Abstract:
The primary intent of the study was to investigate factors influencing female pupils‘
dropout from primary school in the Builsa South District. Examine the views of
participants on female education, ascertain the school factors that influence dropout
among females are some of the objectives of the study. The study was conducted using
case study research design; hence, qualitative method was used to gain an insight into
the perceptions and feelings of the participants. The population of the study comprised
of 20 school dropout girls, 5 parents and 5 key informants (one headteacher, one
teacher, one Gender Desk Officer in GES, one Circuit Supervisor and one Assembly
Member). Semi-structured interview guide was used in collecting data from
participants. The results of the study were subjected to thematic analysis as the data
collected was mainly qualitative. It was found that participants view that access to
education is built on gender lines where males are given extra considerations as
compared to females. Moreover, others are also of the view that girls are only good for
marriage. On how the school itself contributed to dropout among females, tension in
the school such as the use of corporal punishments influenced females to be dropouts.
It was concluded that there is still strong belief among persons that the education of
girls does not have same importance as boys. Customs and traditions have played their
part in influencing some members of the community on these lines. Based on the
findings and conclusions, some recommendations included, information and awareness
creation campaigns should target community members, school dropouts, parents and
encourage them to attach equal importance and investment in girl-child education.
Also, the government and non-governmental organizations can establish scholarship
and other support schemes to promote girl-child education so as enable them stay and
learn in school for a brighter future
Description:
A Dissertation in the Department of Educational Leadership, Faculty of Education and
Communication Sciences submitted to the School of Graduate Studies, Akenten
Appiah-Menka University of Skills Training and Entrepreneurial Development, in
partial fulfilment of the requirements for award of the Master of Arts (Educational
Leadership) degree