Transforming education for girls in Tanzania: : Baseline research summary report

The data from the baseline study suggests that TEGINT is working in complex local environments in which educational and socio-economic contexts vary considerably. However, girls identify a number of common obstacles to education, and the support given by the school to learning and teaching, progression and exam performance is an important aspect of helping girls to be more aware and articulate about these obstacles and how to overcome them. The generation gap between girls, members of the SMC and VEOs, is an important area for further discussion and work. The relationship between girls? aspiration and understanding of change and a number of processes associated with school organisation is a key area for further research and action. There appear to be important links between girls? attainment and capacity to reflect and teachers? qualifications, outlook, and their work in classroom. There also appears to be an association with the outreach work by SMCs and the presence of women in those organisations. Both areas need further investigation, as do the form of levies charged, and the effects of how schools have worked on aspects of HIV. The findings suggest that working to improve teaching and learning in school is as important as working to support extra-curricular activities like girls? clubs. The baseline study confirms the importance of further investigation into the form of working in a sustained and strategic way at multiple levels with teachers, parents, VEOs, school management committees, communities and girls themselves to transform the education of girls. It highlights the importance of looking at both in-school and out of school factors to bring about significant change for gender equality