Perceptions and Involvement of Parents over Girls' Secondary Education in Kisarawe District – Tanzania

Abstract

The legal frameworks at national and international levels strongly emphasize the importance of education for both female and male children. The frameworks have changed gender-biased mindset over education in some societies in the world. Nevertheless, there are some societies with a negative perception of girls' education. This study examined the perception and involvement of parents over girls' secondary education in Kisarawe District. The study used a case study design and a qualitative approach. Data were collected using interviews and a questionnaire, and were analysed using thematic data analysis. Results show that parents have a positive perception of girls' secondary education. However, there is a great mismatch between such mere perception and involvement. Parents are hardly supporting female children in terms of school requirements such as transport, moral support, making follow-up on their academic progress and providing time for studies at home. It was discovered that parents' positive perception of girls' secondary education in the area is not intrinsically cherished but rather extrinsically driven by the GGovernment's strict enforcement of laws against anyone who denies the rights of girls to access education. Hence, measures that can change the mindset of the community regarding girls' education should be undertaken along with legal frameworks for transformative results.