Girls’ response to provision of technical education in Tanzania
| dc.contributor.author | Mwisomba, Siglinda Oswald | |
| dc.date.accessioned | 2020-05-26T19:09:12Z | |
| dc.date.available | 2020-05-26T19:09:12Z | |
| dc.date.issued | 2004 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF T166.T34M86) | en_US |
| dc.description.abstract | The purpose of the study was to investigate how girls had responded to provision of technical education programmes offered in PPTCs alter introduction of the Education and Training Policy in 1995. The intention was to explore girls’ enrolment, attendance, retention, performance and girls’ expectations from participating in the-program Parents and other stakeholders’ views and opinions were also examined. The major findings were as follows: Firstly, the PPTCs enrolled under their capacities. Girls’ enrolment and attendance were lower than for boys. Girls’ retention rate was also lower than for boys. Secondly, girls’ performance was lower than for boys. Thirdly the girls’ expectations ranged from being self-employed, followed by being employed in the formal and informal sectors and getting opportunities for further studies. Fourthly, gender specific inhibiting factors for the girls’ response included heavy workload at home stereotypes in curriculum materials, lack of female role models, long distance to the centre, lack of toilets in the centre and gender biased language inside as well as outside classrooms. Fifthly, parents and other stakeholders’ views included emphasis on the need for greater involvement of parents, the community and other stakeholders in the PPTCs management, to provide in-service training for instructors, making available teaching-learning facilities and equipment as well as constructing permanent physical facilities for PPTCs. It was suggested that PPTCs should be located at a clear position in the organization structure, where they can receive full attention from all stakeholders inside and outside the country. It was concluded that objectives of Education and Training Policy of 1995 had not been fully implemented. Teaching-learning environment was not conducive while the girls’ enrolment, attendance, retention and performance were still lower than for boys. Girls enrolled mostly in home economics, a subject that was traditionally viewed as suitable for girls. | en_US |
| dc.identifier.citation | Mwisomba, S.O (2004) Girls’ response to provision of technical education in Tanzania, Master dissertation, University of Dar es Salaam. Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/11530 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Technical education | en_US |
| dc.subject | Girls | en_US |
| dc.title | Girls’ response to provision of technical education in Tanzania | en_US |
| dc.type | Thesis | en_US |