Socio-Cultural Perceptions of Agriculture and Primary School Enrolment in Rural Areas, Vo Prefecture, Togo

Ako Kossi Sowah – The Catholic University of Eastern Africa
Mariah Ngutu – The Catholic University of Eastern Africa
Violet Simiyu – University of Nairobi, Kenya
Mary Mutisya – The Catholic University of Eastern Africa
Email: lzlazare@gmail.com

Abstract: Within the ever-expanding global literature on primary school enrolment, studies integrating socio-cultural perceptions of agriculture as determining factors are rare or non-existent. An inclusive discussion of this topic has revealed the necessity to extend research to primary school enrolment in rural regions. This study sought to investigate the impact of socio-cultural perceptions of agriculture on primary school enrolment in rural areas of Vo prefecture, Togo. The study adopted a purely qualitative approach, employing phenomenological research design, guided by cultural capital theory. Primary data were collected through interviews involving 27 members of farming households, and four focus group discussions with community leaders. The purposive sampling techniques were deployed. The iterative process of data collection and analysis were conducted until data saturation, utilizing QDA Miner Lite software for thematic analysis. Results indicated that agriculture is a stable linchpin for livelihoods and local traditions link it to cultural requirement for household leadership. Moreover, agriculture, not only nurtures cultural identity, but also serves as a source of immediate income due to its tangible benefits. The findings revealed that these socio-cultural perceptions are ingrained among uneducated, elderly, and followers of traditional religions, and their influences persist in parental decisions regarding children’s school enrolment. However, those with some education and alternative income challenge these views, emphasizing the importance of education. Aligning educational policies with cultural values, the study’s findings may profit farmers, children, government agencies, and educational institutions. The results may be extended beyond academic circles, contributing to the broader body of knowledge.