Human Rights Insights into School and Community Viewpoints of Girl-Child Schooling in Rural Areas of Chadiza District, Eastern Province, Zambia

Abstract

Objective: To establish school and community viewpoints of girl-child schooling in rural areas of Chadiza District, Eastern Province of Zambia. Methods: The study used qualitative research methodology, particularly following the narrative inquiry. The sample comprised 2 primary schools in the district with 32 respondents: 2 head teachers, 10 teachers (5 from each school), 16 pupils (8 from each school) and 4 members of the community (2 representing each school). The study employed a self-sampling method to select headteachers, simple random sampling procedure to select teachers and pupils; and convenient sampling to select members of the community. Data were collected through interview guides and observation guides. Data were coded and transcribed. Thematic data analysis method was employed. Results: The findings indicated that parents' level of education and distribution of responsibilities of household chores to school-going children affects their (girl-children) academic performance and engagement in extra-curricular activities. The respondents unanimously cited the following vices as perpetuators of girl-child school dropouts: truancy: community-led income generating activities, financial constraints, terminal illnesses, orphanage, child abandonment, female-headed households, marriage break-ups, parent/guardian drunkenness and sexual harassment. Conclusion: The District Education Office and the Community should intensify media and local community sensitization of girl-child education in Chadiza District of Zambia in order to curb vices that affect school-going girls.