From classrooms to child labour: The dropout dilemma in Tanzania's top regions

These regions topped the list for the highest dropout rates in the country in 2022.

The Citizen explored the situation in these regions, highlighting the numbers, the contributing factors, and potential solutions as suggested by experts.

In 2022, the Basic Education Statistics 2023 show, a staggering 193,564 students from pre-primary and primary schools dropped out across Tanzania, with an additional 136,354 students leaving at the secondary school level.

Boys accounted for the largest share of dropouts, with about 182,213 boys (55.2 percent) compared to girls.

Standard Four and Form Two have the highest dropout rates, coinciding with the national assessments—Standard Four National Assessment (SFNA) and Form Two National Assessment (FTNA).

These assessments, intended to gauge students' progress, are perceived as high-stakes exams as they could lead to repeating classes for underperforming students, which might be a factor in the dropout dilemma.

Region-by-region analysis

Geita

Geita leads with the highest number of dropouts, with 30,693 students leaving school in 2022.

Primary schools saw 21,596 dropouts, while secondary schools accounted for 9,008.

Mining activities in Geita are a significant factor, drawing children out of school to work and support their families, according to experts.

Tabora

Tabora had a total of 29,634 dropouts—21,481 in primary and 8,153 in secondary schools.

The region, which is famous for tobacco farming, struggles with economic hardships and cultural practices that prioritise work over education, particularly for boys.

Mwanza

In Mwanza, 23,705 students dropped out—14,608 in primary and 9,097 in secondary schools.

Mwanza's economy, heavily reliant on fishing, agriculture and mining, often sees children leaving school to work in these sectors.

Kagera

Kagera saw 23,521 dropouts, with Biharamulo and Muleba districts leading in secondary and primary school dropouts, respectively.

Economic activities such as agriculture and small-scale businesses often take precedence over education.

Dodoma

Dodoma had 22,054 students who dropped out, with Chamwino and Kongwa districts being the most affected.

The region's focus on farming and other economic activities contributes to the high dropout rates.

An education consultant, Dr Joseph Mushi, explains that the dropout rates are alarming, particularly in regions with significant economic activities.

“Children are often seen as an economic asset, leading to early school leaving," he notes.

Dr Mushi emphasises the need for community awareness programmes.

"Parents need to understand the long-term benefits of education. While immediate economic gains from child labour might seem appealing, the future economic stability and prosperity of the children depend on their education."

An expert in educational policy and former school head, Ms Amina Mohamed, suggests that there is a need to review the national assessment system.

“These exams should guide learning rather than pressure students. The current high-stakes nature of these assessments is a significant factor in dropout rates," she says.

The government, through the ministry of Education, has pledged to conduct research to understand the reasons behind these high truancy levels.

During the 50th anniversary of the National Examinations Council of Tanzania (NECTA), the minister of Education, Science and Technology, Prof. Adolf Mkenda, highlighted the importance of this research.

"We aim to find a permanent solution to ensure every child benefits from the educational opportunities provided," Prof Mkenda stated.

He noted this at a time when data showed 26.8 percent of students who were enrolled in Standard One in 2017 did not sit for the Standard Seven examinations in 2023.

Measures

Several measures can be taken to address this issue.

Firstly, increasing parental awareness about the importance of education is crucial, according to Ms Mohamed.

“Community programmes and school initiatives can help in educating parents about the long-term benefits of keeping their children in school.”

Secondly, providing economic support to families in need can reduce the pressure on children to leave school and work.

Scholarships and financial aid programmes can make a significant difference.

Lastly, Dr Mushi insisted that revising the national assessment system to reduce the pressure on students can help in retaining them in school.

“Assessments should be designed to support learning and development rather than being a source of stress and anxiety,” he notes.

The high dropout rates in regions like Geita, Tabora, Mwanza, Kagera, and Dodoma highlight the need for immediate action.

With the government pledging to conduct thorough research and experts providing valuable insights, there is hope for a solution.

However, it will require a concerted effort from all stakeholders—parents, educators, and policymakers—to ensure that every child in Tanzania has the opportunity to complete their education and secure a better future.