Education in Mongwe, Tanzania: a case study assessing education access and quality

Jade Snels, Karina Villanueva Calderon, Fiona Ward Shaw, Doreen Kyando, Solomon Mwije, Nathalie Holvoet, Sara Dewachter, Rajab Mgonja, Ephrahim Mchukwa, Ezekiel Obunde, Agripina Masashua, Saraphina Lukelo, Emmanuel Singu and Michael Nicodemus

No 61, IOB Analyses & Policy Briefs from Universiteit Antwerpen, Institute of Development Policy (IOB)

Abstract: In this study, we explore the quality and accessibility of education in Mongwe, Tanzania, using a mixed-methods approach that includes household surveys, life stories, and key informant interviews. The findings reveal significant challenges affecting education in the community. In terms of access to education, a major obstacle is the distance to schools, exacerbated by unsafe travel conditions during the rainy season. Additionally, economic constraints prevent some families in Mongwe from affording school supplies and secondary education for their children, contributing to high dropout rates. Educational quality and outcomes are further hindered by frequent teacher absenteeism and inadequate infrastructure, with schools facing shortages of resources, furniture, and poor facilities. Despite these challenges, there is a positive perception of the school climate, with strong community support for education. However, the transition to secondary education remains difficult, with only 14% of secondary-age children enrolled. The study underscores the need for comprehensive reforms to address these issues and improve educational quality and access in Mongwe.

Keywords: Tanzania; education access; education quality (search for similar items in EconPapers)
Pages: 5 pages
Date: 2024-09
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