Abstract:
The purpose of this study was to investigate factors contributing to Gumuz girls’ dropout of
primary education in Mandura Woreda of Benishangul Gumuz regional State. This study was
supported by social learning, family socialization and hierarchy of needs theories. Purposive
sampling technique was used to select the study area and informants for the interviews
qualitative, whereas census method was used to select respondents for quantitative inquiry.
Based on the objectives of the study, structured questionnaire and interview guide were used to
collect primary data. Quantitative data collected from 50 dropout returnee Gumuz girls were
analyzed using SPSS software version 21.0 and excel. Qualitative data was collected from FGD
and key community informants were analyzed qualitatively to complement quantitative result.
The finding of the study indicates that poverty, high involvement in household chores, lack of
parental education, unfavorable attitudes of parents towards girls’ education, exchange
marriage and involvement of girls in income generating activities are major factors contributing
to Gumuz girls’ school dropout. Among school related factors especially absence from school,
repeating a class, lack of sanitary towels, lack of school facilities for girls like toilet and lack of
conducive school environment for learning were stated as high contributors to dropout.
The causes for Gumuz girls’ dropout were multidimensional. Of these several socio economic
and cultural related factors were identified. Among these, financial constraints of parents who
have lower socioeconomic status to support and manage education related expenses, cultural
reasons including parents perceive of girls' education, exchange marriage and highly
participation of girls in labor force contributed to high incidence of dropout. Some of school
related factors also contributed to girls’ dropout. Most of these factors are related to school
facilities, irregular attending, repeating and location of school at home.
To reduce dropout of girls, teaching Gumuz communities regarding negative impacts of
exchange marriage on girls’ education, benefits of educating girls, starting integrated functional
women’s literacy, arranging community conversation, improving of parents’ economy,
arranging time to girls for household activities, awarding and recognizing parents who educated
their daughters to attract other parents to appreciate girls’ education.
