Effect of Government Interventions on Primary School Pupils’ Enrolment and Retention in Kotido District, Uganda

Victoria A. Namukwaya, Israel Kibirige

Abstract


Attainment of basic education is one of the most effective processes towards improving human capital for social and economic development. In order to ensure educational attainment, numerous interventions have been designed globally and at national levels. This study investigated the effect of selected government interventions (GI) on enrolment and retention of pupils in primary schools in Kotido district in Uganda. The study employed a quantitative approach and a correlational design. Data were collected from 78 participants using a semi-structured questionnaire. In addition, document analysis was used to collect enrolment data from schools and the District Education Office. Data were analysed using descriptive and inferential statistics. The results show that district gross enrolment increased by 55.4% but gross enrolment accounted for less than half of the number of school-age children and the retention ratio was less than 10%. There was no significant correlation between government interventions and enrolment as well as retention. These findings suggest that the effective participation of Karimojong children in the development process will remain low unless the government strengthens the existing interventions and designs new strategies to improve education attainment.

DOI: 10.5901/mjss.2014.v5n8p354


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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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