number of adverse conditions such as homelessness; hunger and food insecurity; domestic violence; drug abuse and other problems (Rumberger, 2013). Such conditions would lead to poor performance in school hence culminating to student’s withdrawal.
According to a report by UNESCO (2010) on Education For All (EFA) global monitoring as cited by Amadi et al. (2013), it is indicated that economic down turn, as well as, drought in some areas result into high food prices forcing many poor households to cut on school expenses. This has observed, leads to an increased number of children, particularly girls, being made to leave school before completion. In a related study conducted by Mandima (2013), it was found that low socio-economic family background was one of the major causes of dropping out from school. The study established that students’ dropout was due to poverty and family financial constraints. In yet another study, Hunt (2008), alluded that the costs of schooling, including fees, is a central reason for dropping out.
2.2.2 Household Factors
According to one of the studies, the root cause of dropout of female students is parental pressure on children to help them in household chores and other activities (Monga, Monga, & Monga, 2016). Most children take care of their younger siblings and other household matters as their parents engage in daily labour or agricultural activities. With HIV/AIDS pandemic, parents have left their children behind with the girl-child taking care of other children. This has placed a big burden mostly on the girl-child to take charge of the family by caring for young ones. In agreement with Shahidul and Karim (2015), Shamim (2016), in his study also identified various factors leading to girls’ dropout from school. According to his study, main factors contributing to dropping out of girls were found to be among others: girls getting involved in household chores due to demise of the father or illness of the mother. Poverty was also identified as another factor that leads to girls sticking around homes hence getting involved in domestic chores (Shamim, 2016).
2.2.3 Cultural Factors
Teenage pregnancy may result into humiliation and poor performance in class consequently resulting into the girl dropping out from school. Still more, a similar study has identified various causes why girls drop out from school. Among the causes, main factors were found to include early marriages (Ansary, Socio-economic factors of dropout situation in rural primary education: A study of two villages in Rajshahi district, 2017). Similar studies have asserted that this is due to parents thinking that there is no benefit in girls’ education. Their belief is that once their girls get married, they will contribute to their husbands’ income rather than to their parents’ (Derdar, 2014). This assumption among families perpetrates a cycle of discrimination against girls in terms of schooling. In related studies, factors such as forced marriages, early pregnancy, and parents’ negative attitudes towards girl children are some of the factors that have been established to contribute to female students’ dropout in Malawian schools (Gondwe, 2016; Naunje, 2004).
2.3 Conceptual framework
The discontinued engagement of the student from academic training before completion of the programme and without attaining the intended learning objectives defines the dropout in education. Vincent Tinto ‘s work on student persistence also recognized the critical role that student involvement plays on college student outcomes. In his student engagement model of student persistence, Tinto (1993) highlighted the need to better understand the relationship between student involvement in learning and the influence that involvement had on student departure rates. The development of Tinto‘s student engagement theory began to form its framework after his collaboration with Cullen‘s longitudinal studies on student attrition in the early 1970‘s.
Tinto‘s (1973) original theoretical framework initiated his academic and social integration variables which included the following components:
(a) pre-enrolment background such as prior education and family history;
(b) student and institutional goals;
(c) involvement at the institution;
(d) academic and social integration;
(e) student intentions and external commitments;
(f) departure decision that included graduation, transfer, or dropout.
Although Tinto ‘s (1975) work with Cullen helped form his framework for the student departure model, Tinto ‘s work was also influenced by the sociological models developed by Durkheim (1954), Van Gennep (1960) and Spady (1970).
Fig.2: conceptual framework of students’ dropout
[This figure is not included in this text sample.]
Source: Sibusiso Mkwananzi
Chapter 3
Research Methodology
This section explains the methodology in which the research is conducted. This includes the research designs, samples type and size, data collection and analysis.
3.0. Research designs
The research design for the essay include the qualitative research is based on the disciplines of social sciences like psychology, sociology, and anthropology. Therefore, the qualitative research methods allow for in-depth and further probing and questioning of respondents based on their responses. The interviewer/researcher also tries to understand their motivation and feelings. Understanding how your audience makes decisions can help derive conclusions in market research. Conducting in-depth interviews is one of the most common qualitative research methods. It is a personal interview that is carried out with one respondent at a time. This is purely a conversational method and invites opportunities to get details in depth from the respondent. The philosophical paradigm behind this research was constructivism. With this paradigm, it is believed that there is no single reality and that reality has to be interpreted (Kamal, 2019). Since the research is interpretive, it was approached through qualitative research method in particular phenomenological design (Saldana, 2013).
3.1. Research approach
The research will use mixed approach. That is both qualitative and quantitative data will be collected. Basically, research approach is a framework through which the research will be conducted and includes steps and procedures for data collection (Kumar). In this research, primary data will be collected using questionnaire while secondary data is collected through literature review and then triangulated.
3.2. area of study
To have a better overview of the reasons behind girl child school dropout, the research is designed for the Blantyre district with particular reference to Chigumukire Primary school. The area has been chosen as it is in the city despite the actual school being classified as rural setting. Preliminary analysis indicate that some pupils come from the central business district, CBD, Industrial sites while others typically come from the rural part of the district. This will enable the results to reflect both rural as well as urban settings.
3.3. Sample and population
Population of the study covered both female and male students including teachers and head teacher. This was the group from which data was collected for generalizing the research study (Omollo, 2013). In addition, identified parents of female student dropouts were also part of the informants to the study. Participants were chosen based on their experience and knowledge about issues of Chigumukire Primary School (Adu, 2014). This was a qualitative research study, as such the sampling method used was non-probability sampling. In this type of sampling, members of the study population do not have an equal chance of being selected (Whitehead & Whitehead, 2016). Number of participants depended on adequacy of the potential data and attainability of saturation (Malterud, Siersma, & Guassora, 2015).
Purposeful and snowballing sampling procedures were used to identify respondents. Participants for snowballing were recruited based on recommendations from initial participants (Adu, 2014). There are several methods for data collection procedure employed in qualitative research such as questionnaires, surveys, interviews, focus group discussions and observations (Gill, Stewart, Treasure, & Chadwick, 2008; Kabir, 2018).
Table 1: number of participants
[This table is not included in this text sample.]
3.4. Data collection method
3.4.1. Interviews
The qualitative research includes the in-depth interviews. One of the advantages of this method provides a great opportunity to gather precise data about what people believe and what their motivations are. If the researcher is well experienced asking the right questions can help him/her collect meaningful data. If they should need more information the researchers should ask such follow up questions that will help them collect more information. These interviews can be performed face-to-face or on phone and usually can last between half an hour to two hours or even more. When the in-depth interview is conducted face to face it gives a better opportunity to read the body language of the respondents and match the responses.
For this study data collection method adopted was in-depth semi-structured interviews with purposely identified participants and using semi-structured interview guides as data collection instrument. Data was then thematically analyzed (Flick, 2009; Saldana, 2013). This was with reflection to the theoretical framework, which provided the lenses through which data was viewed in the analysis process. In addition, data was also interpreted with reference to the main research question and research objectives
3.4.2. Case study
Furthermore, the research uses the case study method which has evolved over the past few years and developed into a valuable qualitative research method. As the name suggests it is used for explaining an organization or an entity. This type of research method is used within a number of areas like education, social sciences and similar. This method may look difficult to operate, however, it is one of the simplest ways of conducting research as it involves a deep dive and thorough understanding of the data collection methods and inferring the data.
3.5. Data Validity and Reliability
3.5.1 Validity
Validity focuses on the appropriateness, meaningfulness and usefulness of the specific inferences researchers make based on the data collected. Validation is done to collect evidence to support such inferences. In qualitative research, validity is the degree to which qualitative data accurately gauge what it is trying to measured. To make sure that validity is there, the researcher will interpret the respondent’s information after the collection of data. This will be achieved by use of methods such as observation and questionnaire assisted by the data collection tools such questionnaire and observation guide.
3.5.2 Reliability
Reliability refers to the consistency of the results. It is also defined as the degree to which scores obtained with an instrument are consistent measures of whatever the instrument measures. The study will ensure that our study is reliable by piloting data collection tools with an aim of removing ambiguities, jargons and unwanted wording. These collections will be done in order to have appropriate inferences of the research. Validity and reliability will help the researcher to get the collect information in relation to the research topic.
3.6. Qualitative data analysis
Qualitative data analysis such as notes, videos, audio recordings images, and text documents. One of the most used methods for qualitative data analysis is text analysis. Text analysis is a data analysis method that is distinctly different from all other qualitative research methods, where researchers analyze the social life of the participants in the research study and decode the words, actions, etc.
3.7. Ethical Consideration
The researcher will ensure that no right of any participant is infringed by considering all the rights of the participants. The information about respondents accessed through the research will also by all means the be treated with confidentiality.
Chapter four
Analysis and Interpretation of Data
4.1. discussion of results
Despite basic quality education being a fundamental right for every child as enshrined in the Convention on the Rights of the Child, not every child in Malawi accesses basic education and for those that manage to do so very few complete the primary cycle of education as they drop out before even attaining the basic competencies in reading and numeracy. It has been reported that only 58.5 % of school going children in Malawi finish the first 4 years of primary education (UNICEF). Literature indicates that girls across the country at all levels of education are at higher risk of dropping out of school than boys. In Sub-Saharan Africa alone, one in every three children, adolescents and youths are out of school. The majority of these are girls. Research has revealed that for every 100 boys of primary school age are out of school, there are 123 girls who are denied the right to education (Unesco-Institute-of-Statistics, 2016). Similarly, the Malawi Demographic Health Survey (2015−16) reports that 12 % of women have no education compared with 5% of their male counterparts (NSO-Malawi & ICF_International, 2017).
The problem of girls dropping out of school in Malawi is serious and this has been an issue haunting the education system in Malawi for a long time. Literature points out that Malawi has one of the highest school dropout rates in Southern Africa with 15 % of girls (three in every twenty) and 12 % of boys (three in every twenty-five), dropping out between Standard 1, 5 and 8 of primary school (Gondwe, 2016). Participation of girls in upper primary especially in Standard 8 continues to be lower when compared against that of boys such that completion rate of girls was estimated at 51 % while that of boys was 55 %. This low participation of girls continues even at secondary school and tertiary levels where statistics indicate that boys outnumber girls (Malawi-Government-MoEST, 2018a).
The most commonly reported reason for girls and boys dropping out of school in the 2018 Malawi Government’s Education Management and Information Systems (EMIS) survey collected by heads of schools was family responsibilities followed by lack of interest. About 7% girls dropped out to get married while it was only in 2% of boys where the reason of marriage was given. Slightly over 5% of girls dropped out due to pregnancy.
It has been argued that both school related and out of school factors contribute to girls dropping at different levels of schooling (Arko, 2013). Specifically, some of the school related factors are poor academic performance, grade repetition, over age, poor quality of education, lack of role models and long distance. Out of school factors are poverty, early and forced marriage, pregnancy, parents’ negative attitudes towards the education of girls and household chores (Gondwe, 2016). Different authors have given an account on how these factors contribute to learners dropping out from schools. For instance, on academic performance, it has been reported that girls who fail exams lose interest to continue with school and eventually drop out of school and children with low achievement are more likely than those with higher achievement to drop out of school (Mzuza, Yudong, & Kapute, 2014). Similarly, lower scores on measures of cognitive ability and learners being too old for their grade have been associated with higher rates of dropout (Bacolod, Xa, & Ranjan, 2008; Dimas, 2013; Hunt, 2008a; K.M. Lewin, 2007).
In Malawi, the official starting age for primary education is six years but more often learners especially in rural settings start school when they are older than the official age and this contributes significantly to overage learners in the school system which puts them at a high risk of dropping out (Chimombo, 2005). In addition, it has been suggested that learning in overcrowded classrooms or in open air classrooms with insufficient learning materials and managed by under-qualified teachers, may lead to boredom which eventually influences learners to drop out of school (Alexander, 2008; Chimombo, 2005). Large classes compound the problem and make it difficult to realize gains in learning outcomes as the classes become unmanageable and this consequently culminates in learner dropout as some learners feel left out (Gondwe, 2016; Meke, 2012).
4.1.1. Global literature also points to lack of role models in schools as an important factor for keeping girls in schools.
In a study on assessing the impact of female teachers in rural primary schools, it was found out that dropout rates for girls were lower in schools that had at least a female teacher when compared with those without female teachers (Meke, 2015). In that study it was noted that female teachers who also act as role models to girl learners help to retain girl learners in school. Is has been noted that schools without female teachers may be less attractive to parents on the ground of safety of female students and lack of role models to motivate girls continue attendance (Hunt, 2008b).
4.1.2. Long distance to school is another major factor affecting girls’ participation in education in Malawi
The problem affects girls more than it does boys. The greater the distance from home to school, the less likely it is that a girl will attend (Gondwe, 2016). Potentially the long distance to school may explain why most pupils start school late, and girls reach puberty before completing their primary school cycle and eventually drop out from school (Mzuza et al., 2014).
4.1.3. Poverty also remains one of the most common reasons for learners dropping out of school
Lack of money to pay for school expenses has been found to be one of the hindrances of not only girls but also boys to participate in education (Malawi-Government-MoEST, 2018b). The Malawi Government has recently abolished fees for secondary education but there are still other costs that learners are required to meet towards their secondary education. Similarly, although there are no fees for primary school education, there are some indirect costs to education that still have to be met such as uniforms, exercise books, pens, textbooks and any other school supplies. Poor households tend to have lower demand for schooling than richer households, because for them, it is more difficult to meet costs to education than it is for the richer households (Colclough, Rose, & Tembon, 2000).
4.1.4. Early and forced marriage has always been and continues to be a prevalent cause for girls dropping out of school
This is a common practice and occurrence in African countries, Malawi inclusive. In Malawi, nearly one in every two girls (47 %) marries before the age of 18 but only 8% of men marry at that age (NSO-Malawi & ICF_International, 2016). One contributing factor to early marriage is that parents may force their children to marry soon after reaching puberty to prevent pregnancy out of wedlock (Chimombo, 2005; Mzuza et al., 2014).
4.1.5. Pregnancy is one of the major reasons that contribute to girls dropping out of school in Malawi
Unfortunately, reproductive health education is often inadequately taught in Malawi’s schools and does not prepare young people with the knowledge to make well-informed choices before becoming sexually active (Gondwe, 2016). Culturally, parents are also not willing to talk to children about how to protect themselves, often due to taboos. This puts girls at risk of getting early pregnancy due to lack of information. Teen pregnancies increased from 26 % in 2010 to 29 % in 2015 and 11 % of those that dropped out of school in 2015 were attributed to teenage pregnancies (NSO-Malawi & ICF_International, 2017). It is therefore no wonder that a large proportion of women in Malawi are either illiterate or have no qualification and are at risk of encountering poor maternal health in motherhood and potentially continuing the cycle of poverty.
4.1.6. parents’ negative attitude towards the education of girls is one of the drawbacks of girl child education
Culturally, a boy’s education is more valued than a girl child’s education according to community perceptions in Malawi (Hunt, 2008a; Johnson, 2006; Malawi-Government-MoEST, 2018b). Research has established that for many parents, educating boys is a better investment because they tend to see boys’ education bringing greater future economic reward, which is not to be the case with girls whose future is expected to lie in family care and marriage as they are normally married off and leave home (Boyle, Brock, Mace, & Sibbons, 2002; Gondwe, 2016). Such attitudes more often influence parents to engage their girl children in household chores rather than sending them to school. The girl child is more vulnerable to this trend than the boy child and is likely to take on a heavier workload within household settings than the boy (Gondwe, 2016; Malawi-Government-MoEST, 2018b).
4.1.7 Government interventions to girl child education
Through the Malawi Government’s commitment on education, especially that of girls, there have been several initiatives in Malawi aimed at improving girls’ education and addressing the obstacles that limit girls’ access to, progression and completion of education. The initiatives include the Girls’ Attainment in Basic Literacy and Education (GABLE) project which was implemented between 1991 and 1998 (Burchfield & Kadzamira, 1996). The GABLE project capitalized on social mobilisation campaigns and worked with communities to create action plans to address deep-rooted socio-cultural practices that act as barriers to girls’ schooling. The major component of the GABLE project was the school fee waivers for all non-repeating girls from Standard 2 to Standard 8, which was carried out between 1992 and 1994. Other components targeting girls were Gender Appropriate Curriculum and Gable Scholarship Programme at Secondary School level targeting girls from 1994. The introduction of the Re-admission/ Pregnancy policy in the education system in 1993 facilitated an environment where girls can still access education in-spite of situations that would have otherwise prevented them from accessing education and the development.
Current initiatives are the Radio programmes on gender issues that broadcast country-wide gender-sensitive curricula and role model literature production; Malawi child-friendly schools programme, promoting girls’ education initiative, promoting girls’ education through Mother-Groups, providing gender –friendly school facilities, providing cash transfers and bursaries to girls to address household poverty and family responsibilities and Keeping girls in school (KGIS) project.
In addition to these projects and programmes, the Malawi Ministry of Education Science and Technology in 2001 introduced the Secondary school bursary programme (SSB) as continuation of activities that were undertaken by the Girls attainment of basic literacy education (GABLE) project with full implementation taking place from 2009 (Malawi-Government, 2018). Through the SSB, the Malawi Government provides bursaries to both needy boys and girls, but there are many other Non-Governmental Organisations that only target girls. According to the second Education Sector Implementation Plan (ESIP II), the secondary school bursary programme had a total of 14,846 girl beneficiaries across all grades (form 1–4) in 2012/2013 (Malawi-Government, 2013). Latest figures show that the number of girls on the bursary programme has gone up to 33,948 in 2018 representing a 129 % increase (Mulima, 2018).
Noteworthy is the fact that many multilateral institutions and donors have joined the Malawi Government in its efforts to improve access and the quality of basic education in the country. In addition, Malawi has seen an increase in the number of Non-Governmental Organizations (NGOs) and Community-Based Organizations in education. Apart from Malawi Government, other key providers of girls’ bursaries include UNICEF, Campaign for female education (CAMFED), Improving secondary education in Malawi (ISEM) project, Press Trust and many other organizations. Unfortunately, other institutions that provide bursaries for girls’ education do not share their data with MoEST (Mulima, 2018). The development and launch of the National girls’ education strategy (NGES) in 2014 was a great step towards the realization of various programmes and projects. The new revised NGES outlines various interventions aimed at ensuring that all girls in Malawi access, participate in, complete and excel at all levels of education that empowers them to effectively contribute to the country's sustainable social economic development (Malawi-Government-MoEST, 2018b).
It is not known however, to what extent the provision of bursaries and other school expenses can reduce girls dropping out of school but also tackle child marriage in Malawi. This study undertook a desk analysis and conducted school and community level studies to investigate the extent to which provisioning for school expenses including school fees in primary and secondary schools can reduce the number of girls that drop out of school and help tackle child marriage in Malawi. The main aim was to recommend a long-term strategy to be taken by Malawi Government and development partners in reducing the number of girls that drop out of school but also curb child marriages.
Chapter five
Conclusion and suggestions
5.0 Conclusion
Generally, the study found out that female students’ dropout at Chigumukire Primary School was attributed to several factors surrounding family background of students and general teaching environment. Vincent Tinto’s Theory of Student Departure and Alexander Astin’s theory of Involvement provided lenses through which to study dropout phenomenon on students. The conceptual framework developed from the two theories provided a roadmap for the study to focus on research objectives and establish factors that contribute to female students’ dropout.
5.1. Recommendations
Based on findings of this study, recommendations were made as follows: On the issue of poverty, the government should have a national policy to provide funding to schools and buy students books and some important learning materials. The ration has to be improved. With regard to household factors, the government should construct teacher houses to cushion the long distances that they cover to school.
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