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Maasai Girls Access to Secondary Education In i MAASAI GIRLS ACCESS TO SECONDARY EDUCATION IN NGORONGORO DISTRICT IN TANZANIA PRISCILLA EMMANUEL OLEKAMBAINEI A THESIS SUBMITTED IN FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY DEGREE OF THE OPEN UNIVERSITY OF TANZANIA 2013 ii CERTIFICATION We, the undersigned, certify that we have read and hereby recommend for acceptance by the Open University of Tanzania, a thesis entitled: “Maasai Girls Access to Secondary Education in Ngorongoro District,” in fulfillment of the requirements for the award of the Doctor of Philosophy (Education) Degree of the Open University of Tanzania. …………………………………………. Prof. Issa M. Omari Supervisor Date ……………………………… Dr. Simon Waane Co- supervisor Date ……………………………… iii COPYRIGHT No part of this thesis may be reproduced, stored in any retrievable system, or transmitted in any form by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission of the author or the Open University of Tanzania in that behalf. iv DECLARATION I, Priscilla Emmanuel Olekambainei, declare that this thesis is my original work and has not been submitted and will not be submitted for a similar degree in any other University. ………………………………….…….. Signature …………………….……………. Date v DEDICATION To God, and all men and women who struggle quietly in promoting gender equality in education. vi ACKNOWLEDGEMENTS First of all, I would like to thank the Almighty God for the great favour of giving me the chance to live to this age and undertake such a study. Special gratitudes are extended to my supervisors, Professor Issa M. Omari and Dr. Simon Waane, both of the Open University of Tanzania, for their tireless efforts in guiding me to produce this work. Notwithstanding their other important duties, they committed themselves to help me achieve the set goal on this work. I sincerely thank them. In doing this work, I had a chance to touch base with many people, particularly women at grassroots level in Ngorongoro District, traditional leaders, teachers, students, politicians, NGOs, and Government officials. I take this opportunity to express my gratitudes to them all. I am extremely indebted to members of my family who sometimes missed my company during the time of doing this study. Yet the author bears full responsibility for any errors and mistakes in this work. The shortcomings should not be associated with any individuals or institutions mentioned in this work. vii ABSTRACT This study focused on factors affecting Maasai girls access to secondary education in Ngorongoro District. It was guided by five objectives that focused on enrolment status of girls; retention and completion rate; passing rates for Form IV examinations, selection to form V and other tertiary institutions importance attached to education; and lastly, barriers to girls education as compared to boys. Access was defined in terms of enrolment, retention, drop out, completion, achievement, and selection for further education. The study involved 516 students, of whom 42 percent were boys and 58 percent were girls. Questionnaires interviews and focused group discussions were used as instruments for gathering data. The major findings were that; in enrolments the difference between boys and girls was small as 56.3 percent were boys and 43.7 percent girls. This is very close to national ratios of 54 percent boys and 46 girls in 2012. In retention, the data showed that more girls than boys dropped out. The data also owned that performance was so low but more so for girls. Barriers to girls access to education included poverty which was ranked first by both boys and girls, cultural rites of passage, home chores, poor quality of teachers, and care of animals. To rectify the situation, it is recommend that (i) Government should to take affirmative action in addressing education access in pastoralists areas by increasing the number of good schools to reduce distances to school. (ii) Hostels and boarding schools should be built (iii) There is need to rethink on the need to reintroduce more relevant combinations biased schools to cater for special needs of the pastoralist communities. viii TABLE OF CONTENTS CERTIFICATION ..................................................................................................... ii COPYRIGHT ............................................................................................................ iii DECLARATION ....................................................................................................... iv DEDICATION ............................................................................................................ v ACKNOWLEDGEMENTS ...................................................................................... vi ABSTRACT .............................................................................................................. vii LIST OF FIGURE ................................................................................................... xv LIST OF ABBREVIATIONS AND ACRONYMS .............................................. xvi CHAPTER ONE ........................................................................................................ 1 1.0 INTRODUCTION ................................................................................................ 1 1.1 Background and Statement of the Problem ............................................ 1 1.1.1 Types of Education in Any Given Society ............................................. 2 1.1.2 The Maasai Society and the Education of Girls ..................................... 3 1.2 Statement of the Research Problem ....................................................... 4 1.3 Purpose and Objectives of the Study ..................................................... 6 1.3.1 Purpose of the Study .............................................................................. 6 1.3.2 Specific Objectives of the Study ............................................................ 6 1.4 Research Questions ................................................................................ 7 1.5 Significance of the Study ....................................................................... 7 1.6 Delimitation of the Study ....................................................................... 9 1.7 Limitations of the Study ......................................................................... 9 1.8 Conceptual Framework ........................................................................ 10 1.9 Overview of the Study ......................................................................... 11 CHAPTER TWO ..................................................................................................... 12 ix 2.0 LITERATURE REVIEW ................................................................................. 12 2.1 Introduction ............................................................................................ 12 2.2 Factors Influencing the Provision of Education for Nomads and .......... 13 2.2.1 The Cultural Variables and Education Access ..................................... 14 2.2.2 The Environment the Nomads Live In ................................................. 14 2.2.3 The Infrastructure Available in Maasai Ecologies ............................... 15 2.2.4 Economic Activities of the Maasai and Access to Education .............. 15 2.2.5 Role Models Available to Maasai Girls ............................................... 16 2.2.6 Social Organization of the Maasai People ............................................. 16 2.3 Access to Education Particularly for Girls ........................................... 17 2.3.1 The Global Picture ................................................................................. 17 2.3.2 Nomadic Life and Access to Education ............................................... 17 2.3.3 Problems Facing Children of the Nomads ........................................... 22 2.4 Sparce Population, Distance to Schools ................................................... 26 2.4.1 The Australian Use of Technology in Distance Education........................ 27 2.5 The Knowledge Gap ............................................................................ 27 CHAPTER THREE ................................................................................................. 30 3.0 RESEARCH METHODS AND PROCEDURES ............................................ 30 3.1 The Area of the Study ........................................................................... 30 3.2 Research Paradigm and Research Design Used ................................... 32 3.3 Techniques Used in Qualitative Methods of Research ........................ 32 3.3.1 The Questionnaire for Students ............................................................ 34 3.4 The Choice of Locations for the Study ................................................ 35 3.5 Sample Size of Study ........................................................................... 36 3.6 Sampling Strategy Used ...................................................................... 37 3.7 Validity and Reliability of Research Tools .......................................... 38 x 3.7.1 Validity of the Study Tools .................................................................. 38 3.7.2 Reliability of the Study Tools .............................................................. 38 3.8 Methodology of Data Analysis ............................................................ 39 3.9 Ethical Issues .......................................................................................
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