Barriers to Primary School Enrollment: A Study on Equitable Access to Education in Benshangul-Gumuz Regional State of Ethiopia
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Date
2025-06
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Addis Ababa University
Abstract
This study examines the barriers to primary school enrollment and attendance in three woredas of Benshangul- Gumuz Regional State: Bilidigilu, Pawe, and Mandura. Although Ethiopia has achieved national progress in education, these areas remain significantly underserved, particularly in girls’ participation. The study adopts a mixed-methods design, using household-level data from UNICEF (n=399) and 30 key informant interviews (KIIs) with parents, educators, and community leaders. A Heckman two-step model was employed to account for selection bias, distinguishing factors influencing initial enrollment from those affecting continued attendance. Quantitative findings show that school costs, child labor, and child marriage significantly reduce enrollment, while lack of WASH facilities, inadequate classrooms, and language barriers negatively affect attendance. Qualitative data reinforced these patterns, revealing themes of economic vulnerability, low perceived return on education, and cultural norms restricting girls’ schooling. The study concludes that policy responses must integrate targeted household support, infrastructure improvement, and gender-sensitive community engagement. These interventions are essential to advancing inclusive education and achieving SDG 4 in marginalized and conflict-affected settings.
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Keywords
Enrollment, Attendance, Gender Barriers, Primary Education, Heckman Model, Inclusive Education, Benshangul-Gumuz