Exploring socio-cultural barriers, policy implementation, and stakeholder roles in girls’ secondary education in Ludewa District, Tanzania

Abstract

This research examines the social, cultural, policy, and stakeholder factors that marginalize girls receiving secondary education in Ludewa District, Tanzania. The qualitative case study used semi-structured interviews to collect data from female students, parents, teachers, community leaders, and local education officers. Data is interpreted by thematic analysis. The results indicate that strong cultural beliefs, child marriage, poverty, gender discrimination, poor policy enforcement, and inadequate community participation are significant barriers to admissions and retention of girls at the secondary school level. Moreover, it was found that the deprivation of the proper support systems and infrastructure also supports educational exclusion. This research enriches information for the existing debate on inclusive and equitable education by providing locally relevant recommendations. This study is anticipated to guide education stakeholders and policymakers in developing specific interventions to foster gender equity, increase retention of girls in school, and community empowerment to break down socio-cultural impediments.