Socio-Economic Factors Impacting Education Attainment in Primary Schools in Katagum LGA, Bauchi State Nigeria
Abstract
In recognizing education as a fundamental right, Nigeria has striven to eliminate barriers that impede access, ensuring that learners from diverse backgrounds can thrive and contribute meaningfully to society. This endeavor is grounded in the belief that education is not just a privilege but a powerful catalyst for personal growth, social progress, and global harmony. However, despite this, Nigeria has the highest number of children not enrolled in school even globally. This study explores socio economic factors affecting enrollment in primary schools in Katagum Local Government Area in Nigeria. The Human Capital Theory by economists Gary Becker and Theodore Schultz guided this study. A qualitative study, framed within an interpretivism paradigm, drawn on a phenomenology design was used. 29 participants were purposively sampled from the study’s population who are stakeholders of primary education including parents, teachers, head teachers and Education Secretary while the data were generated using interviews and focus group discussions and thematically analysed. Trustworthiness was ensured and ethical principles were adhered to. Findings revealed that the stakeholders perceived socio-economic factors affecting enrollment in primary schools as poverty, child labour, distance norms and location of the school, influx of Internally Displaced Persons, belief system and unemployment. It was envisioned that, strategies like abolishing of school fees, shifting socio-cultural norms, introduction of skills acquisition, school’s improvement projects and offering financial incentives to poor families would improve and sustain enrollment in primary schools.
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