| Abstract |
5
Urban education is emerging as a significant topic of
discussion in Tanzania and other Sub-Saharan African
(SSA) countries, particularly focusing on the challenges
faced by the population residing in impoverished
urban areas. Learners from low-income households
in urban settings encounter more difficulties in their
educational journey compared to their more privileged
counterparts.
Tanzania, like many SSA nations, is undergoing
substantial urbanization, marked by a notable rise
in rural-to-urban migration, projected to reach
approximately 55% of the country’s population by 2050.
Understanding the current state of urban education is
crucial for developing plans to address the escalating
demands of urban education in the future. The study
aimed to address these issues through the following
research questions:
1. What are the schooling patterns among children
living in urban poor households in Tanzania –
including those with special needs?
2. How do urban poor communities perceive and
understand education as a right in the context of
urbanization in Tanzania? and,
3. What available education opportunities exist for
children with special needs and living in poor urban
households?
In collaboration with HakiElimu and technical support
from the National Bureau of Statistics, APHRC
conducted a cross-sectional concurrent mixedmethods
study. Quantitative data were gathered from
1,200 randomly selected low-income households in
Dar es Salaam and Dodoma, along with input from 98
educational institutional heads from schools enrolling
learners from the sampled households. Qualitative
data were obtained through focus group discussions
with caregivers/parents, in-depth interviews, and key
informant interviews involving opinion leaders and
policymakers.
The study received ethical and administrative approvals
from relevant authorities. Data analysis focused on
2,150 children aged 5-17, reflecting the basic education
schooling age in Tanzania. A wealth score, derived from
household belongings, was categorized into three
equal tertiles for analysis purposes. The key results
highlights have been presented below and thereafter
a set of key study recommendations. |
