accessibility of disabled women in tanzanian higher education magreth matonya, phd student,...
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Accessibility of disabled women in Tanzanian Higher Education
Magreth Matonya, PhD student, University of Jyvaskyla
Faculty of Education
Preliminary Findings
April 12, 2011
Situation of disabled women in Tanzania Situation of girls/ women with disabilities in Tanzania have
not had equal access to education compared to disabled boys/men
The enrolment rates of disabled women decreases as you go further in the education levels. Table 1 shown the situation,
Table 1. Enrolment situation of disabled women in Tanzania
Levels of education
Enrolled students
% of the enrolled disabled ss
% of disabled boys/men
% of disabled girls/ women
Primary 8,410,094 96,086 1.14
52022 54.1 44064 45.9
Secondary 3, 709, 315
4,744 0.01
2814 59.3 1930 40.7
Higher education
40, 000 54 0.14
39 72.2 15 27.8
Situation in primary schools
Situation in secondary education
.
Situation in higher education
Objectives of the studyThis study investigate factors contributing
to the few women with disabilities joining and pursuing higher education.
Qn: What are the key factors contributed disabled women to succeed to higher education
Methods of the studyData were collected in January and
February, 2011 through interviewing 21 women with disabilities at University of Dar es Salaam. Four were studying Masters degree and 19 were pursuing Bachelor degree.
Factors for successSelf- Determination and ambition
Understanding the role of education in their life motivated disabled women to seek knowledge and they believe that education is liberated and enabled them to struggle for their rights without fear.
factors cont.... Financial support provided by different
stakeholders at primary and Secondary education level. Example religious, scholarship, district councils and Higher Education Loans Board.
Invitation of former students who managed to join higher education to encourage them on how to move to University
Family supports- educational background of the family.
Love and care, encouragement and financial support from the family
Family supports
Factors cont----- Peers support, searching materials to the library,
taking notes in classroom, reading when their were writing, guiding them to classroom,
Peers also encouraging them to Participate in group discussion so as to get the diverse knowledge
Teachers support, if they didnt understand they provided handout and guidence and councelling
Institutional supports, providing equipments, resources and readers
conclusionThe interviews showed
that disabled women if given support they can succeed.
The support helped few disabled women who managed to join their studies at University
Self determination, ambition,
encouragement andFinancial support. Encouragement
from teachers
What support they need
Reference
Macha, E. 2002. Gender, Disability and Access to
Education in Tanzania. Unpublished PhD Thesis. University of Leeds
Kelly, S. 2002. The Effect of Post-secondary Education on the Lives of Women with Physical Disabilities. Women, Education and Disability project, Vol 13 (4) 91-95
Alden, P . Hickley, J. 2005 fall. Women with intentional issues: success in college learning. Journal of Development education, 29 (1). 10-12,14-17.27
Runhare, T. (2004) Provision of equal education for students with disabilities at tertiary institutions in Zimbabwe: prospects barriers. Journal of social science. Vol 19 (1) 151-167