Abstract:
This article explores and discusses measures to reduce the secondary school digh dropout rate
of the girl-child in marginalised rural communities of the Binga District in Zimbabwe. It plugs
the gap in literature that, besides secondary education being a fundamental human right with
far-reaching benefits for girls and women, its successful completion is one of the measures for
quality learning which the study acknowledges. For methodology, the study engaged the
qualitative approach. Data was collected using focus group discussions, individual key
informant interviews, observations, photographs, as well as documents and records. Six
critical issues, long and daring walking distances; substandard school infrastructure and
furniture; subject teacher profile and high turnover; cultural and religious practices;
impoverished backgrounds and menstrual hygiene management, among other issues, were
noted as deep-rooted barriers to girl child‘s successful completion of secondary education in
Binga District. The study concluded that dropout threats that played havoc with girl child‘s
successful completion of secondary education were historically institutionalised among the
marginalised communities of Binga District. Thus, this study evokes all stakeholders‘ political
will and review of policies, supported by beneficiary-originated targeted affirmative action
mitigation measures, to effectively curb the girl child‘s institutionalised secondary school
dropout rate in Binga District, Zimbabwe.
Description:
The journal is a forum for the discussion of ideas, scholarly opinions and case studies of
leadership, development and governance at local, national and supranational levels and coming
from across various sectors of the economy. It is premised on the idea that leadership is meant
to create anticipated futures by the leaders themselves. Development is a revolutionist
endeavour that must be governed well for the sake of intergenerational equity. The journal is
produced bi-annually.
