Factors that Define Exclusion in Secondary School Education: A Case of Community Secondary Schools in Babati – Manyara Region, Tanzania

Education development in Tanzania has a long background since 1960’s. And several steps in changing policies and programmers’ has be in place to meet the needs of education, where in 2002 the country initiated Primary Education Development Program (PEDP) in which a substantial capacity expansion and quality of education was outlined. And further, the achievements gained from primary development translated to commencement of Secondary Education Development Program (SEDP) phase one and two starting from 2004 -2009 as phase one and two from 2010 – 2015. It is during this period when the idea of having Community Secondary Schools in every ward national wise was put in place aimed to open more space for secondary education. The core goal being to increasing access of more students to this particular level of education, issues of quality, equity, affordability to all without discrimination were considered as demand for secondary education is vital to students, parents and the nation to promote economic growth and poverty reduction. The study find out factors the define exclusion in secondary education in Tanzania, using Community Secondary Schools which has grown in both number of schools and students enrolled every year. Rights based approach was used to find out the ways students failed to enjoy their rights to education and right kind education. Majority of students according to data and information’s collected are faced with number of limits which exclude them from achieving the desired education. Community Secondary Schools national wide are challenged by number of challenges ranging from human and non-human resources shortage. All these have direct impact to education system, delivery and performance of students which not only limit and exclude them at secondary level but also for further studies and their potential contribution to economic growth and the country strategy on poverty reduction in the long run. Community Schools have increased in number, and those who access secondary education compared to before year 2000 have also increased. However, issues like equity and quality not yet addressed. Thus, policy planners, implementers, and other education stakeholders should find ways to dealing with the limits and improve the schooling opportunities to the younger generation.