MINISTRY OF EDUCATION AND VOCATIONAL
TRAINING
POLICIES AND PRACTICES SUPPORTING
ENABLING ENVIRONMENT FOR GIRLS’
EDUCATION
PREPARED BY
PROSCOVIA MUJUMBA
MOEVT
JULY 2010
1.0
Introduction
While it is acknowledged worldwide that education is crucial to socioeconomic development of any country, there is enough evidence on the
linkage between girls’ education and economic as well as socio
development of any country. Education and training provide girls with the
knowledge, skills and openness of mind required to undertake initiatives
for the improvement of their economic and social situation, access to
means of production as well as the satisfaction of both their consumption
and family needs. Thus deliberate investment in girls’ education has
shown high socio-economic returns.
In the Tanzanian society like many African Societies, women were
generally assumed to be inferior and the society expected girls and
women to act accordingly even where their performance proved
differently. As a result many girls were denied the opportunity access
education due to social cultural factors such as forced early marriages,
household chores, and pregnancies etc.
Some parents feared to send
their daughters to schools in fear of loosing income through dowry. Some
feared that they could get pregnant and get expelled from school.
Other challenges facing girls and women are humiliation through many
acts of physical, psychological and sexual harassment, sexual abuse and
violence.
2.0
International Conventions related to gender equality and access
to education as a basic human right.
Recognizing the fate of girls/women and being committed to bring
equality and equity, Tanzania like other countries is a signatory to critical
international conventions which address gender equality and access to
education as a basic human right.
These among others include:
2
i) The Convention on the Elimination of All Forms of Discrimination
Against Women (CEDAW) 1979;
ii) The World Declaration for Education for All (EFA) 1990 Jomtiem. Its
most urgent priority was to ensure access to and to promote quality of
education for girls and women and to remove every obstacle that
hamper their participation.
iii) The Beijing Declaration and Platform for Action (BDPFA) 1995, which
outlines the objectives and actions to be taken as regards education
and training of women.
iv) The SADC Declaration of Gender and Development (1999).The
declaration highlighted the requirement to enhance access to quality
education to both women and men and remove gender stereotyping in
the curriculum.
v) The Dakar Framework of Action (2000) which states that education is
fundamental human right and a key to sustainable development and
peace and stability, within and among countries.
vi) The Millennium Development Goals (MDGs) 2000.Among the eight
MDGs, three have a direct implication for gender and education. These
include: Goal 1 which advocates to Achieve Universal Primary
Education and Goal 2, to Promote Gender Equality and Empower
women.
The above international conventions support enabling environment for
girls’ education.
3.0
Some of the National policies and strategies which address
gender equality and support enabling environment for girls’
education.
3
The Government of Tanzania has translated the above international
conventions into different national policies, programmes, strategies, and
plans.To mention a few these include:
3.1
The Constitution of the United Republic of Tanzania which
enshrines human rights and equality, and guarantees full participation of
women and men in political, economic and social life. Article 3 of the
constitution protects women’s and men’s rights to full potential in
education.
3.2
Tanzania Development Vision 2025. Among other things, it identifies
universal primary education, gender equality and empowerment of women
as essential goals to the realization of the vision.
3.3
The National Strategy for Growth and Reduction of Poverty
(2005) NSGRP (MKUKUTA).
It aims at integrating various strategies in development and in poverty
reduction. It has identified gender imbalances, as one of the crosscutting
issue that negatively impact on income and none income poverty. NSGRP
has highlighted strategies for improving the quality of life and social well
being with particular focus on the poorest and the vulnerable groups.
Gender mainstreaming is being emphasized in order to bring gender
equality and women empowerment.
3.4
Enhancement of Women’s Legal Capacity.
3.3.1 Inadequate legal literacy among women has been a major constraint in
knowing their legal and human rights. So as to build the capacities of
women; the Government in collaboration with the NGOs have continued
to improve legal capacity of women and men through legal literacy
programmes. Publicity was promoted through mass media.
Again The Human Rights Commission has introduced a gender desk to
deal with the rights of women.
4
Furthermore, women who need legal assistance are assisted by
associations of women lawyers, such as Tanzania Women Lawyers
Associations (TAWLA).
3.3.2 Violence against women.
The Government enacted the Sexual Offences (Special Provisions) Act,
(SOSPA) in 1998.This act aimed at protecting women from sexual abuse
and Female Genital Mutilation (FGM).People who are found guilty of rape
are sentenced to 30 years imprisonment. Through sensitization among the
public, FGM cases have been reduced.
4.0
Some Policies and Practices under The Ministry of Community
Development, Gender and Children (MCDGC)..
The Government of Tanzania ratified the Convention of Elimination of All
Forms of Discrimination against Women (CEDAW) in 1985, and showed
commitment to women’s development by establishing the existing Division
of Women and Children as the full Ministry of Community
Development, Gender and Children (MCDGC) in 1990.
The Government established MCDGC as the national machinery for
spearheading gender development in the country. However while some
gender sensitive structural achievements have been made, for the
majority of Tanzania women, significant gender gaps still prevail. These
are significantly seen in areas such as decision making, participation,
resource control, and inheritance, as well as domestic violence, and
discrimination which persists at all levels.
In order to reduce those gender gaps the ministry, among other things
facilitated the formulation of the Women and Gender Development Policy
(WGDP) in 2000 as well as the National Strategy for Gender Development
(NSGD) in 2005.
5
4.1
The Women and Gender Development Policy (WGDP) 2000
The Women and Gender Development Policy, has been operationalised by
developing a National Strategy for Gender and Development. The policy
sets guidelines for attainment of gender equality and equity. It has
enabled mainstreaming of gender concerns in the other Government
Policies like the National Health Policy, the Education and Training Policy,
the Labour Development Policy and the Youth Development Policy.
4.2
The National Strategy for Gender Development (NSGD) 2005
The NSGD has laid a foundation in promoting gender equality and equity
in the country. It provides guidelines for the implementation of Women
and Gender Development Policy (2000).The NSGD identified major areas
of
gender concerns which include: Institutional frame work; decision
making and power; legal and human rights; food security and nutrition;
division of labour ;information; education and communication; appropriate
technology ; environmental protection and conservation; access and
ownership to resources; gender mainstreaming; gender and sex
disaggregated data; social security; community participation and customs
and traditions.
In order to ensure proper implementation of the NSGD, sector ministries
are mandated to establish gender desks, appoint Gender Focal Persons
and through those mechanisms ensure that gender equality issues are
taken into account in all areas of operation.
5.0
Policies and Practices
Supporting Girls’ Education under The
Ministry of Education and Vocational Training. In Tanzania a
number of initiatives were undertaken to achieve gender parity and
enhance education opportunities especially for girls. Some of these
initiatives include:
6
5.1
Abolition of school fees
Abolition of school fees at primary school level, first in Masailand in (1971)
and later the whole country in 1973, This initiative opened up enrolment
opportunities and ensured that fees was not a hindrance for accessing
education especially for girls and low income households (TGNP, 1993).
5.2
Musoma Resolution (1974) declared the basic education as a human
right and as such enhanced enrolment of girls in schools.
5.3
Quota System (1975).This was a programme for selection into
secondary school, first by region to reduce regional disparity and a special
quota system for girls to reduce gender parity.
54
Universal Primary Education (UPE) programme (1977)
The programme emphasized enrolment and attendance of both girls and
boys in schools. This measure increased girls’ access to education.
5.5
Education Act No. 25 of 1978
The act gave the government the power to enforce compulsory enrolment
and attendance of both girls and boys. This act was a strategy which
strengthened the initiatives taken and enabled Tanzania to achieve gender
equity in Primary school by 1988.
5.6.
The Education and Training Policy (ETP) 1995
Among other issues it identifies gender issues to be addressed through
the
sector-wide
approach
as
adopted
in
the
Education
Sector
Development Plan (ESDP).
5.7
The Education Sector Development Programme ESDP (1997)
The ESDP was initiated to address the issue of fragmented educational
interventions. The sector wider approach to educational development
7
called for pooling of resources and effective involvement of all
stakeholders in educational planning, implementation and monitoring and
evaluation,. The measure was intended to improve access to and quality
of education for all.
Under the ESDP the Primary Education Development Plan (PEDP) and the
Secondary Education Development Plan (SEDP) were established.
5.8
The Primary Education Development Plan (PEDP)
(i)PEDP First Phase 2002 – 2006
An important objective of PEDP was to achieve gender parity in enrolment
by 2006. This was achieved through abolition of school contributions
(fees) at Primary level, which previously contributed to poor attendance
and dropouts especially for girls.
Again PEDP addressed the need for appropriate sanitary facilities by
improving the ratio of toilets (1:20 for girls and 1:25 for boys) an issue
which has an impact on girls’ attendance and performance .However the
pit latrine ratio is 1:55 against 1:20 for girls and 1:57 against 1:25 for
boys. (BEST 2010)
Furthermore
PEDP
identified
gender,
along
with
HIV/AIDS
and
environment as critical cross-cutting issues to be mainstreamed into the
primary education. Thus Cross Cutting Issues Technical Working Group
(CCITWG) was established to facilitate the process.
(ii) PEDP Second Phase 2007-2011)
It aims having all primary school aged children enrolled in schools. As of
year 2009 the gender parity index was 0.99 which shows that girls and
boys are equally enrolled. The Net Enrolment Ratio (NER) for female
pupils in primary schools increased from 93.9 in 2005 to 95.6 in 2010
showing an increase of 1.7 for girls while that of boys decreased from
8
95.6 to 95.2 in respective years. This shows a tremendous rate of
enrolment for girls.
Boarding schools have been established in the areas where communities
move from one place to the other herding cattle.
Again sensitization
programmes are undertaken by civil societies to parents and community
members to having by-laws regarding enrolment, and retention of pupils
especially girls to ensure that they complete their education.
5.9
The Secondary Education Development Plan SEPD 2004 – 2009
The SEDP aimed at tackling issues of equity, retention, quality and
management. Major strategies to reach the target included the following:
Increasing number of secondary schools, providing grants for school
facilities and reducing the amount of fees. For example:

The numbers of Government Secondary Schools increased from 1,745
in 2005 to 4266 in 2010 out of which 3397 are Government schools
and 869 are Non Government Secondary Schools. (BEST 2010)

The Government provides a development grant to secondary schools
for rehabilitation of facilities, construction of classrooms and equipping
laboratories, teacher’s houses water supply and sanitary facilities.

Net Enrolment Ratio for girls at Ordinary level rose from 14.3 in 2006
to 29.9 in 2010.

School fees was reduced in public secondary schools by 50 % and a
recurrent grant of 20,000 Tshs (approx. 18 US $) per student was
provided in public sec. schools. This grant enables even those from the
poor families to afford paying for their children including girls.

The Girls Secondary Education support, (GSES) Programme.
The MOEVT initiated the GSES programme under the Human
Resources Development Pilot (HRDP) Project in 1995. The programme
was initiated to enhance education opportunities for girls from poor
9
households. Until its closure in 2005, the project supported 4759 girls
from poor households, who were academically able, but would not
have been able to attend secondary school without financial support.

Science Education in Secondary schools (SESS)
SESS is a project aimed at enhancing girls’ participation in science
subjects. SESS organizes science camps for girls who perform science
subjects in a non-threatening manner. Between 2002 and 2009 the
project has managed to train about 2949 girls.

The TUSEME Programme
The TUSEME programme which aims at empowering girls, was initiated
in Tanzania by the Department of Fine and Performing Arts, at the
University of Dar es Salaam in 1996.
The main objectives for TUSEME are to empower girls to:
-
Identify and analyse the root causes of the problems that hinder
their academic and social development.
-
Speak out and express their views about the problems they face
using different artistic forms
-
Find solutions and take action to solve the problems (FAWE 2005)
TUSEME project has improved girls’ attendance and performance.

Guidance and Counselling Services
Pupils seek advice and assistance on number of issues including
adolescent reproductive health, HIV/AIDS, sexual abuse etc. from
their guardians, who are trained in guidance and counselling
techniques. Guidance and counselling services have proved to have
an impact on girls’ attendance and performance.

Re-entry programme for school pregnant girls
A number of efforts have been undertaken to seek opinions from
different stakeholders and actors as regards the proposal for the re
entry programme after delivery. Opinions were positive and the
10
proposal has been taken aboard so as be incorporated in the
education and training policy which is now being reviewed.
5.10 Complementary Basic Education in Tanzania (COBET)
For those who might have pulled out of school because of any reason the
Government provides the Complementary Basic Education in Tanzania
(COBET) in which the curriculum for Primary Education is taught in three
years instead of seven,. Those who attend COBET programmes can enter
formal education if they perform well in class. Those with minimal passes
can pursue their dreams through Adult Education.
5.11 Training at Tertiary level
The massive campaigns for enrolment at Primary and Secondary levels
have translated to higher enrolment at the tertiary levels.
There is also an increase of women joining vocational training colleges
which offer non traditional skills such as masonry, mechanics, electrical
and plumbing.
5.12 Higher Education

Universities have increased from 19 universities in 2005 to 31 public
and private in 2010.Female students’ participation in Government
Universities
and
University
Colleges
is
27997
(33.4%)
and
14,242(40.5) in Non governmental Universities and University Colleges.
An increase of Universities has increased girls’ access to higher
education.

The Higher Education Students’ Loans Board (HESLB) which has been
introduced by the Government has enabled students from poor
families to acquire loans and access higher education.
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.
6.0
Challenges
facing
girls’
education
as
well
as
women
empowerment in Tanzania .
Despite the efforts undertaken by the Government of Tanzania to enhance
girls’ education as well as women empowerment still there are challenges
which need to be attended to.
6.1
Challenges facing girls’ education
(i)
Poor performance of girls.
Some of the reasons for the poor performance include:

Household chores which overburden the girls

Occurrences of sexual harassment and teasing which affects girls’
enthusiasm for learning.

Lack of encouragement and motivation from some teachers, some
parents as well as the society.

Lack of role models and female teachers in remote areas.

Lack of safety and security of girls in co-educational schools and most
day schools.

Lack of privacy, hygiene facilities due to inadequacy and poor
conditions of toilets as well as inaccessible clean running water which
affects girls’ regular attendance to schools.

Inadequate teaching and learning materials

Lack of confidence.
(ii) Retention and transition which results into Girls’ dropout from
schools
Some of the reasons include

Poverty at household level which force some girls to involve in income
generating activities.
12

Early marriages and pregnancies.

Traditions and customers experienced during initiation ceremonies,
influence girls to get involved in early sexual encounters finally lead to
early marriages and teenage pregnancies.

Location of the schools and family life style
Long distances to schools, taking care of the young and the sick as
well as other household chores frustrate most school girls.
(iii) Inadequate resources.
The Government doesn’t have adequate resources to meet all the girls’
needs which hinder their progress.
6.2
Challenges to Women’s empowerment
Sex disaggregated data is lacking in areas such as health, public services,
environment, education as well as community development
Limited access to legal services especially in remote areas.
Limited access to financial support either through credits or loans.
Competition in trades and limited access to markets for women
commodities.
Limited participation of women in decision making
Lack of confidence to compete for limited political positions.
Limited budget to cater for all the plans and programmes
Limited push towards change of women’s mindset
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14
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