International Journal of Science and Technology Volume 2 No. 10, October, 2013 IJST © 2013– IJST Publications UK. All rights reserved. 700 School Dropout in Community Secondary Schools: A Case of Nyamilama Secondary School-Mwanza Tanzania Mabebe E. Ntumva, Emmanuel G. Rwambali Department of Agricultural Education and Extension P.O. Box 3002, Chuo Kikuu, Morogoro -Tanzania. ABSTRACT The study was conducted at Nyamilama secondary school in Kwimba District- Mwanza Tanzania. The main objective was to identify reasons for school dropout in community secondary schools. A purposeful sampling technique was used to sample the respondents. Well structured questionnaires were enumerated to ex-students and parents. Data from key informants (the school administration) were obtained through an interview checklist. Quantitative data was descriptively analyzed using a Statistical Package for Social Sciences (SPSS) computer program. Non quantitative data were analyzed by content analysis method. Social demographic differences, poor academic performance, incompetency in English language, household income, cultural and traditional beliefs have been the major reasons for school dropout. Development of appropriate policies and intervention strategies to help poor people improve their livelihood through income generation has been among the major recommendations. Key words: School dropout, community secondary schools. 1. INTRODUCTION Formal education or schooling describes learning that takes place in schools [1]. During colonial era as stated by [2], education was provided in racially separated education systems, in different categories of schools run by different agencies and according to different curricula. The privileged few and those from well to do families managed to access it. [1] Further explains the fact that, students from poor families were generally unable to continue with formal education up to the university level. They failed to be promoted from one grade to the next in primary schools or they failed the entrance exams to secondary schools particularly in rural community secondary schools. A similar scenario is currently being observed by those who enroll in secondary schools dropping out before they graduate because of many and some unknown factors. Policies and measures to improve school progression and reduce the numbers of students dropping out of school in community secondary schools of Tanzania are critical if national educational goals are to be achieved. Observations indicate that students are starting secondary school in greater numbers than ever before, but dropout rates are significant and lead to low levels of secondary school completion in many countries [3]. With these substantial rates of drop out and non-completion of secondary school education it means many students are leaving schooling without acquiring the most basic skills. Their brief schooling experience frequently consists of limited learning opportunities in overcrowded classrooms with insufficient learning materials and under-qualified teachers [4]. Students of different abilities are mixed together in single classrooms without proper adaptation of teaching methods to improve learning and to induce school engagement [5]. Such schooling circumstances, together with personal and family level factors such as poverty, jeopardize meaningful access to education for many students. As a result, many children are registered in schools but fail to attend, participate but fail to learn, are enrolled for several years but fail to progress and drop out from school [3]. Failure to complete an ordinary secondary school not only limits future career opportunities for children but also represents a significant drain on the limited resources that countries have for the provision of secondary education. Despite its importance, strategies designed to improve school retention and progression has received relatively little attention. Typically, national education plans assume that secondary school progression will improve automatically as a result of interventions designed to improve initial access and educational quality. Nevertheless, improving progression in secondary school as argued by [6] may not necessarily be about improving the quality of education alone, but through considering and addressing some other factors. II. PROBLEM STATEMENT Secondary school dropout is increasing tremendously in rural community schools. This situation has caused a challenge to school administration, staff, parents, community, employers and to youth themselves. As minimum skill expectations have