Fragile gains: Tanzania struggles to keep teen mothers in school
Msichana Initiative Executive Director, Ms Consolata Chikoti, addresses a workshop discussing the re-entry success and set backs. The organisation is mobilising more stakeholders to work in ensuring that the opportunity to return to school is not another problem to the victims.
Research by Msichana Initiative indicates that 20 to 28 percent of girls who rejoin school drop out again, highlighting barriers that policy alone has not addressed
Dar es Salaam. Tanzania’s 2021 policy allowing adolescent mothers to return to school opened doors for thousands of girls who had dropped out due to pregnancy.
Official figures show more than 30,000 have re-entered formal education or alternative learning pathways since then.
Yet retaining these learners remains a challenge. Research by Msichana Initiative indicates that 20 to 28 percent of girls who rejoin school drop out again, highlighting barriers that policy alone has not addressed. These include stigma, poverty, childcare responsibilities and weak family support.
“This is no longer just an access issue; it is a retention crisis,” said Ms Consolatha Chikoti, executive director of Msichana Initiative. “Many girls are still unable to complete their education.”
The issue is particularly acute in rural areas, where cultural norms and negative perceptions persist.
Returning students often face isolation or discrimination from peers, teachers and even family members.
Education analyst, Dr Thomas Jabir, said schools were unprepared for the realities of re-entry, including learners’ need for psychosocial support, flexible schedules and financial assistance.
The ministry of Education, Science and Technology acknowledges the challenges. Dr Gladness Kirei said guidelines accompanying the 2021 circular emphasised reintegration and non-discrimination.
Efforts include improved school sanitation and menstrual hygiene support, alongside expanded alternative education pathways.
A key concern remains the lack of a legal framework to anchor the programme. Former Prime Minister, Kassim Majaliwa, promised legislation, but none has been enacted. Experts warn this gap undermines consistent implementation and accountability.
“Policies can change, but laws endure,” said education policy expert Dr Aikande Kwayu.
Civil society groups are working to address gaps. Msichana Initiative’s Arudi Shule (Back to School) programme has supported over 600 girls in regions including Tabora and Dodoma, focusing on retention, family engagement and shifting harmful community norms through its Behavioural Change Campaign in Nzega, Kongwa and Bahi.
“Policy alone is not enough,” said Ms Furahini Michael, programmes manager. “Change must start in the community, where stigma begins.”
Education stakeholders say such community-based approaches could inform national reforms and strengthen social support systems within the re-entry framework
