Dimoso, Provident2020-05-112020-05-112018Dimoso, P(2018) Inclusive education and the challenges of accessing primary education among disadvantaged children in Mtwara region, Tanzania.Doctoral dissertation, University of Dar es Salaam, Dar es Salaam.http://41.86.178.5:8080/xmlui/handle/123456789/10804Available in printed form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1507.T34D556)The purpose of this study was to analyze challenges for access to public primary schools for the disadvantaged children in Mtwara. The three specific objectives were to: determine the extent of access to primary education for the disadvantaged children; examine the factors constraining access to primary education for the disadvantaged children and establish initiatives to support disadvantaged children’s access to primary education in Mtwara. Probability sampling methods, particularly the simple random sampling technique and non-probability methods which employed purposive sampling techniques were used to derive a sample of 577 respondents from Newala and Nanyumbu Districts. Primary data were collected using questionnaires, interviews, focus group discussion and in-depth interviews with key informants. Secondary data were obtained from the national population census, socio-economic profiles, basic education statistics and school records. Quantitative and qualitative methods were used in data analysis. Descriptive statistics were mostly applied for quantitative data, using computer software IBMSPSS version 20 as a tool for analysis. Qualitative data, on the other hand, was subjected to content analysis. The study found out that almost equal number of boys and girls were enrolled in Standard One. The study also revealed that more boys than girls drop out of school. In regard to completion more girls than boys complete primary school. However, girls’ school attendance and examination performance was lower than boys. This means, despite of being enrolled girls are not properly learning. Factors constraining access to primary education include school factors such as shortage of classrooms, toilet facilities and books. Further, shortage and biased distribution of teachers in favor of urban settings was found to constrain access to education for the disadvantaged children in rural areas. The study further realized school child labour which takes place by contracting out the pupils to work in private farms during school hours affects learning for the rural children. Household factors constraining education included: parents discouraging the pupils’ school attendance; discouraging learning and performing well in examinations; parents’ divorce; and child labour especially for girls. Community constraint included the culture of initiation rites, which teach children the issues of adulthood, especially marital affairs at very low age of five to nine years. The training diverts children focus from education to marital issues. With regard to the initiatives to support the disadvantaged children to access education, this study found a mismatch between government initiatives and the actual problem which was supposed to be addressed. Most of government initiatives focused on supply side while the actual constraint is on the demand side. The study concludes that, parents and community culture, especially the preference of initiation rites over education is the most important factor constraining education access for the disadvantaged children. The study recommends, among other things, that education policies, on top of targeting poverty aspect should also target cultural aspect so as to improve access primary school education.enEducationprimaryEducationChildrenMtwara regionTanzaniaThesis