Approaches used by school governance structures to reduce school drop out in selected primary schools in Mzimba South Education district

Abstract

This study explores approaches used by school governance structures in reducing school drop out in selected primary schools in Mzimba South Education District. Specifically, the study sought to establish factors leading to school drop-out, to explore roles of each school governance structure, to assess the current approaches used by these structures to tackle school drop-out and to identify gaps that exist in the approaches used. The study used a qualitative approach to have an in depth understanding of why learners are not retained in school. Purposive, snowball and convenient sampling were key sampling techniques used. The study employed Grounded Theory during data collection and Systems Theory guided the analysis. The study established that learners drop out due to lack of parental care, poverty, class repetition and peer pressure and that roles that directly relate to reducing school drop-out were executed by Mother Group. The main approaches used by SGS included provision of guidance and counselling on importance of school, menstrual hygiene, and reporting abuse; and bringing learners that dropped out back to school. Gaps identified in SGS programming included lack of coordination between parents and school authorities, inadequate engagement with at risk learners and lack of school-based counsellors to provide psychosocial support to learners. The study recommends that Ministry of Education, Science and Technology should enforce the implementation of Grade Promotion Policy to minimise grade repetition. The study also recommends capacity building of mother groups to include training them on psychosocial counselling, enhanced learner engagement and good coordination between the school and school governance structures in identifying and assisting learners at risk of dropping out. Lastly, the study recommends making education fun and introduction of after school clubs that would help promote school retention. Implementing these recommendations will strengthen the functionality of SGS as they work to reduce school drop-out.