HOW TRADITIONAL CULTURAL BELIEFS AND PRACTICES INFLUENCE PRIMARY SCHOOL ENROLLMENT AND RETENTION AMONG CHILDREN IN JINJA DISTRICT
Abstract
This study examined the impact of traditional cultural beliefs and practices on primary school enrollment and retention among children in Jinja District. The objectives were to identify specific cultural beliefs and practices affecting school participation, analyze how these practices create barriers to enrollment and retention, and explore strategies to address these cultural challenges.
Findings indicate that deeply rooted cultural beliefs and practices in Jinja District significantly limit children’s access to and continuity in primary education. These influences manifest through the reinforcement of gender inequality, prioritization of child labor, interruption of schooling due to cultural ceremonies, preference for traditional knowledge over formal education, and stigma toward children with disabilities. Together, these factors contribute to low enrollment, increased absenteeism, and high dropout rates, especially among vulnerable groups. This situation undermines efforts to achieve universal primary education and highlights the importance of culturally sensitive, community-based, and policy-driven interventions aimed at transforming harmful norms while promoting inclusive and sustainable education.
The study further recommends strengthening the enforcement of existing laws and policies against early marriage and child labor, as these were identified by respondents as the most effective interventions. Government and local authorities should improve monitoring systems, enhance community reporting mechanisms, and enforce strict penalties for violations to protect children’s right to education.
