The causes, processes and consequences of student drop-out from Junior Secondary School (JSS) in Ghana: the case of Komenda-Edina-Eguafo-Abrem (K.E.E.A.) district.

摘要

Despite open access to both primary and junior secondary school (JSS), non-enrolment and dropoutudhave been countrywide problems in Ghana. This thesis investigates the nature of student dropoutudfrom JSS in one district in the country, through four main questions. What is the relationshipudbetween drop-out rates and school characteristics of JSS in K.E.E.A. district? What are the factorsudcausing students to drop out? What are the processes of dropping out? What are the consequencesudof dropping out?udThe thesis investigates the above questions in two phases: the first on a macro level, by means ofuda school survey of all 39 schools in the district; and the second on a micro level, by means of anudin-depth study of drop-outs from four schools. In the school survey, among the school factorsudincluded in the current study, few showed significant association with the drop-out rates.ud(However, in subsequent in-depth study, the school characteristics were found to exert someudinfluence; for example, the schools with low drop-out rates had stronger teacher commitment).udIn the school survey, drop-out rates were clearly associated with gender. The in-depth study ofud32 drop-outs from four schools suggested that the cause of drop-out was predominantly financeudfor males and pregnancy for females. In a comparison of 32 drop-outs and 32 stay-ins, where age,udgender, academic achievement and economic status were matched, few differences were foundudin family composition and school experience. In the examination of matched pairs, drop-outsudtended to display particular characteristics, such as belonging to a minority language/ethnic group,udor having a slight physical handicap. Parental divorce was common among both drop-outs andudstay-ins.udThe investigation of the process of leaving school revealed that the problem was more complicatedudthan the surface cause might suggest; there were often multiple causes leading drop-outs toudabandon their education. When problems such as parents' divorce, belonging to a minorityudlanguage/ethnic group, or having a slight physical handicap were coupled with poverty, theudcombination of these factors could cause students to leave school. Although a cause might not beudserious enough to effect drop-out by itself, many students were already on the verge of droppingudout; thus very little pressure was necessary to cause them to discontinue their schooling. Girlsudwere more vulnerable than boys. Girls in general showed fewer risk factors yet more girls thanudboys dropped out. In some cases girls would not have dropped out if they had not becomeudpregnant.udAfter leaving school, most drop-outs engaged in economic activities. Only a few drop-outs wishedudto go back to school, and almost all wished to undertake an apprenticeship to lead to selfemployment.udThe occupational skills learned in apprenticeship were gender-specific, and womenudhad fewer choices.udInequality was evident at every step; girls were disadvantaged in enrolment, retention, examinationudresults, and in economic activities after leaving school. Education can be an effective tool forudempowering the disadvantaged population. However, schooling in rural Ghana was not alwaysudmeeting the strategic needs of the disadvantaged. Drop-outs, therefore, searched for otherudalternatives in which they could be successful, such as self-employment in microenterprises.