INVESTIGATING THE CAUSES OF GIRL CHILD DROPOUT RATE FROM PUBLIC

PRIMARY SCHOOLS IN UGANDA; A CASE STUDY OF

OGOLAI SUB COUNTY, AMURIA DISTRICT

BY

ESARU JOSEPH

RJ17/MUC/BED/042

RESEARCH REPORT SUBMITTED TO DEPARTMENT OF EDUCATION IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELORS
DEGREE IN EDUCATION OF UGANDA CHRISTIAN
UNIVERSITY UGANDA

MARCH 2020
 DECLARATION
I Esaru Joseph do hereby declare that this is my original work and it has never been published or

presented elsewhere for any academic award. The pieces of work from other sources have been

dully recognized.

Signature: _____________________ ______ Date: _________________________

ii
 APPROVAL
This is to certify that this research report titled; “Investigating the Causes of Girl Pupils’ Dropout
from Public Primary Schools in Uganda; A Case Study of Ogolai Sub County, Amuria District”
has been conducted under my supervision and guidance and is ready to be submitted to the
Department of Education, Uganda Christian University (UCU), with my approval.

Signature: ____________________________ Date: ______________________

AMONGIN CHRISTINE RUTH

UNIVERSITY SUPERVISOR

iii
 DEDICATION

I dedicate this research report to my beloved wife; Gorretty, Parents; Levi and Majeri, Daughters;
Rhoda, Faith and Martha, Son; Nicholas for their financial and spiritual support rendered to me in
the course of my studies.

May the Almighty Father reward them abundantly.

iv
 ACKNOWLEDGEMENT

I would like to humbly acknowledge and extend my sincere gratitude to the Almighty God for life
and blessings, my academic supervisor; Madam Amongin Christine Ruth for the continuous
guidance and support towards the completion of this research study.

Greater thanks are extended to my friends, comrades and family members for their tireless support
towards my accomplishment of this research study, may the Almighty God bless them abundantly.

Finally, I thank all the people, especially the entire class of Bachelor of Education students of
Uganda Christian University, 2019 at Mbale University College, whose efforts and
encouragements have made this proposal development a success.

v
TABLE OF CONTENTS
DECLARATION------------------------------------------------------------------------------------------------ii

APPROVAL----------------------------------------------------------------------------------------------------iii

DEDICATION-------------------------------------------------------------------------------------------------iv

ACKNOWLEDGEMENT-------------------------------------------------------------------------------------v

TABLE OF CONTENTS-------------------------------------------------------------------------------------vi

LIST OF TABLES---------------------------------------------------------------------------------------------ix

LIST OF FIGURES--------------------------------------------------------------------------------------------x

LIST OF ACRONYMS----------------------------------------------------------------------------------------xi

ABSTRACT----------------------------------------------------------------------------------------------------xii

CHAPTER ONE: INTRODUCTION-----------------------------------------------------------------------1

1.0 Introduction----------------------------------------------------------------------------------------------1

1.1 Background of the Study------------------------------------------------------------------------------1

1.2 Statement of the Problem------------------------------------------------------------------------------3

1.3 Purpose of the Study------------------------------------------------------------------------------------3

1.4 Specific Objectives of the Study----------------------------------------------------------------------3

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------------------------------------------------------------------------------5

1.8 Conceptual Framework--------------------------------------------------------------------------------6

1.9 Operational Definitions of Key Terms---------------------------------------------------------------7

CHAPTER TWO: LITERATURE REVIEW---------------------------------------------------------------8

2.0 Introduction----------------------------------------------------------------------------------------------8

2.1 The school factors which contribute to girl pupils’ dropping out of public primary schools
-------------------------------------------------------------------------------------------------------------8
vi
2.2 The influence of socio-economic factors on girl pupils’ dropout in public primary schools
------------------------------------------------------------------------------------------------------------10

2.3 The strategies existing in public primary schools for girl child dropout prevention-------13

2.4 Conclusion----------------------------------------------------------------------------------------------14

CHAPTER THREE: METHODOLOGY------------------------------------------------------------------15

3.0 Introduction--------------------------------------------------------------------------------------------15

3.1 Research Design---------------------------------------------------------------------------------------15

3.2 Research Population----------------------------------------------------------------------------------15

3.3 Sampling Procedures---------------------------------------------------------------------------------15

3.4 Sample Size---------------------------------------------------------------------------------------------16

3.5 Sources of Data----------------------------------------------------------------------------------------16

3.5.1 Primary Data-------------------------------------------------------------------------------------------16

3.5.2 Secondary Data----------------------------------------------------------------------------------------16

3.6 Data Collection Methods (DCMs)------------------------------------------------------------------16

3.6.1 Self Administered Questionnaire (SAQ)-----------------------------------------------------------17

3.6.2 Focus Group Discussions (FGD)-------------------------------------------------------------------17

3.7 Validity and Reliability of Research Instruments------------------------------------------------17

3.7.1 Validity of Research Instruments-------------------------------------------------------------------17

3.7.2 Reliability of Research Instruments----------------------------------------------------------------17

3.8 Ethical Considerations-------------------------------------------------------------------------------18

3.9 Data Analysis and Interpretation-------------------------------------------------------------------18

3.10 Limitations to the Study------------------------------------------------------------------------------19

CHAPTER FOUR: PRESENTATION, INTERPRETATION AND DISCUSSION OF STUDY

FINDINGS---------------------------------------------------------------------------------------------20

4.0 Introduction--------------------------------------------------------------------------------------------20

4.1 Bio Data of respondents------------------------------------------------------------------------------20

4.1.1 Response rate of respondents------------------------------------------------------------------------20

4.1.2 Distribution of respondents by gender-------------------------------------------------------------20

vii
4.1.3 School level of the girl child dropout---------------------------------------------------------------21

4.2 The factors contributing to girl child dropout in public primary schools--------------------21

4.2.1 Extent to which girl children complete the primary school cycle------------------------------21

4.2.2 School factors contributing to girl children dropping out of primary school---------------22

4.2.3 Socio-economic factors contributing to girl children dropping out of primary school----24

4.2.4 Strategies to address the high rate of girl children dropping out of primary school-------27

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS-----------------29

5.0 Introduction--------------------------------------------------------------------------------------------29

5.1 Summary and Conclusions--------------------------------------------------------------------------29

5.2 Recommendations-------------------------------------------------------------------------------------30

5.3 Areas of Further Studies-----------------------------------------------------------------------------30

REFERENCES------------------------------------------------------------------------------------------------31

APPENDIX I: LETTERS OF INTRODUCTION----------------------------------------------------35

APPENDIX II: QUESTIONNAIRE FOR HEAD TEACHERS AND TEACHERS------------39

APPENDIX III: FOCUS DISCUSSION GROUP GUIDE FOR DROPOUT GIRL PUPILS 41

APPENDIX IV: WORK PLAN-----------------------------------------------------------------------------42

APPENDIX V: BUDGET ESTIMATES-------------------------------------------------------------------43

viii
LIST OF TABLES

Table 4.1: Showing Gender of the respondents--------------------------------------------------------20

Table 4.2: Showing the school level of the girl child dropout----------------------------------------21

Table 4.3: Showing the school based factors causing girl child dropout--------------------------22

Table 4.4: Showing the socio-economic factors causing girl child dropout---------------------------25

ix
LIST OF FIGURES

Figure 1.1: Conceptual Framework-------------------------------------------------------------------------6

x
LIST OF ACRONYMS

AIDS Acquired Immune Deficiency Syndrome

CVI Content Validity Index

DCM Data Collection Methods

EFA Education For All

EPDC Education Policy and Data Centre

FAWE Forum for African Women Educationists

FGD Focus Group Discussion

GEC Girl Education Challenge

HIV Human Immunodeficiency Virus

MoES Ministry of Education and Sports

NGO Non Governmental Organization

PLE Primary Leaving Education

PTA Parents Teachers Association

SAQ Self Administered Questionnaire

SDG Sustainable Development Goals

SMC School Management Committee

TIQET Totally Integrated Quality Education and Training

UBOS Uganda Bureau of Statistics

UCU Uganda Christian University

UN United Nations

UNDP United Nations Development Programme

UNEB Uganda National Examination Board

UNESCO United Nations Education Scientific and Cultural Organisation

UNICEF United Nations International Children's Emergency Fund

UPE Universal Primary Education

WB World Bank

xi
 ABSTRACT
This research study aimed at investigating the factors influencing the girl child dropout from
public primary schools in Ogolai Sub County, Amuria district, Uganda; it explored the various
school based and socio-economic factors causing girl child drop out from primary school and the
measures to mitigate the problem. Samples of 73 respondents who included; head teachers, their
class teachers and dropout girl children from 03 public primary schools in Ogolai Sub County who
were selected using stratified and purposive sampling techniques, collected from the respondents
using self administered questionnaires and key informant interviews, as well as documentary
analysis provided data needed to answer the research questions was coded, analyzed and
interpreted using content and descriptive analysis.

The research findings discovered that the school related factors that causes school dropout among
primary school pupils were inadequate physical facilities toilets, shortage of female teachers,
overcrowded classroom, persistent absenteeism of teachers and pupils, lack of proper guidance in
school, low pay and motivation for teachers, lack of food provision in school, class repetition by
pupils leading them to outgrow their class levels, negative peer influence and poor administration.
The study also established socio-based factors influencing girl child dropout to include; parental
poverty, teen pregnancies, forced and early marriages for the girls, house hold chores, gender
discrimination, death of a parent or guardian, disability status of the pupil, family instability and
enrolment of over-age children who fail to concentrate on schooling

The study recommends that school management and government should strengthen the
sensitization of parents and guardians on their roles and responsibilities and a mechanism should
be put in place to oblige parents to fulfill their primary parental responsibility of giving their
children packed lunch, providing them with school requirements and doing everything possible to
keep their children in school and School management should well regular developed on school
management professionalism through in service programmed, workshops and seminars.

xii
 CHAPTER ONE: INTRODUCTION

1.0 Introduction

This study intends to investigate the factors causing high girl pupils’ dropout rates in public
primary schools in Ogolai Sub County, Amuria district. The causes in this study conceived as the
independent variables include; institutional, individual factors and nature of findings, while
dropout rates as the dependent variable were measured in terms of proper school management
policies and regulations, family support and childs’ motivation for improved health and better
quality education as supported by Coley R.J., (2002). This chapter presents the; background of the
study, statement of the problem, purpose of the study, specific objectives, research questions,
scope of the study and significance of the study.

1.1 Background of the Study

Education is regarded as a prime mover for the socio-economic development of countries and
accounts for as much as 20% of the annual Gross National Product (GNP) of developing nations
(Psacharopoulos G., 2006). This is considered so because education has been found to improve
the productive value of human beings by imparting knowledge, skills, attitudes and behaviour
traits referred to as human, social and cultural capital which are required in producing goods and
services (Anyango O. and Okwach A., 2005). In addition to the productive value, Education
promotes harmonious co-existence, population control, healthy living, effective citizenship,
nutritional adequacy and child upbringing (ICE, 2008).

Globally, education is regarded a key component of human quality essential for generating high
incomes and sustainable socio-economic development. It is characterized as an essential
ingredient in poverty eradication (Nielson W and Cummings K. 2009). According to UNICEF
(2007), Education was formally recognized as a human right since the adoption of the Universal
Declaration of Human Rights in 1948. International conferences and declarations recognize the
value of females’ literacy and access to school. At the World Education Forum (2000) in Dakar,
164 governments identified six goals to achieve Education For All, (EFA). Goal number five
concludes that gender disparities in primary and secondary school should be eliminated by 2015
(World Bank, 2007).

In the African Society, emphasis was put in educating boys than girls. This was because girls
would be married off at an early stage of their lives (Okumu I.M., 2008). Educating the girl child
is paramount to empowering them for the well being of the society. Therefore, educating the girl
child is like educating a whole nation (Mwansa D.M., 2004). Despite these benefits, there are still
1
cases of girl’s dropping out of school. FAWE, (2007) revealed that girls’ dropped out of school
was due to early pregnancies, poverty levels, lack of financial support and repetition. Other causes
of girls dropping out were failure of girls getting access to sanitary towels during their
menstruation periods and infection of jiggers.

Regionally, The Education Policy and Data Centre (EPDC), (2009) findings in the three East
African countries suggest that there is a strong positive relationship between relative age-in-grade
and dropout rates at the end of primary school. In Tanzania and Uganda over age children in
school is also a problem, perhaps not as high as in Kenya, but non-completion of primary school
remains relatively high as indicated by the high dropout rate and low completion rate. Late
enrolment resulting in children being overage for their grade level is seen as on a major factor
influencing child dropout on the African continent (Kane E., 2004).

The Government of Uganda (GoU) has placed considerable importance on education, with overall
policy goal to achieve Universal Primary Education (UPE) in order to give every Ugandan the
right to education and training irrespective of socio-economic status (MoES, 1998). However,
primary school cycle of the girl child continues to be a challenge in mostly rural communities in
Uganda (Magoola B., 2001). In particular, the causing factors have been categorized as school
based, economic and social-cultural. The school based causes include; lack of motivation,
repetition and absenteeism (Noguera P.A., 2012). Lack of motivation makes children to have no
morale of finishing their studies and may make them drop out (Cohn N. and Wendy B., 2000). If
the parents lack interest and don’t provide support towards the education by providing the
learners with necessary resources such as school levies, reading and writing materials and
uniform, it negatively affect the girl’s attendance and may lead to drop out. The high level of
school dropout of female students from public primary schools in Uganda hinders empowerment
of women to participate in implementation of necessary social changes.

In spite of 19,453,583 (52%) of the Ugandan population being female (UBOS, 2014), the MoES
(2015) established that girl child access to primary school was less than that of the boy child in
most areas inclusive of Ogolai Sub County. Lockheed, M.E. and Verspoor, A.M. (2010) warn that
when a region lags behind in the number of children who pass a national examination, its socio-
economic development is likely to be retarded. This necessitated an extensive study on factors
causing high dropout rates for the girl child in public primary schools in Ogolai Sub County,
Amuria district with a view to make recommendations so as to enhance education outcomes
because by noting the trends of girl child dropout in the Sub County, we can make a closer and
more analytical look at the problem.

2
1.2 Statement of the Problem

School is the focal point of the Education process. UNESCO (2005b), states that the role of the
school is not merely to get children into school but to ensure their continued stay in school to
completion. This perspective suggests the need for schools to provide an environment conducive
to ensure learners do not dropout. Education is a welfare indicator and a key determinant of
earnings and an important exit route from poverty (Lewin K.M., 2009). This is why the
governments allocate hefty budgets to the sector every year. It therefore raises a lot of concern on
the dropout rates which continue to rise and hinder development of the Ugandan economy
(Magoola B., 2001).

In Uganda, despite the government providing Universal Primary Education (UPE), training,
recruiting and supplying teachers, providing school infrastructure, teaching and learning
materials; learners are still seen dropping out of school. A four year statistics of school
completion rate show that at least 23.5% of female students in Uganda dropped out of school as
compared just 11% of male students (MoES, 2015). According to the Baseline Report of 2017 on
Girl Education Challenge (GEC) carried out in Amuria district, only 58% of public primary
school going girl children completes primary education, meaning that 42% of the children drop
out before completion (Amuria District Education Department, 2017). Though there are many
studies done on high dropout rate in public primary schools, it is apparent that the problem is still
being experienced; the situation of the girl child is unclear in Ogolai Sub County because there
has been little research done on the topic. It’s against this impulse that the researcher aims at
investigating the possible causes of high dropout rate especially for the girl child in Ogolai Sub
County.

1.3 Purpose of the Study

The purpose of the study was to investigate the causes of girl child dropout from public primary
schools in Ogolai Sub County, Amuria district, Uganda.

1.4 Specific Objectives of the Study

The objectives of the study were;

(i) To establish the school factors which contribute to girl child dropping out of public primary
schools in Ogolai Sub County, Amuria district

(ii) To assess the influence of socio-economic factors on girl child dropout in public primary
schools in Ogolai Sub County, Amuria district
3
(iii) To determine what strategies exist in public primary schools for girl child dropout
prevention

1.5 Research Questions

(i) What are the school factors which contribute to girl child dropping out of public primary
schools in Ogolai Sub County, Amuria district?

(ii) What is the influence of socio-economic factors on girl child dropout in public primary
schools in Ogolai Sub County, Amuria district?

(iii) What strategies exist in public primary schools for girl child dropout prevention?

1.6 Scope of the Study

The scope of the research study included the Content Scope, Geographical Scope and Time Scope
as detailed bellow;

1.6.1 Content Scope

The study focussed on the school and socio-economic factors contributing to girl childs’ dropping
out from public primary schools in Ogolai Sub County, Amuria district and the strategies put in
place for the girl childs’ dropout prevention. The researcher also focussed on school environment,
socio-economic status of the girl childs’ families, and strategies employed by the public primary
schools management to prevent the dropout of the girl childs’ from school.

1.6.2 Geographical Scope

The research study was limited to only the three (03) Public Primary Schools in Ogolai Sub
County namely; Akore Primary School, Ococia Primary School and Okao Primary School. Ogolai
Sub County is found in Amuria District in the Teso Sub-Region of Eastern Uganda.

1.6.3 Time Scope

The research study was conducted in a timeframe of six (06) months in Ogolai Sub County,
Amuria district of Uganda from March 2019 to December 2019.

4
1.7 Significance of the Study

 The findings of the study would have both theoretical and practical implications for the
future public primary school education of the girl child in Uganda, that was;

Practically, the study was expected to sensitize primary school Education policy makers on
the causes of the girl child’s dropout in order to seek possible remedial measures for curbing
the situation. It was also expected to raise awareness and concern among parents and
stakeholders and in partnership they would solve the problem of dropout. The Ministry of
Education and Sports (MoES) may find it useful in the formulation of future public primary
school education policies aimed at enhancing participation and retention of the girl child.

Theoretically the findings of the study would contribute to the advancement of knowledge
about the causes of dropout in primary schools, leading to the identification of determinants
of low enrolment, hence, solving the problems of girl childs’ dropout. The findings of this
study would also add new knowledge on the topic and serve as a base for further research in
areas where other scholars would identify a gap.

 In a developing country like Uganda overburdened with educational expenditure, incidences

of dropout cannot be seen in any other light but as a serious wastage of scarce resources,
which could be better invested in other endeavours of national development. The deep
rooted causes of this educational problem should be understood in their proper societal
context if realistic and viable solutions are to be suggested.

 The research study would help Amuria District Local Government to formulate policies, by-
laws and legal framework of how to curb the high girl childs’ dropout rate in public primary
schools. The head teachers, teachers and the School Management Committees (SMCs) in
the Sub County may find it useful in identifying the causes of school dropout and the
strategies that can be put in place to curb the vice. The parents too would use the
information to identify the factors that are out of their own contribution which influence
enrolment and completion rates.

The researcher would also acquire necessary skills of data collection, interpretation, analysis


and discussion and this would help in carrying out similar research in future and to enable

the acquisition of the award of other degrees related to Education.

5
1.8 Conceptual Framework

Independent Variables

School Environment Factors

Motivation
Rules and Regulations
Repetition
Absenteeism

Personal Factors Dependent Variable

Drug Abuse Girl Child School Dropout Rate

Indiscipline
Low academic performance Low enrolment
Learning disabilities Low participation
Stress Low transition

Family Based Factors

Family income Moderating Variable

Child Labour
Age of family head

Government Policies
Social Cultural Factors Educational Guidance and Counselling

Family background
Religion
Early marriage

Figure 1.1: Conceptual Framework

The study was based on a conceptual model developed by the researcher so as to help identify the
answers to the research questions in the study. The dependent variable for the study was dropout,
while the independent variables was the causing factors that influence girl child dropout in public
primary schools into four categories namely; home based, school based, personal factors and
social cultural factors. The moderating variables, which according to Kothari (2004) are
independent variables that are not related to the purpose of the study but could have an effect on
the dependent variable included government policies and educational guidance and counselling.

6
These factors are conceptualized to determine whether they influence girl child dropout in public
primary schools in conceptual framework. The above conceptual frame work showed the
relationship between the independent variables and how they contribute to the unwanted outcome
of girl child dropout. In the above frame work, conducive home environment encouraged girl
child retention in school. It is also true that when schools create friendly learning environment
girls would more than willing to continue with their education. Lastly, childs’ personal traits do
contribute to their continued stay in school. Conversely, the reverse of the above factors lead to
girl child dropout from school.

1.9 Operational Definitions of Key Terms

School dropout: Refers to a child who was once enrolled in school but has since left school for
various reasons other than completion. In this study refers to girls who leave school when they
have not completed their primary education in public primary schools

Dropout rate: This refers to percentage of pupils who withdraw from school prematurely within
a given grade (class), year or period. In this study it will refer to the percentage of girl pupils
leaving school before completing standard seven (P.7).

Personal factors: In this study refers to inherent conditions that discourage girls from continuing
with education for example continual under performance in class examinations.

Public Primary School: In this study refers to primary schools that are controlled and managed
by the government

School dropout: In this study refers to a girl child who was once enrolled in school but has since
left school for various reasons other than completion.

School environment factors: In this study refers to the conditions within school that discourage
girls from concentrating on education for example; lack of motivation, adequate sanitation
facilities, etc

Social-cultural factors: In this study refers to beliefs, marriages norms, religion and family level
of a society.

School environment: For the purpose of this study this will refer to pupil-teacher interaction,
pupil-pupil interaction, aspiration, motivation and participation in class and extra-curricular
activities.

7
Family based factors: In this study, this will refer to the status of families in which children
belong. We will refer to those from high and those from low socio-economic status as is
determined by the type of occupation of parents and the level of their incomes.

CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction

The following chapter elaborates the theoretical review of the research and reviews literature on
the study. This chapter elaborates on the concepts, opinions and ideas on factors influencing girl
child dropout in public primary schools and possible remedies to the problem.

2.1 The school factors which contribute to girl pupils’ dropping out of public primary
schools

Causes of dropout in primary schools may vary from one school to the other or from one region to
another, yet this problem stems from a number of factors. Coombs, P.H. (2000) identifies four
broad categories of reasons for dropping out of school: school related factors, economic related
factors, personal factors and social cultural factors among others. UNESCO (2012) Global Report
on Education stated that there was an urgent need to address the high numbers of children leaving
school before completing primary education. The findings by UNESCO (2011) on the global
picture towards attainment of Universal Primary Education (UPE) indicated that about 31.2
million primary pupils in 2010 dropped out of school globally and may never return. The findings
of UNESCO (2006) study on global gains made towards attainment of UPE indicated that many
countries have relatively high initial enrolment figures but poor primary school completion rates.
This due to continued dropping out of school making attainment of UPE difficulty in several
countries of the world like; Malawi, Uganda, Bangladesh, Pakistan, Bolivia to name a few.
Completion rates provide a much stronger test of UPE than enrolment rate alone.

Dunne M. and Leach F. (2005) found that the school environment is a major determinant of the
level of participation. He argues that most primary school pupils come from poor home
background, have little motivation to attend school because of low grade attainment and the child
is subjected to consistent discipline, child abuse and corporal punishment. Such a child acquires a
lone ranger personality, is unhappy, keeps friends out of school and may commit anti-social acts
such as; alcoholism, drug abuse and involvement in early sexual activities. Issues considered
under the school portfolio are teaching/learning resources, quality of teachers, and irrelevant,
complex, rigid and congested curriculum. Pridmore, P. (2007) strongly contends that schools
attended by learners have the sole responsibility and task of reducing dropout rates. In this regard
8
Anyango O and Okwach A (2005) observed that lack of diversity in school curriculum predispose
students into dropping out, while Magoola, B (2001) underlines the influence of school-related
factors that are central to dropping out problem, namely; policies and practices, student teacher
relationships, the nature of school curriculum, resources and quality learning.

A study by Bhalalusesa, E. (2000) on mapping the incidence of school dropouts in northern

Ghana identified some school factors that contributed to pupils dropping out of school. These
included grade repetition, low achievement, over age enrolment and regular absenteeism or
previous temporary withdrawals from school. It is unclear whether grade repetition increases the
chances of completion, but what was apparent in this study was that grade repetition extends the
age range in a particular grade, and thus increases the possibility of repeaters dropping out. The
study found that children who were made to repeat grades with a view of improving their
performance ended up dropping out of school (Lunenburg F.C. and Schmidt L.J., 2009).

A study on gender inequalities in primary schooling by Colclough C., and Tembon M., (2000)
found the language of instruction used in schools as one school factor, which contributed to pupils
dropping out of school. The study found that pupils who come from non- English speaking
backgrounds enrolled in schools where English language was used as the medium of instruction
were more likely to have higher rates of dropout. The study also identified other school factors
such as poor quality of education, inadequate facilities, overcrowded classrooms, inappropriate
language of instruction, teacher absenteeism and, in the case of girls, school safety, as common
causes for school dropout.

Mingat A. (2002), while citing Coombs P.H. (2000) argues that school interaction is a very
significant factor within the institutional context, as it makes teachers and students more
accepting to the school. Other studies indicate that many characteristics of schools, teachers and
students have a direct influence on students leaving school. Mutu A. and Nkumbi E. (2005)
conclude that a school climate is characterized by social rewards for academic excellence, where
discipline and scholastic achievement are valued by the teachers and students. Teaching and
learning should be focused on scholastic goals which contribute to student achievement and high
retention rates.

Teacher absenteeism is another widespread cause of dropout in primary school. It disrupts

learning and erodes confidence in value of public education. The researcher as a teacher in a
public primary school in the district has observed that rampant teacher absenteeism has been
caused by poor salaries so the teachers have resorted to getting other sources of income such as;

9
indulging in agriculture, opening simple retail businesses, motorcycle boda-boda riding, and they
also get extra employment in private schools which are deemed to have better salary pay scales.

2.2 The influence of socio-economic factors on girl pupils’ dropout in public primary
schools

Lockheed M.E and Verspoor A.M (2010) in UNESCO (2008) report that, the ultimate decision to
leave school would be enhanced when personnel, financial, home and employment problems
coincide with the children’s lack of confidence in the schools’ ability to give them adequate
support. This suggests that schools have the potential to act as powerful support mechanisms for
students enabling them handle external difficulties without dropping out of school. Okumu I.M,
(2008) proposes four groups of factors namely, socio-economic background, socio-cultural level,
the family conditions and psychological development of the child.

In determining whether children enrol and remain in school, household income is found to be an
important factor. This is because there are many costs associated with schooling and education
process, ranging from school development levies, uniform and the opportunity costs of sending a
child to school. Household income is linked to a range of factors such as when children start
school, how often do they attend, whether they have to temporarily withdraw and eventually
dropout (Noguera P.A, 2012). The writer also consent that poverty is the critical factor that is
responsible for low participation and dropout. High rates of poverty at household level have made
poor households either not to enrol their children in primary schools or fail to sustain
uninterrupted participation of those who are enrolled due to inability to meet various requirements
(Pridmore P, 2007).

Mingat (2002) established that in the richest households, 76% of their children attend school
compared to 40% of the poorest households. This means that children from poor households have
lower attendance than those from richer households. Silvernail D. L, (2010), concur with Mingat
(2002) that the level of the family income is one of the most powerful influences on primary
school dropout in the developing countries. Lunenburg F.C. and Schmidt L.J., (2009), showed
that parental socio-economic background influences their children’s participation in education.
This is especially so for the developing countries where children of the poor families are not
provided with adequate educational materials and most opt not to enrol in school. If enrolled, they
are most likely to drop out of school than it is for children who are from better-off families.

10
Lewin K.M. (2009) was of the opinion that household income is an important factor in
determining access to education; this is because educating a child attracts some potential costs
right from the registration of the pupils to completion. Most studies have shown the link between
household income and pupils’ dropout (UNESCO, 2005), whilst describing exclusions rather than
dropout pointed poverty as the most common primary contributory factor for primary school
dropout. Forum for African Women Educationists (FAWE, 2007) points out that in countries like
Kenya and Uganda where a policy of free primary education has been instituted, some schools
have gradually introduced numerous other levies under the guise of building fund, activity fund,
examination fees and many others, so that parents eventually end up paying even more than the
waived fees. Those parents that cannot afford have .their children dropping out of school.

There is substantial literature regarding how a child's household work impacts on educational
outcome regardless of the gender of the children. Many studies observe that girls sometimes begin
working at an earlier age than boys especially in rural areas and girls also tend to do more work in
the household than boys. Studies indicate that female students tend to drop out of school to take
care of their younger siblings (Brock and Cammish, 1997). Another study found that if children
less than 6 years old are present at home, elder sisters are more likely to drop out (Canagarajah
and Coulombe, (1997). Another research indicates that if mothers work and get wage outside of
the home, Female children take some responsibilities of the household which causes them to drop
out, Fuller and Liang (1999). In general, girls take more load of household chores than the boys
and on the other hand rural girls do more household works than urban girls (Ersado, 2005).

Bruneforth (2006) noted that people with bad behaviour influence others because people like
associating with their peers; they copy either good or bad behaviour. At the adolescence stage,
students listen to their peers more than to anybody else. Adolescence is a period of life during
which individuals develop their personality and refine their interests. At this time, the children are
susceptible to negative influences, as well as to the models and images all around them.
Therefore, according to Lunenburg F.C. and Schmidt L.J., (2009), having friends who are
motivated to stay in school may determine the attitude of an individual towards education.

According to Lewin K.M. (2009), during the adolescent age, children develop a feeling of
independence and a sense of assertion which leads to anxiety and restlessness, which culminates
to indiscipline. At this stage they want to be left alone and explore the world, but there are school
rules to be adhered to and breaking these rules leads to conflict and indiscipline, making students
to be suspended or expelled from school. Schools, on the other hand, do not have qualified staff to
handle pupils carefully during the adolescent stage; hence, they feel neglected and abscond from
school (Hammond C., et al, 2007). In the study of causes of dropout among girls in primary
11
schools, Pridmore, P. (2007) established that 72% of dropout cases were due to indiscipline and
lack of guidance and counselling in school accelerates the rate of school dropout.

A study carried out by Anyango O. and Okwach A. (2005) revealed that girls expressed the need
for female teachers, who were scarce in their schools, so that they could confide in them when
they had problems. They revealed that they had not been guided by either the parents or by the
teachers to deal with changes in their bodies and, therefore, they become victims of dropout
before completion. According to the report of the commission of inquiry into education system,
also known as TIQET (Totally Integrated Quality Education and Training), HIV/AIDS was
recognized as a serious issue. The government and NGOS are all working together to control the
epidemic. HIV/AIDS is turning into a socio-economic disaster, especially in the Sub-Saharan
Africa. The high and growing rates of infection and death from HIV/AIDS related diseases have
made it an epidemic of international magnitude. The epidemic has affected all sectors of our
economy. As highlighted in TIQET we find that the loss of earning capacity caused by HIV/AIDS
makes it difficult for the infected and affected parents, or guardians, to support education and
training programmes of their children, hence, slowing down the growth of the school age
population, this has lowered enrolment in primary schools. Therefore, dropout rates have been
accelerated by effects originating from the deadly disease (Lockheed M.E. and Verspoor A.M,
2010).

Girl child school dropout is part and parcel of community social practices and family economic
status due to acute poverty affecting most of the families in rural areas such as Ogolai Sub
County. However all is related to socio-cultural practices that denied them access to schooling.
Furthermore due to financial constraint and poverty these girls are lock out of school because they
lack school fees. Institutions should ensure that all children to have equal access to education
without discrimination of one particular gender. The institutions role is to ensure the each
individual should not be discriminated on to have equal right and to reduce gender inequality at
all levels of the society been at the household the community, state and at the institutions levels
(Kane E., 2004).

Uganda’s fertility rate is 6.7, reaching over 7.5 standing for in some rural areas. Social attitudes
surrounding marriage and childbearing are particularly relevant to Uganda, where the population
has grown from 7 million to over 30 million in 45 years. At its current rate, the projected
population in 2050 will be 103 million (Nsibambi, A.R., 2006). The social practice of sharing
farmland equally between children and the increased pressure on an already saturated job market,
12
mean that a continued population explosion is likely to push widespread poverty to new levels of
extremes. As girls’ education continues to be less valued than that of boys, this is likely to reduce
their access to education even further (Ackers, J. 2001).

Traditionally, both the family and community consider, girls only as future wives, and mothers.
Girls are raised and socialized to also view themselves in this light. The practice of girl child
marriage, the obligations to the family and society often deny them education. Customs and
behaviours are enforced by male community leaders, elders such as fathers, uncles, as well as
mothers and aunts. In the South Sudanese patriarchal society, young girls are often marginalized
from decision-making processes, and sometimes even used as a token to resolve community
issues. For example, in some States of Greater Equatoria, as a means to resolve conflicts between
families, there is a custom of “blood compensation”, where girls are handed over to the family of
a victim to compensate for the loss of life. Gender disparities in disfavour of girls as concerns
enrolment in schools have been widely documented (Baraza R, 2007). However, according to
Deolalinkar, A.B (1999) female and male enrolment ratios at the primary level are not altogether
dissimilar and in some cases, especially in urban areas, females appear to have a slight edge over
males in primary Gross Enrolment Ratio (Boyle, S., Brock, A., Mace, J. and Sibbons, M. (2002).
Kane E., (2004) argues that debate on gender equality has eventually created a conducive
environment for the development of girls in the society. The efforts have yielded plausible results
and improved the situation for the girl child.

From the foregoing discussion, it can be seen that school based and socio-economic factors
influence school dropout in several ways: through the effect of costs and returns of education on
individual incentives, the effects of incomes or inability of governments/sponsors/parents to
afford the necessary educational expenditure, children are lured to paid employment hence
leaving school and then traditional African social attitudes towards favour of boys to girls, only as
future wives, and mothers.

2.3 The strategies existing in public primary schools for girl child dropout prevention

According to the study by Abdullahi, H. A. (2005), school factors leading to pupils dropping from
school are classified under alterable variables because they are easier to change and can usually
be influenced by pupils, parents, educators, and community members. School factors can be dealt
with by making changes at local school level involving school staff, pupils and members of the
local community. (Okumbe J.A 1998) recommended schools to develop some strategies for
making school matter which include providing support to at risk pupils thereby reducing dropout
13
rates and implementing school reforms with a clear focus on how they will solve the problems of
dropouts schools face. The study also observed that reducing dropout rates requires a change in
how schools operate. Schools need to challenge assumptions about girl pupils who fail by
avoiding normalization of failure. Schools should put in place mechanisms for early intervention
systems and to engage parents early by establishing partnerships between school and community.
A study by Craissati D. and Motivans A., (2011) stated the need to personalize the learning
environment by setting up schools where students are known so as to give them a sense of
belonging.

Preventing school factors contributing primary school pupils dropping out of school requires
changing the way schools operate in terms of school policies, teaching methods, pupil-teacher
relationships, time tabling, guidance and counselling services, teaching of literacy skills, remedial
programmes, career guidance, disciplinary procedures, language of instruction, grade repetition,
poor performance, mockery, bulling, labelling, sanitation, personality conflicts with teachers and
school management styles with the aim of creating inviting school environment (Brock C. and
Cammish N., 2007).

2.4 Conclusion

The problem of school dropout cannot be attributed to one single factor. The literature review has
highlighted the major determinants of dropouts. The factors discussed include: school based
factors and socio-economic factors. These factors are closely interrelated and all have a role to
play in the girl pupils’ dropout phenomenon. Any attempts to alleviate this problem must
therefore take the factors and deal with each factor in a systematic manner.

14
 CHAPTER THREE: METHODOLOGY

3.0 Introduction

This chapter outlines the methods adopted in order to answer the research questions detailed in
chapter one. It looks at the research design, research population, sampling techniques, data
collection instruments and procedure of data collection, mode of data analysis and presentation as
well as ethical consideration and limitations of the study.

3.1 Research Design

Davies M.B., (2007) defines a research design as the scheme, outline or plan that is used to
generate answers to research problems. Descriptive survey design was chosen, this is because the
researcher was not able to manipulate the variables for the simple reason that they had already
occurred (Marshall C. and Rossman G.B, 2010). Descriptive survey was considered most suitable
for this study because it enabled the researcher analyse factors causing the girl child’s dropout
from schools as perceived by the pupil’s, class teachers and head teachers. The design adopted in
this study allowed the researcher to gather information, summarize, present and interpret for the
purpose of clarification (Mugenda and Mugenda, 2003). The qualitative research method was
used in this study to investigate the factors leading to high girl child’s dropout rates through a
descriptive survey (Davies M.B., 2007).

3.2 Research Population

Population has been defined as any group of people or observation, or test in which the researcher
happens to be interested. Target population or universe of study, is defined as all the members of
a real or hypothetical set of people, events or objects to which an investigator wishes to generalize
the results of a research study (Mugenda and Mugenda, 2003). McMillan J. H., and Schumacher
S., (1993) further explain that the target population should have some observable characteristics,
to which the researcher intends to generalize the results of the study. The target population for this
study consisted of; 03 head teachers and/or deputy head teachers, 15 class teachers and 60 girl
dropout pupils from public primary schools in Ogolai Sub County

15
3.3 Sampling Procedures

Sampling means selecting a given number of subjects from a defined population as a

representative of that population. Any statement made about the sample should be true of the
population (Orodho, 2002). It was however, agreed that the larger the sample, the smaller the
sampling error. According to Maxwell, J. (2005) sampling is part of research that shows how
objects are to be selected for observation. The study employed stratified sampling method to
select the teachers and dropout girl pupils’ while purposive sampling method was used on Head
Teachers and/or Deputy Head Teachers of UPE schools. The researcher selected participants
based on internal knowledge of said characteristic.

3.4 Sample Size

Sample size refers to the number of items to be selected from the entire population or universe to
make the sample (Anol, B. 2012). A sample is a smaller group obtained from the accessible
population. Sample size of 10% is reasonable for experimental studies while 30% is required for
descriptive studies (Mugenda and Mugenda, 2003). The sample size of the proposed study
included; 03 head teachers and/or deputy head teachers, 15 class teachers and 60 girl dropout
pupils from public primary schools in Ogolai Sub County.

3.5 Sources of Data

Data sources included both primary and secondary sources as recommended by (Maxwell, J.
2005).

3.5.1 Primary Data

For primary data the researcher used Self Administered Questionnaire (SAQ) and Focus
Discussion Group (FDG) to gather the primary data of the study. These are efficient data
collection mechanisms when the researcher knows exactly what is required and how to measure
the variables of interest.

3.5.2 Secondary Data

The researcher collected the data from printed materials such as books, reports and government
journals from reliable sources which were used to further justify and confirm data gathering from
the field. A cross section of documents containing pertinent data was adequately synthesized and
analyzed to sieve out related information to the phenomenon under investigation.

16
3.6 Data Collection Methods (DCMs)

According to Anol, B. (2012), there are many methods of data collection. The choice of
instrument depends mainly on the attributes of the subjects, research topic, objectives, design,
expected data and results. This was because each instrument collects specific type of data. The
study employed Self Administered Questionnaires (SAQ), Key Informant Interview (KII), Focus
Group Discussions (FGD) and document reviews, as data collection methods.

3.6.1 Self Administered Questionnaire (SAQ)

Questionnaire is a list of carefully structured question chosen after considerable testing with a
view of eliciting reliable responses from chosen sample (Maxwell, J. 2005). The choice of a
questionnaire is justified by the fact that is the single best tool in collecting quantitative data from
a big number of respondents who are scattered over a large area. SAQ provides with information
based on facts and opinion. The SAQ were administered to head teachers and/or deputy head
teachers and class teachers.

3.6.2 Focus Group Discussions (FGD)

A Focus Group Discussion (FGD) is a qualitative research technique consisting of a structured

discussion and used to obtain in-depth information (qualitative data) from a group of people about
a particular topic. The purpose of the discussion is to use the social dynamics of the group, with
the help of a moderator/facilitator, to stimulate participants to reveal essential information about
people’s opinions, beliefs, perceptions and attitudes (Maxwell, J. 2005). The Focus Group
Discussion (FGD) guide contained semi-structured questions designed according to the theme and
objectives of the research. This instrument was used to guide group interaction of the researcher
and the selected girl child respondents in the designed area.

3.7 Validity and Reliability of Research Instruments

In order to control quality of the data, the researcher after designing the tools carried out a pre-test
to find out the reliability of the research tools, which were used for collecting the data from the
field.

3.7.1 Validity of Research Instruments

The findings produced are in agreement with the theoretical as well as conceptual values that is,
accurate results were produced and it measured what was supposed to be measured, (Anol, B.
2012). Further validity was investigated using sampling validity. The choice of these instruments
is that, it contains all possible items that were used in measuring the concepts. Content Validity

17
Index (CVI) was used to establish the validity of the questionnaire. CVI was measured as items
rated 3 or 4 by both judges divided by the total number of items in the questionnaire (Orodho,
J.A. (2009), a CVI of 0.85 was considered as acceptable.

3.7.2 Reliability of Research Instruments

Reliability is an essential ingredient in validity because a test cannot be valid if it is not reliable.
Reliability is a measure of the degree to which a research instrument yields consistent results after
repeated trials (Mugenda and Mugenda; 2003). Reliability of research instrument was determined
using test re-test technique. Test re-test Reliability was used to find the degree to which scores on
the same test by the same individuals were consistent over time (Anol, B. 2012). The choice for
this technique was that, it provides evidence that scores obtained on a test at one time (test) are
the same or close to the same when the test is re-administered some other time (re-test).
Reliability was done by administering the test to an appropriate group of subjects (Mugenda and
Mugenda; 2003).

3.8 Ethical Considerations

The researcher undertook the study in an ethical manner, by adhering to accepted standards of
good practice in research ethics (Homan, R. 1991). The following ethical considerations were
ensured during the course of this study:

The researcher obtained permission from the relevant authorities to carry out the study i.e. at
Uganda Christian University, Ogolai Sub County Local Government and the respective UPE
schools in the Sub County.

The Researcher also ensured confidentiality of respondents as an ethical measure so as to prevent

cases of psychological stress and attacks on respondents especially after research in connection to
information they provided for this study.

The information that was provided by respondents was presented without revealing their true
identity.

The researcher sought the consent of the respondents before embarking on data collection. This
was done so as to allow respondents to participate in this study freely and at their own will.

3.9 Data Analysis and Interpretation

The purpose of data analysis was to develop an understanding or interpretation that answers the
research questions. The raw data collected was coded, analyzed and interpreted manually in order

18
to attach meaning from the raw data collected. The descriptive approach was used for qualitative
forms of data. The researcher analyzed quantitative data from questionnaires using descriptive
statistics, whereby data collected was subjected to frequencies and percentages, because it is easy
to interpret, understand and compare frequencies (Marshall and Rossman, 2010). Content analysis
was useful in analyzing qualitative data from FDGs which were summarized into meaningful
statements that were used in supplementing the quantitative data from SAQs to enrich the
interpretation of the findings.

3.10 Limitations to the Study

Limitations refer to some aspects of the study that the researcher knows might negatively affect
the research but over which the researcher has no control (Mugenda and Mugenda, 2003). The
following factors may have hindered the study from being actualized;

The study was carried out in public primary schools leaving out the private ones. Private schools
could also had useful information as regards school dropout, which this study never benefited
from; also the schools to be surveyed in Ogolai Sub County comprise only a small percentage of
public primary schools in Uganda. Therefore the findings of this study may only be generalized to
the area of study but not for the whole country.

The location of study (Ogolai Sub County) is a rural agricultural area. Consequently, generalizing
the findings of the study to urban based schools needs some caution and the study confined itself
to dropout girl pupils, teachers and head teachers of public primary schools within the Sub
County.

The likely causes of dropout singled out for investigation cannot be manipulated. This meant that
the researcher does not have direct control of the independent variables because their
manifestations have already occurred. Besides the factors singled out for investigation, there may
be other factors affecting dropout rates in primary public school that this study did not explore.

The study was also constrained by limited by time and insufficient finances since it entailed
recruitment of research assistants at the data collection point.

Foreseen unpredictable harsh weather conditions such as; rain or too much heat affected the
mobility of the researcher.

It was hard to find the right respondents willing to provide accurate required information. The
researcher encountered unreliable respondents who refused to cooperate at all due to
confidentiality issues.
19
Being research done at rural level, the researcher encountered some situations where respondents
ultimately refuse to provide information and the researcher had to uphold their reservations.

CHAPTER FOUR: PRESENTATION, INTERPRETATION AND DISCUSSION OF

STUDY FINDINGS

4.0 Introduction
This chapter of the research report presents and discusses the research findings based on the
objectives of the study. The chapter contains: bio data of the respondents and the responses on
the basis of the research objectives.

4.1 Bio Data of respondents

The background information and socio-demographic characteristics of respondents comprised of;

gender, age group, and attainment of training in guidance and counselling.

4.1.1 Response rate of respondents

The questionnaires distributed to the head teacher and teacher respondents were 18. Despite all
that the potential respondents received the questionnaires, those whose questionnaires were
returned were 15. Out of the 15 respondents including head teachers and class teachers to whom
questionnaires distributed, 12 were responded to and accepted for analysis representing a response
rate of 80% which is statistically acceptable. For head teachers, all the 03 questionnaires were
responded to, representing 100%, thus very acceptable for statistical analysis.The number of
dropout girl children who responded to interviews were 48 of the anticipated 60. Thus, the
findings in this study are computed from 63 out of 78 respondents, giving a response rate was
81%.

4.1.2 Distribution of respondents by gender

Table 4.1 below presents the gender distribution of the head teacher and teacher respondents.
However, all the 48 dropout children subjected to interviews were female.
Table 4.1: Showing Gender of the respondents

Gender Tally Frequency Percentage (%)

Female //// / 06 40
Male //// //// 09 60
Total 15 100
Source: Field Data 2019

20
The results in table 4.1 indicates that 09 (60%) of the head teacher and teacher respondents were
males and 06 (40%) were females. This denotes that comparatively, few females participated in
the study but gender sensitive. The high number of male teachers showed that more male teachers
have led to higher retaining rate of boys in comparison to the girls. This revealed that Ogolai Sub
County has more male representation in education matters, depicting that more male than female
go through tertiary and higher education.

4.1.3 School level of the girl child dropout

Table 4.2 below presents the school level of the girl child dropout

Table 4.2: Showing the school level of the girl child dropout

School level Tally Frequency Percentage (%)

Lower primary 00 00
Upper primary //// //// //// 15 100
Same for both 00 00
Total 15 100
Source: Field Data 2019

Findings in table 4.2 show that all the head teachers and class teachers consulted (100%) were of
the opinion that dropout was so pronounced in the upper primary level of the primary education
cycle as compared to the lower primary. The Ministry of Education and Sports (2003) noted that
the uneven distribution of pupils in all grades has put a lot of strain in the upper classes causing
high dropout and repetitions in those grades. Whereas in the lower and middle primary females
dropouts are lower than that of boys it increases in upper primary. The scenario is in agreement
with what is stated in the Monitor of June 21st (2004) which states that most of the girls stay at
school up to P.5 and drop out later at P.6 and P.7 because they have matured and seek privacy
which they can’t get at school. Hence Girls were less likely than boys to stay in upper primary
and secondary schools in Uganda (Kajubi 2004).

4.2 The factors contributing to girl child dropout in public primary schools
This section explores the factors contributing to girl child drop out in public primary schools in
Ogolai Sub County, Amuria district. The causes, extent and mitigation measures to high girl child
dropout rates in public primary schools in Ogolai Sub County as investigated by the study are
presented bellow;

4.2.1 Extent to which girl children complete the primary school cycle

Most respondents agreed unanimously that indeed there were cases of girls dropping out of school
for the period under investigation that is for the last 5 years, however, the extent to which the girl
21
children completed the primary school cycle was relatively small. This fact was supported by 13
(87%) of the head teacher and class teacher respondents issued with the questionnaires.

The findings of the study revealed that 3-5 girls have dropped out of schools in the last 5 years.
This was reported by 09 (60%) of the total head teacher and class teacher respondents. This was
significant for the researcher to make further conclusion about the research findings. It was
further supported by 81(85%) of the dropout girl respondents interviewed, who agreed that there
were a number of girls who have dropped out of school in the last 5 years, then, majority of the
dropout girl respondents represented 44 (91%) reported that they dropped out of school in P6
were above 15.

4.2.2 School factors contributing to girl children dropping out of primary school

The first objective was set to explore the school factors which contribute to girl child dropout
from primary school. To achieve this aspect, 03 head teachers and 12 teachers responded to the
questionnaire and 48 dropout girls were interviewed. Table 4.5 shows the school factors and the
number of responses each factor received out of the total of 63 responses as contributing to the
high rate girl child dropouts from public primary schools in Ogolai Sub County.

In summary the findings indicate that all the teacher respondents admitted that their schools
experienced such cases of girl child dropout. School factors included those factors which
originated from within the school as seen from the various areas of teaching, school infrastructure
and facilities, the general relations within the school including; shortage of teachers, absenteeism
of both class teachers and pupils, absence of meals at school, class repetition and peer group
influence, among other factors.

Table 4.3: Showing the school based factors causing girl child dropout

School Based Factors Tally Frequency Percentage (%)

Inadequate physical facilities //// //// 09 60
Shortage of female teachers //// //// // 12 80
Defilement //// //// 10 67
Absenteeism for pupils and teachers //// /// 08 53
Low teachers’ salaries and motivation //// //// //// 15 100
No meals at school //// //// /// 13 87
Repeating classes //// / 06 40
Peer groups influence //// // 07 47

Findings in table 4.3 above specify the school based factors influencing girl child dropout from
primary schools in Ogolai Sub County as follows;

22
Most respondents agreed that the major cause of girls dropout was low teachers’ salaries and
motivation as it was agreed by 15(100%) of the respondents. The 13 (87%) of the respondents
reported that the dropout was caused by no meals at school. 80% noted shortage of female
teachers, 60% noted inadequate physical facilities at the schools that deter the children from
attending school, 67% noted defilement as an influencing factor because girls get pregnant at
school thus end up being expelled from the school, 53% of the respondents agreed that
absenteeism for pupils and teachers from school was a cause for girl child dropout from school,
47% noted the influence of peer groups being an influencing factor while 40% agreed that
repetition of class levels has deterred the pupils from school since they grow older while still in
lower classes as their comrades proceed to the next level.

Inadequate or poor physical facilities adversely affect the quality of education. It has been
established that in such poor environments the girl child comes off the worst because facilities are
unlikely to be gender responsive (FAWE 2004).According to Lizettee (2000) the sanitary
conditions of schools in rural and urban areas in developing countries are often appalling, creating
health hazards and other negative impacts, thus schools are not safe for children. Education
facilities are linked to quality in terms of human resources and in-school resources. Availability of
resources such as textbooks, desks and blackboards has been found to influence dropout
(Molteno, 2000), as have various aspects of teaching and learning processes.

According to Nekatibeb (2002) learning environments have been well recognized as inadequate in
Sub-Saharan Africa due to low level of economic development and poverty. Most learning
institutions are in short supply of classrooms, facilities and learning materials. Nekatibeb (2002)
observed that in many countries, teachers are poorly paid than other sectors or are not paid in
good time. The results is teacher absenteeism, lack of motivation or attrition where schools and
teachers are forced to search for alternative incomes from parents or to use student labour; this
situation has a negative impact on girls’ education, because it discourages parents from sending
girls to school or shortens the time spent on teaching and learning.

Peer pressure is direct influence on people by peers, or an individual who gets encouraged to
follow their peers by changing their attitudes, values, or behaviors to conform to those of the
influencing group or individual. This type of pressure differs from general social pressure because
it causes an individual to change in response to a feeling of being pressured or influenced from a
peer or peer group.Some of the interviewed teachers quoted that;

23
 “Some pupils who have dropped out of school always influence others to do the same.
This happens in homes where parents are not strict and thus they allow children just to
leave school. This has led to drop outs among pupils” (P6 class teacher)

Frequent absenteeism and reduced performance led them to drop out from schools and eventuality
to marry (Gicharu, 1993). Together with the payment of bride price and early marriage,
circumcision functions to enhance the social status of teenagers and acts as a mechanism for
curbing female sexuality and premarital pregnancy. Due to emphasis placed on female virginity
before marriage, these practices were perceived to increase economic returns to the family
through bride wealth (Naju and Wamahiu, 1998). In some cultural settings, communities saw
little or no value of educating a girl neither do they saw the children’s future being different from
their own (UNICEF, 2003). In Uganda for instance, girls were considered to be married off so as
to benefit the family in terms of the bride price as well as act as an escape route from poverty.
African families tended to have large families with large number of children (Nafukho, 2005).
The large families in most of the African cultures were encouraged to provide a sense of security
and act as a source of cheap labour. Girls were considered as a source of income to the family
when they were married out. According to Amutabi, (2003) most of the family’s income was
spent on the basic needs of the family including health, food, clothing, and shelter. These
responsibilities and the large families put a lot of pressure on educating their children and more so
girls during hardship times.

Generally, the head teachers and class teachers that were interviewed to list any factors that
contributed towards girls drop out in their schools. The factors they mentioned included poverty,
early marriages that were contributed by the boda boda operators who lure the girls with only
500/=. The parents cannot provide the needs of their girls, lack of correct parenting, lack of
sanitary towels, lack of guiding and counselling in schools for both girls and parents, peer group
influence, death of the parents, child labour, overgrown cases in the classes who may be unwilling
to repeat.

4.2.3 Socio-economic factors contributing to girl children dropping out of primary school

The second objective of the study attempted to identify the socio-economic factors behind these
trends in dropouts. Socio-economic factors include those factors which originate from within the
society or the social and cultural environment around the school which can lead to the learners
dropping out from school. Table 4.6 shows head teacher and class teacher respondents as regards
the socio-economic factors contributing to the high girl child dropout rate from public primary
schools in Ogolai Sub County.

24
Table 4.4: Showing the socio-economic factors causing girl child dropout

Socio-economic Factors Tally Frequency Percentage (%)

Poverty //// //// //// 14 93
Early pregnancies and marriages //// //// // 12 80
Disability //// // 07 47
Domestic chores //// //// 10 67
Gender discrimination //// //// /// 13 87
Age of the pupils //// //// 09 60
Death of parent or guardian //// //// / 11 73

Table 4.4 shows socio-economic factors influencing girl child dropout in various public primary
schools in Ogolai Sub County, Amuria district. The majority of the respondents revealed that the
following socio-economic factors;

Poverty level is so high and makes many children to drop because their parents cannot afford to
keep them in school. This constituted 14 (93%) of the respondents. One head teacher noted that;

“We charge extra money here in school despite the UPE programme such as PTA and
Development Fund and many parents are not able to fulfill these requirements in school.
This has affected the attendance to school by the pupils. Others eventually drop out of
school due to this”

12 (80%) of the respondents were in agreement that dropout was due to early pregnancies
resulting from the lifestyles in the area which is characterized by night club dances and the night
dances during traditional marriages and funerals. FAWE (1994) indicates that the schools careers
of many girls are short because they are expelled from school on becoming pregnant, pre-marital
pregnancy among girls is stigmatized in Africa communities even though its determining factors
remain un addressed. In Guinea, Malawi and Tanzania where girls are now encouraged to return
to school after pregnancy, few girls do so, partly because of parental fears, that they would
become pregnant again and partly because girls are afraid of ridicule.

Gender tales from Africa (2001) conducted interview among girls who dropped out from school
due to forced marriage. The girls reported how their parents force them out of school in order to
get married. One of the girl reported that her mother come to school and told her that there was a
rich man in their village who wanted to marry her and the parent had already accepted three cows
as part of the dowry. In that case, she had no choice than dropping from school. Chege and Sifuna
(2006) reported that, some parent believe that boys are more intelligent that they perform better in

25
school and that they are better in educational investment than girls. They went further to add that
a factor that is often ignored in patrilineal inheritance system is the prime beneficiaries of family
assets; boys are favored in human capital investment decision. In addition, parents worry about
wasting money on the education of girls who are likely to get pregnant or married before
completing their schooling.

13 (87%) of the respondents affirmed that girl child dropouts were caused gender discrimination
were parents have a negative attitude towards girl child education in the area. Ogolai Sub County
is within a cultural setting that is patriarchal and so the girl child is not really taken serious. A
study by Opolot (2000) to examine the success of universal primary education in Northern
Uganda and Kampala district brings out some interesting points in as far as the ratio of males to
females dropouts is concerned. He states that:- It is evident that girls are fewer than boys in this
school. The gender discrepancy in enrolment arises from the retention of girls at home for
domestic chores and early marriage. Kuluba (2001) did a qualitative study on the causes of girl
child dropout from schools in Kawempe Division Kampala District. During the study she found
out that dropout for girls was higher than that of boys.

11 (73%) of the respondents noted that most dropouts girls were orphans resulting from the death
of parents which is mainly due to HIV and AIDS, taking care of other siblings. This also results
into child headed homes where now children drop out of school to fend for the families they head.
A report compiled by the Forum for African Women Educationists in Eastern and Southern
Africa indicates that the death of a parent or guardian shatters the career dreams of many girls
because they are left without parental care for their education thus dropout of school.

Domestic chores were also cited as an influencing factor for the girl child dropout from primary
school with results indicated by 10 (67%) of the respondents. UNICEF (2004) in the state of the
world’s children, reports that girls are kept at home to help with domestic tasks. Girls may also be
dropped from school because they have to fetch waters from traditional well or remote water
pump. The same finding reports that in Ethiopia, Guinea, Uganda and Tanzania, girls specialized
in domestic work such as looking as siblings, preparing and cooking food, cleaning the house and
fetching water and fire wood. In this case girls help their families more than boys.

A pupils age was also considered as a causing factor for the rampant girl child dropout of primary
school in Ogolai Sub County, this was indicated by 09 (60%) of the head teacher and class
teacher respondents. Majority of the girls who had outgrown in a class was due to repetition. Poor
performance therefore caused girls to repeat classes. This showed that girls who tend to repeat
had overgrown, and had negative impact on education and this may result in them dropping out of
26
school. Studies showed that repetition led to dropout. Girls repeating classes sometimes withdraw
from school directly due to age while those who have ever repeated classes at some stages are
more likely to drop out at later stages in comparison to those who have not (Grant & Hallman,
2006). One teacher upon interview noted;

“Teachers have a policy in their schools where they force pupils to repeat classes if they
don’t obtain certain set marks. This is a common practice among head teachers who want
better mean grades for P7 pupils”

Children with disabilities have always been discriminated against in African culture and Ogolai
Sub County has not been spared of the unfortunate situation, for girl child drop out of school due
to disabilities has been referenced by 7 (47%) of the respondents.

4.2.4 Strategies to address the high rate of girl children dropping out of primary school

The foregoing situation presents a picture of a sub county whose children's education is pulled
back by the phenomenon of school dropout. This dropout is usually brought about by a number of
factors as already discussed in the foregoing sections. Given such a situation, the researcher
sought to establish, from the teachers, what they think would be the workable strategies in
working towards alleviating these cases of dropout and thereby enhancing retention of the girl
children in school.

The head teachers and class teachers that were interviewed for the research study suggested that
parents should be vigilant with their children when it comes to education matters. This was
indicated by 12 (80%) of the respondents.

13 out of the 15 indicating of the respondents also suggested that it is the duty of the parents to
return to school by force pupils who dropout that gives us 87% of the respondents.

10 teachers felt motivational talks to the pupils would motivate them that was represented by 67%
of the respondents.

08 teachers out of the 15 felt there is need to pressurize parents to take their children to school at
the right age so that they cannot outgrow their class levels. This is 53% of the respondents.

Therefore according the teacher respondents, parents, by virtue of being the ones living with the
children, have sometimes been vigilant to the level that they have been on the frontline in making
it impossible for the children to absent themselves and still be accommodated or condoned by the
parents. This should continue to ensure no more dropouts. In the light of the fact that some of the

27
children drop out because of lack of the right motivation, some parents, in collaboration with the
school have volunteered to give motivational talks to the pupils. The talks should be frequent.
One head teacher upon interview asserted that;

“Some parents have helped in identifying and bringing back to school those children who
drop out of school. The parents should be encouraged to keep it up.”

There are certain things that the ministry of education can do to improve on the retention of
children in primary schools in Ogolai Sub County, Amuria district. One of them is that there is
need to beef up the allocations on most vulnerable children. The ministry should also step up
efforts of supporting the guidance and counseling services in many of those schools. In addition
teacher to pupil ratio should be improved bearing in mind gender balance.

28
 CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This chapter presents summary, conclusions and recommendations of the study. The
recommendations are proposed as a means of curbing the high dropout rate of girl children from
primary schools so as to improve pupil retention and enhance academic performance of pupils in
public primary schools. Summary and conclusions on the other hand, involve salient issues found
out in the study.

5.1 Summary and Conclusions

This study investigated the school based and socio-economic factors causing girl child dropout in
public primary schools in Ogolai Sub County, Amuria district. A total of 73 respondents
including; head teachers, class teachers and dropout girl children from 03 primary schools within
the Sub County. Based on the findings of the study, it can be concluded that primary school
education is a worthy initiative as it forms the basis of education despite the challenge of dropout.
In searching for the factors contributing to pupils’ dropout prior to completion of primary
education, the objectives of the study sought to investigate the influence of school based and
socio-economic factors on dropout and the measure put in place to mitigate the problem.

In the study of school based factors which causes the girl child dropout rate, study revealed that
many factors within the school have the probability of causing school dropout among the pupils.
Therefore the study concluded that the school related factors that causes school dropout among
primary school pupils were inadequate physical facilities toilets, shortage of female teachers,
overcrowded classroom, persistent absenteeism of teachers and pupils, lack of proper guidance in
school, low pay and motivation for teachers, lack of food provision in school, class repetition by
pupils leading them to outgrow their class levels, negative peer influence and poor administration.
The study also established socio-based factors influencing girl child dropout to include; parental
poverty, teen pregnancies, forced and early marriages for the girls, house hold chores, gender
discrimination, death of a parent or guardian, disability status of the pupil, family instability and
enrolment of over-age children who fail to concentrate on schooling

The study recommends that school management and government should strengthen the
sensitization of parents and guardians on their roles and responsibilities and a mechanism should
be put in place to oblige parents to fulfill their primary parental responsibility of giving their
children packed lunch, providing them with school requirements and doing everything possible to
29
keep their children in school and School management should well regular developed on school
management professionalism through in service programmed, workshops and seminars

5.2 Recommendations

Basing on the conclusion derived from the study findings, the following recommendation are
made to curb the problem of girl child dropout in Ogolai Sub County:

Every school should be mandated to organize general parent meetings to enable the parents to
meet teachers and discuss problem affecting their children’s education. These parents should be
advised on the need to motivate their children to remain in school.

Government should strengthen the sensitization of parents and guardians on their roles and
responsibilities and a mechanism should be put in place to oblige parents to fulfill their primary
parental responsibility of giving their children packed lunch, providing them with school
requirements and doing everything possible to keep their children in school

School management should well regular developed on school management professionalism

through in service programmed, workshops and seminars

Provide menstrual cycle materials like sanitary pads to girls freely as these are expensive to many
and poor girls are inconvenienced with going to school during menstruation periods. This affects
their grades and some end up dropping out of school. This should be done as this was one of the
campaigning tools for president Museveni in 2015 in preparation for 2016 elections.

The government should regard the provision of education an utmost priority; enforce laws
seriously against school dropout. Also there should be a better condition of service for teachers

The school in collaboration with other stake holder including the parents should establish the food
programmed in the school to ensure that their pupils are fed while they are at school

Schools should offer effective remedial programmes for pupils who lag behind in a bid to
improve their learning capacity and keep them on track.

5.3 Areas of Further Studies

The researcher recommends the following to be researched further. To investigate the causes of
drop out from school among boy children in public primary schools in Uganda

30
 REFERENCES

Abdullahi, H. A. (2005). The Role of Head Teachers in Curbing Dropout Rates in Isiolo District,
Unpublished MED Thesis, University of Nairobi

Ackers, J. (2001), Identifying and Addressing the Causes of Declining Participation Rates in
Uganda Primary Schools. International Journal of Educational Development, 21(4), 361-374.

Anol, B. (2012), Social Science Research: Principles, Methods, and Practices, 2nd ed. Boston:
Sage Publication

Anyango O. and Okwach, A. (2005), Education and Under-development, Romix Service Ltd.
Kenya

Amuria District Education Department, (2017), Baseline Report on Girl Education Challenge
(GEC), Amuria District Education Department

Baraza, S. (2007) Factors Affecting Girls Education in Migori Municipality. Unpublished MED
Thesis, University of Nairobi

Bhalalusesa, E. (2000). Right to Basic Education for Girls and Women, University of Dar es
Salaam Press

Boyle, S., Brock, A., Mace, J. and Sibbons, M. (2002), Reaching the Poor: The Costs of Sending
Children to School. Synthesis Report, London: DFID.

Brock C. and Cammish N., (2007), Factors Affecting Female Participation in Education in
Developing Countries, Education Research Paper No 9. London: DFID

Bryman, A. (2008), Social Research Methods. (3rd ed), New York: Oxford University Press.

Chaband, J. (2007), The Education and Advancement of Women, Paris UNESCO.

Cohn, N and Wendy B (2000), Getting it Right for Boys and Girls, London and New York

Coombs, P.H. (2000). The World Education Crisis: A System Analysis, New York. Oxford
University Press

Colclough C., and Tembon M., (2000), Gender Inequalities in Primary Schooling: The Roles of
Poverty and Adverse Cultural Practice. International Journal of Educational Development

31
Coley R.J., (2002), Dreams Deferred: High School Dropouts in Africa. Princeton, N J:
Educational Testing Service, Policy Information Centre.

Davies, M. B. (2007). Doing a Successful Research Project: Using Qualitative or Quantitative

Methods, New York: Palgrave Macmillan.

Dunne, M. and Leach, F. (2005), Gendered School Experiences: The Impact on Retention and
Achievement. London: DFID

Farrant, J.S. (1997). Principles and Practice of Education, Longman: Singapore publishers Pte
Ltd.

FAWE (2007), Bringing Gender Responsiveness to African Education. Advocacy, Action and
Impact, Nairobi

Hammond C., Linton D., Smink J., and Drew S., (2007), Dropout Risk Factors and Exemplary
Programs, Clemson, SC: National Dropout Prevention Centre, Communities In Schools, Inc.

Homan, R. (1991). The Ethics of Social Research, London: Longman.

Kane, E. (2004). Girls’ Education in Africa: What Do We Know About Strategies That Work?
Washington DC: The World Bank.

EPDC, (2009), Improving Access, Equity and Transitions in Education, The Education Policy and
Data Centre (EPDC), Nairobi, Kenya

Lewin, K. M. (2009). Access to Education in Sub-Saharan Africa: Patterns, Problems and

Possibilities. Oxford University, Oxford University Press

Lockheed, M.E. and Verspoor, A.M. (2010), Improving Primary Education in Developing
Countries, Washington, DC: World Bank.

Magoola, B (2001). Education in Uganda: Problems and Perspectives in Educational Planning

and Administration. London. Heinemann Publishers

Marshall C. and Rossman G.B (2010), Designing Qualitative Research, London: Sage
Publications, Inc.

Maxwell, J. (2005). Qualitative Research Design: An Interactive Approach (2nd Ed). Thousand
Oaks, CA: Sage Publishing.

32
Mingat, A. (2002), Achieving Universal Primary Education by 2015. A Chance for Every Child,
Washington DC: World Bank.

MoES, (2008), The Education (Pre-Primary, Primary and Post-Primary) Act, Kampala, Ministry
of Education and Sports (MoES)

MoES, (1998), Guidelines on Policy, Roles, and Stakeholders in the Implementation of Universal
Primary Education, Kampala, Ministry of Education and Sports (MoES)

MoES, (2016) Learning Achievement at Middle Basic Level: Uganda’s National Assessment
Survey Report 2016. Ministry of Education and Sports (MoES), Kampala, Uganda

MoES, (2015), Education Sector Performance Report, Kampala, Uganda: Ministry of Education
and Sports (MoES), Kampala, Uganda

Mugenda A. A. and Mugenda A.G (2003), Research Methods: Quantitative and Qualitative
Approaches. Acts Press, Nairobi, Kenya.

Mutu A., and Nkumbi, E. (2005), The Conditions of Schooling and the Quality of Education.
Oxford, Oxford University Press

Mwansa D. M. (2004) Growth and Impact on Girls education, Belmont, CA: Wadsworth

Nielson W and Cummings K. (2000), Quality Education For All: Community Oriented
Approaches, New York: Garland.

Noguera P. A, (2012), Making School Matter: Providing Support to At-Risk Students and
Reducing the Dropout Rate, Pedro University, Ph.D. New York University

Nsibambi, A.R. (2006) Implementation of Universal Primary Education in Uganda. Kampala,

Fountain Publishers

Okumbe J.A (1998) Education Management: Theory and Practice, N.U.P, Nairobi

Okumu, I. M., (2008), Socio-Economic Determinants of Primary School Dropout: The Logistic
Model Analysis. Makerere University Press

Orodho, J.A. (2009). Elements of Education and Social Science Research Methods, Nairobi:
Kanezja/Mazola publishers.

33
Pridmore, P. (2007). Impact of Students’ Dropout Rate on Education Access and Achievement: A
Cross National Review of the Research Evidence. UK: University of Sussex

Psacharopoulos G., (2006). Education for Development: Analysis of Investment Choices. Oxford.
Oxford University Press

Silvernail D. L., (2010), Developing Positive Student Self-Concept, Washington, DC: National
Education Association

UNESCO, (2005), Children out of School: Measuring Exclusion from Primary Education.
Montreal: United Nations Education Scientific and Cultural Organisation (UNESCO) Institute of
Statistics.

UNESCO, (2006), EFA Global Monitoring Report 2007: Strong Foundations: Early Childhood
Care and Education. Paris: United Nations Education Scientific and Cultural Organisation
(UNESCO) Publishing.

UNESCO, (2012), Reaching the Marginalised: Education For All (EFA) 2012 Report, Oxford:
Oxford University Press.

World Bank (2007), School Based Management, Washington, DC: The World Bank.

World Bank, (2005), Uganda from Periphery to Centre: A Strategic Country Gender Assessment.
Washington, DC: World Bank.

World Bank, (2016), World Development Report 2016, New York: Oxford University Press.

34
APPENDIX I: LETTERS OF INTRODUCTION

35
36
37
38
APPENDIX II: QUESTIONNAIRE FOR HEAD TEACHERS AND TEACHERS

The objective of this questionnaire is to collect data investigate the causes of girl pupils’ dropout
from public primary schools in Ogolai Sub County. The research finding will be used as a partial
fulfilment for the Award of Bachelor of Education of Uganda Christian University (UCU).
Therefore I request your kind co-operation to fill the questionnaire.

NB: The data will be used only to the purpose of this study
No need to write your name
Please tick () appropriate choice against the variable

SECTION A: BACKGROUND INFORMATION

01. Parish:__________________________ Village:______________________

02. Sex: Male Female

03. What is your teaching experience in years?

a. 0 – 5 years b. 6 – 10 years c. 11 – 15 years d. 16+ years
04. Please indicate by ticking in the appropriate box the level in which the problem of dropout
is much pronounced
a. Lower primary b. Upper primary c. Same for Lower and upper
05. Are you trained in Guidance and Counselling
Yes No

SECTION B: FACTORS CONTRIBUTING TO GIRL PUPIL DROPOUT IN PRIMARY

SCHOOLS
This section assesses factors contributing to girl child dropout from public primary schools in
Ogolai Sub County.

06. To what extent do girl pupils’ complete the primary school cycle?
________________________________________________________________________
________________________________________________________________________

07. What are the causes of girl pupils’ dropping out of school?
________________________________________________________________________
________________________________________________________________________

08. Why do you allow your children to drop out of school?

________________________________________________________________________
________________________________________________________________________

39
09. What are the school measures put in place to curb school dropout for girls?
________________________________________________________________________
________________________________________________________________________

10. What other comments and suggestions can you make regarding girl child school dropout?
________________________________________________________________________
________________________________________________________________________

11. What strategies do you think the Ministry of education and Sports to do to reduce and
address girl child school dropout?
________________________________________________________________________

________________________________________________________________________

Thank You For Your Time And Cooperation.

40
APPENDIX III: FOCUS DISCUSSION GROUP GUIDE FOR DROPOUT GIRL
PUPILS

Sex of respondent: ____________________________ Age: __________________

QUESTIONS:

1. Which class did you drop-out from?

2. Did your parents support your education? Would like to discuss?
3. What is your family source of income? Would you mind telling us?
4. Do your parents have any constraints or difficulties in supporting your family? Would you
like to discuss?
5. Why do you drop out of school? Would like to discuss?
6. What are the causes of girl’s dropout in your community? Would like to discuss?
7. What strategies do you think can reduce girl child school dropout?
8. What are the benefits of education to your understanding? Would like to discuss?
9. What challenges and experienced do you think that hinder you girls from accessing school?
10. What other comments and suggestions can you make regarding girl child school dropout in
the community?
11. What strategies do you think the Schools and/or the Ministry of education to do to reduce
and address girl child school dropout?

Thank You for Participation.

41
APPENDIX IV: WORK PLAN

DATE/MONTH ACTIVITY PERSON(S) RESPONSIBLE

Developing Research Topic
March 2019 Researcher and Supervisor
and Approval
Proposal Writing. Developing
April – May 2019 Research Instruments and Researcher and Supervisor
Approval
Proposal Review and Pilot
June 2019 Researcher and Supervisor
Testing of Tools

July – August 2019 Data Collection Researcher

September – October 2019 Data Processing and Analysis Researcher

Report Writing and Final

November – December 2019 Researcher and Supervisor
Report Submission

42
APPENDIX V: BUDGET ESTIMATES

COST/
No. ITEM QUANTITY UNI TOTAL COST
T
1. Stationery 02 reams 20,000 40,000
2. Printing and Binding 03 reports 50,000 150,000
3. Communication N/A 30,000
4. Transport N/A 50,000
5. Research Assistants Upkeep 5 Assistants 250,000
6. Data Analysis N/A 50,000
7. Miscellaneous N/A 100,000
TOTAL 670,000

43