UNIVERSITY FOR DEVELOPMENT STUDIES TAMALE – GHANA

FACULTY OF INTEGRATED DEVELOPMENT STUDIES

RESEARCH PROPOSAL ON THE EFFECTS OF CAPITATION GRANT

ON SCHOOL ENROLMENT, ATTENDANCE AND RETENTION OF THE

GIRL CHILD IN THE KALEO COMMUNITY IN THE NADOWLI

DISTRICTS OF THE UPPER WEST REGION

BY

IDS / 1589/04

IDS/1600/04

IDS/2076/04

25TH JUNE 2007.

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PROPOSAL

THE EFFECTS OF THE CAPITATION GRANTS SCHEME ON SCHOOL ENROLMENT, ATTENDANCE AND RETENTION OF THE GIRL CHILD IN THE KALEO COMMUNITY OF THE NADOWLI DISTRICT OF THE UPPER

WEST REGION

CONTENT

Proposal

Content

Summary

Background

Problem statement

Research questions

Objectives of the study

Significance of the study

Scope of the study

Research methodology

Sampling procedure

Data analysis and presentation

Limitations of the study

Organization of report

Table 1.0 Period for study

Milestone Budget estimate

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1.1. BACKGROUND

One of the main reasons that children in Ghana do not attend school is that their parents

simply cannot afford to pay the levies charged by the schools. Despite the policy of fee-

free tuition in basic schools, many districts charge levies as a means of raising funds, for

example, for school repairs, cultural and sporting activities; this has the effect of

deterring many families particularly the poorest from sending their children to school.

The government of Ghana therefore instituted a Capitation grant scheme in 2003 whereby

primary schools receive an amount of GH3.50 per female pupil enrolled to remove the

financial barrier parents’ encounter in sending their children to school.

The utilization of the Capitation Grant has been designed to empower the schools to

effectively use financial resources to plan and carry out school quality improvement

activities. The process of planning activities should be participatory and transparent. The

grant is therefore expected to serve as an opportunity to help build school level capacity

to effectively implement fiscal decentralization which is a long term goal of the

government of Ghana.

1.2. PROBLEM STATEMENT

The Nadowli district and for that matter the Kaleo traditional area like most northern

communities is one of the worst plagued by poor basic school enrolment due to parents’

inability to pay school levies. Most parents deny the girl child formal education to save

enough to meet the educational, financial requirements of the boy child and other priority

needs.

In addition a reasonable portion of girls are denied access to formal education under the

pretext of culture. Culturally, formal education conflicts with the practice of early

marriage and women’s role of reproduction and home management. This means that it

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would be increasingly impossible to bridge the gap between boys’ and girls’ enrolment,

attendance and retention in schools.

In view of these challenges the Capitation Grant Scheme is expected to improve access to

school enrolment for the girl child. It is therefore prudent to investigate the extent to

which the scheme has been able to overcome financial and external barriers for girl child

education.

1.2.1. RESEARCH QUESTIONS

What are the effects of the capitation grant scheme on school enrolment,

attendance and retention of the girl child?

What are the challenges of the girl child school enrolment, attendance and

retention?

What are the effects of the Capitation Grant Scheme on school enrolment,

attendance and retention of the Girl-Child ?

All in the Kaleo community

1.3. OBJECTIVES OF THE STUDY

To identify the challenges of the Girl-Child school enrolment, attendance and

retention in the kaleo community

To investigate the effects of the Capitation Grant Scheme on school enrolment,

attendance and retention of the Girl-Child in the kaleo traditional area.

To make recommendations for an effective implementation of the Capitation

Grant Scheme.

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1.4. SIGNIFICANCE OF THE STUDY

Apart from fulfilling the academic mandate of the university, the study serves as a useful

data base for researchers, academicians, the Nadowli district assembly, the district

education directorate in the quest for providing quality, affordable and accessible

education for all.

Findings of the study will assist policy makers in education to redesign and repackage if

need be educational reforms to address the imbalance in school enrolment, attendance

and retention of male and female children. It would also serve as a feed-back to

government on the successes / other wise of the Capitation Grant policy.

Also the study would serve a useful purpose of sensitizing and encouragement for parents

to educate all children of school going age.

1.5. SCOPE OF THE STUDY

The study is limited to the effect of the capitation grant Scheme on the school enrolment,

attendance and retention of the Girl-Child in the Kaleo traditional area of the Nadowli

district in the upper west region. This is because of the great disparity in school

enrolment, attendance and retention between the Girl-Child and the Boy-Child.

1.6. RESEARCH METHODOLOGY

1.6.1 DATA COLLECTION TECHNIQUES

Qualitative and quantitative data will be collected using both primary and secondary

sources. Primary data will be obtained from the field using key informants interviews on

the schools management committee chairmen whiles structured interviews be used on the

seventeen girls respondents that make up the sample size of each of the four basic schools

in the community.

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Secondary or documentary records will be utilized; these include; various researches

works on the economy of capitation grant, the effect of the capitation grant on Girl-Child

education. Information will also be obtained from national publications as well as news

paper journals and the internet.

(Ghana.com)

1.6.2. SAMPLING PROCEDURE

Purposive and simple random sampling techniques will be employed.

Purposive sampling will be use to select the four schools benefiting from the capitation

grant scheme in the Kaleo community, the sex of the respondent and key informants.

1.7. DATA ANALYSIS AND PRESENTATION

Both qualitative and quantitative data analysis will be use

Information obtain from the field will be analysed manually. Cross tabulation will be

used in analyzing the data to ensure validity and reliability of the information obtained.

Also the data will be presented in the forms of tables, charts and graphs where applicable.

Editing will be done to correct errors likely

1.8. LIMITATIONS OF THE STUDY

Several factors serve as limitations to this study, some of these factors include:

1. Resources are not readily available to support the study. Funds or resources will

however be obtained from contributions of group members. These contributions are

mostly not enough and at times payments are delayed.

2. Another important factor is time; it is a crucial component of data collection and the

entire study. The fact that the study will be carried out along side normal academic

work is more of a challenge.

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3. A limitation is envisaged in the area of conducting the interviews, where most of the

respondents can not speak English language and therefore require interpretation. This

will make the work relatively difficult and time consuming.

1.9. ORGANIZATION OF REPORT

The study will be organized into five main chapters. Chapter one will comprise the

introduction of the background of the study, Problem statement, significance of the study,

scope of the study and the limitations of the study. The rest are the timeframe of the study

and a budget estimate.

Chapter tow will be used for literature review. Chapter three (3) will comprise the profile

of the study area, chapter four will contain data analysis and its presentation and the fifth

chapter will contain the main findings, conclusion and recommendation and an appendix.

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CHAPTER TWO

PROFILE OF THE STUDY AREA

INTRODUCTION

This chapter covers the profile of the study area. It describes the area with regard to

geographic area, demographic characteristics, socio-cultural and socio-economic

characteristics of the Kaleo traditional area.

GEOGRAPHIC AREA

LOCATION

The Kaleo traditional area in the Nadowli District covers an area of about 2742.5km2

with a total population of about 30294 (Medium Term Development Plan, 1998). It is

located in the extreme North-Western corner of the region. It is bounded to the West and

South by Jirapa/Lambussie District and to the Northern West by Wa municipal

Assemble.

RAINFALL PATTERN

The Nadowli District and for that matter the Kaleo traditional area has a single rainfall

maxima with a mean annual rainfall of about 42.6 inches, distributed over six (6) months

(Medium Term, Development Plan, 1998). The single rainfall stretches from May to

October. The dry season also begins from November and ends in April/May and is high

around December and January. This is usually characterized by the famous harmattan.

HUMIDITY

Relative humidity is very high at 70 to 90 percent in rains and as low as 20 percent in the

dry season (Medium Term Development Plan, 1998).

TEMPRATURE

The kaleo traditional area has variations in temperature with a mean annual temperature

of 92.1˚f and mean monthly temperature ranging between 97˚f in March to 81˚f in

August.

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TOPOGRAPHIC, SOIL VEGETATION AND SOIL

The Kaleo traditional area in the Nadowli District is generally low lying with few

plateaus surface ranging between low 1000 and 1100 ft (Medium Term Development

Plan, 19980.)

The soil type is mainly laterite and sandy loam, which has been leached leading to a hard

pan composed of mainly cemented layer of iron stone (Medium Term Development Plan,

1998). The area lies within the inter-tropical continental zone (ITCZ) and has poor soil

organic matters and other soil nutrients due to the poor vegetative cover. This is as a

result of over cultivation, over-grazing and protracted subjection to various forms of

erosion.

SOCIO-DEMOGRAPHIC FEATURES

The population of the area stands at about 30294 people as at 1998 (Medium Term

Development Plan, 1998). However, the population stands at 41110 in 2008 projected

using a growth rate of 3.1 percent. This has increased the density of land per person from

11km2 to 15km2 and undoubtedly puts pressure on the available farm lands as well as

social infrastructure.

SOCIO-CULTURAL AND SOCIO-ECONOMIC CHARACTERISTICS

ETHNICITY, CULTUAL VALUES AND RELIGION

The dominant ethnic group in the Kaleo traditional area is the Dagaabas. Dagaabas

account for about 99 percent of the total population while some minor tribes such as the

Sissalas, the Walas, the Akans and the Fulani’s make up the remaining percent in the

traditional area.

The Dagaabas practice the extended family system where inheritance is patrilineal. They

practice polygamy and cherish large family size to serve as a source of labour, social

security and status in society.

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Some values of the traditional area include respect for elders, truthfulness, hard work and

kindness. Dominant taboos are eating crocodile meat, as well as engaging in endogamous

marriage.

The main religious faith in the area is the African traditional religion and Christianity.

The Islamic faith, account for about 5 percent.

HOUSING STRUCTURE AND HOUSEHOLD SIZE

Compound houses are common in the Kaleo traditional area due to the extended family

system. The average household size is about eight (8) people.

The houses are built with both traditional and modern materials which give them weak

foundation and short life span of 14 years.

SOCIAL INFRASTRUCTURE

WATER AND SANITATION

There are few bore holes doted in the major villages of the Kaleo traditional area. Other

source of water for domestic use in the area includes wells, dams and ponds sited in

villages of grave potentials.

Sanitation is not at its best sewage layouts and waste disposal systems such as refuse

damps pose a challenge to proper sanitation.

EDUCATION

The Kaleo traditional area has educational institutions such as nursery, primary, junior

high schools, a senior high school and a vocational training institute. However, there is

high illiteracy rate especially among women.

HEALTH

Two health centres serve the health needs of the Kaleo traditional area. These are the

Jang health clinic and the Kaleo hospital.

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ECONOMIC ACTIVITIES

Agriculture forms the major economic activity in the Kaleo traditional area with majority

of the people engaging in growing of crops and the rearing of animals.

Agriculture in the area is characterized by low productivity due to land tenure tension,

credit facility, rainfall pattern, continuous cropping and over reliance on rainfed

agriculture. The result is acute food insecurity in the area in particular and the district at

large.

Industrial Activities in the communities are on the small scale level and characterized by

easy entry and reliance on indigenous technology and resources. The small scale

industrial activities include shea butter extraction, pito brewing, charcoal burning,

dressmaking, carpentry and pottery. These activities are crucial to the incomes levels of

the people. However, the lack of available credit faculties, inadequate financial

management skills, and low level of technology, among others has hindered the

development of small scale industries.

THE RELATIONSHIP BETWEEN THE MODERN AND TRADITONAL

INSTITUTIONS

Traditional and the modern institutions in the Kaleo traditional area depict a hierarchical

form. The traditional political system is well structured with the chief, elders and

‘Tindana’. The hierarchy of authority in the communities is as follows. The paramount

chief, divisional chiefs, sub divisional chiefs and their elders as well as family heads and

‘magazia’ (women leader).

The modern political structure consist of the district assemble, area council,

assemblyman, unit committee and community members. The people feel been part of the

modern political system as the assemblyman represent the people in decision making

affecting the communities at the district level.

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This relationship between modern and traditional political system has made decision –

making easy. Hence, the cordial relationship between the two institutions attracted many

NGOs such as Catholic Relief Services (CRS) and World Vision International (WVI) into

the traditional area to support education.

GENDER ISSUES

Traditionally, there exist defined roles for both sexes. Women in the Kaleo traditional

area constitute about 54.2% of the population assisting in the household farming

activities and as well engage in small scale industrial activities such as shea butter

extraction, pito brewing and food processing to enhance their standards of living. Their

roles have never been acknowledged coupled with other factors which have contributed

to the failure of many rural development projects.

Women have been discriminated against and regarded as home keepers. They are often

denied landed property, access to decision – making affecting their lives and community

governance among others. This discrimination arose from low level of education and

male dominance.

The resultant effect of women issue, being relegated to the background in Kaleo is low

level of female education, deprivation, marginalization and poverty.

ANALYSIS OF THE PROFILE OF THE STUDY AREA

Despite the great potentials, such as vast land for farming, large labour force, ponds and

damps for irrigation and NGOs operating in the communities for development, the Kaleo

traditional area has a lot of development constraints, among them are economic

hardships, deteriorating soil fertility and high illiteracy rate that further depends poverty.

Consequently there is a gradual break-down of the extended family system that has

become ineffective as a support system for the family except in terms of funerals and

marriages.

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The number of female headed households is increasing in the communities due to

migration, male desertion or death. Though this fact is acknowledge by the community

members, there have not been any changes in traditional structure to allow women to

acquire land in their own right in spite of the Interstate Succession Law 111 of 1985

which allows women to inherit their spouse’s property. Women therefore assume house

maintenance responsibilities without resources to match except those who are relatively

better off economically. The very low level of women participation in public life in the

area is partly as a result of the socio-cultural conditions that do not allow them to

participle in decision-making.

This has contributed to impoverishment of women and poor girl-child education as a

result of male dominance in every aspect of the communities.

CONCLUSION

This chapter considered the geographic area, demographic characteristics, socio-cultural

and socio-economic characteristics as well as socio-political organization as they affect

Girl-Child education in the Kaleo traditional area.

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CHAPTER THREE

LITERATURE REVIEW

The focus is on girl-child education specifically the effects of the Capitation Grant

Scheme on School enrolment, attendance and retention of the Girl-Child. Much of the

literature talks of the disparities in education between boys and girls and some reasons

assigned to these disparities and possible suggestion on what can be done to off-set if not

reduce these disparities.

Dolphyne (1991) articulate that the reasons why women are lacking behind men in

education include the belief that the role of women is to marry and bear children, a role

for which one needs no formal education. This means that women’s role in the society is

to perform reproduction roles instead of performing production roles.

Furthermore, parents considered it profitable to invest in boys education sine they can

serve as social security to them rather than girls who will only benefit their husbands. In

the final analysis, the probability of girls becoming drop-out of school is higher, due to

unprepared pregnancy (Dolphyne 1991)

Dolphyne in her study identified the negative parental attitude as one of the factors that

constraints female education. For instance a study conducted by the national council on

women and development (NCWD) showed that parents were not convinced of the value

of girl’s education. Girls also stay away from school to help at home.

But for a few, vocational and technical institutions offer courses that are limited to boys.

There are inadequate facilities for girls that limit their intake (Dolphyne, 1991). She

suggested the need to train females to acquire vocational and professional skills.

Government has to ensure that basic education is made accessible to all. Again she

encourages effective role models.

Dolphyne’s concerns raised on girl-child education are relevant to this study because a

meaningful investigation demands an insight into the issues of girl-child education.

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Quality education needs much to be desired. Just as we want to encourage school

enrolment, attendance and retention, quality of teaching and learning too needs to be

emphasized. Parents will be motivated to send their children to school if they see that

those already in school are making headway (Nikoi, 1998).

Nikoi (1998) advanced the argument that women ability to provide themselves with

social services depends much on their literacy and educational status. However, there is a

high drop-out rate among girls than boy blamable on cultural, economic and institutional

factors.

Culturally, the belief that women’s place is the home as well as the emphasis on early

marriage contribute to girls drop-out of school.

Other factors such as high cost of education due to the removal of subsidies on education

have led to an increased participation of parents in financing of education (Nikoi 1998).

Where family incomes are low, education of boys is preferred and the girls are introduced

to economic activities in order to supplement the family’s income at a much earlier stage.

There are also institutions constraints such as inadequate physical facilities for girls, more

educational institutions for boys than girls, skewed distributions of schools in favour of

urban centers (Nyangura, 1995).

Girl’s education in most sub-Saharan Africa and South Asia is impeded by the heavy

work burden of rural women. The heavy work burden of rural women may force them to

keep their daughters at home to help with the care of young siblings, time consuming task

on the farm and such household chores as cleaning, cooking and collecting of fuel wood.

A research from Malawi shows that school age girls spend more time than boys on

household chores (Davision et al 1990).

Parent must understand that a girl stands to benefit in various ways from education other

than just employment (Bernard, 1987).

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In the Gambia, ten percent (10%) of females drop out from primary to stay at home to

care for siblings (World Bank report, 1990).

Female’s education is of importance to the society. Lawrence Summers; Chief Economist

of World Bank once remarked that educating females yields far-reaching benefits for

girls and women themselves, their families and the society in which they live. He further

indicated that investment in the education of girls might well be the highest return

investment available in the developing world (Nvamah, 2001).

Not withstanding the above recognition of the role of female education to national

development, female education continues to be at the tail end of males globally. This

phenomenon has raised a lot of concern among the world population.

Barbara (1991) admits that educated women have more educated children. A country

with a higher percentage of women education slows population growth by creating new

economic opportunities that compete with childbearing and child care.

The All African Conference for Girls Education (Ouagadougou, 1993) drew the attention

of the government and other educational stake holders to the fact that in 1990, 26 million

African girls had no access to schooling in their various countries and that by the year

2000, the figure would have risen to 36 million if no measures are taken to arrest the

situation. It was for this reason that the conference called upon government, NGOs’,

Bilateral and Multilateral organization, policy makers to make Girls Education the

priority of priorities (UNESCO/UNICEF 1993).

Adu (1999) similarly considers women education and for that matter their contribution as

vital for a nations development. She identifies the following impacts of women’s

education. Women play prominent roles in the socialisation process of children. A

substantial number of educated women occupy key position in the arena of the country’s

development. The contributions of those women help solve some problems of Childs

labour. They ménage the resources of the household better (Adu, 1999). And again,

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additional years of a woman’s education increase the survival of the child by 6.8%

(Ghana Demographic health survey 1998).

Adu (1999) identified two major constraints that have contributed very much to the

inaccessibility of female education. The quality of education is one aspect that can not be

over ruled. If teaching and learning materials that enhance effective teaching are absent,

it affects the quality of education and discourages parents from sending their children to

school.

Todaro (1997) stated that the principal institutional mechanism for developing human

skills and knowledge is the formal educational system. According to him most

developing countries have been led to believe that the rapid quantitative expansion of

educational opportunities is the key to national development. He stressed that the more

education, the more the rapid development. All countries have committed themselves

therefore to the goal of universal education in the shortest possible time. He noted that

this quest has become politically sensitive and often economically costly. He said

recently, few politicians, statesmen, economist or educational planners inside and or

outside the 3rd world countries would have dared, publicly to challenge the cult of formal

education.

Sarah (1991) noted that parents, especially in developing countries, would have liked

their children to study a lot so that they would not have to live a life as hard as theirs.

However, their economic situation makes it impossible since the children have to go out

to work. She lamented that parents have high hopes for their children and believe in

education as a way to a better life.

According to a survey conducted by the ministry of education in the 3 Northern Regions

of Ghana, the attitudinal inequalities in girl’s education can be categorized as;

High opportunity cost of girls time. The number of hours a girl spends in school

causes the parent more than that of the boy.

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High direct cost of girl’s education. The amount of resources spends on girls

education is higher in terms of beddings, toiletries, accommodation and attention.

Low percentage returns to education of girls that is, always seeing women to be

second fiddle to men and hence must always be behind a man in every field.

Cultural and social constraints. This involves the socio-cultural circumstances that

the society is able to construct to divide roles according to gender in a stereotype-

fashion (Boakye ete al 1997).

On a constitutional torch, the 1992 constitutions of Ghana writes that “All persons shall

have the right to equal educational opportunity and facilities and with a view to achieving

the full realization of that right (Article 25 section one, sub-section a and b page 27).

Under this provision, the free compulsory Universal Basic education (FCUBE) becomes

a target by 2005. As spelt out in article 25 of the 1992 constitution, some of the specific

strategies outlined under the FCUBE policy aimed at increasing access to girls education

are;

Given scholarship to girls in poor families.

Social mobilisation to increase girl’s participation, promotes local participation in

education and increase school based community improvement program (GES,

1995).

Increase admission of women into Teacher training collages.

Provide accommodation facilities to female teachers posted to rural communities.

Promoting gender concerns in teacher training curricular Research and

Development Division (CRDD).

Consequently in June 1995, a national seminar on girl’s education organized jointly by

the Ministry of Education, World Bank and UNICEF established a declaration: The

Accra Accord on Girls Education (AAGE). This has been translated into national action

Plan. This plan among others seek to increase community participation in education,

promote advocacy and social mobilization, train and recruit more female teachers,

making teaching more gender sensitive and lower the cost of education to parents. To see

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the fruition of the above plan, the Girl Education Unit (GEU) has been established under

the Basic Education Division (BED) of GES.

Other efforts to improving girl’s education include conferences such as Gender, Science

and Technology Assemble (GESAT) held yearly in rotation among members countries in

the world. The first was held in Accra from 4 th to 9th July, 1999. Also Science,

Technology and Mathematics Education (STME) clinic are organized yearly throughout

the country since 1996 for girls in basic schools.

CRS FAED on girl – child education have been successful in Ghana through activities

like take-home rations to boost girls’ enrolment and attendance and information

campaigns to raise awareness of the importance of educating girls, significant result have

been chalked. Girls’ enrolment in schools receiving take-home rations was 88% higher

than in control schools. Also, in Ghana, CRS has carried out a total of 68 school

improvement projects together with PTA’s significantly improving both the school

learning environment as well as parental support for education.

Similarly, in Burkina Faso, where take-home rations for girls are also used, the

programmes reports of 27% increase in girls enrolment between 1998 and 1999,

compared to a 5% increase for boys in these schools for the same period. Also, in the last

three years, CRS Combined food for work ration with financial resource from other

donors to build and repair classrooms in over 600 schools (CRS Report 2005).

The ministry of Education, Youth and Sports have therefore set up a capitation Grant

scheme, commencing 2003/2004 academic year, whereby every primary school receives

an amount of ¢25000 per male pupil enrolled and ¢35000 per female pupil enrolled. This

should serve to remove the financial bearer created by these levies, yet more than

compensate the schools for any loss of revenue they face as a result.

Similarly, the utilization of the capitation Grant has been designed to empower the

schools to effectively use financial resource to plan and carry out school quality

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improvement activities. The process of planning activities should be participatory and

transparent. The Grant is therefore expected to serve as an opportunity to help build

school level capacity to effectively implement fiscal decentralisation-which is a long term

goal of the government of Ghana (GES Guideline for Distribution and Utilisation of

Capitation Grant).

In poverty – ridden family, boy’s education is preferred to girl’s education since girls are

liabilities to the family. For instance, in the cultural believes, a girl-child is married to an

outsider who has no share in the family property (Mupavaena et al, 1994).

Most of the literature reviewed also discussed the importance of the girl-child education,

such as child survival, home management, reduction in the number of children leading to

low population growth among others.

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