| dc.description.abstract | This study explores the socio-economic factors influencing education in Kasozi village, Kagadi District, Uganda, and identifies community-based strategies for improving literacy and educational outcomes. Using a qualitative research design, the study employed semi-structured interviews, focus group discussions (FGDs), and observational visits to collect data from key stakeholders, including community members, local leaders, teachers, parents, health professionals, and NGO representatives. A purposive sampling technique was used to select 40 participants, ensuring diverse representation across gender, age, occupation, and community roles. The participants included 10 community members, 5 local leaders, 6 teachers, 6 parents, 4 health professionals, and 3 NGO representatives. The findings reveal that poverty, gender inequality, cultural practices, and inadequate school infrastructure are significant barriers to education in the village. Poverty forces many children, particularly girls, to drop out of school due to financial constraints, while gendered cultural norms and early marriages disproportionately affect girls' education. Additionally, the lack of sufficient school facilities, teaching materials, and trained teachers exacerbates the educational challenges. Despite these barriers, the study identifies community-based strategies that can enhance education, such as increased community involvement in school management, awareness campaigns, and interventions targeting gender disparities. Local leaders, teachers, and NGOs play a vital role in driving educational improvements through collaborative efforts. The study suggests that overcoming socio-economic challenges in Kasozi village is achievable, with potential applications for other rural communities facing similar obstacles. The findings contribute to a broader understanding of rural education in Uganda and offer practical recommendations for improving literacy outcomes through community-driven initiatives. | en_US |
