Gender disparities in examination performance and educational opportunities as an indicator of educational achievements in Tanzania: The Case of Ordinary Level Secondary Schools

This study examines gender disparities in examination performance and educational opportunities as an indicator of educational achievement in Tanzania. The study specifically intended to assess 2005 CSEE examination performance by type of school, ownership of school and location of school, assess enrolments and dropouts yearly and estimate 2005 CSEE examination performance. This study empirically tests this explanation by using secondary data collected from NECTA and MoEVT. Schools ranks were used to draw a systematic sample of 241 schools from 967 schools of 30 or more candidates who sat the 2005 CSEE in Tanzania Mainland and Zanzibar. Statistical tests were carried out by using z-test, chi-square test, lambda and logistic regression analysis with the help of SPSS version 13 and MS Excel computer software. The findings of the research discovered that the gender gap in ordinary level secondary education is still wide where females remain at a disadvantage which hinders equitable educational achievement. Gender equality mainstream strategies advocated by education stakeholders with the same vision and mission are recommended to fill the gap. Conclusively, in attaining educational achievement by overcoming gender disparities, special attention and support are needed in identifying gender academic needs in the education system which is likely to be achieved and sustained with the support of government, non-government agencies, development partners and the community all working together.