Why do they quit?

Educational Stakeholders’ perspectives on early school dropout among the San learners in the Ohangwena region of Namibia

Abstract

The early school dropout rate among San children in the Ohangwena region of Namibia is a significant concern, as it represents a waste of resources and undermines the potential for community and national development. Integrating Critical Theory with Critical Indigenous Pedagogy, this study investigates the factors contributing to the premature dropout of San learners from primary schools, focusing on the perspectives of educational stakeholders. A qualitative case study design was employed, utilizing purposive, criterion, and convenience sampling techniques to select participants from four circuits in the Ohangwena region. Data were collected through semi-structured questionnaires, interviews, and document analysis. The findings reveal two main categories of factors influencing dropout rates, namely school based factors and socioeconomic/home-based factors. School-related factors include long distances to school, bullying, excessive schoolwork, irrelevant curriculum content, and an unconducive learning environment. Socioeconomic/home-based factors include nomadic lifestyle, hunger and poverty, early marriage and pregnancy, and domestic work. Based on these findings, the study recommends the review and effective implementation of policies related to school feeding programmes, transportation for San learners, and free education. Additionally, it suggests the development of a tailor-made educational programme for San
parents and learners to raise awareness of the value of education.