Analysis of Policy Factors Influencing Girls’ Education in Secondary School in Tanzania.

Migoha, Cecilia (2023) Analysis of Policy Factors Influencing Girls’ Education in Secondary School in Tanzania. Masters thesis, The Open University of Tanzania.

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Abstract

This study analysed policy factors influencing girls’ education in secondary schools focusing on experiences from selected public secondary schools in Songea municipality. The study was guided by three specific objectives, namely: to describe policy factors influencing girls’ education at enrollment stage; to investigate policy factors influencing girls less completion rate in secondary education; and to assess the relevance of the existing education policies to girls education in Tanzania. The study was carried out in three wards in Songea municipality and basing on criterion sampling three secondary schools were selected. The study employed mixed approach where both qualitative and quantitative methods were used. The sampling techniques used were purposive sampling in selecting the wards, criterion sampling in selecting the schools and random sampling which was employed to select the participants who were girls’ students, secondary school teachers and parents. Data were collected using questionnaires, interview and documentary review. The analysis of data was mainly thematic. The findings revealed that despite the 50/50 policy at enrollment stage, girls face a number of constraints in their efforts to complete their secondary education cycle, hence affect their completion rate. These constraints were policy and system barriers, school setting barriers, social setting barriers and individual barriers. The constraints need interventions including educational policies review and establishment of national educational policy for girls. The study recommends that since girls face unique constraints in comparison to boys, there should be a constant monitoring policy from the access stage to completion so as to address the gender gap in education.

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