The United Republic of Global Initiative on Tanzania Out-of-School Children Ministry of Education Science and Technology TANZANIA MARA REGION CASE STUDY REPORT MARCH 2018 Acknowledgment 1 Acknowledgement The Ministry of Education, Science and Technology (MOEST) and UNICEF would like to express gratitude to Muhammad Q Hasan PhD, the UNICEF consultant for this Out- of-School Study and his co-worker Dr Jie Zhang, former Lecturer of University of Essex and a former UNICEF consultant, for their strong technical knowledge and analytical skills in bringing to light the profiles, barriers, bottlenecks and policy issues affecting children and adolescents out of school. Muhammad Hasan is also acknowledged for the technical support that he provided to Dar es Salaam University College of Education in the conduct of the Case study in Mara Region and qualitative assessment of the out-of-school children. Dar es Salaam University College of Education was responsible for the qualitative assessment of the out-of-school children and conduct of the case study in Mara to assess the social cultural practices that keep children out of school. Thus, immense gratitude is also due to the research team from the Dar es Salaam University College of Education (DUCE) namely, Professor Sam Magimbi, Professor Maurice Mbago, Dr Consolata Chua, Dr Christina Raphael, Dr Julius Mngumi and Mr Rodrick Ndomba, who led the qualitative component of the study in seven regions supported by the international consultant with whom the team interacted on a continuous basis. This interaction not only reinforced national capacities but also helped us to understand some of the complex contextual issues affecting out-of-school children in Tanzania. Gratitude is also due to the Permanent Secretary, Ministry of Education, Science and Technology and all the members of the technical reference group formed in the Ministry for the study. Thanks is especially due to Mr John Senzighe, at the Department of Policy and Planning who was the main contact point at the Ministry and helped the consultant in every aspect of the project. Furthermore, thanks are also due to Ms. Cecilia Baldeh, Chief of Education and Dr Ayoub Kafyulilo, Education Specialist, UNICEF Tanzania, who provided the necessary technical, logistical and financial support on behalf of UNICEF. MARCH 2016 Global Initiative on Out-of-School Children 2 Mara Region case study report CHAPTER ONE INTRODUCTION 4 1. Introduction 4 1.1. Mara Region administrative structure 4 1.2. Social and cultural characteristics of Mara Region 6 1.3. Economic characteristics of Mara Region 9 1.4. An overview of OOSC in Mara Region 9 1.5. The case study and its objectives 11 1.6. Organization of the Report 11 CHAPTER TWO METHODOLOGY 12 2. Introduction 12 2.1. Case study area 12 2.2. Respondents 12 2.3. Data collection procedure 15 2.4. Interviews 16 2.5. Observations 16 2.6. Ethical considerations in the case study 16 2.7. Data analysis 17 2.8. Summary 17 FINDINGS CHAPTER THREE DEMAND SIDE BARRIERS TO SCHOOL Socio-cultural and economic contexts 18 3. Introduction 18 3.1. Social structure 18 3.1.1. Weak nuclear family 18 3.1.2. Serial marriages 18 3.1.3. Orphanhood, single parent, grandparent, and child-headed families 19 3.1.4. Extreme patriarchy and exaggerated masculinity 20 3.1.5. Child transfer from one school to another 20 3.1.6. Peer pressure 20 3.2. Cultural context 21 3.2.1 Cattle culture 22 3.2.2. FGM 22 3.2.3. Male circumcision 23 3.2.4. Bride wealth, early marriage, and teenage pregnancy 24 3.2.5. Witchcraft beliefs and superstition 24 3.2.6. Tribal ceremonies 24 3.2.7. Interest in schooling 25 3.2.8. Attitude towards children with disabilities 25 3.3. Economic structure 25 3.3.1. Poverty 25 3.3.2. Child labour 26 3.3.3. Indirect cost of schooling 27 3.4. Summary 27 Contents 3 CONTENTS CHAPTER FOUR SUPPLY SIDE BARRIERS TO SCHOOLING 28 4. Introduction 28 4.1. Inadequate and poor school infrastructure and facilities 28 4.2. Inadequate funds and resources in schools 29 4.3. Lack of teacher motivation leading to low morale 30 4.4. Distance to school 31 4.5. School safety 33 4.6. Provision of meals in schools 34 4.7. Curriculum, job skills, and positive socio-cultural values 35 4.8. Summary 35 CHAPTER FIVE CONCLUSIONS 36 5. Conclusion 36 5.1. Summary of the main findings 36 5.5.1. Demand side social cultural barriers to schooling 36 5.5.2. Demand side economic barriers to schooling 37 5.5.3. Supply side barriers to schooling 37 5.5.4. Policies, governance, and financing school 37 APPENDICES 38 Children interview questions 42 Head teachers, teachers and members of school committees’ interview 45 Village leaders, key informers, parents/caretakers of OOSC, children at risk of dropping out of school, children with disabilities 48 District education officers interview 50 Informed consent form for parents/guardians of children taking part in interviews 51 Consent form for interview schedules 52 Global Initiative on Out-of-School Children 4 Mara Region case study report CHAPTER ONE INTRODUCTION 1. Introduction This case study presents information on social cultural covered mainly by Lake Victoria. This leaves a total land and economic factors for OOSC in Mara Region. Chapter area of 19,566 square kilometres. According to 2012 One provides background information about the study census the region has the population of about 1,743,830 area. The chapter is divided into sections in which section inhabitants (840,020 males, 903,810 females). Mara one presents the administrative structure of Mara Region, Region borders with Kenya in the North, Uganda across section two, social and cultural characteristics of the Lake Victoria, in the north, Kagera across Lake Victoria, in region, section three presents economic characteristics the West, Arusha Region and Manyara Region in the East, of the region, section four, an overview of OOSC, section Simiyu Region in the south and Mwanza Region in the five presents the case study and its objectives, and South west (Figure 1.1). section six outlines the organization of the report. The region has eight Administrative Local Government 1.1. Mara Region administrative structure Authorities; these include Bunda District Council, Musoma District Council, Musoma Municipal Council, Administratively Mara Region is located near the Butiama District Council, Serengeti District Council, northwestern corner of Tanzania on the eastern shores of Tarime District Council, Tarime Town Council and Rorya Lake Victoria. It has an area of 30,150 square kilometres District Council. The region has 20 Divisions, 119 Wards and; of this, 10,584 square kilometres is water body and 409 villages. FIGURE 1.1 Uganda Map of Mara Region Kenya Rwanda Burundi Kenya Lake Victoria Democratic Republic of the Congo Rorya Musoma Tarime Urban Zambia Malawi Butiama Mozambique Musoma Rural Mara Bunda Serengeti Tanzania Chapter one 5 TABLE 1.1 Secondary schools in Mara Region by districts Administrative O level Only O level & A level Grand A level Only Grand District Govt Pvt. Total Govt Pvt. Total Total Govt Pvt. Total Total Bunda DC 25 6 31 1 2 3 34 0 0 0 34 Butiama DC 18 5 23 0 0 0 23 2 0 2 25 Musoma RD 16 2 18 1 0 1 19 0 0 0 19 Musoma UD 15 5 20 3 2 5 25 0 0 0 25 Serengeti DC 19 4 23 2 0 2 25 0 0 0 25 Tarime RD 26 1 27 2 0 2 29 0 0 0 29 Tarime UD 7 2 9 1 0 1 10 0 0 0 10 Rorya DC 27 2 29 0 1 1 30 0 0 0 30 Total 153 27 180 10 5 15 195 2 0 2 197 DC=District Council, RD=Rural District, UD=Urban District, Govt=Government, Pvt.=Private Source: Quarterly SEDP Report (URT, 2015) The region has both government and private schools at TABLE 1.2 primary and secondary levels of education. Secondary Pre-primary and primary schools in Mara Region schools fall into three main categories – O level only, A level only, and those which combine A level and O level. Administrative Pre-primary Primary The recent quarterly report on the implementation of District Govt Pvt. Total Govt Pvt. Total SEDP and PEDP in the region shows that there are 197 Bunda DC 160 6 166 160 6 166 secondary schools in the region. Out of 197 secondary Butiama DC 85 2 87 85 2 87 schools, 180 schools are O level only (153 public and 27 Musoma RD 108 0 108 108 0 108 private) (URT, 20151). The remaining 17 secondary schools comprise two public A level only, and 15 which combine Musoma UD 38 8 46 38 8 46 O level and A level; five of these secondary schools are Serengeti DC 109 4 113 109 4 113 private. This data is summarized in Table 1.1. Tarime RD 104 11 115 104 11 115 Tarime UD 27 6 33 27 5 32 The region has 793 pre-primary schools – 751 public and Rorya DC 120 5 125 120 5 125 42 private. The region has 792 primary schools – 751 Total 751 42 793 751 41 792 public and 41 private. The distribution of the pre-primary and primary schools is illustrated in Table 1.2. DC=District Council, RD=Rural District, It can be noted that where there are urban and rural UD=Urban District, Govt=government, Pvt.=private districts, the number of schools in rural districts Source: Quarterly PEDP Report (URT, 20152) outnumbers those in urban districts by far.