FACTORS CONTRIBUTING TO SCHOOL DROPOUT IN AMONG LEANERS IN GOVERNMENT AIDED PRIMARY SCHOOL A CASE STUDY OF
CHAPTER ONE
INTRODUCTION
- Introduction
This chapter presents the background of the study, the problem statement, purpose, objectives of the study, research questions, study scope, justification of the study, significance, hypotheses, conceptual framework, as well as operational definition of key terms and concepts.
1.1 Background
Globally, school dropout remains a critical challenge to achieving inclusive and equitable quality education, as outlined in Sustainable Development Goal 4 (UNESCO, 2020). According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), over 244 million children and youth were out of school in 2021, with the highest dropout rates recorded in low-income countries. School dropout is often influenced by a combination of socio-economic, cultural, and institutional factors. These include poverty, child labour, gender discrimination, early marriages, and poor school infrastructure (UNICEF, 2021). Furthermore, the COVID-19 pandemic exacerbated the situation, pushing many vulnerable learners especially from low-income families out of the education system permanently.
In the African context, school dropout is a widespread issue that significantly hinders human capital development. Sub-Saharan Africa has the highest out-of-school rate globally, particularly at the primary level (World Bank, 2022). Factors such as household poverty, lack of parental support, limited access to learning materials, long distances to school, and socio-cultural beliefs that prioritize boys’ education over girls’ are common (Gondwe & Walenkamp, 2019). Moreover, weak education policies, poor monitoring systems, and underfunded government-aided schools further contribute to high dropout rates. The situation is more severe in rural and peri-urban communities, where school resources and teacher motivation are often inadequate.
In Uganda, despite the introduction of Universal Primary Education (UPE) in 1997, which aimed to increase access to basic education, school dropout rates remain alarmingly high, especially in government-aided schools (MoES, 2023). According to the Uganda Bureau of Statistics (UBOS, 2022), the primary school dropout rate stands at approximately 60%, with the majority of learners exiting before completing Primary Seven. Contributing factors include household poverty, which forces children into child labour to supplement family income, especially in urban and peri-urban areas like Goma Division. Additionally, early pregnancies, lack of sanitary facilities especially for girls overcrowded classrooms, and teacher absenteeism are notable causes (Kakuru, 2020). Cultural practices and negative parental attitudes toward education also play a significant role, especially where education is not perceived as a priority.
Specifically, in St. Luke Primary School in Goma Division, these national challenges are reflected at the community level. Interviews and observations indicate that many learners face food insecurity, unstable home environments, and lack of scholastic materials, which discourage regular attendance and lead to eventual dropout. Inadequate school funding has led to poor classroom conditions and low teacher morale, affecting the overall learning environment. Furthermore, local businesses often attract school-age children with small jobs that provide immediate financial gain, which, combined with minimal parental enforcement of education, contributes significantly to dropout.
School dropout among learners in government-aided primary schools like St. Luke Primary School in Goma Division is the result of interplay of global, continental, and local factors. Addressing this issue requires a multi-pronged approach involving community sensitization, improved funding, stronger policy implementation, and inclusive support programs that cater to the needs of vulnerable learners.
1.2 Problem statement
Globally, school dropout remains a major barrier to achieving inclusive and equitable quality education, as emphasized in Sustainable Development Goal 4 (UNESCO, 2020). The United Nations Educational, Scientific and Cultural Organization (UNESCO) reported that over 244 million children and youth were out of school in 2021, with the majority concentrated in low-income regions where poverty, gender inequality, child labour, and inadequate school infrastructure are pervasive (UNESCO, 2021; UNICEF, 2021). The COVID-19 pandemic further deepened this crisis by disrupting education systems worldwide and pushing vulnerable learners particularly those from disadvantaged households out of the formal education system permanently.
In Africa, and particularly Sub-Saharan Africa, school dropout remains a critical developmental challenge. The region continues to record the highest out-of-school rates globally, especially at the primary education level (World Bank, 2022). Factors such as entrenched poverty, weak parental support, long distances to school, cultural norms that devalue girls’ education, and under-resourced learning environments contribute significantly to this crisis (Gondwe & Walenkamp, 2019). Additionally, limited government investment, insufficient learning materials, and lack of effective monitoring systems exacerbate the problem, particularly in rural and peri-urban areas.
Uganda faces a similarly dire situation. Despite the introduction of Universal Primary Education (UPE) in 1997 which was intended to increase access to primary education dropout rates in government-aided primary schools remain alarmingly high. According to the Uganda Bureau of Statistics (UBOS, 2022), approximately 60% of pupils drop out before completing Primary Seven. A multitude of factors contribute to this reality, including chronic poverty, child labour, early pregnancies, lack of sanitary facilities for girls, overcrowded classrooms, and rampant teacher absenteeism (Kakuru, 2020). Cultural beliefs and negative parental attitudes toward education further undermine learners’ motivation and persistence in school.
At the local level, St. Luke Primary School in Goma Division exemplifies the challenges faced by many government-aided schools. Preliminary observations and informal interviews with community members reveal that many learners experience unstable home environments, lack of basic needs such as meals and scholastic materials, and pressure to contribute to household income through petty trade or labour. Inadequate funding has resulted in poor classroom conditions and demoralized teachers, while minimal parental involvement and lax enforcement of education laws have allowed absenteeism and eventual dropout to become normalized.
The persistent dropout problem at St. Luke Primary School in Goma Division is a manifestation of broader global, continental, and national trends, compounded by localized socio-economic and institutional challenges. If left unaddressed, this issue will continue to undermine the country’s educational development goals and efforts to build human capital. Therefore, it is imperative to identify and understand the specific factors contributing to school dropout in this context, in order to inform targeted interventions that can enhance retention and learning outcomes.
