Residential Status and School Distance Attribute to Girls' Dropout
A Case of Kwimba Community Secondary Schools
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Education is a right to everyone as the Article 26 of the Universal Declaration of Human Rights states (United Nations, 2011). However, educated women' potentials and their worldwide thinking are developed, hence, give reasonable judgments in every area of development. Since 2000 many nations have committed themselves to remove the gender gap and achieve gender equality between girls and boys (UNESCO, 2000). In spite of all the efforts done, still a few girls who attend secondary school complete their education cycles. The author examined the extent to which the school distance and residential...
Education is a right to everyone as the Article 26 of the Universal Declaration of Human Rights states (United Nations, 2011). However, educated women' potentials and their worldwide thinking are developed, hence, give reasonable judgments in every area of development. Since 2000 many nations have committed themselves to remove the gender gap and achieve gender equality between girls and boys (UNESCO, 2000). In spite of all the efforts done, still a few girls who attend secondary school complete their education cycles. The author examined the extent to which the school distance and residential arrangements contribute to dropping out of girls at Kwimba community secondary schools. Generally, the findings revealed that, the distance above four kilometers had the highest rates of drop outs of whom girls were many. In residential arrangements, students who stayed with their parents had the highest dropout rates followed by those who stayed in rental rooms. Distances to school and poor students' residence associate with longtime household chores, early pregnancy, early marriages, truancy and poor performance for girls.
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