COVID-19 and school drop-outs in rural secondary schools in Uganda

Abstract

The study "COVID-19 and School Drop-Outs in Rural Secondary Schools in Uganda" presents a comprehensive analysis of the impact of the COVID-19 pandemic on school dropouts in rural secondary schools within Uganda, utilizing secondary data. The study found out that the Covid-19 pandemic has exacerbated existing educational inequalities, particularly in rural areas where access to resources and technology is limited. Girls are disproportionately affected by these disparities, as they face unique challenges that hinder their ability to continue their education, since the closure of schools has led to increased household responsibilities for girls, including domestic chores and caregiving for younger siblings, which often take precedence over their studies. Secondly, the lack of access to online learning platforms and digital devices further disadvantages girls, as they are unable to engage in remote learning and stay connected with their teachers and peers. Moreover, cultural norms and gender stereotypes perpetuate the belief that girls' education is less important than boys', leading to a higher likelihood of girls being withdrawn from school during times of crisis. In order to address these gender disparities and prevent further school dropouts, it is crucial to implement targeted interventions that prioritize girls' education and provide them with the necessary support and resources to continue their studies. Gender disparities in Covid-19 related school dropouts are influenced by various factors. One contributing factor is the unequal burden of domestic responsibilities placed on girls and women during the pandemic. As schools transitioned to remote learning, many households experienced increased caregiving responsibilities, including household chores, childcare, and eldercare. These additional responsibilities disproportionately fell on girls and women, as societal norms and gender roles often dictate that they are primarily responsible for domestic work. In addition, socioeconomic factors such as poverty and limited access to technology can also contribute to gender disparities in school dropouts. Girls from disadvantaged backgrounds may face more significant challenges in accessing online learning platforms or obtaining the necessary resources and support to continue their education during the pandemic. Addressing these gender disparities requires recognizing and addressing the systemic barriers that perpetuate gender inequality in education and providing targeted support and resources to girls and women who are at risk of dropping out of school due to the Covid 19 pandemic. In response to this challenge, the Ugandan government, in collaboration with NGOs, has implemented various interventions to mitigate the impact of the pandemic on girls' education. One such intervention is the provision of distance learning materials, including textbooks and radios, to ensure continued access to education for all students. These interventions are designed to address the economic barriers that often contribute to girls' dropout rates. Moreover, NGOs have been actively involved in raising awareness about the importance of girls' education and advocating for policy changes to promote gender equality in education. By working in partnership with the government, NGOs have been able to leverage their expertise and resources to provide comprehensive support to girls at risk of dropping out of school. These interventions not only address the immediate challenges posed by the Covid 19 pandemic but also tackle the underlying structural barriers that contribute to gender disparities in education. This research provides valuable insights for policymakers, educators, and stakeholders by offering a comprehensive overview of the factors contributing to school dropouts during the COVID-19 pandemic in rural Uganda and highlighting the efforts made to address gender disparities and other root causes. The findings aim to inform targeted interventions that can support a more inclusive and resilient educational system in the face of future challenges.