Problems single-parented pupils face in secondary schools in Tanzania: a case of Misungwi district
| dc.contributor.author | Muhijiu, Theodora Thomas | |
| dc.date.accessioned | 2020-04-24T21:12:36Z | |
| dc.date.available | 2020-04-24T21:12:36Z | |
| dc.date.issued | 2013 | |
| dc.description | Available in printed form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC208.4.T34M83) | en_US |
| dc.description.abstract | The study explored the problems single-parented pupils face in secondary schools in Tanzania, taking a case of Misungwi district in Mwanza. Specifically, the study focused on identifying the major problems encountered by single-parented pupils; determining the effects of these problems on the pupils’ education; and finding out possible solutions and mitigation to the problems identified and/or perceived. The study employed both qualitative and quantitative research approaches. Instruments of data collection included questionnaire, interview, documentary review and observation. Nine (9) secondary schools were sampled. A total of 109 respondents were involved, of whom 81 were single-parented pupils, 18 secondary school teachers; 9 heads of school and 1 Education Officer. Qualitative data were analyzed using content analysis. Quantitative data were presented using statistical charts and tabulation showing frequencies and percentages. The study revealed that major problems facing single-parented pupils were poverty, little parental involvement in education, lack of discipline, poor school attendance and poor academic performance. Other problems were school drop out, engagement in pre-marital sexual affairs and high teenage pregnancies. Also, the study disclosed that there were problems related to physical and mental health, alcoholism and drug abuse. The effects of single parentage problems on pupils’ education were poor school attendance and poor academic performance, little concentration in studies, child labour, drop out, depression, hopelessness, fear and low self-esteem. Several solutions/mitigation were pointed out in relation to school management, community, government and other stakeholders. These were exemption of school fee payment and other contributions by single-parented children, fund raising for their cause, guidance and counselling and law enforcement aimed at making their educational attainment a mandatory social obligation. The study concluded that, since children from single-parent families experience complex social, psychological and economic problems that negatively impact on their struggle for education attainment, there is need to have in place an education system that is sensitive to their constraints. The study recommended that the government should provide loans to single-parents so as to make them engaged in different economic activities in order to support their families. Moreover, the Ministry of Education and Vocational Training (MOEVT) has to be aware of problems single-parented pupils face in secondary schools so as to ensure that these are solved in collaboration with teachers, parents, NGOs and members of the community. Furthermore, there is need for an education policy that discourages community cultures and practices that put children at risk of early pregnancies and employment. There is also a need for strict rules to ensure that the children, once enrolled in secondary school, do complete the cycle of education. | en_US |
| dc.identifier.citation | Muhijiu, T. T (2013) Problems single-parented pupils face in secondary schools in Tanzania: a case of Misungwi district, Master dissertation, University of Dar es Salaam. Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/10162 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Students | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Social problems | en_US |
| dc.subject | Misungwi District | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Problems single-parented pupils face in secondary schools in Tanzania: a case of Misungwi district | en_US |
| dc.type | Thesis | en_US |