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Improving Educational and Livelihood Outcomes for Young Mothers in Tanzania Through Open Schooling
Abstract
[POSTER] In Tanzania, only one in four girls completes her education, almost one in three girls marries before she reaches the age of 18 and one in four has her first child before the age of 18. The Tanzania Demographics and Health Survey 2022 shows that 22 percent of adolescent women age 15-19 have ever been pregnant. The report further stipulates that teenage pregnancy is almost six times higher among young women with no education than among women with secondary education or more which accounts at 53 percent versus 9 percent. Early pregnancy is the leading cause of school dropout among the teenage girls. The 2021/2022 Controller Auditor General report showed that impregnated secondary schoolgirls accounted for 28 percent of the 82,236 girls that were scheduled to complete their ordinary level education in 2021. The educational impacts of these pregnancies extend beyond individual loss. Each case represents a girl whose potential contribution to Tanzania's socio-economic development is hindered, further entrenching cycles of poverty, inequality, and marginalization. Many young mothers continue to face barriers to re-entering formal schools due to socio-cultural stigma, childcare responsibilities, and complex bureaucratic procedures. However, the emergence of open schools, including adult and non-formal education centers such as Alternative Secondary Education Pathways (ASEP) provide a more flexible, accessible, and supportive environment, allowing young mothers to continue their education while balancing other responsibilities. However, they still face barriers to retention and attainment due to a number of unforeseen circumstances that are social-economical and culturally bound. A needs assessment conducted by the Commonwealth of Learning (COL) in partnership with the Youth Alliance for Progress Association (YAPO) showed that lack of economic resources to support their children and their learning, low self-esteem and lack of mentorship were associated with poor educational progress and outcomes. Our rights-based solution seeks to empower young mothers to complete the secondary education cycle through training in gender and empowerment as well as through mentorship and psychosocial support. To improve their livelihoods, the programme trains the young mothers in farming and non-farming economic activities such as animal husbandry, vegetable farming and food processing which ensures that they are able to stay in school while supporting their own livelihoods. Our poster will showcase how this innovative twin track approach provides an inclusive, effective and equitable solution through open schooling, while challenging traditional approaches to education attainment.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 6505
Subject
Country
Tanzania
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)