Gradual Positive Change

In most Tanzanian tribes, particularly when resources were scarce, boys traditionally had more educational privileges than girls. Women worked in the home, while men were breadwinners, and as a result, education beyond secondary school was reserved for men and a few privileged women. Today there are signs of change. As traditions gradually fade, girls are entering more institutions of basic and higher education, where they gain exposure to job alternatives outside the home.

Enrollment figures show gradual improvement in girls’ access to basic education. At independence, girls constituted 14 percent of students enrolled in Form VI, the exit level in secondary education. By 1981 girls’ enrollment in Form VI had improved to 22 percent, and in 2007, girls represented 41 percent of enrolled students. Meanwhile, a slightly different picture has emerged in institutions of higher learning. While 35 percent of undergraduate students in 2006-07 were women, women’s enrollment in masters and PhD programs was lower, at 30 and 21 percent respectively (BEST 2003-2007).

These lower enrollment figures at the masters and doctorate level have implications for educational leadership. In 2006-07, only 11 percent of all academic staff in Tanzanian institutions of higher learning were women PhD holders, while 20 percent of all academic staff were women with master's degrees (Statistics in Higher Education 2007). My own university has about twenty PhD holders, but only two of these are women. Thus limitations in women’s educational attainment mean limitations in women’s voices in educational leadership.

Nevertheless, in my position as dean at St. Augustine University of Tanzania (SAUT), I frequently encounter signs of change. At a recent community day, I saw an undergraduate woman majoring in mass communication present a project that illustrated her confidence and mastery of her discipline. If encouraged and supported, she may become an important figure in her profession. Last week, a young female student, eager to embark on a college education after completing her one-year certificate but facing financial difficulties, visited my office. Her determination to continue her studies is another promising sign. Recently, a woman from a rural area brought her daughter to the university to inquire about admission procedures. Her belief that her daughter’s education may improve her own life and the lives of her family is yet another indicator of positive change.

The message these incidents send is loud and clear: women, their parents, and Tanzanian society are recognizing the importance of women’s education. These examples may sound like baby steps, but they are milestones in a culture where women’s education has long been neglected.

Possible Reasons for Change

A number of factors may have influenced Tanzanians to recognize the importance of educating women. The new private sector has motivated entrepreneurs to establish schools and universities, which in turn have expanded women’s enrollment. Privatization has also opened doors for women to participate in income-generating projects, giving them greater ownership of family resources and greater ability to fund education for their children, both girls and boys.

Just as more economically enfranchised mothers use family income to fund their children’s education, increasing numbers of educated mothers support their daughters’ education at all levels. More older Tanzanians recognize the importance of education as well. Tanzanian culture encourages children to support their parents when they are older, and daughters have emerged as key providers for their parents. When parents give their daughters a good education, they are investing in their own futures.

Finally, the government has enacted policies to assist young women in their educational endeavors. A recently introduced loan system favors female students, and primary education is now compulsory for all children. As a result, the average age of marriage has increased, giving more girls the chance to continue their education. At the secondary school level, female students from pastoral communities such as the Maasai receive direct educational support.

Challenges Ahead

Despite women’s improved opportunities in the household, at the workplace, and in educational decision-making positions, much room for change remains. As a nation, Tanzania needs to confront the obstacles that hinder women from attaining basic and higher education. We need to continue to address cultural practices (such as early marriages) that prevent girls from pursuing their educational dreams. We must support young women who are determined to excel in academics and work to increase the pool of women candidates in all professions. While urban areas have seen many improvements of this type, challenges remain in rural areas, where opportunities for even basic education are far from many girls’ reach.

With expanded access to education, Tanzanian women will improve their productive capacity and will increase their earning potential. Education will empower women to help transform their own lives and their society and will lead them to realize their right to social participation (Kibera 2002). In Tanzania as elsewhere, education is a key prerequisite for women’s success.

References

Basic Education Statistics in Tanzania (BEST), 2003-2007 National Data.

Kibera, L. W. 2002. Secondary school students’ perceptions of women’s participation in leadership. Papers in Education and Development 22, 10-17.

Statistics in Higher Education. 2007. Ministry of Higher Education Science and Technology.