Access to Quality Education for Children Living in Low-Income Urban Neighborhoods in Tanzania

• In Event: Roundtable Session 10
  In Refereed Roundtable Session: Is Africa Ready for the Rapid Expansion of Urban Education: Implications on Equity and Quality

Proposal

Urban education is emerging as a significant topic of discussion in Tanzania and other African 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 African 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 .

Despite the apparent consequence of rapid urbanization, there is limited evidence on the patterns of schooling for urban poor populations. Understanding the existing state is crucial to address the escalating demands of urban education. In 2022, a collaborative effort between research and advocacy institutions, and a Tanzania government agency conducted a study on access to quality education among children living in urban poor households in Tanzania. The study, aimed to answer three 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?
The study employed a cross-sectional concurrent mixed-methods. Quantitative data were gathered from 1,200 randomly selected low-income households in the cities of 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. 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 quintiles for analysis purposes.

The findings of the study indicate that there is growing evidence of the inequalities in schooling for the urban poor population. Our presentation will share findings on enrolment and attendance, access gap for vulnerable children and inadequate facilities, the pupil-teacher ratio and class size. On the right to education, three sub-themes emerged: policy and strategies, law enforcement, and the school feeding program. Looking across the findings we suggest that Education Sector Development Plan in Tanzania to include Urban Education as an area of focus. The urban education as a concept has been addressed on rural-urban difference on the ground of a non-existence urban advantage . A framework to change this perception is presented since it is not reflecting the actual schooling patterns in poor urban informal settlements.

Authors

• Wilberforce Emmanuel Meena, HakiElimu

• John M.P Kalage, HakiElimu