FACTOR AFFECTING FEMALE STUDENTY’S A CADAMIC

PARTICIPATION IN SHINDIE TOWN INCASE OF WEYINEMA

PRIMARY SCHOOL
CHAPTER ONE
INTRODUCTION
Educating one woman is educating the family, the
village and the society.

1.1. Background of the study

Female student’s participation in academic is attended by many factors and from different angles in this
study the researcher focus on the factors that affecting female academic participation in Shindie Town
incase of Weyinema Primary school established in 1955 E.C. The school teaches 1-8 grade students.
Educating female enhance their knowledge, decision making capacity confidence, interacting with outside
word and improve economic, social self confidence. However, previous research conducted on female
students participation Primary school indicate that their participation is affected by a number of factors
mainly by cultural attitudes of society, level awareness of their family economic environment(Girma,
2007)
Developmental changes are always continuous which gives better life styles for the society.
Education plays a significant role to enhance such political, social and economic endeavors.
Education is the best method to transfer knowledge and experience to young people. It is a
process by which people acquire knowledge, skills, habits values or attitude. Education is a
transfer of knowledge and experience to the learners through schooling based on well designed
curriculum (Encyclopedia, 2005).

Education is a base for developing the capacity of the society and to change society in an
information age. Its universal availability and quality are central to the modernization and
property of one country (Ministry of Education (MoE), 2008).

Right to education is a basic human right given to both female and male to get equal benefit and
result. Specifically, educating women have multidimensional benefits like improved
productivity (revenue), economic development on the national level to better quality of life on
the individual level, healthier and better developed population and greater freedom among
women. Moreover, educating women is necessary for any kind of population for its economical,
social and political development (Girma, 2007).

Many worldwide organizations like UNESCO, UNICEF and basic education strategic objectives
(BESO) or academy of educational development are working to solve the problems of equality
by opening basic education for all up to 2015.

In Ethiopia, educational disparity among nations and nationalities was very high during the past
Regimes. The attempts made by the new education and training policy of Transitional
Government of Ethiopia (TGE) in 1994 show the way for change in educational system (MoE,
2008).

In order to achieve development objectives, weather it is economical, political and social, it is

important to educate women. For attainment of these objectives, educating one woman is
educating the family, the village and the society.Thus this study will be conducted to analyse
factors affecting female student’s academic participation in Shindie Town incase of Weyinma
primary school and will try to identify factor affecting female students academic participation.

1.2. Statement of the problem

Female student participation is useful in development of multiple social and economic

benefits.any country need to increase female participation rate in education ,politics and
any institutions.female also want to improve their participation and their advantegs but
their participations is still low. However, in Shindie girls are not getting such equal
opportunity. They are not getting the advantages of education in order to change their
life, their society and their country. This inequality between male and female in
educational attainment is very series and complex problem of female students of Shindie
Town incase of Weyinma primary School. Students are separated from their academic
participation by multi-dimensional problems. Like for example early marriage
cultural,environmental factor, attitude of the economic factor, cost of schooling and
parents educational level society, socio. Hince, this proposal studies the discriminatory
 practice against female that have limited their school participation and Education
performance in Shindie.
This Proposal is different from other Proposal By:

 The time
 The place
 The statistical model and use of available data.

Research questions

This research tries to address the following question

1. Is there any association between the explanatory variable and Female Students
participation in education?
2. Is there any participation of females in education?

1.3. Objective of the study

1.3.1. The general objectives
The general objective of this study will be to analyse the factors that affect female’s academic
participation in Shindie incase of Weyinma primary School.

1.3.2. Specific objective

The study have the following specific objectives. As follow:

 To identify the association between the explanatory variable and female students
participation in education.
 To assess the participation of females in education.
 Chapter Two

2. Review of The Related Literature

Educating one woman is educating the family, the
village and the society.

2.1 The Concept 0f Education Equity

Educational equity has been one of the common education agenda for both developing
and developed nations of the world. Despite the effort made by aiding huge fund, even
the most economically developed countries of our time are still dealing with the
problems of educational inequality.

The strong sprit of this phenomenon while reasoned out by some educators to be the
nature feature of the issue be it in any other dimension of social services. In the case
of developing countries like ours, expectedly, the amount of the problem gets wide
couched with many complex forces and factors shaping their educational system.

Addressing one of the very purpose for which education is erected as social
contract, educational equity is powerful social policy that always raise heating debate.
As a matter of fact, educational equity as concept and a practice becomes on arena of
intense ideological and political idea.

Conceptually, the very question, “whose interest should education serve at best? Falls
under two conflicting social values individual self interest and group interest
(mulunesh). Explanation to this basic question has been accounted from emergence of
groups thinkers advocating different views and approaches with extremely
contradictory position and others mainstreaming between two opposite stands.
The two conflicting value of societal dilemma identified as the competition of individual
interest over mass interest is invariably reflected education as the value conflict
between educational excellence and educational equity .

Educational equality is, assumed as demand to conduit toward social mobility,

credentials and social participation on the part of mass of its citizenry (UNESCO,
2006). This assumption on the principle of viewing education as a social good in which
individuals have equal right to share educational opportunities fairly and further to
get the fruit of educational outcome mutually in social life sphere.

In this instance, government is charged with the sole responsibility of providing

balanced education for the masses safeguarding from the competitive market policy
that favors individuals (FDRE Ministry of Education). This position is, however,
subjected to strong criticism from the other group holding extreme position on how
education should serve society or individuals locally or internationally, at current or
remote future.

Holding the highest value in academic excellence as achieved by the individual’s merit
and outstanding performance the opponents of educational equity demands the
achievement of highest quality and the most refined intellectual and cultural
expression in its educational system. It argues that resent known science and
technology that ultimately benefit the whole society it the fruit of few talented and
honored individuals. Therefore, according to this group a nation that urges over mass
education through the earlier scheme is ascribed as putting a black log on the talented
few from realizing their potentiality which not only manifests inequity but also highly
disadvantageous to the large society (Mulunesh). This school of though further
educates privately run system of education on as an appropriate mode of educational
governance. On this idea the justification of two groups, however, achieving both ends
seems problematic. Basically excessive demand for one at the cost of ignoring the
other may prove the in efficiency of the education system in the above case either
quality of education may suffer very much or very few may enjoy the educational
opportunities this reflects the apparent criticism labeled against the radicals.

2.2 The realities of promoting educational equity

In view of the real societal life situation, modern education in college was introduced
to Ethiopia more than a century ago, a definitive policy with its implementation
strategies was provided by the transitional government of Ethiopia (TGE).However,
these policies and strategies are always in motion as changes are always naturally
inherent in them as in any other phenomena. While this is one impetus for the
interest to examine the education and training policy in relation to the socio-economic,
cultural and political development of the nation, it has also equally become important
to investigate which policy options were implemented and which remained unfulfilled
to find out gap that need to be rectified (FDRE, Ministry of education).

This becomes so because promoting educational equity requires to taking

intervention measures which not only redistribute socio-economic resources but also
build new social structure among the members of society.

Consequently, the overall endeavor of promoting educational equity for level of

education all becomes a political fact in practice that is basically explained through
some interrelated social variables (Mulunesh). One is eminent to the very contradiction
between equity and the nature of public action itself.

2.3 Aspects of Educational Equity in Educational

Process

Basically, the change in trend of enrollment of the target group is suggested to be the
simplest indicator of the situation (Girma, 2007). It is the initial dimension of
educational equity up on which the others fundamentally rest.

Since education is the chief means of acquiring and learning the essential
knowledge and skill, modern society cannot survive without education. The common
way to get such an education is to attend school (Encyclopedia. A,2007)

2.4 Factors that Affect Females Participation

Education widens the access of women to information through mass media and
Written material; gives her an opportunity to pursue non-relative roles; raises her
potential and technology, which encourages a women to control her fate and
body(Genet, 2002).

It also changes her outlook on world as being controllable and her sense of self-
confidence. Moreover it encourages her participation in educational efficiency and
equal decision making in the society to be more independents. However, girls
education are hampered by the following factors;

2.4.1 Limited Participation and Access

The availability of educational options does not ensure their utilization. This variation
between provision and utilization is basic for policy in the developing countries.
Refusal of families to make use of available school is observed in some localities.
Children have little to say about whether the benefit themselves of opportunities for
education. It is not the child but parents, kin or neighbors who decide about high
school(Encyclopedia, 2007).

Why girls’ participation in college differs from that of boys can not be answered with
out looking at ensuring school participation. and the sequels to education in the past-
school years, whether schooling of a daughter is deemed worth while will be influence
by perceptions or expectation of the effects of schooling on job, an acquisitions of a
better husband, on quality of domestic life, on the daughter’s personality development
and on the well being of her children(Girma 2007).

2.4.2 Early Marriage and School

It is commonly said that in traditional societies early marriage is a major constraint to

expansion of schooling among girls, especially at upper primary years. A graphic
information of countries shows that where girls are married at ages 14-19, the
enrollments at those ages are lower. However, there is no simple trade-off between
marriage and schooling. In Ethiopia mostly women’s join college education when they
failed matric exam and entrans exam.there failer will be taken as a coase to stop
education and the only chance they have marriage (Mulunesh 2005).

Girls particularly in poor homes are needed to perform domestic tasks such as
cooking, fetching water and collecting fire wood and helping with smaller related works
or tasks. This shows that the lower wealth of the family have greater domestic burden
on the women.

2.4.3 Socio-Cultural Attitude

In some case, cultural and religious values highly limit or block girls attendance at
school in some localities. In these areas and elsewhere, teaching methods reinforce
social attitudes by reminding girls who do attend regularly that their objectives are to
prepare for marriage and child bearing(Girma, 2007).

The attitudes exhibited at school reflect those prevalent in the society generally, and
cultural press for women to many and rise families is mirrored even in the school of
counters with higher attendance rates (Genet, 1991).

2.4.4 Socio Economic Factory

The economic status of family determines the participation of women in education.

This condition, affect parents, willingness and capability in providing their daughter
with the necessary education expenditure (Girma, 2007).

Girls particularly in poor homes are needed to perform domestic to tasks such as
cooking, fetching water and collecting fire wood and helping with smaller related works
or tasks (mulunesh).
This shows that the lower wealth of the family have greater domestic burden on the
women.

2.4.5 Parents’ Educational Status

Parent’s level of education is essential for their children education. According to

(UNSECO, 2006) “mothers are expected to play great roles as educators” they are the
main sources of language, value knowledge and social relationship to their child. To
explain the importance of mother’s education there is a saying as “educating a mother
is educating a family”. This is the justification why the majority of females in school in
Ethiopia are from educated families. As a result, female participation at school meets
with parents educational status especially that of mothers educational level.

The role of society in gender

The backward attitude of parent within girl’s education is the result of societies view of
the roles of males and females. The role of gender is demarcated by socially accepted
norms. Socialization as connection between gender and culture is one of the social
barriers that hinder girl’s educational enrollment by improving a sense of inferiority in
girls mind and perpetuating male dominance (Genet, 1998).

Concerning this, (Ibid, 1998) states that women are given the role of a wife, a
mother and a house keeper, while men are given the role of a bread winner, protector
and a supporter. This condition can be appeared also in education. The school as the
re-enforcing agent encourages the condition that girls are less intelligent than boys.
Girls are seen as dependent, submissive and inferior while boys are such as
demanding responsible, superior and important. This shows that boys and girls grow
according to the designed self-esteem during their socialization.
 Gender and Family Back Ground

Gender related issue and treatment of this study pointed out those female children
from these families suffer from gender treatment such as;

 Bias concerning expected age of maturity

 Stereotypical age discrepancy related to work assignment.
 Stereotyped beliefs regarding academic potential and professional capability.
 And they also suffer from the effect of gender bias and traditional practice on
their personality development in that males are expected to be assertive and
brave while females are encouraged to be submissive (Genet, 1998).