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The study concerned school planning for girls‟ education in a culture practicing early
marriage and it was a case study of Sukuma society in Simiyu region in Tanzania. The
aim of the study was to evaluate the effectiveness of school planning in ensuring girls‟
enrollment, attendance and retention in secondary schools in Sukuma society. Again the
study looked on how Sukuma perceive education for girls in relation to cultural conflict
over girls‟ education. However, the study aimed at shading light on how planning should
be organized to influence education for girls in Sukuma society.
The study employed qualitative research where as ethnographic case study was the
research design. The data were collected through main three research methods namely;
focus group discussion, informal interviews and participant observation. The study
employed 60 participants; these were teachers, students and the members of the
community surrounding four secondary schools in a Sukuma speaking district of Busega
in Simiyu region. However, the researcher was the main key participant for participant
observation and the main role was observer as participant.
The findings indicated that Sukuma people do not give much priority on education for
girls and the main perception was that, taking girls to school is losing wealth in the
family through bride prices. Again, it was observed that schools and governments‟ plans
to end early marriages for school girls have failed. It was also found that school planning
for girls‟ education can be effective through schools by using strategic and operational
plans to be organized by schools. From the above findings, the study recommends to
rectify the situation through school community partnerships by considering the local
community as inputs towards schools‟ success through planning process |
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