How tradition blocks girls’ path to education in coastal Tanzania

Coast. Kisarawe, a coastal district in Tanzania, is grappling with a deeply ingrained cultural belief that prioritises marriage over education for girls

This entrenched mindset is significantly hindering government efforts to reintegrate teenage mothers into the school system, The Citizen reports.

Despite President Samia Suluhu Hassan’s breakthrough directive to allow pregnant students to return to school after giving birth, the implementation of this policy has faced significant resistance.

Maryam*, a 16-year-old from a small village in Kisarawe, had dreams of becoming a teacher.

Her aspirations were cut short when she discovered she was pregnant. “I was scared,” she recalls.

“My parents were furious and saw marriage as the only solution.”

Maryam was married off to a man twice her age and who had little interest in her education.

Her days are now filled with household chores and caring for her baby, leaving no room for school.

“I cannot go back to school despite the opportunity.

I was forced into marriage and now I am pregnant with another child two years after giving birth to my first child,” she narrates sadly.

The struggle to reintegrate girls like Maryam is compounded by entrenched cultural norms.

Many parents and community members believe that a girl’s ultimate role is as a wife and mother.

Fatuma*, another victim of early pregnancy, shares a similar story.

At 17, she was forced to leave school when her pregnancy became known, in 2022.

Her parents, fearing the shame associated with an unwed pregnant daughter, quickly arranged her marriage.

“I had no say in the matter,” Fatuma says. “I wanted to finish my education, but my parents believed marrying me off would save our family’s honour. Now I suffer.

I can’t go back to school either.”

An education officer in Kisarawe, who requested to remain anonymous, (due to the sensitivity of the matter), explains, “We face a very tough time encouraging them to return to school while the community is resistant.

Some of these girls have already been married off and their education dream is lost.”

In many areas of the country, oppressive traditions and customs are among the reasons contributing, especially girls, dropping out of school, thus depriving them of their right to education.

In certain situations, according to a report by HakiElimu on Reintegrating Teenage Mothers Into Formal Secondary Schools in Tanzania Mainland, parents and community members adhere to traditional or conservative viewpoints that cast teenage pregnancy in a negative light, treating it as a matter of moral failing or social disgrace.

The results from the study indicated varied perspectives from the community being represented by parents.

Some perceive teenage mother’s education as less important or even unnecessary, focusing instead on the responsibilities of motherhood.

One of the parents stated in the report: “In our community, girls are treated differently from boys.

If a girl becomes pregnant, parents see it as an opportunity to marry her off rather than allowing her to return to school.”

These oppressive traditions stem from societal cultures and beliefs that inhibit various things, including education and the development of girls, which perpetuates the cycle of poverty and lack of rights.

According to Oxfam International, every year approximately 15 million girls are married before reaching the age of 18, with traditions and customs, including religious ones, being one of the reasons.

This situation is a cause for many girls dropping out of school in Tanzania.

Local government officials in Kisarawe acknowledge that the community’s resistance is a significant barrier.

“We strive to educate them but still, these girls struggle a lot after being forced into marriage,” says one official.

The prevailing attitude is that education for girls is secondary to their roles as wives and mothers, a belief that is deeply rooted and difficult to change, especially in families with strong beliefs in religious customs.

During the tenure of Kisarawe District Commissioner Jokate Mwegelo, authorities say, there was a noticeable increase in enthusiasm for education.

However, this momentum has not been enough to overcome the cultural obstacles.

“The re-entry programme for some students has been hindered by the perpetuation of unproductive customs and traditions.

We struggle a lot, hoping that the situation would end and make this exercise easier,” the education officer explains.

Experts weigh in

Education experts argue that more intensive and culturally sensitive awareness campaigns are needed.

“Changing deep-seated beliefs requires a multifaceted approach,” says education policy specialist, Ms Amina Mwajuma.

“We need to engage community leaders, parents, and the girls themselves in dialogue about the long-term benefits of education.”

The government has recently announced plans to formulate a law that would make re-entry compulsory for teenage mothers.

This legal framework aims to enforce the re-entry directives and ensure that no girl is denied her right to education due to pregnancy.

“It’s a step in the right direction,” Ms Mwajuma notes, “but enforcement will be key.

Without community buy-in, the law may face significant challenges in implementation in some of these areas.”

Despite the overwhelming challenges, there are success stories.

Some girls have managed to return to school, supported by their families and enlightened community members.

These cases, though rare, provide hope that change is possible in Kisarawe.

“Education is the key to breaking the cycle of poverty and early marriage,” emphasises the education officer.

“We want to continue to push for these girls’ rights.”

The stories of Maryam and Fatuma highlight the urgent need for sustained efforts to change some cultural attitudes towards education.

While the government’s directives and upcoming laws are crucial steps, the real change will come from within the community.

Ms Mwajuma emphasises: “By engaging the community in awareness campaigns, we can start to shift the perception of girls’ education.

When community leaders champion education, it can lead to a broader acceptance and support within the community.”

More collaboration

The Tanzanian government’s initiatives need to be complemented by the efforts of non-governmental organisations (NGOs) working on the ground.

These humanitarian groups often run programmes that offer financial assistance, counseling, and educational materials to help girls continue their education.

Creating a supportive environment for teenage mothers to return to school requires a holistic approach.

Beyond changing attitudes, practical support systems are crucial.

This, experts mention; providing daycare facilities, flexible school schedules, and healthcare services for young mothers.

“We should address the practical challenges these girls face,” notes a retired quality assurance officer, Mr Abdul Mkuti.

 “It’s not enough to simply allow them to return to school; we must ensure they have the support they need to succeed.”

Under support of Bill&Melinda Gates