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Global Initiative on Out-Of-School Children

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Global Initiative on Out-Of-School Children The United Republic of Global Initiative on Tanzania Out-of-School Children Ministry of Education Science and Technology TANZANIA QUALITATIVE STUDY REPORT TOWARDS REACHING THE REMAINING CHILDREN IN TANZANIA MARCH 2018 Acknowledgement 1 Acknowledgement The Ministry of Education, Science and Technology (MOEST) and UNICEF express gratitude to the Principal of Dar es Salaam University College of Education (DUCE) and the research team (Prof. Samwel Maghimbi, Prof. Maurice Mbago, Dr Consolata Chua, Dr Christina Raphael, Dr Julius Mngumi and Mr Rodrick Ndomba) for conducting this study on the situation of Out-of-School Children in Tanzania. The funding from UNICEF, technical guidance and advice from the Technical Reference Group has also made an important contribution to the success of this report. Particular gratitude should go to Mr John Senzighe at MOEST, Ms Cecilia Baldeh and Dr Ayoub Kafyulilo from the Education Section at UNICEF-Tanzania, Dr Muhammad Quamrul Hassan and Dr Jie Zhang for their constant support and guidance. The Education Ministry Officials, Regional and Districts Administrative and Education officials, non- governmental organisations, government agencies, religious institutions, ward and village leaders, heads of school, teachers, Out-of-School Children, school children, parents and caretakers from Mara, Geita, Tabora, Lindi, Dar es Salaam and Unguja Urban West and North Pemba are also acknowledged for their contribution to the success of this report. 2 Verification of the Out-of-School Children Study Executive summary 4 CONTENTS Demand side barriers to school ..........................................4 Supply side barriers to school .............................................4 CHAPTER ONE INTRODUCTION 5 1. Introduction .................................................................... 5 1.1.1 ‘Never attended’ .............................................................5 1.1.2 ‘At risk’..............................................................................5 1.1.3 ‘Dropouts’ ........................................................................5 CHAPTER TWO METHODOLOGY 6 2. Introduction ................................................................... 6 2.1 Study area ..................................................................... 6 2.2 Respondents ............................................................... 6 2.3 Research procedure ................................................... 6 2.4 Data collection ............................................................ 9 2.4.1 Interviews .......................................................................9 2.4.2 Focus group discussion ..............................................9 2.4.3 Observations.................................................................10 2.5 Data analysis ............................................................... 10 2.6 Ethical considerations in the study .......................... 10 CHAPTER THREE FINDINGS: BARRIERS AND POLICIES 11 3. Introduction ................................................................... 11 3.1 Enabling environment ................................................. 11 3.1.1 Legislation/policy ..........................................................11 3.1.1.1 Awareness on the existence of the new education policy (2014) ........................................11 3.1.1.2 Girls’ education strategies .............................................11 3.1.1.3 Social protection strategies for preventing school children from dropping out of school ..............11 3.1.1.4 Social protection for children with disabilities and other excluded children .........................................13 3.1.1.5 Education quality improvement strategies.................13 3.1.2 Budget/expenditure .....................................................13 3.1.2.1 Capitation grants and development funds .................14 3.1.3 Management/coordination ........................................14 3.1.3.1 School committees/boards ...........................................14 3 3.1.3.2 Infrastructural improvement .........................................14 4.3 Recommendations based on priorities .................... 28 3.1.3.3 Strategies for teacher deployment ...............................14 4.3.1. Priority one ....................................................................28 3.1.3.4 Training opportunities to improve teaching 4.3.1.1 Increase number of teachers to ensure equitable and learning ......................................................................15 deployment in schools ....................................................28 3.1.3.5 Strategy to reduce distance to school .........................15 4.3.1.2 Providing school meals ...................................................28 4.3.1.3 Social protection for vulnerable children ....................29 3.2 Supply side barriers .................................................... 16 4.3.1.4. Building hostels to address the problem of long 3.2.1 Lack of essential inputs ..............................................16 walking distances to school ..........................................29 3.2.1.1 Unequal distribution of teachers across schools ......16 4.3.1.5 Training of heads of schools in management skills ...29 3.2.1.2 Poor infrastructure and facilities .................................16 4.3.2. Priority two ...................................................................29 3.2.1.3 Shortage of special schools and facilities 4.3.2.1 Addressing school safety ................................................29 for children with disabilities .........................................17 4.3.2.2 Addressing poor quality of teachers ...........................29 3.2.1.4 Lack of safety and security in school ...........................18 4.3.2.3 School financing ..............................................................30 3.2.1.5 Lack of school meals .......................................................18 4.3.2.4 Strengthening quality assurance .................................30 3.2.1.6 Overage .............................................................................19 4.3.2.5 Strengthening of school committee and boards .......30 4.3.2.6 Completing buildings under construction ..................30 3.3 Demand side barriers ................................................. 19 4.3.2.7 Addressing lack of awareness on education 3.3.1 Cost of education ..........................................................19 legislation and new education policy ..........................30 3.3.1.1 Approved school contributions .....................................19 4.3.2.8 Making primary schools attractive .............................30 3.3.1.1.1 Primary school .................................................................19 4.3.3 Priority three .................................................................31 3.3.1.1.2 Lower secondary school ...............................................20 4.3.3.1 Addressing poor teacher professional 3.3.1.2 Opportunity costs of schooling .....................................20 conduct (ethics) ...............................................................31 3.3.2 Socio-cultural practices and beliefs .......................20 4.3.3.2 Maintaining sustainability of projects 3.3.2.1 Household and living arrangements designed to retain children in school ...........................31 (weak nuclear family) .....................................................20 4.3.3.3 Removing gender disparity in teacher training .........31 3.3.2.2 Serial marriages ...............................................................21 3.3.2.3 Early marriage and pregnancies ...................................21 3.3.2.4 Witchcraft and superstition .........................................22 Bibliography ....................................................................... 32 3.3.2.5 Tribal ceremonies and modern entertainment ..........22 3.3.2.6 Perceived low value of education .................................22 Research instruments ....................................................... 32 3.3.2.7 Vulnerability, discrimination, and disability ...............23 3.3.3 Economic demand side barriers ..............................23 Informed consent form for parents/guardians 3.3.3.1 School farming ..................................................................23 of a child taking part in the interview ............................. 48 3.3.3.2 Peer pressure ....................................................................24 3.3.3.3 Child work and child labour ...........................................24 Research permits .............................................................. 49 3.3.3.4 Household migrations ...................................................26 3.4 Poor quality of education........................................... 27 3.4.1 Lack of motivation for teachers .................................27 3.4.2 Poor quality of teachers .............................................27 3.4.3 Poor monitoring of learning progress (weak school inspections) ........................................27 CHAPTER FOUR SUMMARY, CONCLUSION AND RECOMMENDATIONS 28 4. Introduction ................................................................... 28 4.1 Summary ...................................................................... 28 4.2 Conclusion ................................................................... 28 4 Verification of the Out-of-School Children Study Executive summary This qualitative study aims to uncover Demand
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