accessibility of disabled women in tanzanian higher education magreth matonya, phd student,...

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