This study explores teacher perceptions and actions in relation to girls’ education and gender equity in Tanzanian schools.
The aim was to identify promising approaches and practices being carried out in the classroom and wider school environment, in addition to understanding the current situation of girls’ education in Tanzania.
The study methodology was based on a similar study funded by the British Council in 2021, which was conducted in two states in Nigeria (Kano and Lagos), and was adapted to fit the Tanzanian context. The methodology adopted a ‘mixed methods’ approach, by collecting data through interviews, focus groups, surveys and field observations.
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