Girls’ participation in primary education in ngorongoro district, Tanzania

This study investigated girls’ participation in primary education in Ngorongoro district. Specifically, it aimed to compare the enrollment rates between boys and girls in primary education in Ngorongoro in the previous five years 2011-2015, find out the parent’s views on girls’ primary education, and to examine various challenges constraining girls’ participation in primary education in Ngorongoro district. The study adapted Viyagun (1984) theory and employed qualitative research approach using descriptive case study design in which the sample was composed of (74) respondents including 4 head teachers,12 primary school teachers, 48 students, and 10 parents. Data for this study were collected through interviews, questionnaires, observation and documentary reviews. Convenience, purposive, and snowball sampling techniques were used to obtain the participants views. The quantitative form of data were analyzed by computing into frequencies and percentages and presented them into tables and figures while audios and interviews were transcribed into texts in order to strengthen the findings. The findings revealed that, there is a conspicuous gender imbalance in the provision of primary education in the district, only few parents had positive perception toward girls’ education; in addition, respondents were aware of the various challenges constraining girls’ participation in primary education in the district. It was concluded that, girls’ education in the district is low compared to boys due to various challenges. The study recommends the curriculum planners in the country to consider the pastoralists’ culture and living styles in designing and providing educational programmes to girls.