Community Participation and Retention of Learners in Government-Aided Secondary Schools in Kazo Sub-County, Kazo District

This study investigates the influence of community participation on the retention of learners in government-aided secondary schools in Kazo Sub-County, Kazo District, Uganda. The primary objectives were to assess the current retention rates, identify the levels and forms of community involvement, and examine the relationship between community participation and retention of learners. A mixed-methods approach was employed, combining quantitative data from structured questionnaires administered to learners, teachers, and key stakeholders, with qualitative insights from interviews with district officials, headteachers, and PTA members. The sample comprised 341 respondents selected through purposive and random sampling techniques. Data analysis involved descriptive statistics and Pearson correlation to establish relationships. Results indicated a generally positive perception of community participation's role in retention, with frequent PTA meetings, community support for infrastructure, and local leadership involvement being prominent factors. Quantitative analysis revealed a weak but significant positive correlation (r=0.134, p=0.009) between community participation and learner retention. The findings conclude that while community involvement contributes to improved retention, other factors also influence learner persistence. The study recommends increasing community engagement efforts, strengthening school-community partnerships, and implementing policies that formally recognise community roles in education. The study contributes to the limited literature on rural pastoral communities, emphasising the need for targeted interventions to enhance learner retention through active community involvement