An Exploratory Study on School Dropout in Byrnihat: Contributing Factors, Systemic Challenges, and Remedial Interventions

Abstract

Education has been the cornerstone of human development, and its importance resonates strongly across all societies. The Byrnihat area of Meghalaya, home to the Khasi and Garo tribes, has witnessed a unique evolution of education systems, transitioning from traditional, community-based knowledge-sharing to modern formal education. Despite advancements, school dropouts remain a critical challenge in this industrial region. This study examines the factors contributing to school dropouts, including socio-economic, individual, and academic influences. The research juxtaposes the rich indigenous education systems of the Khasi and Garo tribes—rooted in oral traditions, survival skills, and cultural values—with the current education scenario marked by industrialization and socio-economic disparities. Data collected from 150 students across 35 villages and 12 secondary schools reveal significant dropout rates, with individual factors such as lack of interest and teenage pregnancies, socio-economic barriers like poverty and employment needs, and academic challenges, including inadequate infrastructure and curriculum irrelevance. Additionally, the study highlights the minimal involvement of parents, teachers, and school management committees in addressing this issue. The findings underscore the need for targeted interventions such as parental awareness programs, improved school infrastructure, and the introduction of culturally relevant curricula. By integrating traditional education principles with modern pedagogical strategies, this research advocates for a holistic approach to curbing dropouts and fostering an inclusive and sustainable education system in Byrnihat, Meghalaya.