Inclusive education for teenage mothers in Mpwapwa District, Tanzania: a critical analysis of The School Re-entry Guideline (2022)

The study explores the implementation of The School Re-entry Guideline (2022) in Mpwapwa District in Tanzania. It specifically aims at understanding the experiences of teenage mothers in Mpwapwa District in the formal education system, and the challenges they face. The study analyses the experiences of pregnancy, and of motherhood of teenage mothers after returning to public school in Mpwapwa District. The researcher identified the challenges faced by teenage mothers in accessing formal education and explored strategies to promote their inclusion in the educational system. By using a child rights-based approach and women’s empowerment framework, Tanzania’s School Re-entry Guideline (2022) and its implementation was assessed based on two mentioned frameworks. Through interviews with teachers, government officials, and representatives of Civil Society Organizations as key informants, their insights and views on the subject could be gathered. The study underlines the critical role of education in empowering teenage mothers by equipping them with the necessary knowledge and skills that challenge gender inequality. The study highlights the need for a comprehensive policy review and improved community support to create a more inclusive and welcoming learning environment for teenage mothers. This study adds to the ongoing conversation in Tanzania on inclusive education by supporting the advocacy programs targeted to address the specific challenges experienced by teenage mothers by enabling them to balance their role as students and mothers while pursuing their academic goals.