Zubeida Tumbo-Masabo
REDUCTION OF ADOLESCENT PREGNANCIES AND RE-ADMISSION OF
PREGNANT SCHOOL GIRLS AS A STRATEGY FOR ACHIEVING
EDUCATION FOR ALL (EFA) GOALS IN TANZANIA
Background
A third of Tanzania’s population is young people between 14 and 24 years, with more
than half of them in school. At the same time, Tanzania has one of the highest
adolescent pregnancy rates in the world affecting the girls’ health, education, future
employment and reaching their full potential in life. Every year around 8000 girls
drop out from school due to pregnancy. These facts are shown clearly below:

Almost a quarter of all girls between the ages 15-19 are already mothers or
have begun childbearing. (THDS 2004/05).

23 percent of all maternal deaths are among young pregnant girls. Unmarried
adolescent girls are far more likely to become pregnant unintended and thus
pregnancies are more likely to end in induced abortion. (THMIS 2007/08),
which sometimes can have deadly consequences.

Every fifth Tanzanian girl has no education at all and only 14 percent of girls
have completed secondary school education or higher (THMIS 2007/08),
affecting their chances for employment and standard of living.

For every two boys or men there is only one girl or a woman in higher
education institutions (THMIS 2007/08).
Realising this anomaly, the Government of Tanzania developed a two-prong approach
through the development of a new National Adolescent Reproductive Health Strategy
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Zubeida Tumbo-Masabo
(2010-2015) that aims at strengthening policy, legal and community environment for
sexual and reproductive health information, services and life skills for adolescents and
increasing adolescent’s access and utilization of those services. The strategy is also
intended to bring about effective and efficient coordination among various
programmes and actors dealing with adolescent-friendly sexual and reproductive
health. In addition, the Government has developed guidelines for the re-admission of
pregnant school girls after delivery. Both the strategy and the guidelines have not yet
been implemented.
Reduction of Adolescent Pregnancies, Particularly Among School Girls
The challenge
Despite the Government's will to work on the two so as to speed up gender equity in
education, the approval process and hence the implementation has been slow. The
new National Adolescent Health Strategy has yet to be disseminated to implementers,
very few stakeholders know about it and it has remained in the Government shelves
and it could be the case for a long time if no concerted effort is made to have it widely
shared. Adolescent sexual and reproductive health has been a taboo subject for
decades and it has not been easy to break through to allow more open discussion of
the matter. Currently only the secondary schools’ curriculum includes topics such as
HIV and the reproductive system. These topics are part of biology subject. Life skills
are usually embedded in extra curricula activities. Moreover, not all schools have
teachers who have been trained in teaching the topics. At home, most of the HIV and
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Zubeida Tumbo-Masabo
life skills programmes are managed by NGOs or specific projects. Most of the time,
parents have inadequate skills to discuss sexual and reproductive health issues with
their children; and even when they have such skills, they are not expected to discuss
with their children such issues. Consequently, provision of adolescent-friendly sexual
and reproductive services will not be an easy task. Some organisations, e.g. PASHA
(Prevention and Awareness at Schools of HIV/AIDS), have developed effective peer
education programmes for adolescents that can be modeled by others. Also, UNICEF
is working with Forum for African Women Educationalists (FAWE) and the Ministry
of Education and Vocational Training (MoEVT) in establishing TUSEME (Lets
Speak Out) clubs in primary and secondary schools to create discussion forums for
both girls and boys for gender issues in and out of school. These clubs are also used in
developing assertiveness, negotiation skills, positive judgement and other life skills,
but with very little reference to sexual and reproductive health, particularly at the
primary school level.
Social norms in play
Looking at the above scenario, one can easily see that there a number of social norms
in play that would not allow smooth implementation of the National Adolescent
Health Strategy, which aims at educating adolescents on sexual and reproductive
health for prevention of both teen pregnancy and STIs, including HIV:
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Zubeida Tumbo-Masabo
Norm
Situation
Implementation
strategies
Parents and teachers do
Empirical evidence from
Reports on practice from
not need to provide sexual
neighbouring countries
neighbouring countries
and reproductive health
shows that when parents
and studies conducted in
education to children.
and teachers collaborate in
Tanzania have not been
Children will learn in due
teaching of life skills to
widely shared. There is
time about sexuality and
children (age specific
need to share them among
reproductive health;
modules), there are
teachers, parents and other
systematic education or
positive outcomes,
stakeholders, especially
development of skills is
particularly reduction of
government officials,
not essential and can lead
teen pregnancy (Namibia,
politicians and religious
to early sexual debut
Zimbabwe, Zambia,
leaders, through media and
because children would
Kenya and Malawi).
targeted information
experiment the knowledge
Studies conducted among
sharing networks. Also
they have.
adolescents in Tanzania
create networks for
(Mainland) show that
imparting the knowledge
adolescents with
more widely, such as
knowledge of life skills
discussion forums through
and sexual and
the local government
reproductive health
system, parents’ groups,
education delay sexual
teachers’ groups and
debut and are more likely
school clubs.
It is not clear what is
guiding the norm and
hence it would be good to
enquire whether this is a:
1. Normative expectation
with sanctions teachers and parents are
afraid of teaching
children sexuality and
reproductive health
since they can face
sanctions from other
members of the society
such as bad naming and
to practice safer sex.
During the development of
the strategy it was
assumed that both teachers
and parents will work
together in educating the
child on sexuality and
reproductive health
through the school
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Unpacking of the National
Adolescent Health
Strategy for different
education levels and age
ranges in adolescence; e.g.
10-13 years, 14-17 years,
etc.
Zubeida Tumbo-Masabo
Norm
Situation
Implementation
strategies
being considered
curriculum in carrier
uncultured.
subjects, such as biology,
2. Conditional preference
as well as proper
whereby teachers and
socialisation by parents
parents conform to this
and the extended family by
rule because they think
using the life skills
that a large part of the
development approach.
population conform to
However, when it comes
the rule of not teaching
to teaching of reproduction
their children about
in biology, less
sexual and reproductive
contentious examples of
health.
fish or frog reproduction is
3. Descriptive norm -
use; anything that
teachers and parents
resembles human
conform to protect
reproduction is avoided.
children from immodest Children are protected
knowledge that can be
from information that
detrimental to their
parents and teachers think
development.
is immodest.
Development of agespecific materials for
parents, teachers and other
stakeholders to impart the
knowledge to children, as
well as for self-learning
and to enhance
behavioural change,
including delay of sexual
debut. The teaching and
learning can be done in
small groups of trust
networks for both adults
and children.
In-service and pre-service
training of teachers of
carrier subjects that have
life skills and sexual and
reproductive health
components to be educated
on how to recognise the
skills through application
of participatory teaching
and learning methods.
Analysis of network
systems for information
sharing and trust building
among teachers, parents,
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Zubeida Tumbo-Masabo
Norm
Situation
Implementation
strategies
government officials,
politicians, religious
leaders and children.
Strengthening of
children’s participatory
machinery, including
school committees and
councils, school clubs and
out-of-school
organisations, so that they
can have a forum for peer
discussion on sexual and
reproductive health and
life skills.
Abstinence or self-
Many girls are coerced to
The shaming strategy has
regulation in sexual
have sex by older men,
been working as the
activities, especially girls,
even though the blame is
incidence of trans-
so that they do not get
usually on the girl for
generational sexual
pregnant before
being loose. However, a
activity is decreasing but is
completing primary or
recent study showed that
being replaced by intra-
secondary school (Most
there is an increase in
generational one. Hence,
tertiary-level education
sexual activity among
the shaming strategy alone
institutions do not expel
peers. This could be
will not solve the problem
their students as they are
explained partly by the
of teen pregnancy and
considered to be young
current expansion of ward
more needs to be done to
women rather than girls).
secondary schools which
ensure that older men stay
are far from children’s
away from girls – beyond
homes, without proper
the shaming; since young
boarding facilities or
men are getting the girls
This is a normative
expectation as children
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Zubeida Tumbo-Masabo
Norm
Situation
Implementation
strategies
face sanctions for being
hostels, boys and girls rent
and the older men might
involved in sexual
rooms in small towns with
feel that they are losing
activities.
unsteady and shifting
out, e.g. giving more
rural-urban culture.
positive messages of
Consequently, the number
protecting all children as
of secondary-school girls
done through the First
who get pregnant and
Lady’s Campaign – more
hence expelled/drop-out of
citizen ownership of such
school has been increasing
campaigns.
in the last two years.
More open discussion on
Campaigns to shame older
sexual and reproductive
men who have sexual
health and the role of life
relations with girls,
skills development is
popularly known as
crucial in protection of
“Fataki” has been going on children, especially girls.
through the mass media
The norm stated above of
and magazines that target
protection through
young people. Also, the
withholding information
First Lady’s initiative
about sexuality has been
“Treat every child as your
counterproductive in this
own” [Mtoto wa mwenzio
case. There is need to
ni wako] has been used in
share information through
this regard. On the other
formal channels, such as
hand, not much has been
classroom interaction but
done to understand the
also through trust networks
shift to peer sexual activity
and school clubs and out-
among adolescents.
of-school activities for
young people, as some of
the young people that have
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Zubeida Tumbo-Masabo
Norm
Situation
Implementation
strategies
relations with girls and
boys who are in school
have already completed
school.
Re-admission of Pregnant School Girls
Understanding the problem
As far as the re-admission of pregnant school girls is concerned, we should
understand why girls get pregnant. Factors leading to teenage pregnancies are
multiple and inter-linked. Poverty is one of the leading underlying causes. In order to
meet their basic needs, upscale their living conditions, and/or get money, clothes or
school fees some young girls engage in sexual relationships with older men who do
not want to have children with the young girls, but use them for their sexual
enjoyment. These relationships often lead to unwanted and unplanned pregnancies,
forcing girls often into unsafe abortions. Also, many young girls become pregnant
because they lack appropriate and comprehensive sexual and reproductive health and
rights education within the educational system and at home. Yet when a girl gets
pregnant she is accused of misbehaviour and thus is expelled from school and
sometimes from the home too. This infringes on the girls right to education, besides
perpetuating gender inequalities in education, especially higher education as many
girls drop out before they finish secondary school.
Tanzania has been party to Education for All (EFA) and the Millennium Development
Goals (MDGs) and has incorporated them in the overall development policy, the
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National Strategy for Growth and Reduction of Poverty (popularly known by its
Kiswahili acronym, MKUKUTA) and the revised Education and Training Policy, that
provides for re-admission of pregnant school girls, as a strategy to ensure that all girls
have the opportunity to complete basic education. Consequently, the Ministry of
Education and Vocational Training has developed guidelines for the re-admission.
The guidelines, however, have yet to be endorsed by the relevant authorities and there
is already some resistance from highly influential quarters, especially political and
religious leaders, despite wide acceptance by the general public (80% of those who
participated in public debates were for the re-entry of pregnant school girls and even
during the July 2009 session of the Parliament of the United Republic of Tanzania the
majority of members were in agreement). Moreover, some of the neighbouring
countries, Kenya, Malawi and Zambia, already have re-admission policies and despite
ensuing problems, it is practiced with some success; and in Zanzibar girls have been
continuing with schooling even if pregnant, as long as they are married. The right for
an unmarried pregnant school girl is still jeopardized and hence many parents marry
their girls early in fear of both shame of out-of-wedlock pregnancy and expulsion
from school1.
Social norms in play
Even though many adults were in favour of re-entry of pregnant school girls during
the public debates that were conducted in eight education zones in 2008/09, there
were some reservations as to whether they should join their previous schools or go
back to formal education. As there are a number of religious organisations and NGOs
1
It should be understood that education is not a union matter and hence the guidelines will be
applicable only to Mainland Tanzania and not Zanzibar.
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Zubeida Tumbo-Masabo
that run special centres for such girls, most of those who participated in the debates
were in favour of girls completing education in such centres, rather than re-joining
formal education institutions. Some children also showed some resistance for
pregnant school girls to join their schools; they no longer viewed them as children,
but called them young mothers. However, it was observed by the Ministry of
Education and Vocational Training that the centres are few and mostly urban-based.
Therefore, it is provided in the guidelines that the parents and the child can decide on
the best institution to re-join after delivery.
Norm
Situation
Children should complete
The Education Act (1978,
There is need to study
basic education.
as amended in 1995) and
carefully whether the near
Education and Training
consensus on acceptance of
Policy (1995) provides for
re-admitting pregnant school
free and compulsory basic
girls from the public debates
education for all. Though
is something that the
in previous Education and
majority of the people
Training Policy (1995)
believe in and are ready to
basic education was
implement or it is out of fear
defined as primary
of sanctions from existing
education only, in the
laws and policies. The
revised Education and
findings from the study will
Training Policy, which
assist in having an
will probably come out in
appropriate strategy towards
2011, recognises basic
sustained re-admission policy
education as both primary
and practice.
This is a legal norm as
parents and other adults
who have infringed this
norm have been sent to
court and legal action has
been taken against them
including paying fines and
jail sentences. The near
consensus agreement on
re-admission of pregnant
school girls could have
been partly influenced by
this fact.
Implementation strategies
and secondary education.
Establishment of discussion
networks, formal and
informal, for education
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Zubeida Tumbo-Masabo
Norm
Situation
Implementation strategies
functionaries, parents, other
stakeholders (religious
leaders, politicians, etc.) and
adolescents on the
implementation of the
guidelines will assist in
creating trust as well as
support systems.
Children are persons who
The Tanzania Child Act
There is need to create
are under 18 years, despite
(2009) gives a clear
awareness of the definition of
any other status (child-
definition of a child as a
the child to communities, in
mothers/fathers, married
person who is under 18
order to bring change in how
children, working children, years. The act which is
they view different types of
etc.) and their right to
very much linked to the
children (child-
education should not be
Convention of the Rights
mothers/fathers, children
infringed.
of the Child (CRC)
living in the streets, working
recognises the
children, married children,
unconditional right of the
etc.) through the media and
child to education.
discussion groups in and out
This is a legal norm which
has yet to be observed.
The mechanism for its
of school, local government
implementation is not yet
Some adults and children
in place. Due to awareness
do not consider children
raising activities done
who have given birth to be
through the caucus of
still in that category and
Establishment of rules and
children’s rights
hence do not want them
regulations through
organisations in the media
back in their schools or
participatory methods that
and in targeted discussion
formal education system,
will ensure proper
during the enactment of
but they can join special
implementation of the Child
the bill, the definition is
centres or non-formal
Act (2009) and enforcement
quite well known though
education classes, under
of the re-admission
there are still pockets of
the Complementary Basic
guidelines, including setting
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structure and parents’
organisations and groups.
Zubeida Tumbo-Masabo
Norm
Situation
Implementation strategies
resistance to this new
Education for Tanzania
of a monitoring and
definition, especially when
(COBET) programme.
evaluation mechanism at the
it comes to recognising
local government level
child-mothers/fathers as
through existing participatory
being children themselves.
machinery at that level that
will be linked to the central
information management
systems of the Government.
Enhance child participatory
mechanisms, such as student
councils, TUSEME clubs and
out-of-school organisation to
provide a forum for open
discussion and support
systems to adolescents.
Conclusion
From the discussion above we see that implementation of both the new National
Adolescent Reproductive Health Strategy (2010-2015) and the Guidelines for Readmission of Pregnant School Girls after Delivery (2010) will need not only educating
the staff in education system (teachers, education officers and other functionaries),
parents and other stakeholders (politicians, religious leaders and local government
functionaries), but also the adolescents themselves so that they can participate and
benefit from them. Moreover, there is need to strengthen participatory mechanisms at
all levels for follow up and ensuring stability in action.
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