THE EFFECTS OF INDIGENOUS EDUCATION ON GIRLS’ ACCESS TO SECONDARY EDUCATION IN TANZANIA: THE CASE OF WABENA COMMUNITY IN NJOMBE REGION, TANZANIA

Leopard Jacob Mwalongo, Wilberth Jacob Mwalongo

Abstract


Globally the access of women education is still a debatable issue in most of developing countries. This study investigated how some aspects of indigenous education affected girls’ access to secondary education in Wabena tribal in Njombe region. The study focused the role of indigenous education on girls’ community life, and its effects on girls’ access to secondary education. The study employed qualitative research approach. Data were collected through interviews, questionnaires, focus group discussions and documentary reviews. The study found out that on reaching puberty, girls were denied access to secondary education or withdrawn from secondary schools to attend initiation ceremonies locally known as liwungo/likulo, which prepared girls for marriage. After initiation ceremonies, some girls engaged themselves in sexual relations, got pregnant while others were married and hence, lost their education opportunities. Therefore, perceived gender roles on household responsibilities and farm work, kept many girls at home as additional labour instead of attending secondary education. It was suggested that the society need to be sensitized on child rights to education; bad traditional practices; beliefs as well as attitudes that discriminate against girls’ access to education. Sensation campaigns have to involve stakeholders such as the government, CBOs, NGOs and religious organizations, public meetings, seminars and conferences.

 

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indigenous education, Liwungo, Wabena girls, access, secondary education

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