Community Participation and Retention of Learners in Government-Aided Secondary Schools in Kazo Sub-County, Kazo District

Tumusiime VanMark; Irene Aheisibwe; Judith Arinaitwe

doi:10.37284/eajes.8.2.3315

Tumusiime VanMark Bishop Stuart University
Irene Aheisibwe Bishop Stuart University
Judith Arinaitwe Bishop Stuart University

DOI: https://doi.org/10.37284/eajes.8.2.3315

Keywords: Community Participation, Retention, Learners, Government-Aided, Secondary Schools

Share Article:

Abstract

This study investigates the influence of community participation on the retention of learners in government-aided secondary schools in Kazo Sub-County, Kazo District, Uganda. The primary objectives were to assess the current retention rates, identify the levels and forms of community involvement, and examine the relationship between community participation and retention of learners. A mixed-methods approach was employed, combining quantitative data from structured questionnaires administered to learners, teachers, and key stakeholders, with qualitative insights from interviews with district officials, headteachers, and PTA members. The sample comprised 341 respondents selected through purposive and random sampling techniques. Data analysis involved descriptive statistics and Pearson correlation to establish relationships. Results indicated a generally positive perception of community participation's role in retention, with frequent PTA meetings, community support for infrastructure, and local leadership involvement being prominent factors. Quantitative analysis revealed a weak but significant positive correlation (r=0.134, p=0.009) between community participation and learner retention. The findings conclude that while community involvement contributes to improved retention, other factors also influence learner persistence. The study recommends increasing community engagement efforts, strengthening school-community partnerships, and implementing policies that formally recognise community roles in education. The study contributes to the limited literature on rural pastoral communities, emphasising the need for targeted interventions to enhance learner retention through active community involvement

Downloads

Download data is not yet available.

References

Adamu, A., & Eze, R. (2017). Retention of learners in Fulani pastoralist communities in Northern Nigeria. Journal of Education and Practice, 8(14), 121-133.

Akyeampong, K. (2009). Public–private partnership in the provision of basic education in Ghana: Challenges and choices. Compare: A Journal of Comparative and International Education, 39(2), 135-149.

Anderson, R., & Larsen, T. (2017). Community involvement and learner retention in rural Canadian schools. Journal of Rural Education, 32(4), 112-126.

Kazo District Local Government (2020). “Annual Education Report.” Kazo District Education Office.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.

Patton, M. Q. (2015). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. Sage Publications.

Brown, A., & Williams, L. (2018). The Role of Community Involvement in Sustaining Education in Conflict Zones. Global Education Review, 6(1), 50-63.

Chikulo, B., & Maposa, C. (2020). Community participation and learner retention in rural Mozambique. African Journal of Education, 39(2), 145-158.

Colbert, V., & Arboleda, J. (2016). Bringing a learner-centered participatory pedagogy to scale in Colombia. Journal of Educational Change, 17(4), 385-410.

De Souza, R., & Ribeiro, M. (2018). Challenges to learner retention in rural Brazil: The case of cattle farming areas. Education and Rural Development, 30(3), 205-217.

Dreze, J., & Kingdon, G. G. (2001). School participation in rural India. Review of Development Economics, 5(1), 1-24.

García, F., & Martinez, P. (2020). The role of community involvement in learner retention in rural Spain. European Journal of Education, 55(3), 233-247.

Johnson, J., & Strange, M. (2019). Education and retention in cattle ranching communities in the Midwest United States. Journal of Rural Education, 34(2), 147-160.

Jones, H., & Smith, P. (2018). Community participation and learner retention in rural Maori communities in New Zealand. New Zealand Journal of Education, 43(2), 87-102.

Kagoda, A. M., & Namusoke, E. (2021). Community Participation and Learner Retention in Rural Ugandan Secondary Schools. Uganda Journal of Education and Development, 22(1), 102-116.

Kazo District Local Government. (2020). District Annual Education Performance Report.

Kothari, C. R. (2004). Research methodology: Methods and techniques (2nd ed.). New Age International Publishers.

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610.

Lamb, S., Jackson, J., Walstab, A., & Huo, S. (2015). School retention rates in rural Australia: Challenges and solutions. Australian Journal of Education, 59(1), 28-45.

Lwanga, D., & Tumushabe, J. (2020). The Role of Local Cultural Practices in Enhancing School Retention in Uganda. Journal of Ugandan Educational Research, 16(2), 89-104.

Makori, A., & Onderi, H. (2013). Challenges in achieving effective school leadership and management in Kenya: A case of the role of BOGs and PTAs in Kisii County. International Journal of Advanced Research in Management and Social Sciences, 2(4), 111-121.

Mason, C., & Barraket, J. (2017). Advancing community engagement: Community participation in education. Melbourne: Centre for Social Impact, Swinburne University of Technology.

Mbabazi, J., & Tumusiime, A. (2020). Community-Led Initiatives and Learner Retention in Ugandan Secondary Schools. East African Journal of Education and Social Sciences, 15(3), 178-192.

McCarthy, S., & Delgado, M. (2019). Community support and learner retention in rural cattle ranching communities in Texas, United States. Journal of Rural Sociology, 36(1), 98-113.

Mendez, R., & Alvarez, C. (2019). The Influence of Cultural Participation on Learner Retention in Caribbean Schools. Caribbean Journal of Education, 42(1), 78-92.

Mugenda, O. M., & Mugenda, A. G. (2004). Research methods: Quantitative and qualitative approaches. ACTS Press.

Mushi, A., & Mkumbwa, S. (2021). Barriers to learner retention in rural cattle farming communities in Tanzania. Tanzania Journal of Education, 45(1), 63-77.

Ndiaye, A., & Diop, M. (2017). The Role of Community-Based Organizations in Enhancing Education in West Africa. African Education Review, 14(2), 210-225.

Nishimura, M., Yamano, T., & Sasaoka, Y. (2008). Impacts of the Universal Primary Education Policy on educational attainment and private costs in rural Uganda. International Journal of Educational Development, 28(2), 161-175.

Nsubuga, Y., & Tumusiime, J. (2016). Education and learner retention in cattle farming communities in Western Uganda. Uganda Journal of Education, 12(2), 78-89.

Nyakundi, P., & Omondi, E. (2022). Parental Involvement and Its Impact on School Retention in Kenyan Secondary Schools. Journal of East African Educational Studies, 18(2), 115-130.

Nyanda, E., & Mushi, A. (2021). The influence of community participation on learner retention in rural Tanzania. Tanzania Journal of Education, 46(1), 73-88.

Nyerere, J., & Mwakalindile, E. (2021). Cultural Participation and School Retention in Tanzanian Secondary Schools. Journal of East African Cultural Studies, 10(4), 245-260.

Ochieng, M., & Kamau, L. (2019). The Role of Community Health Initiatives in Enhancing School Retention in Kenya. East African Journal of Public Health and Education, 11(2), 88-104.

OECD. (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. OECD Publishing.

Okello, M., & Akena, D. (2018). Challenges to learner retention in cattle-keeping communities in Northern Uganda. Karamoja Educational Review, 24(3), 99-112.

Oluoch, P., & Achieng, J. (2021). Community Engagement and School Retention Rates in East Africa. East African Journal of Education, 23(3), 140-155.

Otieno, J., & Mwangi, L. (2019). Community involvement and learner retention in Maasai cattle farming communities in Kenya. Kenya Educational Review, 38(3), 119-133.

Smith, J., & Rogers, P. (2015). Community Engagement and Learner Retention in Rural Education. International Journal of Educational Development, 45(2), 30-39.

Ssenyonga, J., & Nabiryo, P. (2020). Community participation and learner retention in rural Central Uganda. Uganda Journal of Education, 13(2), 45-55.

Tumwesigye, R., & Ndyabawe, D. (2018). The effect of school development initiatives on learner retention in Uganda. Uganda Journal of Social Sciences, 10(1), 44–60.

UNESCO Institute for Statistics. (2018). Tanzania: Education and Literacy. UNESCO.

UNESCO. (2015). Education for All Global Monitoring Report: Reaching the marginalized. UNESCO.

UNESCO. (2015). Global Monitoring Report: Education for All 2000-2015: Achievements and Challenges. UNESCO.

UNICEF. (2016). The Child-Friendly Schools Manual. UNICEF.

United Republic of Tanzania (URT). (2008). Education Sector Development Programme (ESDP). Ministry of Education and Vocational Training.

Wambua, J., & Mwangi, K. (2019). Factors affecting learner retention in Maasai cattle farming communities in Kenya. Kenya Educational Review, 37(2), 45-58.

World Bank. (2016). Uganda Multi-Sectoral Food Security and Nutrition Project. World Bank.

World Bank. (2018). Facing Forward: Schooling for Learning in Africa. World Bank.