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The purpose of this study was to examine the transformation of indigenous
education with respect to gender in Tanzania. The Sukuma Society in Kwimba District
was used as a case and the period of consideration was from the 1950s to 2000s. Prior to
the advent of European colonialism in the 19th century, Kwimba like other societies in
Tanzania had its own education system, which was gender balanced and was regarded as
a property of the society as it was inseparable from other activities. The introduction of
formal education with colonialism, however, changed the role and function of education
among the people, as it brought about gender sensitivity and class distinction in the
society.
In this study, the researcher used a qualitative approach and applied purposive
sampling technique within the targeted population. Information was collected using
interviews, focus group discussion and documentary sources.
The findings indicated that the traditional educational institutions were self sufficient as they met all the people’s demands. The introduction of formal education
changed the mindset of people toward education. People’s conceptions on formal
education, especially for girls, were negative. The hostile environment and long distances
to schools were identified as among the major constraints for girls in accessing formal
education.
The study concluded that before introduction of formal education there were no
gender disparities in education in Kwimba which started later with the introduction of
formal education in the district. Girls’ opportunities to formal education were lagging
behind those of boys especially in post-primary levels. |
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