The Socio-economic and Cultural Drivers of the Advancement of Girls’ Education: a Case Study of Secondary School Girls in Thitha Location, Central Division of Mwingi District

Abstract

The study assessed the socio-economic and cultural drivers in the advancement of girls in secondary education and beyond. Girls aged between 14-24 years who are in school and those who have dropped out of school within the last four years were targeted. The paper sought to establish: the frequency of girls advancing to secondary school and beyond, factors affecting advancement of girls to secondary school and beyond, parents’ attitude towards advancement of girls to secondary school and beyond and girls’ attitude towards advancement to secondary school and beyond. The study employed a descriptive design. Purposive sampling was used to select study respondents (girls in school and those out of school). Convenient sampling was used to select ten parents and five key informants to supplement the study findings. Data was collected using both primary and secondary methods. Primary data was acquired using questionnaire, key informant’s interview and observation. Secondary data was obtained from existing literature in libraries and internet. The data collected was analyzed using descriptive statistics in form of averages, percentages and frequency tables among others. Data presentation was done using pie charts and tables. The findings revealed that education for girls is accorded great importance by girls themselves, parents and the entire community. All the girls who are in school and those who are out of school expressed commitment and positive attitude towards advancement of girls to secondary school and beyond. However, the number of girls who have attained formal education up to secondary level and beyond is very small. All the respondents unanimously asserted that the status of girls’ education in the area is not satisfactory. From the findings, lack of school fees is the biggest challenge facing girls’ education in the area. Pregnancy was also cited as a significant factor affecting girls’ education. The findings further revealed that the school under study lacked teaching resources like adequate qualified teachers and fully equipped teaching laboratory. This can affect performance of students adversely. From the findings, socio-cultural factors like preference for boys’ education, traditional belief in bride wealth and role of women as prescribed by culture are not a major influence of low rates of educated girls in the area. Other factors that affect girls education but in a minor way included poor performance, lack of interest in schooling, household chores and early marriage. The number of boys who have attained formal education up to secondary school level and beyond was found to be equally small. Based on the finding that school fees is the biggest challenge facing girls’ education in the area under study, the study recommends that the School Management should encourage access to bursaries by the needy students to avoid dropping out due to lack of school fees. This will enhance advancement to post secondary education. To alleviate dropping out of school due to early pregnancy, the paper recommends that guidance and counseling should be intensified to enlighten girls on their reproduction. To improve students’ performance, the paper recommends that the school should have enough qualified teachers to enhance advancement to post secondary education