CULTURAL ORIENTATION AND GIRLS’ EDUCATION IN TEREKEKA STATE OF SOUTH SUDAN

Abstract

The study examined the impact of cultural orientation on girls’ education in Terekeka State, South Sudan. The study focus was on primary school education, specifically on school enrolment and dropout among girls in Terekeka State. The study objectives were: to investigate the impact of cultural orientation on girls’ education in Terekeka State, South Sudan; and to analyze measures taking by the government to improve girls’ education in Terekeka State, South Sudan. The study was guided by the Social Learning Theory, which opines that learning is a function of observation and often influenced by factors present within our environment. Furthermore, the study employed a descriptive research design and a mixed method approach in data collection. Three methods of data collection that include survey questionnaire, interview and focus group discussion (FGD) were used to elicit data from the study participants. The study population was 206,287 and the sample size was 399 respondents determined through Slovene’s formula. On the first objective, the study revealed that the cultural factors affecting girls’ education in terms of school enrolment and dropout in Terekeka are: early marriage, domestic issues and cattle rearing. Other factors include poverty, orphanhood, unconducive school environment among others. On the second objective, the study found that the government has implemented awareness campaign programmes that promotes education, particularly education for girls, however, the medium used to convey the campaigns were not adequate to reach the intended target audience. The campaigns were conveyed through the mass media (Television and Radio), whereas many families in Terekeka don’t have access to these gargets due to poverty, consequently, the campaign did not produce the expected result. Thus, the government strategy to improve girls’ education in Terekeka state has been largely unsuccessful.