An investigation and analysis of factors contributing to boys dropping out of secondary schools in the khomas region in namibia.

Abstract

The purpose of this study was to investigate factors that contribute to boys dropping out of secondary schools in the Khomas Region. According to statistical reports of the Educational Management Information System (EMIS) Education Statistics at the Ministry of Education, on average, early school leaving is a greater problem among male learners than among female learners. This is an exception only in two regions. Another aim was to identify the needs which are specific to the education of boys and what could be done to increase retention of boys in secondary schools. A qualitative case study approach was used for this study. The population comprised of secondary school teachers, principals and boys, including those who have dropped out of school, in the Khomas Region. The following purposeful sampling strategies were employed to obtain the sample: stratified purposeful sampling, convenience sampling, and purposeful random sampling. The sample consisted of the following stratified purposeful sub-samples: five principals by virtue of their positions as managers of schools, five most experienced teachers, five focus groups of boys currently in school, one group per school and 25 boys who had dropped out of school (five boys who had dropped out per school). Document analysis and semi-structured interviews were used as data collection instruments. The results revealed that there are several factors that influence boys to drop out of school. These range from the individual, family, school and community related factors. The top most factors that were identified as contributing iii towards boys‟ dropping out of school are: poor parental support in both academic and social lives of boys, peer pressure and failure on the part of boys to value and appreciate education at their age.