THE EFFECTS OF GIRLS EDUCATION ON THE SOCIO-ECONOMIC

DEVELOPMENT OF UGANDA
A CASE STUDY OF MASAKA MUNICIPALITY

A RESEARCH REPORT SUBMITTED TO THE FACULTY OF ARTS AND SOCIAL

SCIENCES, DEPARTMENT OF EDUCATION IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF A DEGREE IN EDUCATION OF
KAMPALA UNIVERSITY.

MARCH 2016

DECLARATION
I, Namulunga Prossy, declare that this Research report is my original work and has never been
presented to any institution for any award.

Sign:
NAME: NAMULUNGA PROSSY
REG. No: 12/AU/KUM/BAED/121
DATE: .

APPROVAL
This Research report has been submitted for examination with my approval as the University
Supervisor of the candidate.
SIGN:
NAME: Mr./Mrs..

DEDICATION
I dedicate this Research report to my dear parents for their wonderful care, love and concern for
the successful completion of this Research report.

ACKNOWLEDGEMENT
With a heart full of joy and praise, I thank the Almighty God for His magnificent grace and
faithfulness towards my successful and blessed completion of this research proposal.
With profound appreciation, I also acknowledge a number of people for the amazing and
fabulous contributions towards my successful completion of this research proposal.
With profound appreciation I also acknowledge a number of people for the amazing and fabulous
contributions towards my successful completion of this research proposal: First Mr. Kagabe
Steven, for his incredible contribution for the completion of this research proposal. Special
thanks also go to my University Supervisor indeed all your contribution was of immense
significance towards my proposal.
In the same yearning, let me add all members of staff at Kampala University Masaka campus for
their cooperation and counsel whenever I was off the right track more especially my lecturer, as
well as all my classmates I owe you much for your handiwork, cooperation and guidance.
Lastly to all those persons that both directly and indirectly managed to be by my side in all
circumstances and right from the beginning of the course. Sacrificing their valuable time,
guidance and words of encouragement. With sincerity, I appreciate them a lot. I pray may the
Almighty God bless you so abundantly according to his riches in glory in Jesus Christ.

LIST OF ABBREVIATION AND ACRONYMS

AIDS:

Acquired Immune Deficiency Syndrome.

BAED:

Bachelor of Arts in Education

HBS:

Household Budget Survey

IHS:

Integrated Household Survey

IMF:

International Monetary Fund

KUM:

Kampala University Masaka

MDGs:

Millennium Development Goals

NGO:

Non Governmental Organisations

PTA:

Parents Teachers Association

UCE:

Uganda Certificate of Education

UNESCO:

United Nations Educational Scientific & Cultural Organisation

UNICEF:

United Nations Childrens Emergency Fund

UPE:

Universal Primary Education

USE:

Universal Secondary Education

TABLE OF CONTENTS
DECLARATION

APPROVAL ii
DEDICATION

iii

ACKNOWLEDGEMENT

iv

LIST OF ABBREVIATION AND ACRONYMS

DEFINITION OF KEY CONCEPTS AND TERMS APPLIED:

TABLE OF CONTENTS
CHAPTER ONE

vii

GENERAL INTRODUCTION

1.0

Introduction

1.1

Background to the study

1.2

Problem Statement:

1.3

Goal/Purpose of the study:

1.4

Specific objectives of the study:

1.5

Research Questions: 4

1.6

Scope of the study:

1.7

Significance of the study;

CONCEPTUAL FRAMEWORK

CHAPTER TWO

vi

1
1

3
4
4

LITERATURE REVIEW

2.0

Introduction: 6

2.1

The contribution of girls education to the economic development of Uganda.

2.2

The challenges facing girls education in Uganda: 7

2.2.1

The Socio-cultural challenges:

7
6

2.2.2

The Economic Challenges

12

2.2.3

Policy-related and Administrative challenges:

2.2.4

Political and security challenges.

17

CHAPTER THREE 20
RESEARCH METHODOLOGY

20

3.0

Introduction 20

3.1

Research Design

3.2

Area of study 20

3.3

Study population

3.4

Sample Size 21

3.5

Sample selection technique 21

3.6

Data collection methods

21

3.7

Data collection instruments

22

20

21

3.8

Data analysis 22

3.9

Reliability and validity of instruments

3.10

Research procedure

22

3.11

Study constraints

23

REFERENCES

24

APPENDICES

26

APPENDIX ONE

26

QUESTIONNAIRE SCHEDULE
APPENDIX TWO

22

26

30

INTERVIEW SCHEDULE

30

14

CHAPTER ONE
GENERAL INTRODUCTION
1.0

Introduction

In this Chapter, the research presents background, problem statement, general objective, specific
objectives, research questions, scope of the study, significance of the study and conceptual
framework. The arrangement in this chapter is systematically in line with regulations and
guidelines of Kampala University undergraduate research.
1.1 Background to the study
It is very important for girls to have the same access to education as boys. Women fend for the
family in both good and bad times. They are often responsible for economic well being of their
families and for primary healthcare. In other words, a woman is a manager and decision maker if
the home. Therefore, they need all the skills necessary to make a successful and happy home
enterprise. A household with an educated woman is better off than one with an uneducated wife
and mother. Uganda now has an average literacy rate of 64 percent, up from 54 percent in 1991
(Population Reference Bureau, 2000), though the enrolment of both boys and girls in primary
one is often equal. Thus a very small fraction of girls have access to higher education and skills
training. Because of the AIDS epidemic and the subsequent number of orphans created through
the disease, many girls have no one to finance their education. Due to discrimination, girls find
themselves in a worse situation than boys.
The World Bank has stressed the high social rates of return to female education as an important
development strategy for developing countries and this strategy is broadly agreed across a range
of agencies and, governments. It is widely claimed that educated women marry later, want fewer
children and are more likely to use effective methods of contraception. Large differences in
fertility rates are found between those who have completed at least seven years of education and
women who have not completed primary education (UN, 1995). The more educated the mother,
the lower is maternal mortality and the healthier is the child produced (World Bank, 1995). It is
calculated that child mortality falls by about eight percent for each additional year of parental
schooling for at least the first eight to ten years of schooling.
This is explained through the use of medical services and improved household health behavior,
resulting from attitudinal changes and ability to afford better nutrition and health services. Some
67 countries have primary school attendance and enrolment rates for girls less than 85 per cent.
Globally, there are just 96 girls for every 100 boys in primary school, with disparities at the
secondary level even more acute. Yet uneducated girls are more at risk than boys to become
marginalized. They are more vulnerable to exploitation. They are more likely than educated girls
to contract HIV/AIDS, which spreads twice as quickly among uneducated girls than among girls

that have even some schooling. Nearly a third of all adults living with HIV/AIDS are under the
age of 25, and almost two thirds of these people are women.
By 1996, the proportion of children between seven and 13 years of age in schools in Uganda was
70 percent country wide. The net urban enrolment was 78 percent of the age and rural enrolment
was 69 percent. The net enrolment for girls was 67 percent of that of boys was 73 percent.
(World Bank, 1996: 65) Dropout rates are high (UNICEF, 1989) and evidence from the 1992/93
Integrated Household Survey (IHS) Shows that they have increased overtime. The 1996 census
conducted by Ministry of Education shows that 60 percent of the children who are of school get
access to education, 34 percent reach Primary Seven 9 percent complete secondary and only 4.4
percent go through tertiary institutions. More specifically, girls account for about 26 percent of
the pupils enrolled in Primary One, 15 percent in Primary Two, 16 percent in Primary Three, 14
percent in Primary Four, 11 percent in Primary Five, 9 percent in Primary Six, 6 percent in
Primary Seven, (Ministry of Education & Sports, 1997). The causes of such dropout rates are
mainly the lack of school fees, which accounts for about 61 percent of the dropout of girls at
Primary and Secondary School level, while early pregnancies and marriages are responsible for
13 percent of girls who dropout at primary level. (Ministry of Education and Sports, 1997)
According to UNICEF, mass schooling has had the least penetration in Africa compared to the
rest of the world, only 62 percent of the continents primary and secondary age school children
attend school. The median survival rate to the last grade of education, according to UNESCO
was lower for Sub-Saharan Africa than for any other region in both primary and secondary levels
were 25 percent. On the other-hand, Sub-Saharan Africa also experienced the worlds highest
recent increase in total primary school going enrolment rate. Enrollment rose by 42 percent from
1996 to 2002. In Uganda, the ratio of primary school-age population particularly girls attending
school nearly double from 1997 to 2009. Because the expansion of nationalized education
happened so quickly in Uganda, there is an enormous inter-generational gap in the level of
schooling obtained. In addition, there are interethnic disparities in the penetration of mass
education. The Karimojong people of Northern Uganda have for long resisted international and
national efforts to introduce mass education for both girls and boys, whereas the Buganda people
of Central Uganda are the most school educated ethnic group in Uganda. Since Ugandas
National Curriculum has not significantly changed since independent, the most important
independent variable is the change in access to education

According to Nazziwas (1990) in her book education vision, confirms that poverty was one of
the major issues prevailing and interfering girls education performance in Uganda and Africa in
general. This is so because when parents are poor, they tend to stop girls from going to school
due to the fact that they cannot buy basic educational needs like books, pens and pencils hence
leading to a decline in education performance and high school dropout, more specifically girls.
Oketch T. (1999) narrates the outcry of many parents whose girls are asked to produce a lot of
scholastic materials that requires them to stay in schools which materials are very expensive and
suggested that to overcome the problem of the high girl school dropout rate; the government
should come out with a reasonable prices on school materials.
It was in 2000 at Dakar, Senegal, that 164 governments pledged to transform the lives of tens of
millions of children across the world with no access to education. Nowhere was the need more
acute than in Sub-Saharan Africa where four out of ten children were not even enrolled in
primary and secondary school. Eight years on from that historic conference, much has happened.
One of the men leading the way was Yoweri Museveni, the President of Uganda, who became
one of the first to abolish school fees and pave the way for a policy of Universal Primary
Education many more have followed suit, in the above policy, girls were included and therefore
benefitted later after ten years of UPE, USE was also introduced in Uganda.
UPE and USE kicked off in Uganda in 1997 and 2007 respectively. UPE programme initially
targeted four children irrespective of sex of school going age per family, later the policy was
changed to include all children of school going age including both girls and boys to get free
education throughout the country. The aim was among others to see that Ugandas girls
education would benefit much. Despite this wise policy, girls education towards economic
development remained a challenge, this therefore created knowledge gap. This study sets to
investigate this matter from the perspective of underlying effects of girls education to the
economic development of Uganda taking a case study of Masaka Municipality.
1.3 Problem Statement:
Conclusive evidence now exists that the education of girls and women has beneficial impact on
raising economic productivity: improving the health, nutrition and longevity of a family size; and
raising an individuals self esteem and confidence. Furthermore, studies have shown that the
impact of educating girls and women go beyond themselves and their family to enrich an entire
nation. For this case the government has spearheaded a number of reforms to better the
conditions of children especially girls education, through a set of policy and legislative reforms
for instance the introduction of Universal Primary Education and Universal Secondary Education
levels. Secondly the passing of Childrens Act and the Institution of the National Council of
Children among others. Despite the efforts of government in sensitization of public about girls
education towards economic development, this has not yielded positive results. The study will
also examine the situation in which girls education will be discriminated or improved among
different families in Uganda. Similarly, a number of NGOs like compassion international, world
vision, Brac and so on have initiated efforts to promote girls education in Uganda, the problem
3

has persisted unsolved more especially in rural areas of Uganda and towns like Masaka
Municipality hence providing a firm ground for the researcher to carry out this study which will
focus on the effects of girls education to the economic development on Uganda.
1.4.1 Purpose of the study:
The goal/purpose of this study will investigate the effects of girls education to the economic
development of Uganda taking a case study of Masaka Municipality.
1.4.2 Specific objectives of the study:

To examine the contributions of girls education to the socio-economic development of

Masaka Municipality
To identify the challenges facing girls education of Masaka Municipality
To establish possible interventions to the challenges facing girls education to the
economic development of Masaka Municipality

1.5 Research Questions:

What are the contributions of girls education to the socio-economic development of Masaka
Municipality?
What are the challenges facing girls education in Masaka Municipality?
What are possible interventions to the challenges facing girls education to the economic
development of Masaka Municipality?
1.6 Scope of the study:
The study will be conducted in Masaka Municipality in Masaka District because it is deemed to
have many schools. Masaka Municipality is divided into three divisions and six parishes and
these include Kimanya-Kyabakuza Division, Katwe-Butego Division and Nyendo-Senyange
Division. Parishes include Kimanya, Kyabakuza, Katwe, Butego, Nyendo and Senyange. It will
address the time frame of twenty years, that is to say, from 1996 to 2016. The study will address
the issues of girls education to the economic development of Uganda. It will cover three issues
and these include the contribution of girls education, challenges facing girls education and
possible interventions towards challenges facing girls education in Uganda.
1.7 Significance of the study;
The findings will be significant in the following ways:

It will help in addressing challenges of girls economic in Uganda especially in Masaka

Municipality.
It will help to widen the parents and guardians knowledge and understanding about
girls education in Uganda.
4

The Central Government will use the findings to pave ways for improving girls
education in Uganda and Masaka Municipality.
It will help the girls to understand that their education is very important for themselves
and the entire world.
It will provide a basis for future research in this field by searching in this area of study.
It will contribute significant insight/understanding and knowledge to teachers into factors
affecting girls education in Uganda.
The research is likely to come up with appropriate recommendations and strategies to
improve accessibility and retainance of a girl child in schools which is going to be of
direct benefit to the girl child in particular and the whole community as a whole as it has
already been noted that "No development strategy is better than one that involves women
as central players. It has immediate benefits for nutrition, health, savings and
reinvestment at the family, community and ultimately, country level. In other words,
educating girls is a social development policy that works.

1.8 DEFINITION OF KEY TERMS:

Education: This means a process of teaching, learning and training especially in schools or
colleges to improve knowledge and development skills.
Education is the process of facilitating learning. Knowledge, skills, values, beliefs, and habits of
a group of people are transferred to other people, through storytelling, discussion, teaching,
training, or research. Education frequently takes place under the guidance of educators, but
learners may also educate themselves in a process called autodidactic learning. Any experience
that has a formative effect on the way one thinks, feels, or acts may be considered educational.
Education is commonly and formally divided into stages such as preschool, primary school,
secondary school and then college, university or apprenticeship. The methodology of teaching is
called pedagogy. (https://en.wikipedia.org/wiki/Education 23-9-2015 12:00GMT)
Education is the process of providing information to an inexperienced person to help him/her
develop physically, mentally, socially, emotionally, spiritually, politically and economically.
Education is the process through which individuals are made functional members of their society
(Ocho, 2005). It is a process through which the young acquires knowledge and realizes her
potentialities and uses them for self-actualization, to be useful to her and others. It is a means of
preserving, transmitting and improving the culture of the society. In every society education
connotes acquisition of something good, something worthwhile.

Economic Development: This means trade, industry and development of wealth of a country in
an area in a society.
Economic development ideally refers to the sustained, concerted actions of communities and
policymakers that improve the standard of living and economic health of a specific locality. The
definition of economic development given by Professor Michael Todaro is an increase in living
conditions, improvement of the citizens self-esteem needs and free and a just society.
Girls Education: This is a catch or term for a complex set of issues and debates surrounding
Primary Education, Secondary Education, Tertiary Education and Health Education particularly
for girls and women. It includes areas of gender equality and access to education.
Municipality: It means a town, city or district with its own local people and group of officials
who govern it.
Girl child: The girl-child is a biological female offspring from birth to eighteen (18) years of
age. This is the age before one becomes young adult. This period covers the crche, nursery or
early childhood (0 5 years), primary (6 12 years) and secondary school (12 18 years).
During this period, the young child is totally under the care of the adult who may be her parents
or guardians and older siblings. It is made up of infancy, childhood, early and late adolescence
stages of development. During this period, the girl-child is malleable, builds and develops her
personality and character. She is very dependent on the significant others, those on whom she
models her behaviour, through observation, repetition and imitation. Her physical, mental, social,
spiritual and emotional developments start and progress to get to the peak at the young adult
stage.
INDEPENDENT VARIABLES
1.9 CONCEPTUAL FRAMEWORK

DEPENDENT VARIABLES

Girls Education
Lack of school fees
Large families
Alcoholism
Policy related issues
Early marriages
Poverty

High school dropout

Rape & defilement
Parent negligence
Unwanted pregnancies
Diseases like AIDS

INTERVENING VARIABLES

Setting of strict law on rape & defilement

Provision of counseling to girls.
Public sensitization about girls education
Encouraging modern cultures.

6
Source: Derived from Literature Review, 2015.

CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction:
This chapter presents a review of all related works to this study. The review will base on the
three sub-objectives of this study. The reviewed work will comprise of government publications,
newspapers, and writings of different authors, journals and work of various NGOs.
2.1 status of girl child education
Most of the factors that militate against the girl-child access to education are socio-cultural.
Many countries on the African continent rank among the poorest in the world. The on-going
HIV/AIDS epidemics, over-crowding in cities, tribal warfare and despotic governments have
contributed to the degeneration of the beautiful African land into a human rights catastrophe. At
the centre of the devastating situation is the girl-child. The girl-children appear to be the most
vulnerable and most undervalued members of the world society. In a region where many are
struggling to get enough food and to stay alive, remain out of reach of the various violent rebel
armies, and to care for those stricken with various diseases, a basic education, especially for girl
children, is low on the list of priorities.
The right to education, which is a fundamental human right, is frequently denied to girls in some
Africa countries. The then United Nations Secretary General, Kofi Annan, stated that in Africa,
when families have to make a choice, due to limited resources, of educating either a girl or a boy
child, it is always the boy that is chosen to attend school. In Africa, many girls are prevented
from getting the education entitled to them because families often send their daughters out to
work at a young age, so that they can get the additional income they may need to exist beyond
subsistence level, and finance the education of sons.
It has been reported in BBC News (2006), that African patiarchical societal viewpoint favours
boys over girls because boys maintain the family lineage. Additional reasons why girls do not
have adequate access to education in Africa include the fact that many have to stay home to
nurse relatives with HIV/AIDS. That their mothers were not educated is another reason that
makes them feel that their daughters do not need education. Furthermore, some families do not
believe in education of girls. In Ethiopia child brides face early pregnancy, responsibilities to
their children and in-laws, and reticence of their husbands, who are usually much older, to let
them out of the house.
In Kenya, girlchild education is elusive. Mwangi, (2004) wrote that a combination of poverty,
disease and backward cultural practices continued to deny the girl-child her right to education.
Even with the introduction of free primary education, access to education is still remaining a
wide dream to many Kenyan children. Despite the introduction of free primary education in the
7

country which accounted for an increase in enrolment, a sizeable number of children, especially
girls, still find themselves out of school owing to a number of reasons. These reasons are:
demands for their labour in the homes such as assisting in looking after their young siblings;
child marriage, doing house chores, death of mother, and looking after the sick member of the
family.
In Uganda, Birungi (2008) cited the rampant fire in schools as examples of the gaps in
implementation of the girl-child education. She noted that the previous years floods in eastern
Uganda left many schools in disrepair and these were seen as forms of exclusion. Children in
Bundibugyo district cannot access schools during the raining season and Government has done
nothing to alleviate the problem.
2.1

The contribution of girls education to the economic development.

Fiona Leach indicates the rationale for educating women to higher levels than is currently the
case in most developing countries. It is therefore couched in terms of the social and economic
gains to the family and to society, rather than in terms of the gains to women themselves. Women
are treated as a commodity to be used more efficiently rather than as citizens for whom social
justice is a question of principle. Education is a basic human right to be provided for women as
for men and as an opportunity for women to gain greater control over their lives, in running a
business, owning property, in full-time employment or exercising their right to vote and the right
to defend themselves against violence (Acker, 1987).
Education appears to be more relevant to stable labour force participation for women than for
men in Central America. Women engaged in stable employment tend to have considerably more
education than women engaged in the unstable work that is undercounted by the census. For
men, however, education has been a less important orientation for obtaining stable employment
of course; those who are impacted most heavily by this disparity are poorly educated women,
whose family situation often requires them to work. Theoretical research on education and labor
force participation would benefit from a consideration of the experiences of different groups of
women, especially lower-class and third world women (Lisa catanzarite Gender, Education, and
employment in Central America).
It is generally argued that educating women has direct and indirect benefits. Directly, more
educated women have higher ages at marriage and more employment opportunities (sathar etal
1988, Weller, 1984). Indirectly, educated fosters new value, attributed in effecting a transition
from the traditional women to modern women, and women are believed to have more autonomy.
Womens education is therefore regarded as crucial for their autonomy (Educational Attainment,
Status, Production and Womens Autonomy).

2.1.1 Creates employment

According to UNESCO, 1996, girls education creates employment opportunities to women in
Uganda and in the entire world. After receiving education, they acquire skills and knowledge to
perform duties in different capacities for instance; women are now employed as doctors,
teachers, nurses, social workers, accountants, lawyers, judges among others. This has promoted
their standards of living for themselves and their entire families. After securing enough money,
they invest in income generating activities thus employs others and as a result leads to economic
development of Uganda.
A large body of microeconomic evidence shows that increases in women's education generally
lead to increases in their labour force participation as well as in their earnings.Educated women's
greater participation in labour market work and their higher earnings are thought to be good for
their own status (economic models say "bargaining power") within the household, and are good
for their children because it appears that a greater proportion of women's income than men's is
spent on child goods. On the down side, it may be thought that educated women's greater labour
force participation takes them away from their children for longer periods of time (than is the
case for uneducated or less educated women) and this may disadvantage educated women's
children through neglect. At present this is a relatively unresearched issue. However, limited
evidence suggests that children whose mothers work have just as good or better educational
outcomes than children whose mothers do not work.
2.1.2 Promotion of literacy
Girls education is responsible for the promotion of literacy in the society and reduction on the
rate of illiteracy in a country; therefore, it is a sign of economic development. Girls education
also promotes human labor as one major factor of production and generally determines the
character and phase of the countrys economic and social development. (Atekyereza, PR, 2001)
2.1.3 Economic efficiency
Human capital theory suggests that just as physical capital (machines) augments people's
economic productivity, so human capital acquired through education improves the productivity
of individuals. Studies of the sources of economic growth demonstrate persuasively that
education plays a major role as a factor in the rise of output per worker. The new growth theories
in economics place education and human resource development at the centre of their explanation
for long-term economic growth. Confidence has grown in the belief that education affects
economic growth because many studies have shown the positive correlation between a country's
educational effort and its economic status, and causality has been attributed to education.
Prominent examples of this are the so-called "miracle" economies of East Asia.
If female schooling raises human capital, productivity, and economic growth as much as male
schooling does, then women's disadvantage in education is economically inefficient. Research
world-wide shows that, in general, the economic benefits from women's education - calculated as
9

the economic rate of return to education - are comparable to those from men's education. Thus,
from the point of view of economic efficiency, the gender gap in education is undesirable.
2.1.4 Social efficiency
While the economic benefits of educating girls are similar in size to the economic benefits of
educating boys, recent findings suggest that the social benefits from investing in female
education are far greater than those from investing in male education. Specifically, female
education has powerful effects on the total fertility rate (and hence on population growth), the
infant mortality rate, the female disadvantage in child survival, and on child health and nutrition.
By contrast, statistical analyses show that male schooling has relatively much smaller effects on
these important social outcomes. For example, a recent study by Subbarao and Raney (1995)
using national aggregate data from 72 countries regressed the total fertility rate of 1985 on the
male and female secondary school enrolment rates lagged by 10 years, i.e. on the enrolment rates
of 1975.
The objective was to examine the effect of education on fertility, controlling for a number of
other factors such as family planning service provision and per capita income. The results show
that female secondary school enrolment (lagged by 10 years) is inversely correlated with the total
fertility rate but that male secondary school enrolment shows no strong correlation. Similarly, a
regression of the 1985 infant mortality rate on 10 year lagged male and female secondary school
enrolment rates shows that while female education is associated with lower infant mortality, male
education has no statistically significant effect.
A similar exercise by Murthi, Guio, and Drze for India using district level aggregated data
shows that whereas the district female literacy rate had a strong inverse correlation on the district
average total fertility rate, on under-five child mortality rate, and on the female disadvantage in
child survival, the district male literacy rate had no significant effect on each of these outcomes.
Moreover, district per capita income, urbanisation, and the spread of medical facilities were not
statistically significant determinants of total fertility rate. While these latter three variables do
have positive effects on child survival levels, their effects were relatively small compared with
the powerful effect of female literacy.
Numerous studies have been carried out using household-level data that confirm the findings
from studies using aggregate data. To cite one example, an examination of the determinants of
fertility in fourteen countries of sub-Saharan Africa by Ainsworth, Beegle, and Nyamete (1996)
using household survey data shows an inverse correlation between female schooling and fertility
in virtually all of the countries, though the relationship is non-linear: female primary schooling
has an inverse relation with fertility in about half of the countries only but female secondary
schooling is universally associated with lower fertility, and the strength of the correlation
increases with increasing years of schooling. Among ever-married women, husband's schooling
has no significant relation with fertility in about one-third of the countries. Moreover, in cases

10

where both women's and men's schooling matter, women's schooling exerts a much larger
negative effect on fertility than men's schooling.
Simulations show that the benefits from expanding female education are far greater than the
benefits from other public interventions such as improving family planning service provision or
increasing the number of physicians in the population. For example, Subbarao and Raney
(footnote 12) found that a doubling of the 1975 average secondary school enrolment ratio in the
72 sample countries from 19% to 38% would have reduced the average number of births in 1985
by 29% compared to the actual number in 1985, whereas a doubling of the family planning
provision would have reduced the number of births by only 3.5%.
The gains in terms of deaths averted are also striking. Simulations predict that doubling the
female secondary school enrolment ratio from 19% to 38% in 1975 reduces infant deaths in 1985
by 64% while doubling the number of physicians reduces the number of infant deaths by a mere
2.5%. Doubling per capita income (or GDP) from the average of $650 in the 72 sample countries
to $1300 would have no effect on the number of infant deaths!
Subbarao and Raney also reported data on desired family size from the World Fertility Survey
for 37 countries. Econometric analysis of this data suggested that after controlling for per capita
income, female secondary school enrolment was a highly significant determinant of desired
family size (and therefore of the total fertility rate and population growth rate). Male school
enrolment ratio, however, had no impact on desired family size.
2.1.5 Influences future political and social leaders
According to Atekyereza P.R. & Ezat E 1996, girls education is also responsible for influencing
the future political, social, economic and religious shape and direction of the society. It also
enables a country to utilize its economic resources more efficiently, qualitatively and
quantitatively because girls and women participate in all the above mentioned aspects of
economic development of the country.
Girls education is not only responsible for imparting knowledge and skills to an individual but it
is also responsible for the transformation of the society as a whole through imparting values,
attitudes and aspirations which may be of great importance for the countrys basic goals;
developing interests thus leads to economic development.
Girls Education is an investment in that we get both social and private benefits from it. Private
benefit may include salaries which people get after qualifying and public benefits include work
done by educated and invested in public works. In the long run, girls education reduces income
inequality when many citizens become educated and employed.
Finally, a large body of microeconomic evidence shows that increases in women's education
generally lead to increases in their labour force participation as well as in their earnings.Educated
women's greater participation in labour market work and their higher earnings are thought to be
11

good for their own status (economic models say "bargaining power") within the household, and
are good for their children because it appears that a greater proportion of women's income than
men's is spent on child goods. On the down side, it may be thought that educated women's greater
labour force participation takes them away from their children for longer periods of time (than is
the case for uneducated or less educated women) and this may disadvantage educated women's
children through neglect. At present this is a relatively unresearched issue. However, limited
evidence suggests that children whose mothers work have just as good or better educational
outcomes than children whose mothers do not work.
The findings in the studies cited above are corroborated by international as well as national
studies, and they demonstrate the powerful role of women's agency and women's educational
empowerment in reducing desired family size, fertility, population growth, child morbidity, child
mortality, and gender-bias in child mortality, while at the same time showing that men's
education mattered comparatively less to these important social outcomes.
2.2

The challenges facing girls education:

The challenges facing girls education in Uganda is categorized under the headings Sociocultural, economic policy-related and administrative, political and security challenges.
2.2.1

The patriarchal cultural traditions:

Socio-cultural values arise from patriarchal cultural traditions that uphold the interests and needs
of boys over those of girls. They mainly relate to ignorance, the inadequate or mis-socialization
of children, traditional perceptions of the social status of girls and their subsequent vulnerability
and the under valuing or generally negative attitudes of the population to education and
particularly, to girls education; such attitudes tend to vary with the parents education
background, among other factors. In analyzing the 1989/90 household Budget Survey (HBS), it
was found that poverty was not significant in determining school a hindrance once other
variables, including the educational attainment of the household head, were included (World
Bank :66) though it is not by the fact excluded as unimportant.
2.2.2 Gender disparity
It is in enrolment and retention that the strong gender disparity in Ugandas education system
becomes clear of the pupils who enter primary school, 48 percent of boys and 29 percent of girls
complete the cycle. Firstly, parents have different aspirations for boys and girls. Girls are
educated so they know how to read and write or be better mothers rather than for employment,
secondly, married daughters are believed to be less likely than married so as to remit cash
income to their parents. Despite the fact that the educated employed women repay their parents
in kind and even more, by caring for the sick or the old, education is not seen to be particularly
useful for the latter purpose.

12

2.2.3 General perception

To rural people, literacy implies no more than the ability to count read and write; the general
perception is that the skill is simply functional and children are socialized on their basis. During
early; socialization, mothers and aunts discourage their daughters form studying since ultimately
they are to come back, marry, cook for their husbands, comfort them in bed and produce
children. Williams (1972) adapts to the changing ecology. Socialization is about child training
and personality development. This differs from family to family, community to community and
so on. Bardwick & Douvan(1977). Note that socialization, the process of learning what is socioculturally accepted and unacceptable, is responsible for the differences in personality attributes
among boys and girls. The authors seeing, ignoring and anticipating that push the child towards
evoking certain acceptable responses. Children are taught that men have to work to secure their
status as adult men. The equivalent for women is maternity, which is necessary for a womans
fulfillment as an individual and to secure her status as an adult. (Rossi 1977)
The current national enrolments continue to depict this gender disparity. The National strategic
plan for girls education (Republic of Uganda, 2000) shows that at primary level, girls education
constitute 47 percent of the total enrolment, at secondary level they constitute 32 percent. In
primary teacher training institutions, women constitute 34 percent, in secondary teacher training
institutions only 15 percent are women and in polytechnic institutions women comprise only 13
percent of the student body. It is only at higher institutions of learning that the proportion of
women rises, but to no more than 35 percent of the students body.
2.2.4 Prioritization of boy education
Education priority is given to boys for various reasons; first, some parents do not send girls to
school during times of hardship since their educational benefits are enjoyed by the family into
which she marries and not by the family of origin. The husbands families similarly do not hold
the education of their sons wives as very important since they are expected to be no more than
toiling donkeys, sex and child-producing-machines. An educated boy can assist when the
parents grow old, he is the heir and the pride of the clan and he will continue the lineage. The
fruits of the boys education will therefore trickle down though the entire lineage, unlike that of a
girl. Thirdly, some parents argue that a boy naturally has many future problems as a head of the
household to prepare for. He needs to be educated so that he can cope with them. It is argued that
when a girl gets married, the husband must look after her.
It is also believed that girls cannot be relied upon, that they are easily lured into sex and after
becoming pregnant, dropout of school to conduct early marriages. Those who have no preference
with regard to education believe that children of both sexes require knowledge if they are to be
employed and later on assist their family and community. Ignorance has no sex; all children need
education. Secondly in contemporary society children dare equal since employment is no longer
based on ascribed but achieved roles. Hence some parents believe that each child needs a chance,
so that the brighter ones may continue with school and the dull ones dropout. They argue that
13

one cannot determine whether a child is dull by its gender and it is better to educate a clever
child since a dull one is costly to educate.
This kind of attitude receives support, though not very strongly, by the current performance
indicators for girls and boys. In the last five years individuals, girls have performed
outstandingly well, though the overall performance of all girls is poorer than that of boys and
serious gender inequalities are shown to exist in the Northern and Eastern regions of the country.
(Republic of Uganda, 2000). The overall gender imbalance in performance can be explained by
the factors that penalize girls while the regional imbalance could be explained by the persistence
of rebels, war and cattle-rustling.
In addition, it is argued that when both children are sent to school, the one who finishes first can
help the younger children. In polygamous marriages, many children are valued but it is
detrimental to girls education due to lack of resources to look after and educate them. In
addition, the lack of living examples of educated people within the community to act as role
models and parents; ignorance of the value of education affects childrens access to and retention
in school.
2.2.5 Superstitions
Superstition is another cause and is correlated with ignorance. There is a belief, for example, that
an educated person who is development-oriented dies quickly. As such, people tend to be isolated
and they prefer to go ad live in other regions. This fully explains the absence of role models; the
main socio cultural factors responsible for high female school dropout rates.
Barton and Wamai (1994) and Ministry of Finance and Economic Planning (1992:42) observe
that the dropout rate for girls is higher than that of the boys though both sexes dropout. National
indicators show girls dropout in upper primary classes by 9.4 percent compared to 8.2 percent for
boys, with widening gaps among disadvantaged districts (Ministry of Education and Sports,
1995) this is attributed to many reasons, most of which are cultural and contextual. As the results
indicate, poverty is a very serious barrier to the equitable participation of girls in education.
2.2.6 Poverty
Poverty exacerbates socio cultural problems since it constrains the choices available to parents,
even if they are willing to educate their daughters. If parents were well educated and employed
so that they could afford their familys daily and developmental needs, gender discrimination
would be less likely, as shown by indicators in urban areas where income levels are
comparatively higher. The gain of 53 percent made in access to primary education by girls in
Kampala and major urban areas is offset by the low numbers in the rural districts such as Kotido
and Kitgum in Northern Uganda. Even with positive discrimination practices aimed at
registering more girls under the UPE policy the gaps remain, with boys exceeding the number of
girls by 16.6 percent (Republic of Uganda, 2000). Another reason why children dropout in upper
primary is the way parents bring up their children and the value they see in education.
14

2.2.7 Premarital pregnancies

Premarital pregnancies are serious problem. In Luwero District alone for example, 60 girls got
pregnant and dropped out of school in the 1998 Academic Year. (Mulindwa, 1998). This defeats
one of the objectives of UPE, namely to increase the enrolment and literacy levels of girls and
women. Fathers often refuse to acknowledge paternity in such cases and the child-mothers are
unable to care for their Chiums. As a result, these children live with their grand-parents.
The study revealed that 12.4 percent of the children in a household are the grandchildren of the
household head. Furthermore, adolescents tend to involve themselves in early sexual relations
though this could also be attributed to other contextual factors. It was for example observed that
there is a widespread housing problem in Masaka district. In some families, a small temporary
house is both a sitting room and bedroom for all family members. A curtain or an incomplete
wall may separate rooms. Sometimes, parents have sexual intercourse when their children are
listening. As girls enter puberty, they also try to test their sexuality. Such girls may get pregnant
or decide to marry early to have their own husbands. The problem of AIDS has aggravated the
problem by turning the attention of older men towards school-aged girls who are believed to be a
risk-free alternative (Ministry of Finance and Economic Planning, 1992).
The stability or instability of families is another important factor mainly caused by divorce or the
desertion of the children by one parent. In Uganda for instance, when the wife deserts, divorces
or dies, a man marries another wife. It is then highly probable that the children of the first place,
their fathers, without their knowledge or consent, marry off their daughters in bars in exchange
for alcohol. Pons (1996; 70) found that in Kamwokya, girls as young as eight or nine years old
are sent to town to work as maids. He also notes that the proportion of girls at school aged 15 to
19 years falls more sharply than that of boys and the net result is there are many girls who have
either left school or never attended it. Some children lose interest in studying. This sometimes
arises from copying bad habits from classmates or from unsuitable movies and disco-dances at
night.
2.2.8 Poor facilities
Facilities and equipment in schools are in poor state. Furthermore, the cost per student was high,
and the entire expenditure, including students living cost is unaffordable to most parents and
guardians. The education system is dominated by examinations at all stages. Without any
provision for assessment of other objectives of the curriculum, such as promotion of moral
values. Practical skills and participation in social and cultural activities, the teaching in schools is
geared towards the achievement of good marks in examination subjects at the cost of other
important educational objectives. Therefore the need to concentrate mainly only part of girls
cannot be underscored.

15

2.2.9

School fees

School fees: The economic challenges revolve around widespread poverty due to limited sources
of income amidst the harsh economy and poorly motivated or trained teachers. (Ministry of
Finance and Economic Planning, 1992) Ugandan families find the cost of Education, including
primary education, prohibitive (World Bank, 1996), Pons (1996) explains how schools are one of
the most pressing financial demands o family budgets and are a constant source of anxiety at all
social levels. The costs of education include government tuition, the building fund, coaching, and
costs of uniforms, books, sports and manual work equipment and so on. They may thus delay
payment, pay in installments or totally fail to pay. Sometimes when only partial fees are paid,
usually for tuition, after a week or two, a child is sent away from school to collect the remaining
money. If she cannot secure the money, she misses school for the rest of the term or the year. If
the money is found, the child will find it difficult to catch up with the rest of the class. This is
responsible for great frustration among children and affects their performance and length of stay
in school.
While waiting for the money, the child may be tempted to leave school altogether. At such times,
girls may be forced to marry or be married however young they are, while others leave home for
the towns and cities in search of employment as housemaids, in informal sector activities like
food processing or as waitresses in bars and restaurants. While some girls may work in those
places during the day, many work as prostitutes at night. Sometimes children start working when
they are young to earn their school fees in the hope of going back to school but this may take
longer than anticipated and they may subsequently fail to catch up when they go back. One girl
in Masaka for example, left school during the first term to earn her school fees through fishing.
By the time she had earned the money it was already the third term and the other girls were
sitting their end of year examinations. Her name had already been deleted from the register and
she could not be re-enrolled for the year. Similar situations happen to girls who may be forced
into early marriage instead of finding work.
In addition, while at school, girls with financial problems who cannot adequately maintain
themselves may turn to prostitution either by getting a boyfriend or a sugar daddy, or by going
directly to well-known areas frequented by prostitutes such as night clubs or big hotels in
neighboring towns. The prostitution industry is reported to have attracted even working women,
secondary school teachers and women students from tertiary institutions. (The Monitor,
November 1996)
2.2.10 Alcoholism:
The girls are discouraged from drunkenness by their parents and their subsequent failure to pay
school fees cripples the whole household economically. Alcoholism results in the waste of time
and money at eh expense of productive work. Most parents are actually not so poor that they
cannot send children to school but some drink away the family income. Sometimes, the money
intended for school fees is spent on drink or is used to pay bride wealth for a new wife. Some
16

parents are economic liabilities rather than assets. Existing evidence also that girls who lose their
mothers tend to drop out of school more frequently than those who lose their fathers.
(Atekyereza and Ezati, 1996) and this justifies improving the education of girls and women in a
patriarchal system, which allows a widower to remarry, but not a widow.
2.2.11: Large families:
Poverty has a great influence on the socio cultural considerations surrounding education. There is
for example a strong correlation between large families and poverty, although some men
disagree. A male workshop participant, for instance commented that, I have three wives and all
my children are at school and I know some men who are here have one wife but their children
are at home. So it is not the number of wives or children that are a problem but the resources or
sources of income to look after the family numbers (Participatory Rural Appraisal Workshop
Kyabakuza Parish/Ward). With poor or inadequate education, women secure poorly paid or
temporary jobs. Many kinds of formal and informal employment available to women are very
insecure.
2.2.12 Structural Adjustment:
The implementation of structural adjustment programmes has meant more strain on the already
limited number of survival mechanism of most people. Though policies of privatization and
liberalization have brought economic progress in Uganda, there is growth without development.
Even this growth may not be sustainable since it is not self-induced. This has meant deepening
poverty among a great section of population, especially rural people, though the Population
Reference Bureau (2000) reports a decline in poverty levels from 56 percent in 1991 to 55 in
1995 and 44 percent in 2000. Retrenchment in Uganda under the economic structural Adjustment
program has been severe especially for those in low-paying work and their dependants. As
women are educated to lower levels than men they constitute a greater percentage of those who
were retrenched and have sought survival in occasional waitressing in bars and so on.
2.2.13 Policy-related and Administrative challenges:
The challenges related to policies drive from politico-ideological perspectives that influence the
formation and implementation of women-and-girls focused projects. Including education, the
quality of education and how it is acquired by different sections of the population. Such policies
tend to be aimed at capturing the vote of women rather than solving the causes of their
oppression. Low value is still attached to education. Parents do not send their children to learn
skills but to enable children read signposts so that they do not get lost. This also explains why
children drop out of school mainly at primary four.
2.2.14 Inadequacies of Infrastructural provision:
Though the Ugandan education system is well developed and most children have access to a
primary school within two kilometers of their home, (UNICEF, 1989: 46, UNICEF 1996: 50 and
17

Ministry of Finance and Economic Planning, 1992), these institutions have a poor physical and
material infrastructure. Some education institutions were stared with political and religious
backing that could not be sustained later. A number of schools have no permanent structures or
have inadequate ones, most especially secondary and post-secondary institutions, even more
importantly, lack teaching aids including laboratory chemicals and books. The teacher-pupil
ration is very high as there are more pupil enrolments and fewer trained teaches. The level of
teacher qualification is low. Poor latrines have, for example, been identified as a cause of girls
dropping out of school especially for those who are starting menstruation and want privacy.
2.2.15 Inadequacies of teacher provision:
In 1992, nearly half of all teachers were untrained (Ministry of Finance and Economic Planning
1992: 42). According to the Education Census (1997), there are 81,564 primary teachers in
Uganda. Of these, 59,747 (73 percent) are trained. The highest qualification for 88 percent of the
untrained primary school teaches is the Uganda Certificate of Education (UCE). Such instructors
cannot be thought competent to impart educational and skills to the young. These teaches,
although licensed, have no background on how to handle children (especially girls) given that
most of them are young and even not married, they do not understand teaching ethics. This
explains why many male teaches seduce their pupils. Some even blackmail girl students with the
threat of failure over 63 percent (37996) of trained teaches and over 74 percent, (16,014) of
untrained teaches are male. Very few head teachers are women in Masaka District. There is a
death of women role models for girls, especially in rural areas. According to 1995 statistics, out
of 215 head teachers, only 7 (3.3 percent) were women. This is a clear indication that gender
disparities that stat with access to education continue and spread to other life opportunities like
employment.
2.3 The Possible Intervention To The Challenges Facing Girls education.
Educate a woman and you have successfully educated a nation goes the saying; thus, girl-child
education has become a contemporary issue to nations in the world because girls/women are
usually discriminated against in all spheres of life including education. It is on this thrust that this
paper examined the girl-child marginalization and with unequal access to education in
comparism to her male counterpart.
The study reveals that cultural practices serve as hindrance to girl-child education and that
inaccessibility of the girl-child to education makes her vulnerable to diseases such as HIV/AIDS,
early marriage, denial of rights and child labour. The study concluded on the note that if girlchild education is fostered, she will be self-reliant, adequately socialize and well empowered to
contribute meaningfully to her community as well as having the coping skills to problems
solving to an appreciable extent. The study, therefore, recommends that education should be
made accessible to the girl-child at all levels and awareness programs should be floated and
fostered to redeem the image of the girl-child to make the world a better place for her to live in
(MoES, 2007 - Report).
18

The nature of the problem should determine or at least influence the decision on the nature of the
solution. Though the solution to an equitable gender balance in education lies at another level,
the final point of intersection is the family; where poverty and socio-cultural factors meet; If the
achievement of UPE and USE programmes are to be maintained and improved, government must
continue on the same radical path as UPE and USE and change its economic and particularly
employment policies. The new policies must be aimed at enabling all people to earn at least a
basic wage. The World Bank and IMF backed economic reforms must be reconsidered in light of
their micro level economic consequences. The government cannot expect people with very
unequal resources to endure the same socio-economic conditions. As a result, parents must take
their place as decision makers. Among the donors, international bodies, NGOs and the
bureaucracy. It is they and only they who are the ultimate actors who can influence the success of
their girls education in Uganda.
Secondly, for an effective, full implantation of UPE & USE pregnancies, there is need to gather
data on the reasons; firstly, for low levels of school attendance especially girls, secondly, for high
dropout rates of girls, and thirdly for the gender disparities in school attendance levels for each
district in the country, the specific peculiarities of each district must be addressed. The UPE and
USE programmes should target the most vulnerable children; girls, the disabled and orphans.
Government policy on school funding should be reviewed to reconcile the current ban on the
PTA finds with school and teaches requirements. Similarly, the policy of expelling pregnant
school girls and leaving the men responsible needs to be revised. The governments affirmative
drive must seriously address curriculum change, the construction and maintenance of education
al buildings and the training, motivation and adequate remuneration of teachers together with a
code of conduct for them.
The Instructional Manual on the Advancement of Ugandan Women and the Role of National and
International Agencies (1996) states that to promote the advancement of Ugandan women, it is
important that individuals, groups, community and government at all levels have a duty to take
action in the following areas:

Reducing the rate of poverty among women.

Making sure that girls and women have equal opportunities for training and education as
boys and men.
Making sure that girls and women have adequate opportunities for proper health care.
Preventing all kinds of violence against women and girls
Protecting the best interest and rights of the girl-child.

When these actions are taken, the rights of the girl-child will be fully restored through her being
educated.
Kofi Annan (2001) says: No development strategy is better than one that involves women as
central players. It has immediate benefits for nutrition, health, savings and re-investment at the
family, community and ultimately, country level. In order words, educating girls is a social
19

development policy that works. It is a long-term investment that yields on exceptionally high
return. The above statement represents a call for girl-child education. It is however, discovered
that girl-child education is not easy to come by as it is usually proclaimed as many impediments
stand in the way of the girl-child. The rights of the girl-children are always denied them and this
denial leads to lack of access to education. Inaccessibility to education thus results in child
labour, which deprives the girl-child of her childhood potentials, dignity and joy. The resultant
effect is poverty and the only key to ending poverty among women-folk, as a whole is education
of the girl- child because as the saying goes catch them young for the young girl-child will
grow to full woman in later years. Rights of the girl-child
Due to the real and perceived widespread poverty throughout the country, the government needs
to design micro level programs to assist the most vulnerable section of the population, whose
vulnerability has increased with implementation of the structural adjustment programmers. There
must be fundamental shift from political rhetoric to a clear political will and effort to alleviate
poverty and re-adjust the wages of all working people and promote rural economic investment to
alleviate rural unemployment.
Together with the economic emancipation of families, there is need for a well-planned civic
education policy on the value for education for both sexes. The public needs sensitization about
alcohol abuse, child labor and the protection of the environment for fruitful and sustainable
agriculture, which is a major source of income for rural families (Atekyereza, 2001: 2011)
The government also needs to improve health facilities especially in rural areas and near schools
and improve their accessibility to the poor, to women, and to the young girls in schools. Diseases
negatively affect the productivity and retention in schools of children, especially girls, since they
are the main caregivers. In order to maintain its own level of performance, the government
should provide free diagnosis and treatment for malaria, which is a leading but controllable killer
disease. This will allow girls more educational opportunity.
Every individual in the society is entitled to some rights as citizens of that particular society. The
same is true of the girl-child. She is entitled to a lot of human rights but because she is regarded
as being weak she is vulnerable to the violations of these rights. Like any other person in the
society, she likewise requires the right to enjoy and exercise these rights. Some of the rights of
the girl-child as stated by The Peoples Movement for Human Rights Education
(www.humanrights/girledu...) include the following:

Right to freedom from discrimination based on gender, age, race, colour, language,
ethnicity or the status of the girl-childs parents.
Right to a standard of living adequate for a childs intellectual, physical, moral and
spiritual development.
Right to a safe and healthy environment
Right to equal access to food and nutrition.

20

Right to freedom from cultural practices, customs and traditions harmful to the girl-child
including female genital mutilation.

21

CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter presents the methodology of this study that is to say how it was conducted, the
research design, area of study, study population, sample size, sample selection, data collection
methods, data collection instruments, data analysis, reliability, and validity of instruments,
research procedure and study constraints.
3.1Research Design
To undertake this study, a case study research design was used with qualitative and quantitative
methods to obtain opinions of different respondents on the effects of girls education on
economic development in Uganda. This is due to a case study in a research design that probes an
issue from one area/location in isolation of others. Therefore, it helped to involve in-depth
investigation of the matter in one locality.
3.2 Area of study
This study was conducted in Masaka Municipality Masaka District because it was deemed to
have many schools and many girls who can act as respondents since Masaka Municipality is
divided into three divisions namely Katwe-Butego, Kimaanya-Kyabakuza and Nyendo Senyange
with six parishes namely, Kyabakuza, Katwe, Nyendo, Kimaanya, Butego and Ssenyange.
Masaka Municipality is the chief town of Masaka District in Southern Uganda. It lies to the west
of Lake Victoria and is about 124 kilometers (80 miles) to the South West of Kampala on the
road way to Mbarara District. Masaka Municipality lies very close to the Equator. Besides being
the headquarters and largest Metropolitan area in Masaka, Rakai, Ssembabule, Kalangala,
Lyantonde, Lwengo, Bukomansibi, and Kalungu, Districts. Masaka Municipality earlier enjoyed
the status of being the second biggest town in Uganda, for a long time. Today this status has
changed, as the town largely was destroyed in the Uganda-Tanzania war of 1979 and again in the
1981-1986 civil wars that removed Obote II from power.
According to National Housing Census (2002) the population of Masaka Municipality was
65,768 however, in 2008, the Uganda Bureau of Statistics estimated the population of Masaka
Municipality at approximately 71,700 people. 78 percent were Baganda and other ethnic
communities constituting 22 percent. The major language used is Luganda. The socio-economic
activities of Masaka Municipality include coffee factories, fish processing, agro-based industries,
fruit processing and meat processing, hide and skin processing, milk processing, sale of food
stuffs, household personal goods, crafts, hotels, restaurants, lodges and bars, large-scale
businesses and some few people especially in the nearby areas who engage in mixed farming.

22

3.3Study population
The study population was100 respondents comprising both male and female sexes. The study
also comprised of educational institutions, children especially girls in primary as well as
secondary schools, teachers, head teaches and NGOs and a limited number of parents. The above
respondents were selected because the researcher considered them to be central in possessing
vital information about this study as shown below.
Respondents
Students (girls)
Teachers
Parents
NGOs/ leaders

Frequency
60
10
20
10

Percentage
60
10
20
10

3.4 Sample Size

The study covered 100 respondents in all representing the entire population of Masaka
Municipality which involved the NGOs, school girls, District Education Officers, District
Inspectors of Schools, Head teachers, teachers and parents.
3.5 Sample selection technique
The study will use a random sampling technique to select 100 respondents which will include
both sexes. This is due to the fact that every member had the same chance of being selected, thus
the researcher selected 100 respondents randomly to participate in the study. This was applied to
the selection of all the above mentioned respondents in 3.4 above.
3.6 Data collection methods
The study used questionnaires, observation, interview, and this will be supplemented by
written/library/documentary work or research to collect effective data about the study.
Questionnaire will be used because it is cheap to administer to the respondents scattered over a
large area and is convenient to large population within a short space of time. Therefore, the
respondents felt free to give frank answers to sensitive questions, especially if they are not
supposed to disclose their names and this gave respondents an opportunity to answer the
questionnaires in their own free time. Interviews were used to by respondents. The researcher
also notified, reported and recorded a lot of information derived from respondents and observes
the respondents reaction to the study under investigation, Observation was used to get first hand
information and observation was used to cross-check the information derived from other
methods. The researcher made sure that the appropriate and clear language is used for both
respondents literate and illiterate.

23

3.7

Data collection instruments

The researcher used the research methods which included observation checklist, on direct
observation; interview guides during informal and formal interviews, questionnaire schedule
were also employed under this, a series of structured and unstructured questions were used and it
was written down comprising of open and closed ended questions.
3.8

Data analysis

Data was analyzed using the following forms:

Editing in order to clear out inconsistencies, in responses and errors made in recording.
Coding: In order to categorize responses to each question into maturity
Tabulation and this is for calculating of percentages frequencies for easy presentation of the
data.
The researcher also interpreted and described the data through oral interviews and observation to
determine the sub-headings of the study.
3.9 Reliability and validity of instruments
In order to determine the reliability and validity of the instruments, the researchers first pretested among 20 respondents before going to the field. Validity of the focused group discussions
was ascertained by checking the accuracy and completeness of the responses. Reliability was
ascertained by observing the consistency in the responses by the respondents in relation to how
an individual answered the questionnaires.
3.10

Research procedure

The researcher secured an introductory letter from the coordinator of undergraduate program
Kampala University and after the researcher presented the letter to different authorities where a
researcher expected to collect data from as well as selecting respondents to participate in the
study in the field.
3.11

Study constraints

The study was constrained by the following:

The study was constrained by limited/inadequate funds; however the researcher overcomes this
by securing funds from relatives and friends.
It was difficult to contact some target respondents because they were found to have other
commitments. This necessitated the researcher to make sure that appointments are made and
thereafter, the necessary information was obtained.

24

In addition, incorporating characters posed a challenge to the study; however, this was solved by
thoroughly explaining and convincing the respondents the purpose of the study.
In relation to the above, some respondents attempted to constrain the study by asking for some
money, this was overcome by relaying the need and the importance of the study to the masses
and respondents.

25

CHAPTER FOUR
PRESENTATION, INTERPRETATION AND DISCUSSION OF THE FINDINGS

4.0

Introduction:

This chapter presents and discusses the findings of the researcher obtained through the
application of the methodology reflected in chapter three. The presentation, interpretation and
discussions are based on the objectives of the study.
4.1

Response Rate:

Out of 100 respondents who were given the questionnaires, it turned out that all of them
participated in the exercise carried out by returning back the questionnaires fully answered and in
the researchers opinion, the response rate was significantly positive as presented, analyzed and
discussed below; 4.2

RESPONSES CHARACTERISTICS:

In order to explain the contribution of girls education on socio- economic development, some
information on socio-economics characteristics of the respondents was deemed necessary
because, it provides a basis and means of interpreting the collected data. The characteristics in
this research were gender and age bracket for Students and gender, age bracket, education
qualification / level, marital status, and employment contract for teacher and parents.
4.2.1 Gender:
Table 4.1: Gender of Respondents
STUDENTS

TEACHER , PARENTS & NGOs

Gender

No. of Respondents

Percentag
e

Gender

No. of Respondents

Percentage

Female

60

100%

Female

26

67%

Male

12

33%

Total

40

100

Total

60

100

Source: Primary Data

The findings in the table above, revealed that all the 60 students (respondents) with 100%
responded positively as the marital status of students based only on females while Teachers and
Parents, it was still revealed that 67% were female and 33% were male.

26

This revealed that most of the respondents interviewed were female compared to male because
the study is concerning about girl child education. This was also indicative that the research was
gender sensitive.
4.1.2 Age Bracket:
Table 4.2: Age Bracket.
STUDENTS

TEACHER AND PARENTS

Age bracket

No. of Respts

Percentage

Age Bracket No. of Respts

Percentage

12 15 yrs

20

35%

20 25 yrs

02

8%

15 18 yrs

40

65%

25 35 yrs

14

17%

Total

60

100

35 45 yrs

20

55%

46
and 4
Above

20%

Total

100

40

Source: Primary Data

The research findings show that most of the students (respondents) were between the age of 15
18 yrs with the percentages of 65% and those age between 12 15 yrs formed a percentage of
35%in that case therefore for the Teachers and Parents it was revealed that from 20 25 had 8%,
25 35 had 17%, 46 years and above had a total of 20% and from 35 45 scored 55% with the
highest percentage.
This revealed that girls from 15 -18 year are many 65% compared to young ones of 12 15,
thats why may be they drop out because they think of being mature and for Teachers and Parents
35 45 scored the highest percentage of all, that means they have enough experience to counsel
those who fill like quitting school. The factor that the researcher had respondents represented
from both the young and old age meant she obtained unbiased data

27

2.1.3 Educational levels of Respondents:

Table 4.3: Educational level
TEACHER , PARENTS & SOCIAL WORKERS
Qualifications

No. of Respondents

Percentage

Masters

8.3%

First Degree

20

62.5%

Diploma

10

16.7%

Professional

12.5%

Total

40

100

Source: Primary Data

Out of the 40 teachers, social workers and parents (respondents) who were interviewed, 4 (8.3%)
were Master Degree holders and they were female students, 20 (62.5%) first degree, 10(16.7%)
diploma holders and 6 (12.5%) professionals.
The table shows that most of the teachers and Parents were educated. This is an example to those
young children because if not educated there is no room for them than dropping out ending up
married, getting pregnant unexpectedly leading to death trying to abort.
2.1.4 Marital Status:
Table 4.4: Marital Status.
TEACHER , SOCIAL WORKERS AND PARENTS
Qualifications

No. of Respondents

Percentage

Single

16

41.7%

Married

22

50%

Divorced

8.3%

Total

40

100

Source: Primary Data

The findings above shows 16 with 41.7% were singles, 22 with 50% are married, 2 with 8.3%.
This means that most of teachers and parents are married, they can guide well the students by
telling them the problems of getting married at an early stage and many others as mentioned in
the limitations in chapter three.
28

2.1.5 Type of Employment Contract:

Table 4.5: Employment Contract
TEACHER , SOCIAL WORKERS AND PARENTS
Years

No. of Respondents

Percentage

Part time

8.3%

Full time

21

41.7%

Permanent

29.2%

Probation

20.8%

Total

40

100

Source: Primary Data.

The research findings show that most of the teachers, social workers and parents (respondents) in
those schools 41.7% are on full time employment contract, 29.2% were on permanent contract,
20.8% are on probation and 8.3% were employed on a part time contract.
This implies that at least the number of parents / teachers who are on full time higher than those
who are on permanent contract. It is still revealed that there are some respondents who are not
confirmed yet (probation) but it will depend on their performance so that that are granted with
neither full time nor permanent contract and there are few on part time employment contract.

4.2 The contribution of girls education to socio-economic development of Masaka

municipality:
Table 4.6 showing respondents response on the effects of girls education on socio-economic
development
29

Response

Frequency

Percentage (%)

Empowering women

30

37.5

Capacity building

10

6.25

Practical learning

10

6.25

literacy skills

20

18.75

Entrepreneurship development

10

12.5

Participation in public/political spaces

20

18.75

Total

100

100

Source: Field data 2015

From the respondents 37.5 % acknowledges the role of education in empowering womens
collectives assumes significance. The researcher found out that Information dissemination,
awareness raising, capacity building, and translation of skills into practice increases womens
economic options and promote their sense of worth. Basic literacy skills aid them to acquire new
knowledge and skills required for improving and developing their tasks in all fields. Vocational
education and training facilitate their involvement in economic activities and strengthen their
economic base. Enhanced organizational and social leadership skill empowers them socially and
politically.
Capacity building of poor women collectives is an essential input to reduce the vulnerability of
group members to poverty as well as to enhance their participation in economic growth through
improved livelihoods. The organization has strengthened the organizational capabilities of
women members through education & training for knowledge & skill development in savings
and inter-loaning process, record management for group & finance management, livelihood
enhancement, income generating activities and entrepreneurship development. This has been
made possible by the skills attained in basic literacy.
30

6.25% of the respondents believe that Practical learning has allowed womens groups to reflect
on their everyday experiences and articulate their needs and priorities. More important, they have
been able to move beyond the limited conventional realm of the household.
Women who had never stepped out of their homes took part in learning activities such as study
tours, exposure visits, and interactive sessions within learning centers e. Each learning forums
brought them out of their homes and villages, exposing them to alternative ways of being. They
had to break many rules, and face taunts of family members. To convince their detractors, the
women argued that their newly acquired skills would contribute to the economic and social
betterment of their families and communities. This is in line with literature that states Skills are
the key way in which education reduces poverty. Education makes it more likely for men and
women not just to be employed, but to hold jobs that are more secure and provide good working
conditions and decent pay. In so doing, education can not only help lift households out of
poverty, but also guard against them falling or falling back into poverty. ( Post-2015
development framework, Poverty, Quality of education)
Many women/girls have benefited a lot from the trainings received from NGOs. If tomorrow such
NGOs withdraw support women can manage to live on our own. (Project director, Tulina
Ombuzi child development center)
Through education girls and young women have acquired literacy skills. With 18.75% can read
and write, and do simple calculations. They are using their skills to write provision list, read
scrap of papers and car numbers. They have internalized the importance of education and are
sending their children, including daughters to school.

31

After attending the learning centre I understood the importance of education. I can now read
signboard, weight and price of commodities. Once after reading the price of commodity I went to
shopkeeper and told him that he has overcharged me. Shopkeeper returned me the balance. I
realized that basic literacy helped me to negotiate with people for just practices; if my children
become educated they could transform their lives.(care giver)
We have learnt to make use of every product. Earlier ripe tomatoes would go waste since we
didn't know the way to preserve it. Now we make puree at home for personal consumption at
home. Nothing is wasted. (Women groups- FGD)
Older orphans were trained in skills to become self- sufficient. Using local artisan and technical
institutions within the community, about 400 orphans were trained in tailoring, carpentry,
building bicycle repair skills. Opinion leaders expressed great satisfaction with this program,
indicating that they knew of many youths who have started their own carpentry and tailoring
businesses following the training. The same group reported that some of the youths were
utilizing the skills gained to meet their domestic needs and to support their siblings in school.
Literacy has the ability of meeting up of specific learning needs and challenges of the
participants or the learners in that the acquired literacy skills are immediately applied to improve
their livelihood. This is further supported by World Bank (2002) view that people who had
completed literacy courses tended to be more willing to take initiatives in developing their
livelihoods or in taking an active interest in the operations of their cooperatives.

Women in Masaka municipality have found entrepreneurship development training program

useful. They are able to identify viable micro-enterprise as per their needs and skills and generate

32

income for themselves. Different Groups pursue number of income generating activities such as
bee keeping, dairy, and banana and pineapple plantation.
Women have demonstrated their newly acquired skills and confidence in dealing with people in
authority. They were initially very shy but the interactive classroom sessions have made them
open and assertive. They can now speak in public. Skill enhancement in finance management.
Incomes have increased. Households have gained control over produce and income. Self-earned
income has instilled in them a sense of pride and confidence of managing on their own. Womens
bargaining and decision-making power within the family has increased.
Earlier when we had to deposit 5000/= as part of saving scheme, we were constantly under
pressure. We have to ask from our husbands & in-laws. Now there is no such tension. We are
earning and we are saving we can spend without having to ask from anyone.
Participation in public/political spaces for collective action where Women groups are emerging
as strong power groups, they negotiate confidently with government officials, moneylenders and
outsiders. Women are playing a key role in local governance. They have come out with strategies
to elect leaders of their choice. And many of them have been elected in different leadership
position in the community because of their education skills.
The impact of educational inputs has been all encompassing. They have brought women into the
public space; engaged them with the power structures in society; enhanced their skills to take on
leadership roles and take decisions, improved their capabilities to contribute to the family well
being economically; and provided them with the security of solidarity, trust, and belongingness
in women's groups formed for the same purpose. All these have contributed in reducing poverty.

33

Learning program has had a significant impact at three levels of empowerment: power within,
power to, and power with. At the power within level a key impact is the observation that rural
people have developed an awareness of ones own potential to fight against poverty. They are
confident, sensitive and informed persons. At the power to level the projects expanded womens
control over their labour, resources and decision-making processes. Access to their own savings,
access to networks of women outside their family and access to leadership positions have
empowered them. At the power with level, women have intervened collectively in many
institutions: family, market (labour and financial), community and local self-governance
institutions.
The educational program facilitated women to move from being passive beneficiaries to active
partners in development. These changes included improved sense of self independence; an
improvement in their social position as their levels of assets or incomes rose with bank accounts
and land in their own names; an increase in household decision making; and higher levels of
political and community activity. The changes may be seen as challenging deep-seated social
norms and being truly transformative.
Entrepreneurial skills acquired; the summary of research findings portrayed averagely the
benefits linked to entrepreneurship especially in sectors of Education and self-employment. The
most significant entrepreneurial skill was business with 60.5% realizing boosts in their business
as a result of credit from COF. Over average (55.3%) were able to get educated meanwhile
52.6% were able to become self reliant by creating their own jobs.
Findings further reveal that beneficiaries obtained individual entrepreneurial skill s with the
major skill acquired being financial management with majority (86.8%) of beneficiaries

34

acquiring it followed by hard work (42.1%). A few (13.1%) were able to become better customer
focused in their businesses. Figure 5 summarizes the findings.
Figure 10: Bar graph showing entrepreneurial skills acquired

Study conducted on compassion international and world vision reveals that the positive effects of
education efforts on the people are: Attainment of free education was the major positive effect
revealed by 33.8% of CI beneficiaries and 4.8% of WV beneficiaries. A further 29.0% mentioned
attainment of employable skills while 16.1% benefited in form of acquiring special friends
through interaction with the sponsors. Other positive effects of education efforts of WV and CI
include acquisition of the gift of salvation (accepting Jesus Christ as their personal Savior),
supporting construction of schools as well as exposure to new ideas. The above findings partly
corroborate Muwonge (2002) evaluation of the WV project in Rakai district that the greatest
impact was attained in enabling children to attend school, the mobilization of parish counseling
and development workers, community mobilization for orphan care, and support of construction
projects.

35

According to Nyasato and Otieno (2002), education has a number of positive impacts,
particularly for OVCs. Not only are those who are educated more likely to have a higher income
than those who are not, studies have also shown that the educated are also less likely to contract
dangerous diseases like HIV and tend to have children later in life. Attaining basic education and
employable skills is an important part of preventing the spread of HIV/AIDS and breaking the
cycle of poverty. Messages about HIV prevention are beginning to be integrated into school
curricula to raise awareness about the disease among the young, a group that experiences an
estimated 1,600 deaths daily.
4.3 challenges faced by girls education towards socio-economic development:
4.3.1 School Related Factors
Distance from School to Home
The study has observed some of affecting female-students before completing the cycle of
schools. In line with this, distance from home to school could be seen as one factor that
influences the participation of female students' education.
Table 1.7 : Female respondents whether they reached at school on time or not during their
presence in the school
Interview item
Did you arrive at school on time?

Girls' response
Yes
No
#
%
#
%
33 41.25 47 58.75

Total
Yes
No
#
%
80
100

As it is clearly seen in Table 4.7, majority of the respondents; that is, 47 (58.75 percent) of them
agreed that they did not reach on time in the school due to the distance from home to school.
This implies that female students did not attend some subjects that would be given in the first
period of the session. As a result of this, the students might get poor result on these subjects who
led them to hate the subjects and at the end they would decide to leave schooling. So, not
reaching on time in the school (that is due to the distance of the school from home) could be one
of other factors those influence girls education. At the end it can be also the case for girls giving
up their education.

36

Moreover, the response of the teachers, given in Table 4.8, supported the response of female
students too.
Table 4.8: Teachers response on the arrival of female students from home to school
Item

Teachers' degree of agreement on the arrival of students

Strongly
Agree
Disagree
Strongly
Total
agree

#
Not coming on time 17
from

home

%
21.25

disagree
#
45

%
56.25

#
18

%
22.5

#
80

%
100

to

school
According to Table 4.8; most of the teachers (45 or 56.25 percent) agreed that female students
did not reach on time from home to school while 17 (21.25 percent) and 18 (22.5 percent) of
them suggested strongly agreed and disagreed respectively. Regarding the teachers'
agreement on the arrival of female students to school, it is possible to say that not coming on
time to school can be also the other factors affecting participation of females in the secondary
schools.
Furthermore, female students who gave up their education before completing grade 12 were also
asked in interview if they had any problem during their journey from home to school.
Most of them have given the following responses that were very serious underlined problems
during their journey.
1. Lack of transportation from home to school.
2. Forced by males for sexual intercourse.
4. Unable to go to school due to the hotness of climatic condition of the environment.
Table4.9: Female ex-students state the table given below the degree of the problems from
the heaviest ones to the easiest.
Response item

Respondents
#
68
60
20
10

Hotness of climatic condition

Lack of transportation
Lack of bridge to cross the river
Forced by male students for sexual intercourse

37

%
85.0
75.0
25.0
12.5

As it can be seen in Table 4.9 most of female school leavers (85 percent) mentioned the hotness
of the environmental climate as one of the serious problems, specially for the students who were
living in other places, to go from home to school. On the other hand, 75 percent of girls said lack
of transportation is another factor that influenced them during their walking from home to
school. The rest, actually few in number, 25 percent and 12.5 percent of them mentioned lack of
bridge to cross the river and forced by male students for sexual intercourse were also other
obstacles which affected them during their going from home to school respectively.
Generally speaking, the above points were the most common ones that forced females to be less
achiever in their education directly or indirect
4.3.2 Shortage of School Facilities
The study has made somewhat clear identification about educational facilities and services since
they are decisive factors for girls' learning activities and the most important means through
which their educational objectives are made fruitful. The sample female who were asked in
interview about the availability of school facilities during their presence in the school gave the
following responses

Table 2: Female response about the availability of school facilities

Item

Schools leavers
Yes
No
#
%
#
%
Are teaching facilities such as textbooks, library, 20 25
60
75
laboratory, latrine and the like available in your school?
As it can be seen from Table 4.10, majority of the interviewed female students (75% of them) of
said that teaching facilities were not available in their schools while only 25 percent of them
mentioned the availability of teaching facilities. This implies as many research findings such as
Curle (1973) and World Bank (1988) has shown that the absences of teaching facilities were also
the causes for the influence of females educational participation in secondary schools.
38

Besides the female students, their parents were also asked in an interview if they bought
instructional materials to their daughters properly. Among the interviewed parents, 29
(39.7 percent) of them said 'Yes ' while the rest 44 (60.3 percent) said ' No '. As the parents'
response indicates, most of females' parents did not provide necessary instructional materials to
their daughters. Besides, only the parents who said 'No' were asked why they did not provide
instructional materials to their daughters. Among these, about 23 (52 percent) of them responded
that they had shortage of money to buy the instructional materials while the rest 17 (48 percent)
of the suggested as they were not asked by their daughters. The responses of female ex-students
and parents indicate that the learners had shortage of instructional materials their during presence
in the school.
Besides female students and their parents, the sample teachers were also asked to sign their
agreement on the factors that influence girls educational participation and their contribution for
the female students less participation in their secondary education as it is shown in the table
below.

Table4.10: Teachers response on lack of school facilities to learners

Item

Teachers' response
Strongly
Agree

Disagree

agree

Lack

of

facilities
library,

#
school 37
such

%
46.3

Strongly

Total

disagree
#
23

%
28.8

#
9

%
11.3

#
11

%
13.8

#
80

%
100

as

textbooks,

chairs etc.
As Table 4.10; shows, less number of teachers believed that lack of school facilities is one of the
factors that affect girls' education. Besides this, out of the total sample teachers, 37 (46.3 percent)
and 23 (28.75 percent) of them strongly agreed and agreed on the absence of school facilities
39

respectively. On the other hand, 9 (11.3 percent) and 11 (13.8 percent) sample teachers chose
disagree and strongly disagree respectively. So, the responses of sample female ex-students,
teachers as well as parents indicate that shortages of school facilities are also the factors that
influenced female -students' participation of secondary education.
As it was also seen during document inspection and observation of the school environment, all
sample secondary schools do not have latrines built in the suitable way for the school
communities. For instance, among the sample schools, only, Uganda Martyers Katwe has
students and teachers' latrines separately. The latrine of students has also two sections, one for
male students and other for female students. But female and male teachers latrine rooms are
present in the same section. The rest, 4 (80 percent) of schools have the same latrine rooms for
all school communities. Besides the document observation, the interviewed students as well as
parents suggested that the absence of independent latrine for females might also be other factor
that affects the participation of female students in the secondary schools.
Generally speaking, the situation was very grave regarding the supply of textbooks, library, toilet
and the like as it is indicated in the above Tables. Therefore, according to the data revealed in the
above, inadequate supply of instructional materials and toilet are affecting female education in
schools. Particularly, due to the absence of instructional materials, female students could not do
class work, homework, and assignment notes and so forth in order to cover the portions of the
subjects. Finally, in such reasons, female students might become bored and disappointed in
schooling and at the end they might decide to leave their secondary education. This is also
confirmed by many researches findings such as Tadesse (1974) that can significantly discourage
female students learning and their participation in school as well as motivates them to leave their
education.
4.3.3 Lack of School guidance and Counseling
It is obvious that the presence of school guidance and counseling plays significant roles for
effective teaching learning process. It is very important especially for school girls since they are
at the stage of adolescents who face a number of problems such as social, economic, academic,
and personal and the like. However, although guidance and counseling service for female
students is essential, many sample schools of the study do not provide good guidance and
counseling service as the document inspection form indicates.
40

Table 3: Teachers response on the influence of the absence of guidance and counseling for
educational participation of female
Item

Teachers' response
Strongly agree

#
Lack of school guidance 17

%
21.3

Agree

#
46

%
57.5

Disagree

#
10

%
12.5

Strongly disagree

#
7

%
8.5

Total

#
80

%
100

and counseling.
As it can be observed in Table 9, out of the sample teachers, 17 (21.3 percent) and 46
(57.5 percent) of them strongly agreed ' and 'agree' respectively on the influence of the absence
of guidance and counseling on females education. The others 10 (12.5percent) and 8 (8.8
percent) of them disagreed and strongly disagreed for the contribution of lack of guidance and
counseling for female school leavers respectively. According to the above data, majorities of
teachers believe that the absence of school guidance and counseling aggravate quitting of female
students from secondary schools. That is why many researches findings such as Ediger (1987)
and Asmerom,. (1989) have shown that the presence of guidance and counseling minimized the
rate of school leavers, in particular females.
4.3.4 Teachers Treatment on Female Students
Besides the availability of instructional materials and school guidance and counseling service,
teachers' treatment of female students also plays significant roles in their participation of
education. Regarding this, the response of teachers, school administrators and female students
for the question Did teachers treat female students equally with their counterparts in the
teaching-learning process? is given in Table 4.11.
Table 4.11: School-administrators, teachers and female students' responses about teachers
treatment on school girls during teaching- learning process
Respondents
Female students
School personnel
Teachers

Yes
#
%
15
18.8
2
40
46
57.5

The given response

No
#
%
65
81.3
3
60
34
42.5
41

Total
#
%
80
48.5
5
3.0
80
48.5

Total

63

38.2

102

61.8

165

100

As it can be seen in Table 4.11, most of the interviewed female ex-students (81.25 percent)
responded that their subject teachers did not treat them as equal as their counter parts.
But only 18.75 percent of the sample them suggested that they were treated in the same way as
their counter-parts during the teaching -learning process.
Besides the response of female ex-students, among the interviewed directors, 60 percent of them
said that teachers did not treat female and male students equally during the teaching learning
process. . On the other hand, among the sample teachers of the study, 57.5percent of them
respond as they treated both female and male students equally. On the contrary, 42.5 percent they
answered that they do not treat female students as equal as they are treating male students.

Furthermore, the sample teachers and school personnel were also asked if the school has a
special program (i.e. compensatory remedial assistance or tutorial classes and the like) that helps
to motivate female students in the teaching-learning process. Majority of the directors (4 or 80
%) and teachers (64 or 80 %) responded that the school did not and /or do not have special
program for girls so as to motivate or help them towards teaching-learning process. But only 1
(20 percent) and 16 (20 percent) school directors and teachers responded that they have special
program for girls respectively.
Hence, based on the given response, this indicates that lack of motivation is also other cause that
forced girls to be less participant of education. Finally, this forces them to decide leaving their
secondary education before completing the four years cycles of secondary school.
In line with this, the directors who said 'No' special grogram for female students was also asked
further question to explain the reasons that the schools do not have the special program. They
suggested the following reasons:
Table 4: Responses of the directors about the reasons that the schools do not have special or
compulsory classes for girls
Reasons

Respondents
#
%
42

Due to hotness of the environmental climate, the teachers as well as female 4

100

students are not interested to come back to school in the afternoon

Due to crowed of home activities, most female students could n have free time to 3

75

come to school to take the tutorial classes

Parents do not allow their daughters to go back to school after the normal class

100

Due to the long distance e of the school from home to school, they do not want to 2

50

come back to school

Most of them are not devoted to learn

75

As Table 4.12 indicates, 100 %, 75%, 100%, 50% and 75% of school directors suggested that
the schools do not have special or compulsory classes for females due the hotness of the climate,
girls lack of time to come back to schools, Parents disagreement to send their daughters,
distance of the school and lack of learners devotion to take the compulsory classes respectively.
The directors were also interviewed if there is any committee that includes female students as a
member in the school. Among the interviewed directors, 80 percent of them said that 'Yes' while
only 20 percent of them said 'No'. These who said ' Yes' were also asked further question in order
to explain the name of committee that female students are involved. Then, they gave the
following.
Table 5: the directors responses on females participation in different clubs
Number Name of clubs of respondents

Respondents
#
4
2
2
1
3
2

AIDS
Environmental protection
Mini-media
Student counsel
Re-cross
Sport

%
100
50
50
25
75
50

According to Table 12, all of the schools directors suggested the females are actively
participating as a committee member in the AIDS club. The rest 50%, 50%, 25%,
75% and 50% of the directors also replied that girls are a committee member in environmental
protection, mini-media, student counselor, Red-cross and sport clubs respectively.
43

According to the above response, the participation of female students in different clubs or
committee helped them to increase their interest and participation of education directly and
indirectly however it did not show significance behavioral change on them.
Furthermore, the sample teachers were asked to identify the types of tasks, given in the table
below, by which they are mostly done in the secondary schools.

44

Table 6: Teachers evaluation or identification of tasks by which they are mostly done
Task items
#
Cleaning classrooms
10
Cleaning school compound
4
Burning/ damping dry wastes
8
Fetching water
39
Boiling tea
52
Cleaning blackboards
3
Head of different clubs such as 13
mini- media, AIDS club etc.
Monitoring the class

The given response

Female
Both
%
#
%
12.5
69
86.25
5
71
88.75
10
62
77.5
48.75
31
38.75
65
18
22.5
3.75
24
30
16.25
20
25

2.5

19

23.75

#
80
80
80
80
80
80
80

Total
%
100
100
100
100
100
100
100

80

100

As it can be seen in Table 13, about 48.75 and 65 percent of the sample teachers suggested that
female students do fetching water and boiling tea respectively. While only 12.5 percent of them
indicated that males also participate in the activity of fetching water and boiling tea in the
schools. On the other hand, 58.75 percent, 66.25 percent and 73.75 percent of teachers revealed
that male students do as head of different clubs, cleaning blackboard and monitoring class
respectively. This indicates that the tasks performed by the female students are related to works
done in the home whereas for boys most of the tasks are mostly related outside home activities.
Furthermore, the tasks performed by girls seem to take longer time than those of the boys do. For
instance, it is possible to compare fetching water done most dominantly by female students and
cleaning the blackboard by male students. Female students tasks in most cases seem not only to
take more time but also they tend to be heavier and tire-some duties. All these may put females at
a disadvantage in their learning.

Table4.13: Teachers observation on the academic performance of female school leavers in high
schools
Item
Very high

#
5

Respondents
%
6.25
45

High
Average
Low
Very low

6
21
34
14

7.50
26.25
42.50
17.50

According to the Table 15, out of 80 sample teachers, 42.5 % of them suggested that female
school leavers' academic performance was low. On the other hand, 17.5% of them suggested
that female school leavers were very low in their academic performance. Only 5 (6.25 %) of
teachers respondents indicated that the female school leavers academic performance was very
high and 6 (7.5) of them said high that indicates the successful result of girls.
Teachers' responses, therefore, imply that their poor academic performance is one of factors
affecting participation of female education in schools. Among sample secondary school
administrators, 6o percent of the school directors also suggested that the school leavers of female
students were weaker than that of female and male students who are actually learning as the
document inspection shows.
In addition, among the interviewed female school who were asked if they repeated in the last
grade of their education, 45 (56.25 %) of them said 'Yes'. The rest, 35 (43.75 %) of them said
No. Furthermore, parents were also asked in interview whether their daughters who stopped
their education before completing secondary education (grades9-12) failed before or not. For this
question in an interview, 50 (68.5 %) and 23 (31.5%) of them said 'Yes ' and 'No' respectively.
Next to this question, only the parents who said 'Yes' was also asked to mention the grade she
failed. And they gave the following suggestions.

Table4.14: Parents responses of the grade levels that their daughters repeated
Grade
9
10
11
Do not remember

#
12
3
2
33

Responses
%
24
6
4
66
46

the specific grade

level
Total
50

100

Based on table 14, most of girls repeated in grade 9 while the lest ones was in grade
11. As it can be observed from the table, when the grade level increases, the number of repeaters
decreases. Among the interviewed parents, 66% of them did not remember or know the grade
levels of their daughters repetition. This implied that parents did not follow up their daughters
educational situation actively.
In addition to this, the other factor affecting participation of female education in secondary
schools is their passiveness in asking and answering questions during the teaching198 learning
process in the class. In line with this point, the sample teachers gave the followings regarding
females' participation in secondary education.
Table4.15: Sample teachers evaluation on female students response in the teaching
-learning process
Item

Teachers' responses
Strongly agree

Not answering questions

#
29

Not asking questions

Lack of confidence on their

35
25

education
Not paying attention to the

16

%
36.2

Agree

Disagree

Strongly disagree

Total

#
26

%
32.5

#
21

%
26.25

#
4

%
5.0

#
80

%
100

43.75
31.25

25
32

31.25
40.0

17

21.25

3.75

80

100

19

23.75

5.0

80

100

20.0

36

45.0

27

33.75

1.25

80

100

class.

As it can be seen in Table 15, out of 80 teachers respondents, 29 (36.25 %) and 35

(43.75%) of them 'strongly agreed ' that female students did not answer and ask questions
actively in class respectively. Similarly, 26(32.5%) and 25 (31.5%) of them 'agreed' on females
students' passiveness in asking and answering questions during teaching learning process
respectively. The other 21 (26.25 %) and 17 (21.25 %) of them answered 'disagree ' on female
students not asking and not answering questions in class actively. Besides this, among the
respondents, 4 (5.0 %) of them strongly opposed the idea given in the above.

47

4.3.5 ABSENTEEISM
Another serious factor, which was strongly tied with female school participation, was girls'
repeated absenteeism from school as it has been shown in the following table.
Table 7: Female school response regarding on their absenteeism in the last grade they
attended during their presence in the school
Items:
Girls response

1 -15
#
%

Females number of absent days'

16-30
31-40
Above 41 Total
#
%
#
%
#
% #
%

If you remained from the school in the

28

24

35

30

3.75

2.5

57

last grade you left, how many days

71.
3

/weeds / months did you miss your

school approximately?

As Table 18 shows, the majority of female school leavers were absent from schools.
Based on the table, 35 percent and 30 percent of girls suggested that they were absent
approximately from 1-15 and 16- 30 days from school respectively. On the other hand, 3.75
percent of girls had replied their absence about for a maximum of 31-40 days. 2.5 percent of
them admitted their missing the class for 2 days. The rest 28.75 percent did not remember the
number of days they left or missed their class. Generally, more than half of the school-leavers
(71.3 percent) admitted that they were repeatedly absent from school during the school days.
Hence, the absence of female students for plenty of days from school or missing of a large
proportion of the lessons given in class lead them to have bad academic performance that
exposes them to repeat in the same section. So, being absent from school repeatedly would also
make them lose their interest of learning and finally reached to bad decision of leaving their
education.
To sum up, beside the above point, as many researchers findings have indicted, continuous
absenteeism is found to be associated with the factors affecting participation rate of female
education in secondary schools (Adjani, 1993). So, missing the learning school days was one of
the other factors that aggravated female-students to leave their secondary education before
completing the secondary school.
In addition to this, the female- school leavers' parents who were asked in the interview also gave
the following responses stated in the table below regarding their daughters' absenteeism.
48

Table 8: Parents overview about their daughters' absenteeism from school

Item
#
Did your daughter 52

Parents' response
Yes
%
71.2

#
21

No
%
28.8

sometimes remain
at home rather than
going to school?
As Table 19 has shown, majority of parents, that is. 71.2 percent of them admitted that their
daughters repeatedly remained at home rather than going to school. And 28.8 percent of parents
answered their daughters followed their education continuously.
Furthermore, the parents who admitted the absence of their daughters from school gave the
following reasons for their daughters absence.
Table 9: Parents suggestions regarding the reasons of their daughters absence from
schools
Reasons

Responses
#
%
Household activities such as cleaning the house, 50
96.2
preparing food, fetching water and fire wood and so
forth
Sickness in malaria
52
100
Hotness of the environmental climate etc
51
98.1
According to table 20, 96.2%, 100% and 98.1% of the sample parents mentioned that crowded
home activities, attacking by malaria and the hotness of the environmental climate are the main
reasons for girls being absence from schools respectively.
To conclude, all these indicate that absenteeism is the other major factor affecting participation
of female students in secondary schools. Admitted they worked 4-6 hrs. Works Per day
respectively. While 15.07 percent of parents and 22.5 percent of female students responded that
they spent their time by working above 9 hours per a day. The rests that are few in numbers
revealed they had 1-3 worked hours per a day.

49

In general, as Table 20 shows, female-school leavers had spent most of their time by doing out of
their educational activities. This implies that they had shortage of studying / reading time in their
homes. Due to this, they couldn't do their home -work / assignment & they couldn't read their
exercise books and reference materials in their home. All these lead them to have poor academic
performance that could be one of the causes to aggravate their leaving of secondary education.
4.3.6 Lack of Supporter and Motivation
As the findings of many studies such as Eisemon (1997), Levy (1971) etc, have shown the
economic status of parents or guardians plays a significant factor for female students' educational
participation in schools. Based on this, the female students who were asked in an interview
4.3.7 Out of School Factors Affecting Participation of Females Education in School
In this section, in addition to school-related factors, an attempt has also been made to investigate
the causes of female- school leavers, which emanate from outside of the school system. The
assumption revolved around the individual factor, family related factors, social, economical and
the like. In this part, therefore, an investigation is made to present and discuss the major factors
that influence participation of female education in the school in Masaka District
4.3.8 Family Structure, Educational & Occupational
Background of Females Ex-students Parents
Familys structure, educational and occupation backgrounds of female students parents have a
significant role on female education. As many researches findings have shown, female students
those have well family structure, educational backgrounds and occupation have good opportunity
to continue their education rather than others who do not have.
Table4.20: Female Ex-students responses about families and their structure
Item

Alternative Responses

Were your parents (mother &father) alive when you were in sec.
School?

Yes
No
Total
Father
Mother
Both
Total
Yes
No
Total
With both mother &father

If you say No, who died?

If both alive, did they live together when you were in school?
With whom did you live when you were in school?

With mother only

50

Respondents
#
%
62
77.5
18
22.5
80
100
6
33.3
5
27.8
7
38.9
18
100
41
66.1
21
33.9
62
100

32
18

40.0
22.5

With father only

4
5.0
With my husband
7
8.75
With brother
2
2.5
With relatives
5
6.5
With others
2
2.5
Alone
10
12.5
Total
80
100
As it is shown in Table 20, about 77.5 percent of female ex-students had their Parents (both
father and mother) who were alive when they were learning in the secondary schools while 22.5
percent of girls had lost their parents. Among the respondents, 33.3 % and 27.8% of them had
lost their fathers and mothers respectively .The rest 38.9 percent of them hadnt lost both of their
parents (father and mother). In line with this, 66.1 percent of their parents were alive together
while 33.9 percent of their parents were divorced. Among the interviewed girls, 40 percent of
them lived with their biological parents (father & mother). The rest 22.5 % of them were living
with their mothers, 5 percent with their husbands, and 6.25 percent with their relatives, and 2.5
with their brothers, 12.5 percent alone and 2.5 percent with others. Then, 60 percent of female
ex-students did not live with their both parents during their presence in the secondary schools.
Furthermore, the findings of this study have shown that the structure of the family had a
considerable effect in affecting participation of female students in the schools. This is also
confirmed by different researches results that the breakdown of family due to divorce or death
was other factors that affected the participation of female-students in the secondary school
Then, death, separation and divorce are mostly the reasons that create serious emotional
discourage of school age-girls in the form of tension and anxiety in their life.
These could also be hindrances to female-students' attention in their learning process in class.
Finally, as a result of their consequence, they might be forced to withdraw their secondary
education. Besides this, the female-students who lived with only one parent (father or mother)
and with others might be obliged to support the household chores which could be other serious
obstacle for missing schools repeatedly and make less participate in their education.
Furthermore, the nature of the educational background of parents might be one of the other
decisive factors that encouraged or discouraged female-students success in their education in the
school. In this regard, Table 21 gives clear information hereunder.
Table 21: Educational Background of the interviewed girls parents
51

Educational
background
parents

Father
of
Yes
#
%

Mother
No
#
%

Total
#

Illiterate
Read& write
Primary

33
16
12

41.25
20.00
15.00

46
9
17

57.50
11.25
21.25

79
25
29

49.38
15.63
18.13

Secondary

10

12.50

8.75

17

10.63

College
Total

9
80

11.25
100

1
80

1.25
100

10
160

6.25
100

As it can be seen in Table 21, about 41.25 and 57.5 percent of fathers and mothers of female
secondary school leavers were illiterate respectively that covers the majority educational
background of the interviewed parents. And 20 percent & 11.25 percent of their father and
mother could read and write and 15 percent and 21 .25 percent of father and mother had primary
educational backgrounds respectively. The rest 12.5 percent, 11.25 percent of their fathers and
8.75 percent and 1.25 percent of their mothers had secondary and college educational levels.
In general, the majorities (49.38 percent) of female ex-students parents were illiterate while very
minor number of their parents (10.63 and 6.25 percent) had secondary and college educational
background.

Table 10: Parents occupational background

Occupation
Farmer
Gov. Employee
NGO employee
Other (housemaid etc.

Total

Father
#
%
27
36.99
11
15.07
4
5.48
3
4.11
45
61.64

Respondents
Mother
Total
#
%
#
%
13
17.81
40
54.79
4
5.48
15
20.55
1
1.37
5
6.85
10
13.7
13
17.81
28
38.36
73
100

As it has shown in Table 23, about 36.99 and 17.81 percent of male and female parents farmers
respectively, only 15.07 percent of males and 5.48 percent of females had government
52

Employment while the rest, 5.48 and 1.37 percent of male and female parents were working in
NGO respectively. The rest 4.11 percent of male parents and 13.7 percent of female parents had
other occupation like daily laborer, house-made etc.
In general, the majority-interviewed parents' occupations (54.79 percent) were farming that
implies most of female secondary school leavers were from the peasant families.
4.3.9 MARRIAGE AND PREGNANCY
The other serious factors that can affect female-students in the schools are un programmed
marriage and pregnancy before completing their education So, an attempt is made to investigate
their effects on influencing female students educational activities. The responses given by the
respondents are stated in the table below.
Table 11; Female students, parents and directors responses for the questions about school
age-girls' marriage and pregnancy before completing.
Reasons given by parents, female-students
and school personnel
Marriage was one of the serious factors
aggravating female students to leave their
schooling
Un-programmed school pregnancy is other
common cause for females' discontinuing their
education before completing grades
Parents' considering females' marriage as a
source of income paid as bride price by
daughters' husbands is other sever factor that
forced them to leave schooling from schools.

Respondents
Directors

Female
exstudents
#
%
50
62.5

Parents

Total

#
50

%
68.5

#
5

%
100

#
105

%
66.5

45

56.3

60

82.2

100

110

69.6

48

60.0

63

86.38

80

115

72.8

As it is observed in Table 24, out of 80, 50 (62.5 percent), out of 73, 50 (68.5 percent) and out of
5, 5(100percent) of the interviewed female students, parents and directors revealed that marriage
is one of the serious factors affect educational participation of female students respectively. In
addition to this, 56.3 percent of students, 82.2 percent of parent and 100 percent of directors had
stated that un-programmed school pregnancy is another common cause for females' less
educational participation that also lead them to withdraw their schooling from secondary school.
Furthermore, 60 percent of female students, 86.3 percent of parents and 80 percent of directors
mentioned that the presence of payment as bride price to girls' family by their husbands' during
the wedding ceremony is also other reason which affects females' educational participation in

53

secondary schools. This implies that girls' parents prefer their daughters to marry to learn in the
school.
In line with this, parents of female school leavers were also asked in the interview what they feel
about their daughters who left their education before completing the secondary cycle.
Most of them gave the following responses.
1. I agreed on my daughter's giving up education from school since marriage is better than
learning.
2. I agree on her giving up education since she had to help her mother's home activities such as
fetching water and firewood, caring young child etc.
3. Further education is not necessary for girls rather than boys and
4. Since I had low monthly income, she had to work income generating activities rather than
learning.
Table 12: Teachers evaluation about the influence of marriage and pregnancy on female
students
Items
Strongly

Teachers' Response
Disagree
Disagree

Agree

agree

Early marriage
UN programmed pregnancy

Total

Strongly

43
31

53.8
38.8

27
38

33.8
47.5

6
11

7.5
13.8

80

100

80

100

As Table 27 has shown, the majority of teachers (53.75 percent) 'strongly agreed' that early
marriage is one of the factors that contributed for girls' less participation in education.
Similarly, around 47.5 percent of them said Agree' that 'un-programmed pregnancy' is also other
factor that influenced the female educational participation. On the other hand, 38.75 percent of
teachers 'strongly agree' on un-programmed pregnancy as a serious factor that influenced
females' participation of education in secondary schools. Others, only 7.5 and 13.75 percent of
them did not agree on the points that 'early marriage' and 'un-programmed pregnancy' affect
females' participation of education in the secondary schools respectively. As a whole, this implies
that early marriage and un-programmed pregnancy are other strong obstacles for females'
participation of their education.

54

4.3.10 Lack of Time to study at Home

The other main factor that puts female-students at risk for leaving secondary school is lack of
time to study at home; that is; female students' household responsibilities place them at risk for
school leaving. Therefore, the following table accompanied by discussion is aimed at
demonstrating the effect of lack of time to study at home in facilitating female students '
abandoning school.
Table 13: Sample female students response on their out of School activities
No.

Item

Respondents
Yes
No
#
%
#
%
Do you spend most of your out of school time by working 70
87.5
10
12.5

different home activities rather than educational activities?

Do you help your parents by working other income 46

57.5

34

42.5

generating activities?

According to Table 28, about 87.5 percent of female students suggested that they spent most of
these out of school time by doing home activities rather than educational activities.
Besides this, 57.5 percent of them also admitted that they helped their parents by working other
income generating activities. While only the minors (12.5 percent and 42.5 percent) mentioned,
they did not kill most of their time by home activities and by working generating income
activities. In general, this implies that most of female ex-students did not have enough time for
studying their exercise notes, doing home works or assignments, referring books and so forth.
Due to this, they might get less result in examination that led them to hate their learning interest.
Finally, this might motivate them to reach at the conclusion of school leaving. Then, lacking
enough time in study at home was other factor that aggravated female students to be fewer
participants that leads them to leave their education before completing the required cycles.
Furthermore, the students who said Yes in number one were also asked again to tell the type of
works they did out of their educational activities.
In line with this, most of them gave the followings: Fetching water and / or firewood, preparing
food, painting the house and Brenda by mud, washing family's clothes and myself, taking care

55

for my child or my brother or sisters, working on the farms, cutting houses building wood,
shopping food materials, trapping fishes, grinding maize for food and the like.
Besides the above points, these female-students who answered that they were helping their
parents by working other income generating activities were further asked to mention too. So,
they mentioned preparing and selling preparing and seeking local Trapping fish and selling
them; collecting mango and selling them and preparing cultural decoration.
According to the female students response, it is possible to realize that their parents' economic
background was poor since they were supported by their daughters' incomes obtained from
different income generating activities.
In addition to this, the female ex-students and their parents were also asked in an interview how
many hours the female students worked home activities other than educational activities per
Day.

Table 14: Female students' and their parents responses on girls working hours per a day
in home activities than educational activities
Range of working hours per a day in home Parents Respondents
Parents
Students actives
#
%
1hrs. -3hrs.
8
10.9
4hrs. -6hrs.
24
32.9
7hrs. -9hrs.
30
41.1
Above 9hrs.
11
15.1

Students
#
%
8
10.0
24
30.0
30
37.5
18
22.5

Among the female students and their parents who were asked in interview suggested the amount
working hours per a day of girls (out of school activities). Only 41.10 and 37.5 percent of
parents and their daughters (majority of respondents) revealed that they worked 7-9 hrs per day
other than their educational activities respectively.
Besides, about 32.88 percent and 30 percent of parents and female ex-students also about the
average monthly income of their parents gave the following responses.
Table 15: Female- students response regarding their parents monthly income
Monthly

income

in Respondents
56

Masaka municipality
1000-5000
5000-8000
8000-10000
10000-12000
12000-20000
40000-50000
60000-80000
100,000-200,000
200,000& above
None
Total

#
13
10
8
9
7
9
4
5
4
11
80

%
16.25
12.50
10
11.25
8.75
11.25
5.0
6.25
5.0
13.75
100

Based on Table 30, the majority of females' parents (16.25 percent of them) monthly income was
from 1000-5000. While 12.5 percent and 10 percent of them replied they had from
50000-80000 per month respectively. The rest 11.25 percent, 8.75 percent,
11.25 percent, 5 percent of them suggested the general monthly incomes of the sample parents
indicate that most of them don't have satisfactory monthly income. This implies that the
economical backgrounds of most parents are very bad. Due to this, parents can't help their
daughters economically as they want and as they like. This influences their interest of learning.
Besides this, among the students who were asked in an interview "Did your family pay your
school payment on time? only 68.75 percent of them said 'No'. While 31.25 percent of them
said 'Yes'. This implies that most of the female ex-students' parents didn't pay necessary school
fee properly. In line with this, it is possible to say that parental inability to afford female
educational expense could be other major factor affecting their participation in secondary school.
As it is seen in Table 30 almost all of the parent's monthly income was not sufficient amount of
money that could cover their daughters school expenses. It is obvious that money is necessary to
cover the cost of instructional materials, transportation, clothing and the like. These all are
directly related to the economic status of living standard of parents. Poor economic status of
parents puts the female students in all aspects disadvantaged result of which is giving up their
schooling.
In addition to this, the economic status of parents and their encouragement to their daughters
plays significant role in their educational participation. That is why the female ex-students who
57

were asked in the interview gave the following responses about their parents' feeling on their
giving up of secondary education.
Table 16: Female students response concerning their parents feeling due to their giving up
of education
Female students replied that parents:

Frequencies
#
50
15
10
5
80

Agreed on my giving up of education.

Are very angry due to my giving up of schooling
Didnt care about my leaving of education
Motivate and advise to re-joining my education
Total

%
62.5
18.75
12.5
6.25
100

According to the reasons given in Table 31, most of the daughters parents motivated them in
order to stop their education before completing their secondary school cycles. Likewise, 12.5
percent of their parents did not worry whether they continued their education or not.
On the contrary, 18.75 % of them did not agree their stopping of secondary education. Similarly,
only 6.25 percent of interviewed students' parents encourage or motivate and advise their
daughters to re-join their education.
In addition to this, the sample parents themselves were asked in an interview about their children
educational situations as well as their opinion on it. The questions as well as the responses given
by parents are stated below.
Table 17: Parents responses on number their daughters as well as their opinion towards
their daughters' educational situation
Item

Number of parents children

1 child

2 children

3-4Children

More than 4
children

How many school age-children do you

5.5

11

15.1

26

35.6

32

43.8

have?
How many of them do attend school?

12.3

35

47.9

18

24.7

11

15.1

According to Table32, 43.84 percent of parents that are the majority of the sample parents had
more than four school age-children. And 35.62 percent of interviewed parents had 3- 4 school
58

age children. While the rest, few in number that is 5.48 percent and 15.07 percent of them had
one & two school age-children respectively.
In line with this, parents were also asked in interview about the number of their daughters who
are learning. So, 12.3 47.9, 24.7 and 15.1 percent of parents responded 1, 2, 3-4 and above
children are learning respectively. This shows that most of the daughters didnt attend education.
Based on the table, for instance, majority of the parents had more than 3 school age-children
while 47.9 percent of them responded that only 2 school age children attend their education.
In addition to this, parents were also asked in interview to whom (son or daughter) prefer to
attend schooling.
Table 18: Parents' preference to send their children to school
Item

Parents' Response
Son

If you have daughter and son, whom do

Daughter

Both

37

50.7

2.7

34

46.6

you want to attend school?

As Table 33 has shown, 50.7 percent of parents admitted that they prefer to send their sons to
females to attend school. While only 2.7 percent of parent respondents prefer to send their
daughters to sons to attend school. Forty-six point six percent of parents need to teach both of
them (sons & daughters). This implies that lack of parental interest towards their daughters'
education could affect the value of schooling of female students by discouraging their
educational participation towards learning.
Besides this, the parents were also asked in the interview, "Did you follow up your daughter's
educational situation when she was learning?" Then, about 64.4 percent (47) of them said 'No'
while 35.6 percent (26) of them responded 'Yes'. So, this shows that most of female students'
parents didn't follow up their daughters' educational activities. These means parents didn't
motivate or encourage their daughters' educational participation. This could also be a factor that
contributed for less participation of females' education.

59

Furthermore, the sample female students and their parents were asked to explain the main
reasons that forced them to give up their education. They gave the following reasons.
Table 19: Female ex-students and their parents response on the main reasons for females
giving up the education
Reasons.
Due to:
Lack of parental support
Cultural pressure for early marriage
Un-wanted pregnancy
Parental disunity
Lack of time to study at home
Lack of parental awareness about ht use of girls
education
Parents need of girls labor at home
Lack of school which is nearer to home
Shortage of learning materials /facilities
Poor academic performance
The learners disinterest

Respondents
Girls
Parents
#
%
#
%

Total
#
%

52

65

30

41.1

82

53.9

70

87.5

50

68.5

120

78.4

54
35
65
73

67.5
43.8
81.3
91.3

42
25
38
32

57.5
34.2
52.1
43.8

96
60
103
105

62.7
39.2
67.3
68.6

77
37
57
34
25

96.3
46.3
71.3
42.5
31.3

60
24
31
34
33

82.2
32.9
42.5
46.6
45.2

137
61
88
68
58

89.5
39.4
57.6
44.4
37.9

According to the above Table 34, 53,9%, 78.4%, 62.7%, 39.2%, 67.3%, 68.6%, 89.5%,
39.4%57.6%, 44.4% and 37.4% of girls and parents suggested that lack of supporters, cultural
pressure for early marriage, unwanted pregnancy, unknowing the use of education lack if
schools, shortage of instructional materials, poor academic performance and lack of learning
interest are some of the most common reasons that aggravate girls to give up their secondary
education respectively.
The sample teachers' response for the question, Do female students' parents support and
motivate their daughters to continue their education? " was similar with the responses of female
students and their parents. Seventy seven point five percent of the sample teachers said
'No'. While only 22.5 percent of them said 'Yes! Those who said 'No ' were also asked to mention
at least five reasons for their responses. They gave the following reasons.

Table 20: Teachers responses about the reasons that parents do not support or motivate
their daughters
Reasons

Responses
60

Parents prefer to marry their daughters to continue the education to get a bride price
Parents believed that further education for males is unnecessary
Parents strongly believed that females duty is to be housewife rather that learning
Parents traditionally believe that females are not gifted and successful for further education
Parents economical background does not allow them to help their daughters

58
56
60

93.5
90.3
96.8

45

72.6

61

98.4

As Table 35 indicates, 93.5 % of teachers suggested that parents prefer their daughters
engagement in marriage to continue their education. Likewise, 90.3%, 96.8% and 98.4% of them
said that parents believing on only males should be given further education rather than females,
and their poor economic background seriously affect females education respectively.
Furthermore, the school personnel (60 percent) who were asked in an interview said 'Yes' for the
question "Are female - students who left the school before completing the four years cycles weak
academically than female and male students who are learning? "Next to this, about 60.5% of the
directors, who said yes, also suggested that early marriage, unwanted pregnancy, economic
problem, lack of school facilities and so forth are the most common reasons for girls academic
weakness.
4.4 possible solutions to the challenges facing girls education
The researcher had to consider the their objective by presenting and
discussion the opinions from the respondent concerning the possible solution
to the problems faced by girl child education and below is the presentation in
table shown;

First and foremost re searcher had to find out any methods / approaches
which can be used when teaching whether specifically can enhance girl child
education

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Table 4.10: Opinion

Response

No. of Respondents

Percentage

Yes

47

94%

No

6%

Total

50

100

Source: Primary Data

The finding in the table above revealed that the response from the
respondents was positive as seen in the table above. The findings implied
that 94% of the respondents said that there are some methods / approaches
used when teaching specifically to enhance girl child education as seen in
table below

Table 4.11: Methods / approaches used by Teachers

Response

No. of Respondents

Percentage

Peer Teaching

25

50%

Mediated Learning

10

20%

Child to Child Learning

10

20%

Demonstration

10%

Total

50

100

Source: Primary Data

The findings in the table above shows that 50% confirmed that peer teaching
is good, 40% said that mediated learning and child to child learning can also
favour students and finally demonstration with 10%.

62

This can enable students to respond to the given activities under guided
rules. Any teaching method is very is relevant except when teaching of an
individual and character may not allow the use of the method selected.
The most effective methods:
There are various methods which can be used by teacher or any other
concerned about girls, therefore below are some of the effective methods
which can be employed to stop dropping out of girls.

To create an enabling study environment for the children of Uganda

To cater for the individual differences in learning through provision of

alternative options from which different categories of children can benefit.

To promote students talents at a tender age so that they can be useful to

them and to the country in future.

To attract the wider community in the decision making processes of

curriculum improvement and implementation.

Table 4.12: The Most Effective Methods used by Teachers

Response

No. of Respondents

Percentage

Good Teaching Skills

25

50%

Promote Students Talents

15

30%

Studying Environment

10%

Cooperation of Teachers & Students

10%

Total

50

100

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Source: Primary Data

The table revealed that, the most effective method that is used by teachers
was Teaching Skill with 50%, promotion of students talents 30% and 20%
over all, the studying environment and cooperation of teachers and students.
This can encourage students (Girl Child) to be active in class and it will
arouse childrens interest to study.

The best way of applying those methods by other teachers

To produce a God fearing person equipped with basic practical skills and
knowledge for self-reliance and national development.

To establish the national priority on education; the government adopted two

phase policy to rehabilitate standard buildings which can facilitate students
with their education

The

establishment

of

minimal

conditions

for

instructions,

improving

efficiency and the quality of education through teacher training and

curriculum upgrading.

Important long-term goals included establishing Universal Primary Education

and now Universal Secondary Education and shifting the emphasis from a
purely academic to more technical and vocational training.

64

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
In this Chapter, based on the data gathered by using the instrument designed for the study, some
major conclusions and recommendations are made here.
Summary and conclusions
The main purpose of the study focused on investigating the contribution of girls education to the
socio-economic development in Masaka municipality.
Then, in order to meet the main purpose of the study, a descriptive survey method was employed.
Besides this, after the target populations as well as the accessible population were identified, the
whol schools (i.e. five in number) of the schools were included using the available sampling
method. The subjects of the study were a sample of female students, school teachers, parents and
school directors, parents and social workers. So, to collect relevant data for the study, both
structured and unstructured interview questions, questionnaire and document inspections were
used.
65

The main findings of the research include the followings:

The study began with examing the contribution of girls education which included literacy,
employment opportunities, entrenprunership, financial management, communication skills and
so on as discussed in chapter four.
The study further attempted to examine major factors affecting participation of female students
education in school and out of school related factors. For instance, familys structure, occupation
and educational background, pregnancy, marriage, lack of supporter, lack of studying time,
distance of school, shortage of school facilities (i.e. latrines, textbooks, library, school counseling
& guidance service), teachers partial treatment of students, repetition, dropouts and absenteeism
are some of the major ones.

Evidences from Masaka public school girls high school show that an overall increasing

number of female students have left secondary education before completing.

Most of the respondents of the study also underlined that the absence of school guidance and
counseling as well as distance from home to school seriously affect the participation of

female students.
Females have less chance to participate in education than males in the region since the
chances for females to go to school is restricted due to various cultural, social and economic

barriers.
The other factors affecting participation of females education are seriously increasing due to
parents need for their daughters labor, parents preference to send sons to school, girls early

engagement in marriage, unwanted pregnancy and low-income of parents.

In most cases, the attitude of parents regarding the importance of education for girls does
seem to not be changed since most of them still today prefer to marry their daughters to send
to schools. It is still strongly functioning since the engagement of their daughters helps them
to obtain certain amount of income as the bride price given by daughters husbands during

the wedding ceremony.

Some female students of secondary schools would not like to continue with their education

due to several problems that they could not overcome or withstand.

The school leavers rate of females in secondary schools is higher than that of boys. This
implies that the number of females students who are discontinuing secondary education is
higher than males due to lack of secondary school near by their residence, and repeating in
the same grade levels.
66

Repetition, dropouts and absenteeism are the other main causes for girls poor academic

performance as the respondents of the sample population of the study confirm it.
Although the government policy gives support to females education, a favored situation to
participate in secondary schools in the region, the sharing of girls in the division of labor,
particularly at home and partially at school, is higher and time consuming as compared to
boys. This implies that lack of enough time for studying and doing assignments is truly a
result of division of labor at home that is gender biased. This indicates that female students

spend some of their time in home and income generating activities for their families.
The important points to conclude based on the nature of female participation in secondary
education, still today, the trend is that less and less number of girls than those of boys are

attending secondary school in Manah girls high school.

Females have less opportunity than boys do to persist with their education in secondary
schools.

5.4

Recommendations

From the above conclusions, the following recommendations were

made: The Government should put high regards for the Ministry of Education and
Sports with its potential headquarters on districts. This will induce the
schools as well as students to reveal and advise them selves in any situation,
this will help to retain a relationship between parents, teachers and students.

The management should also try to know its students and know where they
are, what they like and what they want. This will help it to design time tables
and activities that are acceptable. The administration should also use the
required language and messages in the desired quality services and health
appeals so as to reduce accidents which are caused of drop outs.

67

All School should be well established and the education services offered need
to be maintained well and should be easily identifiable to the public. This will
help in attracting new students and in the long run they can be retained.
Programmes / co-callicular activities should be geared at creating awareness
in the mind of students. Proper selection of the development activities should
be designed to suit the schools requirements / needs.

The Administration / management of those schools should also employ the

SWOT analysis (Strength, Weakness, Opportunities and Threats) and also
understand the studying environment of the students. This will help them to
know in case there are some environmental factors which will lead to some
students drop out.
Students need to know the practical part of what is said in regard to what the
schools are offering to them. This therefore, can only be achieved through
physical contact between the teacher and parents and the respective
students improve their knowledge thus a benefits and accessibility will lead
to a good standard and high performance.
As the findings of the study have shown that lack or shortage of school facilities such as
instructional materials, latrine, library and absence of guidance and counseling are still other
main reasons that affect girls educational participation in secondary schools. Then, the provision
of improved school facilities will be an ultimate effect in encouraging regular attendance and
increasing educational participation rate of females. So, adequate and well-designed instructional
materials should be delivered to school at the proper time in order to get rid of the obstacles that
influence educational participation of females in schools.
As it is observed from the findings of this study, parents preference of their daughters
engagement in marriages and un-wanted pregnancy to learn in order to obtain the bride price
given by the husband were also the other major factors that affect participation of female
students in secondary schools. Then, it is necessary to organize sensitizing program in the region
68

in order to create awareness about the advantage of further learning of girls rather than engaging
them in marriage. The Mass Media, community leaders, opinion people, , Religious leaders, and
Educational Offices and Womens Association Affairs of Sectors Bureau should create awareness
on the priority of learning by organizing Seminars or workshops to the community. This will
help to change the old traditional outlook and cultural restrictions on marriage in order to
enhance the participation of female students in secondary schools in the region. Besides this,
giving more job opportunities for females who completed their education will be another means
to encourage parents willingness to support their daughters Learning.

REFERENCES
Atekyereza P.R. 2001. Critical Factors for Family Studies Analysis in Uganda: A case study of
Changing Family Forms and Function among Selected Ethics Groups. PhD Dissertation, Linz
Institute of Sociology. Johannesburg Kepler Universtitat Linz.
Atekyereza P.R. & Ezati, E. 1996. Proceedings of the Workshop for COPE Supervisors in
Bushenyi. A final report, Kampala UNICEF Country Office.
Bandwick, J.M & Douvan, E. 1977 Ambivalence; The Socialization of Women in Stein et al
Barlon, T & Wamai, G. 1994 Equity and Vulnerability. A Situational Analysis of Women,
Adolescents and Children in Uganda, Kampala, National Council of Children and Government
of Uganda.
Kayita, J. & Kyakulaga J.B. 1997 HIV/AIDS Status Report, Kampala, Uganda AIDS
Commission.
Ministry of Education and Sports, 1992; Education for National Integration and Development:
The Government White Paper on Education Policy Review Commission Report Kampala
Ministry of Education and Sports, 1995: A concept Paper on community based facilities
expansion. In Primary classroom and Tertiary Institution Construction; Kampala Programme
Implementation Unit.
Ministry of Education and Sports, 1997: Head count of Educational Institutions in Uganda,
Kampala.
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Ministry of Finance and Economic Planning, 1992, Uganda National Programme of Action for
Children: Priorities for Social Services Sector Development in the 1990s and Implementation
Plan, 1992/93 and 1994/95, Kampala, Uganda.
Monitor Reporter, 1996: Prostitution attracts working women and school girls. In the Monitor
November.
Mugeere, A. 1996. Pregnant studies: Villains or Victims. The New Vision 7th December.
Mushega, R. 1997 Progressive Report on UPE. Presentation to the Parliament Kampala, Ministry
of Education and Sports.
Mulindwa, A. 1998: Sixty pregnant girls drop out of school. In the Monitor, 26th October.
Pons, V. 1996. People in place. On Wallman, S: Kampala Women getting by well-being in the
times of AIDS, London James Currey.
Population Reference Bureau, 2000. The state of the World Population on Report 2000
Washington DC. Population Reference Bureau.
Republic of Uganda, 1992: The 1991 Population and Housing Census, Entebbe Statistical
Department, Ministry of Finance and Economic Planning.
Republic of Uganda, 1995. The 1991 Population and Housing census: An Analytical Report, Vol.
11. Entebbe, Ministry of Finance and Economic Planning.
Republic of Uganda, 1998. The 1998 Statistical Abstract, Entebbe, Ministry of finance,
Economic Planning and Development, Statistics Department.
Republic of Uganda, 2000, National Strategy for Girls Education in Uganda, Kampala, Ministry
of Education and Sports.
UNICEF, 1989. The Invisible Adjustment Poor Women and the Economic Crisis, Santiago. The
Americans and Caribbean Regional Office. UNICEF. 1989. Women and Children in Uganda: A
Situational Analysis, Kampala Uganda.
UNICEF, 1996, The needs Assessment Study for the Implementation of Complementary
Opportunities for Primary Education in Kampala, UNICEF Country Office
Williams, T.R. 1972 Socialization and Communication in Primary Group, Chicago, Mouton
Publishers
Williams S. 1996 Uganda: The Challenges of Growth and Poverty Reduction. Washington DC,
IBRD.
APPENDICES

70

APPENDIX ONE
QUESTIONNAIRE SCHEDULE
Dear Respondent,
I greet you in the Name of God; the Researcher is by Names of Namulunga Prossy. In partial
fulfillment of the requirement of the Degree in Education of Kampala University Masaka
Campus, a student is required to undertake research and submit ones findings. Therefore, you
are kindly requested to assist the researcher to obtain information about the effect of girls
education to the Economic Development of Uganda, a case study of Masaka Municipality.
The information given will be purely for academic purposes and may benefit all concerned
partners. The information given shall be treated with confidentiality.

SECTION A
Demographic characteristics:
Name of respondent.

Age of respondent.

Sex/gender of the respondent.

Position held by the respondent.

Name of the Educational Institution.

How long have you been holding the above position?

71

Marital status of the respondent.

Highest level of Education of the respondent.

SECTION B
The contributions of girls education to the Economic development of Uganda:
In your view, what is girls education?

In your opinion, state the relationship between Girls Education and Economic Development.

In your view, what is Economic development?

How is Girls Education important to the economic development of your country?

In short, explain the contributions of girls education in Uganda.

72


SECTION C
The challenges facing girls education to the economic development of Uganda:
In your view, what are the challenges facing girls education in Uganda?

The educational institutions aware of the above mentioned challenges facing girl education in
Uganda? If Yes or No explain.

In your view, do you know of any socio-cultural challenges facing girl education in Uganda? If
yes or no, state the factors or reasons.

In your opinion, state the roles of parents as far as challenges facing girls education are
concerned.

What do you think could be done to involve all stake holders in girls education in Uganda?

73

As policy maker, what practical steps have you undertaken to solve the challenges faced by girls
education while in schools?

Did you know of any policies related to girls education in Uganda? If yes or no, explain.

In your view, mention NGOs in your community that are involved in girl education?

What do you think could be done to solve the challenges facing girls education in Uganda?

State women involvement as far as girls education is concerned in Uganda.

What is your role towards girls education in Uganda?

Explain the responsibilities of men in girls education in Uganda?

74

END
APPENDIX TWO

GOD BLESS YOU ALL

INTERVIEW SCHEDULE
Dear Respondent;
I greet you in the Name of God, the researcher is by names of Namulunga Prossy. In partial
fulfillment of the requirement of the Degree in Education of Kampala University Masaka
Campus, a student is required to undertake research and submit ones findings. Therefore, you are
kindly requested to assist the researcher to obtain information about the effects of girls
education to the economic development of Uganda, case study of Masaka Municipality.
The information given will purely be for academic purposes and may be beneficial to all
concerned partners. Therefore, the information given shall be treated with confidentiality.
SECTION A
Demographic characteristics:
Name of the respondent.
Age of the respondent
Sex/gender of the respondent.
Position held by the respondent
Name of the Educational Institution
How long have you been holding the above position:
Tick one: (a) One month

(b) One year (c) Five years (d) More than ten years

Marital status of the respondent. (Tick the best)

(a) Married. (b) Single (c) Unmarried (d) Non of the above
Highest level of Education of the respondent. (Tick the most appropriate)
(a) Primary level. (b) O level (c) A level (d) Tertiary Institution (e) University

75

SECTION B
The contribution of girls education to the economic development of Uganda:
In your view, what is girls education?
..
In your opinion, state the relationship between girls education and economic development.

In your view, what is an economic development?

..
How is girls education important to the economic development of your country?
..
In short, explain the contribution of girls education in Uganda.
..
SECTION C
The challenges facing girls education to the economic development of Uganda:
In your view, what are the challenges facing girls education in Uganda?
..
Is the educational institution aware of the above challenges?
..
I your view, do you know of any socio-cultural challenges facing girls education in Uganda? If
yes or no, explain the factors.
..
In your opinion, state the roles of parents as far as challenges facing girls education is
concerned.
SECTION D
76

The possible intervention to the challenges facing girls education in Uganda.

..
As policy maker, what are the practical steps you have undertaken to solve the challenges faced
by girls in their education while in schools?
..
Did you know some policies related to girls education in Uganda? If yes or no, explain.
..
In your view, mention NGOs in your community that are involved in girls education.
..
What do you think could be done to solve the challenges facing girls education in Uganda?
..
State women involvement as far as girls education is concerned in Uganda.
..
What is your role towards girls education in Uganda?
..
Explain the responsibilities of men in girls education in Uganda.

END
GOD BLESS YOU ALL

77