School factors contributing to learners dropping out of School in selected Primary Schools in Solwezi District

Abstract

The study investigated school factors that contribute to pupils dropping out of school among primary school pupils in Solwezi district of Zambia. School factors are more detrimental because they create a negative image about school which make it difficult not only for school dropouts to be brought back into school but also for the would be entrants to be enrolled. Dropping out of school confines children to poverty and diminished opportunity by limiting their participation in social, economic and political affairs of their nation in later years as adults. The problem of school dropouts demands an aggressive approach using all means possible and acceptable with strategies focusing on preventing dropping out because the fight to bring them back dropouts into school may be much more difficult to be won.The study used descriptive survey design and involved 250 participants purposively selected who included teachers, pupils and school dropouts drawn five primary schools. Both qualitative and quantitative methods of data collection and analysis were used.The study found that school factors contributing to pupils dropping out of school were prevalent in schools under study such as: poor teacher-pupil relationship, manual work, lack of readiness to learn, lack of functioning pupil support structures, unstimulating school environment and punishments. The study found that school factors complimented each other with other factors in order to cause dropping out. The study found that school strategies aimed at preventing pupils dropping out of school were ineffective and were not seriously enforced. The study further found that five components of the school environment (place, people, policies, programs, processes) to a certain degree transmitted negative signals to pupils resulting in negative attitude formation, which to some extent influenced pupils’ decisions and behaviour leading to dropping out.The study recommended that: School staff and parents need to work together to identify early pupils who show risk signs of dropping out and make early interventions;Teachers and school management to play an active role reinforcing school strategies for preventing dropping out and creating inviting school environment; Ministry of Education, Science, Vocational Training and Early Education should invest adequately in developing and strengthening capacities for career guidance and counseling in primary schools to enable them prepare children for careers early which is essential for pupils’ continued stay in school