Doctoral thesis
The family context for child development has for ages remained one of the most important contributors to the quality of child development where marital stability stays at the core of this context. The study assessed effectiveness of premarital education towards marital stability and parenting in Tanzania based on experiences from the Sandawe community in Dodoma. It had five objectives which were: i) To ascertain premarital education practices adopted towards marital stability in the community; ii) To evaluate contribution of premarital education towards marital stability; iii) To evaluate contribution of premarital education towards parenting iv) To evaluate the status of premarital education under globalization; and v) To determine aspects of the culturally relevant model of premarital education. It was guided by the Family Systems and Symbolic Interaction theories as well as the modified comprehensive framework of marital education as conceptual framework. Data were qualitatively collected using ethnographic methods including semi-structured interviews, field observations and documentary analysis. Data were also subjected to content analysis to form themes and sub-themes as per objectives of the study.
The study findings revealed that the traditional premarital education inform of initiation rites has been the core mechanism adopted towards marital stability in the Sandawe community. However, it is currently complemented with modern religious teachings, formal schools, media, government and non-governmental health initiatives. The traditional premarital education and modern religious premarital teachings were evaluated as effective mechanisms in ensuring marital stability and improved parenting if well implemented. However, globalization has impacted on the status of premarital education by altering the norms, values and processes associated with marriage and parenting in the Sandawe community. Furthermore, realistic premarital education objectives, ample training duration, qualified/reputable trainers, suitable contexts and self sufficient contents were determined as key aspects to achieve culturally relevant premarital education in the contemporary Sandawe community. The study recommends for revision of the National Marriage Act (1971), to prioritize premarital education as qualification for wedding and marriage certificate. Also to introduce a mediated model of premarital education curriculum to be adopted by all institutions charged with educating and counseling spouses for marriage. Further studies are also recommended in the area of effectiveness of premarital education in promotion of marital stability and parenting in other social settings in Tanzania.