UNDERSTANDING SOCIO-ECONOMIC AND ENVIRONMENTAL DRIVERS OF PRIMARY SCHOOL DROPOUT IN RWANDA
DOI:
https://doi.org/10.29302/Pangeea25.34Keywords:
School dropout, education access, social and environmental factors, RwandaAbstract
School dropout remains a critical global challenge, affecting both developed and developing nations. UNESCO estimates that approximately 244 million children and youth worldwide are out of school, with the highest prevalence occurring in sub-Saharan Africa and South Asia. Despite a global primary school completion rate of approximately 87%, persistent barriers such as poverty, gender inequality, conflict, disabilities, and geographical constraints hinder progress. In Rwanda, many children fail to complete basic education because of economic, social, and environmental factors, despite government initiatives to strengthen the education system. However, there is limited research on the underlying causes, impacts, and effective interventions to address dropouts in Rwanda. This qualitative study explored the causes and consequences of school dropout in the Amayaga region of Nyanza District, Southern Province, Rwanda, using observations and semi-structured interviews with 85 household heads. The findings reveal that internal migration driven by employment and living conditions, family-related issues such as divorce, single parenthood, partner imprisonment, and systemic barriers for children with disabilities significantly contribute to dropout. Consequences include child involvement in labor, street begging, relocation to extended families, and, in severe cases, placement in rehabilitation centers due to crime and deviant behavior. This study recommends strengthening family and community support systems, promoting inclusive and accessible education, and implementing continuous monitoring and evaluation to improve school retention and completion rates.
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