Interventions and retention of the girl-child education in junior high schools in Agona West Municipality

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.