Prospects and problems of implementing gender mainstreaming in secondary schools in Tanzania: The Case of Kibaha District, Coast Region
| dc.contributor.author | Mtopwa, Louisa Victor | |
| dc.date.accessioned | 2020-04-30T22:00:48Z | |
| dc.date.available | 2020-04-30T22:00:48Z | |
| dc.date.issued | 2012 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC2471.T34M76 ) | en_US |
| dc.description.abstract | This study examined the prospects and problems of implementing gender mainstreaming strategies in secondary schools in Kibaha District focusing on girls /women. The following were the objectives of the study: to assess the level of awareness of the concept of gender mainstreaming including its meaning and contents, to identify the existing gender mainstreaming practices, including processes and procedures involved in secondary schools, to explore the prospects and problems of implementing gender mainstreaming practices at secondary school level. A total of sixty three (63) respondents participated in this study. The study employed both quantitative and qualitative research approaches. Qualitative data were obtained through face to face interviews and participants’ observation from selected key respondents from parents and community members. Quantitative data were obtained through closed and open ended questions. The study findings revealed that there was little awareness of the concept of gender mainstreaming, including its meaning and contents among the people. Also, there was no specific gender mainstreaming process or procedure established in secondary schools. Further, the study indicated that the implementation of gender mainstreaming strategy was affected by many factors including poor cooperation from government, lack of skills, and lack of gender disaggregated data and poor understanding of the concept of gender mainstreaming. Moreover, the study indicated that, gender mainstreaming strategy was introduced for increasing the number of girls/women enrolled in secondary schools. The study concluded that in order to implement gender mainstreaming effectively in the education sector, there must be adequate resources, gender-disaggregated statistics and training for teachers. The study recommended, more specifically, for close cooperation between various actors including the government, teachers, students, and parents. Further, secondary schools have to design gender mainstreaming action plans in light of the National Gender Policy | en_US |
| dc.identifier.citation | Mtopwa, L V (2012) Prospects and problems of implementing gender mainstreaming in secondary schools in Tanzania: The Case of Kibaha District, Coast Region, Master dissertation, University of Dar es Salaam. Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/10619 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam, | en_US |
| dc.subject | Women in education | en_US |
| dc.subject | Gender mainstreaming | en_US |
| dc.subject | Education equalization | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Kibaha district | en_US |
| dc.subject | Coast Region | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Prospects and problems of implementing gender mainstreaming in secondary schools in Tanzania: The Case of Kibaha District, Coast Region | en_US |
| dc.type | Thesis | en_US |