1.0 Introduction

This chapter covers the background of the study, Statement of the problem, purpose of the study, research questions, and scope of the study, significance of the study and definition of terms.

1.1 Background of the study

Uganda like many other countries across the globe upholds education as a fundamental human right and recognises it as pivotal for the attainment of self‐fulfilment and national development (GoK 2007; MoE 2006; Children Act Cap 586 2001). Education therefore, is frequently touted as the most important factor for achieving sustainable development and used as an important means for changing attitudes and behaviours.

The Hyogo framework for action, which was adopted by 168 nations in January 2005 recognize this and encourages government and civic society to use education which facilitate knowledge and innovation, in order to build a culture of safety and resilience at all levels of the nation (Nakileza, 2007). As a result governments have placed enormous resources both financial and human to enhance education in their respective countries (UNESCO, 2010).

However, many gains in secondary education had diminished due to situations of national, international conflicts, natural disasters and extreme poverty (World Bank, 2004). Various disasters have seriously affected education systems today and will continue to have a negative impact in future due to the effects of globalization and climate change (Lavell, 2007). The number of weather-related disasters continues to rise.

The supply side of school attendance affects the prospects for attending schools which is determined by the availability of schools. Rural livelihoods are therefore closely associated with lower rates of education attainment especially in many parts of the rural areas of sub-Saharan Africa. Girls who come from poor households and rural areas have more barriers in accessing education, especially secondary education due to lack of schools as well as traditional and cultural beliefs.

Cultural attitudes which encourage early marriages and discourage the investment in girls through offering them an education (United Nations 2009: 20). In Uganda, rural vs. urban disparities in educational attainment are also well pronounced. According to the Uganda Demographic and Health Survey of 2006, out of all males interviewed, 26.5% living in urban reported they had at least some secondary schooling as opposed to 24.6% that were rural dwellers. For females, 10.6% of those living in urban areas had had some secondary schooling, while only 6.7% of their rural counterparts reported to ever joining secondary school (Uganda Bureau of Statistics and Macro International 2007). Historically, the rural poor in Uganda have always had challenges in accessing education. This can be partly attributed to the fact that the first schools which were set up by missionaries were in urban areas and those areas with rich soils and favorable climates, therefore the rural population since they have strong cultural attitude especially one which teaches aims at grooming up children to mature and take of family roles like taking care of the old parents (Syngellakis et al. 2006 & Nakabugo et al. 2008).

Uganda’s education system of schooling follows a system where between the ages of 6-12 years, a child attends primary school for 7 years culminating in the primary leaving education certificate national exam. It is this level that has been targeted for free and compulsory schooling under the (Universal Primary Education) UPE programme by the Ugandan Government. After primary school are O-levels, comprised of four years of secondary schooling for pupils between the ages 13-16years old progressively senior one to four. After this level one can opt for A-levels of 2 more years of secondary schooling and then another four years of university or college schooling depending on ability and interest. Alternatively, there are tertiary colleges where one can also enrol in (Syngellakis et al. 2006).

The most common reasons for high drop-out rates in Uganda, according to Uganda Census (1998) are associated with students’ lack of interest in studies, pregnancies, early marriages, school fees, child employment, sickness, dismissals, and other reasons which account for about 17%. Basing on this back ground therefore this study intends to investigate into the influence of cultural factors on child retention in secondary schools with specific reference to Kayunga district.

1.2 Statement of the Problem

The government of Uganda further implemented the USE scheme in 2007 as a boost to the UPE scheme implemented in 1997. Under the USE scheme children who would have successfully completed the primary level are admitted and do not need to meet the tuition fees like their counterparts enrolled in non USE schools but are supposed to meet the non tuition costs like books, school uniforms, other scholastic materials. This implies that children, who could have hitherto dropped out of school due to inability to pay the user fees, will be enrolled and retained. This came as a result of having realized that tuition was one of the major obstacles to enrolment and retention in secondary education for girls. According to an Education Sector Performance Report, there has been remarkable increase in enrolment of students, including girls, into secondary education in USE’s first year of implementation; most schools under the USE programme have doubled enrolment rates even though with financial constraints, it is yet too early to tell how sustainable this project will be (Alowo 2007).

However despite of the USE programme the enrolment levels of the schools in kayunga and worse of all their retention is still far much lower than the schools in kampala and wakiso , this has puzzled the management of schools in kayunga this study therefore intends to investigate into influence of cultural factors on child retention in secondary schools with specific reference to Kayunga district.

1.3 Objectives of the study

1.3.1 General objective

The overall purpose of this study is to establish the influence of cultural factors on child retention in secondary schools

Specific objectives

To examine the factors that influence student retention in secondary schools.
To identify challenges to students retention in secondary schools.

To identify the various cultural factors that influence student retention secondary schools.

1.4 Research Questions

What are the factors that influence student retention in secondary schools.
What are challenges to students retention in secondary schools.

What are the various cultural factors that influence student retention secondary schools.

1.0 1.6 Scope of the Study

1.6.1 Study Scope

The study will cover the factors that influence student retention in secondary schools, strategies aimed at retaining pupils in school so as to complete the primary cycle and the various cultural factors that influence student retention secondary schools.

1.6.2 Geographical Scope

The study will be carried out at Kayunga district with specific reference to the schools of Busana , Ndeba S.S and light college schools.

1.6.3 Time scope

The period of data to be considered in the organization will be from 2012-2016 and period of body of knowledge in reviewing literature will be from 2000-2016, while the study will be carried out from April to October 2016.

2.0 1.7 Significance of the Study

The study will assist future researchers with enough information regarding the different cultural factors that influence student retention in secondary schools.
The study will also enable the government make informed decisions regarding on the different ways of students retention in secondary schools.

The study will also enable the different secondary schools with enough information regarding different ways on how to increase the rate of student retention in secondary schools

The study will also be beneficial to the donors with enough knowledge on how to increase on the rate of retention of students in different secondary schools and with different strategies to retain children.