Exploring determinants of learner dropout in Kavango West region rural primary schools
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Date
2024
Authors
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Journal ISSN
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Publisher
University of Namibia
Abstract
The research aims to explore the determinants of dropout among primary school learners
in rural schools and find the strategies that can be applied to retain learners in school until
they complete secondary school. The study employed a qualitative research approach
where data was gathered from the participants through face-to-face interviews and
observations. A purposive sampling method was used to select twenty participants of the
study, which included learners who dropped out of school and returned, parents and
guardians of the learners who dropped out of school and returned, Life Skills teachers,
and Principals. The study found that family/community factors and school/system factors
have a huge impact on dropout rates among primary school learners in rural areas. More
male learners lack motivation and were found to be dropping out of school at an early age
than female learners. More learners faced physical and emotional abuse at home from
their parents. While some parents kept their children at home to take care of their younger
siblings, others left children alone in their houses near the school while they went to work
on their fields in the inland. There was an increase in dropout and absenteeism whenever
there was no food at school. The maize meals arrived late at schools causing learners to
drop out due to hunger, especially those who lived alone and those who stayed far from
school. Teachers have shown to have limited knowledge on how to support learners who
returned to school and those who are at risk of dropping out of school. A major
collaboration between stakeholders is encouraged to address the factors that influence
primary school learners in rural areas to drop out of school
Description
A Thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Inclusive Education)
Keywords
Dropout, Emotional and Behavioural Problems, Inclusive Education, Rural Schools, University of Namibia, Namibia