Abstract:
Education is a fundamental human right, and ensuring that girls receive quality
education is not just their human right but a global development priority. This study
investigated girl-child education interventions and retention of the girl-child in JHSs
in Agona West Municipality. The study sought to investigate the various girl
education intervention programmes instituted to promote girl-child education at the
basic school level in the Agona West Municipality and to find out how these
programmes could be expanded to retain girls in school. The research approach
adopted was qualitative. The study collected primary data through interviews with a
sample size of 20 participants (comprising female students, head teachers, parents,
teachers, Girl-Child coordinator, and Gender desk coordinator in the municipal
assembly), using semi-structured interview guides and focused-group discussions.
Findings of the study were that the municipality has rolled out several programmes
intended at promoting girl-child education through solitary and collaborative efforts
by the Ghana Education Service, the Municipal Assembly as well as local and
international donors. On the expectations of female students regarding the
programmes, three themes were developed; provision of incentive packages;
empowerment of parents through financial support; and interventions backed by law.
The study revealed four major contributions of the girl-child intervention programmes
namely improved enrolment and retention of female children; lessening of financial
burden on parents; society reconsider on their stance on the value of female
education; and improved health of female children. Concerning expanding the
interventions, the participants advocated for parental intervention, mentorship
programmes, intensification of existing programmes, and parental education. Based
on the findings, the researcher recommended, among others that the Municipal
Assembly in collaboration with the Municipal Education Directorate (GES) need to
resource the girl-child education unit adequately to enable facilitators help in
implementing girl-child education programmes in the municipality. In addition, it was
recommended that local civil society organizations, educated citizens occupying
recognized positions need to be encouraged to play meaningful roles in advocating for
the elimination of cultural practices and beliefs that remain hindrance to girl-child
education in the municipality.
Description:
A thesis in the Department of Educational Administration and
Management, Faculty of Educational Studies, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education, Winneba
JUNE, 2022
