Barriers to Girls' Education in Rural Rwanda (Research Proposal Sample)

Why do so Few Girls in Rural Rwanda Continue their Education in Secondary Level
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Introduction and Background
The cycle of uneducated girls is one significant problem currently influencing developing countries 3 (Durham, 2015). While many girls in developed countries take the state-funded free education programs for granted, many girls in Rural Rwanda only dream of this privilege since their families are tasked with paying for their education. Even though the Rwandan government initiated free education as a segment of its strategies in 2003 to enhance general school entry among every boy and girl, the government is still far from achieving this objective  (Broekhuis, Nkurunziza, & Hooimeijer, 2012). Still, the cost of education impedes education achievement among children, especially girls from low-income families in developing countries. This is often due to their low-income levels associated with a huge family base in terms of children.
Many low-income families also impact girls' education by favoring boys' education over girls'. It makes girls travel a wide extended road of poverty that spreads across generations. Many individuals, including parents, the government, teachers, and society, have failed to break this poverty cycle to generate a positive revolution. They have also failed to apprehend the valuable benefits emanating from educating girls, many of which will assist in elevating the nation. Research conducted by  (Ministry of Education; Republic of Rwanda, 2008) illustrates that 81630 boys enrolled yearly in the secondary level, compared to 74669 girls. These girls predominantly enrolled in private and institutions of lower quality while boys enrolled in public and high-quality institutions. Also, the number of females drop-outs stood at 12.3% compared to 8.6% among boys  (Ministry of Education; Republic of Rwanda, 2008). A clear indication of disparity between the two genders in terms of education. This research will focus on girls' education in Rural Rwanda to elaborate on why few of them make it to the secondary level. It will explore why poverty and culture are the primary causal factors of few enrolled girls at the secondary level.
Statement of the Problem
Over the years, the patriarchal society in Rwanda has translated itself into perceiving education as a non-essential necessity for girls. These have evolved to become a social concern in the Rwandese community. According to a study carried out by  (Ministry of Education; Republic of Rwanda, 2008), the socio-economic factors such as poverty and cultural aspects have played a huge role in some occasions where families favor boys over girls for admission in schools, especially if education is not free. Girls are forced to perform in different labor environments to assist their families in surviving. This favoritism stature has led to many girls dropping out of school after their primary education level to fulfill these societal demands  (Ministry of Education; Republic of Rwanda, 2008). Also, many of them are forced to engage in early marriages, which renders them unsuccessful in progressing to higher levels of education. These research findings are not only startling but also indicate the extent to which cultural beliefs and economic factors have become dominant by creating disparities in education. These factors ought to be addressed to avoid weakening solidarity in communities and lessening female participation in society in the future.
Significance of the Problem
The prevalence of uneducated young girls reveals that this topic has not yet been given maximum attention. According to the