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Education in Tanzania

Access to Education in Tanzania has vastly improved in recent years, notably following the abolition of primary school fees in 2002 and the introduction of the capitation grant as part of the primary education development plan. Between 2005-2009 the number of children enrolled in primary schools has raised from just over seven million to nearly 8.5 million an increase in 11.9% and a resulting primary school enrolment rate of 95.9%.

Yet inspite of these gains in enrolment are compromised by high drop out rates. It is estimated that one in five children is not attending primary school at any time. The biggest cause of drop out at both primary and secondary schools is truancy (79% and 69% respectively). This can be attributed to a range of factors including social cultural values, corporal punishment, lack of facilities and inability to meet the indirect costs associated with education such as uniforms, food and school supplies.

Transition rates from primary to secondary education currently show a downward trend, declining from 67.5% in 2006 to 51.6% in 2008. This means that only a half of children completing primary education progress to secondary education.

SHAIRI LA TUSEME CLUB

This poem has been written by one of the school girl who joined TUSEME club in one of our schools in Tanzania. She is very proud of being a TUSEME club member. The poem expresses her feelings on the empowerment spirit she gained through the TUSEME project.

TUSEME has succeeded to build a new society having good interaction. The students have gained self esteem and courage to express their feelings. All evils and bad behaviour are being challenged and particularly mistreatment of the girl child. Read More

Gender parity has been reached in terms of primary enrolment.

Yet this is not reflected in completion rates and educational performance. At secondary level the proportion of girls enrolled in government schools falls from 45% in Form One to 35% in Form Six. In rural areas situation is worse with some school enrolling less than 20% girls.

Girls continue to face many barriers to accessing and completing their education, including discrimination and harassment within the classroom, extra curricular responsibilities (such as cooking, cleaning, collecting fire wood, fetching water). Lack of appropriate sanitation facilities in schools and low parental expectations and value placed on a girl child.

Early marriage and teenage pregnancies are also significant factor accounting for school drop out 4.6% of primary drop outs in 2008 were due to pregnancy. Gender disparities persist among the adult population. Although the female literacy is improving it remains much lower than the male literacy rate 66% and 80% respectively. Within the tertiary education sector women comprise just over third of students.

The United Nations Girls Education Initiatives (UNGEI) was launched in April 2000 at the World Education Forum in Dakar Senegal, with the goal of narrowing the gender gap in primary and secondary education by 2005 and ensure that by 2015 all the children would be able to complete primary schooling with girls and boys having equal access to all levels of education.

Testimonials

TESTMONIES OF GIRL STUDENTS SUPPORTED BY FAWE TANZANIA
ZAWADI ABBAS

I am a young Tanzanian girl aged 23 years living in Dar-es-salam, Tanzania, East Africa . I am a University graduate holding a B.A.degree in Sociology from the University of Dodoma (UDOM) 2011.
Historically, I am a FAWE Tanzania (FAWETZ) benefiary. FAWETZ helped me to sponsor my secondary school education at Mgugu Secondary School; known as a Centre of Excellence. Centres of excellence are model schools for creating gender equality in education. Having the opportunity to study at such a school from form I-IV changed my life!

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CHEKA OMARY

I am a young African woman teacher aged 25 years. I completed my two years teacher training Diploma course at Kasulu Teachers’ College in Kigoma Region, Tanzania in 2010. After graduating from college, I got a teaching post at Kitonga Secondary School in Ilala Disrtict Dar-es-salaam in January 2011. I am currently teaching English and geography at this school. I am happy and proud to narrate my personal story as a FAWE beneficiary. The essence of this story is to show how grateful I am to FAWE for being able to change my life through sponsoring me to pursue education as a tool for my personal development. I must admit that without FAWE’s assistance I would not be what I am now!

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