MEASURES TO REDUCE SECONDARY SCHOOL HIGH DROPOUT RATE OF THE GIRL-CHILD IN MARGINALISED RURAL COMMUNITIES IN ZIMBABWE: THE CASE OF BINGA DISTRICT

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.