Re-entry of adolescent mothers into secondary education in a context of social exclusion: the case of Igunga, Tanzania

This study is about analysing the potentials and pitfalls of the education policy in ensuring re-entry to secondary education for adolescent mothers in Tanzania. The main question concerns itself with understanding the role that policy plays in securing access, uptake, and retention of adolescent mothers in secondary education. Sub-questions focus on breaking down this main concern by looking at past and recent changes in the official policy position on providing access to education for adolescent mothers in Tanzania. Second, the role of socio-economic and cultural attitudes in the uptake of secondary school education. Third, analysing the extent to which policy provisions can ensure a high retention rate of adolescent mothers in secondary education. To answer these questions the qualitative methodology is applied, and the interviewing used as the means for data collection. Moreover, the use of secondary data, especially reports from the Ministry of Education, Science and Technology and other reports from Non-Government Organisation will be drawn on. The study aims to contribute to the existing literature of education policy on reentry programs in a context of high exclusion levels of adolescent mothers. I will investigate different experiences of adolescent mothers in seeking reintegration into secondary education in Igunga District. Conclusively, society needs to realise that if there is to be equity in service provision for both boys and girls, and if girls are to achieve their educational potential, then a supportive and enabling environment is needed. Help and practical assistance need to be provided for lone adolescent mothers in areas like Igunga before significant progress is possible in terms of reintegrating young mothers back into the schooling system.