Primary school drop-outs breaking the vicious cycle
Summary
This study explored the how knowledge, attitudes and practices of youth, guardians,
teachers and institutions affect primary school drop-outs in Malawi. To do so, the study first
explored the experiences of various individuals present in the area, and then investigated
what local factors influenced primary school drop-outs. The study involved five primary
schools in the Nkhata Bay North region, three larger schools and two smaller schools.
The study employed a mixed methods research strategy, with case study principles.
Surveys, semi-structured interviews, focus group interviews and participatory observation
methods were used to collect data. Research respondents included primary school students,
primary school drop-outs, primary school graduates, classroom teachers, Primary
Education Advisors (PEA), guardians, NGO workers, Village Headman (VH), the District
Education Manager (DEM) and more. These respondents were gathered from around the
village and district. Bronfenbrenner’s ecological systems model and Risman’s theory of
gender as a social structure were used to guide the study.
Based on the findings, the study suggests that there is a lack of connectivity between
the individual, their family and community network, and the policymakers. Furthermore,
the study indicates that females in rural Nhkata Bay North are more adversely affected by
this lack of connectivity than their male counterparts.
Moreover, the study finds that other conditions like parental education background,
understaffing of teachers, regional customs and practices, and low socio-economic settings
can have negative impacts on primary school drop-out rates in Nkhata Bay North.